Art is an important factor in child development. Research has highlighted art educationâs role in childrenâs acquisition of the economic, cultural, and civic capital required to sustain a communitiesâ cultural resources. For K-2 learners, art education also contributes to the development of fine motor skills, cognition, and interpersonal relationships. The incorporation of art museum visits into school curriculum is one of the ways students can have repeated, sustained engagement with art. Recognizing this, many art museums provide digital resources to support the integration of these resources into classrooms, but little research investigates classroomsâ use of these resources. Additionally, little research investigates technology designs that support interactions and needs of K-2 learners, teachers, art museum educators, and docents in fully remote art education settings.
This project uncovers key implications and design requirements for developing effective, remote art education environments for K-2 learners and educators. From these requirements we made novel, instrumented tangible tools that can create beneficial learning opportunities where K-2 learners can practice fine motor skills and age-appropriate art principles. This project also studies how the integration of these tools into virtual environments can support K-2 learners in remote settings.
Understanding K-2 Remote Art Education Needs
Repeated, meaningful art education experiences for young children are often coordinated across school settings, which support daily art encounter opportunities, and museums, which provide more isolated encounters with artworks. To understand the needs of classroom and museum educators in remote K-2 settings, we conducted a needs survey and interview. We developed 3 sets of design requirements covering their needs. We also developed a novel typology of existing art education platforms, identifying where educatorsâ needs are and are not met.This project is described in our 2022 Interaction Design and Children (IDC) Paper: Ready, Set, Art: Technology Needs and Tools for Remote K-2 Art Education
The Chameleon Clippers
Lead: Gennie Mansi, HCC PhD student
To satisfy the need for young learners to receive appropriate feedback as they practice fine motor skills in remote environments, we created the Chameleon Clippers. This low cost instrumentation of classic school scissors uses line sensors and a custom built Processing application to alert users when they deviate from the line they are attempting to cut.
This project is described in our 2022 Computer-Supported Collaborative Learning (CSCL) paper:
Mansi, G., Boone, A., Kim, S. & Roberts, J. (2022). Chameleon Clippers: A Tool for Developing Fine Motor Skills in Remote Education Settings. In Proceedings 2022 International Conference on Computer Supported Collaborative Learning (CSCL). Hiroshima, Japan and online. Best design paper nominee
PLVM: Play and Learn in the Virtual Museum
Lead: Sue Reon Kim, MS-HCI
Increasing shifts to online and remote education in recent years â greatly augmented by the Covid-19 pandemic â have created a new challenge for museum-based art educators: How can young children have impactful art engagement experiences on remote museum tours?
In this project, I explore the K-2 art educatorsâ pedagogical needs in facilitating the remote art tour through co-design, and offer a technological solution, Play and Learn in Virtual Museum (PLVM). PLVM (pronounced as Plum) is a web-based digital platform for K-2 art educators and students to aid the followings:
- Simple technology set up for students (3 point setup)
- Ability to deeply looking at the art utilizing different interaction models such as discussion, drag-and-drop, point, multiple choice and storytelling
- Integration with existing educational tools and different media such as 360 view, youtube, google slides, and images from the museum collection database
- Sharable hands-on activities
- Texture sound for the 3D elements
This platform offers both moderated and unmoderated versions to make it more accessible for limited resourced art educators.
- Gennie Mansi, HCC PhD
- Sue Reon Kim, MS-HCI
- Ashley Boone, HCC PhD
- Jessica Roberts


The teaching of language and foreign language
That the Word of God is swaddled in language gives us good reason to study and to know all that our language touches upon. Yet, the Scriptures were written in languages foreign to us, flowing forth the Gospel into our ears, and hearts, and tongues by translation. We study language and foreign language so that we may never lose the tools of translation, communication and rhetoric, so that the words of the Gospel may not be obscured to us nor failed to be preached to bring life to our neighbor, however foreign.
The foundational skills taught in the core disciplines of reading and writing begin with the teaching of the structures of our own language. This trains the mind to think, so that knowledge can be used, processed, and then communicated. The process begins with the structures of our own language: phonics, grammar, syntax, and rhetoric. Similarly, foreign language study trains the mind in thinking, beginning with the structures of another languageâs phonics, grammar, syntax, and rhetoric.
To study a foreign language, something âotherâ and different than our own language, forces comparisons and contrasts. It forces the mind to think: âwhat is the same and what is different between these two things?â That simple process teaches us how to learn, and it develops careful analytical skills which may be applied outside of language learning, even in mathematics.
The choice to teach Latin as a foreign language complements our teaching of other subject areas. Learning Latin has practical benefits. Because 50% of common English words come from Latin, learning Latin develops our English vocabulary. By doing so, reading, writing, and spelling are easier. Knowing Latin phrases and allusions help make reading good literature easier. In writing, the student may take more care in word choice, sentence structure and argument as well as the beauty of the rhetoric in English, because Latin has provided a knowledge-base from which the student may choose. Further, Latin provides a foundational literacy to understanding other modern European languages. It is the basis for Spanish, French, Italian, Romanian, and Portuguese. It is akin to German. Having learned how to study one foreign language makes subsequent foreign language easier.
Alongside formal language study, Latin teaches our culture and history. The âAmerican ideaâ of 1776 is rooted in Rome. Roman history provides an historical background to the Scriptures. It is easy to contrast the values and virtues of the men of Rome to that of the God-man Jesus Christ. Thus, Latin touches upon many subjects.
Latin provides an example of how a language, viewed as vulgar by preceding cultures, was turned in service to the Church, through the preaching of the Gospel and the translation of Scripture. The unbridled tongue became a confessing tongue for the liturgy and music of the Divine Service, as well as the dominant language for Church scholarship, even subsequent to the Reformation. The Scriptures, in English, provides an example of how the Church salts the culture. Biblical phrasesââa house divided against itself cannot stand,â âa leopard cannot change his spots,â âa wolf in sheepâs clothingââ shape our own language.
While students begin their foreign language study by chanting Latin verb forms: âamo, amas, amat,â they finish by reading Martin Lutherâs Catechismus Minor, the Small Catechism in Latin. In doing so, the student applies Latin grammar and vocabulary previously taught and notes the differences of what has been âlearned by heartâ in English. Thus, the Catechism and the Word of God become more richly communicated so that the heart may continually receive the Gospel and believe the Word.


Preparing students to be world citizens means providing opportunities for international experiences, but it also includes demonstrating the value of contributing to the local community.
The UGA-Clarke County Schools Partnership, a five-year plan aimed at improving student learning, brings together teachers, principals, district administrators, community service agency leaders, parents and UGA faculty and students in collaboration with two pilot schools, Chase Street and Gaines Elementary Schools.
Earlier this year, UGA students who participated in a study abroad trip to Cuba visited Gaines Elementary School and hosted mini-assemblies, where the young students danced, viewed pictures and slides, and created art based on what theyâd learned about Cuba.
Gaines School is one of two Clarke County elementary schools involved in the innovative partnership with the UGA College of Education thatâs designed to improve student achievement that was begun in February 2001. Chase Street Elementary is also a partnership school. The partnership has also brought art education students into elementary classrooms to teach weekly, providing valuable development time for teachers, arts experiences for the elementary students and teaching experience for UGA students.
Professor of art Joseph Normanâs work was the focus of one unit of instruction taught at Gaines Elementary. Norman deals with the varied and often controversial issues associated with human relationships in his paintings, drawings and lithographs. His drawing titled âTarget Practice: Take This. Take That!â features a sleek hammer looming above a nail-filled piece of wood.
âWhen we get into an argument we tend to target the same issues and like driving nails in our hearts, we hammer away with painful words. Even apologizing cannot remove the scars left in our hearts (or the holes left in the wood),â Norman said.
UGA art education students and Gaines Elementary students used this drawing to think about, discuss and create art about âThe Power of Words.â Norman later visited the students to discuss their work.


Literacy Materials deals with the design and production of literacy materials for different stages of literacy development and a range of target groups, purposes and contexts. Students will be enabled to produce materials for adults and children that take into account theoretical understandings of literacy acquisition (covered in Literacy Education); good design principles; practicalities of the situation; available technology as well as linguistic, motivational and cultural factors. They will then design pages of a manual to train local tutors to teach using these literacy materials.
Balanced Literacy Programs
Reading Readiness, Phonics
Language Experience Approach, Big Books
Real Texts â Health, Numeracy and Scripture
Teaching Writing for Literature Production
Literacy and Technology
Assessment, Monitoring and Evaluation


1 Game to Improve Numeracy in Children
Is family literacy important? Of course it is! Children who have parents that are involved with them in family literacy score higher on standardized reading tests. This shows us that children are influenced by their parents and that parents can demonstrate the importance of literacy (and numeracy!). In this blog, weâll explain why numeracy is important and a game you can play with your children to improve it. Numbers are everywhere, and we need to give our children the tools they need to understand them.
Is Numeracy Important?
If you look around you, itâs likely you can see numbers. Are you able to understand what those numbers mean? Can you use them in your daily life? Numeracy is having the confidence and skills to solve problems using math in your everyday life. We need to be able to interpret numbers for our personal finances, cooking, our health, understanding statistics and graphs in the news, and more! Through positive associations and games, we can make math and numbers fun. Positive associations could mean talking about math and numbers positively and avoiding saying you were âbad at mathâ in school. Below, we have a game to work on numeracy in finances.
Materials needed: Grocery flyer, paper, writing utensil
To start, take the flyer (you can find flyers in your newspaper) and give it to your child. Ask them what they would buy if they had $50 to spend. What might they need (food, laundry detergent, personal hygiene, etc.)? You may need to help your child with adding the prices.
Then, have your child choose 3-5 items. How much would each item cost if they were 10, 25, 50% off? Depending on the age of your child, you can use easier or harder percentages.
Lastly, which sale item is the best deal? Why is it the best deal?
Numbers are Everywhere
One last way you can use numbers in daily life is by incorporating them into your conversations. For example, that could mean asking your child to choose 2 books, or bring you 4 spoons and 2 forks. To improve their numeracy skills, we need to use numbers. We need to show them why numbers are important and how theyâre used everywhere. So use numbers! Point them out on food, in the store, as measurements, as phone numbers, in the weather forecast, and in the news. What do the numbers mean? And lastly, feel good about the investment youâre making in your childâs future.


October 21, 2019
A literacy leader creates a culture where teachers are empowered to provide personalized instruction to meet each individualâs needs, and students believe in their abilities to improve as well as develop the intrinsic motivation and passion they need to become lifelong learners.
According to a study conducted by the Wallace Foundation, âleadership is second only to teaching among in-school influences on student success.â The researchers found little evidence of academic success in the absence of effective school leadership.
Additionally, research shows that, when schools and districts place a high priority on literacy development, students achieve higher levels of overall academic success. Principals and district administrators have a responsibility to develop a culture of literacy to promote independent reading in their schoolsâand, in turn, improve overall student performance.
So, what can you do to promote a culture of literacy among students and educators?
The acclaimed author and aviator Antoine de Saint-ExupÃ©ry once stated, â a goal without a plan is just a wish.â He was right! These words are especially true if you are trying to achieve literacy goals in your building or district. Achieving your literacy goals requires an intentional and strategic implementation planâespecially if a large number of your students are reading well below grade level.
Develop an overarching literacy plan that clearly communicates your vision and mission to educators, parents, and students. As you plan your literacy initiative, consider research-backed solutions that develop reading skills for both proficient readers and those students in need of interventions.
Offering studentsâ choices about their learning increases motivation, engagement, and overall academic performanceâand choice and control during reading instruction is especially important.
In a study of more than 140,000 students, researchers found that students who reported higher levels of interest and confidence in their reading abilities also achieved significantly higher levels of reading growth. Therefore, the reading development program you choose for your school or district should take into account the passions and interests of readers.
Differentiated instruction is a student-centered approach to teaching that is designed to address the needs of all learners, regardless of their backgrounds or skill levels. By adapting instructional approaches to meet the needs of the individual learner, educators can improve reading achievement across the entire student population.
Incorporate differentiation into your literacy plan to effectively address the variations in reading achievement across the student body.
Under the Every Student Succeeds Act (ESSA), school leaders are incentivized to prioritize evidence-based instructional tools and strategies to increase the impact of educational investments on academic achievement. Similarly, the What Works Clearinghouse (WWC), established by the Institute of Educational Sciences, uses tiered, evidence-based methods to evaluate the effectiveness of instructional programs.
Any literacy development tools or strategies you put into place should be backed by extensive efficacy research and proof of their impact. Rather than funnel your budget into literacy interventions that you arenât certain will work, choose a literacy intervention grounded in evidence.
Reading Plus received an ESSA âStrongâ rating for its research demonstrating a significant impact on reading proficiency.
Reading Plus was found to have a positive, research-based impact on student achievement under WWCâs standards as well.
Choosing a strong, evidence-based literacy intervention program for your school or district is an important first step in your literacy plan. But to actually achieve your literacy goals takes another critical step: You need to use the program as intendedâwith fidelityâto ensure maximum results.
To increase fidelity and ensure a successful implementation of the reading program, you will need to:
Reading Plus provides extensive professional development resources, tailored implementation support, and rich, actionable performance data for both teachers and administrators. By using data to drive literacy instruction, school leaders can accelerate student reading growth with Reading Plus.
Motivating students to take an active part in their own reading developmentâthat is, developing intrinsic motivation in readersâis one of the most difficult tasks every literacy instructor faces. School leaders can help motivate students to read by employing district- and building-wide contests that reward students for reading.


Rowan University Libraries have many resources that can assist you in incorporating aspects of diversity, equity, and inclusion into your teaching practices and potential research. These issues have recently led to position statements from the National Association for Music Education (NAfME) on Inclusivity and Diversity (rev. 2017) and Equity and Access (2017) and the College Music Society set Fostering Equity and Opportunity in Music as their common topic for 2019-2020.
Find more information about the university's commitment to diversity, equity, and inclusion here. Here is the Division of Diversity, Equity, and Inclusion's definition of these terms:
We commit to promoting and increasing diversity which is expressed in various forms, including race and ethnicity, gender and gender identity, sexual orientation, socioeconomic status, language, culture, marital status, national origin, religion, age, (dis)ability status and political perspective. As the Association of American Colleges and Universities (AAC&U) so often points out, diversity should be talked about as âinclusive excellence,â for only when a campus is truly inclusive can it make a claim to excellence.
Equity is the guarantee of fair treatment, access, opportunity, and advancement for all students, faculty and staff, while identifying and eliminating barriers that prevent full participation of some groups. Equity-minded practices are created through:
We commit to working actively to challenge and respond to bias, harassment, and discrimination. We are committed to a policy of equal opportunity for all persons and do not discriminate on the basis of race, ethnicity, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, or veteran status.
Inclusion is the active, intentional, and ongoing engagement with diversityâin people, in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connectâin ways that increase oneâs awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions. (AAC&U)
Here are some bibliographies of recent articles on music and DEI:
These pre-existing guides can help you navigate resources in various areas outside of music:
And here are links to the current music research guides:


The inclusion of creative activities in general music education has become a common practice since the late 1960's in various developed countries such as the UK, USA and Australia. However, creative activities have not received a similar emphasis in Hong Kong, either with curriculum planners or with teachers in schools. In order to assess the current situation of applying creative music-making activities in Hong Kong secondary schools, a structured questionnaire was designed and distributed to all secondary schools. This paper discusses the results of this questionnaire plus some of the most important implications. Copyright Â© 1999 UNIPRINT.
|Title of host publication||Children and Music: Developmental Perspectives|
|Editors||Margaret S. BARRETT, Gary E. MCPHERSON, Rosalynd SMITH|
|Place of Publication||Launceston, Tasmania|
|Publication status||Published - 1999|


"Every color harbors its own soul," said Emil Nolde, arguably the most famous German expressionist, who would have celebrated his 150th birthday on August 7. His work embodies this vision, and the fantastic use of color in his paintings never ceases to amaze.
Whether he painted blood-red flowers and skies, lakes and mountains dyed in cerulean, or bright orange fields that flow into deep magenta backgrounds, his work reads as a profound exploration of hues and moods.
Without a doubt, his life was just as colorful. He was born in 1867 as Emil Hansen to a peasant family in Nolde in what was then Prussia (now Burkal in Denmark). He had no interest in becoming a farmer, though later in life he would live reclusively and dedicate a significant portion of his work to rural landscapes.
After training and working as a furniture maker and wood carver, he was rejected from studying art in Munich. Instead he pursued art education in Dachau and Paris - and his talent was finally recognized.
In 1906, he was invited to join the Die BrÃ¼cke (The Bridge).
The German expressionist avant-garde group, which had been founded by Fritz Bleyl, Erich Heckel, Ernst Ludwig Kirchner and Karl Schmidt-Rottluff in 1905, relied on crude drawings, radical colors and complete abstraction.
Nolde, preferring isolation as an artist, withdrew from the group in 1907.
Banned by Hitler, despite being a fan
Despite his proclamation that "art is exalted above religion and race," Nolde was a vocal supporter of Hitler during his rise to power.
Read more: 80 years ago: How 'degenerate art' purges devastated Germany's museums
But being favored by prominent Nazi figures such as Joseph Goebbels and Fritz Hippler did not help him in the end. The regime condemned his art as "degenerate," and Nolde was forbidden from painting until the end of World War II, just like many other avant-garde artists. Their work was simply too modern for the traditionalist Nazis.
Before his death in 1956, Nolde was rehabilitated and awarded the German Order of Merit. A selection of his oeuvre is presented in the gallery above.


Posted on March 11, 2016
By Candy Jones-Guerin
Music in Our Schools Month is the National Association for Music Educationâs annual celebration during March which engages music educators, students, and communities from around the country in promoting the benefits of high quality music education programs in schools. It initially began as a single statewide Advocacy Day and celebration in New York in 1973 and transformed itself into a month-long celebration of school music starting in 1985.
Take some time this month to learn about some of historyâs great musicians with these eBooks available on the GVRL platform.
Wolfgang Amadeus Mozart, 1st Edition
Wolfgang Amadeus Mozart introduces young readers to one of historyâs greatest composers. They will trace Mozartâs life from his childhood touring Europe as a musical prodigy through his years in Italy, Salzburg, and Vienna. Theyâll learn about his struggles for independence and his musical innovation.


UP 4 KIDS promotes a community preschool environment for all children ages 3-5 that is developmentally appropriate. Teachers are all certified in Early Childhood Instruction with specialized endorsements. Classroom paraprofessionals are also certified in the area of early childhood development. Direct and indirect services are available in the areas of occupational therapy, physical therapy, speech and language therapists, behavioral consultants, psychologists, deaf educators and vision therapists. Specific daily themes provide an overall structure for the day. Preschools meet 12 hours per week within the school calendar. Valid and reliable assessment practices are utilized, and a variety of learning activities are used as detailed below.
UP 4 KIDS preschools promote self concept in preschool children by providing an environment of respect, recognizing successes, and giving opportunities for growth.
UP 4 KIDS preschools promote the development of social skills by encouraging communication attempts with adult elaboration, mediation, and guidance available. Many opportunities are provided throughout the day for problem solving and for sharing ideas with peers. An emphasis on sharing, developing socially appropriate manners, respect for space, following classroom routines and rules is in place.
UP 4 KIDS preschools promote critical thinking skills by affirming communication attempts, providing child-directed activities involving hands-on skill development under the guidance of qualified professionals.
A variety of developmentally appropriate childrenâs books and materials are incorporated into the structure of the day with an interactive approach. Information is layered and introduced visually, using both sign language and visual phonics, as well as verbally.
Family literacy experiences are promoted by demonstrating the importance of early literacy development during orientation and throughout the year, along with introducing specific applications for use in the family environment. Books are created by the children to take home and share, and frequent newsletters provide literacy ideas.
Daily hands-on, concrete and experiential opportunities for acquiring an understanding of things, time and space are provided.
Individualized expectations are designed to promote growth through the developmental stages of physical skill development. The environment is structured to provide opportunities for movement alternating with sedentary activities.
Direct instruction is provided on a variety of safety, health and nutritional practices. Safety and respect are the focus of the instruction.
Creative expression is promoted by providing a balance of child directed and teacher directed activities that include the child to express ideas artistically.
Center based play is designed to allow children to experiment and investigate play, language and literacy. Centers are structured and designed to promote development across all areas and encourage creative play.
Ethnic and gender diversity are promoted through the use of culturally diverse toys, books, and foods to teach an understanding and appreciation of a wide variety of human social themes.
A variety of age appropriate evidence based strategies, are used to guide and modify behavior. A focus on safety and respect is in place.
Guidelines from High Scopes learning and AEPS are used to assess and document skill development. Further direct evaluation is recommended for children whose development is at risk.
The ILCD process is adopted by all area schools to promote active participation by all area patrons to promote skill development and transitions from preschool to kindergarten. A seamless process for education from preschool introduction through school entry is provided by supporting local school district expectations for enrolling kindergarteners. An open door policy is in place, and kindergarten teachers are encouraged to observe children in the preschool setting in the spring prior to entrance.
Language and literacy development is the major emphasis of the preschool program at UP 4 KIDS, and is incorporated through ongoing parent communication, theme based activities, and center based structure.


Webster, P. R. (1979). Relationship between creative behavior in music and selected variables as measured in high school students. Journal of Research in Music Education, 27(4), 227-242
This study is concerned with measurement of music creativity, specifically the subcategories of music composition, music analysis, and music improvisation ability. Study participants consisted of 77 high school students from three schools who were involved in school music groups, but lacked formal music training. In order to determine the measures that relate to music creativity, researchers assessed studentsâ creative abilities, music achievement, and aptitude through a series of tasks and activities related to music creation and a battery of tests consisting of the Torrance Tests (1974), subtests from the Colwell Music Achievement Tests (1970) and subtests from the Gordon Musical Attitude Profile (1965). The researcher also administered background questionnaires to students, and reviewed their academic records. All information and scores were compiled so that the researchers could conduct univariate and multivariate statistical analyses. Findings revealed that students with high music achievement scores tended to score highly on all areas of music creativity. Figural creativity evidenced a relationship with both improvisation and analysis. Grade, age, and performance medium were found to be unrelated to music creativity while IQ scores and gender evidenced a relationship with improvisation only. Fluency, flexibility, originality, and elaboration scores within a particular area of music creativity were found to be highly related.
Students with high music achievement scores typically also had high scores on all three measures of music creativity. In particular, instrumental recognition was found to be important for improvisation, auditory-visual discrimination for composition, and pitch recognition for analysis. Figural creativity evidenced a relationship with both improvisation and analysis. Grade, age, or performance medium was not found to be related to music creativity. IQ scores and gender evidenced relationships with improvisation, but not to any other measures of creativity. In general, fluency, flexibility, originality, and elaboration scores within a particular area of music creativity were found to be highly related to each other.
Significance of the Findings:
Music achievement, specifically auditory-visual discrimination, aural recognition, and the ability to conceptualize figures in a creative way appears to play a role in the music creative ability of high school students. Students gifted in one area of a creative domain (e.g., musical improvisation flexibility) may also excel in other areas on that domain.
Seventy-seven high school students from three diverse Rochester, New York high schools, all of whom were involved in a performance ensemble but lacked systematic musical training, participated in this study. During the first week of research, the Torrance Tests (1974) were administered to students to assess their creative ability. Also, subtests from the Colwell Music Achievement Tests (1970) in auditory-visual discrimination and melody, pitch, and instrument recognition and the Gordon Musical Attitude Profile (1965) in tonal imagery were given to students to determine their levels of music achievement and music aptitude, respectively. Researchers also administered questionnaires and examined academic records to determine each studentâs performance medium, piano lesson background, and demographic information.
In the second week of the study, students completed activities in each of the three modes of music creative expression: performance, analysis, and composition, Students first completed an improvisation activity during which they responded to rhythmic and melodic stimuli, improvised on the tune âTwinkle, Twinkle, Little Star,â and composed an original piece that integrated âTwinkle, Twinkle, Little Star.â This activity was recorded. During the composition activity participants were instructed to create a short musical piece for a triangle and another instrument and to elaborate and extend this piece. During the analysis activity, participants were asked to make observations about different pieces of music and to compare pieces of music. These two assessments were taken home and brought back. All information and scores were subsequently compiled into a database so that researchers could conduct various univariate and multivariate statistical analyses.
Limitations of the Research:
Because this research study examined correlations among preexisting variables, it is not possible to make any causal inferences.
Questions to Guide New Research:
Researchers could consider other factors that may relate to music creativity development, such as interest (or lack of interest) in a particular task. It may also be interesting to consider possible transference of creativity from one area to another. Future studies should seek to replicate this research with diverse student populations and in other art forms.


In the dynamic landscape of education, the paths to becoming a teacher are as diverse as the students we aim to teach. If youâre someone who holds a liberal studies degree or is considering pursuing one, you might be wondering whether this academic journey can lead you to a fulfilling career in education. Letâs explore the possibilities and advantages that a liberal arts degree offers to aspiring educators.
What is a Liberal Arts Degree?
A liberal arts degree is a multidisciplinary degree that opens doors to a wide range of academic disciplines. It encompasses subjects such as English, math, arts, social sciences, and natural. This comprehensive approach aims to cultivate a holistic understanding of the world, fostering critical thinking, communication skills, and a well-rounded intellectual foundation.
Liberal Arts Degree and Its Interdisciplinary Approach
At its core, a liberal arts degree is built on the foundations of the content areas that teachers are expected to convey to their future students. It embraces an interdisciplinary approach that mirrors the multifaceted nature of education itself. As a prospective teacher, having a background in a variety of subjects equips you to connect a variety of ideas and concepts, enriching your teaching methods and making learning engaging and relatable for your students.
Can You Be a Teacher with A Liberal Arts Degree?
Absolutely, a liberal arts degree serves as an exceptional foundation for those who aspire to enter the field of education. Beyond the subject-specific expertise, this degree empowers you with essential soft skills such as adaptability, creativity, and critical analysis. These skills are paramount in a classroom setting, where every day brings new challenges and opportunities for growth.
Liberal Arts and Holistic Education
Teachers with a liberal arts background approach education with a broad, holistic mindset. They recognize that teaching is not confined to memorization and standardized testing. Instead, they focus on nurturing well-rounded individuals who are adept at critical thinking, effective communication, and collaborative problem-solving. They see education as a means to foster open-mindedness and progressive thinking among students.
Liberal Arts Degree as a Foundation for Future Educators
A liberal arts degree lays a strong groundwork for aspiring educators. Its broad scope provides a fulfilling educational journey that also holds practical value in the field of teaching. This interdisciplinary education equips you with the tools needed to inspire young minds, and when combined with a teacher preparation program, it can pave the way for state licensure.
Partnering a liberal arts degree with a teacher credential program, such as the one offered by Los Angeles Pacific University, ensures that you meet the requirements for becoming a licensed teacher. This program not only hones your teaching skills but also deepens your understanding of educational theories and classroom management strategies, setting you up for success in your teaching career.
What Major Do You Need to Be a Teacher?
The major required to become a teacher can vary based on the level and subject you intend to teach. For instance, aspiring elementary school teachers often major in liberal studies, elementary education, or other related fields. On the other hand, high school teachers typically hold degrees in the specific subjects they plan to teach. However, a liberal arts degree can transcend these distinctions by providing a comprehensive education that proves beneficial in various teaching roles.
Becoming Certified as a Teacher
Earning a bachelorâs degree is just the beginning of your journey toward becoming a certified teacher. To achieve this goal, youâll need to complete a teacher preparation program, which offers hands-on experience and pedagogical training. While the specifics of these programs and certification tests may vary by state, they are designed to equip you with the necessary skills to excel in your chosen educational path.
In conclusion, âyesâ. You can embark on a teaching career with a liberal arts degree. This versatile degree, when combined with a teaching credential, can serve as your passport to the world of education. Through its holistic approach, a liberal arts degree nurtures the qualities that educators hold dear: critical thinking, effective communication, and an unyielding commitment to shaping future generations.
So, if youâre ready to take the next step on your journey to becoming an inspiring educator, explore L.A. Pacificâs comprehensive B.A. in Liberal Studies with Teaching Credential that aligns a liberal arts education with a teaching credential. Together, letâs pave the way for a brighter future through education.


North Carolinaâs youngest students made strong gains in early literacy skills during the 2021-22 school year, outpacing the performance of students in other states where the same assessment is used to measure student progress throughout the year.
The gains were achieved during the first full year of a far-reaching statewide initiative to support elementary school teachers with extensive training in instruction based on the âscience of reading,â a phonics-based approach with strong evidence of effectiveness. State education leaders are encouraged by last yearâs assessment outcomes, which they say are an early indication that schools across the state are embracing the science of reading in the classroom even as many teachers are still learning about it through the two-year professional development program, Language Essentials for Teachers of Reading and Spelling, or LETRS.
The early literacy evaluation, an updated version of an assessment called mCLASS with DIBELS, is based on the science of reading and measures studentsâ proficiency in such key skills as phonemic awareness and phonics. The tool was used with all kindergarten through third grade students in North Carolina for the first time in the 2021-22 school year. Assessment results showed North Carolina students in all four grades made greater gains from the beginning of the school year to the end than students in other states using the same assessment.
State Superintendent of Public Instruction Catherine Truitt said the results show that the state is using the best approach to boost the literacy skills of all students.
âNorth Carolina took a huge step forward with the passage of the Excellent Public Schools Act in the spring of 2021, ensuring that all students learn to read based on the principles outlined by the science of reading,â Truitt said. âWe still have a long way to go, but the results weâre seeing from last year are clearly pointing in the right direction. Weâre going to reach the goal of getting students to be proficient readers by the time they finish third grade.â
The gains made by North Carolina students last year were compared with the gains of 1.6 million K-3 students elsewhere in the nation whose progress was tracked with the same assessment, according to Amplify, the education company that provides the mCLASS assessment under contract with the Department of Public Instruction.
NC K-2 Early Literacy Assessment Results vs. Students in Other States, 2021-22
Amplify reported significant increases in proficiency at every level in North Carolina grades Kâ2 by the end of the 2021-22 year, as measured by mCLASS with DIBELS 8th Edition benchmark data when compared with a data set representing students in all states except North Carolina.
Additional data can be found here.
The assessment that North Carolina schools used during the 2021-22 school year more closely matches the science of readingâs emphasis on five critical components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Consequently, comparisons from last yearâs results to past years are not compatible.
Additionally, the assessment results are not comparable to the stateâs end-of-grade reading tests, which are administered beginning in the third grade. Those exams measure whether a student has mastered grade-level standards, from a basic level to more rigorous comprehension, while the mCLASS assessment measures the essential, foundational skills that students need to become successful readers.
Teachers administer the mCLASS assessment with students individually at the beginning, middle and end of the school year, and are encouraged to use it at other times to monitor student progress. In addition to student progress data, the various components of mCLASS also help guide teachers in their literacy instruction and interventions.
Amy Rhyne, who leads the stateâs early literacy program as director of the Office of Early Learning at the Department of Public Instruction, said she believes the state gains last year can be attributed to strong leadership and the commitment of teachers in school districts across the state to help drive the significant shift in early literacy teaching and learning.
âWith the statewide focus in North Carolina on the science of reading, many districts jumped ahead of the formal LETRS training so they could learn more about the science of reading and establish aligned processes,â Rhyne said. âIn many cases, we are seeing positive trends where the leader is onboard and advocating for this shift, as well as clear processes to support the implementation.â


Sept. 5, 2017
Children come to school with more than just their backpacks. They often bring worries about whateverâs going on at home, or anxieties about being in school or interacting with their peers. Itâs the teacher's job to help them learn to regulate these feelings, get support, and be ready to learn. Addressing childrenâs social and emotional needs is one of the hardest parts of any early learning teacherâs job. Yet itâs not something typically included in teacher preparation programs nor is it a priority for many principals.
The Franklin-McKinley School District in San Jose, Calif. is trying to change that through a unique series of professional development trainings for its early childhood teachers designed to build teachersâ skills in early literacy and social emotional development.
Franklin-McKinley chose this approach in close consultation with their early childhood teachers and staff who felt that they needed more strategies to help children learn to self regulate, communicate their emotional needs, and get along with their peers. The teachers and staff worked in partnership with Californiaâs Early Learning Lab and the New Teacher Center to develop a professional development model that integrates best practices in early literacy with social and emotional learning strategies. The district is using the Teaching Pyramid model from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), which they adapted to fit their specific needs with the help of its designers.
The Teaching Pyramid framework is geared towards early learning settings and can help teachers promote social and emotional development, provide support for childrenâs appropriate behavior, prevent challenging behavior, and address problematic behavior effectively when it arises. Essentially, it equips teachers with strategies for responding to childrenâs social and emotional needs in the classroom. When done well, the Teaching Pyramid can enable teachers to create classrooms where they have strong and supportive relationships with their students. Students learn to feel comfortable talking about their feelings, keep their emotions in check, and begin to solve their own conflicts.
In addition to professional development to support teacher implementation of the model, Franklin-McKinley teachers also received weekly coaching on social and emotional learning and early literacy strategies, and support in engaging families.
As a transitional kindergarten teacher in the district, Thuy Kropp often has students in her classroom who have never been in school before. And a big part of her job is to get these students ready for kindergarten.
In this video, Kropp tells the story of one child, who was bright and creative, but was disrupting the classroom with hitting and throwing things. Her first stabs at helping him had been unsuccessful. But while participating in the training program this year, Kropp created a chart and story from the book âTucker Turtle Takes Time to Tuck and Think,â one of the social stories used in the Pyramid curriculum to help children understand social interaction and expectations. She also provided a copy of the book to the boyâs family and some suggestions for them to use with him at home.
The book and chart helped the child understand the expectations for him in the classroom, which Kropp says made a big difference. âHe started to say things like: âMs. Kropp, today I did not hit anyone. Today I did not throw anything around.â He actually internalized these concepts and the incidents were reduced,â she said.
Melinda Waller, Franklin-McKinleyâs director of early learning, said the district is collaborating with California CSEFEL to adapt the Pyramid model to include early literacy along with social and emotional skills. While the district wanted to teach social and emotional skills, they didnât have time in the day to teach it as its own content area, she said. This approach allowed them to include both.
The district is also working on training elementary principals in early learning and childhood development, including the importance of social and emotional learning, Waller said.
Thuy Kropp said the skills, strategies, and resources the model provided have been invaluable to how she teaches.
âSomeone said: If a child doesnât know how to swim, we teach. If a child doesnât know how to read, we teach. But when a child doesnât know how to behave, we punish,â she said. âSo why not teach them these foundational skills?â
* Post updated on 9/11/17 at 8:50pm to correct the model FMSD is using


Objectives: To assess the prevalence of low health literacy among adolescents, young adults, and child care-givers in the United States, the readability of common child-health information, and the relationship between literacy and child health. Data Sources: MedLine, Educational Resources Information Center, National Library of Medicine, PsychInfo, Harvard Health Literacy Bibliography, and peer-reviewed abstracts from the Pediatric Academic Societies Annual Meetings. Study Selection: A systematic review using the following key words: health literacy, literacy, reading skill, numeracy, and Wide Range Achievement Test. Main Outcome Measures: Descriptive studies that used at least 1 valid measure of health literacy, studies that assessed the readability of child health information, and ob servational or experimental studies that included a validated measure of health literacy, literacy, or numeracy skills and an assessment of child health-related outcomes. Results: A total of 1267 articles were reviewed, and 215 met inclusion and exclusion criteria. At least 1 in 3 adolescents and young adults had low health literacy; most child health information was written above the tenth-grade level. Adjusted for socioeconomic status, adults with low literacy are 1.2 to 4 times more likely to exhibit negative health behaviors that affect child health, adolescents with low literacy are at least twice as likely to exhibit aggressive or antisocial behavior, and chronically ill children who have caregivers with low literacy are twice as likely to use more health services. Conclusions: Low caregiver literacy is common and is associated with poor preventive care behaviors and poor child health outcomes. Future research should aim to ameliorate literacy-associated child health disparities.
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health


Sentence Writing Practice
Try Sentence Writing Practice
with a sample word list!
- Foundational Skills
It has specific structure that includes rules regarding punctuation, capitalization, spelling, subject/verb agreement, and context. Students need constant practice writing proper sentences, and teachersâ lesson plans on writing can start with sentence writing practice activities.
However, instruction on sentence writing should happen as students are able to recognize the distinguishing features of a sentence, such as the first word, capitalization and ending punctuation. In second grade, students should be learning how to create, expand and rearrange simple and compound sentences.
Sentence writing lesson plans must include simple rules regarding capitalization and ending punctuation, and progress to including more complicated grammatical and structural considerations. Sentence Writing Practice is an interactive activity that lets students practice keyboarding skills as well as their sentence writing skills.
Depending upon the instructions left by the teacher, students will write a sentence or definition, a synonym or antonym, a riddle or an analogy for each one of their spelling or vocabulary words. Students can have their sentences read back to them, and edit their word before submitting the assignment to the teacher to be graded electronically.
Teaching Tip: Teachers can select from five preset writing assignments (write a sentence or definition, a synonym or antonym, a riddle or an analogy), or create their own instructions for their students. More...Less
Teachers can also include short instructional videos in the instructions for students to view as a reminder of skills which have been taught. These videos support skills like subject/verb agreement, commas, declarative, interrogative, imperative and exclamatory sentences.


As a key step, you will want to assess your childâs learning style to know what type of learning activities serve your child best. If your child is primarily a visual or auditory learner, youâre in luck! Virtually all Orton Gillingham reading programs use visual and auditory components or activities.
The OG approach we know today is based on a method developed by Anna Gillingham, who was a psychologist and research associate of Dr. Samuel Orton, a medical doctor who worked with children with reading difficulties. He used the then 25-year-old term congenital word blindness to describe their condition but today we call it dyslexia (Henry & Brickley, 1999; Orton, 1929). The Orton-Gillingham method, an explicit, multisensory, structured language approach to teaching reading. Orton was aware that the new teaching method of the timeâthe whole language approachâwas problematic for these children. The same goes for today. Dr. Orton even published an article in an educational psychology publication when phonics instruction was about to be forbidden in favor of these new, progressive, âwhole-wordâ reading programs, one of the many shots fired in what would become known 50 years later as the Reading Wars.


Phonics is a crucial part of learning to read and write, focusing on the relationships between letters and sounds in a language. Understanding phonics lays a strong foundation for developing reading and language skills. For children who struggle with reading or need extra support, phonics tutoring can be an effective solution that makes a significant difference in their educational journey.
A skilled phonics tutor can help students build their confidence and improve their reading abilities by teaching them how to identify letters of the alphabet, decode words, and understand the underlying structure of language. With the proper guidance, students can excel in reading and language arts, leading to improved academic performance and a lifelong love of reading.
Benefits of Phonics Tutoring
Phonics tutoring can provide numerous advantages for students, especially when it comes to education, reading skills, confidence, spelling, comprehension, and fluency. Here are a few main benefits that I want to emphasize:
- Enhanced Reading Skills: Phonics instruction helps children identify letters of the alphabet and decode words with more than one syllable. This assists them in recognizing sounds represented by consonants, vowels, consonant blends, and digraphs. By mastering these skills, children become more fluent and efficient readers.
- Improved Spelling and Comprehension: With a strong foundation in phonics, students can easily spell and understand the meaning of words while reading. Phonics education helps them to decipher unfamiliar words and comprehend their meaning in context. As a result, their overall comprehension of a text is significantly improved.
- Increased Confidence: As children develop their reading abilities, they gain confidence in their skills. This newfound self-assurance can positively impact other areas of their academic and personal lives. Furthermore, it fosters a love for reading and learning, which can lead to a lifelong passion for knowledge.
- Strengthened Fluency: Phonics instruction supports the development of fluency, which refers to the ability to read smoothly, accurately, and with appropriate expression. Once children have mastered phonics skills, they can focus on understanding the textâs meaning rather than struggling to decode words, leading to a more enjoyable and efficient reading experience.
In summary, phonics tutoring offers a multitude of benefits for students, including improved reading skills, spelling, comprehension, and fluency. Additionally, it builds their confidence and encourages a love for reading and learning.


Learning Enrichment is provided for all students so that every child has the opportunity to reach their full potential. The Learning Enrichment Department caters for the strengths, weaknesses and varying learning needs of all students by utilising information from a range of assessments combined with our teachers' professional judgment.
The following demonstrates typical learning support activities across a range of subjects:
English â Renaissance Reading
This program assists teachers setting the right goals, match students with the right reading materials and gain deeper insight into progress quickly and efficientlyâgiving them more time back to differentiate and personalise each childâs learning experience for a profound and proven impact on growth. Students are empowered to own their learning with essential guidance from their teacher and self-monitoring of progress towards goals.
PreLit, MiniLit, MultiLit and Macqulit - Individualised Literacy Support
This program is offered to a small group of students from a variety of year groups, who require additional support with their reading skills. The âLitâ Programs are scientifically researched, evidence based programs from Macquarie University. They provide carefully sequenced and structured lessons that address reading and related skills. The "Lit" Programs help students to develop rapid, automatic and efficient word recognition strategies. The primary focus of the "Lit" program is on phonics, or word identification, supported by connected text reading to ensure skills are generalised to authentic reading experiences. The programs also teach strategies for decoding multisyllabic words, prefixes and suffixes.
Quicksmart - Individualised Numeracy Support
This program is offered to a small group of students from a variety of year groups, who require additional support with their numeracy skills. The Quicksmart Numeracy program focuses on basic mathematics content by providing instruction that is planned to meet each individual studentâs learning needs. Quicksmart is a scientifically researched, evidence based program from University of New England.
Study Centre at St Raphaelâs is facilitated by teachers who are passionate about providing extra opportunities for support. Whether it be for homework, assessments, access to technology or needing a quiet place to study. Study Centre at St Raphaelâs is available 2 mornings per week, 8:00am - 8:45am.
Learning Plus - Secondary
Learning Plus occurs one period per week. The purpose of Learning Plus is to foster a collaborative student centred structure in which students begin to own their own learning. It empowers peer learning, promotes leadership of senior students and embraces the Catholic ethos of inclusiveness and compassion. During Learning Plus, opportunites are scheduled and staffed to provide additional time and support for students experiencing difficulties or to provide students with enrichment and extension.
In class Numeracy and Literacy Support K-12
Learning Support staff work collaboratively with Teachers and support students in a variety of ways, such as:
- Setting up activities
- Supervising students
- Facilitating activities that the teacher has organised
- Assisting with administration
- Assisting teacher with group activities
- Undertaking one-on-one activities with a particular child, or small group of children.
Learning Support staff also help with students who might be struggling to keep up with the class â academically and/or socially â in many ways, such as:
- Developing positive relationships with the students
- Actively supporting the students to be a member of the class
- Helping the students develop friendships
- Encouraging the students to do as much as possible for themselves
Learning Support staff are highly valued at St Raphaelâs. Contributing positively towards a childâs future success is an incredibly rewarding role and the difference Learning Support Staff make on our childrens' lives cannot be underestimated.
Mathletics is a targeted, rewarding and captivating online learning resource, which is aligned to curriculum standards. An intuitive and efficient interface designed to help address the balance between teacher-led instruction and independent, student-driven learning in our mathematics classrooms. It provides personalised learning and differentiation support in our Numeracy classrooms.
St Raphaelâs offers a range of learning opportunities designed to develop the talents of each student. Extension activities include the da Vinci Decathlon, STEM competitions, debating and public speaking opportunities and various mathematics and writing competitions. These programs provide valuable opportunities for students to work collaboratively with like-minded peers and apply their knowledge to open-ended tasks.
11-15 Liverpool Street
Cowra NSW 2794
Phone: 02 6342 2940


Middle School General Music: The Best Part of Your Day Helps Teachers âNavigate the Turbulent Watersâ of Music in Middle School
RESTON, VA (January 21, 2010) â Middle School General Music: The Best Part of Your Day, a new book published by MENC: The National Association for Music Education and Rowman & Littlefield Education, Inc., is full of specific teaching strategies and games that are highly appealing, age-appropriate, and musical for todayâs middle school students.
Middle School General Music is a guidebook for music teachers trying to navigate the sometimes turbulent waters of teaching middle school general music. Written by middle school general music teacher/choral director Elizabeth Ann McAnally, this publication contains strategies and lessons that have been tested and refined in the âreal worldâ of a public school music classroom.
Organized according to the nine National Standards for Music Education, each chapter presents tips and lessons for helping middle school students meet high standards in their understanding of music. Ideas include a Music Critics Unit, composition projects, rhythm games, and tips for encouraging students to sing with enthusiasm. Also contained in the book is a rationale for the inclusion of general music courses in the middle school program, and tips for working with young adolescents. A list of suggested resources is included.
âI wrote this book to share strategies that really work for middle school general music,â said McAnally, who also writes and speaks on the subject of urban music education. âMy suggestions are not the only way, but there is nothing in this book that I have not tested and refined in my own classroom with diverse groups of students.â
For middle school general music teachers looking to create a program that is viable, participatory, and motivating to adolescents, this publication is a useful tool.
âThis book is an excellent resource for teaching general/vocal music to students in the middle years. It is based on real-world experiences from a veteran teacher who demonstrates compassion for meeting the challenges of teaching adolescents in an urban environment. Highly recommended!ââVirginia Lam, content specialist for music education, School District of Philadelphia
Middle School General Music: The Best Part of Your Day is available from RLE in paperback for $21.95 and clothbound for $55.00. MENC members receive a discount of 25%. To order or for more information, call 800-462-6420 or visit www.rowmaneducation.com.
MENC: The National Association for Music Education, among the worldâs largest arts education organizations, marked its centennial in 2007 as the only association that addresses all aspects of music education. Through membership of more than 75,000 active, retired, and pre-service music teachers, and with 60,000 honor students and supporters, MENC serves millions of students nationwide through activities at all teaching Editlevels, from preschool to graduate school. MENCâs mission is to advance music education by encouraging the study and making of music by all. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high-quality program of music instruction taught by qualified teachers. MENCâs activities and resources have been largely responsible for the establishment of music education as a profession, for the promotion and guidance of music study as an integral part of the school curriculum, and for the development of the National Standards for Arts Education. MENC is located at the National Center for Music Education in Reston, VA.


As we all know our world is far from ideal. Information regarding our planet is available online; and just like we browse online for offers similar to those on bingo-promo-code.co.uk that we use in our free-time, we also stumble upon various news sources regarding our environment. Poverty, pollution, lethal conflicts, and diseases are still very present and affect those who either live nearby or far across the sea. In order to effectively reduce these problems, we can all chip in and do our part. In other words, practice the good old saying â âBe the change you want to see in the world.â Here we will go over some things each and every one of us can do in order to make the world a better place.
Help The Environment
Those who want to adopt a healthier lifestyle can also help the environment. One of the easiest things you can do is reduce the carbon emission of your household. You can start by changing your lightbulbs to green light bulbs. These might be more expensive, but they consume less electricity and they last longer, which means that it is a good purchase in the long run. You can also start planting trees, as the environment always needs more of those.
Those who can afford electric cars and solar panels can also help the environment by opting for those solutions. These are getting cheaper, and are way more affordable now, and if anything else you can always start saving money for those purchases. Another good way to combat emissions is to simply ride a bike rather than use your car when you are not travelling outside of town.
Finally, you can either go vegan or simply reduce the intake of meat. This is primarily a healthier option for you but, if the demand for meat goes down, the factories that produce it will also become more redundant. These giant farms produce a lot of waste, and we also throw away a lot of our food, so if we all do our part the improvements will become noticeable.
As mentioned there are always those in need of money, food, clothing, education, etc. One of the ways you can help is by simply making small donations on a monthly basis, to a legitimate charity organization. In addition to funds, you can donate old stuff that is in good condition and still usable. Furthermore, you can also help by volunteering at local shelters and take a hands-on approach to help those less fortunate.
Letâs not forget that there are those who might need immediate medical attention in order to survive. You can help the doctors and hospitals, by donating blood and plasma. Alternatively, you can help spread the word about the needs of others, and try to convince other people to donate and help.
There are also kids who are not in the system, and who do not have elementary education. If you can help by teaching them some things you are good at it could make them better equipped for the future. Once again you can do this by volunteering or by simply becoming a teacher and choosing to work in an environment where teachers are desperately needed.


77% of Pakistan children trapped in a cycle of learning poverty.
In Pakistan, most children aged 10 years (77%) are trapped in a cycle of learning poverty â a concept developed by The World Bank which refers to the inability to read and understand a basic text in English. This situation has only worsened due to emergency contexts such as the Covidâ19 pandemic and the super floods in 2022 and is expected to further intensify with the risk of emergency threats in the future.
Approximately 23 million children in Pakistan are out of school which forms a significant proportion of the group of children who are unable to read and understand. However, the high learning poverty rate also signifies that just having access to school is not enough. Even among children attending schools, the foundational skills of reading, writing, and numeracy are not being acquired during their formative years of education.
Comparison with regional countries also demonstrates a concerning picture in terms of our progress on national learning levels:
- In the last 15 years, Pakistanâs adult literacy rate i.e the percentage of people aged 15 and above who can both read and write with understanding a simple statement, only increased from 54% to 58%, while the literacy levels in Bangladesh rose from 50% to 78% in the same period.
- Learning Poverty, as defined above, in Pakistan is 18.3% higher than the average for the South Asia region and 16.6% higher than the average for lower middle-income countries.
These low literacy levels reflect the multifaceted challenges faced by our education system, both on the supply side and the demand side. On the supply side, inadequate infrastructure capacity, limited learning resources and shortage of teachers hinder access to quality learning. Whereas on the demand side, factors such as lack of affordability, low awareness and limited parental support further exacerbate the issue. So, what does this mean for the future of millions of Pakistani children and their socio-economic well-being?
These limitations severely hamper childrenâs opportunities and hinder their journey towards continuous learning and personal growth. They also disproportionately impact marginalized groups such as girls who are already deprived of equal and quality access to education and further left behind when not equipped with foundational skills. According to the World Bankâs Human Capital Report 2023, the dropout rate for girls rises from 34% in primary school to 73% in secondary school.
Moreover, the inability to read fluently acts as a barrier to a world of advanced skills that are built upon the foundation of reading. As efforts are being made to introduce such advanced skill development and learning programs for example the Prime Ministerâs Youth Skill Development Program, courses and trainings by Ignite National Technology Fund or Prime Ministerâs Youth Laptop Scheme to help the youth keep pace with the changing nature of work, it is crucial to realise the importance of building a strong foundational learning base upon which all advanced skills rest.
To address the learning crisis in Pakistan, the Ministry of Federal Education and Professional Training (MoFEPT) organised a two-day conference on June 21-22 earlier this year in which several commitments were undertaken to promote the cause of literacy in Pakistan. Some of the main commitments also centred around reading covering key areas such as a) the integration of a one-hour reading session for all children in primary schools and b) development and implementation of a nation-wide/province-wide reading assessment to accurately and timely measure childrensâ reading levels.
The Ministryâs commitment to fostering an enabling culture of reading through the integration of one-hour reading sessions in primary schools is an attempt to strengthen the foundational learning base of children. Evidence worldwide has underscored the potential of reading as an effective tool for developing literacy skills, including comprehension, fluency and vocabulary. Subsequently, boosting early reading assessments is equally critical to detect gaps early on in the process and prevent drop-out rates or stunted growth among children.
Previous efforts to address reading challenges have included the Pakistan Reading Project (PRP), an initiative by the USAID, International Rescue Committee (IRC) and the Ministry, which claims to have reached more than 1.7 million students in total. Post-project research revealed some evidence of improvements in the reading performance of children, generating hope regarding such initiatives. Global examples such the Pratham Read India Project also validates the effectiveness of one-hour reading programs on childrenâs overall literacy levels.
It is high time we emphasise the need to prioritise foundational learning and pave the way for a better and brighter future for the children of Pakistan!


WHAT INSTRUMENTAL MUSIC DOES
OBOE works to provide resources to foster the skills needed for our children to succeed and maintain a competitive edge. Students envolved in music programs are better prepared to enter adulthood.
What is Taught
Managing practicing, rehearsing and performing while maintaining academic proficiciency.
What is Learned
Self-discipline and time management while maintaining other important aspects of his or her life.
Working in small groups (sectionals) to help make the greater group successful
Understanding the concept of teamwork and, more importantly, the value of listening to the input of others.
Opportunities for leadership not only are taught , but encouraged.
Leadership skills and confidence in helping build successes in life.
Reading, writing and interpreting music. Encouraging expression.
Better communication skills both written and verbal.
Soloing and mastering new musical challenges
THE ADVANGES INSTRUMENTAL MUSIC GIVES
There are many studies that substantiate the advantages that music education provides to students. Here are a few statistics supporting the value of music education...
"The skills gained through sequential music instruction, including discipline and the ability to analyze, solve problems, communicate and work cooperatively, are vital for success in the 21st century workplace."
-U.S. House of Representatives, 2006
Dr. James Catterall of UCLA has analyzed the school records of 25,000 students as they moved from grade 8 to grade 10. He found that students who studied music and the arts had higher grades, scored better on standardized tests, had better attendance records and were more active in community affairs than other students. He also found that students from poorer families who studied the arts improved overall school performance more rapidly than all other students.
â From Catterall, UCLA, Fall 1997
Students in high-quality school music education programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of community. Playing a musical instrument significantly enhances the brainstem's sensitivity to speech sounds. This relates to encoding skills involved with music and language. Experience with music at a young age can "fine-tune" the brains auditory system.
â Nature Neuroscience, April 2007
â¢ Students in top-quality instrumental programs scored 19% higher in English than students in schools without a music program, and 32% higher in English than students in a deficient choral program.
â¢ Students in top-quality instrumental programs scored 17% higher in mathematics than children in schools without a music program, and 33% higher in mathematics than students in a deficient choral program.
â¢ Students at schools with excellent music programs had higher English test scores across the country than students in schools with low-quality music programs; this was also true when considering mathematics.
â¢ Students in all regions with lower-quality instrumental programs scored higher in English and mathematics than students who had no music at all.
â Journal for Research in Music Education, June 2007; Dr. Christopher Johnson, Jenny Memmott


Why should music be included as a basic part of the curriculum?
1. Music is worth knowing.
2. Music is one of the most important manifestations of our cultural heritage. Children need to know about Beethoven and Louis Armstrong as well as about Newton and Einstein.
3. Music is a potential in every individual that, like all potential, should be developed to its fullest.
4. Music provides an outlet for creativity, self-expression, and individual uniqueness. It enables us to express our noblest thoughts and feelings.
5. Music teaches students about unique aspects of their relationships with other human beings and with the world around them, in their own and other cultures.
6. Music opens avenues of success for students who may have problems in other areas of the curriculum and opens approaches to learning that can be applied in other contexts.
7. Studying music increases the satisfaction students derive from music by sharpening sensitivity, raising their level of appreciation, and expanding their musical horizons.
8. Music is one of the most powerful and profound symbol systems that exists.
9. Music helps students learn a significant lessonâthat not all aspects of life are quantifiable.
10. Music exalts the human spirit.
~The School Music Program: Description and Standards, Music Educators National Conference, 2nd ed., 1987
âAt perhaps no other time have music and arts education been more important. Apart from their obvious benefits, music and the other arts produce critical thinkers, people who are decision makers. In the information age, our company needs people with the critical thinking skills to analyze data and make judgments.â
~Susan Driggers, Bell South Corporation, Nashville Forum Growing Up Complete: The Imperative for Music Education, The Report of The National Commission on Music Education, March 1991
Musical training is a more potent instrument that any other (for education) because rhythm and harmony find their way into the inward places of the soul, on which they mightily fasten, imparting grace, and making the soul of him who is rightly educated graceful, or of him who is ill-educated ungraceful.
âMusic isâ¦like mathematics, very nearly a world by itself; it contains a whole gamut of experience, from sensuous elements to ultimate intellectual harmonies.â
So long as the human spirit thrives on this planet, music in some living form will âaccompany and sustain it and give it expressive meaning.â
What is true of all the arts is supremely true of music. When a child studies music, significant elements of his or her education find focus and expression:
â¢ developing the ability to understand and use symbols in new contexts;
â¢ discovering the power, precision, and control of mathematics in unexpected ways;
â¢ finding and directing personal creativity;
â¢ exercising the diverse skills of problem-solving;
â¢ experiencing the joy of self-expression;
â¢ growing into the liberation acquired through self-discipline; and
â¢ participating in the deeply human satisfaction of shared work and the gratification of challenges met.
In addition to these characteristics fundamental to education, music shares with the other arts a resource that is of paramount importance to the education of the young: Music is a highway for exploring the emotional and aesthetic dimensions of experience. Indeed, here is where music and the other arts make their unique and most visible contribution.
Education without music shortchanges our children and their futures.
Education with music offers exciting possibilities in two directions. As we look to the future, educational research on the nature of intelligence and brain function give promising indications that could change the face of education. And, as we look around us in the present, we see connections between music education and changes in students that offer direct and immediate benefits, not only to them, but to the educational enterprise as a whole.
~Growing Up Complete: The Imperative for Music Education,
The Report of The National Commission on Music Education, March 1991


Phonics is such a key component for the little learners in our classrooms. We know that when students are given plenty of phonics instruction and practice they are better able to decode and spell. In addition, a strong grasp of phonics leads to significant improvement in the ability to comprehend text! So, here at Lucky Little Learners we have the perfect practice to not only help our students make the learning gains but also the gains in fun with free phonics games featuring our beloved Toothy characters!
In this post, you will gain access to a resource that is not only free but is also effective. This is also a great opportunity to try out an example of our favorite resource â Toothy!
You can grab this fantastic Phonics Toothy Freebie at the end of this post.
What is Toothy? Check out this informative video! You can also check out our post on why Toothy is such a game-changer in the classroom here.
With our phonics Toothy freebie, your students will have a fantastic game that will help them practice those CVC and CVCe comparisons. This activity is quick to set up and easy to use. Making your job easier and your studentsâ learning oh so engaging!
How to Prep The Phonics Toothy Freebie
Prepping this freebie is easy as 1,2,3! Print, copy and laminate the pages to create the task cards needed for the game. These will need to be placed in a copier for 2-sided copying or printed double-sided. Afterward, you can store these cards to make them easy to grab and go! We have a few out-of-the-box ideas when it comes to Toothy and how to store the materials in this post here.
Next, print the copies of our Toothy Task mats. These are wonderful to store in these dry erase pockets so students can write on them with dry-erase markers. You never have to print them again! (Note: If you purchase the dry erase pockets through this Amazon link I receive a commission at no extra charge to you.)
How to Play the Free Phonics Toothy Game
Either in partners or independently have each student grab a mat, a set of task cards, and a dry erase marker. Each student will look at the task card and write the two words that are represented by the illustrations on their mat.
After writing the answer, students simply flip the card over to see the correct answers. So no more asking if they got the right answer!
When a student gets a correct answer they draw a toothy into the smile on their Toothy mat. If the answer is incorrect they donât draw a toothy. Itâs that simple!
Students keep drawing task cards until all 14 questions have been answered!
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Apprenticeships are an excellent way to gain practical skills and knowledge while earning a wage. However, you may wonder, âCan you do an apprenticeship if you fail maths?â
If youâve ever wondered whether failing maths would prevent you from pursuing an apprenticeship, this article is here to help you answer your question.
The Importance of Maths in Apprenticeships
Mathematics plays a significant role in various professions and industries, and apprenticeships are no exception. Many trades and job roles require a certain level of mathematical ability to perform tasks efficiently and accurately. For example, a solid understanding of maths is crucial if youâre interested in becoming an electrician, plumber, engineer, or construction worker.
Different Levels of Maths Required
Regarding apprenticeships, different levels of maths are required depending on the specific trade or occupation. For example, some apprenticeships may require basic numeracy skills, while others may demand more advanced mathematical knowledge. The level of maths required will depend on the complexity of the job and the industry standards.
Options for Improving Maths Skills
If you fail maths but are determined to pursue an apprenticeship. There are several options available to improve your maths skills:
- Retake the Exam: Consider retaking your maths exam to improve your grade. Speak to your school or college about the possibilities for resitting the exam, as they can provide guidance and support.
- Functional Skills Qualification: In England, functional skills qualifications provide an alternative path for individuals who may not have achieved a satisfactory GCSE (General Certificate of Secondary Education) in maths. These qualifications are designed to enhance practical skills in real-life situations and are highly regarded by employers.
- Adult Learning Centers: Adult education centres and colleges often offer maths courses for individuals who want to improve their skills. These courses cater to learners of all levels, including those who struggled with maths during their school years.
- Online Resources: Some numerous online platforms and websites provide free or low-cost resources to improve maths skills. Websites like BBC Bitesize, Khan Academy, and Mathway offer tutorials, practice exercises, and interactive tools to help you enhance your mathematical abilities at your own pace.
Apprenticeship Entry Requirements
While maths skills are important, itâs essential to note that apprenticeship entry requirements vary. Employers and training providers consider various factors, including your enthusiasm, dedication, and willingness to learn. Some may emphasise practical skills and work experience more than academic achievements. Therefore, even if you fail maths, you may still have a chance to secure an apprenticeship based on other qualifications or experiences you possess.
Seeking Advice and Support
If you need more clarification about your options or have questions regarding apprenticeships despite failing maths, seeking advice and support is crucial. Talk to your school career advisor, apprenticeship providers, or even contact the National Apprenticeship Service (NAS) in England. These sources can provide personalised guidance and help you explore the possibilities.
Failing maths does not necessarily prevent you from pursuing an apprenticeship. While maths skills are valued in many trades, there are various options to improve your abilities and meet the requirements of apprenticeship programs.
Retaking exams, obtaining functional skills qualifications, attending adult learning centres, and utilising online resources are some avenues you can explore. Employers and training providers also consider other factors, such as your enthusiasm and practical skills, when selecting apprentices.
So, donât let a setback in maths discourage you from pursuing your dream apprenticeship. With determination, support, and a proactive approach, you can still embark on a successful apprenticeship journey.


Guest post by Pat Knepley
Why should the home educator include art as part of the core classical curriculum? Because all of humanity through the ages has used the arts to tell us stories about every aspect of the lives of the people â their culture, their nations, their history, their beliefs.
A general understanding of what is involved in art education is probably more valuable to the homeschooler than any artistic talent.
There are four components to a well-thought-out art program as described in the Discipline-Based Arts Education (DBAE). These components are art history, art criticism, art production, and aesthetics. The home educator should consider all of these components as equally valuable when they think of teaching art, as intimidating as that might be.
The best way to explain how to encompass all four components is to use a piece of art as an example that most people would be familiar with: Leonardo da Vinciâs famous fresco The Last Supper.
In this post, weâll be considering aesthetics.
Aesthetics is a branch of philosophy that deals with beauty in the world and seeks to define what makes something beautiful. To further develop a childâs art literacy, ask some questions about what he/she feels about a piece of art.
- Why does this appeal to you?
- What makes it beautiful to look at?
- How do you feel when you look at that?
Helping kids to relate to the world and communicate in art terms is immensely beneficial.
In a nutshell, art criticism is how one thinks about art and aesthetics is how one feels about art.
Aesthetics is the primary component of art used in interior design and fashion design, which seeks to discover what pleases the most people. Think about how you would feel walking into an expensive, exclusive restaurant with velvet curtains and marble tables versus the aesthetics of a local coffee shop with chrome stools and laminate counters.
When someone talks about an emotional response to art or design, that is aesthetics.
This iconic Renaissance fresco offers a great opportunity to ask what emotions da Vinci was trying to evoke from the viewer by depicting such a dramatic scene from the Bible: the very moment when Jesus tells his followers that one of them will betray Him.
What clues does the viewer get as to the emotions revealed in this scene, such as the hand gestures?
What can you imagine each disciple saying in response to the Lordâs announcement that one of them will betray him that very night?
How does the artist increase the sense of drama by the composition?
When looking at a piece of artwork, it is just as important to ask how you feel about it as what you think about it. As you go through your school year, why not take the time to incorporate aesthetics into your program? Find a book about art or art history, or go to one of many online art museums, and have your children react to some of the paintings and other artwork they see there. Better yet, go to a real art museum if you live near one.
You donât have to be an artist to have a rich homeschool art program.


1990s, research proves that children introduced to music education speak more clearly, develop a larger vocabulary, and strengthen social and emotional skills. We at Art House take the little ones beyond just enjoying music, and familiarize their nimble fingers with various instruments. Music speeds up all areas of child development, including motor skills, which help the mind and body to work in sync, much like a perfect harmony.
Early exposure to music offers children multi-sensory experiences which enhance learning abilities; it accelerates brain and memory development, ability to focus, concentrate and increase their attention span. Learning to play an instrument enhances coordination, the brainâs ability to comprehend, resolve problems, and also develop a sense of discipline.
Our music teachers will begin the learnerâs journey with singing and instruments like piano, violin, guitar and later, add some interesting smaller percussion from different musical traditions.


International Literacy Day (September 8) highlights the importance of âliteracyâ. It puts the focus on womenâs education which can facilitate the building of an ecosystem for women â to realize their entrepreneurial ambitions. The focus is on the literacy for a huge range of individuals, communities and societies. This day also focuses on the need for concentrated efforts towards more literate societies. In fact, the idea of an International Literacy Day was born at the World Conference of Ministers of Education on the Eradication of Illiteracy, held in Teheran, Iran, on 8-19 September 1965.
International Literacy Day highlights the changes and improvements being made in literacy development, worldwide. It is a day to remind world leaders, influencers and the general public of the current status of adult literacy and learning. Pointing out that literacy is key to the right for all to an education, UNESCO has used the message â âLiteracy is the best remedyâ. In 2015 the UN adopted its Sustainable Development goals â to mobilise efforts to eradicate poverty and inequalities across the world: and this initiative â of improving literacy rates forms an integral part.
Building an ecosystem for women entrepreneurship
If we want to foster inclusive growth, the world must work towards ensuring that at least 25% of entrepreneurs are women by 2025.
Todayâs women have indeed achieved a lot. Scaling new frontiers in business, they have broken the glass ceiling, introducing fresh ideas into the business landscape of India. It is clearly seen that these innovations are actively reshaping a range of areas such as â technology, handicrafts, engineering, design, weaving, shoe-making, agriculture, organic farming and many other cultural and creative industries.
The recent World Economic Forum meeting at Davos puts the spotlight on the ânew age women entrepreneurâ, which laid emphasis on equal number of women, in the labour force. This equalisation can go a long way in enhancing the GDP of a developing country like India by over 27 per cent!
Women are truly living their dreams, as professional entrepreneurs. In India, certain initiatives and measures instituted by the government has developed a vibrant entrepreneurial landscape. Today, with more than 20,000 start-ups, India has emerged as the second largest start-up ecosystem in the world. Incidentally, India jumped 50 places in the overall âEase of Doing Businessâ rankings â which is very encouraging for underlining women leadership in the country.
Today, with women comprising of around 50% of the countryâs population, it is not possible to think of economic growth without women as the fundamental drivers of change. Projections for 2025, indicate that Indiaâs GDP will get an additional boost of 16 per cent, by integrating women into the workforce.
The Indian start-up landscape, with over eight million women entrepreneurs, is at a critical junction where an accelerated pro-women change can be critical.
Government initiatives are encouraging
Many initiatives introduced by the government, including Stand-Up India, MUDRA, and NITI Aayogâs recent Women Entrepreneurship Platform (WEP) are steps in the right direction. These have led to the fact that India has witnessed record growth in women entrepreneurship, in the recent years. Interestingly, also gaining traction in India are many women-led leadership and mentorship programs such as â empoWer, SAHA Fund and Sonder Connect.
Finally, with emerging technologies such as hashgraph, blockchain, Artificial Intelligence (AI), and Internet of Things (IoT), it is of vital importance that the skillsets of women be expanded to match the current market trends.
At the grassroot level, turning uneducated women into âliteracy queensâ, by working on their fundamental education & skillsets â can really work at making them accomplish what many think impossible!
So, a calculated move made today, to up the literacy index can bring us closer to achieving the larger vision for India â where 25 per cent women entrepreneurs by 2025!!


Part of the Triple J âWhat is Musicâ series. Does listening to classical music make you smarter? The BBB Team focuses on teaching educators to always think critically about common concepts or theories. It is so easy for us to assume that something we have heard of A LOT must be true. This video looks [â¦]
We at BBB have always believed that music education does something âelseâ for students. This video, from one of our favourite researchers, Dr Nina Kraus, talks about how a musicians brain differs from that of a non-musicians. What we have always found most pertinent about this video, is that she states how a musicians advanced [â¦]
Inspiring our students to practice. Something we all know is easier said than done. Explaining to our students WHY practicing is so important can be even harder. Hereâs a great video that you can share with your students to explain to them HOW practicing makes them better. Itâs a visually engaging video and it can [â¦]
Lockdown or not, getting your students to understand the important role music learning is playing for them can be really difficult. Sometimes itâs even harder to get this message across to their parents! Here is a great resource you can use to inform your students and their parents of the benefits of music learning on [â¦]
Sound is made up of a number of different âingredientsâ, as our favourite researcher Dr Nina Kraus explains below. Understanding the different ingredients and how the brain processes them can help us when approaching certain learning difficulties that may be associated to hearing, such as dyslexia. Check out this video and think about how you [â¦]
Students learning at home for the next few months? We all know that getting your students to understand the importance of reading can be difficult. A lot of students would rather play things by rote and be done with it. But we now know how reading music reinforces that âSymbol to Soundâ system. This extra [â¦]
Music and physical fitness has far more similarities than people think. In this video, Dr Nina Kraus discusses the similarities between music and sports at the 2018 SoundHealth Music and Mind conference. We donât think that every child should become a professional athlete. Likewise, we donât believe every student should become a professional musician. We [â¦]
Dr Nina Kraus discusses if musical talent is something we are born with or taught.
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