The fine arts strand of unit nine for third graders is oriented toward the basic theme of the nation as a community. While kits 33-36 teach the child music theory, creative dramatics, songs, and dancing, they also deal with 4 spiraling questions pertaining to the individual, his alternatives, how he can initiate change, and the results of change.…

The second edition of "Really Writing!" provides 40 real-life writing activities designed to capture the attention of young authors (grades 2 through 6) who are just learning the composing process. This book is also a resource for teaching advanced writers who are ready to experiment with a variety of writing and speaking genres. Each of the…

This study was conducted at a public school with a population of over 900 students. Among the main language groups represented were Punjabi, Hindi, Tamil, Estonian, Serbian, Arabic as well as 23 other language groups. The author monitored over 75 students, in grades 1, 2 and 4. She was interested in exploring what strategies best promoted…

Four classroom activities for French second-language instruction are described: a unit on Lorraine, a region of France; a song and related exercises for young children; an exercise in interviewing classmates, based on an 1890 interview with Marcel Proust; and a literature-based unit on friendship. (MSE)

Reiterates the common wisdom of teaching the musical sounds before the corresponding signs in early music education. Stresses the phenomenological importance of teaching the relationships among the sounds as part of a tonal unit. Advocates beginning music education with the students' specific musical culture. (MJP)

One of 10 basic instructional units developed for Spanish-speaking children at the primary level, this bilingual fine arts unit, consisting of kits 29-32, has as its theme "the extended community". Learning and assessment activities support the spiraling question of how change occurs. Focus, objective, and materials for each of the activities is…

Music forms the core of the second unit of a fine arts program in Spanish for first graders. With instructional and evaluation activities built around the family, kits five through eight, each designed for two to three weeks of instruction, use songs as a basis for dramatizations, drawing, and dancing. Each kit includes music, lyrics, graphic…

THREE PILOT PROJECTS WERE CONDUCTED IN BALTIMORE, MARYLAND, SAN DIEGO, CALIFORNIA, AND FARMINGDALE, NEW YORK, WITH ELEMENTARY AND JUNIOR HIGH SCHOOL STUDENTS. THE PROJECTS IN BALTIMORE AND SAN DIEGO PROVIDED INSERVICE SEMINARS FOR MUSIC TEACHERS ALONG WITH PILOT CLASSES IN DIFFERENT TYPES OF SCHOOLS. OBJECTIVES OF THESE TWO PROJECTS WERE…

Describes the development and first-year implementation of a high school madrigal program. The effort has been a resounding success enjoying popular support from the community and providing a creative showcase for the students. Relates those works most popular with audiences and students and includes a list of madrigal resources. (MJP)

This guide is a collection of practical ideas for teaching listening skills to learners of a second language. Most are contributed by teachers of English as a Second Language, but the activities may be appropriate for other languages. Each idea is described briefly, with information given about appropriate proficiency level(s), specific aims,…

Unit 10 of a fine arts bilingual program developed for the third grade is oriented toward the basic theme of communities around the world and supports the spiraling questions of who the individual is, what his alternatives are, how he can initiate change, and what the results of change are. This teacher's guide to kits 37-40 explains focus,…

Consisting of kits 25-28, the fine arts strand of unit seven for third grade Spanish-speaking children has as its basic theme the extended community. Learning and assessment activities support the question of how change occurs. Focus, objective, and materials needed for each activity are listed in English and Spanish; detailed teacher instructions…

This course concentrates on the geographic location of the Roman Empire, the Roman personality, the family organization, foods, and eating customs. The cultural background is presented in English and dialogues; mottoes and songs in Latin are included. Much emphasis is placed on English derivatives and on the comparison between Roman and…

A K-6 course of study in music is described. The curriculum guide first presents a rationale for and lists the outcomes of music education. Three options of presentation among which teachers can choose are described. These include the traditional approach, the Carl Orff system, and the Kodaly system. A section on course content narrative discusses…

Fine Arts for second graders are explored in the instructional and assessment activities in this teacher's guide to unit four. Unit four revolves around the basic theme of the neighborhood. Kits 13-16 treat the spiraling questions of who the child is, what his wants and needs are, what his resources are, and how he uses his resources. Focus,…