When Were The First Schools Established?

When Were The First Schools Established? The first formal education systems developed when writing became an important means of communication. Around 300 B.C. the Sumerians and the Egyptians (who invented cuneiform and hieroglyphic writing) started creating centers where reading and writing could be taught to larger segments of the population. After the development of the first alphabet by Semitic (Hebrew) people in Syria between 1800 and 1000 B.C., schooling became associated with religious education. Priests in this region set up schools in which they could teach the sacred Hebrew writings of the Torah (the entire body of Jewish law and learning) to privileged boys. It is believed that the Chinese philosopher Confucius (551–479 B.C.) opened the first truly public schools that were accessible, in theory, to anyone who wanted to learn. He taught literature, music, conduct, and ethics (a system of moral values). The Western model of education is based on the Greek system, which emerged around the fifth century B.C. and stressed military training. In the Greek city-state of Sparta, boys were taught to fight while being schooled in reading, writing, and music. In other parts of Greece boys were trained in poetry, athletics, and the social and political arts in the hopes of molding them into ideal citizens and statesmen. Read More

Back-to-School Transitions: Tips for Parents

Back-to-School Transitions: Tips for Parents Getting a new school year off to a good start can influence children’s attitude, confidence, and performance both socially and academically. The transition from August to September can be difficult for both children and parents. Even children who are eager to return to class must adjust to the greater levels of activity, structure, and, for some, pressures associated with school life. The degree of adjustment depends on the child, but parents can help their children (and the rest of the family) manage the increased pace of life by planning ahead, being realistic, and maintaining a positive attitude. Here are a few suggestions to help ease the transition and promote a successful school experience. Before School Starts Good physical and mental health. Be sure your child is in good physical and mental health. Schedule doctor and dental checkups early. Discuss any concerns you have over your child’s emotional or psychological development with your pediatrician. Your doctor can help determine if your concerns are normal, age-appropriate issues or require further assessment. Your child will benefit if you can identify and begin addressing a potential issue before school starts. Schools appreciate the efforts of parents to remedy problems as soon as they are recognized. Review all of the information. Review the material sent by the school as soon as it arrives. These packets include important information about your child’s teacher, room number, school supply requirements, sign ups for after-school sports and activities, school calendar dates, bus transportation, health and emergency forms, and volunteer opportunities. Mark your calendar. Make a note of important dates, especially back-to-school nights. This is especially important if you have children in more than one school and need to juggle obligations. Arrange for a babysitter now, if necessary. Make copies. Make copies of all your child’s health and emergency information for reference. Health forms are typically good for more than a year and can be used again for camps, extracurricular activities, and the following school year. Buy school supplies early. Try to get the supplies as early as possible and fill the backpacks a week or two before school starts. Older children can help do this, but make sure they use a checklist that you can review. Some teachers require specific supplies, so save receipts for items that you may need to return later. Re-establish the bedtime and mealtime routines. Plan to re-establish the bedtime and mealtime routines (especially breakfast) at least 1 week before school starts. Prepare your child for this change by talking with your child about the benefits of school routines in terms of not becoming over tired or overwhelmed by school work and activities. Include pre-bedtime reading and household chores if these were suspended during the summer. Turn off the TV. Encourage your child to play quiet games, do puzzles, flash cards, color, or read as early morning activities instead of watching television. This will help ease your child into the learning process and school routine. If possible, maintain this practice throughout the school year. Television is distracting for many children, and your child will arrive at school better prepared to learn each morning if he or she has engaged in less passive activities. Visit school with your child. If your child is young or in a new school, visit the school with your child. Meeting the teacher, locating their classroom, locker, lunchroom, etc., will help ease pre-school anxieties and also allow your child to ask questions about the new environment. Call ahead to make sure the teachers will be available to introduce themselves to your child. Minimize clothes shopping woes. Buy only the essentials. Summer clothes are usually fine during the early fall, but be sure to have at least one pair of sturdy shoes. Check with your school to confirm dress code guidelines. Common concerns include extremely short skirts and shorts, low rise pants, bare midriffs, spaghetti strap or halter tops, exposed undergarments, and clothing that have antisocial messages. Designate and clear a place to do homework. Older children should have the option of studying in their room or a quiet area of the house. Younger children usually need an area set aside in the family room or kitchen to facilitate adult monitoring, supervision, and encouragement. Select a spot to keep backpacks and lunch boxes. Designate a spot for your children to place their school belongings as well as a place to put important notices and information sent home for you to see. Explain that emptying their backpack each evening is part of their responsibility, even for young children. Freeze a few easy dinners. It will be much easier on you if you have dinner prepared so that meal preparation will not add to household tensions during the first week of school. The First Week Clear your own schedule. To the extent possible, postpone business trips, volunteer meetings, and extra projects. You want to be free to help your child acclimate to the school routine and overcome the confusion or anxiety that many children experience at the start of a new school year. Make lunches the night before school. Older children should help or make their own. Give them the option to buy lunch in school if they prefer and finances permit. Set alarm clocks. Have school-age children set their own alarm clocks to get up in the morning. Praise them for prompt response to morning schedules and bus pickups. Leave plenty of extra time. Make sure your child has plenty of time to get up, eat breakfast, and get to school. For very young children taking the bus, pin to their shirt or backpack an index card with pertinent information, including their teacher’s name and bus number, as well as your daytime contact information. After school. Review with your child what to do if he or she gets home after school and you are not there. Be very specific, particularly with young children. Put a note card in their backpack with the name(s) and number(s) of a neighbor who is home during the day as well as a number where you can be reached. If you have not already done so, have your child meet neighbor contacts to reaffirm the backup support personally. Review your child’s schoolbooks. Talk about what your child will be learning during the year. Share your enthusiasm for the subjects and your confidence in your child’s ability to master the content. Reinforce the natural progression of the learning process that occurs over the school year. Learning skills take time and repetition. Encourage your child to be patient, attentive, and positive. Send a brief note to your child’s teacher. Let the teachers know that you are interested in getting regular feedback on how and what your child is doing in school. Be sure to attend back-to-school night and introduce yourself to the teachers. Find out how they like to communicate with parents (e.g., through notes, e-mail, or phone calls). Convey a sincere desire to be a partner with your children’s teachers to enhance their learning experience. Familiarize yourself with the other school professionals. Make an effort to find out who it is in the school or district who can be a resource for you and your child. Learn their roles and how best to access their help if you need them. This can include the principal and front office personnel; school psychologist, counselor, and social worker; the reading specialist, speech therapist, and school nurse; and the after-school activities coordinator. Overcoming Anxiety Let your children know you care. If your child is anxious about school, send personal notes in the lunch box or book bag. Reinforce the ability to cope. Children absorb their parent’s anxiety, so model optimism and confidence for your child. Let your child know that it is natural to be a little nervous anytime you start something new but that your child will be just fine once he or she becomes familiar with classmates, the teacher, and school routine. Do not overreact. If the first few days are a little rough, try not to over react. Young children in particular may experience separation anxiety or shyness initially but teachers are trained to help them adjust. If you drop them off, try not to linger. Reassure them that you love them, will think of them during the day, and will be back. Remain calm and positive. Acknowledge anxiety over a bad experience the previous year. Children who had a difficult time academically or socially or were teased or bullied may be more fearful or reluctant to return to school. If you have not yet done so, share your child’s concern with the school and confirm that the problem has been addressed. Reassure your child that the problem will not occur again in the new school year, and that you and the school are working together to prevent further issues. Reinforce your child’s ability to cope. Give your child a few strategies to manage a difficult situation on his or her own. But encourage your child to tell you or the teacher if the problem persists. Maintain open lines of communication with the school. Arrange play dates. Try to arrange get-togethers with some of your child’s classmates before school starts and during the first weeks of schools to help your child re-establish positive social relationships with peers. Plan to volunteer in the classroom. If possible, plan to volunteer in the classroom at least periodically throughout the year. Doing so helps your child understand that school and family life are linked and that you care about the learning experience. Being in the classroom is also a good way to develop a relationship with your child’s teachers and classmates, and to get firsthand exposure to the classroom environment and routine. Most teachers welcome occasional parent help, even if you cannot volunteer regularly. READ MORE

Summer Education Tips

Summer Education Tips Want to help your children keep up their academic skills over the summer? Here are some tips from the experts: 1. Set aside at least 20 minutes each day for reading. 2. To keep writing skills fresh, buy children a notebook and let them decorate the cover. Then tell them it's their vacation journal and have them write down three things that happen each day. 3. To keep up math skills, buy books of number puzzles (found at any bookstore). Also consider investing in math-related computer games. 4. Find ways to make hobbies educational. A child who loves to collect baseball cards, for instance, could practice penmanship by writing fan letters to players. He could also work on math skills by tracking players' statistics and sharpen up on reading by taking out books on baseball from the library. 5. If you're taking a family vacation, bring home brochures that describe the history and culture of the places you'll be visiting. Try plotting out the trip on a map with your kids. READ MORE

History of the Guitar

History of the Guitar The guitar is an ancient and noble instrument, whose history can be traced back over 4000 years. Many theories have been advanced about the instrument's ancestry. It has often been claimed that the guitar is a development of the lute, or even of the ancient Greek kithara. Research done by Dr. Michael Kasha in the 1960's showed these claims to be without merit. He showed that the lute is a result of a separate line of development, sharing common ancestors with the guitar, but having had no influence on its evolution. The influence in the opposite direction is undeniable, however - the guitar's immediate forefathers were a major influence on the development of the fretted lute from the fretless oud which the Moors brought with them to to Spain. The sole "evidence" for the kithara theory is the similarity between the greek word "kithara" and the Spanish word "quitarra". It is hard to imagine how the guitar could have evolved from the kithara, which was a completely different type of instrument - namely a square-framed lap harp, or "lyre". (Right) It would also be passing strange if a square-framed seven-string lap harp had given its name to the early Spanish 4-string "quitarra". Dr. Kasha turns the question around and asks where the Greeks got the name "kithara", and points out that the earliest Greek kitharas had only 4 strings when they were introduced from abroad. He surmises that the Greeks hellenified the old Persian name for a 4-stringed instrument, "chartar". (See below.) The Ancestors The earliest stringed instruments known to archaeologists are bowl harps and tanburs. Since prehistory people have made bowl harps using tortoise shells and calabashes as resonators, with a bent stick for a neck and one or more gut or silk strings. The world's museums contain many such "harps" from the ancient Sumerian, Babylonian, and Egyptian civilisations. Around 2500 - 2000 CE more advanced harps, such as the opulently carved 11-stringed instrument with gold decoration found in Queen Shub-Ad's tomb, started to appear. "Queen Shub-Ad's harp" (from the Royal Cemetery in Ur) A tanbur is defined as "a long-necked stringed instrument with a small egg- or pear-shaped body, with an arched or round back, usually with a soundboard of wood or hide, and a long, straight neck". The tanbur probably developed from the bowl harp as the neck was straightened out to allow the string/s to be pressed down to create more notes. Tomb paintings and stone carvings in Egypt testify to the fact that harps and tanburs (together with flutes and percussion instruments) were being played in ensemble 3500 - 4000 years ago. Egyptian wall painting, Thebes, 1420 BCE Archaeologists have also found many similar relics in the ruins of the ancient Persian and Mesopotamian cultures. Many of these instruments have survived into modern times in almost unchanged form, as witness the folk instruments of the region like the Turkish saz, Balkan tamburitsa, Iranian setar, Afghan panchtar and Greek bouzouki. The oldest preserved guitar-like instrument At 3500 years old, this is the ultimate vintage guitar! It belonged to the Egyptian singer Har-Mose. He was buried with his tanbur close to the tomb of his employer, Sen-Mut, architect to Queen Hatshepsut, who was crowned in 1503 BCE. Sen-Mut (who, it is suspected, was far more than just chief minister and architect to the queen) built Hatshepsuts beautiful mortuary temple, which stands on the banks of the Nile to this day. Har-Moses instrument had three strings and a plectrum suspended from the neck by a cord. The soundbox was made of beautifully polished cedarwood and had a rawhide "soundboard". It can be seen today at the Archaeological Museum in Cairo. Queen Hatshepsut What is a guitar, anyway? To distinguish guitars from other members of the tanbur family, we need to define what a guitar is. Dr. Kasha defines a guitar as having "a long, fretted neck, flat wooden soundboard, ribs, and a flat back, most often with incurved sides" . The oldest known iconographical representation of an instrument displaying all the essential features of a guitar is a stone carving at Alaca Huyuk in Turkey, of a 3300 year old Hittite "guitar" with "a long fretted neck, flat top, probably flat back, and with strikingly incurved sides". The Lute (Al'ud, Oud) The Moors brought the oud to Spain. The tanbur had taken another line of development in the Arabian countries, changing in its proportions and remaining fretless. The Europeans added frets to the oud and called it a "lute" - this derives from the Arabic "Al'ud" (literally "the wood"), via the Spanish name "laud". A lute or oud is defined as a "short-necked instrument with many strings, a large pear-shaped body with highly vaulted back, and an elaborate, sharply angled peghead". Renaissance lute by Arthur Robb Click on the picture to go to Art's website. Beautiful instruments! It is hard to see how the guitar - with "a long, fretted neck, flat wooden soundboard, ribs, and a flat back, most often with incurved sides" - could possibly have evolved from the lute, with its "short neck with many strings, large pear-shaped body with highly vaulted back, and elaborate, sharply angled peghead". The Guitar The name "guitar" comes from the ancient Sanskrit word for "string" - "tar". (This is the language from which the languages of central Asia and northern India developed.) Many stringed folk instruments exist in Central Asia to this day which have been used in almost unchanged form for several thousand years, as shown by archeological finds in the area. Many have names that end in "tar", with a prefix indicating the number of strings: Dotar two = Sanskrit "dvi" - modern Persian "do" - dotar, two-string instrument found in Turkestan three = Sanskrit "tri" - modern Persian "se" - setar, 3-string instrument, found in Persia (Iran), (cf. sitar, India, elaborately developed, many-stringed) four = Sanskrit "chatur" - modern Persian "char" - chartar, 4-string instrument, Persia (most commonly known as "tar" in modern usage) (cf. quitarra, early Spanish 4-string guitar, modern Arabic qithara, Italian chitarra, etc) five = Sanskrit "pancha" - modern Persian "panj" - panchtar, 5 strings, Afghanistan Indian Sitar The Indian sitar almost certainly took its name from the Persian setar, but over the centuries the Indians developed it into a completely new instrument, following their own aesthetic and cultural ideals. Persian Setar Chartar ("Tar") Tanburs and harps spread around the ancient world with travellers, merchants and seamen. The four-stringed Persian chartar (note the narrow waist!) arrived in Spain, where it changed somewhat in form and construction, acquired pairs of unison-tuned strings instead of single strings and became known as the quitarra or chitarra. From four-, to five-, to six-string guitar As we have seen, the guitar's ancestors came to Europe from Egypt and Mesopotamia. These early instruments had, most often, four strings - as we have seen above, the word "guitar" is derived from the Old Persian "chartar", which, in direct translation, means "four strings". Many such instruments, and variations with from three to five strings, can be seen in mediaeval illustrated manuscripts, and carved in stone in churches and cathedrals, from Roman times through till the Middle Ages. Right: Roman "guitar", c:a 200 CE. Mediaeval psalter, c:a 900 CE. Angel with guitar, St. Stephen's church, 1591. By the beginning of the Renaissance, the four-course (4 unison-tuned pairs of strings) guitar had become dominant, at least in most of Europe. (Sometimes a single first string was used.) The earliest known music for the four-course "chitarra" was written in 16th century Spain. The five-course guitarra battente (left) first appeared in Italy at around the same time, and gradually replaced the four-course instrument. The standard tuning had already settled at A, D, G, B, E, like the top five strings of the modern guitar. In common with lutes, early guitars seldom had necks with more than 8 frets free of the body, but as the guitar evolved, this increased first to 10 and then to 12 frets to the body. 5-course guitar by Antonio Stradivarius, 1680 A sixth course of strings was added to the Italian "guitarra battente" in the 17th century, and guitar makers all over Europe followed the trend. The six-course arrangement gradually gave way to six single strings, and again it seems that the Italians were the driving force. (The six-string guitar can thus be said to be a development of the twelve-string, rather than vice versa, as is usually assumed.) In the transition from five courses to six single strings, it seems that at least some existing five-course instruments were modified to the new stringing pattern. This was a fairly simple task, as it only entailed replacing (or re-working) the nut and bridge, and plugging four of the tuning peg holes. An incredibly ornate guitar by the German master from Hamburg, Joakim Thielke (1641 - 1719), was altered in this way. (Note that this instrument has only 8 frets free of the body.) At the beginning of the 19th century one can see the modern guitar beginning to take shape. Bodies were still fairly small and narrow-waisted. 6-string guitar by George Louis Panormo, 1832 The modern "classical" guitar took its present form when the Spanish maker Antonio Torres increased the size of the body, altered its proportions, and introduced the revolutionary "fan" top bracing pattern, in around 1850. His design radically improved the volume, tone and projection of the instrument, and very soon became the accepted construction standard. It has remained essentially unchanged, and unchallenged, to this day. Guitar by Antonio Torres Jurado, 1859 Steel-string and electric guitars At around the same time that Torres started making his breakthrough fan-braced guitars in Spain, German immigrants to the USA - among them Christian Fredrich Martin - had begun making guitars with X-braced tops. Steel strings first became widely available in around 1900. Steel strings offered the promise of much louder guitars, but the increased tension was too much for the Torres-style fan-braced top. A beefed-up X-brace proved equal to the job, and quickly became the industry standard for the flat-top steel string guitar. At the end of the 19th century Orville Gibson was building archtop guitars with oval sound holes. He married the steel-string guitar with a body constructed more like a cello, where the bridge exerts no torque on the top, only pressure straight down. This allows the top to vibrate more freely, and thus produce more volume. In the early 1920's designer Lloyd Loar joined Gibson, and refined the archtop "jazz" guitar into its now familiar form with f-holes, floating bridge and cello-type tailpiece. The electric guitar was born when pickups were added to Hawaiian and "jazz" guitars in the late 1920's, but met with little success before 1936, when Gibson introduced the ES150 model, which Charlie Christian made famous. With the advent of amplification it became possible to do away with the soundbox altogether. In the late 1930's and early 1940's several actors were experimenting along these lines, and controversy still exists as to whether Les Paul, Leo Fender, Paul Bigsby or O.W. Appleton constructed the very first solid-body guitar. Be that as it may, the solid-body electric guitar was here to stay. READ MORE

The importance of summer learning

We all know the value of good schooling for our children. However, the value of summer learning is often overlooked. Youth who do not participate in educational activities during summer experience learning losses, according to the National Summer Learning Association. For youth that never engage in summer learning activities, the learning loss accumulates each year to create a large achievement gap between these students and their peers. Families can play an important role in their child’s education by including learning activities into their summer schedule. Encourage your child to read a story or newspaper article, then have a discussion about it. Or have her compute the price difference between two items at the store. Activities such as these can help your child maintain skills learned from the school year through the summer. Families can also improve their student’s academic achievement by enrolling them into organized summer programs. Such programs foster positive social interactions as well as provide exposure to opportunities students might not have during the school year. READ MORE

Summer Camps for Music

Summer is a great time to get started on a musical journey! Check out some great area summer camps for - group piano group guitar and group voice Contact Learn Now Music for more deatils and locations TODAY!

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