The document outlines a three-year strategic plan for the River City Brass Band's education and outreach engagement programs. It proposes establishing a network of community advocacy programs to support music education. It also aims to provide direct in-school music education programs to teach students, teachers, and parents about music. This includes classroom workshops, instrument demonstrations, and performances. The plan's goals are to advocate for music education, provide direct instruction, and enhance access to music.
This document presents the methodology we used in surveying the knowledge of a sector of higher education students about RTE (Right to Education) in India
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve secondary education in public schools. It aims to increase secondary school enrollment from 52% to 75% by 2014 and provide universal access to secondary education by 2017. The scheme focuses on improving quality, removing barriers to access, and expanding facilities like science labs and information technology. It provides funding to state governments to work towards these objectives.
This document discusses types and causes of violence against children. It identifies several forms of violence including exploitation, neglect, sexual violence, and physical/emotional violence. It notes that violence can occur at home, schools, institutions, workplaces, and communities. Children are often victimized by people they know like family, teachers, and friends. Reasons for violence include seeing it as normal discipline, anger, deliberate harm, protecting children from worse fates, and children learning violent behavior from others. Overall, the document provides an overview of the widespread issue of violence against children globally.
This document defines population education and discusses its goals and implementation in India. Population education aims to educate students about population trends related to fertility, mortality, and migration and enable them to make rational decisions about population issues. It was launched by the Indian government in 1980 to introduce population education concepts into the formal education system, with support from UNESCO and UNFPA. The goals are to help students understand family planning, appreciate the benefits of smaller families, and learn accurate information about how population changes impact individuals, communities, and the environment. Teachers play a key role in the success of the program.
निपुण भारत मिशन- भारत सरकार द्वारा संचालित योजनाः
योजना का नामः निपुण भारत मिशन (NIPUN BHARAT YOJANA)
संबंधित विभागः स्कूल शिक्षा और साक्षरता विभाग
मंत्रालयः शिक्षा मंत्रालय
शुरूआत की गयीः 5 जुलाई 2021, केंद्र सरकार द्वारा
भारत केंद्र सरकार द्वारा शिक्षा क्षेत्र में विकास के लिए निपुण भारत योजना-2022 की शुरूआत की है। निपुण भारत की शुरूआत 5 जुलाई 2021 में की गयी है। निपुण(NIPUN) भारत मिशन का पूरा नाम- National Initiative for Proficiency in Reading with Understanding and Numeracy हैं।
इस योजना में प्री स्कूल के विद्यार्थीयों में शिक्षा की नींव को मजबूत बनाया जाएगा और इसके लिए सभी सरकारी और गैर सरकारी स्कूलों में इस मिशन के अंतर्गत सहयोग प्रदान किया जाएगा। इस योजना का संचालन स्कूल शिक्षा व साक्षरता विभाग द्वारा किया जाएगा। निपुण योजना स्कूल शिक्षा कार्यक्रम समग्र शिक्षा का एक हिस्सा होगी।
निपुण भारत मिशन के अंतरगत सभी बच्चे जो कक्षा 3 में पढ़ रहे हैं उन्हें कक्षा के अंत तक बुनियादी साक्षरता और संख्यात्मकता में निपुण बनाना है।
जिससे उन्हें वर्ष 2026-2027 तक पढ़ने, लिखने व अंक गणित करने की क्षमता उनमे आ सके। बुनियादी शिक्षा मजबूत होने से छात्रों को आगे के पाठ्यक्रमों के लिए सुविधा हो जाएगी और पहले से बेहतर समझ उत्पन्न होगी। सरकार द्वारा इस निपुण भारत मिशन की शुरूआत देश में आयी नई शिक्षा नीति के बेहतर कार्यान्वयन के लिए हुआ है।
निपुण भारत योजना का उद्देश्यः
निपुण भारत मिशन का उद्देश्य कक्षा 3 तक के छात्रों में आधारभूत साक्षरता और संख्यात्मकता का ज्ञान देना है। जिससे उनकी शिक्षा की नींव मजबूत बन सके। बुनियादी ज्ञान मजबूत होना आवश्यक है। आज भी कक्षा 3 में पढ़ने वाले बच्चों की शिक्षा का स्तर बढ़ाने के लिए और उनके सम्पूर्ण मानसिक विकास करने के लिए यो आवश्यक हो कि आज के समय की मांग के अनुसार उन्हें बुनियादी शिक्षा और उसके पाठ्यक्रमों में पारंगत बनाया जाए। इस से सभी छात्रों को आगे की पढ़ाई और पाठ्यक्रमों में आसानी हो जाएगी और पहले से ही अन्य जानकारी को समझने में समर्थ हो पाएंगे।
Annual Status of education Report-
रिपोर्ट के निष्कर्षों के अनुसार लगातार कई वर्षों से स्कूलों में प्राथिमिक शिक्षा प्राप्त करने वाले अधिकतर भारतीय छात्र बुनियादी अंक गणित पढ़ और समझ नहीं पाते। इसी तथ्य को ध्यान में रखकर निपुण भारत मिशन की शुरूआत की गयी थी जिससे बच्चों की बुनियादी शिक्षा को मजबूत बना सकें। ये योजना नई शिक्षा नीति के अनुरूप शुरू की गयी है।
कार्यान्वयन प्रक्रियाः
NIPUN BHARAT 2022 की शुरूआत देश में लागू –नई शिक्षा नीति के बेहतर क्रियान्वयन के लिए किया गया है। इस नई शिक्षा नीति को देश के सभी राज्यों और केंद्र शासित प्रदेशों में लागू किया जाएगा। इसके लिए राज्यों और केंद्र शासित प्रदेशों में 5 स्तरीय तंत्र की स्थापना की जाएगी जिसमें राष्ट्रीय, राज्य, जिला, ब्लाँक और स्कूल स्तर पर संचालन होगा। इस मिशन के अंतर्गत 3 से 9 वर्ष के बच्चों की शिक्षा पर ध्यान दिया जाएगा और उन्हें बेहतर बुनियादी शिक्षा प्रदान की जाएगी। इस मिशन के अंतर्गत वर्ष 2026-27 तक का लक्ष्य रखा गया है। इसके अंतर्गत प्री स्कूल 1, प्री स्कूल 2 और प्री स्कूल 3 (बाल वाटिका) के बाद ग्रेड 1, ग्रेड 2 और ग्रेड 3 की कक्षायें होंगी। इन छात्रों को इन कक्षाओं के दौरान भाषा और गणित का बेहतर ज्ञान दिया जाएगा।
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
Overview of educational policies 1992 98 with respect of school educationInternational advisers
The document provides an overview of educational policies in Pakistan from 1992-1998 regarding school education. Some key points:
- The 1992 National Education Policy aimed to achieve universal primary education and adult literacy. It recognized primary education as a basic right and aimed to increase primary enrollment rates.
- The policy focused on improving quality through measures like expanding teacher training programs, improving curriculum and teaching methods.
- The 1998 policy revised and expanded goals, integrating primary and middle school as elementary education. It aimed to further increase enrollment rates and quality at both elementary and secondary levels through school expansion and improvements.
- Challenges faced included unqualified teachers, weak supervision, absenteeism, and inadequate facilities and materials. The
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
This document presents the methodology we used in surveying the knowledge of a sector of higher education students about RTE (Right to Education) in India
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve secondary education in public schools. It aims to increase secondary school enrollment from 52% to 75% by 2014 and provide universal access to secondary education by 2017. The scheme focuses on improving quality, removing barriers to access, and expanding facilities like science labs and information technology. It provides funding to state governments to work towards these objectives.
This document discusses types and causes of violence against children. It identifies several forms of violence including exploitation, neglect, sexual violence, and physical/emotional violence. It notes that violence can occur at home, schools, institutions, workplaces, and communities. Children are often victimized by people they know like family, teachers, and friends. Reasons for violence include seeing it as normal discipline, anger, deliberate harm, protecting children from worse fates, and children learning violent behavior from others. Overall, the document provides an overview of the widespread issue of violence against children globally.
This document defines population education and discusses its goals and implementation in India. Population education aims to educate students about population trends related to fertility, mortality, and migration and enable them to make rational decisions about population issues. It was launched by the Indian government in 1980 to introduce population education concepts into the formal education system, with support from UNESCO and UNFPA. The goals are to help students understand family planning, appreciate the benefits of smaller families, and learn accurate information about how population changes impact individuals, communities, and the environment. Teachers play a key role in the success of the program.
निपुण भारत मिशन- भारत सरकार द्वारा संचालित योजनाः
योजना का नामः निपुण भारत मिशन (NIPUN BHARAT YOJANA)
संबंधित विभागः स्कूल शिक्षा और साक्षरता विभाग
मंत्रालयः शिक्षा मंत्रालय
शुरूआत की गयीः 5 जुलाई 2021, केंद्र सरकार द्वारा
भारत केंद्र सरकार द्वारा शिक्षा क्षेत्र में विकास के लिए निपुण भारत योजना-2022 की शुरूआत की है। निपुण भारत की शुरूआत 5 जुलाई 2021 में की गयी है। निपुण(NIPUN) भारत मिशन का पूरा नाम- National Initiative for Proficiency in Reading with Understanding and Numeracy हैं।
इस योजना में प्री स्कूल के विद्यार्थीयों में शिक्षा की नींव को मजबूत बनाया जाएगा और इसके लिए सभी सरकारी और गैर सरकारी स्कूलों में इस मिशन के अंतर्गत सहयोग प्रदान किया जाएगा। इस योजना का संचालन स्कूल शिक्षा व साक्षरता विभाग द्वारा किया जाएगा। निपुण योजना स्कूल शिक्षा कार्यक्रम समग्र शिक्षा का एक हिस्सा होगी।
निपुण भारत मिशन के अंतरगत सभी बच्चे जो कक्षा 3 में पढ़ रहे हैं उन्हें कक्षा के अंत तक बुनियादी साक्षरता और संख्यात्मकता में निपुण बनाना है।
जिससे उन्हें वर्ष 2026-2027 तक पढ़ने, लिखने व अंक गणित करने की क्षमता उनमे आ सके। बुनियादी शिक्षा मजबूत होने से छात्रों को आगे के पाठ्यक्रमों के लिए सुविधा हो जाएगी और पहले से बेहतर समझ उत्पन्न होगी। सरकार द्वारा इस निपुण भारत मिशन की शुरूआत देश में आयी नई शिक्षा नीति के बेहतर कार्यान्वयन के लिए हुआ है।
निपुण भारत योजना का उद्देश्यः
निपुण भारत मिशन का उद्देश्य कक्षा 3 तक के छात्रों में आधारभूत साक्षरता और संख्यात्मकता का ज्ञान देना है। जिससे उनकी शिक्षा की नींव मजबूत बन सके। बुनियादी ज्ञान मजबूत होना आवश्यक है। आज भी कक्षा 3 में पढ़ने वाले बच्चों की शिक्षा का स्तर बढ़ाने के लिए और उनके सम्पूर्ण मानसिक विकास करने के लिए यो आवश्यक हो कि आज के समय की मांग के अनुसार उन्हें बुनियादी शिक्षा और उसके पाठ्यक्रमों में पारंगत बनाया जाए। इस से सभी छात्रों को आगे की पढ़ाई और पाठ्यक्रमों में आसानी हो जाएगी और पहले से ही अन्य जानकारी को समझने में समर्थ हो पाएंगे।
Annual Status of education Report-
रिपोर्ट के निष्कर्षों के अनुसार लगातार कई वर्षों से स्कूलों में प्राथिमिक शिक्षा प्राप्त करने वाले अधिकतर भारतीय छात्र बुनियादी अंक गणित पढ़ और समझ नहीं पाते। इसी तथ्य को ध्यान में रखकर निपुण भारत मिशन की शुरूआत की गयी थी जिससे बच्चों की बुनियादी शिक्षा को मजबूत बना सकें। ये योजना नई शिक्षा नीति के अनुरूप शुरू की गयी है।
कार्यान्वयन प्रक्रियाः
NIPUN BHARAT 2022 की शुरूआत देश में लागू –नई शिक्षा नीति के बेहतर क्रियान्वयन के लिए किया गया है। इस नई शिक्षा नीति को देश के सभी राज्यों और केंद्र शासित प्रदेशों में लागू किया जाएगा। इसके लिए राज्यों और केंद्र शासित प्रदेशों में 5 स्तरीय तंत्र की स्थापना की जाएगी जिसमें राष्ट्रीय, राज्य, जिला, ब्लाँक और स्कूल स्तर पर संचालन होगा। इस मिशन के अंतर्गत 3 से 9 वर्ष के बच्चों की शिक्षा पर ध्यान दिया जाएगा और उन्हें बेहतर बुनियादी शिक्षा प्रदान की जाएगी। इस मिशन के अंतर्गत वर्ष 2026-27 तक का लक्ष्य रखा गया है। इसके अंतर्गत प्री स्कूल 1, प्री स्कूल 2 और प्री स्कूल 3 (बाल वाटिका) के बाद ग्रेड 1, ग्रेड 2 और ग्रेड 3 की कक्षायें होंगी। इन छात्रों को इन कक्षाओं के दौरान भाषा और गणित का बेहतर ज्ञान दिया जाएगा।
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
Overview of educational policies 1992 98 with respect of school educationInternational advisers
The document provides an overview of educational policies in Pakistan from 1992-1998 regarding school education. Some key points:
- The 1992 National Education Policy aimed to achieve universal primary education and adult literacy. It recognized primary education as a basic right and aimed to increase primary enrollment rates.
- The policy focused on improving quality through measures like expanding teacher training programs, improving curriculum and teaching methods.
- The 1998 policy revised and expanded goals, integrating primary and middle school as elementary education. It aimed to further increase enrollment rates and quality at both elementary and secondary levels through school expansion and improvements.
- Challenges faced included unqualified teachers, weak supervision, absenteeism, and inadequate facilities and materials. The
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
The document discusses reforms to the school curriculum and pedagogy in India. Key points include:
- Certain subjects like languages, scientific thinking, creativity, and life skills should be learned by all students.
- Increased emphasis will be placed on mathematics, computational thinking, and coding from an early age.
- Students will have hands-on experiences like vocational courses, internships, and field trips to complement classroom learning.
- The curriculum will incorporate topics like AI, design thinking, and environmental education. It will also include learning about India's knowledge systems, culture, and diversity.
- Pedagogy will focus on developing human values and ethics in a manner rooted to the Indian context.
United KIngdom Educational System ( U.K)Azreen5520
The document provides an overview of the education system in the United Kingdom. It discusses that the UK consists of four countries - England, Northern Ireland, Scotland and Wales. It then summarizes the various stages of education including early years foundation stage, primary education comprising of key stages 1 and 2, secondary education with key stages 3 and 4, the GCSE examination taken at age 16, and options for further education including vocational qualifications or advanced levels needed for university entrance. The conclusion compares some aspects of the UK and Malaysian education systems.
Higher education serves several important purposes:
1) It prepares students for active citizenship and develops advanced knowledge and skills.
2) It helps students find their passions and purpose in life through personal development.
3) It opens doors for students by broadening their minds and opportunities which can lead to real success in their lives and careers.
The document summarizes Pakistan's 1972 education policy announced after the PPP came into power. Key points:
- It aimed to provide free and universal education up to class 10. Privately managed schools and colleges were nationalized.
- Primary education would be made free in phases, reaching class 5-8 by 1974 and 9-10 by 1980. Additional classrooms would be built.
- Secondary, technical, and higher education would be expanded and reformed. More teachers would be trained and universities established.
- Adult literacy programs and special education for disabilities were emphasized. The policy aimed to improve access, quality and relevance of education.
This document provides an overview of a law school course on human rights law. It begins with background on the school and course before covering topics like the definition of human rights, their key characteristics, the relationship between human rights and education, environment, peace and conflict transformation, arms control, and violence against women. It also summarizes the Universal Declaration of Human Rights, outlining some of the core rights and freedoms it protects. The overall document serves as a study guide for the course by defining important concepts and issues related to human rights.
This document provides an outreach campaign plan for the non-profit organization Fences For Fido. The campaign aims to enlist pet-related businesses to donate 10% of one day's sales. The plan includes an analysis of Fences For Fido as an organization, campaign objectives, a target audience analysis of pet businesses, a SWOT analysis, messaging development including themes, slogans and talking points, an overview of selected tactics, a timeline and budget. The target audience of pet businesses was found to be interested in supporting animal welfare and opposed to chaining dogs. The campaign theme focuses on growth for both Fences For Fido and partner businesses. The slogan is "Give & Grow" to appeal to ethics and business
Revere Plastics Systems' submission for MAPP's Education Outreach award. Revere works to engage young people in manufacturing, specifically the plastics industry!
WASAC presentation June 2010: Social Networking and Media for Education, Outr...Molly Immendorf
This document discusses the use of social networking and social media for education, outreach, and community building. It introduces concepts like social networking, social media, Web 2.0, and cloud computing. It also addresses potential opportunities and challenges of using these tools, and provides resources for using technologies like blogs, podcasts, and social media platforms for educational purposes.
The LinkedInterns group went on a trip to Disneyland. They had a fun day exploring the various lands and rides at the Disney theme park. The interns shared photos from their outing on LinkedIn.
The document provides information about college education opportunities in California, including the different higher education systems, requirements for admission, financial aid options, and tips for college preparation and application. It discusses the benefits of a college degree such as greater career opportunities and increased earning potential. It also lists student organizations and campus activities at California State University San Marcos.
The document summarizes the Partnership for Assessment of Readiness for College and Careers (PARCC), a consortium working to develop a common set of K-12 assessments aligned with the Common Core State Standards. The summary is:
PARCC is working to develop new K-12 assessments in English and math to measure student readiness for college and careers. Nearly all states have adopted the Common Core standards, and PARCC assessments will be aligned to these standards. PARCC aims to create high-quality, technology-based assessments to replace existing state tests and provide useful data for students, educators, and accountability.
Teaching and learning meeting 14%2 f7%2f16 (4)Elizabeth King
Based on Dylan William's research, this presentation explores how teachers can support students to become owners of their own learning and learning resources for their peers through the use of samples of work.
KACC-W Community Outreach Committee 2010 PlanRobert Lee
The KACC-West Community Outreach Committee proposed goals and events for 2010 to increase alumni engagement in local non-profits and charities. The key quarterly group events included participating in Big Brothers Big Sisters' Bowl for Kids Sake in March, supporting homeless families through Bridge Communities in Q2, volunteering at Naperville Ribfest in July, and packing meals at Feed My Starving Children in October. The proposal also provided ideas to publicize additional volunteer opportunities and partner with local organizations throughout the year.
Valiente College Preparatory Outreach and Advocacy PresentationJacob Wertz
Slide Deck presented to propsective donors, board members, and community supporters during the lead-up to launch of Valiente College Preparatory Charter School, a 501c3 nonprofit public charter school serving low-income Latino communities in Southeast Los Angeles
This workshop will provide the resources and encouragement to plan and execute a successful parent program to coincide with established K-12 outreach events. Parent programs provide the parents, educators, and guardians of the girls an opportunity to learn and have fun instead of supervising their daughters. We will discuss the five components of our program: information on the STEM gap and gender bias, hands-on design activities, an outline of different engineering fields, college preparation, and a student panel. This workshop will provide the tools to prepare the presentations, activity guidelines, and resources to adapt the program to fit your needs.
Gold Key Processing hosted 8th grade students from local schools to teach them about careers in the rubber industry. The students learned about HEXPOL Compounding's operations through presentations and tours led by Gold Key staff. The staff explained their various roles and emphasized the importance of teamwork. The goal was to help students consider their career paths and plan for high school courses. Gold Key is committed to developing the future workforce through similar programs with local schools and universities.
1) The document discusses strategies for community colleges to attract more students, particularly members of Generation Y or Millennials, as statewide enrollment targets are increasing but the number of high school graduates is declining.
2) It notes that Millennial students prefer simple, intuitive websites that directly provide the key information students need through clear recruitment messaging on the homepage.
3) The document advocates simplifying college websites to function as a "portal" that identifies and directs students to the most important information for their needs through an uncluttered design.
The document discusses reforms to the school curriculum and pedagogy in India. Key points include:
- Certain subjects like languages, scientific thinking, creativity, and life skills should be learned by all students.
- Increased emphasis will be placed on mathematics, computational thinking, and coding from an early age.
- Students will have hands-on experiences like vocational courses, internships, and field trips to complement classroom learning.
- The curriculum will incorporate topics like AI, design thinking, and environmental education. It will also include learning about India's knowledge systems, culture, and diversity.
- Pedagogy will focus on developing human values and ethics in a manner rooted to the Indian context.
United KIngdom Educational System ( U.K)Azreen5520
The document provides an overview of the education system in the United Kingdom. It discusses that the UK consists of four countries - England, Northern Ireland, Scotland and Wales. It then summarizes the various stages of education including early years foundation stage, primary education comprising of key stages 1 and 2, secondary education with key stages 3 and 4, the GCSE examination taken at age 16, and options for further education including vocational qualifications or advanced levels needed for university entrance. The conclusion compares some aspects of the UK and Malaysian education systems.
Higher education serves several important purposes:
1) It prepares students for active citizenship and develops advanced knowledge and skills.
2) It helps students find their passions and purpose in life through personal development.
3) It opens doors for students by broadening their minds and opportunities which can lead to real success in their lives and careers.
The document summarizes Pakistan's 1972 education policy announced after the PPP came into power. Key points:
- It aimed to provide free and universal education up to class 10. Privately managed schools and colleges were nationalized.
- Primary education would be made free in phases, reaching class 5-8 by 1974 and 9-10 by 1980. Additional classrooms would be built.
- Secondary, technical, and higher education would be expanded and reformed. More teachers would be trained and universities established.
- Adult literacy programs and special education for disabilities were emphasized. The policy aimed to improve access, quality and relevance of education.
This document provides an overview of a law school course on human rights law. It begins with background on the school and course before covering topics like the definition of human rights, their key characteristics, the relationship between human rights and education, environment, peace and conflict transformation, arms control, and violence against women. It also summarizes the Universal Declaration of Human Rights, outlining some of the core rights and freedoms it protects. The overall document serves as a study guide for the course by defining important concepts and issues related to human rights.
This document provides an outreach campaign plan for the non-profit organization Fences For Fido. The campaign aims to enlist pet-related businesses to donate 10% of one day's sales. The plan includes an analysis of Fences For Fido as an organization, campaign objectives, a target audience analysis of pet businesses, a SWOT analysis, messaging development including themes, slogans and talking points, an overview of selected tactics, a timeline and budget. The target audience of pet businesses was found to be interested in supporting animal welfare and opposed to chaining dogs. The campaign theme focuses on growth for both Fences For Fido and partner businesses. The slogan is "Give & Grow" to appeal to ethics and business
Revere Plastics Systems' submission for MAPP's Education Outreach award. Revere works to engage young people in manufacturing, specifically the plastics industry!
WASAC presentation June 2010: Social Networking and Media for Education, Outr...Molly Immendorf
This document discusses the use of social networking and social media for education, outreach, and community building. It introduces concepts like social networking, social media, Web 2.0, and cloud computing. It also addresses potential opportunities and challenges of using these tools, and provides resources for using technologies like blogs, podcasts, and social media platforms for educational purposes.
The LinkedInterns group went on a trip to Disneyland. They had a fun day exploring the various lands and rides at the Disney theme park. The interns shared photos from their outing on LinkedIn.
The document provides information about college education opportunities in California, including the different higher education systems, requirements for admission, financial aid options, and tips for college preparation and application. It discusses the benefits of a college degree such as greater career opportunities and increased earning potential. It also lists student organizations and campus activities at California State University San Marcos.
The document summarizes the Partnership for Assessment of Readiness for College and Careers (PARCC), a consortium working to develop a common set of K-12 assessments aligned with the Common Core State Standards. The summary is:
PARCC is working to develop new K-12 assessments in English and math to measure student readiness for college and careers. Nearly all states have adopted the Common Core standards, and PARCC assessments will be aligned to these standards. PARCC aims to create high-quality, technology-based assessments to replace existing state tests and provide useful data for students, educators, and accountability.
Teaching and learning meeting 14%2 f7%2f16 (4)Elizabeth King
Based on Dylan William's research, this presentation explores how teachers can support students to become owners of their own learning and learning resources for their peers through the use of samples of work.
KACC-W Community Outreach Committee 2010 PlanRobert Lee
The KACC-West Community Outreach Committee proposed goals and events for 2010 to increase alumni engagement in local non-profits and charities. The key quarterly group events included participating in Big Brothers Big Sisters' Bowl for Kids Sake in March, supporting homeless families through Bridge Communities in Q2, volunteering at Naperville Ribfest in July, and packing meals at Feed My Starving Children in October. The proposal also provided ideas to publicize additional volunteer opportunities and partner with local organizations throughout the year.
Valiente College Preparatory Outreach and Advocacy PresentationJacob Wertz
Slide Deck presented to propsective donors, board members, and community supporters during the lead-up to launch of Valiente College Preparatory Charter School, a 501c3 nonprofit public charter school serving low-income Latino communities in Southeast Los Angeles
This workshop will provide the resources and encouragement to plan and execute a successful parent program to coincide with established K-12 outreach events. Parent programs provide the parents, educators, and guardians of the girls an opportunity to learn and have fun instead of supervising their daughters. We will discuss the five components of our program: information on the STEM gap and gender bias, hands-on design activities, an outline of different engineering fields, college preparation, and a student panel. This workshop will provide the tools to prepare the presentations, activity guidelines, and resources to adapt the program to fit your needs.
Gold Key Processing hosted 8th grade students from local schools to teach them about careers in the rubber industry. The students learned about HEXPOL Compounding's operations through presentations and tours led by Gold Key staff. The staff explained their various roles and emphasized the importance of teamwork. The goal was to help students consider their career paths and plan for high school courses. Gold Key is committed to developing the future workforce through similar programs with local schools and universities.
1) The document discusses strategies for community colleges to attract more students, particularly members of Generation Y or Millennials, as statewide enrollment targets are increasing but the number of high school graduates is declining.
2) It notes that Millennial students prefer simple, intuitive websites that directly provide the key information students need through clear recruitment messaging on the homepage.
3) The document advocates simplifying college websites to function as a "portal" that identifies and directs students to the most important information for their needs through an uncluttered design.
Business model canvas_steve_blank_cleantech_open_academy_2012CleantechOpen
The document provides an overview of how Steve Blank's perspective on startups has evolved over time. It discusses how startups were previously viewed as smaller versions of large companies that focus on execution, whereas it is now understood that startups must search for a repeatable and scalable business model through customer development. The document outlines Blank's concepts of a business model, customer development process, and how founders should organize their startup as a customer development team rather than traditional functional organizations. It provides an example of how these concepts were applied through an NSF Innovation Corps program to test solutions in the field.
The Chesapeake Bay Foundation hired the Williamsburg Environmental Group (now part of Stantec), to provide assistance to the City of Falls Church and the City of Lynchburg in preparing to meet new requirements under their Virginia Small MS4 permits.
This webinar offered the City of Lynchburg guidance on developing a public outreach and education plan.
A video of the webinar can be found at http://youtu.be/ooZE4_FhDtA
Higher Education Provision of Accessible Information for Learning: GuidelinesIAU-HEEFA
This document summarizes guidelines for making higher education information and learning materials electronically accessible. It notes that people with disabilities make up 15% of the world's population and are underrepresented in higher education. While technology and e-learning aim to improve accessibility, current e-learning materials are not always accessible. The document outlines draft guidelines created by the IAU and ICT4IAL project to make information and media used for delivering information accessible. It describes testing the guidelines on documents and highlights next steps to finalize the guidelines based on feedback and present them in May 2015.
This presentation is meant to show different means to increase the public outreach of your relevant academic research. We do science to improve people's lives and understanding of the world, not just to publish in academic journals that nobody reads outside academic circles. Let's break the circles and reach people on the streets. Why and how to do it.
The document proposes a four-day, three-night music festival in College Park, Maryland sponsored by Pepsi and Under Armour. Over the four days, there will be five stages with over 100 bands playing various genres of music, including some popular headlining bands each night. The proposal includes a table of contents, justification, goals and objectives, resource needs, schedule, risk management analysis, critical evaluation, and appendices with registration forms, liability waivers, rules and regulations, and a music festival survey.
The DCPS Visual and Performing Arts Department developed a comprehensive 3-year plan to address gaps and leverage opportunities in arts education. The plan focuses on increasing access to arts programs through improved scheduling, developing an Arts Advisory Council, expanding the successful Live at the Met program, holding the first All-County Arts Showcase, and fully implementing the Any Given Child initiative through community partnerships. The goal is to provide high quality, equitable arts education that engages and develops students while changing perceptions of the value of arts learning.
Music education hubs briefing events 141211TelfordMusic
The document provides information about music education hubs that will be established across England to improve access to music education for children and young people. The Arts Council will select and monitor the hubs, which will deliver music education activities from September 2012 using £171 million in government funding through 2015. The hubs aim to provide first access to music education, support musical talent, ensure quality and consistency, and foster partnerships across the music education sector.
Learn about Composers and Schools in Concert and How We Serve Composers and S...csicteam
Composers and Schools in Concert (CSIC) supports youth music education by connecting professional composers with high school music ensembles throughout the United States. CSIC provides high school students with an educational opportunity in the professional field of music composition through composer commissions, composer workshops and a contemporary score library for young performers.
The document discusses the development of dance networks in Brazil and their role in influencing cultural policies and education. Some key points:
1. Dance networks in Brazil started forming in 1999 due to dissatisfaction with federal cultural policies and debates around classifying dance as a physical activity versus an art form.
2. These networks mobilized nationally and helped structure the National Dance Forum in 2001 to advocate for dance.
3. The networks contributed to the creation of the National System of Culture and the Sectorial Chamber of Dance to give the dance community representation and influence cultural policies.
4. The National Plan for Dance is being finalized to improve dance education, support the dance economy, and ensure access to dance
The document discusses the development of dance networks in Brazil and their role in influencing cultural policies and education. Some key points:
1. Dance networks in Brazil started forming in 1999 due to dissatisfaction with federal cultural policies and debates around classifying dance as a physical activity versus an art form.
2. These networks mobilized nationally and helped structure the National Dance Forum in 2001 to advocate for dance.
3. The networks contributed to the creation of the National System of Culture and a Sectoral Chamber of Dance to advise the Ministry of Culture and develop a National Plan for Dance.
Summarizethe process of a program’s development based on the pro.docxsimba35
Summarize
the process of a program’s development based on the program scenario you have used throughout the course from Appendix B.
Include
the following sections:
Overview of the program
Assessment
Needs and problem statement
Program planning
Alternative funding
Implementation
Evaluation
Write
a 1,750- to 2,100-word paper that contains all of the above elements.
Format
your paper consistent with APA guidelines.
Post
your paper as an attachment.
Santa Rosa
Philharmonic Youth Symphony
Organization Mission
The Santa Rosa
Philharmonic Youth Symphony’s mission is to educate and advance the skills of young musicians, enabling them to reach their highest potential. The repertoire is often difficult and always challenging, and the young musicians are selected by open auditions held in June of each year.
Values
·
Transforming youth and building capable young citizens with a love of music
·
Excellence in musicianship and scholarship through challenging and attractive musical opportunities
·
Excellence in leadership training and skill development—professionalism, education, integrity, and preparation
·
Music education
·
Appreciation and mutual respect
·
Financial soundness
The
Santa Rosa
Philharmonic Youth Symphony (SRPYS) strongly encourages its young musicians to participate in their school music programs. SRPYS schedules events to avoid conflicts with school activities, and excuses absences resulting from a school music program. In addition, SRPYS works with local and regional music and arts organizations in strategic efforts to emphasize the important role of music and arts in education and society at all levels of education and government.
Brief Community Description
The community of Santa Rosa loves its music; due to education funding cuts, however, music programs have been eliminated from the public elementary and middle school education programs. Parents and educators alike are concerned that, without this music experience, Santa Rosa youth will lose their appreciation, enjoyment, and participation in music programs within the near future as music education is now limited to the high school and college levels.
Funding Opportunity
This funding opportunity provides unrestricted operating grants to large and medium-sized performing arts organizations that present live performances, exhibitions, or screenings in the visual, performing, and literary arts. Grants are open to nonprofit performing arts programs that: engage at least three touring companies, artists, or exhibitions per year; pay a fee for these activities; and manage local presentations. Qualifying organizations must be 2 years or older and have at least one professional staff person.
.
This document discusses UniSound, a program run by Three Rivers Young Peoples Orchestras that aims to create a more accessible and equitable youth music ecosystem in the Pittsburgh area. It connects 37 member organizations and provides opportunities like the Black Teaching Artists in Residence program. The BTAR program supports Black teaching artists with a $1,000/month stipend and professional development funds. UniSound is looking to expand the BTAR program by adding a full-time teaching position to help establish more Black artists in the region. A three-year budget totals over $500,000 to fund the BTAR program and UniSound operations.
The Arts subjects offered by CXC give candidates the opportunity to acquire theoretical knowledge and practical skills in the respective disciplines. This issue of the Caribbean
Examiner magazine is a melange of artistic expressions that constitute CXC Arts offerings and chronicles the success of
students who have taken these subjects.
Case Study: Collective Action in Lansing, MichiganAmericans4Arts
The Lansing School District eliminated all elementary art and music teacher positions due to budget cuts. This prompted the Arts Council of Greater Lansing to lead a coalition of arts organizations to advocate for restoring arts education. Their efforts included crafting a message about the benefits of arts education, gaining media coverage, and working with the school district on small interim steps while pursuing longer term goals like a state arts education mandate. Progress includes community arts partnerships and incorporating arts into regular lessons for now.
The document discusses the UK government's plans to establish Music Education Hubs across the country in order to provide high-quality music education opportunities for all children. It outlines the government's vision for music education, the role of the Music Education Hubs, and Telford & Wrekin Music's plans to apply for funding to create a local Music Education Hub partnership.
A funding proposal written for The Young Americans, a 501(c)3 based in California. The funding proposal asks for support for a music outreach program. This document was written by me and three other students for an assignment.
This document provides a literature review on arts-based teaching and learning. It finds that there are various models for implementing arts-based practices at the community, school, classroom, teacher, and student levels. These include programs run through community arts centers, whole-school arts curricula, classroom artist residencies, and comprehensive school reform initiatives. The literature also examines the cognitive, affective, and academic effects attributed to arts integration based on multiple studies, though notes research findings are sometimes inconclusive. Recommendations are provided for successful implementation as well as ongoing questions that remain.
The Specialist Schools and Academies Trust (SSAT) is an independent charity dedicated to raising achievement in secondary education through collaboration between schools. SSAT works with teachers and students to develop and share effective teaching practices and improve schools. Continuity in music education between primary and secondary schools is important for student progress but is often lacking. Strong partnerships between primary and secondary schools are needed to ensure high expectations and that students can build on their prior learning in music.
This document provides a cultural strategy for Brent that will guide cultural development over 2010-2015. It was produced by the Brent Culture, Sport and Learning Forum in consultation with local partners and residents. The strategy identifies 8 principles to achieve the vision of making culture a catalyst for improved quality of life. These principles focus on enhancing cultural offerings, increasing participation, promoting culture, engaging youth, developing public spaces, leveraging major events, supporting the cultural economy, and promoting health and well-being. The council commits to using these principles to guide its own cultural service strategies while all partners work collaboratively to realize the vision.
School Committee Final Budget Presentation 4Michael Webber
The Cumberland Public Schools presented their FY11 budget and proposals to improve programs. The budget faces a $2.2 million shortfall which they plan to address through savings and concessions. Their primary goals include discussing budget recommendations to support learning, the Cumberland diploma system, and proposals to improve PreK-12 arts, library/media, and physical education programs. They proposed reconfiguring elementary schools to group grades 1-3 and 4-5 to increase equity and opportunities for differentiated instruction while saving an estimated $500,000.
School Committee Final Budget Presentation 4Michael Webber
The Cumberland Public Schools presented their FY11 budget and proposals to improve programs. The budget faces a $2.2 million shortfall which they plan to address through savings and concessions. Their primary goals include discussing budget recommendations to support learning, the Cumberland diploma system, and proposals to improve PreK-12 arts, library/media, physical education and the elementary school design. The elementary design proposal would reconfigure grade levels across schools to improve class sizes, implement differentiated instruction and increase collaboration. It is estimated to save $500,000 while advantages student learning.
This document outlines the Music syllabus for CSEC examinations. It provides information on the aims, objectives, course prerequisites and organization of the syllabus. The syllabus focuses on three profile dimensions: Listening and Appraising, Performing, and Composing. It describes the three exam components - Papers 1, 2 and the School Based Assessment (Paper 3). Paper 1 assesses Listening and Appraising through a written exam. Paper 2 consists of a practical exam testing Performing and Composing skills. The SBA assesses Listening, Appraising, Performing and research skills through assignments. The document also provides details on assessment criteria, exam format and weighting of the different dimensions.
Similar to Rcbb Education And Community Engagement Proposal (20)
1. RIVER CITY BRASS BAND
EDUCATION and OUTREACH
ENGAGEMENT
Three-Year Strategic Plan
Proposal submitted by
Bruce Lauffer
March 29, 2010
2. RIVER CITY BRASS BAND
EDUCATION AND OUTREACH ENGAGEMENT
THREE-YEAR STRATEGIC PLAN
Table of Contents
Outline ……………………………………………….......... p. 3
1.0 Executive Summary ……………………………………… p. 4
2.0 Introduction ………………………………………………… p. 5
3.0 Advocacy of Music Education ………………………….. p. 6
4.0 K-12 Direct In-School Music Education Programs ...... p. 9
5.0 K-12 General Access Music Education Programs …… p. 11
Attachment ……….…………………………………………. p. 19
p. 2
3. RIVER CITY BRASS BAND
EDUCATION AND OUTREACH ENGAGEMENT
THREE-YEAR STRATEGIC PLAN
Outline
1.0 Executive Summary
2.0 Introduction
3.0 Advocacy of Music Education
3.1 Goal: Establish a Network of Community-Based Music Education Advocacy Programs
3.1.1 Rationale
3.1.2 Proposal
3.1.3 Three-Year Targets
3.2 Strategy
3.2.1 Public School Advocacy Group
3.2.2 RCBB County Educators' Committee
3.2.3 Superintendents' Night at the RCBB
3.2.4 Education and Outreach Program Page
3.3 Assessment Strategy
4.0 K-12 Direct In-School Music Education Programs
4.1 Goal: To Teach Students, Teachers, Administrators, and Parents about Music
4.1.1 Rationale
4.1.2 Proposal
5.0 K-12 General Access Music Education Programs
5.1 Goal: To Enhance Understanding and Experiences of Music for Students, Teachers,
Administrators, and Parents
5.1.1 Rationale
5.1.2 Proposal
p. 3
4. RIVER CITY BRASS BAND
EDUCATION AND OUTREACH ENGAGEMENT
THREE-YEAR STRATEGIC PLAN
1.0 Executive Summary
As arts education has declined in American schools over the last 35 years, so have audiences attending
brass band concerts, symphony orchestras, and other cultural arts events. In addition, general academic
proficiency test scores of American students have declined as well.
Realizing that a focused, long-term effort will be required to counter the trends noted above, this proposal
is a Three-Year Strategic Plan designed to address these issues. This Plan proposes four priority areas.
For each of these areas, the plan articulates the following:
• Four Strategic goals
• Rationales for each of these goals
• Strategies toward achieving these goals
• Assessment methodology to determine progress toward goal attainment
The plan is intended to be responsive to community needs and progress through an annual review and
update process.
The four educational priorities and strategic goals set for them in this Plan are:
• Area: Education Department Development
Goal: To support the education development into a sustaining organization unit to reinforce
its mission (discussed in the introduction)
• Area: Advocacy of Music Education
Goal: To establish a network of community-based music advocacy programs
• Area: K-12 Direct In-School Education Programs
Goal: To teach students, teachers, administrators, and parents the love of music
• Area: K-12 General Access Music Education Programs
Goal: To enhance understanding and experiences of/in music for students, teachers,
administrators, and parents
p. 4
5. 2.0 Introduction
The need for American brass bands to invest in education has become essential toward securing
audiences for the future. The decline in arts education offerings in the public school curriculum has
resulted in the loss of audience attendance by specific age groups. This de-emphasis on arts education
can be traced back to the 1960s with the introduction of an education agenda, which emphasized
increased productivity in the areas of math and science. This shift cultivated a societal perception that
arts courses were not essential to complete educational development; a condition which we still endure.
Through implementing effective education programs and by initiating music and arts education advocacy
activities, The River City Brass Band (RCBB), needs to counter this decline in the State of Pennsylvania,
specifically in the city of Pittsburgh, and the surrounding communities. The RCBB could build
relationships through experiences with students, teachers, administrators, and parents that will result in
their benefitting from and supporting the RCBB throughout their lives.
I am submitting this Three-Year Strategic Plan to the administration and Board of Directors, because I
believe that we need to ensure that these critical issues are identified, prioritized, addressed, and then
weighed against available resources. The Plan establishes strategic goals, determines the most effective
strategies for reaching these goals and finally, sets measurable benchmarks for evaluating progress
toward goal attainment. I firmly believe we must be reaching out to the schools to generate interest in the
RCBB among young people, to ensure future audiences.
The goals, strategies and programs outlined in the Plan are intended to be consistent with the mission of
an Education and Outreach Department of the RCBB. This mission would be to serve as an educational
and cultural resource to the State of Pennsylvania, specifically the city of Pittsburgh, and the surrounding
communities. This can be accomplished by offering accessible, effective, and comprehensive education
programs which work cooperatively with educational and community resources and organizations. Since
its founding in 1981, the RCBB has been committed to creating future generations of arts-conscious and
musically-knowledgeable citizens. I am ardent in my belief that an arts education is a crucial component
in ensuring a high quality of life for all residents of the region. The RCBB is dedicated to serving students,
educators, parents and adults in learning and experiencing brass band music.
p. 5
6. 3.0 Advocacy of Music Education
3.1 Goal: Establish a Network of Community-Based Music Education Advocacy Programs
3.1.1 Rationale
A network of community-based advocacy groups can contribute to reversing the trend of declining arts
education in the K-12 curriculum by:
making this an issue in the public and private sectors
building awareness and support for the need to rebuild arts education
Over the last three decades arts education has been disappearing from the school curricula at a rate so
rapid that today many American cities have no music teachers where there used to be thriving music
programs.
Concurrent with this decline in arts education, there has been a decline in general education test scores
in American schools. These trends are related, and current research indicates that reversing the decline
in arts education will have a positive effect on reversing the decline in general academic performance of
American students. (See Attachment)
Education, be it in the home or school, is a means of fostering a future audience. Community activism on
behalf of music education will communicate the general and specific benefits of music education and
bring about awareness that will lead to changes in attitude and allocation of public and private resources.
These community-based music education advocacy programs will support all other areas of this Plan.
3.1.2 Proposal
Proposed music education advocacy programs are:
• Public Schools’ Advocacy Group
• RCBB Educators' Committee
• Superintendents' Night at the RCBB
• Education & Outreach Program Page
A Public Schools’ Advocacy Group (PSAG), to be formed by music teachers in the local area school
districts. Membership includes local county educators, board members, parents, and community arts
managers, including the RCBB Education and Outreach representative.
The River City Brass Band Educators’ Committee (RCBBEC), to be formed to support the general
music access programs of the Education Department. This Committee would be comprised 13 members
from several local counties (Allegheny, Beaver, Fayette, Somerset, Washington, and Westmoreland
counties), who are music educators and early childhood specialists. Committee members will create
curriculum enrichment materials for teachers and students attending the “Brass for Kids” programs of the
RCBB. In addition, members will serve in an advisory capacity for various project committees for the
RCBB.
7. p. 6
Superintendents' Night at the RCBB will be designed by the River City Brass Band Educators'
Committee to reach public school administrators and Board members. This program will grow into a
special event, building awareness of the positive impact of quality arts education programs. We need to
work especially hard in the areas of education and outreach, reintroducing the RCBB to school
administrators and community leaders.
The Education & Outreach Program Page in the subscription program booklet acquaints subscribers
and single ticket buyers with current issues relating to music and arts education in the public schools.
This page will highlight current programs in schools as well as the decline of arts education in school
districts. The page also will have information on who subscribers should contact to help restore the
benefits of music and arts education.
3.1.3 Three-Year Targets
The need to invest in advocacy issues is becoming increasingly important every year. It is an essential
step toward enhancing general education performance and ensuring the development of culturally literate,
knowledgeable, supportive audience members for the future. The proposal through the next three years
of this Plan:
• RCBB Board members will expand advocacy efforts;
• A greater number of RCBB musicians will speak at school board meetings in their communities;
• PTO/PTA involvement in music education advocacy will increase;
• Community advocacy groups will be formed, using the Community Outreach Program contacts
and area educators;
• Specially-designed events in the lobby of the auditorium (RCBB venues) will heighten awareness
for advocacy efforts.
3.2 Strategy
Strategies to establish a Network of Community-Based Music Education Advocacy Programs will focus on
enhancing existing program activity and increasing the range of community-based groups active in music
education advocacy efforts.
3.2.1 Public Schools’ Advocacy Group
The PSAG's efforts on behalf of music and arts education will be supported by the RCBB Education and
Outreach representative, the RCBB musicians, and the RCBB Educators' Committee. These dedicated
advocates will lobby the local area School Board members and the Superintendents toward ensuring
music and arts education opportunities in the school curriculum. The PSAG will work to see that music
and arts education interests are represented at every appropriate Board and administrative activity,
including School Board Open Hearings.
8. p. 7
3.2.2 River City Brass Band Educators' Committee
The River City Brass Band Educators' Committee will work to support the general music access programs
of the RCBB Education and Outreach Department. Comprised of 13 music educators, the Committee's
activities will focus on general access program and arts advocacy support, including an annual
Superintendents' Night at the RCBB. In addition, subcommittees will be formed to focus on:
• Identification of secondary research findings to support advocacy initiatives;
• Identification of other individuals in the educational community to support advocacy efforts;
• Creation of new community advocate opportunities and initiatives;
• Assisting Board of Education Committee members in identifying and focusing advocacy efforts;
The RCBB Educators' Committee will work closely with the RCBB representative for Education
and Outreach.
3.2.3 Superintendents' Night at the RCBB
Superintendents' Night at the RCBB will serve as the focal point for the continuing community-based
advocacy efforts as it serves to bring together key education personnel throughout the region to the lobby
of the auditorium (RCBB venues) for demonstrations of advocacy efforts and issues. At this event, current
advocacy activities will be highlighted and information regarding the importance of music education in the
school curriculum will be available. It is the intent of this event to reach individuals in all levels of the
region's public school systems. This program will serve to reinforce the benefits of music education and
recognize progress made in the local area Public School Districts. In addition, an Educators' Night at the
RCBB will be instituted which will reach a broader range of educational personnel.
3.2.4 Educational and Outreach Program Page and Newsletter
The Education and Outreach Program Page will continue to keep RCBB audiences abreast of education
programs and progress. It will serve to reinforce the need for community support for music education
programs and their benefits to the community at large. A newsletter will be developed which will be
circulated to education and community personnel, aimed at educating and informing the community about
the activities of the RCBB, education & outreach activities, and recent advocacy initiatives.
3.3 Assessment Strategy
Progress towards this goal will be based on achieving the programs activities. This will include a number
of new advocacy programs implemented and the level of activity in current advocacy programs. Progress
towards the advocacy objectives outlined in the advocate team packet will serve as a measure of
progress for each advocate team. Initial monitoring of team progress will be crucial toward developing
these groups, as these advocate teams will eventually become self-sustaining resources for their
communities and the RCBB.
9. p. 8
4.0 K-12 Direct In-School Music Education Programs
4.1 Goal: To Teach Students, Teachers, Administrators, and Parents about Music
4.1.1 Rationale
Music education programs in the schools are the greatest need and must be one of the RCBB’s highest
priorities. These are the programs which thirty-five years ago were reaching the greatest number of
American children, and which have the potential to reach the greatest number today and in the future.
Unfortunately, a major city like Boston, with hundreds of thousands of students enrolled in the public
schools, has no music teachers at all!
Partnering with established public school systems is a cornerstone of the RCBB's approach to education
programs. These programs:
• take advantage of existing structures which provides access to the largest number of students;
• enable artists to reach and impact students individually;
• make optimum use of the RCBB's limited resources to achieve the highest quality results;
• present a high success probability because of existing advocacy efforts and the receptive nature
of these institutions.
In addition, it has been demonstrated that students who have music and the arts in their curricula are
better students in other areas (See Attachment). Study of music develops a variety of skills and
intellectual habits including imagination; ability to organize thoughts, ability to perceive large, complex
topics; problem solving; judgment; self-esteem and self-assessment; interpersonal skills; discipline; work
habits; and confidence. Arts education in the curriculum has been directly linked to higher SAT scores.
By working with the schools to integrate the study of music into other curriculum areas like science, math,
and language, the general performance level of students in most areas will improve. This integration is
based on a thematic, cross-disciplinary curriculum. The curriculum enhances the in-school presentations
as well as the general performances, by including thematic material in other subject areas.
Training teachers to incorporate this cross-disciplinary approach in their classroom is crucial toward
developing successful, sequential, and effective in-school programs. Involving teachers in partnership
positions with musicians and staff can prove successful in forming meaningful collaborations. Toward this
end, hosting in-service workshops for teachers at the lobby of the auditorium (RCBB venues) with
musicians present will enable the RCBB to establish positive working environments for both teachers and
musicians.
10. p. 9
4.1.2 Proposal
Proposed in-school programs include:
• Classroom Brass
• Instrumental “Petting Zoos”
• Encounter / Performance Program
• Side-by-Side Concerts / Master Class / Coaching Sessions
• Outreach Extensions
These programs and their benefits are discussed below:
Classroom Brass
The program provides students in grades K-3 the opportunity to experience the instruments of the brass
band through multi-disciplinary workshops based on a thematic selection of literature. During each
performance workshop, a chamber ensemble from the RCBB (trio/quartet/quintet) demonstrate their
instruments, perform a wide variety of music as accompaniment to a narrated story and teach musical
concepts such as melody, harmony, rhythm, and tone color. These programs are provided in classrooms
in local elementary schools. Musicians and teachers will incorporate multi-cultural elements through
interactive, age-appropriate, and when possible cross-disciplinary presentations.
Instrumental “Petting Zoos”
Hands-on fun with instruments! Children (and their parents) have the opportunity to get up close and
personal with the brass band instruments they will see professionally played on stage (prior to selected
concerts).
The RCBB musicians may also travel to area schools to give elementary students the opportunity to see
and hear the different instruments of the orchestra – up close and personal in their classroom.
Encounter / Performance Programs
These programs, which are comparable to the "Classroom Brass Band", are aimed at secondary
students. This program is to be implemented in two phases. The first phase, the encounter sessions,
brings RCBB musicians into the classroom for lecture/demonstration presentations. The second phase,
the performance, involves transporting students to the auditorium (RCBB venues) to hear a RCBB open
rehearsal or lunchtime concert.
11. p. 10
Side-by-Side Concerts / Master Class / Coaching Sessions
Side-by-Side concerts allow for connection with the students in order to develop authentic mentorship
opportunities and to increase impact on individual young musicians and on the ensemble as a whole.
RCBB musicians and conductor will present master classes and coaching sessions in the local area
public schools as part of this program. In addition, selected high school students will participate in two
special side-by-side rehearsals with the musicians of the RCBB. A side-by-side performance would be
the culminating event of the program.
Outreach Extensions
The RCBBEC would work cooperatively with the RCBB Education and Community Outreach Program to
complement outreach activities with educational extensions in schools. In-school program extensions will
be created based on community interests and resources. Extensions would include trios, quartets,
presentations, mini-concerts, and side-by-side rehearsals and performances.
5.0 K-12 General Access Music Education Programs
5.1 Goal: To Enhance Understanding and Experiences of Music in Students, Teachers, Administrators,
and Parents
5.1.1 Rationale
The RCBB has several broad-based music programs that it currently offers to students in area school
districts. The River City Youth Brass Band is an example of this. I believe we need to develop new
programs, expand and upgrade existing ones, and aggressively market all of the programs to reach as
many students as possible. These programs need to provide exposure and enrichment to large numbers
of students who cannot be reached by the highly focused in-school programs. These programs are also a
valuable follow-up element of the in-school programs themselves.
General access music education programs will be for many students the only access they may have to
the RCBB and its music. Students will benefit from these programs; programs impact the student at
his/her current knowledge base and move them forward toward an expanded level of understanding of
brass band music and its impact.
The large number of geographically and culturally-diverse students reached in these programs constitutes
one of the RCBB's major contributions to the quality of life in the city of Pittsburgh, the surrounding
communities, and the State of Pennsylvania.
12. p. 11
5.1.2 Proposal
Proposed programs include:
• Brass with Special Needs
• RCBB Young Artists’ Competition
• RCBB Young Composers’ Competition
• Shared Brass
• Side-by-Side Brass
• RCBB School of Music
• RCBB Master Classes
• RCBB Summer Camp
• Brass with Class
• Brass for Kids
• RCBB Visual Arts Project / Gallery of Student Art
• Family Brass (RCBB Mascot)
• Community Brass
• RCBB Open Rehearsals
• Inside Brass (pre-concert talks)
• River City Youth Brass Band
These programs and their benefits are discussed below:
Brass with Special Needs
These concerts will be performed for mentally, physically, and emotionally-challenged children and adults.
Chamber ensembles (trios/quartets/quintets) would perform in area facilities, which will reach children and
adults who are typically unable to attend a subscription series concert.
RCBB Young Artists’ Competition
Beginning in the winter of 2011, the RCBB will hold a Young Artists’ Competition for high school-aged
brass players and percussionists. Each student entered will perform a solo piece from a list of standard
repertoire chosen by the event organizers. The performers will be judged on tone and intonation,
technical proficiency, and musicality by a panel of three adjudicators, selected by the RCBB.
Prizes will be awarded to the top three contestants. In addition, the winner will be invited to perform with
the RCBB at a concert in the spring.
13. p. 12
RCBB Young Composers’ Competition
As part of the RCBB’s long-standing commitment to American music, the RCBB will provide the
opportunity for young composers to submit new brass band compositions. The winning composition will
be premiered and professionally recorded by the RCBB on a subscription concert and would be included
in the RCBB rental library. This program over-time, will add to the brass band repertoire in the United
States.
Shared Brass
Each year, the RCBB would schedule, at the school-director’s request, a number of concerts shared with
school band programs. These events would be scheduled on a first-come, first-served basis, subject to
scheduling limitations.
These events may be in a “concert only” format or a “clinic/concert” format.
• In a typical “concert only” format, the school band will perform first, followed by the
RCBB, and finally a combined performance of at least one piece. This is only a generic
format and may be customized by the school band director to suit their particular needs.
Combined rehearsal will typically take place directly before the concert.
• In a typical “clinic/concert” format, pedagogy clinics will be conducted prior to the shared
concert. These clinics will be given by members of the RCBB and will focus on brass and
percussion pedagogy and performance skills. This format will require scheduling on a
weekend, to allow time for the clinic and the concert.
These concerts may be ticketed events and may be used as fundraisers for the school program.
Side-by-Side Brass
Side-by-Side concerts allow for connection with the students in order to develop authentic mentorship
opportunities and to increase impact on individual young musicians and on the ensemble as a whole.
RCBB musicians and conductor will present master classes and coaching sessions in the local area
public schools as part of this program. In addition, selected high school students will participate in two
special side-by-side rehearsals with the musicians of the RCBB. A side-by-side performance would be
the culminating event of the program.
14. p. 13
RCBB School of Music
The RCBB would announce the opening of the RCBB School of Music. The RCBB School of Music
would provide a place where families come to learn and experience the power of music. Students as
young as two, up through adults would work with RCBB musicians to develop their musical talents.
Through private instruction, group classes, and enrichment activities, each student would experience the
transformational power of music while learning and growing together. Additional classes in music theory,
history lessons, conducting, and composition would be offered to perpetuate the experience of superb
musical performances and continuous musical education for all people.
RCBB Master Classes
Presented four to five times during the school year, the River City Brass Band will present master classes
to any interested middle and high school age student. These Master Classes will be an opportunity to
introduce serious brass and percussion students in our region to additional performance opportunities and
the various pedagogical perspectives of our esteemed musicians of the RCBB.
The 3-hour event will include individual master classes by RCBB musicians. The event will also include
performances of several selected participants, as well as by musicians of the RCBB. These will be held
in September, November, January, March, and May (Saturday).
RCBB Summer Camp
A one or two-week intensive training program, taking place at a local Pittsburgh University (opportunity to
form partnership here) for brass and percussion musicians in middle and high school. The RCBB’s
musicians would provide lessons, music theory, history lessons, sectional rehearsal and large group
performance experiences. The program would conclude with a final public performance with the camp
musicians and the RCBB.
Brass with Class
The Brass with Class is a music-coaching program which addresses specific music education needs at
the middle school and high school level in the local public schools. Brass with Class would provide school
instrumental programs with diagnostics and coaching, consultations, resources and supplies, and access
to specially selected RCBB concerts. Because teachers would request Brass with Class assistance based
on their program’s specific needs, the Brass with Class program would differ at each site. Brass with
Class would be presented free of charge.
15. p. 14
The two main components of Brass with Class are:
• Coaching: The principal part of Brass with Class is coaching, which is provided by teaching
artists selected by the RCBB’s Education Department. Site music teachers request Brass
with Class teaching artists for particular instruments or instrument-sections. The teaching
artists’ sessions may range from coaching fundamentals to rehearsing ensembles.
Coaches and site music teachers would spend time together discussing student challenges,
instructional goals, and desired outcomes, as well as logistics such as coaching days, times,
and locations. Site teachers may also request Brass with Class assistance for diagnostic
purposes: checking embouchure placement, matching mouthpieces, checking sticking/mallet
grips, recommendations on purchasing brass and percussion equipment, etc.
• Resources for Music Teachers: The second aspect of Brass with Class is that the program
would offer resources to support site music teachers. These can range from providing
breathing exercises, warm-up techniques, technical exercises, better mouthpieces,
instrument repairs, music books, and many other resources as requested by the site music
teacher in discussion with the Brass with Class teaching artist and the RCBB Education
Department.
Brass for Kids
Brass for Kids is a special weekday concert program for school groups, which would be presented at a
local venue in the Pittsburgh area. This program would provide an opportunity for schoolchildren to
experience a live brass band concert, performed by the RCBB. Brass for Kids is designed specifically for
schoolchildren. The performances are designed to be engaging, exciting, and fun, with great music that’s
chosen for its appeal to young listeners. The conductor serves as narrator and guide.
Local music teachers will be provided a study guide and CD in advance to help prepare the
schoolchildren, so they will have a successful experience. Study guides and a free CD will be sent to all
schools (including home schools) ordering tickets to Brass for Kids.
The study guide contains:
• Information on the RCBB
• Drawings of instruments suitable for duplication and distributing to students
• Background on the music and composers being presented
• Activities for introductory and follow-up learning experiences in the classroom
• A CD narrated by the conductor, who previews the music being performed, and who
gives tips on “How to Listen” attentively to music.
16. p. 15
The study guide and CD are integral elements of the Brass for Kids experience. As in any curricular area,
students’ learning is enhanced when it can be based on prior skills and knowledge, structured
sequentially, when learning can happen experientially, and when a web of connections can be made
across disciplines. The study guide and CD assist in these modes of instruction.
RCBB Visual Arts Project / Gallery of Student Art
Visual Arts Project is a program initiated by, and managed and coordinated exclusively by the RCBB. It
encourages students to create drawings that capture aspects of their trip and the performance of the
RCBB Brass for Kids. The purpose of the Visual Arts Project is to encourage an appreciation of the
concert as a visual experience as well as a musical one, and to provide follow-up to the RCBB visit.
Students may capture any aspect of the visit: the RCBB, the music, the building, or even the audience –
any of these may be subjects for illustration. All students who submit an artwork would receive a
Certification of Participation. The artworks will be juried, and a number of them chosen for public
exhibition.
Family Brass (RCBB Mascot!)
Family Brass is a popular concert series designed for the entire family to introduce children and their
parents to the wonders of a live brass band concert. Part performance, part family outing, these
affordable afternoons will spark the imagination of the whole family. Concerts include great brass band
music, informative talks, musical demonstrations, and free musical materials for use at home.
The concerts are designed to be educational and engaging. These concerts aim to reach children
through participatory activities, by incorporating hands-on, pre-concert activities, concert interaction and
post-concert reinforcement. These concerts are also aimed at developing parental interest in the RCBB.
Parents of these students are generally of the 'baby-boom' age. The RCBB Mascot also performs in the
community and in schools.
During the upcoming season, children will help to design and name the RCBB mascot which will be used
for future Family Brass and Brass for Kids. The winning student(s) may win season tickets to the RCBB
for the following season.
Ticket-buyers would receive a free Family Brass Activity Guide at the start of the season. In addition, a
few days prior to each concert, each family would receive a special Program Guide. Along with the
Program Guide, may come a related music education resource, such as a book or CD. These guides and
resources help families prepare for the concerts, and provide opportunities for continued music
17. engagement at home once the concert is over. Child-friendly start and end times would make it easy for
children to experience the music.
p. 16
Community Brass
The RCBB would annually offer free concerts for the community, attracting audiences who might not
otherwise attend a subscription concert. A summer concert draws a diverse audience of people
throughout Pittsburgh and the surrounding counties. The RCBB would maintain partnerships with local
community organizations and institutions to support these concerts. Engagement activities include free
educational/family presentations and chamber music concerts at community venues, tickets to RCBB’s
concerts, and participation in community events.
Partnership Programs provide opportunities for participants to create enduring and evolving connections
to music. Created in partnership with various organizations throughout the region, these programs are
aimed at both general and under-served student populations, and are designed to enhance both musical
understanding and general learning skills. Through these partnerships, RCBB would be developing future
generations of arts-aware and musically- knowledgeable citizens.
RCBB Open Rehearsals
The RCBB Open Rehearsals would offer a unique view of the intense preparation that goes into a
professional brass band performance. During the rehearsal break, students (grades 6-12, college, and
adults) would have the opportunity to meet with the conductor, guest artist, and or RCBB musicians for a
brief question and answer session.
“Inside Brass” (Pre-Concert Talks)
The RCBB’s adult education programs would provide opportunities for enhancing the concert experience.
Join us one hour before select concerts for a free pre-concert talk. Inside Brass talks are designed to
enhance your enjoyment of the concert by providing insights into the works on the program – bringing you
“inside” the music. Our roster of speakers would include a variety of music professionals who will bring
different viewpoints and approaches to their conservations about the music. Some of the approaches
might include exploring why a composer wrote a particular work, examining the social and historical
context of a particular piece of music, looking at how a piece of music is constructed, and guided listening
through recorded excerpts of the works being performed. (Roster of speakers may include: conductor,
guest artists, musicians in the RCBB, local radio/TV announcers – i.e. Jim Cunningham; local professors
from nearby universities).
18. p. 17
River City Youth Brass Band
The River City Youth Brass Band (in residence at Carnegie Mellon University) offers a unique opportunity
for young instrumentalists in Western Pennsylvania. The band, founded in 1986, enables young
musicians to hone their craft under the close supervision of professional players. The RCYBB is open to
brass and percussion players from Western Pennsylvania, grades 7 through 12. This auditioned
ensemble, conducted by Drew Fennell, the River City Brass Band’s Associate Conductor, meets twenty-
five times each season for sectional coaching by RCBB musicians and for full ensemble rehearsal.
Students gain valuable musicianship playing quality music at a very high level. Two or more concerts are
staged each year, and participants in the program are afforded the opportunity, on a frequent basis, to
see the River City Brass Band in performance. The River City Youth Brass Band experience goes far
beyond the ordinary. In recent years, the band has appeared onstage with the River City Brass Band at
Heinz Hall, performed for a crowd of thousands on the 4th of July at Point State Park and collaborated
with the likes of broadcasting legend Lanny Frattare ("The Voice of the Pittsburgh Pirates"). In 2009, a
new initiative was begun to regularly commission new works for the ensemble. And, selected from among
140 applicants, the RCYBB will appear at the Pennsylvania Music Educators Association State In-Service
Conference in 2010. Approximately fifty of Western Pennsylvania's most talented young brass and
percussion players participate in the River City Youth Brass Band program each semester, and well over
one-thousand musicians have come through the program in its twenty-three year history.
19. p. 18
Attachment
"Arts Education and SAT Scores
As arts education has declined in America, so have the test scores of American students. Conversely, in
1993:
• SAT takers with course work/experience in music performance scored 45 points higher on the
verbal portion of the test and 32 points higher on the math portion than students with no course
work or experience in the arts.
• Scores for those with course work in music appreciation were 54 points higher on the verbal and
37 points higher on the math portions respectively.
• Students in specific arts-based curriculum programs tested against comparable non-arts-based
curriculum students scored consistently and appreciably higher in non-arts subjects, particularly
math and science, and had fewer days absent as well.
Sources:
National Center for Education Statistics, A Trend Study of High School Offerings and Enrollment:
1972-73 and 1981-82. U.S. Government Printing Office, Washington, DC, pp.39,55.
The College Board, Profile of SAT and Achievement Test Takers for 1990, 1991, 1992, 1993, 1994.
McCarthy, Kevin J. Music Performance Group Membership and Academic Success: A Descriptive Study
of one 4-Year High School, Boulder, CO: University of Colorado, 1992.