Friday, May 18, 2012

http://tabs.ultimate-guitar.com/b/bill_bailey/james_blunt_song_crd.htm Bill Bailey http://www.youtube.com/watch?v=eMRxqsB3ghc&feature=relmfu Am - x02210 Cmaj7 - 032000 G7 - 320001 G - 320003 Dm - xx0231 C - x32010 Fmaj7 - x03210 Dmmaj7 - xx0221 C/G - 332010 E - 022100 Dm7 - xx0211 F* - 033200 Intro: Am Esus4 Am Esus4 Am G ~ I was alone my heart was cold it was a stone, Fmaj7 E my soul was lonely like a stone - there was no moss. Am G ~ And when I danced I danced alone but then I did not dance Fmaj7 E because I *was* alone. So I did not dance. Am G _~_ Fmaj7 I shuffled through life invisible to all the happy couples who would mock E me with their merry laughter – “ha-ha-ha”. Am G F The only sound I heard in my lonely silent world was the rusty hammer of my E Am heart nailing at the hatred in my soul. E - G - Am (quickly) [ synth strings ] G Cmaj7 But then you came, Dm Dmmaj7 Dm7 and my life was turned upside down. Dm7 G7 You showed me the beauty of the things that I had never seen. C [ Embellish with Cmaj7, C/G and C ] Like a snowflake that melts on the eyelash of a startled deer. Dm Dmaj7 Dm7 Or the painting of a dog that wears a deerstalker[1] and G7 Dm Dmmaj7 smokes a pipe that made you laugh so heartily, Dm7 G7 C Cmaj7 C/G but I had previously thought was rubbish. Dm Dmmaj7 Dm7 Or the duck that lands so clumsily on a frozen pond in winter G7 but the intoxicating power of our love transforms this simple act into an C Cmaj7 anthropomorphic drama where Mr. Duck’s embarrassed and the other ducks are C Cmaj7 C/G laughing (quack quack quack quack quack). E/ Am AND THEN YOU LEFT! [Flamenco Style] G F E And I have died a thousand deaths and I will die a thousand more! Am G F E I thought you were an angel - you turned out to be a whore! Am G F E And everything has turned to dust! Everything is infected with the plague! E Am Why did you have to sleep with Craig? G F E "Oh he's so sensitive, he's got a tattoo." F E Yeah, carving your name with a compass in my forehead was not enough for you! C Am G F I’ve seen the youth, I’ve seen truth, I’ve seen a booth, with a red roof. C Am G F I’ve seen lies, I’ve seen flies, I’ve seen lies, In the eyes of flies. Am F Dm G But you are a beautiful flower, you bloom every hour, ooooooooooo. Am F Dm G So precious and revealing, like a rabbit, stuck to the ceiling. Am F Dm G So beautiful and random, like a weasel and a duck on a tandem. C oooooooooo! bill bailey - dandelion mind---------------------------------- tabbed by zozo (vork@globalnet.hr) chords for the entirety of it are just: C (032010) Fmaj7 (003210) so: C Fmaj7 i'm a girl and i live in the clouds C Fmaj7 i float like a worm that dreamt it was an acorn C Fmaj7 on the wings of a morning C Fmaj7 (a few times, while the audience is laughing) C Fmaj7 i'm a girl, and i live in the sky C Fmaj7 like a cotton gossamer strand of thread C that unraveled from a dress that was woven from the Fmaj7 thoughts of a mermaid C Fmaj7 (a few times) C Fmaj7 i've got a gossamer brain C i've got a dandelion mind (Fmaj7) one *pft* and it's gone- _______________ I've got most of it, except for the first 'Huggy Bear' music. Enjoy! (Wah throughout) 'Sitting in Car' Theme e|-----------| B|-----------| G|-10~---9~--| D|-10~---9~--| A|-10~---9~--| E|-----------| 'Huggy' Theme e|---------------------------------------------------| B|---------------------------------------------------| G|---------------------------0----0h2-0--------------| D|-------------------0-1--2b----2-------0h2p0--------| A|-------0-3-x-3-5-x--------------------------3--0---| E|-3-5-x---------------------------------------------| 'Club' Theme e|--4/5-x-5-x-5-5-x-5-5--| B|--4/5-x-5-x-5-5-x-5-5--| G|--4/5-x-5-x-5-5-x-5-5--| etc. D|-----------------------| A|-----------------------| E|-----------------------| 'Bad Guy' Theme e|--------------4~--| B|-----1~-----------| G|---------2~-------| D|------------------| A|--0~--------------| E|------------------| 'Running' e|--------------------------|----|-------| B|--------------------------|----|-------| G|--1h2-2-2-2-2-1h2-2-2-2-2-|-x4-|-------| D|--------------------------|----|-------| A|--------------------------|----|-------| E|--------------------------|----|--2--3-| 'Getaway' Theme e|----------| B|-4/5-xxxx-| G|-4/5-xxxx-|x However many D|-4/5-xxxx-| A|----------| E|----------| ...and that's about it Stereophonics - Handbags And Gladrags CAPO 3 (Define Cx: x00010) Intro: G G7 C Cx (x3) Verse 1 G G7 Cx Ever seen an old man cross the road Cx G Tryin to make the other side? Ever see a young girl growing old Tryin to make herself a bride? Verse 2 Em D So what becomes of you my love? G A7 ???? Chorus C Cx The handbags and gladrags Cx G That your poor old grandad had to sweat to buy you

Thursday, May 17, 2012

Billboard Songs

\1 Somebody That I Used To Know Gotye Featuring Kimbra Making Mirrors \Also Charted On #2 Rock Songs #2 Pop Songs #4 Dance/Club Pla... #2 Radio Songs #1 Digital Songs 2 Payphone Maroon 5 Featuring Wiz Khalifa Payphone News Maroon 5's 'Payphone' Charges ... Also Charted On #10 Pop Songs #10 Radio Songs #2 Digital Songs #2 On-Demand Song... #18 Ringtones Click to BuyClick to Play 3 2 21 1 We Are Young fun. Featuring Janelle Monae We Are Young #4 Rock Songs #1 Pop Songs #25 Dance/Club Pla... #1 Radio Songs #5 Digital Songs Click to BuyClick to Play 4* 4 12 4 Call Me Maybe Carly Rae Jepsen Call Me Maybe \Also Charted On #9 Pop Songs #41 Dance/Club Pla... #12 Radio Songs #3 Digital Songs #4 On-Demand Song... Click to BuyClick to Play 5* 5 19 5 Comments 4 Wild Ones Flo Rida Featuring Sia Wild Ones News Exclusive: Flo Rida Reveals Ne... Also Charted On #83 R&B/Hip-Hop So... #3 Pop Songs #32 Latin Songs #3 Radio Songs #7 Digital Songs Click to BuyClick to Play 6* 7 13 5 Comments 8 Starships Nicki Minaj Starships News Nicki Minaj Taps Chris Brown, ... 'Glee' Recap: 'Props' Was Fun,... Chart Highlights: Linkin Park ... Lady Antebellum Teams With Lip... Chart Juice: B.o.B Earns R&B/H... Also Charted On #88 R&B/Hip-Hop So... #4 Pop Songs #24 Latin Songs #5 Dance/Club Pla... #5 Radio Songs Click to BuyClick to Play 7* 9 13 4 Comments 0 What Makes You Beautiful One Direction Up All Night: The Live Tour News Carrie Underwood's 'Blown Away... Gotye's Hot 100 Leader Expands... 'Glee' Recap: Spiked Punch, On... 'Glee' Covers One Direction's ... Weekly Chart Notes: Kimbra, On... Also Charted On #6 Pop Songs #9 Dance/Club Pla... #7 Radio Songs #68 Digital Songs #8 Digital Songs Click to BuyClick to Play 8 6 18 3 Comments 22 Glad You Came The Wanted Glad You Came

EL SISTEMA

I’m moving to Los Angeles…tomorrow! I am very humbled to be taking on the role of Manager, Youth Orchestra Los Angeles. Please read the press release below for details: Abreu Fellow Daniel Berkowitz to Manage Youth Orchestra Los Angeles New England Conservatory and El Sistema USA are pleased to announce that a member of the inaugural class of Abreu Fellows, Daniel Berkowitz, has been offered an important leadership opportunity within the El Sistema movement in the United States. In early January 2010, Berkowitz will become the Manager of Youth Orchestra Los Angeles, known familiarly as YOLA. An initiative of the Los Angeles Philharmonic and supported by a network of stakeholders, YOLA seeks to provide exceptional instrumental and orchestral education to promote youth development. Central to the plan is the goal of building youth orchestras in underserved communities throughout Los Angeles. YOLA was inspired by El Sistema, the Venezuelan music education system that nurtured the Los Angeles Philharmonic’s new Music Director, Gustavo Dudamel. Months of intensive training in the Abreu Fellows program at NEC have enhanced Berkowitz’s qualifications for his new position. As the Manager of YOLA, he will be responsible for implementing youth orchestra plans, developing and supporting the YOLA stakeholder network, and connecting YOLA to other education and community programs of the Philharmonic. With strong ties to New England Conservatory and the inaugural class of Abreu Fellows, Berkowitz is now in a unique position to further enhance the relationship between the local Los Angeles program and the national El Sistema USA organization. From LA, Berkowitz will remain in close contact with the Fellows and will serve as a resource for current and future Fellows by providing an “on the ground” perspective and by opening doors to internships and potential employment. He will also continue his involvement in El Sistema USA projects as needed. “In the early stages of any program, one must seize opportunity and, in the words of El Sistema founder Maestro Abreu, trust the young, and give them the mandate to lead,’” said Mark Churchill, Director of El Sistema USA and Dean/Artistic Director of Preparatory and Continuing Education at NEC. “El Sistema USA is no exception. We at NEC fully support Daniel’s decision to accept this position and look forward to working in close partnership with him as we spearhead the El Sistema movement in the United States.” A trombonist, Berkowitz, received his bachelor degrees in both music and economics from Northwestern University, where his studio teachers were Michael Mulcahy, Randall Hawes and Charles Vernon. He has performed across Europe, Asia, and the U.S., including a residency in China with the Xiamen Philharmonic Orchestra. As an instructor, Berkowitz held masterclasses in China, and served on the staff of the Pennsylvania Governor’s School for the Arts and Northwestern’s National High School Music Institute. From 2008 to 2009, he lived and worked in London, studying with many of Europe’s most well-respected trombonists. In parallel, Berkowitz worked as an entrepreneur developing the infrastructure for Morningstar’s Pan European and Asian Fund research endeavor. For further information, check the NEC Website here. or call the NEC Concert Line at 617-585-1122. NEC’s Jordan Hall, Brown Hall, Williams Hall and the Keller Room are located at 30 Gainsborough St., corner of Huntington Ave. St. Botolph Hall is located at 241 St. Botolph St. between Gainsborough and Mass Ave. ### It’s Happening Published November 15, 2009 General Leave a Comment On Thursday evening, Marin Alsop, Musical Director for the Baltimore Symphony shared her vision for OrchKids with the Abreu Fellows: to serve all 82,000 children in Baltimore’s public school system. Bold? Sure. Possible? Absolutely. The Abreu Fellows spent the last week working in Balitmore’s El Sistema inspired OrchKids program (click here for some photos). During our tour of West Baltimore, our driver painted a bleak picture: boarded houses, abandoned cars, crippling. ‘A program like this is exactly what this community needs.’ And what did it look like? From principal to teachers to janitors, the staff members were engaged. First graders singing mixed meters, Kindergarteners repeating rhythms on their buckets, and most impressively, a 45 minute side-by-side concert, constructed in just 3 days…complete with elements of composition and improvisation. The participants were articulate, maintained good rhythm, smiled constantly and loved interacting with each other musically and socially. Here are some clips from the Kindergarten Bucket Band as they explore rhythm, dynamics and ensemble discipline: We left the week feeling refreshed, encouraged, and excited to continue working. Our experience reaffirmed the notion that every child has an opportunity to become musically literate. The OrchKids program aims to get participation from children as early as possible and has some extremely talented faculty in place to support this idea. After all that has been accomplished in one year, imagine what this could look like after 10, 20 or even 30 years…maybe Ms. Marin isn’t too far off. And why should a child participate? Patrick had the perfect answer: “Fun.” Maestro Abreu would be proud. We Want Change, Too Published November 1, 2009 General 3 Comments Last week, Ben Cameron, Program Director for the Doris Duke Charitable Foundation, presented an impassioned State of the Union for the Arts. It wasn’t a pretty picture: Two Chronic Issues Surrounding Arts Organizations: Under-capitalization. Organizations should maintain enough liquidity, operating reserves and artistic initiative reserves to keep their audiences engaged while growing organically. Instead, many organizations purchase fixed assets (real estate and other permanent equipment) during times when it is financially irrational. Under-compensation. The current non-profit model is predicated on discounted labor. Superstars build empires and non-profits cannot easily attract that talent. Among the current issues were: audience erosion, impending generational transition of leadership (75% of CEOs would leave non-profit jobs by 2012), the impact of technology with a society craving “culture on demand,” pricing out key audiences, artist unemployment rising twice as fast as regular figures (200,000+ jobs and hundreds of organizations lost by end of 2009), and a decline of individual donations (which are about 83% of contributed revenue!). Yes Mr. President, we want change, too. And what do we know about change? Here’s a little exercise from Target’s New Employee Training: Find a partner and look at your partner deeply for 60 seconds. Turn your back to your partner and change 5 things about your appearance. Identify your partner’s 5 changes. Turn away and change 10 more, then 20 more. What did we notice? Change provokes anxiety. Change increases at an exponential rate. We must maintain clarity in vision or we could lose control. Change translates as loss. Most people view change as something they have to give up. People revert to competition, not cooperation. People focus on resources they can control. When the pressure to change has been removed, people revert to old behavior even though they’re less comfortable. To change the perception of the arts and create viable enterprises, we must innovate. We must find new pathways to mission fulfillment, discontinuous from previous practice, springing from changes in underlying organizational assumptions. We must create value in anticipation of future demand. We must learn to skate like Wayne Gretzky (“to where puck is going to be, not where it has been”). Arts organizations must understand that ‘non-profit’ is a tax structure, not a business strategy. Each organization should be able to answer fundamental value-based questions: why must we exist today? What is the value of my arts organization to my community? What is the value of my organization alone brings or brings better than anyone else? And more specifically…how will my community be damaged if it were deprived of music tomorrow? How does my organization be optimally structured/behaved to become my community’s conduit of symphony music? Second-rate value will not stand. We are in the midst of a shift in cultural tastes. Value is no longer consumed; it is co-created (think of the experience of going to Starbucks). It is time to rethink how we view arts and culture. We must shift our focus from short-term survival to long-term transformation. If we can maintain clarity in our vision, this recession might just turn into a renaissance.

EL SISTEMA

TED.com Offer Help About TED Prize Video Nominate Home http://www.tedprize.org/el-sistema-instrument-of-peace/ « To the ArcticGrowing Out of Poverty, Violin in Hand » RSS Comments El Sistema, instrument of peace From José Luis Hernandez-Estrada, Sistema Fellow at New England Conservatory… El Sistema, the brainchild of Dr. José Antonio Abreu, is considered to be one of the “world’s cultural treasures,” and a successful and insightful model for the role of classical music in our times. For five weeks, the Sistema Fellows at New England Conservatory had an opportunity to be inside the sounds of that glorious music. From Boston, we traveled over five thousand miles, visiting dozens of music learning centers across the country, working with hundreds of students, giving ourselves completely to music. It was a transformative journey for us all. To me, it was the experience of a lifetime. El Sistema in Venezuela has fashioned persuasive paradigms for the rationale and purpose of art. Music is never seen as a luxury, but rather as a natural extension of a young person’s life. In Mahomito, a humble elementary school in the heart of Guárico, we heard a group of choristers singing a repertoire of boleros, merengues, and musica llanera (songs from the Venezuelan plains). I saw young children holding hands, feeling every nuance in the songs, and cherishing the splendor of their doing something well together. Many of them immersed in the musical experience, eyes closed, as if somehow they had found their own sanctuary of peace. They were proud to perform for us. Very few times have I experienced such powerful music-making. In their performance, I heard a new kind of intention and aesthetic of sound. Their music in two-part harmony juxtaposed by the energetic strumming of a cuatro (a folk instrument of the guitar family), shined with palpable relevance, illuminating the crowded rehearsal room, bringing many of us to tears. What made their performance so moving? I couldn’t help but to think about the children’s own life stories. Why do they sing? Why does it matter so much? It is clear to me that the children of El Sistema sing and play because it brings them to a world of tangible opportunity, giving them a new sense of unencumbered freedom that allows them to express themselves. Music serves as an instrument for social transformation in that it adds concrete value to their lives, providing for new perspectives, amid the challenges that they may encounter where they reside—where more often than not, the living conditions are precarious on many levels. In pursuing music, students generate a level of motivation that leads to re-imagining a new intention for life, creating both poignant music-making experiences and improved social environments. This framework gives us a new aesthetic of possibility where students’ capacity for growth is extended as far as the universe of music. As a social development strategist, Dr. Abreu has centered El Sistema to the benefit of those youth who are most vulnerable to falling into the anxiety of poverty; for those that have been excluded from experiencing the goodness of life. The maestro wants to reach one million of those children throughout his native Venezuela in the years ahead. “Daily life should be expressed in music,“ he says. And because he is on a mission, Dr. Abreu never stops searching and learning. During our meeting, at the conclusion of our five-week residency throughout the country, we saw a joyful leader, bustling with energetic impetus and eager to hear the stories of our journey. He began by telling us that he was very interested to hear a perspective on how El Sistema could be improved. “What have you seen on the ground that we can further perfect?” he asked. We spoke about the experiences that had the most profound impact on our own learning and development. We pointed out to the strength of the choral programs. I referred to the miraculous energy that emanates from the orchestras. We spoke about embracing our professions in a new light, as musicians eager to gather new ways of thinking about the potential of our art form in the 21st century—as a social and participatory art. A more generous music-making, to be shared, in and through communities. As a leader, the maestro is often thinking about ways to multiply the impact and reach of his program. He is deeply invested in finding and applying new technologies that will facilitate the training of more and better teachers. The world’s most accomplished artists and educators come to Caracas, but “why not use the most innovative of mechanisms to share virtual lessons with thousands of teachers across the country?” he asked. After 37 years, Dr. Abreu feels like it is just the beginning. There are more horizons to explore, higher goals to reach, more music to share. The overarching vision: to expand the philosophy of El Sistema into countries outside of Venezuela, to unite the Americas through music; to place music at the heart of communities around the world. A visionary, he wants his philosophy of free access be expanded to other disciplines as well, to sports and to the sciences. I felt the positive effects of El Sistema’s mission everywhere we went: in my orchestra rehearsals, in our meetings with parents, and in workshops with teachers. An enduring message of hope is ever-present in the ethos of El Sistema. It is a powerful music because it stems from deep personal and collective aspirations to succeed, from the pride that emanates from developing communities, like Mahomito, who see themselves being transformed through music. That same spirit also speaks to the strength of music to meet profound spiritual needs. In these challenging times, as violence and materialism seeks to entice the aspirations of youth, let us turn to music. Let us support and allow music education to shine its radiant light upon our communities so that we may prosper—so that young people may find peace in their everyday lives. This is also our calling and the maestro’s wish for the future of music. Video created by David France. More available here >>> Tweet This entry was posted on Tuesday, April 24th, 2012 at 10:07 am and is filed under José Abreu's Wish Blog, TEDPrize Updates. You can follow any responses to this entry through the RSS 2.0 feed. You can skip to the end and leave a response. Pinging is currently not allowed. Leave a Reply Name (required) Mail (will not be published) (required) Website Stay Informed Sign up to receive the latest TED Prize news. Email Address Past TED Prize Winners 2011 2010 2009 2008 2007 2006 2005 TED Prize Winner Projects Check out some of the projects which are a direct result of our winners' past wishes Follow Us on Twitter twitter.com/tedprize Go › TEDPrize Partners We are grateful for the individuals, non-profits and corporations that help make TED Prize wishes a reality.* *None of these brands are affiliated with JR © TED Conferences, LLC | TED Prize : Wishes Big Enough to Change the World | Entries (RSS) and Comments (RSS). | Contact
El Sistema: Changing Lives Through Music - CBS News Feb 11, 2009 ... 60 Minutes on CBS News: El Sistema: Changing Lives Through Music - Bob Simon On Venezuela's Groundbreaking Musical Education ... www.cbsnews.com/2100-18560_162-4009335.html El Sistema - 60 Minutes - CBS News Apr 13, 2008 ... 60 Minutes on CBS News: El Sistema - Through a system of early training and local orchestras, Venezuela has developed an orchestra that is ... www.cbsnews.com/video/watch/?id=4011959n Gustavo Dudamel leads El Sistema's top youth orchestra | Video on ... TED Talks The Teresa Carreño Youth Orchestra contains the best high school musicians from Venezuela's life-changing music program, El Sistema. Led here ... www.ted.com/talks/astonishing_performance_by_a_venezuelan_youth_orchestra_1.html El Sistema NYC Allan Kozinn: “If you look at how music was taught in public schools 40 years ago — and for decades before that — you'll see exactly what's needed now. elsistema-nyc.org/ "El Sistema" • Trailer for the upcoming film - YouTube 5 May 2008 ... The film shows the gripping way "El Sistema" functions on a daily basis in a typical nucléo in one of the most dangerous and poorest areas in ... www.youtube.com/watch?v=276oR_tEmbs El Sistema: Changing Lives Through Music - CBS News Feb 11, 2009 ... 60 Minutes on CBS News: El Sistema: Changing Lives Through Music - Bob Simon On Venezuela's Groundbreaking Musical Education ... www.cbsnews.com/2100-18560_162-4009335.html El Sistema - 60 Minutes - CBS News Apr 13, 2008 ... 60 Minutes on CBS News: El Sistema - Through a system of early training and local orchestras, Venezuela has developed an orchestra that is ... www.cbsnews.com/video/watch/?id=4011959n Gustavo Dudamel leads El Sistema's top youth orchestra | Video on ... TED Talks The Teresa Carreño Youth Orchestra contains the best high school musicians from Venezuela's life-changing music program, El Sistema. Led here ... www.ted.com/talks/astonishing_performance_by_a_venezuelan_youth_orchestra_1.html El Sistema NYC Allan Kozinn: “If you look at how music was taught in public schools 40 years ago — and for decades before that — you'll see exactly what's needed now. elsistema-nyc.org/ "El Sistema" • Trailer for the upcoming film - YouTube 5 May 2008 ... The film shows the gripping way "El Sistema" functions on a daily basis in a typical nucléo in one of the most dangerous and poorest areas in ... www.youtube.com/watch?v=276oR_tEmbs
http://elsistemausa.org/ http://elsistemausa.org/contact/contact/ YouTube http://www.youtube.com/watch?v=276oR_tEmbs A visionary global movement that transforms the lives of children through music. A new model for social change. PBS http://www.pbs.org/newshour/rundown/2012/02/el-sistema.html CBS http://www.cbsnews.com/2100-18560_162-4009335.html Five Resources on Venezuela's Youth Music Program 'El Sistema' BY: LARISA EPATKO Venezuelan maestro Gustavo Dudamel greets young Venezuelan musicians during a concert in Caracas on Feb. 16. Photo by Leo Ramirez/AFP/Getty Images. On Friday's NewsHour, education correspondent John Merrow reports on how an adaptation of a music program from Venezuela is playing out in the United States. Venezuela's national youth music program "El Sistema" has produced professional musicians, such as Los Angeles Philharmonic conductor Gustavo Dudamel, but it's also recently stirred controversy in the country over government control. We've put together a reader's guide about the program and the associated flap: #1 The New York Times describes how two years ago, the office of President Hugo Chavez began to oversee El Sistema as part of its strategy to combat poverty, but critics say it was a move meant to burnish Chavez's image: The situation evokes age-old questions about the intersection of art and politics: Should they remain separate? Should artists denounce politics they don't agree with? At what cost should culture be kept alive? Read the full story. #2 The Associated Press reports on Dudamel's first performance in Venezuela as conductor and music director of the Los Angeles Philharmonic: Dudamel was typically passionate and energetic as he led the orchestra on Wednesday night in Mahler's Symphony No. 6, his curly hair bouncing when he jumped at a crescendo. The sold-out audience in Teresa Carreno Theater applauded enthusiastically for several minutes. Read the full story. #3 Dudamel was named one of TIME magazine's 100 most influential people of 2009. Peter Gelb, general manager of the Metropolitan Opera, wrote this about Dudamel: With what appears to be unlimited talent and charisma, Gustavo has invigorated the sometimes staid world of classical music. His performances are ecstatic affairs, with musicians and audiences unable to resist his infectious joy. His concerts often end with his hugging each member of the orchestra. Read more about Dudamel in his biography on the Los Angeles Philharmonic's website. #4 On the NewsHour's education page: Watch a video and hear from participants of El Sistema. "Your soul and heart are filled because the pieces are beautiful songs and they are very meaningful," says one participant named Juan. "The hardest thing when we sit to play is nerves. It feels like if you make a mistake you will mess up everyone." #5 View a map of El Sistema-inspired music programs in the United States to find one in your area. See more of our World coverage and follow us on Twitter. ____ El Sistema: Changing Lives Through Music - CBS News Feb 11, 2009 ... 60 Minutes on CBS News: El Sistema: Changing Lives Through Music - Bob Simon On Venezuela's Groundbreaking Musical Education ... www.cbsnews.com/2100-18560_162-4009335.html El Sistema - 60 Minutes - CBS News Apr 13, 2008 ... 60 Minutes on CBS News: El Sistema - Through a system of early training and local orchestras, Venezuela has developed an orchestra that is ... www.cbsnews.com/video/watch/?id=4011959n Gustavo Dudamel leads El Sistema's top youth orchestra | Video on ... TED Talks The Teresa Carreño Youth Orchestra contains the best high school musicians from Venezuela's life-changing music program, El Sistema. Led here ... www.ted.com/talks/astonishing_performance_by_a_venezuelan_youth_orchestra_1.html El Sistema NYC Allan Kozinn: “If you look at how music was taught in public schools 40 years ago — and for decades before that — you'll see exactly what's needed now. elsistema-nyc.org/ "El Sistema" • Trailer for the upcoming film - YouTube 5 May 2008 ... The film shows the gripping way "El Sistema" functions on a daily basis in a typical nucléo in one of the most dangerous and poorest areas in ... www.youtube.com/watch?v=276oR_tEmbs El Sistema: Changing Lives Through Music - CBS News Feb 11, 2009 ... 60 Minutes on CBS News: El Sistema: Changing Lives Through Music - Bob Simon On Venezuela's Groundbreaking Musical Education ... www.cbsnews.com/2100-18560_162-4009335.html El Sistema - 60 Minutes - CBS News Apr 13, 2008 ... 60 Minutes on CBS News: El Sistema - Through a system of early training and local orchestras, Venezuela has developed an orchestra that is ... www.cbsnews.com/video/watch/?id=4011959n Gustavo Dudamel leads El Sistema's top youth orchestra | Video on ... TED Talks The Teresa Carreño Youth Orchestra contains the best high school musicians from Venezuela's life-changing music program, El Sistema. Led here ... www.ted.com/talks/astonishing_performance_by_a_venezuelan_youth_orchestra_1.html El Sistema NYC Allan Kozinn: “If you look at how music was taught in public schools 40 years ago — and for decades before that — you'll see exactly what's needed now. elsistema-nyc.org/ "El Sistema" • Trailer for the upcoming film - YouTube 5 May 2008 ... The film shows the gripping way "El Sistema" functions on a daily basis in a typical nucléo in one of the most dangerous and poorest areas in ... www.youtube.com/watch?v=276oR_tEmbs

Links to the El Sistema Program

“I studied music since I was four years old, and from that moment I became part of a family. And that family has taught me things; not only musical things, but things I have to face in life, and that is where the success of the system lies” “If anybody asked me where is there something really important going on for the future of classical music I would simply have to say here, in Venezuela... I say I have seen the future of music in Venezuela and that is a resurrection” - Sir Simon Rattle From the El Sistema USA site Venezuela El Sistema is a tested model of how a music program can both create great musicians and dramatically change the life trajectory of hundreds of thousands of a nation’s neediest kids. Among its graduates, El Sistema Venezuela has nurtured international musicians such as Edicson Ruiz and Gustavo Dudamel and the world-renowned Simón Bolívar Youth Orchestra. Many begin attending their local El Sistema center, called a “nucleo,” as early as age 2 or 3, with the vast majority continuing well into their teens; attending up to six days a week, three to four hours a day, plus retreats and intensive workshops. Participation is free for all students. The country now has over 60 children’s orchestras, almost 200 youth orchestras, 30 professional adult orchestras and dozens of choruses.El Sistema’s approach to music education emphasizes intensive ensemble participation from the earliest stages, group learning, peer teaching and a commitment to keeping the joy and fun of musical learning and music making ever-present. The backbone of El Sistema traning is preparation for participation in orchestral ensembles, which are the soul of the nucleo community and culture. Of equal importance are choral singing and various other ensembles, which adapt well to a diversity of musical genres and origins.Learning SequenceKids of preschool age begin with work on body expressiveness and rhythm. Encouraging the children to keep their bodies active while playing (without losing technique) is a key feature of the program in later years. At age 5, children pick up their first instruments, starting with the recorder and percussion. They also join a choir in order to build community through ensemble work. By age 7, all students can pick their first string or wind instrument. Kids can change instruments but are not encouraged to do so frivolously.InstructionEarly instruction includes singing and playing with the student’s instrument, often focusing on a single note within a group song; this helps to develop a sense of quality sound. Learning how to use full standard notation often takes many years and is incorporated into their learning organically.There are three levels of practice every week: full ensemble work, section work and private lessons. Students often encounter the same teacher in both their group and personal lessons. This allows student to progress quickly, as bad habits are quickly corrected and good habits are regularly enforced.Learning through PerformingStudents play in front of audiences as much as possible. This reduces the pressure of formal performance, and allows performing to become a natural part of their musical life. Students frequently watch their fellow students perform, allowing them to both see and be inspired by the accomplishments of their peers. From a young age, the students are exposed to the variety of orchestras within the system, from the lowest level to the internationally successful Simón Bolívar Youth OrchestraThe EnvironmentEl Sistema’s primary focus is to create a daily haven of safety, joy and fun that builds every child’s self-esteem and sense of value. Discipline is relaxed but enforced. Attendance is not an issue; the children want to be at their local nucleo for themselves, their teachers and their fellow students. Hard work and true achievement are crucial to the success of El Sistema. However, a feeling of fun is never forgotten.Teachers The majority of El Sistema teachers and nucleo leaders are former students of the program. They understand both the social and musical mission of the program — they nurture both the individual person and the musician at the same time. Teachers are able to provide individual attention to each student. If they notice a child has missed a second day at the nucleo without prior notice, they often go to the home to enquire about the absence.Curriculum El Sistema has a national curriculum, including an established musical sequence. However, local leaders can customize their program. When a local experiment produces good results, it is shared and possibly adopted everywhere. All of the musical curriculum starts with simple arrangements of big pieces with big sound. These masterworks are often reintroduced as the children progress through the system. As Gustavo Dudamel says, “We have lived our whole lives inside these pieces. When we play Beethoven’s Fifth, it is the most important thing happening in the world.”MusicEl Sistema introduces its students to both internationally known classical composers and Latin American composers and Venezuelan folk musicians. Work with Parents El Sistema takes considerable time working with the parents of students. For a child of age 2 or 3, teachers make home visits to ensure that the family understands the level of commitment required of them. As the students begin to learn their instruments, teachers instruct parents on how best to support their child’s practice schedule at home, giving feedback and encouragement. If a student gets into a youth or city orchestra, they will receive a stipend; this not only honors his/her accomplishments but places real value on the music making for the family, so they don’t need to pull the child out of El Sistema to work.Building Community El Sistema grows from loving children first and loving music second. Emphasis is placed on creating a community that supports one another. Teachers and students alike are invested in both personal and community success, creating a place where children feel safe and challenged. El Sistema graduates leave with a sense of capability, endurance and resilience — owning a confidence about taking on enormous challenges in their lives. A deep sense of value, of being loved and appreciated, and a trust for group process and cooperation, enables them to feel that excellence is in their own hands. El Sistema at Conservatory Lab Charter School (Brighton, MA) “If anybody asked me where is there something really important going on for the future of classical music I would simply have to say here, in Venezuela... I say I have seen the future of music in Venezuela and that is a resurrection” elsistemausa.org A visionary global movement that transforms the lives of children through music. A new model for social change. Welcome to El Sistema USA. 33 years ago in a parking garage in Caracas, Dr. José Antonio Abreu gathered together 11 children to play music. El Sistema was born. It now teaches music to 300,000 of Venezuela’s poorest children, demonstrating the power of ensemble music to dramatically change the life trajectory of hundreds of thousands of a nation’s youth while transforming the communities around them.El Sistema USA is a support and advocacy network for people and organizations inspired by Venezuela’s monumental music education program. It will grow to provide comprehensive informatithe El Sistema philosophy and methodology, and host a variety of resources that will aid those building, expanding and supporting El Sistema programs in the US and beyond. Who To Contact Contact El Sistema USA Administration Mark Churchill, Director, El Sistema USA Dean Emeritus, Preparatory and Continuing Education, New England Conservatory Senior Advisor, New England Conservatory mark.churchill@elsistemausa.org Eric Booth, Senior Advisor, El Sistema USA Raquel Jimenez, Administrative Coordinator, El Sistema USA raquel.jimenez@elsistemausa.org

Dave Eggers

http://www.ted.com/talks/view/lang/en//id/233

TED Links to Education- el sistema

http://www.ted.com/search?q=el+sistema

el sistema


#5 Dave Eggers & 826 Valencia

Best-selling author Dave Eggers’ desire to give back to his community is only matched by his passion for whimsy and sharing his love of writing with young people. This TED Talk celebrating Eggers winning the TED Prize explores how pirate supply shops and superhero stores may serve as incredibly rich non-school learning environments where children become writers by writing with expert adult writers. Put aside Eggers’ nod towards school and homework and consider the powerful ideas of apprenticeship, access to expertise, community of practice and how we might all create productive contexts for learning.
If you want to go beyond five recommendations, might I suggest the two TED videos exploring El Sistema, the Venezuelan Youth Orcestra program and remind yourself of what the performing arts mean to a culture.
El Sistema: Music to Change Life
No educator's library is complete without this DVD

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Lesson Plan


Phonics lesson plan- sh
Core Competencies:
Decoding Including Phonics and Structural Analysis
Grade Specific Indicators: ELA- 1st Grade –
Standard 1:  Students will read, write, listen, and speak for information and understanding.
http://www.p12.nysed.gov/ciai/cores.html#ELA

Topic: Introduce the “sh” sound, focusing on words ship, shell, and shark.
Grade Level: 1st grade
Instructional Objectives:
1) Students will pronounce the letters s and h together to make the “sh” sound
2) Students will be able to recognize and read the words shell and shark. See http://www.wordway.us.com/Digraphs/shSet.pdf
3) Students will be able to sound out short words starting and ending in “sh.”
Materials:
1) Sea shells
2) Ocean sounds cd
3) Hermit crabs
4) “sh” phonics work sheet
5) Shark videos from DiscoveryChannel.com
6) Shark Tales movie
7) Connect the dots and fill in the blank worksheet

Prior Knowledge:
1)     Familiarity with letters of the alphabet and their sounds
2)     Ability to sound out short words
Activities:
Introduction:
1)     Teacher will hand out shells for students to touch while playing ocean sounds cd. Students are also given the opportunity to touch hermit crab shells.
2)     Teacher and students will discuss that shells and hermit crabs are found at the beach.  The fact that sharks are found in the ocean will also be discussed.
3)     Teacher will write the words “shell” and “shark” on the white board.  Students will be prompted to sound out the words.

Work of the lesson:
1)     Teacher and students will sound out more words starting and ending with “sh” on the white board: ship, shack, shock, shut, shot, shop and flush, brush, hush, cash, wish, fish, dish.
2)     Students are prompted to read words and given stickers as rewards.
3)     Students work on “sh” phonics worksheet in 3 parts reviewing their work after each section
4)     Teacher and students review the sh words.
5)     Students may also study and recite the tongue twister "Shelly's aunt, Sharon shears sheep" and view the book by Dr. Seuss, " One Fish, Two Fish, Red Fish, Blue Fish."

Consolidation:
1)     Students watch short educational videos sharks
2)     Students are shown the Shark Tales movie.
3)     Students work on connect the dots and fill in the blanks work sheet.
4)     Teacher and students review sh words

Links/Attachments
http://www.wordway.us.com/Digraphs/shSet.pdf
__________________

2


____

3
Phonics lesson plan- CH
Core Competencies:
Decoding Including Phonics and Structural Analysis
Grade Specific Indicators: ELA- 1st Grade –
Standard 1:  Students will read, write, listen, and speak for information and understanding.
http://www.p12.nysed.gov/ciai/cores.html#ELA
Topic: Introduce the “CH” sound, focusing on words CHURCH, CHEESE, CHEETAH, CHIHUAHUA, CHICKEN, CHIMPANZEE, CHILDREN, CHECK, LUNCH, PEACH, and CHICKEN.
Grade Level: Kindergarten and 1st grade
Instructional Objectives:

1) Students will pronounce the letters C and h together to make the “CH” sound
2) Students will be able to recognize and read the words CHURCH, CHEESE, CHECKERS, CHEETAH, CHECK, LUNCH, PEACH, and CHICKEN.
3) Students will be able to sound out short words starting and ending in “CH.”
Materials:
1) CHOCOLATE CHIP, CHIMPANZEE          
2) CH cd
3) CH MOVIE- _____ ,  CHARLIE THE CHIMP LOVES CHOCOLATE CHIPS – LITTLE CH BOOK.
4) “CH” phonics work sheet
5)  videos from DiscoveryChannel.com
6)  CHICKEN LITTLE movie
7) Connect the dots and fill in the blank worksheet
Prior Knowledge:
1)     Familiarity with letters of the alphabet and their sounds
2)     Ability to sound out short words
Activities:
Introduction:
1)     Teacher will hand out shells for students to touch while playing ­­­­­____ cd. Students are also given the opportunity to touch -----------.
2)     Teacher and students will discuss that ____________are found at the beach.  The fact that sharks are found in the ocean will also be discussed.
3)     Teacher will write the words “CH” and “CH” on the white board.  Students will be prompted to sound out the words.

Work of the lesson:
1)     Teacher and students will sound out more words starting and ending with “CH” on the white board: _______, _______.
2)     Students are prompted to read words and given stickers as rewards.
3)     Students work on “CH” phonics worksheet in 3 parts reviewing their work after each section
4)     Teacher and students review the CH words.

Consolidation:
1)     Students watch short educational videos.
2)     Students are shown the Chicken Little movie.
3)     Students work on connect the dots and fill in the blanks work sheet.
4)     Teacher and students review CH words

Links/Attachments



____________________
Phonics lesson plan- 4- Reinforcement and review of consonant digraph(s): /SH/, /TH/, and /CH/ as a strategy to decode words not known by sight.
Core Competencies:
Decoding Including Phonics and Structural Analysis
Grade Specific Indicators: ELA- 1st Grade –
Standard 1:  Students will read, write, listen, and speak for information and understanding.
http://www.p12.nysed.gov/ciai/cores.html#ELA
Topic: Reinforce and review consonant digraph(s): /SH/, /TH/, and /CH/ to teach children strategies when decoding words that they do not know by sight.
See: http://www.wordway.us.com/Digraphs
Grade Level: 1st grade
Instructional Objectives:

1) Students will review the previous lessons regarding digraphs and the lesson will culminate with activities that that include a crossword puzzle with all /SH/, /TH/, and /CH/ sound and a game of /SH/, /TH/, and /CH/ Bingo.
Materials:
1) BINGO CARDS                                          
2) BINGO SET
3) WORKSHEETS WITH WORD SCRAMBLES, CROSSWORDS, AND MATCHING
Prior Knowledge:
1)     Familiarity with letters of the alphabet and their sounds
2)     Ability to sound out short words
Activities:
Introduction:
1)     Teacher will handout review worksheets and model then reinforce the /SH/, /TH/, and /CH/ sounds.
2)     Teacher will handout BINGO CARDS to students for recognition and the matching of   /SH/, /TH/, and /CH/ sounding words with their corresponding pictures.


Work of the lesson:
1)     Teacher and students will review more words starting and ending with /SH/, /TH/, and /CH/.
2)     Students are prompted to read words and given stickers as rewards.
3)     Students will be given BINGO CARDS to students for recognition and the matching of   /SH/, /TH/, and /CH/ sounding words with their corresponding pictures on their bingo cards.

Consolidation:
1)     Students work on connect the dots and fill in the blanks work sheet.
2)     Teacher and students review all  words
3)     Culminating activity will be a matching/BINGO game reinforcing the recognition of this decoding strategy.

Links/Attachments
http://www.wordway.us.com/Digraphs

Gary Stager article- The Best Educational Ideas in the World - http://stager.org/articles/passport.pdf


The Best Educational Ideas in the World
Your ticket to constructing modern knowledge
Gary S. Stager, Ph.D.
Your tour guide, Gary Stager: Teacher educator, author and consultant, Dr. Gary Stager, has spent the
past twenty-eight years helping teachers on six continents make sense of their roles in the digital age.
In 1990 he led development efforts at the world’s first two “laptop schools” in Australia. Since then,
Gary has worked with countless laptop schools from Maine to Melbourne to Mumbai. Stager is a
Visiting Professor at Pepperdine University’s Graduate School of Education and Psychology where he
has taught since 1993 and in 1998 helped create its groundbreaking Online Master of Arts in
Educational Technology degree program. In 1982, Gary created one of the nation’s first computer
camp programs and was the Director of Professional Development for NJ’s Network for Action in
Microcomputer Educator from 1983-93.
Gary was Senior Editor for District Administration Magazine, Editor of The Pulse: Education’s Place
for Debate and Editor of ISTE’s Logo Exchange. He is a frequent conference presenter, workshop
leader and keynote speaker at conferences across the globe. Dr. Stager worked with Seymour Papert to
create the Constructionist Learning Laboratory at the Maine Youth Center. Gary’s work with
incarcerated youth in Maine was the subject of the PhD. dissertation from the University of
Melbourne. Dr. Stager is also a collaborator in the MIT Media Lab’s Future of Learning Group and the
Executive Director of The Constructivist Consortium & Constructing Modern Knowledge.
Gary has a degree in elementary education and once studied to be a jazz musician. He has worked with
public schools, private schools, gifted students, at-risk learners, homeschooling communities and
numerous high-tech companies. Converge Magazine named Gary Stager a “shaper of our future and
inventor of our destiny.” The National School Boards Association named Gary one of “Twenty
Education Leaders to Watch.” Dr. Stager was a keynote speaker at the 2009 National Educational
Computing Conference before an audience of more than 4,000 educators.
Most recently, Gary was the new media producer for The Brian Lynch/Eddie Palmeri Project -
Simpatíco, 2007 Grammy Award Winner for Best Latin Jazz Album of the Year. Dr. Stager is also a
contributor to The Huffington Post.
• Articles and papers by Dr. Stager
• Recommended books for modern educators and school leaders
• Professional Development & Gary Stager
• Gary Stager’s personal blog
• Constructing Modern Knowledge institutes
• The Constructivist Consortium
• School Wars (Gary Stager’s cover recent cover story about public education policy)
• Gary Stager in The Huffington Post
• ImagineIt
2
 documentary featuring Gary Stager
© 2009 Gary S. Stager - www.stager.orgPowerful Ideas – Common Principles
• Respect for each learner
• Authentic problems
• Real tools & materials
• Expanded opportunities
• Learning is natural
• Urgency
• Commitment to social justice &
democracy
Fueled by
• Project-Based Learning
• Constructionism
• Personal Computing
The Grand Tour
Fab
Watch the Scientific American Frontiers
Program: You Can Make it On Your Own
PBS Show Transcript
Neil Gershenfeld's Home Page
Includes links to his projects, books and
biography.
MIT Media Lab: Neil Gershenfeld
A Faculty Profile of Neil Gershenfeld, Director,
Center for Bits and Atoms and Associate
Professor of Media Arts and Sciences.
Technology Review - The Programmable
Building
The MIT Media Lab's Neil Gershenfeld tours the building of the future, where interchangeable power
sockets, switches and appliances snap into the walls-then plug into the internet.
Gary S. Stager - The Best Educational Ideas in the World
2Neil Gershenfeld videos:
• Neil Gershenfeld at TED
• Neil Gershenfeld at PopTech
Seeing Through the Window
What form will new human/computer interfaces
take? An excerpt from Gershenfeld's 1999 book,
When Things Start To Think. Published on
KurzweilAI.net July 27, 2001.
Educational software mentioned by Gary
Stager:
• MicroWorlds EX - multimedia programming
environment for use across the curriculum and grade levels
• Geometer’s Sketchpad - popular mathematical visualization software
Reggio Emilia
Books about the Reggio Emilia approach
Gary Stager’s article about Reggio Emilia
education
Reggio Children web site - the official
international web site of the Reggio Emilia
approach
North American Reggio Emilia Alliance web
site
A pretty good overview of the Reggio Emilia
approach
• What Makes a Good Project? (2008) by Gary Stager
• Raising Our Standards - Developing Projects that Endure (2009) by Gary Stager
• The Genius of Print (2010) by Gary Stager
“A good prompt is worth 1,000 words”
1. A good prompt, challenge, problem or motivation
2. Appropriate materials
3. Sufficient time
4. Supportive culture (including expertise)
Gary S. Stager - The Best Educational Ideas in the World
3“Four Ways to use materials”
1. Teach a specific concept
gears, friction, multiplication of fractions...
2. Thematic Project
factory, amusement park, airport...
3. Curricular Theme
Identify a problem in Sub-Saharan Africa...
4. Freestyle
Robotics
Gary Stager’s robotics web site containing reference materials, ordering advice and project inspiration
The Pico Cricket - fantastic robotics construction kit that appeals to girls and supports interdisciplinary
learning from the Playful Invention Company
Student Leadership and Empowerment
Generation YES web site
Generation YES blog
Taking-IT-Global web site
Taking-IT-Global education edition
Child Power: Keys to the New Learning of the Digital
Century by Seymour Papert
Seymour Papert speaks about Generation YES
Gary S. Stager - The Best Educational Ideas in the World
4One Laptop Per Child
Laptop resources by Gary Stager
AALF - web site of the Anytime Anywhere
Learning Foundation (news, links, events,
professional development)
Gary Stager's role in the history of classroombased "laptop learning" is documented in the
book, Never Mind the Laptops: Kids,
Computers and the Transformation of Learning,
by Bob Johnstone. (Book)
One Laptop Per Child Foundation web site
OLPC founder, Nicholas Negroponte videos:
• Nicholas Negroponte makes 5 predictions in 1984
• Nicholas a TED Negroponte 2006
• Nicholas TED Talk Negroponte 2008
• Nicholas Negroponte bring the $100 laptop to children in war-ravaged Columbia
Constructionism/Seymour Papert
Planet Papert - a collection of links to media and
texts by the father of educational computing
Seymour Papert’s web site
Books by Seymour Papert
The Original Twenty Things to Do With a
Computer (1971) by Seymour Papert & Cynthia
Solomon
Teaching Children Thinking (1971) by Seymour
Papert
Venezuelan Youth Orchestra
2009 TED Prize Wish
• 2009 TED Prize Ceremony - Part 1
• 2009 TED Prize Ceremony - Part 2
60 Minutes profile of Gustavo Dudamel and “La
Sistema”
Fantastic El Sistema documentary (DVD)
The Promise of Music (DVD)
Gary S. Stager - The Best Educational Ideas in the World
5Tocar y Luchar “To Play and To Fight” (DVD)
Missy Higgins iTunes Store
All for Believing (song she wrote while in high school)
Leadership Lessons from Music:
• Leadership Ensemble: Lessons in Collaborative Management from the World-Famous
Conductorless Orchestra by Harvey Seifter and Peter Economy (Book)
• The Orpheus Chamber Orchestra Presents - Music Meets Business (DVD)
Playing Outside - Letting the Sunshine
In
Dave Eggers’ TED Talk about community
writing centers
826 Valencia community writing centers web
site
The Big Picture Schools Web Site
The Big Picture: Education Is Everyone's
Business by Dennis Littky and Samantha
Grabelle (Book)
Doc: The Story Of Dennis Littky And His Fight For A Better School by Susan Kammeraad-Campbell
(Book)
Additional Resources
A selection of recent papers by Dr. Stager
• Computing and the Internet in Schools: An International Perspective on Developments and
Directions - a monograph written by Gary S. Stager, Ph.D. in 1996
• Learning Adventures: A new approach for transforming real and virtual classroom environments
(2008)
• A New Paradigm for Evaluating the Learning Potential of an EdTech Activity (2008)
Diane Ravitch and Deborah Meier’s Bridging Differences blog - a must-read resource for school
leaders.
David Loader’s book, The Inner Principal, is a terrific read.
A collection of great videos about learning & technology to watch online.
A collection of terrific web videos on the frontiers of learning and technology.
© 2009-2010 Gary S. Stager - www.stager.org
Gary S. Stager - The Best Educational Ideas in the World
6

In my lesson plans, I have each day planned out, but the lessons are planned with the end in mind like a 5-day unit.  The lesson one day feeds into the next lesson and we continue to build upon prior knowledge.  Each day, I follow the steps of explicit instruction (introduction, presentation, guided practice, independent practice, closure), but we are building on previous lessons.  I have an assessment daily, but it may be as simple as using individual white boards to work problems as I monitor.  It works well in my class at the elementary level.  I plan each day, but I plan it as a whole unit, not just as an isolated lesson.

http://advantage2014.auburnschl.edu/Advantage_2014/Welcome.html 

 
 
 
Kindergarten is a time of tremendous opportunity. For all kindergarten students and their families, this is the beginning of children’s formalized learning journeys and is important in determining the course of their lives. 

Key to crafting a successful start to one's learning journey is mastery of foundational literacy and numeracy knowledge and skills. Letter and number identification, story sense, counting, rhythm, and socialization all play critical roles in preparing students for success throughout their K-12 educational experience and beyond. Also important is developing a positive attitude towards learning and the capacity to push oneself forward when the topics being learned call for stretching above one's comfort zone.

The goal of Advantage 2014 is to increase Auburn students’ mastery rates in literacy and numeracy, as measured in grade 3, from 63% & 60% respectively in the spring of 2011, to 90% in 2014-15. One strategy for meeting this bold goal is a 1:1 iPad 2 placement with every Auburn kindergarten student and his or her family.

The iPads will be Auburn kindergarten family devices - intended to be used by students with their classroom teachers during the school day and by parents and children together at home. iPads will purposefully support and extend every child’s literacy and numeracy learning.

Auburn kindergarten teachers will collaborate with special educators and other specialists to use the iPads effectively to support not only literacy and numeracy efforts, but also occupational, physical, and speech therapy, physical education, art, music, and other educational programs.
 
Advantage 2014
Learning in the Hands of Children

Monday, May 7, 2012

Teaching


Teaching - Engage NY website Subject- Math 1st Grade Link- 37 pages-  Great Site

Sunday, May 6, 2012

Songs - Hava Nagila / Heiveinu Shalom / Bashana/ Hask / Dovid Melech /


Hava Nagilah

I'm only putting this up here because someone requested it.
These chords are for academic purposes only and should not be played by anyone.

Ever.


I.
E
Hava nagilah hava hava nagilah

Am           E  Dm   E
Hava nagilah venismecha


II.
E             Dm
Hava neranena hava neranena

Dm            E
Hava neranena venismecha


III
Am
U'ru u'ru achim

Am
U'ru achim belev sameach

Am
U'ru achim belev sameach

E
U'ru achim belev sameach

E
U'ru achim belev sameach

E      
U'ru achim u'ru achim

         Am
Belev sameach


Happy now?

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from www.JewishGuitarChords.com


Israeli / Folk - Heveinu Shalom Aleichem

Capo II

Note the chord changes on the "shalom"'s

        Am (E7)  Am
Heveinu shalom aleichem

         A7     Dm
Heveinu shalom aleichem

         E7     Am
Heveinu shalom aleichem

         E7                       Am
Heveinu shalom shalom shalom aleichem

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www.JewishGuitarChords.com



Israeli / Folk - Bashana Haba'ah

One of my personal favorites.
Submitted by Izzy Kramer - I filled in some lyrics.

I.

Am          F      G            C
Bashana haba'a, neishev al hamirpeset

     Dm       E       Am
Venispor tziporim nodedot. (Yes we do!)

    Am          F       G7        C
Yeladim, bekhoufsha, yesakhakhu tofeset

        Dm         E        A7
Bein ha'bayit, u'lebein hasadot.


II. Chorus

       F         G7
Od tir'eh, od tir'eh,

     C       F
Kama tov yihiye,

    Dm        E      Am   A7
Bashana, bashana haba'a

       F         G7
Od tir'eh, od tir'eh,

     C       F
Kama tov yihiye,

    Dm        E      Am
Bashana, bashana haba'a


Anavim adumim, yavshilu ad ha'erev veyugshu tzonenim lashulkhan.
Verukhot redumim, yis'u el em haderekh itonim yeshanim ve'anan.

Od tire, od tire, kama tov yihye, bashana, bashana haba'a (2x)

Bashana haba'a, nifros kapot yadayim, mul ha'or hanigar halavan.
Anafa levana, tifros ba'or knafayim vehashemesh tizrakh betokhan.

Od tire, od tire, kama tov yihye, bashana, bashana haba'a (2x)

Bashana haba'a, neishev al hamirpeset venispor tziporim nodedot. (Yes we do!)
Yeladim, bekhoufsha, yesakhakhu tofeset bein ha'bayit, u'lebein hasadot.

Od tire, od tire, kama tov yihye, bashana, bashana haba'a (2x)

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www.JewishGuitarChords.com
YUTOPIA - www.JoshYuter.com


Israeli / Folk - Yevarechecha

Tehillim 128:5-6

Capo III

I.

Am             Dm        Am
Yevarechecha Hashem mitziyon

Am            Dm     Am  E7
Ur'ei b'tuv yerushalayim

Am             G         Am
Yevarechecha Hashem mitziyon

Am          E7       Am
Kol yemei yemei chayeha

II.
Am          A7    Dm  G              C
Ur'ei vanim levanecha shalom al yisrael

Am    A7    Dm        Am     G      C   A7
Ur'ei vanim levanecha shalom al yisrael

Am          A7    Dm  G              C
Ur'ei vanim levanecha shalom al yisrael

Am    A7    Dm        Am     E7     Am
Ur'ei vanim levanecha shalom al yisrael


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www.JewishGuitarChords.com
YUTOPIA - www.JoshYuter.com\


Naiomi Shemer - Yerushalayim Shel Zahav

Naiomi Shemer beautifully fingerpicks this song.
Since chords were requested, here's my attempt.

Capo III

Verse:

Am                   Dm
Avir harim tzalul kayayin
Dm           A7
Ve'reiach oranim
A7                  Dm
Nissa be'ru'ah ha'arbayim
Dm     Am  E Am
Im kol pa'amonim

Am                    Dm
U've'tardemat ilan va'even
Dm             A7
Shvuyah ba'halomah
A7                   Dm
Ha'ir asher badad yoshevet
Dm     Am   E Am
U've'libbah homah

Chorus:

Am      Dm          C
Yerushalayim shel zahav
C         F              C
Ve'shel nehoshet ve'shel ohr
C        Am      Em
Ha'lo le'chol shirayich
  C E  Am
Ani kinnor.

Am      Dm          C
Yerushalayim shel zahav
C         F              C
Ve'shel nehoshet ve'shel ohr
C        Am      Em
Ha'lo le'chol shirayich
 Am E  Am
Ani kinnor.

Continue the chord pattern from above

Eichah yavshu borot ha'mayim
Kikkar ha'shuk reikah
Ve'ein poked et har ha'bayit
Ba'ir ha'atika

U'va'me'arot asher ba'selah
Meyallelot ruhot
Ve'ein yored el yam ha'melah
Be'derech yeriho

Chorus

Ach be'vo'i ha-yom la-shir lach
Ve'lach likshor ketarim
Katonti mi-ze'ir bana'ich
U'me'aharon ha-meshorerim

Ki shemech zorev et ha-sefatayim
Ke'neshikat saraf
Im eshkakhekh Yerushalayim
Asher kullah zahav

Chorus

Hazarnu el borot ha-mayim
La-shuk ve'la-kikkar
Shofar koreh be-har ha-bayit
Ba'ir ha-attikah

U-va-me'arot asher ba-selah
Alfey shemashot zorhot
Nashuv nered el yam ha-melah
Be-derekh yeriho

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Israeli / Folk - Dovid Melech

This is the classic camp song with the pre-macarena hand motions.
As always transpose as needed.

I. 2x
G                         C        G
Dovid melech yisrael chai chai v'kayam


II. 

G
Dovid melech yisrael
G    C    G   D
Chai Chai V'kayam

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Israeli / Folk - Ose Shalom

From Stefan Schermann:

I did my best to make this a both good sounding and playable piece, but I still think
there are some parts that are very difficult to play on classical guitar, especially in
the last part. For those who don't know this song, you'll have to play it a few times
so you can play it at a bit normal speed, then you'll hear how beautiful it is.



Ose Shalom


     Dm          Gm6           Am                     Dm        Gm           
E||-----5--------0----0--0--|--5--------------0----|------------------------|
B||--6-----8--6-------------|-------8----6---------|--3---------3-----------|
G||--7-----------0-------0--|--5-------------------|--2------2--3--2--0--3--|
D||--7-----------8----------|--7-------------------|--3---------------------|
A||-------------------------|----------------------|------------------------|
E||-------------------------|----------------------|------------------------|


  Dm                        Dm        A7                      Am6        
-----------1----------1--|--5-----------------5--|--5-------------------|
--3-----3-----3----3-----|--6---------8----------|--6---------7---------|
--2--2--------2----------|--7---------6----------|------------5----7----|
--3-----------3----------|-------7---------7-----|-------7--------------|
-------------------------|-----------------------|----------------------|
-------------------------|-----------------------|----------------------|


  Gm       C9                 F                        Gm        C7              
--6------------10----------|------------------------|------------8--------------|
--8--------11------13--11--|------------------------|--8----8--------11--10--8--|
--7--------9---------------|--10----9----7----------|--7----0----9--------------|
--5--------10--------------|--10--------------10----|--8---------10-------------|
---------------------------|--8---------------------|---------------------------|
---------------------------|------------------------|---------------------------|


  F5                     Gm6                       Db/A Em   Dm        
----------------------|--0----------------------|---------------------|
----------------------|-----6--8----------10----|--6----5----3--------|
--10------------------|--0----------------------|--6---------2--------|
--10--------8----7----|--8----------------------|--7----5----3--------|
--8-------------------|-----------8--7----------|---------------------|
----------------------|-------------------------|---------------------|


    Am6         Gm           Gm6                      Dm    Gm    Gm6        
|---5--8--6--5--3---------|--3--6--5--3--1---------|--1--5--3--1--0----0----|
|---7-----------3----3----|--5-----------1----1----|--3---------------------|
|*--5-----------3---------|--3--------5------------|--2-----3-----3---------|
|*--------------5---------|--------5-----3---------|-----------3--5----2----|
|-------------------------|------------------------|------------------------|
|-------------------------|------------------------|------------------------|


  A     F     Dm    (repeat)  A  A7 Dm    Dm         
--5-----------5-----------||--5--3--1--0------------|
--5--8--6--8--6-----------||--5--2--------3---------|
--6-----------7-------7--*||--6-----2-----2----2----|
--7-----7----------7-----*||--------------3---------|
-----------7--------------||------------------------|
--------------------------||------------------------|


    Dm                                 Am                         
|-------10--10------10--------------|------8--8--7--8------------|
|---10----------10--10--------------|--10-----------10-----------|
|*--10--------------10--------------|--9------------9------------|
|*--12--------------------------12--|--10---------------------7--|
|-----------------------12--12------|-------------------7--7-----|
|-----------------------------------|----------------------------|


  Dm                              E             Am  (repeat)        
------10--10------10----8--10--|--12--10--8--7--5---------||
--10----------10--10-----------|--9-------------5---------||
--10--------------10-----------|--9----------9--5--------*||
--12--------------12-----------|----------------7--------*||
----------12------------8------|--------------------------||
-------------------------------|--------------------------||

Miami Boys Choir - Hashiveinu

Anonymous submission


G                 C
Hashiveinu Hashem Eilecha

       D        G
Hashem Eilecha  V'Nashuva

G        C
Chadeish Yameinu

         D           G
Chadeish Yameinu K'Kedem


G                      Am
Chadeish, Chadeish, Chadeish Yameinu

D                      Em
Chadeish, Chadeish, Chadeish Yameinu

C            Am          G D G
Ay ya ya ya, hashiveinu K'Kedem

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Moshav Band - Eliyahu Hanavi

Submitted by Izzy Kramer


1. Intro: x2

Dm Gm C Dm 

2. Eliyahu x2

Dm C Dm Bb C Dm  

3. Bimhera x2

Dm Gm C Am
Dm Gm C Dm


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Moshav Band - Bereishit

Submitted by Izzy Kramer

intro

drums //// Em //// C //// Em //// C ////


part 1.


     Em //   C#m7-5 //  C ////    B7 ////
Bereishit Barah Elokim Et Hashmayim Et Hashamayim

Em // C#m7-5 //   x2
Ve'et Ha'aretz


part 2.


G //////      (C) //   Em ////
Veha-artez Haytah Tohu Vavohu Vechoshech Al Pnei Tehom..

G ////////     Em // C#m7-5 //
Ve-ruach Elokim Merachepet Al Pnei Hamayim


part 3.


G //    G+(/D) // C ////
Vayomer Elokim Y'hi Or Vay'hi Or

G //   G+(/D) //    C //
Vayar Elokim Et Ha-or Ki Tov

  B7 //
Vayar Et Ha-or Ki...

Em // C#m7-5 // C ////
Tov..

Em // C#m7-5 // C ////


C#m7-5 is Em with a C# note at end
played as follows: (022020)
G+ is 320033

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