Schools and Instruction Books

The book offers a nice introduction to the artist's life and times. Also provides excellent insights regarding the workshop and distinguishing between Rembrandt's art and that of his pupils. The scholarship is indepth and apt, most of the writers being part of the Rembrandt Project. There are 83 separate plates (most in color) with wonderful essays and explanations.

This box set is the most prized possession on my bookshelf. I could not possibly do the pictures and information in this book justice with words. Some of the most amazing detail photographs of Rembrandt's surfaces that I have ever seen.

I had the pleasure of learning this philosophy from the best, the author Janet Barrett. Unfortunately my college let us rent our textbooks so that is why I need to buy it now. I am an elementary teacher and I need this a part of my personal library for reference. This book is great, I highly recommend it!

This book offers suggestions and examples of integrating music in the classroom and for the music class. There is a model that can be used by educators to learn more about the idea to be used in the classroom whether it be a particular song, a theme, or combination. There are lesson plans to serve as examples of how to develop further lessons as well as resources for further research.

Like all Studio Works. Perfectly edited and inspiringly educational.
Recommend the more recent Studio Works , stronger imagery.
A fantastic aid in compiling your own concept/design in a presentation format.
Worth every cent!

These are two connected books that show the graduate design projects of Harvard University School of Design 2001-2003.

BOOK 1

Preface | Introduction to Departments | Faculty of Design | Core Studios | Architecture | Landscape Architecture | Urban Planning and Design

Exhibitions | AUTOeMOTIVE: The Design Work of J Mays 28 January - 7 April 2002 | 30-50% Void: Residential Waterfront Borneo Sporenburg, Amsterdam 25 November 2002 - 12 January 2003 | Paper and Wood: Structural Innovation in the Work of Shigeru Ban
27 January - 16 March 2003



BOOK 2

Options Studios Fall 2001
Inside and Outside the Box/A Chelsea Addition, Linda Pollak | Los Angeles River Studio, George Hargreaves | Fueling the Vienna Prater, Gustav Peichl, Christoph Lechner | Urbanizations: The Blank Building, the U.S. Postal Service at South Station, Rodolfo Machado, Alan Mountjoy | Alternative Futures for Hangzhou, Richard Peiser, Carl Steinitz | Tokyo: Inner-City Revitalization, Peter Rowe, Masami Kobayashi |
Havana, Cuba: El Malecon, Leland Cott, Mario Coyula

Options Studios Spring 2002
Holdout Architecture (Case Study: Upper Manhattan), Preston Scott Cohen | Ostend, Belgium, Marcel Smets, Alexander D'Hooghe | Architecture for Politics? A New Swiss Embassy in Washington, D.C., Marcel Meili | The Mississippi Studio: Appropriating the Terrain of the Basin Model, Anu Mathur | Symmetrical Performance, Mack Scogin | The National Archives of Argentina, Buenos Aires, Gerardo Caballero, Jorge Silvetti

Options Studios Fall 2002
Beijing: Urbanism, Yung Ho Chang | Weather Monitoring Station, Winka Dubbeldam | Planning in Practice: Honolulu, Hawaii, Alex Krieger, Janine Clifford | Architecture Museum, Manuel Mateus | Lost and Found: New York City's Small Urban Spaces, Thomas Balsley | Exhibition & Introspection: New Building Complex for the Art Institute of Boston, Maryann Thompson | Backward and Forward in Time: The Xicheng District of Beijing, Peter Rowe | Disassembly Required: Constructing the Unwanted Building, Monica Ponce de Leon | Alternative Futures for Pueckler-Muskau Land, Carl Steinitz | Sighting the Cirque du Soleil, Peter Rose

Options Studios Spring 2003
Eyes in the Heat: Optics & Violence: A New Museum at Queens West, Michael Bell | Drawn to the Center... Living on the Edge, David M. Lee |
New Central Library for Shantou University, Jacques Herzog, Pierre de Meuron | The Temporal Field--Sports and Recreation Center, Vincent James | New Metropolitan Entrance, Joan Busquets | Weatherize, Jurgen Mayer Hermann | The Lakes Project, Mexico City, Hope H Hasbrouck |
Reinventing Apkujung, Seoul, South Korea, Rodolfo Machado | Assembly Square Mall, Carme Pinos | Miasteczko Wilanow: Landscape Matrix, Martha Schwartz, Elizabeth Mossop | The Hague, Binckhorst: Revising the Dump, Marcel Smets, Alexander D'Hooghe | "My Way"--a trip to Gee's Bend, Mack Scogin

Independent Design Theses
The Housing Diagram: Understanding the Korean Production of Western Housing Types, Kyungen Kim, MArch, Fall 2001 | Seascraper: The Leaning Tower of PSA, Ker-Shing Ong, MArch, Fall 2001 | Dial-A-Theater, Christian Alba, MArch, Spring 2002 | Thesis, Leonard Ng, MArch, Fall 2002 | Assembling Poche, Angus Eade, MArch, Spring 2003 | Up Up Down Down Left Right Left Start, Bryan Young, MArch, Spring 2003
| Times Space, Tobias Armborst, UPD, Spring 2002

Advanced Research Seminar
Tadashi Kawamata: Boston Project, Plan in Progress, Joe MacDonald | Independent Research Study: Weaving Material and Habitation, Toshiko Mori | Critical Perspectives: Perspectival Representation in the Process of Landscape Architecture Design, Holly Getch Clarke | Urban Planning and Design Advanced Seminar: Midtown West, Alex Krieger, Richard Marshall, Richard Sommer, Martin Zogran

Acknowledgments

If you are young or inexperienced band or orchestra director you must have this book. It's filled with great suggestions for running your ensemble, as well as sample forms to use for your program. Health forms, playing test examinations, it has everything you will need. A fantastic reference, and a book that makes me much more confidant going into my first teaching position.

I first read Cooper's "Teaching Band and Orchestra" during one of my undergraduate instrumental methods courses. My professor noted that this was the first year he had used this text, having switched to it due to what he believed was its practical and accessible nature. As a first-year music educator now, I find my professor's words ring true, since I find myself referring to it quite often between classes for refreshment and to find ideas I may not have thought of myself.

By far, of all the books on teaching instrumental music I have read, Cooper's text is the most practical and comprehensive. Everything a beginning music teacher needs to run a successful band or orchestra program is here in this book. Cooper first explores various philosophies behind instrumental music education in order to make one think about what one's primary goals in teaching are and what one wants their students to experience from being in an ensemble.

Next, Cooper devotes an enitre section to beginning instrumental ensembles. From recruiting and retention to selecting appropriate method books, Cooper covers a myriad of issues that the elementary instrumental teacher faces on a daily basis. From there, Cooper procedes to the junior high and high school level, discussing how one helps one's ensembles to grow and mature, as well as how to maintain the vast adminstrative aspects involved with running a high school instrumental program.

One of the best features of this book is the wealth of sample materials Cooper has included. Sample lesson plans at all levels, letters to parents, concert programs, band handbooks - all are present and are based upon Cooper's actual materials that he used during his career in the public schools. Being able to actually have references for formatting, tone, and style has helped me immensely so far in my career. Cooper has also been invaluable in helping me to assemble my school's band handbook; his advice on what to include and what not to include alone is worth the price of this book.

Overall, I consider this book to be the Bible of instrumental music texts. No teacher of band or orchestra at any level should be without this work. Even seasoned veterans will find new ideas that they may be interested in incorporating into their lessons. It comes with a very durable hardcover binding that will take the punishment associated with being opened, thumbed through, and dog-eared over and over again. In summary, Cooper's text is an invaluable addition to any music educator's reference library.

This book explores the history behind American vocal training, describing how different attitudes towards school singing has affected the choral sound as we know it today. The author also effectively presents how singing is a psychomotor process, and one that is not always easily taught or learned. He reviews the vocal parameters of younger and developing voices, and explains the difficulty with the adolescent voice change (especially with boys). He also encourages teachers to express singing as a "sport", one that requires physical involvement of the body! The second half of the book is dedicated to 90 specific exercise methods for teachers to use in developing their choir. He has broken it into three age levels so that teachers anywhere within the grades 1-12 spectrum can use it effectively, or just use it to supplement a program they may already use and like. The exercises develop repiration, phonation, resonance, diction, and expression within choirs. Eighteen wonderful vocal exercises are explained for each of these areas. This would make an excellent reference book for any music teacher who is involved with teaching singing to any age level. The exercises are specific and help coordinate the students' overall approach to singing.

I highly recommend this book for anyone who teaches singing- especially those who work with groups of inexperienced singers. Phillips goes a long way in demystifying singing technique and causes for singing problems as well as providing ideas for remediation in older inexperienced singers. The fact that Phillips approaches singing in a very objective manner makes singing an attainable skill for anyone who is willing to put in the physical work. The exercises in this book are intended for group use and when used consistently they really work! Many people ask me how I get my 4th and 5th grade boys to sing so willingly and I really think a lot of it has to do with the information that I have taken to my music classroom from this book. Some of the exercises may sound a little silly at first, but give it a try!

There is a reason "The Teenage Human Body Operator's Manual" is in its 5th printing. This is an easily accessible and entertaining manual for preteens and teenagers tackling the tough issues facing today's adolescents. It provides candid and helpful information on topics including nutrition, hygiene, communication, physical health, stress, anger, depression, substance abuse, STDs, sexual assault, abusive relationships, steroids, eating disorders, tattoos, piercing, and branding, safer sex, condoms, sexual preference, [...], birth control, and pregnancy. It also presents a helpful 5 step process for changing bad habits. As a school-based behavioral health psychologist who has worked with over 1,000 adolescents in the past decade, I highly recommend this book for teenagers, teachers, health educators, counselors, parents, and anyone else who has the opportunity to work with kids.

This book--printed to look like an automobile owner's manual--is just the right blend of humor and seriousness. I use it to help teach groups of foster children about basic lifeskills. We always start with the last half of the book, that includes the "Routine Checkup." This is a questionnaire (multiple choice) that helps kids get in touch with their habits, and helps them learn how to change a habit and develop good ones.

Kids often laugh at the book when they get it, but it is there for them with accurate information when they have a question about anything that comes up in their teenage years--peer pressure, drugs and alcohol, sexuality, exercise, eating right, taking care of themselves, anger, body changes, etc.

Some of the illustrations (all ink drawing/cartoons by the illustrator) were a bit goofy looking for my taste, but my son says, "Dad, you're trippin'. They're cool." It's the best $12 I ever spent for my own son, and I highly recommend this book.

This well written book is an invaluable resource for me. I would recommend it to anyone interested in quality learning.

This step-by-step introduction of concrete strategies to enhance learning is based on sound theory. The stories themselves are what make the book come alive, however.

John Barell's WHY ARE SCHOOL BUSES ALWAYS YELLOW? TEACHING FOR INQUIRY, PRE K-5 surveys methods for challenging young learners, inviting them to develop inquiry and critical thinking skills in all children. Chapters outline the inquiry process and discuss its importance in classroom management, surveying successes through real classroom examples perfect for teacher applications.

"Why Are School Buses Always Yellow" by John Barell, Professor Emeritus, Montclair State University encapsulates years of theory into workable practice. I probably would have saved thousands in college tuition loans if this resource had blessed me decades ago! (virtual "Wish I'd had a V-8" moment)!

Barell gently reiterates that questions signal higher-order thought processing which is the goal of effective classroom interaction and innovation. He reminds us that student questions are the attainment of the highest thinking skills.

Too many books declare WHAT an important concept inquiry teaching is. But, what teachers continue to ask for is actual implementation: HOW TO DO inquiry-oriented teaching. It's about time that a book came along that speaks to "HOW" to reach and develop inquisitive questioning.

Barell's visits to classrooms and discussions with both teachers and students form a dynamic role-play model. You will no doubt relate to the student responses and learn from modeling Barell's effective inquiry teaching practices. I also appreciate the structure of the chapters, Barell allows space for reflection, an often overlooked phase of learning.

Granny Newlen always admonished us kids to "Learn, discuss, then get up and move." She used such a phrase to get us up off the couch for a learning-walk where we would tell her what we had learned at school that day.

Start your own "learning walk" and buy this book. :)

This is a great book for anyone who has children. Easy to follow instructions and the kids love the projects. Great gift ideas for grandparents too.

The book kicks off with a quick-read intro to teaching art to young children that seems to cover all the basic (and not-so-basic) issues that will be encountered. The suggested monthly "schedule" of projects makes so much sense. And then the outline form within each month is so user friendly -- no need to reinvent the wheel ... follow this proven lesson plan and you'll be golden!

I also really like the teaching style this art teacher encourages. While nurturing children's creative spirits, this teacher seems to know how to maintain control of the class! Most children will thrive in this environment!

Using an easy to read format for both kids and their teacher or parent, 1-2-3 Draw is a wonderful resource for budding young artists ages 6-10. Throughout the book, the author uses practical tips to teach techniques (sketch lightly, store work in order to save it for later), getting organized (a materials list is provided at the beginning of the lesson), and an index for those quick art activities.

I found the lessons to have a consistent format and style, which is crucial for self-directed study or art lessons from a novice instructor such as parent or older child.

A must-have for every household library!