Vertical articulation in curriculum refers to the alignment of learning objectives and content across different grade levels. An example of this would be when a high school algebra course builds upon the concepts and skills learned in middle school math courses, ensuring a smooth progression of learning from one level to the next.
In phonetics, the place of articulation refers to where in the vocal tract a sound is produced, while the manner of articulation refers to how the sound is produced. The two are related because the specific place of articulation can influence the manner in which a sound is produced. For example, sounds produced at the lips (labial) may have a different manner of articulation than sounds produced at the back of the mouth (velar).
Articulation refers to the physical movements of the speech organs to produce speech sounds, phonation is the vibration of the vocal cords to produce sound, and speech is the overall expression of sounds, including articulation and phonation, to convey language.
The place of articulation refers to where in the mouth a speech sound is produced, such as the lips, tongue, or palate. The manner of articulation refers to how the airflow is obstructed or modified when producing a speech sound, such as stops, fricatives, or nasals. The relationship between the two is that the place of articulation and the manner of articulation work together to create different speech sounds by combining where and how the airflow is manipulated in the mouth.
The voiceless consonant that has the same place of articulation as "b" (bilabial) and the same passive of articulation as "v" (labiodental) is "p."
"Mumbling" typically has a negative connotation for articulation, suggesting unclear or indistinct speech.
Examples of vertical articulation of curriculum are; horizontal and vertical articulation. This could include sequential mathematic skills and relating mathematical content.
To name a few, Tenuto, Marcato, Staccato, Legato, Accent, Trill, Fermata, and Mordent are some examples of articulation.
An example of horizontal articulation of curriculum would be all the teachers from across one age grade collaboration together. This collaboration would be used the all programs and activities are coordinated.
Horizontal articulation in curriculum presents content, skills and concepts across grade levels or subjects. For example, Language education builds skills from the simple in the early grade to the more complex in the higher grades.
Vertical articulation refers to second language education that is coordinated between elementary and secondary schools. It contrasts with horizontal articulation, which coordinates instruction across the same level of education.
musical parameter
A. Tempo B. Articulation C. Dynamics
In phonetics, the place of articulation refers to where in the vocal tract a sound is produced, while the manner of articulation refers to how the sound is produced. The two are related because the specific place of articulation can influence the manner in which a sound is produced. For example, sounds produced at the lips (labial) may have a different manner of articulation than sounds produced at the back of the mouth (velar).
Horizontal articulation in curriculum presents content, skills and concepts across grade levels or subjects. Horizontal alignment initiatives provide students and teachers with the opportunity to explore natural relationships and make meaning between multiple subject areas.
To illustrate scope, sequence, integration, articulation, continuity, and balance in a curriculum design, you can create a visual map or chart that shows how different learning topics are covered (scope), the order in which they are taught (sequence), how subjects are interconnected (integration), the smooth progression between grade levels (continuity), and ensuring a mix of subjects and skills (balance) to provide a well-rounded education. This visual representation can help educators and stakeholders understand how these elements align in the curriculum.
a musical parameter
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