“The culminating activity of students creating, moving, drawing, writing, solving and sharing math problems is a strong model of a higher order thinking assignment. It is appropriate for all learning modalities and can be used at all elementary grade levels.”


Math Curriculum Coach

Phoenix, Arizona

“Teaching music and reading are

so closely related. This workshop validated what I already knew as a teacher, but didn’t exactly know how to put into action. Marcia’s skill-building activities for developing reading fluency are strategies that I can start using the first week of school.”


2rd Grade Teacher, Orange, Texas Summer Institute


“From direct observation, I have seen this work’s capacity to radically and positively transform teachers’ approaches to math instruction. Teachers respect this program; teachers use this program; teachers want more resources like this program.”


Principal, Greenville, Mississippi

“I know that many of us are intimidated by the “arts,” but the idea of arts-integrated instruction was presented by Marcia in a totally non threatening way which set the tone for the rest of the week. Because of this, we all felt confident to dive in and learn.”


5th grade teacher

Montana Summer Institute

“Marcia Daft was passionate about her work with children. She has obviously tested her ideas and made sure they are workable for real teachers in real classrooms.”


2nd grade teacher

Greenville, Mississippi


“Teaching music and reading are so closely related. This workshop validated what I already knew as a teacher, but didn’t exactly know how to put into action. Marcia’s skill-building activities for developing reading fluency are strategies that I can start using the first week of school.”


1st grade teacher

Washington, D.C.

“Understanding the relationships between steady beat, rhythm, and reading would help all preschool and elementary teachers. I loved exploring this connection in depth and think the rhythm and reading activities will help every child feel successful.”


Kindergarten teacher

Fairfax, VA

“It was eye opening for me to see the connections between pattern concepts in mathematics and patterns in rhythm and sound. I know that sharing these spatial and kinesthetic connections with my students helps me reach the different styles of learners in my classroom. The movement is wonderful for ADHD students.”


2rd Grade Teacher, Maui, Hawaii

“I have been blown away at the effect that Marcia has had on my teaching from the experiences I had with her. I was so inspired by her opera/character song lesson when she came into my classroom just one time, that I used her lesson format many times later that year with my students to review and solidify concepts in all subject areas.”


Kindergarten teacher

Montgomery County, MD

“I have learned loads from Marcia, and she has changed the way that I look at Math. Now it is patterns and groups instead of just isolated concepts.”


4th Grade Teacher

Fayetteville, Arkansas

“Marcia is a master teacher.  I loved the way she was able to connect and make me look at math in a different way.”


5th Grade Teacher

Fayetteville, Arkansas

“Understanding the relationships between steady beat, rhythm, and reading would help all preschool and elementary teachers. I loved exploring this connection in depth and think the rhythm and reading activities will help every child feel successful.”


Pre-school teacher

Greenville, South Carolina

“Being a Title I School grades K-4 through 5 with a Free or Reduced Lunch of 90% requires a consultant who understands this population.  Ms. Daft was able to model lessons with our children and then lead effective teacher reflection sessions.  It is very powerful when teachers can see first-hand effective strategies being demonstrated with “their children.”  It breaks down that barrier of “it can not be done with my children.”


Principal,

Greenville,South Carolina

“I was impressed by Marcia’s passion and dynamism, by the classroom management

techniques she had embedded in her program, by the quality of her instructional materials, and by her refusal to sacrifice high-order conceptual knowledge for rote memorization in teaching and learning.  Daft is, without question, an extraordinary presenter.  What is more extraordinary, however, is how Daft’s excitement and skill for teaching mathematics transferred to our teacher population.

Greenville, Mississippi”


Math Instructional Coach

Greenville, Mississippi

“Music and movement activities are great for differentiation in the classroom. They work with all different ability levels and age groups.  Plus, they are great for classroom management!”


2nd grade teacher

Greenville, Mississippi


“Creating my first character song in Spring of 2005 was truly a breakthrough for me and my students got to watch it happen!  For someone who never thought she had rhythm and was very uncomfortable in the musical arena, it was life changing for me. I had to practice a lot so that I could support my students, but going through the preparation and teaching the lesson was one of the proudest moments of my teaching career and my life.  A few weeks later, I taught the lesson to a group of first grade teachers at arts-integrated schools in our area to show them that if I can do it, they can too!”


Kindergarten Teacher, Montgomery County, Maryland

“In my classroom I have many students who naturally seem to have to move constantly. Marcia’s strategies motivate those students, and give them the opportunity to move in a constructive way.”


4th grade teacher

Santa Rosa, California

“I have always known that there were different types of learners in my class – visual, auditory, verbal, social, kinesthetic, and others – but I never knew how to reach all of my kids. Marcia’s strategies specifically show how to address many different learning types in one lesson.”


ELC Specialist

North Dakota Summer Institute

“I was most excited to learn how to develop more creativity among the students in the classroom. It is enlightening and uplifting to put the students in a different mindset and space.”


5th grade teacher

Oklahoma City, Oklahoma

“Marcia is a strong leader, confident and extremely knowledgeable. And her enthusiasm is contagious!”


District Administrator

Billings, Montana

“I would definitely recommend Marcia’s courses to any teacher. Marcia is such an excellent teacher and you leave each of her sessions eager to go back and try these concepts and strategies with your students.”


6th grade teacher

Florida Training Institute

“I was amazed at the number of vocabulary words that were learned and retained by the students in just a few days, and by how the ideas the students learned were carried over into other concepts.”


3rd grade teacher

Ruidoso, New Mexico

“The Moving Through Math lessons really aid in the success of our students.  It teaches the Mississippi Curriculum Test material as well as providing long-term knowledge, which I feel personally will benefit them even more.  Kids today need hands-on, meaningful learning experiences, and Moving Through Math has made the difference in my class”


1st grade teacher

Missisippi Summer Institute

“My kids really enjoy doing Moving Through Math lessons.  They have fun and don't even realize they're learning.”


Special Education teacher

Lawrence, Kansas

“Moving Through Math” is the perfect fit for the Lucy School’s arts-based curriculum. At the Lucy School, we believe that it is through discovering the interconnectedness of ideas that students are led to develop higher order thinking skills.”


Lucy School Director

Frederic, Maryland

“This is the most useful and interesting professional development I have ever attended—absolutely relevant and useful.”


2nd grade teacher

New Brunswick, New Jersey

“Marcia is a master teacher. I loved the way she was able to connect me to music and make me look at math in a different way.”


3rd grade teacher

Pittsburgh, Pennsylvania

“I can now see that arts integration works!  It is not only fun, but the activities have meaning and children actually learn through doing them.”


2nd grade teacher

Phoenix, AZ