Resource Classes
Art

Art class is designed to teach students the language of art, thus equipping them with another means of expressing themselves and communicating about the world in and around them. Students explore many materials, tools, methods, techniques, and processes used by artists to create art. In art class, students gain exposure to a variety of mediums, artists, and art careers, while at the same time developing and refining fine motor skills. Students learn proper care and treatment of art, art materials, and art equipment, so they can enjoy a lifetime of artistic pursuits. Students are taught to look, describe, discuss, analyze, interpret, and critique art using appropriate art vocabulary and to value and appreciate art as a means of self-expression. Emphasis is placed on personal exploration, discovery and expression, as well as, teamwork and respect for others and their artwork. Students collaborate to accomplish shared goals and to create art with a unified vision, resulting from a unified effort.

In art class, as in life, students are charged with the challenge to work hard, turn mistakes into discoveries, and to solve problems critically and creatively. Inspiration for drawing, painting, printing, and sculpting comes from real and imaginary sources including personal and historical events, stories, themes, artists, and cultures. In art class, students identify and use the elements of art (line, shape, color, texture, space, value, and form) and the principles of design (balance, contrast, variety, rhythm, emphasis, unity, proportion ) to express ideas, images, and emotions.

Major Topics:
Visual Communication and Production
Cultural Context and Art History
Judgment and Criticism
Aesthetics

Music

Music Notes

K – Nursery rhymes, steady beat proficiency, loud/soft (forte/piano), tempo (fast/Slow), and rhythmic dictation using the Kodaly symbols “ta” and ti-ti.”

1st – Distinguishing the difference between a steady beat and rhythm, rhythmic dictation using “ta”and “ti-ti.” We review and elaborate on pitch (high/low) notated by Sol Feg Syllables.

2nd – Exploring rhythm: creating and performing rhythm patterns with a steady beat in a drum circle. Work on pitch (high/low) notated by Sol Feg Syllables with the seven different notes in a diatonic scale. Introduce rhythm by tradition notation rather than the Kodaly/Orff method of “ta/ti.”

3rd – Identify the basics of music: staff, treble clef, and the notes of the staff. Third grade presents the Annual Winter Program. In third grade, our students are introduced to basic guitar skills and start recorder in the spring.

4th & 5th – We discuss geography, world, and music history through our different composers. We introduce the concept of drumming which is often done in circles in West Africa with a concentration of Ghana. We discuss the importance of the circle as a symbol of equality among cultures such as American Indians, Aborigines of Australia, and others. Students learn drum basics: open tones/bass tones on (conga type) drums. These students as well play guitar and recorder in the spring, working on basic chord structures and note value.

Physical Education

The purpose of physical education is to help students acquire the knowledge, processes, skills, and confidence needed to engage in meaningful physical activity both in the present and for a lifetime. Physical Education at the elementary level is a skill based curriculum which focuses on key movement concepts and skills that help students perform in a variety physical activities.

The practice of leading a physically active lifestyle will bring about personal enjoyment, challenge, satisfaction, and a health-enhancing level of personal fitness. As a result of physical education instruction, the student will be able to do the following:

  • Demonstrate competence in motor skills and movement patterns needed to perform a variety of physical activities.
  • Apply movement principles and concepts to learning and developing motor skills and specialized movement forms.
  • Achieve and maintain a health-enhancing level of personal fitness.
  • Demonstrate responsible personal and social behaviors in physical activity settings.
  • Demonstrate a physically active lifestyle, including activity within and outside of the physical education setting.