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GRADE
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FOREIGN LANGUAGE
Foreign language classes incorporate a rich
immersion in the culture of the language. Through songs, games,
poetry, stories and crafts the children are steeped in an
active experience of the language and the way of of its people.
As well foreign language is sprinkled throughout the most
active parts of the day and so becomes an ongoing part of
school life.
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PROJECTS and CRAFTS
All of us, young and old, seek to create
our own world. In these classes children are given structured
opportunities to do just that, taking what they are learning
in their other classes and using it to create a world of their
own.
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VISUAL ARTS
The visual arts are an integral aspect of
academic classes and are de-veloped in specific art classes.
Working with color, mood and form, children gain first handexperience
and know-ledge of artistic laws and possibilities.
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1
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•immersion
in the spoken language
•recitation of poetry
•songs, dances, arts, crafts and games
•active direction following |
This
work gives the children an opportunity to work in small groups
and learn the social skills needed to create together, with
progressively less direction and assistance from the teacher
in both planning and execution.
Possibilities for projects are many. For example:
- the youngest children may recreate a story or an excursion
in beeswax and wood, silk, stone, wool and felt. They may knit
animals to inhabit their creation or knit full- sized scarves
and hats to warm them on their journeys.
- by third grade children may build sheds or play houses or
model houses. They may embroider or make clothing, make a bow,
or weave a quiver for their arrows.
- fourth graders may work with clay to build pyramids, or model
animals.
- fifth graders may use beeswax to sculpt a topographical map,
or papier- mache for a diorama of mining towns.
- cooking is done in all grades. |
In
the visual arts, children progress from rich experiences in
color and movement to work with more structured and planned
forms.
In the early grades, experiences in color, movement and mood
are emphasized. Simple drawings with richly colored crayons
and wet-on-wet paintings help the children engage deeply with
color.
The young children also begin their sculpture work with modeling
beeswax.
As the children get older they work with colored pencils and
drier painting paper to bring the color into detailed form in
their representational work.
By the end of the elementary years they begin to work with light,
shadow and perspective, working with pencil, paint and pastels.
Beeswax modeling continues and is accompanied by work with clay
modeling and sculpting. |
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2
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•cont.
immersion in language through songs, dances, arts and crafts,
games, and active direction following
•cont. recitation of poetry
•simple stories and skits |
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3
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•focus
on conversation
•begin writing and reading
•cont. simple stories and skits, recitation of poetry,
songs, dances, arts crafts, and games
•begin giving active directions |
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4
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•begin
reading
•cont. conversation & writing
•more complex stories and plays
•recitation of poetry
•songs, dances, arts and crafts |
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5
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•cont.
as above
•emphasis is on ‘foreign language culture’ as
it exists in North America, studied in conjunction with geography
•more complex stories & plays |
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