ART | DISCOVERY CENTER | PHYSICAL EDUCATION | MUSIC

ART

Instructional Learning Objectives

Kindergarten:
Student will be able to:

• Interact with expressive art forms (drawing, painting, sculpting, printing, lacing and collage)
• Recall facts concerning Picasso, Eric Carle and Grandma Moses
• Practice using correct art terms (e.g. Value Ë light and dark, Line Ë curved, straight€)
• Use art materials and tools in a safe and responsible manner
• Understand and apply the media through various techniques (e.g. Crayon Ë side and end, Paint Ë brushes, fingers, sponges and string)
• Communicate by word and example that each art work viewed or created is unique to the artist�s experiences and deserves a thoughtful response (only kind words for your neighbor�s art)
• Identify colors, lines, primary geometric shapes and technique and media used to create an art piece
• Recognize connections between the visual arts and other disciplines in the school curriculum and the world around them

Grade One:
Student will be able to:

• Interact with expressive art forms (drawing, painting, sculpting, printing, stitching, collage and composition)
• Recall facts concerning Matisse, Bruegel, Grandma Moses, Gerald Mc Dermott, O�keeffe and multi-cultural connections of masks as an art form
• Practice using correct art terms (e.g. Value Ë medium, foreground, background)
• Use different media, techniques, and processes to communicate ideas, experiences and stories
• Explore and understand prospective content for works of art
• Understand and apply the media through various techniques (e.g. wet chalk/dry chalk, running stitch/satin stitch, paper manipulation)
• Communicate through word and example that each art work viewed or created is unique to the artist�s experiences and deserves a thoughtful response (only kind words for your neighbor and his art)
• Recognize connections between the visual arts and other disciplines in the school curriculum and the world around them

Grade Two:
Student will be able to:

• Interact with expressive art forms (drawing, painting, sculpting, printing, stitching, weaving and composition)
• Recall facts pertaining to George Seurat, Picasso, Pollack, Monet and artists from past years of learning
• Practice using correct art terms (horizon line, texture, pattern)
• Know that visual arts have both a history and specific relationship to various cultures (e.g. origami, impressionism, puppetry)
• Know the difference between materials, techniques and processes
• Understand and apply the media through various techniques (stippling, printing)
• Describe how people�s experiences influence the development of various artworks
• Recognize connections between the visual arts and other disciplines in the school curriculum and the world around them

Grade Three:
Student will be able to:

• Interact with expressive art forms (drawing, painting, sculpting, weaving, mixed media, composition)
• Explain facts pertaining to Klee, M.C. Escher, Native American Art and Multi-cultural influences in art
• Practice using correct art terms (primary colors, resist, loom)
• Describe how different materials, techniques, and processes cause different responses
• Know the differences among visual characteristics and purposes of art in order to convey ideas
• Understand there are various purposes for creating works of visual art
• Develop art through literary connections (Young Authors� Festival)
• Recognize connections between the visual arts and other disciplines in the school curriculum and the world around them

Grade Four:
Student will be able to:

• Perform and demonstrate the following art forms: drawing, painting, sculpture, printing, mixed media, paper making, composition
• Restate facts and paraphrase the lives of Cassatt, Picasso, di Vinci, Van Gogh, Gaugan and multi-cultural influences in art
• Identify and use appropriate art terms both verbally and in writing
• Use visual structures and functions of art to communicate ideas
• Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
• Begin to identify specific works of art as belonging to particular cultures, times and places
• Intentionally focusing on recreating the correct human form in several 2D and 3D media throughout the year
• Understand and identify connections between the visual arts and other disciplines in the school curriculum and the world around them

Grade Five:
Student will be able to:

• Perform and demonstrate the following art forms: drawing, painting, sculpting, printing, weaving, collage, composition
• Restate facts and paraphrase the lives of Monet, Manet, Matisse and the development of cartooning and animation
• Identify and use appropriate art terms both verbally and in writing
• Compare multiple purposes for creating works of art
• Intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experiences and ideas
• Describe and place a variety of art objects in historical and cultural context
• Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Grade Six:
Student will be able to:

• Perform and demonstrate the following art forms: drawing, painting, sculpting, calligraphy, mosaic and composition
• Restate facts concerning Greek, Egyptian and Renaissance art and paraphrase the lives of di Vinci, Rockwell, Lawrence and Homer
• Identify and use appropriate art terms both verbally and in writing
• Employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
• Know and compare the characteristics of artworks in various eras and cultures
• Analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
• Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Grade Seven:
Student will be able to:

• Perform and demonstrate the following art forms: drawing, painting, sculpting, printing, diorama, composition
• Restate facts concerning Aboriginal art and paraphrase the lives of Olsen, Dali, Margritte, Picasso and M.C. Escher
• Identify and use appropriate art terms both verbally and in writing
• Select and use the qualities of structures and functions of art to improve communication of their ideas
• Describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
• Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods or cultural context
• Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Grade Eight:
Student will be able to:

• Perform and demonstrate the following art forms: drawing, painting, sculpting, weaving, self-portrait and collage
• Restate facts concerning the historical Gullah area and paraphrase the lives of Homer, Picasso, Pippen and a large variety of modern artists
• Identify and use appropriate art terms both verbally and in writing
• Select media, techniques and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
• Generalize about the effects of visual structures and functions and reflect upon these effects in their own works
• Analyze, describe and demonstrate how factors of time and place (such as climate, resources, ideas and technology) influence visual characteristics that give meaning and value to art work
• Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

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DISCOVERY CENTER

Objectives

The Discovery Center is a program for students in kindergarten through eighth grade who experience learning difficulties. Through observation, individualized testing, and a variety of instructional methods and programs, we attempt to maximize the struggling student°s academic achievement and enjoyment of the learning process.
The purpose of Calvin°s Discovery Center is to help children who have:

• Short attention span
• Difficulty following directions
• Difficulty learning to read
• Inability to sit still
• Poor coordination
• Poor school performance
• Poor organizational skills
• Feelings of frustration
• Low motivation
• Delayed development

Discovery Center teachers provide instruction using a variety of curricula and techniques geared to the child°s learning style. They attempt to use the student°s learning strengths and work at improving weaknesses.
Discovery Center has a variety of instructional programs available. In addition to supplementing instruction with classroom texts, Discovery Center can provideÞ.

• Reading instruction based on Orton-Gillingham methods ¬ multisensory; sequentially structured; and with direct, explicit instruction
• Explicitly taught spelling rules
• A variety of approaches to teaching reading comprehension
• Alternative math curricula
• Alternative handwriting instruction ¬ manuscript and cursive
• Use of alphasmart keyboarding technology
• Organizational and Study Skills help
• Individualized Educational Plans
• Modification plans for student success in the classroom
• Testing outside of the classroom
• Individualized diagnostic testing for struggling students

The Discovery Center°s individualized programs address specific strengths and weaknesses in order to develop the student°s potential in the basic academic areas of reading, language arts, and math. The curriculum is designed to meet students° individual needs and allow them to experience success in the classroom. Instruction in the Discovery Center can be for as little as 15 minute sessions twice weekly and for as much as 2 hours and 15 minutes daily. Discovery Center instruction may be one-on-one or in small groups of up to five students.

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PHYSICAL EDUCATION

Instructional Learning Objectives

Kindergarten:
Student will be able to:

• Identify various body parts and the prime uses of these parts
• Demonstrate the many different ways their bodies can move
• Execute basic non-locomotor skills such as bending, stretching, turning, twisting, pushing, pulling, lifting and swinging
• Perform basic locomotor skills such as walking, leaping, sliding, galloping, hopping, skipping, falling, dodging and rolling
• Develop manipulative skills such as tossing, catching and kicking
• Participate in a variety of sensorimotor game activities to reinforce learned skills
• Develop fitness awareness by exploring various flexibility and muscular strength activities
• Distinguish the difference between right and left sides (laterality)
• Identify various movement directions
• Demonstrate spatial concepts including general and personal space
• Recognize and follow specific game and safety rules
• Work safely and cooperatively with a partner for a structured physical activity

Grade One:
Student will be able to:

• Perform various nonlocomotor, locomotor and stability skills
• Practice and develop a variety of manipulative skills (dribbling, catching, underhand and overhand, throwing, kicking, trapping, batting and volleying)
• Accurately identify various body parts, joints and muscles and how they work together
• Differentiate specific spatial concepts concerning general and personal space, size, direction and shape
• Use and develop the skills learned in a variety of game activities
• Develop health fitness awareness concerning growth, muscles and air usage
• Recognize and follow specific game and safety rules
• Work safely and cooperatively with a partner for a structured physical activity

Grade Two:
Student will be able to:

• Develop quality in specific manipulative skill patterns such as catching, throwing, kicking, batting and dribbling
• Develop motor abilities in the areas of balance, quickness, power and coordination
• Enhance movement perceptions by exploring activities involving body and spatial concepts
• Participate in expressive and creative play in order to master integrative skills (running and dodging, throwing and catching, kicking, trapping, and running; striking, catching and running)
• Demonstrate mastery of skills through a variety of self-testing activities
• Identify specific fitness awareness concepts concerning muscles, cardiorespiratory endurance, and regular exercise
• Focus on the idea of integrity and playing fair
• Work safely and cooperatively with a partner for a structured physical activity
• Recog~ize and follow specific game and safety rules

Grade Three:
Student will be able to:

• Demonstrate mature skill patterns in catching, throwing, kicking, punting, batting, dribbling and trapping
• Increase skills in motor abilities such as power, quickness, coordination and balance
• Identify how the basic concepts of body, space and rhythm relate to each other
• Use movement skills learned in various game and sport activities
• Develop health fitness by building strength and flexibility
• Develop strategies that will help them to effectively share their talents with classmates
• Work safely and cooperatively with a partner for a structured physical activity
• Recognize and follow specific game and safety rules
• Assess student fitness levels by participating in the Physical Best Test twice a year

Grade Four:
Student will be able to:

• Build specialized team sports skills in a variety of areas including soccer, hockey, basketball, volleyball and softball
• Develop movement perception through knowledge of specific body and spatial concepts
• Build strength, flexibility and cardiorespiratory endurance
• Demonstrate basic knowledge of rules and safety issues while participating in a physical activity, game or sport
• Work cooperatively with others to accomplish a common goal
• Take responsibility for their health by participating in extended program activities
• Practice the idea of sharing responsibility with their classmates
• Assess their fitness levels by participating in the Physical Best Test twice a year

Grade Five:
Student will be able to:

• Continue sports skill development and utilization in the areas of soccer, flag football, hockey, basketball, volleyball, softball and track and field
• Demonstrate knowledge of rules and safety issues while participating in a physical activity, game or sport
• Emphasize building respiratory and muscular endurance along with strength and flexibility
• Work cooperatively with others to accomplish a common goal
• Participate in low organizational and recreational games and activities to enhance skill building
• Practice teamwork, sportsmanship and fair play in all game and sport activities
• Take responsibility for their health by participating in extended program activities
• Assess their fitness levels by participating in the Physical Best Test twice a year

Grade Six:
Student will be able to:

• Build a high level of personal muscular and cardiorespiratory fitness
• Apply basic skills inherent to offensive and defensive strategy and transition in individual and team sports as well as leisure activities
• Apply and refine specialized individual and team sports skills
• Demonstrate knowledge of strategies, game and safety rules
• Perform basic techniques from the sports exploration units
• Display good sportsmanship and work cooperatively with others to accomplish a common goal
• Practice playship in regards to perseverance and stewardship
• Explain the components of fitness building and fitness maintenance
• Demonstrate a willingness to improve their fitness level and/or commit to fitness maintenance
• Participate in the Physical Best Tests twice a year to assess improved fitness levels throughout the year

Grade Seven:
Student will be able to:

• Achieve high levels of flexibility, muscular strength and endurance and cardiorespiratory endurance
• Describe the components of health fitness and specific wellness practices
• Demonstrate mechanically correct movements during activities, games or sports
• Develop and exhibit correct use of offense, defense, transitions and teamwork strategies during a game, team sport, or an individual sport with partners
• Participate in a variety of individual, team, exploratory and recreational sports
• Apply and demonstrate knowledge of specific game and safety rules while participating in a physical activity, game or sport
• Display good sportsmanship and work cooperatively with others to accomplish a common goal
• Participate in Physical Best Tests twice a year to assess improved individual fitness
• Make good choices about building and maintaining fitness and acquiring skills for recreational play
• Develop and demonstrate responsible actions in competitive play
• Discuss and explain the Christian principles related to fitness and play choices

Grade Eight:
Student will be able to:

• Emphasize health fitness personalization by creating and completing their own fitness plan
• Demonstrate the ability to take responsibility for their own nutritional choices and body composition factors
• Achieve and maintain high levels of flexibility, muscular strength and endurance, and cardiorespiratory endurance
• Display good sportsmanship and work cooperatively with others to accomplish a common goal
• Demonstrate mechanically correct movements during activities, games or sports
• Demonstrate mastery of offense, defense, transitions and teamwork strategies during a game, team sport, or an individual sport with partners
• Participate in a variety of individual, team, exploratory and recreational sports
• Exhibit knowledge of specific game and safety rules while participating in a physical activity, game or sport
• Participate in Physical Best Tests twice a year to assess improved fitness throughout the year
• Make good choices about building and maintaining a healthy lifestyle

Grade Seven Health:
Student will be able to:

• Describe the concept of wellness and total health
• Identify key factors in total health
• Outline specific steps one can take toward responsible health habits
• Define mental health and the factors that shape an individual°s personality
• Explain the benefits of a positive self-concept
• Recognize major mental disorders and common warning signals of suicide
• Describe the five steps in decision making
• Define social health and identify the skills essential to building healthy relationships
• Identify the elements necessary to proper nutrition in making healthful food choices
• Examine the stages of the life cycle, from birth through death
• Identify the systems of the human body and how to care for each one

Grade Eight Health:
Student will be able to:

• Identify the toxic substances in tobacco and tobacco smoke and explain how these substances harm the body
• Outline the harmful effects of alcohol on the body; discuss healthy alternatives to alcohol use
• Describe the dangers of drug misuse and abuse and how various drugs affect the body
• Differentiate noncommunicable diseases from communicable diseases and how they relate to one°s lifestyle
• Discuss the topic of abstinence and our Christian response to it
• Describe the basics of first aid and summarize how to act in common emergencies
• Highlight a consumer°s rights and the benefits of being an informed consumer
• Discuss one°s health in relation to the environment around us

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MUSIC

Instructional Learning Objectives

Kindergarten:
Student will be able to:

• Utilize the singing voice, as distinct from the speaking voice
• Recognize pitch in one°s own range
• Identify and perform a steady beat
• Improvise sound patterns with classroom percussion instruments

First Grade:
Student will be able to:

• Sing with appropriate feeling or expression
• Create rhythms on unpitched percussion instruments
• Read and write simple rhythm patterns
• Identify basic music terms

Second Grade:
Student will be able to:

• Analyze different sections of a song
• Identify changes in dynamics or tempo
• Read and write simple rhythmic patterns
• Improvise rhythmic patterns on non-pitched percussion instruments
• Identify simple music terms
• Recall all notes on the grand staff

Third Grade:
Student will be able to:

• Read and write simple rhythm patterns
• Create rhythm patterns on non-pitched percussion instruments
• Identify basic music terms
• Analyze different sections of a song
• Identify change in dynamics or tempo
• Recall notes on the grand staff
• Perform songs containing the notes B, A, G and D on the recorder
• Recite a hymn each month

Fourth Grade:
Student will be able to:

• Write and read rhythm patterns containing: whole, half, quarter, eighth, sixteenth notes and their corresponding rest
• Sing a major scale
• Recall all notes on the grand staff
• Recognize melodic contour by steps, skips and jumps
• Perform songs on the recorder containing the notes B, A, G, D and C
• Identify change in dynamics or tempo
• Identify basic music terms
• Recite a hymn each month

Fifth Grade:
Student will be able to:

• Read and write rhythm patterns containing: whole, half, quarter, eighth, sixteenth notes and their corresponding rests
• Sing a major scale
• Recall notes on the grand staff
• Recognize melodic contour by steps, skips and jumps
• Identify changes in dynamics or tempo
• Distinguish between groups of instruments (i.e. percussion, woodwind, etc.)
• Identify basic music terms
• Recite a hymn each month

Sixth Grade:
Student will be able to:

• Identify intermediate music terms including: first and second endings, coda, D.S. al Coda, etc.
• Analyze different sections of a song
• Identify changes in dynamics and tempo
• Recall all notes on the grand staff
• Read and write rhythm patterns containing: whole, half, dotted half, quarter, eighth, sixteenth notes and their corresponding rests
• Sing a major scale
• Recite a hymn each month
• Recognize melodic contour by steps, leaps and jumps

Middle School Choir:
Student will be able to:

• Recall all notes on the grand staff
• Sightread a simple melodis passage
• Sing a major scale
• Sing two-part harmony
• Utilize proper tone
• Demonstrate proper posture while singing
• Perform with correct phrasing and articulation