INTEGRATED ARTS

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At Andover School of Montessori, the students participate in lessons with the Integrated Arts teachers for:

ART

LIBRARY

MUSIC

PHYSICAL EDUCATION

SPANISH

TECHNOLOGY

THE INTEGRATED ARTS:

ART

ART CURRICULUM

OVERVIEW OF STUDIES

Art Specialist

            The ASM Arts curriculum program helps each child to feel confident about himself as an artist. In Art Class, students can feel free to express themselves in ways other than with words. They can express their own style and personality and become increasingly confident and comfortable with themselves as individuals and as artists.

             Twenty years of working as a Graphic Artist, working in public schools as Artist-in-Residence as well as having a developmental understanding of children have resulted in the development of the objectives. They also have been articulated through the Massachusetts Curriculum Frameworks for Art Education. The objectives correspond directly with the developmental levels of the children.   

LEARNING OBJECTIVES

              Overarching Objectives of the Art Program include:

·        Children will use their art to express ideas, emotions and beliefs

·        Children will acquire and apply essential skills and literacy unique to each art form

·        Children will use imaginative and reflective thinking during all phases of creating

·        Children will use analytical and critical thinking to respond to works of art

·        Children will investigate the cultural and historical context of the arts

·        Children will integrate the arts and make connections among the arts and other disciplines

·        Children will participate in the community’s cultural and artistic life through the display of art for other’s enjoyment 

              Specific Program Objectives include:

  Children’s House:

·        Students will experience drawing with pencil, marker, pastel, chalk, pen and crayon

·        Students will work on skill-building with scissors, glue, glue sticks and tools

·        Students will experience painting with watercolor, tempera, finger paint and acrylic

·        Students will experience painting using brushes, sticks, fingers, string, sponges and straws

·        Students will learn color mixing

·        Students will work on collage and assemblage

·        Students will create self-portraits

·        Students will work with Plasticene clay and Model Magic compound

·        Students will work on printmaking with sponges, foam and textural materials

·        Students will work with arts and crafts based on themes, culture and seasons

·        Students will learn about observation and imagination

              Lower Elementary:

·        Students will experience drawing with pencil, pen, marker, crayon, pastel and chalk

·        Students experience collage and assemblage

·        Students will experience observational drawing both from a classroom setting and from outdoor walks

·        Students will experience painting with watercolor, tempera and acrylic

·        Students will create expressive and experiential drawings and paintings

·        Students will work on composition, color, line, texture and negative space

·        Students will experience block-carving and mono-printing

·        Students will work with Plasticene clay and Model Magic compound

·        Students will create 3-D models or environments based on an academic curriculum or theme

·        Students will learn facial proportions and create self-portraits

·        Students will experience drawing cartoon characters and cartoon lettering forms

·        Students will work on curriculum connections such as science projects and culture study

             Upper Elementary

·        Students will continue work on observational drawing, both in the classroom and from an outdoor setting

·        Students will study drawing styles and continue study of line, form and perspective

·        Students will experience painting with watercolor, tempera and acrylic

·        Students will create expressive and experiential drawings and paintings

·        Students will study composition, color, texture and negative space

·        Students will work on collage and assemblage

·        Students will experience printmaking

·        Students will work with Plasticene clay and Model Magic compound

·        Students will create self-portraits

·        Students will take part in aesthetic discussions

·        Students will experience drawing cartoon characters and cartoon lettering forms

              Middle School

·        Students will continue to work on observational drawing, both in the classroom and from an outdoor setting

·        Students will experience painting with watercolor, tempera and acrylic

·        Students will create expressive and experiential drawings and paintings

·        Students will work with Plasticene clay and Model Magic compound

·        Students will create a sculpture, mobile or stabile

·        Students will work on collage and assemblage

·        Students will design and execute a small mural based on elements of their academic curriculum

·        Students will work on curriculum connections whenever possible

             Typically, an art project is presented at the beginning of each class that appeals to multiple intelligences. Children are encouraged to pursue their own style and experimentation is encouraged. Everyone’s art style is different, and as children are supported and encouraged, their self-esteem develops in a positive way.

             To develop a clear understanding of children’s needs, they are carefully observed by the Art Teacher. She uses those observations to provide different materials or a different approach to the project that most appropriately meets the individual child’s needs. The Art Teacher also connects with the classroom teacher on a daily basis.

             The Art Teacher works to observe children’s interests and tries to incorporate them into the art program whenever possible; however, in a class of 16- 20 students, it’s not always possible to do so.

             Textbooks are not used in this program, but materials are constantly being evaluated. The Art Teacher often consults with the Librarian regarding visual learning materials. 

             The Art Teacher works with teachers to create and develop artistic projects, and to tie them in to the academic curriculum. Art activities otherwise are connected with holiday celebrations, nature, the seasons, thematic study, environmental issues and recycling. Classroom teachers are encouraged to present project ideas as they relate to the curriculum or other ideas.  Finished artwork from every age level is regularly displayed on the walls or in the display cases of the school with a brief explanation of the project, and feedback is welcomed from students, teachers and parents.

              The Art Teacher is committed to helping the children learn to respect the work of others, and regularly talks about it in the classroom. Children are reminded about controlling the impulse to touch the art on display, and soon learn to respect the art room and the materials they use.

              One of the strengths of the program is being able to watch the children gain confidence in themselves as artists. As the school year progresses, they’ve learned to trust that the comments they hear will be positive and supportive. They develop a better sense of whom they are by learning to communicate with colors, lines and textures.  Another strength is having a supportive Director whosupports the freedom to explore new ideas while developing the Art Program.

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LIBRARY

LIBRARY MEDIA CURRICULUM

OVERVIEW OF STUDIES

Library Media Specialist

PROGRAM PHILOSOPHY

The ASM library media program aims to foster a love of life-long learning and promote responsible world citizenship through a carefully prepared environment and a well-chosen, diverse collection of resources. developmentally appropriate skill and literature lessons are planned in close collaboration with staff.

The three pillars of the program are: 1. Research, 2.  Literature and Independent Reading and 3. Information Literacy the ability to select and evaluate resources for their usefulness and appropriateness, and to deconstruct or read visual media) Media production will be done at the appropriate level with the technologist. Students at all levels will be encouraged to use municipal libraries as well.

CHILDREN’S HOUSE

The library media program for Children’s House students supports classroom lessons by offering teachers appropriate in-house and interlibrary loan resources. ASM students and siblings are encouraged to visit the library with an adult, and parents may borrow items for younger children. Extended Day students receive a formal orientation and lessons on how to care for and borrow books (which they may do with parental permission).. The library media specialist reads to small groups or classes upon teachers’ requests and promotes a love of literature through library programs, displays and lessons. The librarian and parent volunteers are always ready to help students find books on non-fiction topics of interest as well.

By the third year in Children’s House, students will feel comfortable in the library and will know how to locate Children’s House books. They will have been exposed to a variety of genres including fiction, non-fiction, folktales, picture books and poetry and will have heard such terms as author and title without being expected to master these. Extended Day students will be able to check out books with help, care for them and return them.

At the Children’s House level, Research skills will consist of a growing awareness that the library is a good place to seek information. Information literacy skills will include age-appropriate stories about television and voluntary participation in TV-Turnoff week. 

ELEMENTARY

The library media program at the elementary level is designed to support in-class lessons including the Great Lessons and specialist programs in Physical Education, Art, Spanish, Science and Music through appropriate collection development and supplementation via the Internet and the Merrimack Valley Library Consortium. Skill development follows a logical progression according to the readiness of the child. An open, flexible schedule and close communication between librarian and teachers enhance learning. Library selections and programs foster independent reading and literature appreciation. 

LOWER ELEMENTARY

RESEARCH

Lower elementary students will formulate questions independently and with teacher guidance. Using the gradual release of responsibility method they will:

·        PLAN -seek information in a variety of resources

·        DO-use the information to construct knowledge through writing, drawing and sharing with classmates.

·        REVIEW-the process to evaluate resources, etc.

Through librarian modeling and skill lessons, lower elementary students will become familiar with:

o       Design and disposition of resources in ASM collection

o       Use of  OPAC, online public access catalogue to locate resources

o       Differences between fiction and non-fiction

o       Author, subject, title designations

o       Use of textual characteristics including guide words, headings, subtitles, index and table of contents

o       Basic bibliography writing-third years

o       Basic online searching-third years (taught in conjunction with technologist)

It is expected that students will gather information from a variety of sources, analyze and evaluate the quality of the information with adult help, and use it to answer their questions.

LITERATURE AND INDEPENDENT READING

Lower elementary students will:

• Select appropriate fiction and non-fiction resources for independent reading

• Become familiar with a wide variety of authors and illustrators and their styles

• Review and report on books

• Identify fiction and non-fiction, poetry, prose, folk tales, picture books, biography

INFORMATION LITERACY

Lower elementary students will:

• Discuss and identify different forms of non-print media including television, advertisements, videos and the internet

• Compare print and non-print renditions of a story

• Begin to evaluate the purpose of various media, such as entertainment, sales, information, and persuasion

UPPER ELEMENTARY

RESEARCH

In addition to continuing to master skills acquired in lower elementary, students in upper elementary will:

• Select a variety of resources such as atlases, encyclopedias and the Internet according to the technology plan and media guidelines

• Master textual cues such as: sub-heading, index, table of contents

• Refine online search techniques

• Evaluate resources, especially those on the Internet for reliability, suitability and usefulness

• Refine bibliographies and source documentation

• Conduct research according to the Big 6 model

The Big6™ Skills
The Big6 is a process model of how people of all ages solve an information problem. From practice and study, we found that successful information problem-solving encompasses six stages with two sub-stages under each:

1. Task Definition
1.1 Define the information problem
1.2 Identify information needed in order to complete the task (to solve the information problem)

2. Information Seeking Strategies  
2.1 Determine the range of possible sources (brainstorm)
2.2 Evaluate the different possible sources to determine priorities (select the best sources)

3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources

4. Use of Information  
4.1 Engage (e.g., read, hear, view, touch) the information in a source
4.2 Extract relevant information from a source

5. Synthesis  
5.1 Organize information from multiple sources
5.2 Present the information

6. Evaluation  
6.1 Judge the product (effectiveness)
6.2 Judge the information

LITERATURE AND INDEPENDENT READING

Upper elementary students will continue to master skills acquired in lower elementary:

• Select appropriate fiction and non-fiction resources for independent reading

• Become familiar with a wide variety of authors and illustrators and their styles

• Review and report on books

• Identify fiction and non-fiction, poetry, prose, folk tales, picture books, biography

INFORMATION LITERACY

Upper elementary students will:

• Discuss and identify different forms of non-print media including television, advertisements, videos and the internet

• Compare print and non-print renditions of a story

• Evaluate the purpose of various media, such as entertainment, sales, information, and persuasion

MIDDLE SCHOOL

The library media program for the middle school supports the in-class, Art, Music, Science, Physical Education collection development, Internet use and loans through the Merrimack Valley Library Consortium. Students at this level will use online databases available through Memorial Hall Library with the librarian. A Young Adult Fiction Collection is available for this age group. An open, flexible schedule and collaboration between the library media specialist and teachers provides lessons related to interdisciplinary units and appropriate information literacy skills.

RESEARCH

In addition to mastering the following skills acquired in upper elementary:

• Use expanded resources such as atlases and the Internet according to the technology plan and media guidelines

• Refine online search techniques

• Evaluate resources, especially those on the Internet for reliability, suitability and usefulness

• Use on-line databases and periodical indexes

• Refine bibliographies and source documentation

• Conduct research according to the Big 6 model (attached)

By the end of eighth grade students will also:

• Practice writing bibliographies for primary and secondary source materials

• Differentiate between paraphrasing and quoting

• Learn to use footnotes or internal source notations

LITERATURE AND INDEPENDENT READING

The Middle School students will:

• Have access to a variety of literary genres

• Select appropriate fiction and non-fiction resources for independent reading

• Become familiar with a wide variety of authors and illustrators and their styles

• Be supported in research, reading and writing activities by library media specialist and appropriate use of technology

INFORMATION LITERACY

The Middle School students will:

• Analyze print and non-print media for form, content, production, techniques

• Compare print and non-print renditions of a story

• Produce original media products (in conjunction with technology department)

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MUSIC

MUSIC CURRICULUM

OVERVIEW OF STUDIES

Music Specialist 

Program philosophy: The music program teaches the importance of music in our culture and in other cultures around the world.  The music program promotes that the love and understanding of music is a life – long experience. 

Children’s House:

                The Children’s House Music program is the first step in music at ASM.  It is here that we foster a love for music through, songs, games, dance, and listening.  The program follows the “First Steps in Music” curriculum by John Feierabend as well as the “Musikgarten” curriculum.  Each class has a 30 minute music class each week, but music is also done with the children throughout the day by the classroom teachers. 

Lower Elementary:

                The Lower Elementary program begins a more advanced study of music.  Using the “Conversational Solfege” curriculum by John Feierabend and the “Orff” approach the children begin to learn music theory including rhythm and tonal training. Following the Standards established by the Music Educators National Conference (MENC) the Lower Elementary curriculum exposes the students to singing, dancing, playing instruments, evaluating music, reading and notating music, and learning about music in other cultures around the world. 

Upper Elementary:

            The Upper Elementary program continues the work begun in lower elementary and takes the students to a higher level of understanding of music and music theory. Students continue to sing and play instruments, dance, read and notate music and learn about music in other cultures.  A long term research project on various musical topics is included.             

Middle School

 The Middle School Music program is designed to build on the skills learned in the elementary levels at Andover School of Montessori.  It is built on a three year cycle. Each year will cover topics in the following categories:  Analyzing music, evaluating music performances, performance, theory and composition, computers in music, MIDI, music history and composers, and world music.   This program is designed to follow the National Standards established by the Music Educators National Conference, and the Massachusetts State Frameworks. 

All music levels perform in the all- school concerts. 

CHORUS

Lower Elementary Chorus

                This is a full year program for our Lower Elementary Singers.  They meet once a week to prepare music for performance at the school and in the community. 

Upper Elementary and Middle School Music Electives

                Several short term programs are offered throughout the year.  In the past we have had Chorus, Recorder, and Percussion ensembles.

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PHYSICAL EDUCATION

PHYSICAL EDUCATION CURRICULUM

OVERVIEW OF STUDIES

Physical Education Specialist

Vision Statement

  The Andover School of Montessori’s Physical Education Curriculum meets or exceeds all standards set forth in the Andover Public School System’s Physical Education Program.  Each student participating in ASM’s PE Program will engage the knowledge vital to cultivating and nurturing their physical, spiritual and mental well-being. The Montessori Method, based on the work of Dr. Maria Montessori, holds as a tenet the use of a carefully prepared environment; the playing fields, initiatives, play areas and trails of our 7.5 acres provide an environment already well-suited to the child’s pursuit of discovery. The application of this philosophy to outdoor physical education follows quite naturally.  The ideas of personal growth, increased self-worth and awareness, and greater social confidence integrate effortlessly into the mission of ASM.  Sequential experiences tailored to the needs of both the group and individuals provide a study of human growth and development through movement.

  In the Montessori classroom a teacher bases her actions on observation.  Dr. Montessori said, “Look to the child.”  Our outdoor education curriculum is uniquely tailored to the needs to the physical and cognitive needs of our students.  No child is singled out for any reason; each moves through the activities as befits their ability and effort. 

Philosophy of Physical Education

  Physical Education is that integral part of the total education which contributes to the development of the individual through the natural medium of physical activity - human movement.  It is a planned sequence of learning experiences designed to fulfill the growth, development and behavior needs of each student.  It will teach students what physical fitness is and how they can maintain it throughout their adult lives.  The advantages, privileges and courses available in the physical education program shall be provided without regard to sex, race, color, religion or national origin.

Curriculum Goals: Ages 5 - 12

             1.  To teach basic movement skills.

            2.  To teach the basic fundamentals of team and individual sports.

            3.  To identify, assist, and integrate students with motor and fitness challenges.

            4.  To facilitate a life-long appreciation of fitness and physical challenge.

Activity Standards:

Fundamental to the ASM PE program (5-12) is the development and promotion of cardiovascular health, coordination, and body strength through varied and creatively applied group and individual activities.

                                  Year:               K

                  Concepts/Skills                    Activities

                   •Balance                             •Walking, running, jumping                       

       •Spatial activities                 •Group/individual movement

                   •Hand-eye activities            •Catching, throwing, hitting

                   •Foot-eye activities             •Kicking, dodging, jumping

                   •Movement activities           •Obstacle courses, relays, challenges

                   •Rhythm                              •Marching, clapping, drumming, dancing

         •Activity safety/common effort       •Group-developed guidelines, self-monitoring

         •1st presentation: muscles, flexibility•Stretching, movement exercises

Year:               first –third (lower elementary)

                        Concepts/Skills                                     Activities/Areas

                        •Balance                                       •Walking, running, jumping, climbing

                        •Spatial Activities                          •Group/individual movement

                        •Hand-eye activities                       •Catching, throwing, hitting

                        •Foot-eye activities                        •Kicking, dodging, jumping

                        •Rhythm                                         •Marching, clapping, drumming, dancing

                        •Activity safety/common effort•Group-developed guidelines, self-monitoring

                        •Teamwork                                    •Team-building activities, team sports

                        •Work of heart/lungs                       •Continued cardiovascular exploration

                        •Stretch/flexibility routines               •Stretching, movement exercises

Year:               fourth-fifth (upper elementary)

                        Concepts/Skills                                     Activities/Areas

                        •Balance                                     •Tumbling, hiking, climbing

                        •Spatial Activities                        •Group/individual expressive movement

                        •Hand-eye activities                    •Basketball, hockey, volley ball

                        •Foot-eye activities                     •Soccer, kickball

                        •Movement activities                   •Track & Field

                        •Rhythm                                      •Marching, clapping, drumming, dancing

                        •Activity safety/common effort     •Group rules & limits

                        •Teamwork                                 •Team sports, group initiatives

                        •Cardiovascular health                 •Jumping rope, jogging, sledding

Year:               Sixth-Eighth (middle school)

              Concepts/Skills                            Activities/Areas

              •Spatial activities                         •Group/individual movement

              •Hand-eye activities                    •Basketball, racquetball, volleyball, baseball

              •Foot-eye activities                     •Soccer, kickball

              •Movement activities                  •Track & Field, hiking, team handball, aerobics

              •Activity safety/common effort    •Group rules & limits

              •Teamwork                                •Team sports, group initiatives

              •Cardiovascular he                     •Aerobics, jogging, jumping rope

Additionally:

ASM seeks to recognize the outdoor environment as an extension of the classroom.  Individual children may be productively engaged in several activities simultaneously during any given PE period.  The staff monitors each student’s progress and facilitates the transition to fresh activity when it’s appropriate.  The goal is to develop physical fitness as well as life skills, such as tolerance, grace, flexibility and applied wisdom, related to the successful participation in individual or group activity.  It is a stated goal also to promote the ideals of community responsibility and investment, accepting as a given that the effort and care of the individual is tied intimately to the good fortune of the group.

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SPANISH

SPANISH CURRICULUM

OVERVIEW OF STUDIES

Spanish Specialist 

            The Spanish program at ASM is designed to cycle through from Children’s House to the Middle School.  Each cycle, with the exception of Upper Elementary’s two-year cycle, is three years.  These cycles allow students to learn at their own pace and practice Spanish skills.  The curriculum includes speaking, writing and research, to not only teach Spanish speaking skills, but learn the heritage and tradition from Spanish speaking countries.

            Spanish language objectives were determined through collaboration between the Executive Director of the school and the current Spanish language specialist/teacher.  The objectives are based on the Massachusetts State Curriculum Frameworks and the ACTFL (American Council on the Teaching of Foreign Languages) Performance guidelines for K-12 learners.  One main objective is to prepare the students (in the Middle School Program) for a seamless entry into a High School Spanish program.  Entry level/year may change depending upon the time of entry into ASM’s Spanish Program.  The goal of this program is to provide for the students a safe and nurturing environment to begin and continue their language studies.  The students are enabled to communicate their feelings, needs and wants in Spanish.  They are exposed to a number of listening, reading, writing, speaking and singing activities which allow them to use their acquired vocabulary to describe people, places and objects around them.

 Learning Objectives:

   Children’s House:

1.           Greetings

2.           Expressions of courtesy

3.           Farewells

4.           Weather

5.           Colors

6.           Numbers 1 – 30

7.           Classroom objects and furnishings

8.         Shapes

9.           Feelings

10.        Animals

11.       Family

12.       Foods and Drinks

13.       Fruits and Vegetables

14.       Parts of the body

15.       Likes and Dislikes

16.      Tener expressions

   Lower Elementary:

1.         All subjects are reviewed from Children’s House.

2.         Weather

3.         Colors and Patterns

4.         Numbers 0 – 10,000

5.         Telling time

6.         Cognates

7.         Months, days and the date

8.         Seasons

9.         Extensive classroom objects and furnishings

10.       Land, air and sea animals

11.       Adjectives to describe physical characteristics and size

12.       Basic gender and number agreement

   Upper Elementary:

51.         All subjects are reviewed from Lower Elementary

52.         Extensive time telling

53.         Adjectives to describe characteristics of personality

54.         Ser de

55.         Gender and number agreement

56.         Regular ar, er, ir verb infinitives

57.         Expressing likes and dislikes

58.         Spanish speaking countries and capitals

   Middle School:

51.         Continued review of topics from Upper Elementary

52.         Ser, estar, ir, tener, ir a, tener que

53.         Subject pronouns

54.         Classroom commands

55.         Question words

56.         Present of the indicative of regular verbs

            The instructor uses a variety of approaches that are geared toward many different learning styles.  Speaking, listening, reading, writing, singing, drawing and movement activities along with manipulation of related props and objects are used to meet the learning objectives.  There are whole group, small group, and individual opportunities given to every class.

            The school has begun to build a Spanish Department Library of resources and materials for the teacher as well as the students.  There was an initial start up budget which was unlimited and used to acquire the basic materials needed for the program.  At present there is a monthly budget available to the program in order to supplement the supplies and resources.  Most materials are not exclusive to Spanish and are used from the students’ own classroom environment.  Some textbooks are used as support to the program to enhance the developing curriculum.

            The Spanish teacher instructs in each classroom where respect and courteous behavior are tantamount to the classroom environment.  Clear rules and expectations are shared by the teacher and the students.  This allows the group to function while respecting others’ work, materials, feelings, and opinions.

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TECHNOLOGY

TECHNOLOGY CURRICULUM

OVERVIEW OF STUDIES

Technology Specialist

Program Philosophy: The ASM technology program centers on computer technology as an exciting tool which students and teachers are empowered to utilize in their classroom environment and in their role as life-long learners and members of the world community.

The technology curriculum is a work in progress. It depends on cooperative assessment by the technologist and the classroom teacher of students’ need and ability. The timeline for lessons depends on classroom curriculum and age appropriate skills. The technology will continue to dynamically change and develop.

The two instructional approaches are: large group in which a lesson on a specific application is modeled to an entire class; and one-on-one instruction where a child is guided step by step through the specific application’s process. In both situations, notes are taken by the student and a hand-out of instructions accompanies the lesson. These approaches give each student an opportunity for success with computer technology and takes into account student needs, talent and interest.

ISTE, NETS, and Massachusetts Standards for Technology instruction are the framework for the curriculum:

Both students and parents sign the school wide Acceptable Use Policy which is sent home before September, returned signed, reviewed in September and in the middle of the school year.