Related Arts

/Related Arts
Related Arts 2017-09-26T15:52:47+00:00

Related or Fine Arts

Library Artistree displays student art work.

Related or Fine Arts curriculum standards are based on the national standards for that art area.  Working from the national standards, teams of educators in each area developed the state standards including Grade Level Expectations, Checks for Understanding, and Student Performance Indicators.  These standards provide direction in meeting the challenge of ensuring that all students attain the appropriate knowledge and skills as set forth in the standards.  

Sorrel Dugan
Art
Ext. 2863

During a student’s art rotation, he/she will experience both two- and three-dimensional media. This includes drawing, painting, printmaking, clay, and sculpture.  Appropriate aspects of art history and cultural perspective, aesthetics, and critiques will be presented along with studio assignments.

Sixth Grade Big Ideas/Key Concepts:

  • knowledge of elements and principles through the production of artwork
  • study relationships between art and culture/history from different time periods
  • how to communicate through art

Seventh Grade Big Ideas/Key Concepts:

  • apply the elements of art to landscapes, abstract still life, realistic and abstract portraits and non-objective art
  • incorporate perspective, color schemes, radial/symmetrical/formal balance, and repetition through shape and alternating patterns
  • pencil drawing, watercolors, sculpture, and printmaking

Eighth Grade Big Ideas/Key Concepts:

  • apply the elements of art and principle of design at a more advanced level through skilled drawing, painting, and sculpture
  • artwork will include both realistic and abstract art with the introduction of photorealism and pop art
  • written reflections of individual works using the four-step process of art criticism: describe, analyze, interpret, and evaluate
Ashley Harris
Band/Chorus
Ext. 2862
Kerry Vaughn
Music/Band
Ext. 2861

Beginning Band (Sixth Grade)

Length: 1 year
Placement: none

Membership is open to any sixth grade student who wishes to learn the fundamentals of playing a typical school band instrument.  These instruments include flute, oboe, clarinet, bassoon, saxophone, trumpet, tuba, baritone, French horn, and percussion.  Students will learn the foundations that will ensure their success as future band members such as learning to read music, producing a good tone, assimilating music history and theory, and playing and performing individually and as a group.  The Beginning Band traditionally performs a Winter and Spring Concert.  Students who are achieving at a high level are also encourage to participate in a Solo and Ensemble Festival.  Students are expected to practice individually in preparation for class and to attend all performances.

Concert Band (Seventh Grade)

Length: 1 year
Placement: successful completion of Beginning Band

Membership is open to seventh grade students who have at least one year of experience playing their instrument.  The course is a continuation of the technical training started in the sixth grade.  Students will expand their playing ability, improve their range, tone, and technique, enhance their ensemble skills, continue to assimilate music history and theory, and perform individually and as a group.  Students will perform in the Winter and Spring Concerts and for pep rallies.  Students achieving at a high level will be encouraged to audition for the MTSBOA Clinic Bands and also Solo and Ensemble Festival.  Students may attend the MTSBOA Concert and Sight Reading Festival in the spring.  Students will be expected to practice individually in preparation for class and to attend all performances.

Symphonic Band (Eighth Grade)

Length: 1 year
Placement: successful completion of Beginning Band and Concert Band

Membership is open to eighth grade students who have at least two years of experience playing their instrument.  Students will continue to expand their playing ability, improve their range, tone and technique, refine their ensemble skills, apply music history and theory skills, and perform individually and as a group.  Students will perform in the Winter and Spring Concerts, school assemblies for special occasions, and pep rallies.  Students achieving at a high level will be encouraged to audition for the MTSBOA Clinic Bands and also Solo and Ensemble Festival.  Students will attend the MTSBOA Concert and Sigh Reading Festival in the spring.  This band also performs for various school and community functions.  Students will be expected to practice individually in preparation for class and to attend all performances.

Missy Scott
Global Perspective/Science
Ext. 2857
Global Perspectives is a course structured to give the student an understanding of current issues in many areas of a political, social, and economic nature. Students will conduct research on current event topics using reliable websites and other sources. Analysis of informational texts will be used to enhance the writing process used in English/Language Arts  and social studies classes.
Keith Holzer
PE/Wellness
Ext. 2828
Darnell Spann
PE/Wellness
Ext. 2827
Eric Volbert
PE/Wellness
Ext. 2815
Health Education Topics

Developing Healthy Lifestyle Skills and Habits, Nutrition, Disease and Disorders, Bones and Muscles, Safety and First Aid, Mental and Emotional, Human Relationships – getting along with one another, Hygiene, Goal Setting, Decision Making, and Substance Abuse.

National Health Standards

  • Standard 1:  Students will comprehend concepts related to health promotion and disease prevention to enhance health.
  • Standard 2:  Students will analyze the influence of family, peers, culture, media, technology, and  other factors on health behaviors.
  • Standard 3:  Students will demonstrate the ability to access valid information, products, and services to enhance health.
  • Standard 4:  Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • Standard 5:  Students will demonstrate the ability to use decision-making skills to enhance learning.
  • Standard 6:  Students will demonstrate the ability to use goal-setting skills to enhance health.
  • Standard 7:  Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • Standard 8:  Students will demonstrate the ability to advocate for personal, family, and community health.
Keith Holzer
PE/Wellness
Ext. 2828
Darnell Spann
PE/Wellness
Ext. 2827
Eric Volbert
PE/Wellness
Ext. 2815
Healthy, Physical Education (P.E.) & Wellness is a sequential, developmentally appropriate educational program that provides students with the knowledge, skills, fitness, and attitudes necessary to lead a healthy lifestyle.  All students will show competence in the following six physical education content standards:

  • Standard 1 – Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
  • Standard 2 – Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activites.
  • Standard 3 – Participate regularly in lifelong physical activity.
  • Standard 4 – Achieve and maintain a health-enhancing level of physical activity.
  • Standard 5 – Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
  • Standard 6 – Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Expectations for the Mastery of Health, P.E. & Wellness Standards
All students will:

  • show evidence of the skills and self-confidence to perform a variety of physical activities.
  • know the implications and value the benefits of leading a physically active lifestyle.
  • set personal goals for maintaining health-enhancing physical activity and fitness.
  • behave in ways that are personally and socially responsible in physical activity settings.
  • understand that physical activity provides enjoyment, challenge, self-expression, and social interaction.
  • understand the respect the differences among people in physical activity settings.
  • utilize appropriate instruments, electronic equipment, networks, and venues to access information, process ideas, communicate learning, create, and perform.
  • recognize and apply connections of important information and ideas within and among learning disciplines.

The Health, P.E. & Wellness Curriculum provides a framework to help students:

  • know about skill and fitness acquisition.
  • understand the barriers that may impede their progress.
  • develop effective strategies to overcome inevitable obstacles.
  • access frequent and developmentally appropriate opportunities to develop their motor skills and fitness capacity.
  • access information and experiences that will enhance their attitudes about and value of physical activity.
  • acquire the self-discipline, cooperate spirit, perseverance, and other attributes necessary to transfer learned fitness skills and attitudes to the rest of life.
Jenny Stevenson
Lego Robotics/Science
Ext. 2876

Course Content

Lego Robotics is a 9-week course for students in grades 6, 7 and 8. In this course, students will build and program robots with LEGO bricks and software. Robots will be programmed to complete the following minimum objectives:

  • Moving Straight
  • Turning
  • Move Until Touch
  • Move Until Near
  • Move Until Color
  • Loops
  • Switches
  • Line-Follower
Lori Leal
World Language
Ext. 2816
Luke Roe
World Language
Ext. 2892

6th Grade Exploratory Spanish

This is an introduction to the Spanish language. No prior knowledge of Spanish is necessary. We begin with basics and by the end of the quarter, students will have mastered large amounts of vocabulary, grammar, and cultural expressions. Students will feel comfortable reading, writing, and speaking in Spanish. Not only will we learn Spanish grammar and pronunciation, but we will also learn culture, history, geography, and the arts. At the end of this course, students will feel very prepared to be successful in Spanish 1 and beyond!

Spanish 7A (7th Grade)

This course focuses on the development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. Through consistent and comprehensible exposure of grammatically-correct language, students develop an “ear” for language. The focus will be on the four areas of language: reading, writing, speaking, and listening. Achievement will be measured in these areas by the use of performance-based assessments. These show what the student can “do” using the language. Upon successful completion of both Spanish 7A and 8B, students will earn one high school language credit and may enroll in Spanish 2 as a 9th grader! Spanish 7A covers chapters 1-4 in the Aventura 1 textbook series.

Spanish 8B (8th Grade)

Spanish 8B focuses on the development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. Through consistent and comprehensible exposure of grammatically-correct language, students develop an “ear” for language. The focus will be on the four areas of language: reading, writing, speaking, and listening. Achievement will be measured in these areas by the use of performance-based assessments. These show what the student can “do” using the language. Upon successful completion of both Spanish 7A and 8B, students will earn one high school language credit and may enroll in Spanish 2 as a 9th grader! Spanish 7A covers chapters 5-8 in the Aventura 1 textbook series.

Kellie Olson
Drama
Ext. 5095

Sixth Grade
During the students’ theatre rotation, they will learn the basics of theatre using the following activites:

  • learning parts of the stage
  • acting techniques/scene work through improvisation
  • monologues
  • duet scenes
  • lip synch
  • script writing
  • puppetry
  • creative story writing/journal writing
  • poetry and how it relates to theatre performance
  • rehearsal techniques and audience etiquette

Seventh Grade
During the students’ theatre rotation, they will further their knowledge of theatre using the following activities:

  • acting techniques/scene work through improvisation
  • monologues
  • duet scenes
  • creative story writing/journal writing
  • rehearsal techniques and audience etiquette
  • pantomime
  • musical pantomime/silent movie acting
  • theatre history
  • Shakespeare duet scenes
  • characterization of a specific character

Eighth Grade
During the students’ theatre rotation, they will further their knowledge of theatre using the following activities:

  • acting techniques/scene work through improvisation
  • rehearsal techniques and audience etiquette
  • characterization of a specific character
  • audition techniques
  • monologues
  • reading and analyzing a play script
  • memorization of text related to a specific character to include dialogue, blocking, and cues.
  • costume needs related to a specific play
  • prop needs related to a specific play
  • performance of a one-act play in front of peers