The Arts in Marblehead Public Schools

 Music, Visual Arts, Theatre, Dance, Practical Arts

Students at work: Creating, Performing, Responding, Connecting

 

The mission of the Marblehead Fine Arts Department is to provide a comprehensive program that enables students to express ideas and emotions through the performing and the visual arts.  Goals include helping students develop and expand their abilities to create, perform, and reflect on their artmaking, to develop their understanding of cultural and historical connections to the arts, and to apply and enjoy the arts throughout their lives. The Fine Arts Department believes in the importance of having students participate in a culture that fosters exploration, experimentation, and artistic communication; to publicly exhibit and perform one’s art; and to work with teachers who are life long learners as artists and arts educators.

Visual Arts: Grades PreK-3

By the end of grade 3 students will:

Standard 1: Methods, Materials, and Techniques

 

·        Experience methods, materials, and techniques through the use of a variety of media including drawing, painting, collage, printmaking, clay and other 3D media

·        Identify the difference between dry and wet media

·        Learn and use art vocabulary related to methods, materials, and techniques

·        Learn to use materials and tools safely and with care

Standard 2: Elements and Principals of Design:

·        Experience color mixing - primary, secondary, warm and cool, and “seasonal” colors

·        Be introduced to the elements and principals of design - color, line, texture, shape, pattern, composition

Standard 3: Observation, Abstraction, Invention, and Expression

·        Create artwork from observation and nature; from memory and imagination, and from personal expression

·        Explore abstraction through the use of material, technique, or theme

Standard 4: Drafting, Revising, and Exhibiting

·        From time to time, use thumbnail sketches before working on final copy

·        Experience having artwork exhibited in school and community

Standard 5: Critical Response

·        Begin understanding criteria and learn how to evaluate one’s own artwork.

·        Participate within group discussions by identifying materials used, describing what is seen in art, and what young artists are most proud of.

Standard 6: Purposes and Meanings in the Arts

·        Begin developing an understanding of cultural and historical connections to the arts and other subject areas

Standard 7: Roles of Artists in Communities

·        Participate in events and artist-in-residencies with artists, performers, and authors, in and out of the community, through enrichment programs to learn about artists’ lives, styles, materials, and cultural connections.

 

Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change

·        Create works inspired by historical or cultural styles

 

Standard 9: Inventions, Technologies, and the Arts

·        Begin to understand that artists are inventors of lots of different ideas.

·        Make discoveries and analyze how materials are used in the introduction of the lesson and/or the reflection at the end of the lesson.

 

Standard 10: Interdisciplinary Connections

·        Connect art to grade level curriculum areas often leading to student exhibitions of learning (concerts or culminating program of unit of study)

     

 

Visual Arts: Grades 4-6

By the end of grade six students will:

Standard 1: Methods, Materials, and Techniques

·        Experience methods, materials, and techniques through the use of a variety of media including drawing, painting, collage, printmaking, clay and other 3D media

·        Experiment with mixed-media projects such as crayon or oil pastel resist

·        Begin controlling the application of watercolor and color values

·        Explore and identify different approaches to printmaking: mono printing, stamping, sponge, glue line relief, styrofoam engraving, and collograph printing

·        Use different clay techniques including sculpture, pinch, or coil

·        Explore creating color theory by creating many shades of one color

·        Learn and use art vocabulary related to methods, materials, and techniques

·        Learn to use materials and tools safely and with care

Standard 2: Elements and Principals of Design:

·        Blend and mix colors on a palette

·        Understand the use of contrast with color

·        Explore how color can convey mood and emotion

·        Continue learning how to apply the elements and principals of design - color, line, texture, shape, pattern, composition

Standard 3: Observation, Abstraction, Invention, and Expression

·        Create artwork from observation and nature; from memory and imagination, and from personal expression

·        Explore abstraction through the use of material, technique, or theme

·        Experience sketching on site whenever possible (at the waters’ edge, at the museum, in the neighborhood)

Standard 4: Drafting, Revising, and Exhibiting

·        Experience integrating thumbnail sketches and multiple drawings before working on final copy

·        Create displays that include a variety of components – thumb nail sketches, finished artwork, reflections, and rubrics

Standard 5: Critical Response

·        Use criteria and rubric to evaluate one’s own artwork.

·        Experience self and peer reflection by participating in whole group discussions.

Standard 6: Purposes and Meanings in the Arts

·        Continue developing an understanding of cultural and historical connections to the arts and other subject areas

Standard 7: Roles of Artists in Communities

·        Participate in events and artist-in-residencies with artists, performers, and authors, in and out of the community, through enrichment programs to learn about artists’ lives, styles, materials, and cultural connections.

Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change

·        Create works inspired by historical or cultural styles

Standard 9: Inventions, Technologies, and the Arts

·        Identify and describe examples of how the discovery of inventions and technologies brought about changes in the arts

·        Integrate technologies into the art experience (photography, computers, copiers)

Standard 10: Interdisciplinary Connections

·        Connect art to grade level curriculum areas often leading to student exhibitions of learning (concerts or culminating program of unit of study)

       

Visual Arts: Grades 7-8

By the end of eighth grade students will:

Standard 1: Methods, Materials, and Techniques

·        Expand repertoire of 2D and 3D art processes, techniques and materials

·        Create artwork that shows a range of purpose of tools such as pens, brushes, cameras, printmaking tools, and computers

·        Learn and use art vocabulary related to methods, materials, and techniques

·        Learn to use materials and tools safely and with care

Standard 2: Elements and Principals of Design

·        Demonstrate the ability to mix analogous color blending

·        Understand and represent elements of principles of design that include such things as line in contour drawings and calligraphy

·        Differentiate between surface texture and the illusion of texture

·        Experience shape as organic, geometric, positive and negative, or varieties of symmetry

·        Develop art that emphasizes space and composition including rhythm, emphasis, balance, scale, and unity

Standard 3: Observation, Abstraction, Invention, and Expression

·        Create artwork from observation and nature; from memory and imagination, and from personal expression

·        Create 2D and 3D artwork from direct observation as well as from symbolism

·        Experience sketching on site whenever possible (at the waters’ edge, at the museum, in the neighborhood)

Standard 4: Drafting, Revising, and Exhibiting

·        Continual development of thumbnail sketches and multiple drawings before working on final copy

·        Maintain a portfolio of sketches and finished work

·        Produce work that shows an understanding of craftsmanship

·        Create displays that include a variety of components – thumb nail sketches, finished artwork, reflections, rubrics

 

Standard 5: Critical Response

·        Use criteria and rubrics to evaluate one’s own artwork.

·        Experience self and peer reflection by participating in whole group discussions.

Standard 6: Purposes and Meanings in the Arts

·        Continue developing an understanding of cultural and historical connections to the arts and other subject areas.

·        Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history.

·        Describe how artistic production can shape and be influenced by the aesthetic preferences of a society.

Standard 7: Roles of Artists in Communities

·        Participate in events and artist-in-residencies with artists, performers, and authors, in and out of the community, through enrichment programs to learn about artists’ lives, styles, materials, and cultural connections.

·        Identify and describe careers specific to the visual arts

·        Describe the function of cultural organization and arts institutions such as museums and supporters of the arts.

Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change

·        Identify American styles and genres of visual arts and architecture, describe their sources, trace their evolution, and cite well-known artists associated with these styles.

·        Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles.

Standard 9: Inventions, Technologies, and the Arts

·        Identify and describe examples of how the discovery of inventions and technologies brought about changes in the arts

·        Identify and describe examples of how contemporary artists use computer technology in their work.

·        Integrate technologies into the art experience (photography, computers, copiers)

Standard 10: Interdisciplinary Connections

·        Connect art to grade level curriculum areas often leading to student exhibitions of learning (concerts or culminating program of unit of study)

       

Visual Arts: Grades 9-12

Art Studio 1

·        Emphasis on elements and principles of design; focus on drawing, painting, graphics, printmaking, and three-dimensional work; art history connections

Art Studio 2

·        Elements and principles of design; focus on drawing, painting, design, silk-screening, and three-dimensional work; art history connections

Art Studio 3

·        Portfolio preparation; focus on drawing, painting, design, printmaking and three-dimensional design; quarterly sketch book; art history connections

Art Studio 4

·        Designed for seniors who have a strong interest in art: emphasis on individual development of solving visual problems; portfolio preparation; readings and papers required.

Art Major

·        Designed for seniors planning future art training; portfolio development; drawing, painting, sculpture; outside art project each term; outside readings and paper required

Art Experience

·        Variety of 2D and 3D media introduced in semester class

Introduction to 3D Design

·        Construction methods explored: manipulation/found objects, addition, subtraction, and casting; materials used cardboard, wire, paper, plaster, clay, and wood

Art History

·        Explore art forms from all over the world and from different historic periods by examining how these art forms relate to our society today; debates, research, class presentations and hands-on projects.

 

Introduction to Traditional & Digital: Photography 1

·        Elements and principles of design emphasized; 35mm SLR camera, process film and make images using traditional silver-based prints, digital prints, and alternative techniques; exhibition and critique

Intermediate: Photography 2

·        Elements and principles of design emphasized; designed for the visual arts student who is interested in pursuing the art and craft of photography to a high level; advanced camera techniques; use of 35mm SLR camera, digital, and alternative processes; exhibition and critique of work

Advanced Photography

·        Year-long course with emphasis on individual development of solving visual problems; portfolio preparation; exhibition and critique of work

Introduction to Graphic Design

·        Emphasis on elements and principles behind creating meaning and message behind 2-dimensional space.  Exposure to history, graphic design, and typography; traditional vs. experimental

Video Technology

Studio Production

·        Hands-on video production experiences in digital television studio; script writing and critiques of in-class productions

Field Production & Editing

·        Introduction to all phases of video production outside the studio; work in production teams; non-linear, computer based editing and critiques of productions

MHS Monitor

·        Work in teams for production of monthly news magazine program for broadcast on MHTV-10

Advanced TV

·        Production of more advanced and complex projects; minimum of two finished pieces per quarter; critiques of productions; 30-60 minute long-term project; and portfolio tape

Industrial Technology

Introduction to Woodworking

·        Care and use of basic tools in the woodworking industry; development of safe and effective work habits; build projects with emphasis on construction techniques

Woodworking 2

·        More advanced techniques of design, layout, assembly and finishing; and cabinet and furniture construction

Advanced Woodworking

·        More complicated power tool operations and production of large furniture, joinery processes and finished work

Introduction to Technical Drawing 1

·        Use of traditional hand drawing instruments, graphic geometry, orthographic drawing and sketching, and CAD; and understanding of CAD professions

Architecture

·        Continue exploration of field of mechanical drawing; advanced multi-view drawing, dimensioning, sectional views and assembly drawings, pictorial illustration using CAD; exploration of the field of architecture by creating working drawings of own house or dream house and a scaled architectural model.

Advanced Mechanical Drawing

·        Advanced drafting techniques, assembly drawings, technical illustration techniques, architectural drawings and principles of design and planning; investigation of careers that use CAD

Pre-Engineering and Nautical Engineering

·        Hands-on introduction to pre-engineering by creating remote controlled Marblehead Model Yachts

Illustration, Cartooning, and Animation

·        Cartooning as a method of communication from illustration to political commentary and humor 

 

Music: Grades PreK-3

By the end of grade 3 students will:

Standard 1: Singing

·        Demonstrate singing posture

·        Utilize the four kinds of voices – talking, singing, whispering, shouting

·        Sing simple pentatonic songs in tune while keeping a steady beat

·        (some parts of this) Experience songs from diverse cultures, partner songs, rounds and canons while increasing vocal range and singing in major and minor keys

·        Sing vocal ostinatos

·        Sing counter melody and three part rounds (grade 3)

·        Recognize high/low, loud/soft, fast/slow in their singing

·        Use conductor’s cues to stop and start singing

Standard 2: Reading and Notation

·        Understand phrases in music (grade 3)

·        (some parts – beginning stages) Begin with invented notation and move to read and write rhythms, bar line/double bar line/ measure/repeat sign

·        (starts with recognizing hand signals)Read and write sol-mi-la

·        Read, sing, and write in 2/4, ¾, 4/4, 6/8 meter using half, quarter, eighth notes and rests

·        Read treble clef

·        Read and sing – mi, re, do (grade 3)

·        Learn to conduct in 2/4, ¾, 4/4

Standard 3: Playing Instruments

·        Use unpitched percussion and body percussion to play simple and rhythm patterns by keeping a steady beat

·        With correct posture, play ostinato on barred instruments

·        Play simple melodic lines (la- sol-mi) on barred instruments

·        Play soprano recorder (grade 3)

·        Play expressively with appropriate dynamics

Standard 4: Improvisation and Composition

·        Improvise 1-8 measures in simple and compound meter (grade 3)

·        Improvise on soprano recorder (grade 3)

·        Improvise and compose simple and rhythmic and melodic ostinatos

Standard 5: Critical Response

·        Develop listening skills by listening to a wide variety of music from cultures, genres, meters, and orchestrations

·        Recognize call/response, solo/chorus, verse/refrain, phrases, form

·        Move with purposeful and improvisational movement

·        Perceive, describe, and respond to basic elements of music including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form

·        Use appropriate music vocabulary in describing music, music notation, music instruments and voices, and music performance.

·        Identify the sounds of a variety of instruments as well as children’s voices and male and female adult voices

·        Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings

Standard 6: Purposes and Meanings in the Arts

·        Continue developing an understanding of cultural and historical connections to the arts and other subject areas

Standard 7: Roles of Artists in Communities

·        Participate in events and artist-in-residencies with artists, performers, and authors, in and out of the community, through enrichment programs to learn about artists’ lives, styles, materials, and cultural connections

·        Perform for peers, school, community, and parents in band, orchestra, and choral ensembles

Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change

·        Listen to composers inspired by historical or cultural styles

Standard 9: Inventions, Technologies, and the Arts

·        Identify and describe examples of how the discovery of inventions and technologies brought about changes in the arts

·        When using musical instruments ask and answer questions such as, “What is this made of?” and “How does this instrument produce sound?”

Standard 10: Interdisciplinary Connections

·        Connect music to grade level curriculum areas often leading to student exhibitions of learning (concerts or culminating program of unit of study)

     

Music: Grades 4-6

By the end of grade 6 students will:

Standard 1: Singing

·        Expand songs in different modes

·        Use of expression, intonation, and phrasing

·        Two part soprano/alto singing in Chorus

·        Three part rounds, canon and partner songs

·        Sing independently with increased accuracy, expand breath control and extend vocal range

Standard 2: Reading and Notation

·        Use tone patterns - do, re, mi, fa, so, la, ti

·        Recognize fermata sign, dynamic markings including crescendo and descendo, and introduction of fa and ti

·        Able to read dotted half note, G clef, 4 sixteenth notes, half rests, whole rests and dotted half rests (grades 5 & 6 only)

·        Able to read music on do, re, mi, sol, la in the keys G, F, and C (treble clef only)

Standard 3: Playing Instruments

·        Memorize order of keys on the keyboards and the Orff instruments

·        Use expression, intonation, and phrasing while playing

Standard 4: Improvisation and Composition

·        Improvise above I V I pattern using do, sol, mi, sol, la (grades 5 & 6 only)

·        Improvise melodic and rhythmic pieces by experimenting with new and well-known melodic and rhythmic patterns, given a specific number of beats (4 to 16)

·        Improvise and compose question-and-answer phrases appropriately

·        Compose rhythmic pieces four to eight measures in length in a simple meter using the following rhythms: single eighth notes, quarter note, paired eighth notes, group of 4 sixteenth notes, quarter rest, half rest, whole rest, half note, dotted half note, whole note

·        Compose melodic pieces one to four measures in length in a simple meter using the tones do, re, mi, fa, so, and la in the keys of G, F, and C (treble clef only) (grades 5 & 6 only)

Standard 5: Critical Response

·        Describe basic elements of music: tempo, melody, beat, meter, pitch, dynamics

·        Use specific terms for tempo: largo, moderato, and allegro

·        Distinguish among recorded examples of music from the woodwind family, brass family, string family, and percussion family as well as specific members of each instrument family (e.g., clarinet vs. flute)

·        Develop appropriate audience skills through listening and responding

Standard 6: Purposes and Meanings in the Arts

·        Continue developing an understanding of cultural and historical connections to the arts and other subject areas

·        Explore instruments from other cultures

Standard 7: Roles of Artists in Communities

·        Participate in events and artist-in-residencies with artists, performers, and authors, in and out of the community, through enrichment programs to learn about artists’ lives, styles, materials, and cultural connections

·        Perform for peers, school, community, and parents in band, orchestra, and choral ensembles

Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change

·        Listen to composers inspired by historical or cultural styles

·        Play and sing music from a variety of periods and styles

Standard 9: Inventions, Technologies, and the Arts

·        Identify and describe examples of how the discovery of inventions and technologies brought about changes in the arts

·        When using musical instruments ask and answer questions such as, “What is this made of?” and “How does this instrument produce sound?”

Standard 10: Interdisciplinary Connections

·        Connect music to grade level curriculum areas often leading to student exhibitions of learning (concerts or culminating program of unit of study)

     

 

Music: Grades 7-8

By the end of grade 8 students will:

Standard 1: Singing (for Chorus Ensembles only)

·        Use increased accuracy, expanded breath control, and extended vocal range

·        Use expression and technical accuracy including songs performed by memory

·        Sing music representing diverse genres and cultures

·        Sing music written in two and three parts

·        Sing independently with increased accuracy, expand breath control and extend vocal range

Standard 2: Reading and Notation

·        Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, ¾, 4/4, 6/8, 3/8, 9/8, and alla breve met4er signatures

·        Read and sing at sight simple melodies and intervals in both the treble and bass clefs

·        Identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression

·        Use standard notation to record their own musical ideas and those of others

Standard 3: Playing Instruments

·        Play a varied repertoire of guitar and keyboard, alone and with others

Standard 4: Improvisation and Composition

·        Compose simple melodies

·        Harmonizing with I IV V I minimum of 8 measures

·        Create accompaniment on guitar and keyboard in C major

·        Arrange and compose using traditional rules of composition

·        Improvise two hands on the piano using treble and bass clef, I IV V I)

·        Compose blues songs with lyrics with a 12 bar blues composition (grade 8)

Standard 5: Critical Response

·        Analyze using appropriate musical vocabulary different styles, genres, periods, cultures

·        Listen to performance with attention, discussion, and reflection

·        Show knowledge of meter, rhythm, intervals, chords, and harmonic progressions through analysis

Standard 6: Purposes and Meanings in the Arts

·        Continue developing an understanding of cultural and historical connections to the arts and other subject areas

·        Interpret the meaning of twentieth century music by explaining how the subject matter and form reflect the events, ideas, religions, and customs of people living at that particular time.

Standard 7: Roles of Artists in Communities

·        Participate in events and artist-in-residencies with artists, performers, and authors, in and out of the community, through enrichment programs to learn about artists’ lives, styles, materials, and cultural connections

·        Perform for peers, school, community, and parents in band, orchestra, and choral ensembles

·        Perform as a community service

Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change

·        Listen to composers inspired by historical or cultural styles

·        Play and sing music from a variety of periods and styles

Standard 9: Inventions, Technologies, and the Arts

·        Identify and describe examples of how the discovery of inventions and technologies brought about changes in the arts

·        Participate in music recordings of singing and performing as a form of documentation and assessment

Standard 10: Interdisciplinary Connections

·        Connect music to grade level curriculum areas often leading to student exhibitions of learning (concerts or culminating program of unit of study)

 

 

Instrumental Program: Grades 3-8

Students will:

·        Produce specific pitches with a characteristic tone of the instrument (flute, clarinet, saxophone, trumpet, drums)

·        Understand the relationship between the written notes and their own produced sounds

·        Match basic rhythms to basic fingerings/finger patterns

·        Use proper tongue, breath, and hand positions

·        Create time for home practice and understand the relationship between home practice and successful playing

·        Understand the physical importance of good sound and good alignment

·        Maintain instrument in good playing condition

·        Warm-up with specific exercises which focus on the fundamentals

·        Incorporate skills in solo/ensemble setting (grades 5-8)

·        Increase instrumental range (grade 6-8)

·        Continue developing sight-reading skills with more accuracy (grades 7 & 8)

·        Perform music representing a diverse historical period, genres, and cultures (grades7 & 8)

·        Perform in small, large and solo ensembles

·        Perform in a public concert setting

·        Demonstrate proper bow control, posture, and hand position while playing an orchestra instrument (violin, viola, cello)

·        Play melodies and accompanying patterns keeping a steady pulse using the rhythmic durations

·        Demonstrate three distinct dynamic levels, piano, mezzo forte and forte (and mezzo piano and fortissimo for grades 7/8)

·        Recognize and utilize rehearsal numbers, measures, rest, tempo marking, multiple endings, repeat sign, D.C. al fine, D.S., coda, measure repeats

·        Use proper articulation to produce legato, staccato, and accented passages

·        Perform in ensemble correcting obvious problems in balance, blend, and rhythmic precision

·        Play melodies and accompanying patterns in the following keys: D, G, and A

·        (and C for grades 5 & 6) (and F and B flat with relative minors for grades 7/8)

·        Demonstrate proper stage presence and correct protocol while performing

·        Play all chromatics in at least one octave (grades 5 & 6) (and two octaves for grades 7/8)

·        Identify and demonstrate proper phrasing (grades 7/8)

 

Performance Opportunities for grades 3-8:

Grade 3: Introduction to recorder

Grade 4:  Chorus; Orchestra (The Marblehead Twinklers), Band, Musical

Grade 5:  Chorus; Orchestra (String Training Orchestra), Band, Musical

Grade 3-5: All Town Chorus

Grade 6:  Chorus; Orchestra (String Training Orchestra), Band, Musical

Grade 7/8: Chorus, Select Chorus, Orchestra (Middle School String Orchestra), Band, Jazz Band, and

Music: Grades 9-12

Music History

·        Study the development of Western music from medieval period to the present day including Baroque, Classical, Romantic, 20^th Century, and rock/contemporary popular music

Music Theory

·        Study the building blocks of music: the elements of melody, rhythm, and harmony; read and write music; and recognize compositional techniques, both visually and aurally

Vocal Techniques

·        Open to experienced singers who want to develop their voices as well as inexperienced singers who just want to see what it’s like

Guitar Technique

·        Study of a wide range of musical styles and techniques: classical, folk, rock, jazz, and blues; emphasis on composition, improvisation, theory and reading; use of student practice journals

Song Writing

·        Write own songs and perform for one another in class and offer feedback. Final includes performing in public venue

Treble Choir

·        A variety of musical styles from classical to popular will be rehearsed and performed; performances at school concerts and community events; open to grade 9 & 10 students (11 & 12 with written permission from instructor

Mixed Choir

·        A variety of musical styles from classical to popular will be rehearsed and performed; performances at school concerts and community events; open to grade 11 & 12 students (9 & 10 with written permission from instructor

Chamber Choir

·        Students in Chamber Choir will sing in one of two select a cappella groups: Luminescence or the Jewel Tones.  Meets after school for three hours per week and requires significant time commitment including evening and weekend performance   

Concert/Marching Band

·        Open to all interested continuing instrumental students; performance of a variety of musical styles from classical to popular; required attendance at rehearsals, football shows, parades, and concerts

Stage Band

·        After school group of capable students interested in performing in big band, rock and “pop” media; must already be participating in Concert/Marching Band

Orchestra

·        Open to all interested continuing instrumental students who demonstrate appropriate technical ability; emphasis is on the highest quality of performance; development of ensemble technique; and repertoire from a variety of periods and styles

Performance Opportunities at Marblehead High School:

Musical, Drama, Student Directed Play, Drama Festival, Shakespeare competition, Luminescence and Jewel Tones (a cappella groups), Orchestra, Band, Jazz Band, Junior and Senior Districts; All-State; All-Eastern, National Festivals; performances with other school districts; master classes with visiting musicians; travel to Festivals in/outside the state and aboard.