5ExpressOurselves


 * 2008-2009, 2009-2010 **

Art 2009-2010: Students will explore how political, social, and economic issues have influenced the way people express themselves through the arts. They will look at a variety of art prints from around the world, from an array of time periods. They will evaluate each piece first, having no background knowledge of the artwork. They will then be given historical information that is connected to the time period in which the work was made. They will be asked to re-evaluate the work given the new knowledge, thinking about how their perspective of the work might have changed. Students will explore the question, "How do the artistic expressions of a time period connect to historical events?" Students will then choose an artwork to "re-enact" and create their own props out of found objects. They will work cooperatively together in groups and will be asked to use their communication skills to present their re-enactment to the class. In addition, s tudents will study the art styles and movements that occured during the 20th century all around the world. They will examine how style and fashion have been portrayed in the arts. (For example, comparing and contrasting George Seurat's "Sunday Afternoon on the Island of La Grande Jatte" to William H. Johnson's "Jitterbugs.") Students look at art that exposes social injustices, like Dorothea Lange's "Migrant Mother, " and explore examples of art that have arisen out of political conflict, such as James Karales' "Selma-to-Montgomery March for Voting Rights in 1965." Students will also explore the question, "Why do people who lived in the same time period express themselves differently?"

Students will look at the plethora of art styles and movements that occured during the 20th century all around the world. They will examine how style and fashion have been portrayed in the arts. (For example, comparing and contrasting George Seurat's "Sunday Afternoon on the Island of La Grande Jatte" to William H. Johnson's "Jitterbugs.") Students look at art that exposes social injustices, like Dorothea Lange's "Migrant Mother, " and explore examples of art that have arisen out of political conflict, such as James Karales' "Selma-to-Montgomery March for Voting Rights in 1965." Students will explore the questions, "How do the artistic expressions of a time period connect to historical events?" and also, "Why do people who lived in the same time period express themselves differently?"

Music In music class we will study how Lyrics are the poetry of songwriting; A song can tell a story or express emotions. Musically, the emotional qualities are expressed in melody, rhythm, and through the use of different instruments. These qualities can also be expressed through Dance and movement. For each song that is written, a pattern is established for how the lyrics fit into the music rhythmically and melodically. We sing many songs that tell stories. Many folk songs tell stories and have been passed down through the generations. Songs express a whole range of feelings through their lyrics. The style of the music reflects the culture in which it was created, and the styles of the time period. Lyrical content reflects the language of the times and culture. Political and social issues also influence the writing of songs which can serve as anthems for a group of people; giving a musical voice to a particular time and place. 2010 How do political, social and economical issues influence composers and songwriters? All these elements shape the culture and are reflected in the styles and fashions of a particular time and place. Musical styles and lyrical content relate to styles and fashions of the time and place where they are created. Music styles and song lyrics can influence cultures. Examples: Bach, Mozart, Glen Miller, Chuck Berry, Bob Dylan, Bruce Springsteen, U2, Daughtry

PE The students will demonstrate the attitudes while participating in sports and games. The students will be acknowledged for defining the attitudes. 2009-2010 -The students' PYP transdisciplinary skills are reinforced in P.E.Specifically, self-management skills, gross motor skills, fine-motor skills, spatial awareness, safety, and a healthy lifestyle.The students have opportunities to manage selves when we are focusing on a skill and the need to demonstrate good listening is necessary. The students will develop gross-motor skills as they participate in sports such as volleyball, basketball,soccer, football,and hockey. The students will develop fine-motor skills through grasping, throwing, and balancing bean bags, climbling ropes.using the giant parachute,shooting basketballs,throwing footballs, and using bowling balls.The students will develop spatial awareness through participating in the game of four-square, playing basketball,football,and hockey. The students will have many opportunities to understand the importance of safety as they participate in games and sports such as "cops and robbers" in which they use scooterboads.

Spanish - The Alhambra in Granada, Spain, was one of the 21 finalists for the new 7 wonders of the world. The art and architecture of its many palaces, gardens, and halls reflect the different cultures who have had an influence there over the last 12 centuries. We will look at many pictures of the Alhambra and talk about some of these influences.

Library