|
Written by Webmaster
|
|
The intent of the National Standards for Arts Education along with the standard courses of study in dance, music, theater arts, and visual arts is that a comprehensive understanding of one or more of the arts be accomplished by each student throughout the K-12 program. Arts education benefits both student and society. Involving the "whole child" in the arts gradually teaches many types of literacy while developing intuition, sensitivity, reasoning, imagination, and dexterity. Arts education helps students perceive and think in new ways. The arts also help provide and extend meaning (NCSCS, 2000). Learning in the arts nurtures active engagement, disciplined and sustained attention, persistence, and risk-taking. Arts education also increases attendance and educational aspirations. (Critical Links, 2002). |
|
|
Written by Webmaster
|
|
In grades 6-8, students own art making becomes infused with a variety of images and approaches. They are very aware of popular culture and may want to incorporate elements from this culture into their art.
Students learn to accept that other's preferences may differ from their own but begin to appreciate multiple artistic solutions and interpretations. Questions asked in response to artwork become more refined and probing. Study of historical and cultural context gives students insight into the role of visual arts as a record of human achievement. As they consider artworks in historical perspective, students begin to gain a clearer understanding of what they themselves value.
The sixth grade level emphasizes exploration and discovery of visual arts. Students begin to form a foundation of learning about visual arts and continue to increase appreciation of visual arts. At the seventh grade level students continue to develop and explore through creative experiences. Their foundation of understanding and appreciation become stronger and continues to build. With the transition to eighth grade, the emphasis becomes more introspective as students move to develop their own level of competence and personal style.
In visual arts, the goals for this grade span are related and parallel. The goals, content, instruction, students outcomes and evaluation methods should increase in sophistication and complexity at each ensuing grade
|
|
Last Updated on Wednesday, 27 October 2010 18:19 |
|
Written by Webmaster
|
|
The middle grades program is designed to act as a bridge between the elementary and high school music programs. Teachers guide students through developmentally appropriate experiences in music which help to build necessary skills for success in both music and other facets of life. Singing experiences are adjusted appropriately to accommodate the changing voice. Students work more frequently within a group of peers, demonstrating skills of cooperation, and learning to compromise and be team players.
Students will have many opportunities to experience music at the middle school level. They may choose to participate in general, choral, and/or instrumental music courses. Because the curriculum is described in a grade-by-grade format, it will be necessary for the teacher to differentiate objectives appropriately according to the nature of the course and the instructional levels of students. Although more emphasis may be placed on particular objectives according to the content of a course, a comprehensive music education incorporating objectives from all of the competency goals continues through the middle school level to perpetuate the musical growth of every child.
|
|
|
Captain Dixie’s Spud and Suds Band |
 |
 |
 |
|
Written by Webmaster
|
|
Captain Dixie’s Spud and Suds Band began in 2007 when East Cary was re-opened as a Middle School. The staff asked, “What can we do at East Cary Middle School that’s musically different and can bring positive recognition to our school?” The answer was Steele drums and the group was formed under the direction of Mike Hopkins.
The name came from the first concert. A script was put together explaining how Captain Dixie’s Café and Laundromat had concerts every Thursday night in the Laundromat Ballroom where the special for the evening was a dry and a fry for $3.99. “So come on down to Captain Dixies located at #6 Eight Street, Five Rivers, Arouca, Trinidad West Indies” (this is the address of Unique Pan Supply - the builder of the pans used at ECMS). When Principal Dixie Frazier retired the band adapted their name in honor of her support throughout her tenure at the school.
The students are chosen for the group based on the work ethic they show every day in class. While music knowledge is helpful, it is not required. Each student finds the time to learn their parts on their own. Practice is held after school and on some weekends.
The band quickly began receiving great honors and recognition throughout Wake County. 2011 marks the third year in a row the band was chosen to perform at Wake Education Partnership’s Pieces of Gold Concert. In 2010 Captian Dixie’s received great praise when they performed with Appalachian State University’s steele drum band. This middle school group has entertained at Town of Cary Festivals, and International Celebrations throughout Wake County.
|
|
Written by Webmaster
|
|
Group Emphasis
Throughout grades 6-8, students begin to develop theatre literacy. In theatre, the artist creates an imagined world; it is the role of theatre to lead the audience into this visual, aural, and oral world. It is important that students learn to see the created world of theatre through the eyes of the playwright, actor, designer, and director. Through active creation of theatre, students learn to understand artistic choices and to critique dramatic works. Middle school students play a larger role in the planning and evaluation of their work. They continue to use drama as a means of confidently expressing themselves, thus developing their "personal voice." With greater emphasis on reading, writing and performing scripts, students begin to create plays based on peer issues, concerns and interest using improvisation and collaboration. Likewise, they are introduced to plays and experiences that reach beyond their communities to national, international, and historically representative themes. The content, instruction, student outcomes and methods of evaluation should increase in sophistication at each grade level.
Individual Emphasis
Growing differences in abilities and interests characterize students at this age and, for this reason, provisions should be made for individual emphasis by assigning individual special projects or placing students in various leadership roles. The emphasis is on helping students use drama more discriminatingly and productively in daily living and, as a participant or viewer, to incorporate it into their lives. Students come to perceive theatre as a means of pleasure, communication and learning. Theatre becomes a part of the students' experience of life as a whole. |
|
|
|
|
|
Departments 
