Nevada City School of the Arts

Philosophy

Student Art

Vision Statement

The Arts - Music, Dance, Theater, and the Visual Arts - are crucial to the complete education of a child. Their practice, understanding and appreciation are essential to human experience and learning itself. Research shows that the Arts in education promote brain growth and increased success in all academic areas. The Arts, however, are more than a means to an academic end. They point a way to live a balanced and reasonable life and engender a commitment to excellence. The Arts are not simply a means; they are an end into themselves. The Arts make us human and whole.

A beginning to such an artistic approach to education is to see the Arts in all things. By initiating and infusing our study of things with the Arts we come to use the Arts as a lens for understanding the world. Such a 'way' of approaching things offers deeper paths into the meaning and complexity of our world. In the Language Arts we find connections between the visual, the musical and the linguistic. In Mathematics we see more clearly the patterns and harmonics of form and number. In Science we find a kinship between the artistic and the scientific process. In History, we see the human drama in dense brushstrokes of image and sound, song and story, bringing it to life. Seeing ourselves and the world through the Arts allows us to be touched by the beauty and the power and wonder of all things.

Beyond the understanding and appreciation of art is its practice. To practice art means to nurture the space and focus in us that allow the Arts to emerge. Awareness, enthusiasm, discipline and a commitment to furthering our art are all essential qualities we prize. And in a world that emphasizes passivity, the Arts cultivate an active sense of living. Imagine and create much, use your hands, feel your bodies, read much, watch TV little, have hobbies and passions. In this manner, we seek to inspire a passion for learning, a discipline and commitment supported by reflection, self-assessment, critical and creative thinking. These habits of heart and mind unfold in a developmental arc, from the concrete toward the abstract, the simple to the complex. Attention to the appropriateness of activity and media, content and form, helps nurture a deeply imaginative practice of the Arts that seeks its own truth.

To practice the Arts also means to connect with the subject of our art; to be in our bodies and open to our spirit, to be inspired and connected with nature and to draw on the repository of tradition that is imbedded in global culture. In all that there is growing awareness of inter-connection. We become conscious of our feelings and emotions, our dreams and aspirations. We consider the impact and relationship between things. We honor this awareness of inter-connection by considering the attitudes we hold, the way we treat others, the things we buy, the food we eat, and the activities in which we engage. We examine the ecological and the social impact of what we do, seeing the worth of all creatures and all people.

If we are interconnected, then we are already collaborators. This is basic to the experience of the artistic process - to be in relationship, to work with others, to communicate with an audience. In the same spirit, we promote a collaborative spirit among students and teachers, parents, and staff. Parents, students, teachers and staff all share the responsibility of governing the school. Volunteers make the rich opportunities of the school possible, in countless activities ranging from classroom and office help to fundraising. As collaborators, we think the best of each other, resolving conflict in ways that are open and compassionate, healing and conciliatory. This extends from the playground to the council meeting, with all members seeking to model action that serves the good of all.

This collaborative, community-mindedness leads directly to citizenship and service. The Arts are expression but also discourse. Part of what a School of the Arts can offer to the community is the solace and insight that the Arts bring. We see our role as facilitators of the Arts in the community, enriching it with dance and theater, exhibitions and performances, collaborating with other artists, promoting and assisting the vision of arts-based education with other educational entities. And if the Arts can awaken compassion for others, then a fundamental expression of our artistic purpose should be to seek ways to help in the most basic of manners. Food for the hungry, clean rivers for the fish, visits to the elderly, the planting of trees, and the donating of money to good causes all have their place in this spirit of service. For if we understand how the world has given to us, we then naturally wish to return those gifts.

In the end we seek not so much to create artists, as to nurture an artistic attitude and practice. A life immersed in the Arts leads naturally to the successful practice of the art of living. To go into the world with tools of heart and mind able to meet any challenge, with vision and understanding sufficient to see deeply into things, with creativity, resourcefulness, honesty, courage and compassion enough for the many uncertainties of life - this is what we seek for our children, our community and our world.

Philosophy of Learning and Teaching

Our program is interdisciplinary at its core, exploring the ground where science, history, literature, and art meet. The arts distinguish education at NCSA. Discipline-Based Art Education provides a rigorous academic curriculum in which students have the opportunity to create art, understand its cultural and historical context, and respond to and make critical judgments about art. In this setting two tenets are important: art is a lens through which we see the world; and the production of art has inherent value. The School of the Arts is not an " Art School" in the sense that it does not solely produce or attract "artists." There are many students here who do not identify themselves as "artists" or even as "artistic," but who are nonetheless expressing themselves through the arts, and who are comprehending their academic studies through artistic expression, be it story, dance, painting, fiber arts, martial arts, musical composition, or video production.

Curriculum planning, instruction, and assessment at NCSA are guided by two models: Dimensions of Learning and Discipline-Based Art Education. Dimensions of Learning is a model of classroom instruction based on over 30 years of research in the learning process. In this model, learning involves the interaction of five dimensions of thinking.

The dimensions are:

Classroom instruction promotes and develops these dimensions so that students become constructive learners with enhanced capacity to take responsibility for their own learning and assess their own growth. Instruction focuses on large, interdisciplinary curricular themes including explicit teaching of higher-level thinking, perceptions, and mental habits that facilitate learning. The ultimate goal is for students to become independent learners who have developed the ability to continue to learn throughout their lives.

We strive to develop a sense of independence, responsibility, respect, and stewardship in each student. As the students grow, their sense of self is expanded in the context of the school community and an ever-widening understanding of the communities to which they belong.

The Arts

Participation and performance are valued at NCSA. Students' work is displayed continuously in the school and in public venues. Exhibits are hung in local businesses and public buildings; A Visual Arts Exhibition showcases music and two and three-dimensional art. Performance Nights are staged in the winter and spring, showcasing the diverse talents in martial arts, drama, music, vocal and instrumental, and dance. Art holds a specific place in the curriculum and is used throughout the disciplines. This is what defines Discipline-Based Art Education(DBAE).

All students in grades K-8 receive music instruction weekly from the Musician in Residence; visual arts instruction from the Artist in Residence and movement classes, including dance, outdoor sports , and games and activities from the Movement Specialists. Class Teachers use drama and theater arts to support and enhance the curriculum. Middle school students work with a Drama Specialist during the year to stage a class production. Arts instruction is an integral and significant component of NCSA's mission and philosophy.

Main Lesson Art

Main Lesson Art is integrated with the academic curriculum for each grade level. These art lessons support, enhance and bring greater depth to the students' studies through tactile hands on experiences and in depth studies of art as it relates to the area of study. Students work in a variety of two and three dimensional media. Another component of Main Lesson Art is the Main Lesson Book. Each student begins the year with a blank book and make entries as directed by the artist in residence. Each drawing illustrates a central idea or concept relating to the students' academic study. Students draw, paint, and often incorporate writing into their Main Lesson Book entries. Grades K through 8 receive two classes per week of Main Lesson Art.

Studio Art Electives

Studio Arts replace Foundation Arts for middle school students. These classes provide an opportunity for students to explore an area of the arts in greater depth. Students choose two electives per semester. These classes meet once or twice during the week and include dance, drama, martial arts and music in addition to a variety of visual arts. Student works of art, both visual and performing are showcased in the annual Visual Arts Exhibition or the biannual Performing Arts Presentation.

Discipline Based Arts Curriculum

The arts program is designed to deliver a comprehensive curriculum incorporating work in four disciplines: art production, art history, art criticism, and aesthetics. Focusing on these four areas contributes to the understanding and appreciation of art, artists, the artistic process, and the roles and functions of art in different cultures. Students become deeply involved in the creative process as they develop their own artistic skills. In addition, they inquire into the historical and cultural contexts of art objects, interpret and evaluate works of art for the purpose of increasing understanding of art and its role in society, and investigate the meaning and value of art from an aesthetic point of view. Our artists-in-residence and many of our art specialists and main lesson teachers are trained in this approach, known as discipline-based arts education (DBAE).

Students from kindergarten through eighth grade receive instruction from our specialists in music, movement, and visual arts. The music curriculum is designed to teach concepts and techniques, while supporting and relating to themes in main lesson studies at each grade level. Movement classes in the younger grades focus on creative movement, often incorporating stories and music, while classes for the older students emphasize outdoor games, sports, and fitness. The approach here is to incorporate individual skill levels within team activities, while working on cooperative social skills. At all grade levels, main lesson art studies are esigned in collaboration between the artists-in-residence and the main lesson teacher. These discipline-based art lessons integrate art studies into the academic curriculum. Foundation art classes from kindergarten through fifth grade provide a study of art as a separate discipline. These classes introduce art concepts, mediums, terms and movements in art history, in a sequential, developmentally appropriate curriculum. Upper grade students continue their foundation art curriculum through studio arts elective classes. Students in grades six through eight have the opportunity to choose two classes each semester from a variety of offerings in dance, music, drama, and visual arts. Some classes that have been offered in the past include:

Music

NCSA Students are given direct instruction in music 2-3 times a week, depending on the grade. This year we have hired a new instructor, Ms. Heather Grove, and will be working diligently to re-create and re-define our vision of how music integrates and inspires academic excellence. Please visit back soon for a complete description of our new program.

Science

Science studies are incorporated into every discipline and address four thinking skills: observation, comparison, organization, and relation. Students are encouraged to develop their own strategies of thinking, in addition to working from specific models. The science program also includes environmental studies, making use of our ecologically diverse site for observation and direct fieldwork. By the end of 8th grade, students will demonstrate an ability to use the scientific method to investigate a scientific question. They will critically evaluate data based upon sound scientific processes and knowledge. Students will have grade level general knowledge in the areas of earth, physical and life science. Students will demonstrate an appreciation for environmental issues.

Mathematics

Math instruction follows the standards of the National Council of Teachers of Mathematics. These standards provide a guide to developing an understanding of arithmetic, mathematical concepts, and problem solving strategies. Beginning at the end of 5th grade, and again at the end of each subsequent year, students are assessed for placement in the appropriate math class, including pre-algebra, and high school level algebra or geometry. By the end of 8th grade, students will be able to reason logically and understand mathematical concepts in the abstract and in the real world. Students will apply mathematical skills to problem solving in the areas of number sense, algebra and functions, measurement and geometry, statistics, data analysis and probability.

Language Arts

Language Arts are integrated into all areas of curriculum. Students learn to present ideas orally and in writing in math, science, social studies, learning that language is a vital means for communicating ideas, information values, and experiences. Good literature is also at the core of the language arts curriculum and often has a direct connection to other areas of study, particularly social studies. By the end of 8th grade, students will be able to comprehend and analyze diverse literature from each genre including fiction, poetry and drama, and will demonstrate proficiency in personal, narrative and expository writing.