Grades K - 3
Harbor School's Kindergarten through 3rd Grade is lovingly referred to as Carpe Diem. Once a separate primary school, Harbor School and Carpe Diem merged in 2015. Students in K-3 are taught in the Carpe Diem classrooms located just a mile south of our main campus.
Students have art class every week at Carpe Diem Primary. In art, we work to create an environment where students feel safe to express themselves and take creative risks. Kids should feel there is no “wrong” way to do art; at the same time, there are very real skills, concepts and techniques to learn. Lessons are structured to give less confident students some scaffolding, and yet provide enough freedom for students to express their own ideas. Students explore painting with watercolor, tempera, acrylic and ink, printmaking, mixed media, sculpture as well as fiber and crafts. Students will have some exposure to art history and the work of various famous artists, as well as the traditional art of different cultures. Often there will be art projects to complement and enrich the theme studies. Lessons address one or more of the elements of art (line, shape, color, form, space, value and texture), and the principles of art (balance, variety, rhythm, movement, unity, emphasis and proportion). During special Crafternoon events and at choice times students have the opportunity to practice a variety of hand working skills including knitting, weaving, sewing, felting, and beading while working with a variety of natural and high quality materials.
There are five themes each year and each theme lasts for approximately six weeks. In theme, students explore the wonders of the world and its many cultures, people, scientific marvels, and living things. Theme provides a creative and engaging learning experience that connects various disciplines and incorporates multiple intelligences. Through our studies, students broaden their understanding of the world and of their role as citizens and caretakers. The themes for 2016-17 are: Insects, NW Coast Native Americans, Human Body, Rocks and Minerals, and Pacific NW Flora and Fauna.
In music class, students develop a large repertoire of songs that we sing on a regular basis. In addition, students learn music theory, sing in rounds, line dance, and play musical games. Overall, objectives of the music curriculum are to create confident singers, to teach a variety of manners in which to interact with music, to teach a variety of musical styles, and to instill a genuine love of music.
Students participate in several performances throughout the school year in which they showcase songs that they have learned. In our first performance, Poet’s Afternoon, students also gain confidence as public speakers by memorizing and reciting a poem before an audience. Students continue to develop this confidence during our Winter Celebration performance in which each child shares a particular skill or talent. We honor our 3rd grade students during our June graduation performance.
Spanish in grades K – 3 introduces early language learners to naming the world around them and communicating simple but, high frequency messages of daily life. We use Comprehensible Input Methods to teach language in context, using research-based, multiple modalities, reaching various learning styles, to make important connections and lasting memories in a student driven environment. Spanish is taught three times per week.
Grades 4 & 5
Harbor School's Upper Elementary program consists of a multi-age classroom with our 4th & 5th grade students.
In our arts curriculum, students learn to improve their ability to observe and record the world around them. They learn to stretch their imaginations and trust that their eye and hand can work in concert to express their creativity. Upper Elementary art provides the projects necessary to improve fine motor skills, attention to detail, and commitment to expressing one’s perspective on the world around them. Students are given creative and technical assignments in class, and given a deadline for completion. Subject matter is often up to the student to decide, which helps to sustain interest throughout the many attempts that are often required on a single project. The students learn to work on drafts, keeping what works, and restating what needs to be improved. Students are encouraged to “free draw/paint,” which is often a visual response to something that has interested them that day. This connection from experience to visual communication is crucial to keep a student motivated and confident in their work. ART also includes interactions between students and working artists, musicians, craftspeople, and performers to broaden the students’ awareness of the arts in our wider, culturally diverse, multi-lingual world. We start by looking at art in the Pacific Northwest, with an emphasis on non-western cultures. By understanding how parallel cultures’ aesthetics exist simultaneously, students can start to decode the rich visual information around them.
Upper Elementary students integrate themes to further enhance the curriculum. Examples of recurring themes include: Simple Machines, Inventors & Inventions, Bridges, the American Civil War, just to name a few.
In Upper Elementary Spanish, students focus on building skills to send and receive basic messages. We will employ, primarily, the interpersonal communication mode. An important part of this process involves remaining in the target language. As we move forward, this goal will become an everyday expectation. Focus on vocabulary and grammar structures are key.
Grades 6, 7 & 8
Students receive art instruction three times per week. Goals of the middle school art curriculum include: Understanding and applying the concepts and vocabulary of visual arts; applying, analyzing, and creating through elements of art--shape, form, value, texture, space, and color when producing a work of art; development of the principles of design--repetition/pattern, contrast, variety, balance, movement, proportion, emphasis, and harmony in a work of art; the creation of original works of art in two and three dimensions; creating art using visual arts genres and styles of various artists, cultures, places, and times; understanding the conventions and responsibilities of the audience when critiquing art; applying the creative process to visual arts (plans and prepares, implements, revises, refines, presents and reflects); using visual arts to express feelings and present ideas or to communicate a specific purpose; developing one’s personal artistic aesthetic; analyzing the connections between the arts and other subject areas; and understanding how arts knowledge and skills are used in the world of work, including careers in the arts.
In Middle School each core subject integrates themes throughout the course of each school year.
In Middle School Spanish, students focus on building skills to send and receive basic messages. We employ, primarily, the interpersonal communication mode. An important part of this process involves remaining in the target language. As students move through the grades, this goal becomes an everyday expectation.