MONTROSE SCHOOL SUMMER PROGRAM 2017 JULY 31st – AUGUST 18th

AGES 2- 3 YEARS OLD

Now that we have learned all the basic motor and sensory skills we will need throughout the rest of our lives, our job is now to refine those skills,

rather than learning many new skills. Our energy is now going to be centered on our social, language, cognitive and emotional development. We are on our last leg of the pre-primary getting ready for our launch to

the primary zone. Since we are striving to be independent, we may become frustrated when we cannot do what we want to do

“BY OURSELVES”. SO BRING IT ON!

SUMMER ADVENTURE 2017 AT MONTROSE SCHOOL AGES 2-3 YEARS OLD

SCIENCE AND NATURE WEEK 1 (7/31-8/4) Learning Objectives

-Learn about the natural environment in which we live

-Experiment with materials using our senses

-Learn how to solve scientific problems and ask questions such as what happens and why

-Appreciate the natural materials that are around us (flowers, plants, grass, summer insects and birds)

Our vocabulary enrichment package is going to include:

Care, collect, pets, explore, fish, guinea pig, nature, questions, scientist, texture, bird feeder and rocks

ALLOW INDIVIDUAL EXPRESSION OF INTERESTS, ABILITIES AND KNOWLEDGE CAN BE USED TO EXPRESS AND INITIATE AESTHETIC AND PHYSICAL RESPONSES.

VISUAL ARTS WEEK 1 (7/31-8/4)

Make paintings, drawings and play dough forms into shapes, giving them names, such as “I made a snowman.”

Draw simple pictures to represent something

MUSIC WEEK 1 (7/31-8/4)

Learn words to simple songs

Participate in group singing activities for short periods of time

Play simple instruments, such as drums or bells with increasing coordination

CREATIVE THINKING AND EXPRESSION

DRAMATIC AND PERFORMANCE PLAY DRAMATIC AND PERFORMANCE PLAY IS A WAY TO ACT OUT REALITY AND FANTASY AND TO SOLVE PROBLEMS

WEEK 1(7/31-8/4) Use toys to act out scenes, such checking a heart rate with a block as a stethoscope.

Act out experiences that are new or unknown like going to the dentist

Pretend to be another person or animal

PAGE 1

PRODUCTION AND PERFORMANCE MUSIC CAN BE USED TO EXPRESS AND INITIATE AESTHETIC AND PHYSICAL RESPONSES.

WEEK 1 (7/31-8/4) Participate in teacher-guided music and movement activities.

Sing familiar songs, charts, and finger play.

IT MUST BE THE GROCERY STORE WEEK 2(Aug 7th -11th)

Learning Objectives

Please check your mail about our grocery store.

For our vocabulary, we are going to be saying and “reading” words such as: bill, buy, canned food, cereal, fruit, grocery cart, grocery store, manager, milk,

money, stock, vegetables, receipt and juice.

VISUAL ARTS WEEK 2 ((8/7-8/11)

Punch, pat, roll, squish and flatten dough using hands or tools

More frequent use of art tools such as plastic safety scissors, sidewalk chalk, stampers, rubbing plates, markers.

Explain painting, drawing and sculpture to others

MUSIC WEEK 2 (8/7-8/11)

Move to music with more awareness of the rhythm coordination

Use instruments more purposefully to produce specific rhythms and music sounds

PAGE 2

CREATIVE THINKING AND EXPRESSION DRAMATIC AND PERFORMANCE PLAY

DRAMATIC AND PERFORMANCE PLAY IS A WAY TO ACT OUT REALITY AND FANTASY AND TO SOLVE PROBLEMS

WEEK 2 (8/7-8/11)

• Act out stories with help of the adult

• Imitate familiar phrase or ideas from stories

PRODUCTION AND PERFORMANCE MUSIC CAN BE USED TO EXPRESS AND INITIATE AESTHETIC AND PHYSICAL RESPONSES.

WEEK 2 (8/7-8/11)

• Send a message using a drum beat

• Talk about music and movement experiences

• Initiate movement and music activities

TO THE GARDEN WE GO

WEEK 3 (8/14-8/18)

Learning Objectives

• Our learning goals include:

• -Growing and observing plants

• -Caring for plants

• -Learn gardening related vocabulary

• -Get physically fit for digging, pushing, pulling, watering and weeding

• Our gardening vocabulary is going to grow by adding:

• Dig, dirt, soil, fill, flower pots, flowers, growing, light, observe, planting, potting soil, sprout, water, feed,

• vegetables and salad . Flyers will be delivered regarding gardening

PAGE 3

ALLOW INDIVIDUAL EXPRESSION OF INTERESTS, ABILITIES AND KNOWLEDGE

CAN BE USED TO EXPRESS AND INITIATE AESTHETIC AND PHYSICAL RESPONSES.

VISUAL ARTS WEEK 3 (8/14-8/18)

Make personal connections to art.

Point to and name item in pictures.

MUSIC WEEK 3 (8/14-8/18)

Make personal connections to art.

Point to and name items in pictures.

CREATIVE THINKING AND EXPRESSION

DRAMATIC AND PERFORMANCE PLAY DRAMATIC AND PERFORMANCE PLAY IS A WAY TO ACT OUT REALITY AND FANTASY AND TO SOLVE PROBLEMS

WEEK 3 (8/14-8/18) Provide materials to encourage dramatic play both indoors and outdoors.

Provide toys that represent real objects in a child’s life in all areas of the classroom.

Imitate familiar phrase or ideas from stories

PRODUCTION AND PERFORMANCE MUSIC CAN BE USED TO EXPRESS AND INITIATE AESTHETIC AND PHYSICAL RESPONSES.

WEEK 3 (8/14-8/18) Explore rhythm instruments from different cultures

Use dance steps and styles to respond to music

PAGE 4

SUMMER SENSATION 2017 AT MONTROSE SCHOOL AGES 4-5 YEARS OLD

STEAM Summer Camp is an exciting and hands-on learning opportunity with a special emphasis on the STEAM curriculum areas (Science, Technology, Engineering, Art, and Mathematics). Montrose embraces an educational model that integrates the arts into STEM: STEAM. STEAM design classes incorporate problem-solving, creativity, collaboration, presentation, prototyping, and response to critique. Here at Montrose, in summer camps and the school classroom, we are celebrating the STEM to STEAM initiative!

This year we are placing emphasis on three important

areas of the children’s learning, growth and development. These areas are going to be met through activities and projects that are going to

involve summer program participants in healthy living and physical fitness (via sports, play and active recreation for kids SPARK)

International summer festivals

PAGE 1

INTERNATIONAL CHILDREN’S SUMMER FESTIVALS

Via the International Children’s Summer Festivals, children, parents and teachers will enjoy the rich array of sights, sounds, tastes and games of

various countries that will captivate the senses of participants countries included

in the program. The program will include, but will not be limited to: the Caribbean Islands, Brazil, Colombia, China,

Japan, Ghana, Greece, India, Israel, Morocco, Mexico, Korea, France, England, Philippines, Russia,

South Africa, USA and the Native Americans.

WEEK 1 (7/31-8/4) Exploring geography in the Caribbean’s Brazil and Colombia

Exploring art in China and Japan

WEEK 2 (8/7-8/11) Exploring food in England and the Philippines

Exploring transportation in Russia and South Africa

WEEK 3 (8/14-8/18) Exploring clothing in Morocco and Mexico

Exploring games in India and Israel

PAGE 2

The SPARK program is going to focus on the development of motor movement knowledge,

Physical activity engagement, promoting healthy lifestyles and the development of social and personal skills.

WEEK 1 (7/31-8/4) Rowdy Ropes: wrangling, rope shapes, silly snakes, rope activities

Fancy Feet: feet taskaroo, feet follies, toe touches, ball switcheroo

Hold IT! Catch IT! ball exploration, ball games, go doggie go

WEEK 2 (8/7-8/11) Dances: the freeze, body rock, kid star, body talk, colors in motion, magic scarfs

Movement Basics: leap, skip, side slide, hop, gallop, jump, run, walk

Hoop Hoopla: hoop exploration, hoop challenges, angel halos, autopia, musical hoops

WEEK 3 (8/14-8/18) Perpetual Parachute- shakes it, parachute wheel, ocean waves, popcorn, color jump

Kiddie Stunts- fitness fun, animal walks, musical motor time, fitness fun

PAGE 3

Through the STEAM program, children will be involved in science projects in the areas of earth science,

life science, physical science and technology/engineering science. The projects, concepts and experiments

in this program are aligned with the National Science Standards.

WEEK 1 (7/31-8/4) Technology/ Engineering- Identify tools and simple machines used for a specific purpose (e.g. ramp, wheel, pulley

and lever)

Physical Science- Wheels: Recognize that wheel affect speed and motion and make moving easier.

WEEK 2 (8/7-8/11)

Technology/ Engineering- Sounds All Around: Types and how sounds are made

Life Science- Parts of Plants: Recognize that a plant is an organism that needs air, water, light and soil to live.

Technology/Engineering- Characteristics of Natural Materials (e.g. wood, cotton, fur and human made ones such as plastic, etc.)

WEEK 3 (8/14-8/18)

Technology/ Engineering- Uses for natural materials (e.g. wood, wool, etc.)

Life Science- Up, Above and Down Under: Learn birds and marine science (i.e. water animals)

PAGE 4

CREATIVE THINKING AND EXPRESSION ARTS

Creative thinking and expression is an important component of children’s early learning experiences. Children

who are given opportunities to develop their imagination and creativity through a variety of media are learning

to express their individuality in interests, abilities and knowledge. When they view others’ work, children are also

learning to appreciate and respect differences in culture and viewpoint. Creative expression influences children’s

growing competence as creative problem solvers and provides insight about the world around them. Teachers

support creative learning by providing concrete, process-oriented play experiences that encourage children to use

their imagination and to experiment with new ideas and materials.

PAGE 5

CREATIVE THINKING AND EXPRESSION COMMUNICATION THROUGH THE ARTS VISUAL ARTS

ALLOW INDIVIDUAL EXPRESSION OF INTERESTS, ABILITIES AND KNOWLEDGE

WEEK 1 (7/31-8/4) Make paintings, drawings and play dough forms into shapes, giving them names, such as “I made a snowman.”

Draw simple pictures to represent something

WEEK 2 (8/7-8/11) Use materials in non-traditional ways to create new paintings, drawings and sculptures. Punch, pat, rolls squish and flatten dough using hands or tools

WEEK3(8/14-8/18) Explain painting, drawing and sculpture to others. Make personal connections to art.

PRODUCTION & PERFORMANCE

MUSIC

MUSIC CAN BE USED TO EXPRESS AND INITIATE AESTHETIC AND PHYSICAL RESPONSES.

WEEK 1 (7/31-8/4) Participate in teacher-guided music and movement activities.

WEEK 2 (8/7-8/11) Talk about music and movement Experiences

WEEK 3( 8/14-8/18) Explore rhythm instruments from different cultures

Use dance steps and styles to respond to music

PAGE 6

PRODUCTION AND PERFORMANCE CHOREOGRAPHY

Before performing choreographed dances, children need to be able to watch the dance, “record” it in their minds, practice it, and make

connections with the ideas and meanings of the dance (e.g.., celebrations, rituals, etc.).

WEEK 1(7/31-8/4) Student will invent movement, and improvise to solve movement problems.

WEEK 2 (8/7-8/11) Students will create a dance phrase with a beginning, middle, and end; be able to repeat it, with or without music.

WEEK 3 (8/14-8/18) Students will create a phrase and then vary it, making changes in space, time, and energy/force.

MOVEMENT ELEMENTS AND DANCE SKILLS DANCE

Although dance is a creative art, different forms of dance require different skills and vary in the number of rules

that apply.

While teaching rules for dance and movement, the primary focus will be on children’s joy in movement and dance.

WEEK 1 (7/31-8/4) Students will identify and demonstrate basic locomotors and non-locomotors movements.

WEEK 2 (8/7-8/11) Students will develop strength, flexibility, balance, and neuromuscular coordination.

WEEK 3(8/14-8/18) Students will demonstrate the ability to work effectively with a group or leader

PAGE 7

INTRODUCTION TO THE

Creative thinking and expression is an important component of children’s early learning experiences. Children who are given opportunities to develop their imagination and creativity through a variety of media are learning to

express their individuality in interests, abilities and knowledge. When they view others’ work, children are also learning to appreciate and respect differences in culture and viewpoints. Creative expression influences

children’s growing competence as creative problem solvers and provides insight about the world around them. Teachers support creative learning by providing concrete, process-oriented play experiences that encourage

children to use their imagination and to experiment with new ideas and materials.

MUSIC

DANCE

THEATER (E)

VISUAL ART

MEDIA ARTS

WHY THE

Summer Olympics in London, artists were invited to send sculptures and graphic work on the theme, no medals were awarded, but the winners

received cash prizes, and their work was displayed in London during the games. Even today, the arts are important to Olympic Games. Just think

of how the arts are needed in designing the winners ‘medals venues, the logo, the torches, the cauldron, and the athletes’ outfits and closing

ceremonies; and in writing and selecting the music for the ceremonies and gymnastic competitions. The Olympic Games still place value on the

arts, shouldn’t our schools do the same?

THE ARTS

ENGAGE YOUNG BRAINS

DEVELOP COGNITIVE GROWTH

IMPROVE LONG-TERM MEMORY

PROMOTE CREATIVITY

ADVANCE SOCIAL GROWTH

INTRODUCE NOVELTY

REDUCE STRESS

MAKE TEACHING MORE INTERESTING

DEVELOP COGNITIVE GROWTH

Although the arts are often thought of as separate subjects, like chemistry or algebra, they really are a collection of skills and thought processes that

transcend all areas of human engagement. When taught well, the arts develop cognition all areas of human engagement. When taught well, the arts

develop cognitive competencies that benefit learning in every aspect of their education and prepare them for the demands of the twenty-first century.

The arts are a collection of skills and thought processes that transcend all areas of human engagement.

Research evidence shows a positive connection between this fine instruction and academic progress.

Music may also have an impact on the young brain by enhancing over all intelligence, as measured by IQ scores.

THE ARTS IMPROVE LONG-TERM MEMORY

Integrating the arts into other content area, such as STEM, has been shown in numerous studies to improve long-term retention of content.

THE ARTS ADVANCE SOCIAL GROWTH

We live in an age of technology that has the classroom and the nature of instruction. With iPads, laptops, and smartphones, we can be in instantaneous and

constant with each other. Students walk around tapping their text messages, scrolling on their touch screens, and wearing earphones from morning to night.

THE ARTS REDUCE STRESS

Creating an artistic product can be a pleasurable experience that stimulates the brain’s

reward system and sends a rush of a chemical called dopamine across neurons. The dopamine torrent

gives us a feeling

of euphoria and lowers our stress

Indeed, the arts can enlighten STEM in many ways. Robert Root-Bernstein (1997) offered some vivid example:

The elegant shape of Buckminster Fuller’s geodesic domes can describe soccer balls and architectural buildings, as well as the structure of viruses and some recently discovered complex and enormous molecules.

NASA employs artists to design visual displays that present satellite data as accurate, yet understandable it nonscientists.

A biochemist looks at the fiber folds in her weaving cloth and recognizes another way of explaining protein folding.

Computer engineers code messages to frequencies of a specific song to prevent interception or blocking of the message, unless the decoder knows the song.

Genetic researchers convert complex data into musical notation to facilitate analysis of the data, as, for example, decoding sequence.

Of course, the two people who probably personify STEAM are the Renaissance figures Leonardo da

Vinci and Michelangelo Buonarroti. Although these fierce competitors were known more as painters and sculptors, they were also renowned as inventors, engineers, and scientists. For example, da Vinci conceptualized the

helicopter and battle tank and made important discoveries in anatomy, hydrodynamics, and optics. Michelangelo also worked as an architect and engineer, designing the large dome of St. Peter’s Basilica in Rome. These men saw no boundaries between the arts and sciences. Their work is inspiring, so let’s take a closer look at how arts

training can directly relate to goals to STEM education.

FROM STEM TO STEAM

THE ARTS

MUSIC

DANCE

THEATER (E)

VISUAL ARTS

MEDIA ARTS