Lower School Arts

VOCAL & INSTRUMENTAL

The Lower School Music program begins in Stage I. Roeper recognizes the importance of early childhood music, and provides opportunities for guiding young children to learn about the elements of music and to discover how to make their own music.

Stage II students sing, chant rhymes, use body percussion, and play Orff instruments and percussion instruments. Through these experiences they integrate and expand their understandings of musical elements. Movement is integral to the assimilation of musical concepts, and our Stage I and II students are involved in a variety of movement activities to emphasize concepts such as beat, flow, form, and style.

Stage III students undergo many transitions. Their developmental growth is nurtured through the various offerings available. All Stage III students take music class. First-year students continue building on the foundation received in Stage II, with an emphasis on singing, movement, and instrument work. Second-year students begin learning the soprano recorder. Through this experience they learn more about instrumental ensemble technique, and they begin to develop stronger more independence as a musician. The year in class music culminates with a unit on instruments of the orchestra, with students actually producing sound on a variety of instruments. A broad array of electives is also available, including classes such as vocal ensemble, musical theater, student composers, music history, and others.

In Stage IV students are assimilating a cumulative knowledge base as they continue to add and expand on it. They have the opportunity to select and play a band instrument and to perform with a large vocal ensemble.

There are two bands in Stage IV: in year one, beginning band which includes woodwinds, brass, and percussion, and, in year two, advanced band which prepares students for middle school repertoire.

Students can choose to participate in a staged musical production that his scored for developing voices. Stage IV students also have the opportunity to study an array of subjects related to music, including student composers, musical maps, actors’ studio, and stringed folk instruments. These offerings are rotated in a way that allows our students to process music in many ways.

VISUAL ARTS

Stage I Art

Designed to introduce 3- and 4-years-olds to the world of art. Through experimentation and exploration of various media and processes, children begin to view art as a part of their natural world and as a vital means of self expression. Students are encouraged to learn by touching and manipulating art materials and begin a lifelong aesthetic awareness. Most importantly, Stage I Art encourages self discovery and the joy of the creative process in a positive, nurturing environment.

Stage II Art

Designed to meet the developmental needs of children, while teaching visual literacy and nurturing creative expression. Art elements and principles are explored through experiential art activities utilizing a vast array of materials and tools. Activities foster skill development and reflect appreciation and respect for the beautiful and unique marks created by each child.

Stage III Art

Self-expression is encouraged in our Stage III Art program as students learn a broad range of skills and techniques. The creative process is valued as we foster respect for each artist in a safe and nurturing environment. We promote a holistic approach to teaching art, bringing together disciplines and community members as we share themes and studies.

Stage IV art

Designed to encompass a wide range of visual topics and media, thereby giving the students a variety of artistic experiences. The elective structure of the classes allows students to make choices to explore specific areas of interest, encourage creative problem solving, and reinforce the cooperative interdependence of our community. Classes often include topics reflecting a multicultural and historical approach to art. Stage IV Art curriculum is also committed to actively involving students in community service based projects.

DANCE

The Roeper Dance Program incorporates the philosophy that education in the arts is for all students, regardless of their backgrounds, talents, or abilities. In designing a dance program for gifted students, emphasis is placed on exploration, inquiry, creativity, and personalization. At all levels of the program, students learn the principles of dance composition and engage in collaborative work. This focus on the creation and performance of student- choreographed dances is a cornerstone of the program.

EMPHASIS ON CREATIVE MOVEMENT

Every child in Stage I and II takes Creative Movement class, in which their natural love of running, walking, jumping, skipping, galloping, crawling, falling, and rolling is explored and celebrated. Classroom work also emphasizes cooperation, sharing, taking turns, and following verbal and visual instruction.

Dance is an elective in Stages III and IV in which students may choose Creative Movement class, Dance Performance or Dance Technique. Students with a passion for dance and movement come together in a fertile environment where they feel safe taking risks, where there is a sense of adventure and imagination, where new ideas and creative solutions are explored, and where originality is fostered. An after-school dance enrichment program is offered to disciplined and motivated Stage III and IV dancers who wish to develop their technical skills. As members of the Lower School Dance Ensemble, these students study dance technique and perform in a Spring Dance Concert at the end of the school year.