Co-curricular and Extra-curricular Activities
Co-curricular and Extra-curricular Opportunities
Choir
Dance
Basketball Team
Soccer League
All classrooms at JCDS have computers and printers, with access to the Internet via a high-bandwidth connection. Our goal is to help our children develop skills that will serve them well throughout their lives. Computers are a means to this end, and not an end in themselves. The use of computers is integrated into the curriculum, and we do not encourage a focus on desktop applications at the expense of the development of traditional skills (such as penmanship). Our students use computers to obtain research material from libraries and institutions on the World Wide Web, to compose and lay out reports, and to communicate via e-mail with children across the globe.
Homework
plays an integral role in the daily learning process. Homework both reinforces
and extends the material covered in class. It helps students to develop
basic organizational skills as well as a sense of responsibility for their
own learning. Homework provides students with the opportunity to reflect
on what they have learned each day.
What follows are general guidelines and expectations for homework at JCDS. A third section describes process issues around homework. We appreciate the support of our parents and invite ongoing feedback to strengthen our partnership as we empower our students with skills to become life-long learners.
Guidelines
- Since teachers use homework as one of the means to evaluate and monitor student progress, we ask parents to encourage their children to complete their work as independently as possible.
- We request that parents help students prioritize their after school activities to ensure that they have adequate time each day to complete homework assignments.
- Students are expected to complete homework on time according to due dates given by their teachers.
- Teachers will give clear verbal and written instructions.
- Teachers will coordinate assignments amongst themselves in order to avoid time conflicts.
- Teachers will collect, respond to and return completed homework in a timely fashion.
- Parents are requested to check student assignment books/folders regularly to help students establish a productive homework routine.
Process
- Within the first two weeks of school, students will participate in developing a detailed and age appropriate homework policy/contract based on the above expectations.
- On those occasions that circumstances prevent students from completing their homework, we ask those students and/or parents to inform teachers as soon as possible.
- Teachers will meet with students who have difficulty completing homework. Together they will examine the causes of the difficulty and try to resolve them. If necessary, parents will be invited to meet with the student and teachers in order to develop a working plan to support the student in meeting homework expectations.
Expectations by Age Group
Kindergarten
Each week the kindergartners are asked to complete a homework assignment with their parents. The assignments are written in the newsletter and are sent home in "Friday Folders". The Friday Folders and all assignments are due back in class on Monday. The homework assignments relate directly to classroom happenings and help strengthen the connection between home and school. It is the teachers’ hope that parents will enjoy taking an active role in the Kindergarten experience through the homework assignments.
A "Kid’s Page" is also sent home each week. This page is meant to be a fun review of the week’s activities for each child; Please help your child/ren complete the work. The Kid’s Page does not need to be returned to school.
Lower Elementary (Six to Eight Year Olds)
Students in the 6 - 8 year old class participate in creating a homework contract at the beginning of the year. They take home a special folder with homework assignments and other school notices three times a week, on Mondays Wednesdays and Fridays. The homework sent home on Monday is due on Wednesday, the homework sent home on Wednesday is due on Friday, and the homework sent home on Friday is due on Monday. Homework should not take more than half an hour a night, i.e., one hour between Monday and Wednesday. If a child is unable to complete an assignment, s/he should write or dictate a note explaining the problem and return it with the uncompleted work. Parents should please help children remember to return the folders on time.
Upper Elementary (Eight to Ten Year Olds)
Students in the 8 - 10 year old class are expected to complete homework assignments on a regular basis. Students are given time each day to record both short-term and long-term assignments. Short-term assignments typically need to be completed by the following day. Students will receive specific due dates for long-term assignments. In general, homework for this age group will take 30 - 45 minutes to complete. In addition to assigned work, students are encouraged to read independently for 15 - 20 minutes each night.
Lower Middle School (Ten to Twelve Year Olds)
Students in the Lower Middle School continue to receive both short-term (overnight) and long-term assignments. Greater emphasis is placed on long-term assignments, which may span several days, weeks or months. The homework structure supports the development of independence and responsibility. Planning to complete their homework assignments helps the students organize time and materials. It provides them opportunities to balance long-term and short-term work, to balance homework from a number of subjects, and to break down assignments into specific tasks. Students gain valuable skills as they record their assignments, gather necessary materials to complete the work, and recognize what help is needed from teachers or parents and ask for it in a timely way. Students are encouraged to communicate with teachers as needed about their homework, to seek clarification, assistance, extensions, etc. Lower Middle School students should expect to spend a maximum of 1-2 hours on homework each night.
Goals
- Develop creativity and self-expression through the arts.
- Experiment with new ideas, materials, and activities.
- Become familiar with different artists and their style
- Interpret and extract meaning from artistic work and experiences.
- Know basic concepts of the artistic work: message, period, composition, and world of colors.
Meeting the Artists
- Henri Matisse — kindergarten
- Vincent Van Gogh - lower elementary
- Joan Miro`, Nahum Gutman - upper elementary
- Jackson Pollock, Menashe Kadishman — lower middle school
Holidays
Throughout the year we connect the techniques and the artists that we study to the holidays.
Techniques
Printing
- Kindergarten - Using materials from nature (leaves rocks, etc.)
- Lower elementary - Using synthetic + natural materials (ropes, string, metal, sponge, etc.)
- Upper elementary - Using scratch foam
- Lower middle school - Using fabric
Working with Clay
- Kindergarten - Using clay in two dimensions — Jerusalem of Gold
- Lower elementary - Using clay in two dimensions — The Human Body (Basic shapes)
- Upper elementary - Using clay in three dimensions — Ancient Hannukiot
- Lower middle school - Sculpture of Kaddishman — environmental design
Weaving
- Kindergarten - Using paper
- Lower elementary - Using corn husks and cotton
- Upper elementary - Using prenotched chipboard looms
- Lower middle school - Using a large conventional loom
Papier Mache
- Kindergarten -Using newspapers and flour
- Lower elementary -Using newspapers and sand
- Upper elementary -Using newspapers and sawdust
- Lower middle school -Using newspapers and wire netting
Music Curriculum
Kindergarten-
Head Voice Use: We will begin by exploring different uses of our voice: grandfather voice, baby voice, lion voice, mouse voice, sheep voice. We will then find and develop our tuneful voice (head voice).
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Up and Down: Through games and songs we will learn about the voice going up and down (higher and lower)
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Loud and Soft: Through games and songs we will learn about the voice getting louder and softer.
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Fast and Slow: Through games and songs we will learn about fast and slow.
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Percussion and Rhythm Instruments: We will use a variety of percussion instruments (drums, tambourines, shakers, triangles, etc.) in a meaningful way to experience the concept of beat. We will use Orff instruments (xylophones and glockenspeils) as accompaniments to songs and for improvisation. We will use Lummi sticks to develop beat, rhythm and sequencing.
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Performances: We will prepare songs to perform for our teacher, our school friends and our community.
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Music Listening: We will listen to a selection of classical music by the great composers; we will then draw and discuss our impressions of the music. We will listen to music from cultures around the world and from different genres. We will also use music listening as a way to reinforce melodic and rhythmic patterns that we are learning.
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Songs, Rhymes, Singing Games and Dances: We will learn many songs from the American and Western European folk traditions as well as Jewish and Israeli songs. We will learn chants and rhymes, and traditional singing games and dances. All songs, games and rhymes are taught as a means to experience musical concepts, and to have fun.
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Methods: I draw upon several sources for music pedagogy, especially the Kodaly method, the Orff method and the materials of John Langstaff.
Lower Elementary
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Basic Musical Concepts
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Head Voice Use: We will differentiate between chest voice (shout voice) and head voice (tuneful voice). Development and reinforcement of head voice use through games.
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Inner Hearing: We will develop the skill of inner hearing (the ability to "hear" a song silently in one's head, and then continue out loud at a cue). *Loud and Soft, Fast and Slow, High and Low: We will use songs, games and activities to develop the recognition of these musical concepts.
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Beat: We will learn the concept of a steady beat using Heartbeat Games, marching, clapping, dancing, use of rhythm instruments and xylophones. We will also learn Lummi stick routines to develop the concept of beat.
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Rhythm: We will learn the concept of rhythm through echo clapping and stick notation. We will learn the concepts of long note, short note and rest. Students will do rhythm dictation as well as develop their own rhythms. We will play games to reinforce rhythmic patterns.
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Solfege: We will begin our study of solfege by learning the interval So-Mi (minor third) through songs and games. We will learn the Curwen Hand Signs for the solfege syllables and reinforce their use through lead/follow games.
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Percussion and Rhythm instruments: We will use a variety of percussion instruments (drums, tambourines, shakers, triangles, etc.) in a meaningful way to experience the concepts of beat and rhythm. We will use Orff instruments (xylophones and glockenspiels) as accompaniments to songs, to reinforce melodic and rhythmic concepts, and for improvisation.
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Performances: We will prepare and perform songs for our teacher, the school and our community.
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Music Listening - We will listen to a selection of classical music by the great composers; we will then draw, write and discuss our impressions of the music. We will listen to music from cultures around the world and from different genres. We will also use music listening as a way to reinforce melodic and rhythmic patterns that we are learning.
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Songs, Rhymes, Singing Games and Dances: We will learn many songs from the American and Western European folk traditions as well as Jewish and Israeli songs. We will learn chants and rhymes, and traditional singing games and dances. All songs, games and rhymes are taught as a means to experience musical concepts, and to have fun.
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Methods: I draw upon several sources for music pedagogy, especially the Kodaly method, the Orff method and the materials of John Langstaff.
Upper Elementary
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Use of Head Voice - We will discover/reinforce head voice through experimentation and imitation.
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Beat - We will learn/reinforce the concept of beat through ball bouncing, clapping, dancing, use of rhythm instruments, body canon game, rock passing game (Obwisanna), beat game (listening for beat in recorded music).
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Rhythm - We will learn/reinforce the concept of rhythm through echo clapping and stick notation.
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Part Singing - We will begin the development of part singing through rounds and vocal ostinati.
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Recorder - We will begin/continue the study of the soprano recorder. (New students may obtain recorders at a discount through the school music teacher.) Those who were in the class last year will review and help as new students learn. We will learn how to care for and hold the instrument. We will learn to play the notes B, A, G, C, D, and more. We will work from the books, Recorder Time, Duet Time and Three to Get Ready. We will play simple duets and ensemble pieces. Recorders will stay in school until the students are ready for correct home practice; at that time, the parent can help by supervising practicing and helping to make sure the recorders come back to school each Monday for music class.
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Other Instruments: We will use percussion instruments (drums, tambourines, guiros, triangles, etc.) in a meaningful way to accompany songs. We will also use Orff instruments (xylophones and glockenspiels) to accompany songs, reinforce music reading and improvise.
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Music Reading and Writing - Concurrent with learning to play the recorder, the students will learn to identify the staff, treble clef and time signature. They will learn to read notes and rhythms on the staff.
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Musical Showcase - Each week, a student will share music with the class, either by bringing in a favorite recording, or playing an instrument studied outside school.
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Performances - The students will prepare songs and musical plays to perform for their schoolmates and the greater community.
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Listening - We will listen to a selection of classical music by the great composers; we will then write and discuss our impressions of the music. We will listen to music from cultures around the world and from different genres. We will use music listening as a way to reinforce melodic and rhythmic patterns that we are learning. We will also listen to music that pertains to subjects taught in the regular classroom, ie: Early American music during the study of the Colonial era, and Jewish/Israeli music during the study of the state of Israel.
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Songs, Rhymes, Singing Games and Dances - We will learn many songs from the American and Western European folk traditions as well as Jewish and Israeli songs. We will learn chants and rhymes, and traditional singing games and dances. In the first half of the year we will concentrate on learning songs from colonial times and early America. In the second half of the year we will concentrate on Jewish and Israeli songs concurrent with classroom study of the state of Israel. Songs and games are taught as a means to reinforce concepts, as well as to help the students accumulate a musical repertoire.
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Methods: I draw upon several sources for music pedagogy, especially the Kodaly method, the Orff method and the materials of John Langstaff.
Lower Middle School
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Use of Head Voice: We will discover/reinforce head voice through experimentation and imitation. When applicable, boys will be given lower voice parts.
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Beat: We will learn/reinforce the concept of beat through clapping, dancing, use of rhythm instruments, body canon game, rock passing game (Obwisanna), beat game (listening for beat in recorded music).
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Part Singing: We will develop part singing through rounds and vocal ostinati.
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Recorder: We will begin/continue the study of the soprano recorder. (New students may obtain recorders at a discount through the school music teacher.) Those who were in the class last year will review and help as new students learn. We will learn how to care for and hold the instrument. We will learn to play the notes B, A, G, C, D, and more. We will work from the books, Recorder Time, Duet Time and Three to Get Ready. We will play simple duets and ensemble pieces. Recorders will stay in school until the students are ready for correct home practice; at that time, the parent can help by supervising practicing and helping to make sure the recorders come back to school each Monday for music class.
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Other Instruments: We will use percussion instruments (drums, tambourines, guiros, triangles, etc.) in a meaningful way to accompany songs. We will also use Orff instruments (xylophones and glockenspiels) to accompany songs, reinforce music reading and improvise.
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Music Reading and Writing: Concurrent with learning to play the recorder, the students will learn to identify the staff, treble clef and time signature. They will learn to read notes and rhythms on the staff.
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Composition: Students will have opportunities to improvise and compose music, and then notate their compositions.
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Music Ensembles: We will use the musical skills and experience of each child as much as possible to form classroom music ensembles. Students will occasionally be asked to bring in any instruments they may be learning to play outside school.
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Musical Showcase: Each week, a student will share music with the class, either by bringing in a favorite recording, or playing an instrument studied outside school.
-
Performances: The students will prepare songs and musical plays to perform for their schoolmates and the greater community.
-
Listening: We will listen to a selection of classical music by the great composers; we will then write and discuss our impressions of the music. We will listen to music from cultures around the world and from different genres. We will use music listening as a way to reinforce melodic and rhythmic patterns that we are learning. We will also listen to music that pertains to subjects taught in the regular classroom, ie: Medieval and Renaissance music concurrent with the study of those topics.
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Songs, Singing Games and Dances: We will learn many songs from the American and Western European folk traditions as well as Jewish and Israeli songs. In the first half of the year we will concentrate on learning songs that have come down to us from Medieval times, and we will try to reconstruct a Medieval dance. In the second half we will sing songs from the Renaissance and learn some dances from that time based on the dance notation that has survived. Songs and games are taught as a means to reinforce concepts, as well as to help the students accumulate a musical repertoire.
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Methods: I draw upon several sources for music pedagogy, especially the Kodaly method, the Orff method and the materials of John Langstaff.
Kindergarten/Lower Elementary
Movement
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body/space awareness
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locomotor skills
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non-locomotor skills
Playground Games
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children will learn low-organizational games to play on their own
Manipulative Skills
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kicking
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throwing and catching
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dribbling
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striking
Fitness
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children will learn the importance of staying active and the benefits from regular exercise
Gymnastics
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rolls
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balancing
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importance of upper body and abdominal strength
Parachute Games
Scooter Games
Cooperative Games
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children will learn the importance of teamwork and cooperation in low-organizational activities
Upper Elementary/Lower Middle
Soccer*
Throwing and Catching Activities
- will reinforce hand-eye coordination through the use of a variety of equipment
Cooperative Games
- children will learn the value of what it takes to be an effective team
- cooperation, communication, positive reinforcement, listening, etc.
Fitness
- children will learn the importance of exercise through use of the different components of physical fitness: muscular strength/endurance, flexibility, agility, and cardiovascular endurance
Basketball*
Floor Hockey*
Volleyball*
Lacrosse*
Racket Sports*
Ultimate Frisbee*
* children will learn history, skills, and rules of different sports