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All areas of art in the Lower school program deal with symbols, patterns, sequences, and problem solving; each has a series of systematic academic objectives. A capsule view of some of the latent content of our arts curriculum, modeled after the work at The Lab School of Washington®, follows:
| Graphic Arts |
visual and visual-motor skills; spatial relationships; reading readiness |
| Music |
auditory perception; linking sound and symbol; decoding; encoding; rhythm; reading readiness; reading and syllabication skills |
| Dance |
sorting information by classifying and categorizing; language and vocabulary development; reading readiness; problem solving |
| Academic Clubs |
a unique multi-sensory approach, originated at The Lab School of Washington®, using all the arts to systematically teach history, geography, civics, and reading readiness. The Club approach is designed to engage the child, to capture his imagination and enthusiasm, to build on his love of pretend play and offer him fun and success in learning by immersing him each year in the atmosphere of a given historical period. The children may progress from Cavemen to Egyptian, Greek and Roman Gods, to Knights and Ladies of the Middle Ages, the Renaissance Councilors Club, the Museum Club studying Mesopotamia, Crete and the history of all the religions and then on to American History through the Immigrants Club, the Revolutionaries Club or the current American Industrialists Club. Abstract ideas are presented as visual, concrete experiences that relate directly to the children’s lives. |
| Sciences |
sorting information through observations, listening, organizing, categorizing, cause-effect relationships, and environmental issues |
| US Geography |
mapping skills; visual spatial skills; visual motor skills; problem solving; environmental issues |
| Writers' Lab |
a multi-sensory approach to encourage creative writing starting with concrete objects and children’s life experience moving on to more abstract thought. With the use of computers, students publish books, newspapers and a poetry journal. |
| Physical Education |
gross motor development, eye-hand coordination, following specific directions, and timing |
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