The Mead School

Our Grade 5 - Grade 8 Curriculum

The Mead School prides itself on delivering a rich curriculum that seamlessly marries academic rigor with emotional and social growth. As students enter Middle School, they are prepared for increased independence and responsibility, and are placed in academic groups that best fit their academic, social and emotional skill levels.

We provide students with opportunities to practice advocating for themselves and to become active and accountable for their own learning.

By the time students graduate from Mead, they confidently draw upon their higher level critical thinking skills to take some risks and accept responsibilities that come with being independent and mature learners.

Language Arts

Grade 5

The Language Arts program for the Grade 5 is designed to encourage and nurture a love of reading and writing. Students are stretched to build upon the skills already acquired with a goal of reaching ever-higher levels of competence and confidence as readers and writers. Students are challenged to become more autonomous learners. They are more likely to seek increased challenge in their learning when they have, at their core, a joy for that learning. As their conceptual reasoning develops, students are immersed in activities and discussions that elevate their emerging critical thinking and support reading for deeper meaning, both literal and inferential.

Reading Comprehension

Students actively read a wide range of literary styles and genres. Active reading requires students to check for comprehension; identify the main idea; visualize; summarize; draw conclusions; make inferences, predictions, and connections; and build vocabulary. As they progress along the continuum, students move toward analyzing an author’s style – identifying theme, tone, and various literary devices, and they are encouraged to read for deeper meaning. Students are

asked to support their thinking through clarifying questions and evidence from the text. In class discussions, students express their ideas and listen to others’ opinions.

Writing Skills

Students are exposed to, and then asked to emulate, a variety of writing styles, with an emphasis on the mechanics of writing. Students learn to create both narrative and expository pieces, including multiple paragraph essays, book reports, letter writing, literary responses, and poetry. They continue to develop their understanding and use of MLA writing conventions. In addition, students regularly free write – an exercise that requires continuous, stream-of-conscious writing and shutting down one’s inner critic – allowing them to discover their inner writer.

Vocabulary and Grammar Work

Students work on vocabulary and grammar in several different ways. Students are asked to keep a log of unfamiliar words they encounter in the class reading. Word Voyage, an online program, further challenges students to develop a rich and varied vocabulary – with a focus on root meanings – and practice proper grammar and usage. Students also practice grammar using level-appropriate grammar workbooks published by McGraw-Hill. 

Throughout this school year in language arts, children will be nurtured and encouraged to flourish as readers and writers with purpose, confidence, and joy.


Grades 6-8

The goal of Language Arts for Grades 6 through 8 is to develop an appreciation for, and enjoyment of, the written language, along with an understanding of the ideas, techniques, and styles of writers.  Eighth Graders focus on mastering the formal writing skills necessary for high school.  These skills involve:

  • Understanding and competency with mechanics (grammar, punctuation, spelling, and vocabulary);
  • Comfort and competency with writing in various styles (expository and narrative, formal and personal);
  • Depth of meaning and analytical competency – both of which are part of higher critical thinking – with standard literary forms;
  • Creation of optimal learning situations for self, based on understanding one’s learning style and needs; active usage of successful personal learning strategies, study skills, and habits of mind;
  • Appreciation for literature and the power of the written word;
  • Confidence in both written and verbal expression.


Grade 5

Instruction in Mathematics begins with the current level of each student’s mathematical understanding. From that entry point, the curriculum is designed to promote engagement and to create deeper and more lasting understanding. The goal is for students to recognize that math is useful and to cultivate a belief in their own efficacy.

Furthermore, lessons are structured to promote purposeful engagement and reflective thought using the following strategies:

Classroom Environment – Students try out ideas, take risks, share their thoughts, respectfully disagree, seek help from other students, and explain their thinking.

Mathematical Tasks - Tasks or problems are designed to engage the students in the concepts of the curriculum.

Cooperative Learning Groups – Students work in small groups or partnerships to encourage interaction and an exchange of ideas, as well as to question and to learn from each other.

Models as Thinking Tools – Manipulative models are used to help students develop new concepts, to make connections between concepts and symbols, and to assess a student’s understanding.

Additionally, the following strands, identified by the National Academy of Sciences, are used as indicators for mathematical proficiency.

Conceptual Understanding:  Comprehension of mathematical concepts, operations, and relationships.

Procedural Fluency:  Skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.

Strategic Competence: Ability to formulate, represent, and solve mathematical problems.

Adaptive Reasoning: Capacity for logical thought, reflection, explanation, and justification.

Lastly, math topics encompassing the following domains will be taught to various degrees of depth and in an age appropriate manner:  Number Sense & Operations, Patterns & Algebraic Reasoning, Geometry & Measurement, and Data Analysis & Probability. A comprehensive listing of content can be found on The Mead School website under Upper School Math Standards.

Grades 6-8

The primary thrust of the Mathematics program at this level is fluency. Fluency is the term we use to describe an individual who can perform skills and solve problems efficiently (i.e., with speed and accuracy) without teacher support. Students this year will be working toward fluency across a continuum of Elementary Math, Pre-Algebra, Algebra I and Geometry concepts appropriate to their readiness and personal goals. A short descriptive list of topics for each curriculum is attached for your information.

The Pre-Algebra offering can take from 1 to 2 years to complete. Algebra I is an offering for students who have successfully completed a Pre-Algebra program. Geometry is an offering for students who have successfully completed Algebra I.

Students will achieve a high degree of fluency through:

  • Classroom lessons, explorations and discussions (5 classes per week);
  • Homework assigned on a regular basis for independent practice of concepts introduced in class (4-5 times per week); assignments consist of: worksheets, workbook or textbook problems, reading and/or research, and/or online skills practice;
  • Application of the math concepts across a range of problem situations and life experiences using both group and independent activities;
  • Lots of hands on experiences with math tools such as manipulatives, calculators and computers (e.g. spreadsheets, graphing, simulation and visualization programs) to explore increasingly complex or abstract concepts and for solving problems involving multiple variables;
  • Individual assistance (teacher or peer) as necessary;

Independent work is an important extension to class experiences and is appropriate for this age group. Independent projects will be assigned during the year in response to the needs/interests of the students and as necessary to support the application objective.

A variety of assessment methods are used to determine when fluency has been achieved. These include: teacher observations, student class work, homework assignments, student reflections, self- assessments, and/or pre- and post-tests for each concept area under study.

Elementary Math Curriculum Topics Include:

  • Basic Operations Review (add, subtract, multiply & divide with large numbers);
  • Number Theory (number bases and operating in other than decimal systems);
  • Working with Fractions – computation skills & fraction applications;
  • Working with Decimals and Scientific Notation;
  • Introduction to Percents, Ratio and Proportion;
  • Measurement and Conversion - both metric and customary units;
  • Geometry Concepts (perimeter and area of plane figures, solid geometry vocabulary/ usage);
  • Critical Thinking (e.g. problem solving strategies, efficient methodologies)


  • Number Concepts (exponents, square roots, integers, LCM/GCF);
  • Operations on Integers;
  • Variables, Expressions and Algebraic Equations;
  • Fraction Operations and Equations;
  • Decimal Operations and Equations;
  • Working with Percent, Ratio and Proportion;
  • Data Analysis & Graphing - non-algebraic (bar-line-, pie-, and scatter plots; mean, mode, median);
  • Geometry Concepts (surface area and volume);
  • Data Analysis and Graphing - algebraic (number line, Cartesian Plane);
  • Polynomial Expressions (add, subtract, multiply, simplify);
  • Probability (Counting Principle, theoretical vs. experimental, independent & dependent events);
  • Critical Thinking (e.g. introduction to deductive reasoning, problem solving strategies

Algebra I

  • Variables, Terms and Expressions;
  • Rational/Irrational Numbers;
  • Set Theory;
  • Matrices (operations, augmented matrices, determinants);
  • Solving Equations with Multiple Variables (4 techniques);
  • Absolute Value Equations (graphing and solving);
  • Operations with Polynomials;
  • Square Roots and Quadratic Equations (4 techniques);
  • Graphing Equalities & Inequalities (first, second and third order equations; exponential & rational);
  • Problem Solving with Algebraic Equations;
  • Statistics & Probability (standard deviation, exclusive/non-exclusive conjunctions);
  • Critical Thinking (e.g. additional [and more abstract] strategies, deductive and inductive reasoning)


  • Logic: Arguments, Valid/Invalid Deductions, Direct and Indirect Proofs;
  • Points, Lines, Angles, and Planes;
  • Parallel Lines and Transversals;
  • Triangles – Congruence, Similarity Proofs;
  • Concurrence Theorems;
  • Polygons and Polyhedra;
  • Inscribed and Circumscribed Polygons;
  • Symmetry, Isometries and Other Transformations;
  • Circles – Arcs, Secants, Tangents;
  • Trigonometry – Right Triangle Ratios, Law of Sines, Law of Cosines;
  • Coordinate Geometry and Proofs;
  • Non-Euclidean Geometries (optional);
  • Critical Thinking ( abstract and non-trivial problem-solving using deductive and inductive reasoning in up to 3 different proof types)


Grade 5

Human Body

This course is designed to introduce students to the workings of the body’s systems (skeletal, muscular, circulatory, etc.), and show how they are all connected. Having a human body is like having the MOST COMPLICATED gadget people could ever invent. When you get something fancy like that, you get a booklet that tells you how to work it. But your body didn’t come with an owner’s manual...that’s what we’re going to do this year: write an owner’s manual for our bodies!

Classes are a combination of discussions, demonstrations, note-taking and research, and will be based on the questions the students ask at the start of the school year.

Labs will offer hands-on choice activities such as surveys of the Mead population, working with the computer, doing experiments and other activities to investigate how body processes operate, etc.

Homework will be given out every week (with few exceptions) and is often intended to help the students find ways to apply the concepts introduced in class, to their own lives.

Goals for the students

  • To learn about how the body’s systems work and about making healthy choices;
  • To practice skills (observation, thinking, measuring, organization, writing, etc.);
  • To begin developing note-taking & homework skills

Grade 6

Marine Science

Marine Science is a hands-on course designed to introduce students to the study of the ocean, both its physical and living elements, through the study of Cove Island Park in Stamford, and other areas.

During the first trimester, emphasis on field work will allow the students to work with and see ecology concepts in action, as well as introduce the idea that each person can take action to improve the Sound’s quality. We are in the fourteenth year of a multi-year project (to be added to by each year’s class) monitoring the health of the coastline at Stamford Cove. Each week will be used to reinforce concepts, practice scientific techniques, and discuss our progress. The Fall project will end with the class preparing a report on their findings. I intend to make this report available on the school website in late December or early January.

The second trimester project is a unit on marine mammals. The focus during that time will be individual student research. Classes in the third trimester will be used to answer questions & cover topics the students choose (for example: sharks, coral reefs, etc.).

Goals for the students

  • To learn concepts of ecology & see their relevance to us;
  • To see how the ocean affects our daily lives and to value our coastline;
  • To practice skills of observation, data collection, critical thinking, etc.;
  • To continue learning & practicing note-taking, homework & research skills.

Fall Trips

  • Study of coastline ecology, observation of creatures and their habitats at Cove Beach;
  • Trip on Norwalk Maritime Aquarium’s research boat Spirit of the Sound

Spring Trip

  • 4-day trip to Cape Cod, to reinforce ecology concepts covered throughout the year, & go on a whale watch.


Grades 7 and 8


7th & 8th Grade Physics is designed to introduce students to basic physical science laws and concepts and examine them in depth. In class, cooperatively taught with the math department, we work on putting it into the context of our daily lives using our own words. We’ll also see how math can be used to explain and predict the things we study.

Each week we’ll have one class, in which the concepts are introduced, and one lab, in which the concepts are worked with and discussed. These concepts will be approached through labs and projects designed to challenge the students’ investigation and problem-solving skills and encourage them to use each other as resources. 

Subjects Planned

The first trimester project covers the topics of gravity & laws of motion, through the theme of “egg safety.” An “egg drop” project is held during this term. Simple machines will be covered in the 2nd trimester. During the 3rd trimester the students will use the information learned during trimester 2 to design and build a compound machine, in the spirit of Rube Goldberg, that accomplishes a given task.

Physics is a way for the students to help explain the world around them. It is also an excellent way to study the methods of science in general.

The goal is NOT to cover every topic within physics. The important learning at this stage in the students’ lives is in working things out within a given subject and coming to a deeper understanding of that subject. That experience will put the students in a better place for approaching their High School science experiences (as well as general life experiences!).Emphasize is DEPTH over BREADTH in this class.

Goals for the students

  • To learn about basic laws of physics;
  • To see how the understanding of physical laws can help explain their world;
  • To use math in a very real way to solve real problems;
  • To practice skills: observation, problem-solving, note-taking & record keeping, prediction, clear writing, organization, math.


Grade 5

In Grade 5, students will continue working on the skills needed to become more comfortable in speaking, reading, and writing.  The curriculum continues to be taught with a thematic approach and is inspired by the typical interests of children of this age. Hands-on activities such as the creation of posters, comics, songs, and role playing will be used to facilitate a love for language learning. Some simple readings and written material will be used from the book “Teach Them SPANISH 5”. Grammar is presented sequentially and acquired through a natural and passive approach of exposure.

Special attention will be given to describe and celebrate the festivities important in Hispanic culture.  At the end of the year, students will be able to talk about the parts of the body in relation with well-being, use possessive adjectives in relation with the professions of family members, talk about chores in the house, know vocabulary related to towns, buildings and countries, tell time, describe feelings using expressions with ‘tener’, and the present tense of –ar, -er, and -ir verbs.


Grade 6

Grade 6 marks the beginning of formal grammar instruction, therefore this is the first year of a more rigorous course that will lead to the completion of the requirements to enter Spanish 2 in 9th grade.

The course is taught with the aid of an interactive online video produced by The BBC, ‘Mi Vida Loca’. Grammar, vocabulary and projects will follow the sequence of the episodes. Special projects designed to spark the interest of the students will be assigned during the course of the year. Special attention will be given to describe and celebrate the festivities important in Hispanic culture.

A weekly quiz and quarterly tests will be given, and homework will be assigned on weekdays, as needed. Students are expected to turn in homework diligently at the beginning of class on the due date.

At the end of the year students will be able to understand the grammatical differences between masculine, feminine, singular, plural in nouns and adjectives and they will have a clear knowledge of Present Tense, and Future with ‘ir’ of regular and irregular verbs in –AR, -ER, and –IR. They will be able to express likes and dislikes, talk about themselves, and they will comfortably have short conversation using the vocabulary learned.

Grade 7

The 7th Grade course will cover the book ¡Avancemos! 1. It is a challenging curriculum that is taught inductively through, for example, the audio material of the book, readings and role playing, but also deductively through drills, guided activities, and group activities. Projects are an important part of the curriculum of this year and they will be chosen in accordance with the interests of the class in order to instill a love for learning the language and the culture.

Special attention will be given to study, describe and celebrate the festivities important in the Hispanic culture. 

A weekly quiz and quarterly tests will be given, and homework will be assigned on weekdays, as needed. Students are expected to turn in homework diligently at the beginning of class on the due date.

At the end of the year students will be able to understand and participate in structured conversations, write short responses in Spanish, make linguistic and cultural connections and comparisons, speak in past tenses, formulate basic questions to solicit opinions and gather information.


The curriculum for 8th Grade covers the first five chapters of ¡Avancemos! 2, including a short review of the skills acquired in the previous year.  The successful completion of this course will allow the students to enter Spanish 2 in High School.

During the course of this year students will be asked to continue practice on skills such as reading, speaking, writing and listening, and they will be exposed to a variety of mediums in order to help them reach the proficiency level required to enter Spanish 2.

This is also a year to go more in depth of the students’ knowledge on famous Hispanic artists and their influence in the world. Artists will be chosen in accordance with the class’ general interests.

Special attention will be given to study, describe and celebrate the festivities important in Hispanic culture. 

A weekly quiz and quarterly tests will be given, and homework will be assigned on weekdays as needed. Students are expected to turn in homework diligently at the beginning of class on the due date.

At the end of the year students will be able to participate in spontaneous conversations, write a complex paragraph, express and argue their opinions and gather information on topics on which they have studied the vocabulary, use the Subjunctive mode, the Preterite, the Future and the Conditional.

Social Studies

Grades 5-6


We seek, through this comparative study of world religions, to inspire a greater understanding of our own worldview and culture.  Our goal is to learn to appreciate our own perspective so that we may respectfully study other religions and cultures.  The students will focus on the origins and basic beliefs of five world religions: Hinduism, Judaism, Christianity, Buddhism and Islam.  The course has been designed to address the knowledge and assumptions the students have, along with what they want to know.  We ask the students to think critically and sensitively about the religious world.  We believe that to inspire independent, creative thinkers, students must be informed as global citizens.

We will learn about the world’s major religions and cultures through multiple modalities, including:

  • Films
  • Images
  • Selected Reading
  • Dramatic Performances
  • Analysis of Sacred Texts
  • Mythology
  • Music
  • Research
  • Maps and Timelines
  • Collaborative Work
  • Trips and Experiential Exercises
  •  Critical Thinking and Respectful Questioning

Guiding questions:      

What is spirituality?

What is faith?

What is a fact, an assumption, and an opinion?

What is sacred to you?  Why?  Can we appreciate that people hold different beliefs about what is sacred?

What is the relationship between organized religion and spirituality?

Where and when did the major religions originate?  To where did they spread?

Grades 7-8

Grades 7 & 8 study one of two alternating themes each year.

Human Rights asks students to interpret the United Nations’ document The Universal Declaration of Human Rights (UDHR) and test it against events from America’s history (including the Civil Rights Movement and the Supreme Court’s free speech ruling in Skokie, Illinois).

Immigration curriculum topics include U.S. immigration history, migrant workers, and political refugees. The course culminates with each student taking the current United States Citizenship exam.

Physical Development

Grades 5-8

The Physical Development Curriculum consists of four areas: Team Sports, Beginner Fitness, Team Building Activities and New Sport Exposure to emphasize overall Healthy Lifestyle patterns. As in all curriculum areas, each child’s learning is observed in relation to Mead’s Seven School Skills: TO THINK, TO INTUIT, TO IMAGINE, TO RECEIVE, TO ACT, TO EXPRESS, TO RESPECT.

TEAM SPORTS - The primary objective of this activity is to allow each child the opportunity to experience being a member of a team. Practicing individual and group skills and learning to face the challenges of game situations are important aspects of this experience. Soccer, basketball and softball are offered as the primary sports with games scheduled against other schools our size. All students have the opportunity to participate in games. Game Rules, Sportsmanship, Fair Play and “doing your best” are highly reinforced.

BEGINNER FITNESS - Classes offer a unique opportunity for students to work on coordination, agility, balance, cardiovascular endurance and muscle strength using their own body weight. Hand-eye and foot-eye coordination, movement, spatial awareness, force, energy, anatomy and physiology will all be learned through Beginner Fitness. Individual challenges are presented. These classes will help students learn how the body can create force to control speed and strength while pushing themselves to limits they never knew they could. Confidence may be built in a way they’ve never experienced.

TEAM BUILDING - Through team formatted activities, students will learn the importance of working in a team environment including how to cooperate with others and how to compromise to get to a goal. Adaptivity and creativeness will be widely used to reach activity goals and to learn how to solve issues in more than just one manner. Positive reinforcement and encouragement among peers will be reiterated. Team competition will be present, as well as reaching goals as an entire class. Elimination games, such as Dodgeball, will not be held!

NEW SPORT EXPOSURE - This will be a great opportunity for students to experience new sports. Some sports that will be implemented include: Volleyball, Badminton, Cricket, Cross Country and more traditional sports like Flag Football and Hockey. Students will be able to try sports that they never have before while applying skills learned through previous Physical Development experiences.


Grades 5-8

The overarching goal of the music program is to have students discover and stay in touch with the music within each of them and to find their own way of expressing that musicality. During their time at Mead, children are encouraged to expand their modes of musical expression. 

The following is a list of musical opportunities for students in 5-8. Some of the opportunities are specific to certain centers and classes.

  • An introduction to winds and horns is offered in Grade 5;
  • Choral singing is offered in Grades 6 - 8;
  • Rock bands begin in Grade 6;
  • Reading music/Music Theory;
  • Piano;
  • Drums;
  • Guitar/Bass Guitar;
  • Songwriting/Composition;
  • Music Performance/Sharing;
  • Sound Tech/ Sound Studio/Recording;
  • Music on the Computer and iPad


Grade 5

Make A Play Workshop is for 5th grade students to explore all aspects of play production.  These students will work on a play, which they create and write or adapt themselves. Students explore what collaboration means and practice using cooperation as a stepping-stone to the more difficult skill of collaborating to create art.  Students also learn how to break down a play into its creative elements and    structure. Added to that are the production job categories like set, prop, and costume design and the value/responsibility of each position or “part” to the “whole” of the production.  Each student has a production job in addition to his/her acting responsibilities.  Through this, they experience interdependence as well as the impact that their choices have on their product. This is a workshop and may not transform into a parent-ready performance.

Grades 5-8

Light Tech (Grades 5 - 8) is a long-term commitment because it will take students a couple of years to learn the rudiments of technical design and application. Yes, they need to use math (algebraic, geometric and arithmetic) and yes, they need to lift heavy equipment. First Years in Light Tech will lug cable around much of the year. All students must be willing to keep a Tech Notebook where they write down the diagrams and explanations for electricity and lighting wiring. And they need to not lose their wrench!  It is hard work and the thrill of the resulting glamour takes longer to achieve than most students had planned. In addition to learning stage lighting, students may learn stage management skills as well. All techies will be given real-time experiences with working our lighting equipment in performance mode.

Grade 6

Innovative Theatre Project is for 6th grade students. ITP begins with improvisation, moves to scene work and ends in a one-act play.  The class challenges students to continue to hone their improvisational skills.  Collaboration, respect, receiving and deep listening are essential skills that students learn through exercises and games.  Our improvisational work builds on principles of various acting techniques.  As the year progresses, the students will learn how to apply these principles of acting to their individual scene work.

Grades 7-8

Shakespeare will be a multi-faceted experience for 7th and 8th grade students. In the fall trimester, the students meet once a week for a focused Shakespeare class.  First, we will explore Shakespeare’s personal life, the history of the time of his writings from 1589-1613, and the English language of the period.  Then, we will investigate in depth, The Tempest, until students feel not only comfortable, but also fully versed in the elements of this play and the language of the text, as well as the issues and themes presented in the play.  Students will then form their own interpretation of this play, developing and personalizing the play’s themes in order to demonstrate their understanding of the play.  From there, the students begin the play production process.  They audition for parts, get cast in their roles, begin to rehearse starting at the end of the fall trimester for approximately eight weeks, choose production jobs including: set design, props design, costume design, lighting design, stage management and publicity. Starting at the beginning of the winter trimester, the students are simultaneously rehearsing for the play and building all the aspects of production. Finally, at the end of the winter trimester, students will present their production of The Tempest which brings to life our collective vision of the play.

Conditioning is designed to enhance the 7th and 8th grade Shakespeare experience by helping them to realize their verbal and nonverbal expressive potential, and to, in turn, strengthen performance skills.  It is imperative for students to be able to recognize their bodies as essential instruments in the craft of acting so that they can effectively communicate purpose, feeling and intent to the audience.  Students learn basic mindful meditation techniques to work on relaxation.  Students will participate in exercises for vocal projection and articulation using Kristin Linklater, Edith Skinner and Kate Fitzmaurice techniques. Students will also participate in exercises focusing on increasing strength, flexibility and stamina, as well as improving alignment and posture through the use of yoga and the Alexander Technique.  As the class progresses, they will “try on” movement characteristics to help enhance character portrayal.  All of these techniques combined together will provide them with tools to use not only on stage but also in their everyday life.

Acappella is a 7th and 8th Grade program presented during the spring trimester.  The purposeof this program is to instill in the students a heightened awareness of the importance of oral communications in a diverse world and to teach them the critical skills necessary to be effective oral communicators throughout their lives.


Materials and concepts to be explored by Grade 5 students in Art class:

  • Facial Features – Rendering eyes, a nose and mouth using warm and cool colors.
  • Facial Proportions – Drawing the human head in correct proportions and locations of its features.
  • Self Portrait – Drawing a likeness with the use of a mirror.
  • Ceramic Figures – Expression through the figure.
  • Monoprint – Single impress of an image.
  • Postage Stamp Prints – Students design their own postage stamp, carve a linoleum block and reproduce 20 prints.
  • Enameling – Design pendants by melting glass in a kiln.
  • Collage – Investigating the work of Romare Bearden.
  • Crayon Mosaics – Ancient art in everyday materials.
  • Clay - Pinch pots, coil and slab building techniques, and glaze application.
  • Personal Sketchbook – Class assignments, note-taking and individual journeying.

The focus is hands-on exploration of familiar materials, as well as exposure to new processes and techniques. The goal is for students to build their skills while working towards individual goals, conceptual thinking and self-expression. Open Studio Times are available for students to come into the Art Center to work independently, pursuing individual ideas and materials.

Materials and concepts to be explored by Grades 7-8 students in Art class:


The goal for students in grades 7 & 8 is to refine their skills while working towards individual goals, conceptual thinking and self-expression. There are two elective classes offered each trimester for the students to choose from. Each trimester builds off the preceding one, but also enables students to drop into the continuum when they choose. Open Studio Times are available for students to come into the Art Center to work independently, pursuing individual ideas and materials.

First Trimester
Studio Art – Your classic Art Class. A variety of material, techniques and concepts will be covered through the projects, a further journey into the elements of design.

Art Apprenticeship – Students learn the workings of an art studio through hands on experiences. Hanging artwork, large group projects and the daily upkeep of the center are some of the undertakings.

Second Trimester

Studio Art – Your classic Art Class. A variety of material, techniques and concepts will be covered through the projects, a further journey into the elements of design.

Set Design –This class will design and construct theatre sets for the Shakespeare Play.

Art Apprenticeship – Students learn the workings of an art studio through hands on experiences. Hanging artwork, large group projects and the daily upkeep of the center are some of the undertakings.

Third Trimester

Studio Art – Your classic Art Class. A variety of material, techniques and concepts will be covered through the projects, a further journey into the elements of design.

Art Apprenticeship – Students learn the workings of an art studio through hands on experiences. Hanging artwork, large group projects and the daily upkeep of the center are some of the undertakings.