SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
No culture has existed without some form of artistic expression. The arts provide a unique outlet for creativity and self-expression and enable students to express their noblest thoughts and feelings. Teachers of the visual and performing arts believe, therefore, that the value of art in civilization is obvious and inherent and that its inclusion in the school program is a crucial element in the personal development of children. The S.A.D. #4 visual and performing arts curriculum is rooted in the belief that students must (1) learn through experience; (2) be perceptive, i.e., fully cognizant of their environment and, therefore, more likely to respond to it appropriately; (3) be aesthetically aware, i.e., capable of making choices based on qualitative judgments; and (4) be knowledgeable about their cultural heritage. The teacher's role, therefore, is to facilitate and coach each student in these areas in order to develop an artistically literate and informed public and to provide opportunities for life-long participation in and enjoyment of art.
Visual arts instruction includes the study of cultural heritage, art history and appreciation, studio experiences, aesthetics, and visual perception. It provides students with the venue for creative thought and emotional expression. With immersion in art processes and the use of demonstrations; contemplation of various styles, forms, and movements; and the challenge of creating meaningful works of art in both group and individual situations, students strive toward their full stature as human beings and develop confidence and pride in their accomplishments.
Instruction in music includes music history and appreciation, general classroom music, choral music, and instrumental music. Such instruction can develop the aesthetic sense of each person, and should, therefore, be a tangible and available medium in schools and should occur in both small- and large-group settings. To the extent that music education gives students a practical working knowledge of the fundamentals of music, students are more appreciative of different styles and forms. This appreciation enables students to celebrate life through music, and, in turn, to strive toward their full stature as human beings.
Instruction in drama includes the history of drama and exposure to a variety of small- and large-group presentation techniques. To the extent that instruction gives students a practical working knowledge of the fundamentals of drama, students are more appreciative of different styles and forms. This appreciation enables students to celebrate life through drama, and, in turn, to strive toward their full stature as human beings.
With an understanding of the visual and performing arts, students gain insight into the arts' relationship to the total school curriculum and, consequently, its value as a body of knowledge. Students acquire new tools for problem solving and higher-order thinking skills through the exercises put forward by the subtleties of making artistic judgments. Students may also develop a long-term commitment to the arts through participation, promotion, and involvement within the school and the community.
An instructional context that fosters the development of artistic skills and appreciation in an environment that encourages experimentation and risk-taking must exist. By creating these opportunities within an environment rich in artistic resources and technology, students will be able to explore their ideas, learn from one another, and connect past experiences with new learning
In a balanced approach to instruction, not all assessment will be based on the idea of producing error-free work. While in some cases, assessment will be based on the quality of a product, in others it will also be based on the student's involvement in the process. As a student moves through the grades, therefore, both product and process will be integral parts of the assessment of his/her overall learning.