The Academic Aims of a Cannon Education

The Academic Aims of a Cannon Education

Introduction In the first two decades of the 21st Century educational models have experienced seismic shifts in organizational structures, teaching and learning practices, instructional content, and the idea of the student-centered approach. For the learners who live their days in a school setting, these shifts can become disorienting.

Articulating a set of rigorous academic aims that broadly delineate pathways of learning for a student at Cannon has become a grounding task as we chart an academic “journey of growth” from JK through the 12th grade for every child to be knowledge-ready for college and career success. The work acknowledges the importance of both the here and now (education for its own sake that prepares students for daily life) as well as future success (education as preparation).

If the above statements are true, then two questions emerge: How do we organize our learning across Jk-12th grade while addressing what we aim for student achievement in a Cannon academic program?

Could we develop a set of JK-12 academic aims (competencies, pillars, statements, proficiencies) by academic discipline to articulate learning?

The present scope of the material you encounter in these pages is our attempt to fully chart rigorous academic aims by discipline and to do so in a way that is • True to our mission and vision.

• Accessible to parents and community members.

• Connected to our content and our Adaptive Expertise habits and core values.

• Understood as a continuum from JK through 12th grade.

• Reflective of what happens in a classroom in day-to-day learning experiences.

The pages that follow communicate the academic aims of a Cannon education.

In each page you will find a department’s articulation of a set of pillars that organize learning JK through 12th grade. We have tried to provide just enough detail to describe each pillar and how it lives in our classrooms and across grade levels.

Our hope in this work is primarily to communicate the broad learning pathways for students by department in JK-12th grade.

SOCIAL STUDIES READING

Reading like a Social Scientist helps students understand information and data that teaches them more about the topic or period they are studying.

• Students read primary and secondary sources (HA WH I/AT WH II /WHI/WH II /AT Gov/HP/ APP/AAA/ ELP/USH, 3rd, 4th, 5th-8th) • Students read graphs and charts of research data. (HP/APP/AAA/ELP/ USH, AT Gov, 2nd, 3rd, 4th, 5th-8th) • Students read and process important information from a textbook. (HP/ APP/ELP/AAA/USH AT Gov, WH I/ WHII, 2nd, 3rd, 4th, 5th-8th) • Students read, analyze, reflect on current events (WHI/WH II, AT Gov, JK-4th, 5th-8th) • Students read about various people/ cultures in their communities and how they contribute to our way of life (1st) • Students read about the first peoples of the New World and how their contributions affected the development of the United States (4th, 7th)

VIEWING

Viewing like a Social Scientist helps students see information about a given topic through the lens of a particular researcher, scientist or artist or witness actual history unfolding on film!

• Students view film footage of historical events (AT WH II/AT Gov/ AAA/USH/WHI/WHII, 3rd, 4th, 6th, 7th, 8th) • Students view videos presenting the research and findings of historians (HA WH I/AT WH II/WH I/WHII/ELP/ AAA/USH, AT Gov, 5th-8th) • Students view documentaries and research findings of researchers and scientists. (HP/APP/ELP/AAA/USH/ WHI/WHII, AT Gov, 8th) • Students view demonstrations, data, and experiments. (HP/APP/ELP, AT Gov, 4th, 5th) • Students view maps and discover how the physical features developed the landscape of the land from their own community to a broader United States. (JK-4th, 5th-8th)

THINKING

Thinking like a Social Scientist encourages students to utilize primary and secondary sources to form and organize arguments substantiated by evidence, and to reflect on their work.

• Students analyze primary sources (HA WH I/AT WH II/AAA/USH/ WHI/WHII, AT Gov, 2nd, 3rd, 4th, 5th-8th) • Students develop thesis statements (HA WH I/AT WH II/AAA/USH/ WHI/WHII, AT Gov, 7th, 8th) • Students organize their writing (HA WH I/AT WH II/AAA/USH/WHI/ WHII, AT Gov, 3rd, 4th, 6th, 7th, 8th) • Students research historical events and historiography for research papers (AT WH II/AAA/USH/WHI/WHII, 2nd, 3rd, 4th, 6th, 7th, 8th) • Students analyze data, charts, graphs. (HP/APP/ELP/AAA/WHI, AT Gov, 2nd,3rd, 4th, 5th-8th) • Students reflect on their work on assessments, projects, study practices. (HP/APP/ELP/AAA/USH/WHI, AT Gov, JK-4th, 5th - 8th) • Students take on multiple perspectives about a topic. (HP/APP/ AAA/ELP/USH/WHI/WHII, AT Gov, 1st, 2nd, 3rd, 4th, 8th) • Students analyze research studies. (HP/APP) • Students engage in experientials and simulations. (ELP/AAA/USH/ WHI/WHII, AT Gov, 1st, 2nd, 3rd, 4th, 5th-8th) • Students develop an understanding of community and how it shapes us as citizens/good neighbors (1st) • Students explore the role of four social scientists: historian, politician, geographer, and economist and how these sciences can help us understand human behavior. (3rd) • Students develop an understanding and are able to explain how the economy impacts human behavior. (JK-4th) • Students explore how cultures impact ways of life and the positive and negative impacts on groups of people. (JK-4th)

WRITING

Writing like a Social Scientist allows students to organize what they have learned, create a narrative of events, and formulate and substantiate an argument with evidence.

• Students write Short Answer Questions (SAQs) and essays in response to Long Essay Question (LEQ) and Document-Based Question (DBQ) prompts (HA WH I/AT WH II/AAA/WHI/WHII, AT Gov, 3rd, 4th, 6th, 7th, 8th) • Students write short answer questions to concepts and processes. (HP/APP/AAA/ELP/USH/WHI/WHI, AT Gov, 2nd, 3rd, 4th, 7th, 8th) • Students write reflections on work completed (AT WH I/HP/APP/ ELP/AAA/USH, AT Gov, 2nd, 3rd, 4th, 8th) • Students write Free Response Questions (FRQ) on research and concept application. (APP, AT Gov, 2nd, 3rd, 4th, 8th) • Students write lab reports of self-study data collection and experiments on others. (HP/APP) • Students diagram biological systems and structures. (HP/APP, 5th) • Students create notes for readings and lectures. (HA WH I/AT WH II/HP/APP/AAA/ USH/WHI/ WHII, AT Gov, 3rd, 4th, 6th, 8th) • Students create methodological reports. (AAA) • Students learn how to cite appropriately in APA/MLA. (AT WHII/ AAA/USH/WHI/WHI, AT Gov, 4th, 5th - 8th) • Students summarize the political, economical and social aspects of colonial life in the 13 colonies. (4th, 7th) • Students summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government). (4th, 7th)

SPEAKING

Speaking like a Social Scientists allows students to gain confidence in their understanding of a topic by communicating their understanding and ideas with others, defending their argument, and practicing public speaking skills.

• Students make presentations, podcasts, and videos to/for their peers regarding their research and findings (HA WH I/AT WH II/ HP/ APP/AAA/ELP/USH/WHI/WHII, AT Gov, 1st, 2nd, 3rd, 4th, 5th-8th) • Students share personal observations of content in their world. (HP/APP/ELP/USH, AT Gov, JK-4th, 6th, 7th, 8th)

MAKING CONNECTIONS

Making Connections like a Social Scientists allows students to synthesize information from various sources to recognize themes and overarching ideas.

• Students synthesize prior knowledge with new learning (HA WH I/AT WH II/ELP/AAA/USH/WHI/WH II, AT Gov, JK-4th, 5th-8th) • Students create curve packets, which allow students to metacognitively reflect on what they’ve learned and how they’ve learned it via multi-faceted reviews of the unit. (HA WH I/AT WH II, AT Gov)

• Students debate concepts and theories about human nature, politics, and economics. (HP/APP/ ELP/USH, AT Gov /WHI/WHII, 8th)

• Students apply classroom content with real world experiences and observations. (HA WH I/AT WH II/HP/ APP/AAA/ELP/WHI/WH II, AT Gov, JK-4th, 5th-8th)

• Students use concepts, theories, and vocabulary to discuss human behavior. (HA WH I/AT WH II/HP/ APP/ELP/AAA/WHI/WHI, AT Gov, 2nd, 3rd, 4th, 8th)

• Students make connections to other content and curricula in an interdisciplinary fashion. (HA WH I/ AT WH II/AAA/ELP/USH, AT Gov, JK4th, 5th-8th) • Students analyze needs for rules, purpose for community leaders, and how to interact with a community.

(JK-4th)

ENGLISH COMMUNICATION

Scholars make connections with others in a relational exchange of ideas.

• Students make connections with others in a relational exchange of ideas through book clubs and class discussions. (K-12) • Students engage in frequent classroom conversations about texts. (K-12) • Students engage in frequent conversations and writings about texts, novels, and multimedia on various platforms. (K-12) • Students listen to the thoughts and feelings of peers and formulate informed and considerate replies/ feedback. (JK-12) • Students learn the grammatical and syntactical rules of the English language that make lucid and concise communication possible.

(JK-12) • Students write in various rhetorical modes, always keeping in mind the needs of the audience while also discovering their own unique voices. (K-12) • Students learn to base arguments and opinions in defensible fact.

(2-12)

AUTONOMY

Scholars embrace choice in completing tasks.

• Students learn through guided experience that academic action/ inaction has consequences. (5-12) • Students choose (increasingly, as they mature) topics for exploration and composition. (9-12) • Students choose topics for exploration and composition and publish their work in various ways.

(K-12) • Students research and make choices about independent reading books. (K-12) • Students take increasing responsibility for their own learning.

(5-12) • Students become progressively more self-governing and take responsibility for their own learning.

(JK-12)

IDENTITY

Scholars understand themselves, how they relate to the world around them, and respect differences in others to develop empathy.

• Students read a wide variety of fiction, poetry, drama, and non-fiction, exposing them to a broad representation of cultural, racial, sexual, and socioeconomic viewpoints. (5-12) • Students read a wide variety of fiction, poetry, drama, and nonfiction, exposing them to a broad representation of the viewpoints of others. (JK-12) • Students learn to explore and to define their own identities through the act of writing.

• Students learn to explore and to define their own identities through various forms of presentation.

(K-12).

EMPATHY

Scholars understand, r respect the perspectiv

• Students utilize sto plays, and poems to explore the iden characters very diff themselves. (1-12)

• Students learn to r viewpoints and ver of classmates and formal and informa (JK-12)

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SYNTHESIS AND CREATION

Scholars see the big picture by combining pieces into a harmonious whole.

• Students stitch together content gleaned from various sources and use it to create new content consistent with their aims and purposes. (1-12) • Students begin to initiate lines of inquiry based upon curiosity and passions instead of simply waiting to be asked questions. (JK-12) • Students progressively transition from content learners to content creators (JK-12)

WORLD LANGUAGE PURPOSE

Global citizens apply their language skills outside of the school to make connections in other areas of their lives.

• Global citizens explore another language and culture connected to their personal or professional growth. (K-12) • Global citizens explore their personal interests in the target language.

(K-12) • Global citizens use their language learning as a tool in their academic and professional careers and experiences. (K-12) • Global citizens expand their world view and the opportunities it can provide outside of the classroom. (3-12) • Global citizens become involved in the global community through interactions with others.

(3-12)

COMMUNICATION

CULTURE

Communication is a key goal for language learners, so that they may understand and be understood in the target language.

Global citizens embrace the unique characteristics of the cultures studied throughout their language learning journey.

• Language learners step outside of their comfort zone by using different modes of communication.

(K-12)

• Global citizens explore culture, people, places, norms, and values beyond their own. (K-12)

• Language learners communicate in a variety of contexts relevant to their lives. (K-12) • Language learners have meaningful interactions and build relationships with those who speak another language. (3-12) • Language learners both feel comfortable and value sharing their own thoughts as well as understanding others’ ideas. (6-12)

• Global citizens are guided to keep an open mind and approach differences with respect, kindness, and empathy.

(K-12) • Global citizens grow their cultural competence beyond the realm of language through research and exploration.

(K-12)

COMPARISON

Language learners develop insight into the nature of language and culture by engaging in comparisons between the language and culture studied and their own.

• Language learners observe, reflect on, and understand similarities and differences between languages and cultures.

(K-12) • Language learners engage in activities that allow them to research, analyze, identify and think critically. (9-12) • Language learners observe and appreciate differences between cultures without placing more value on one culture over the other.

(K-12) • Language learners accrue a better understanding of themselves through learning about others.

(K-12)

COURAGE

Courage is an essential part of learning a new language, as language learners across the three divisions take risks to participate in class activities every day.

• Language learners work through the inevitable mistakes to understand the language at a deeper level, becoming aware that making mistakes is part of their growth. (K-12) • Language learners think outside of the box to try new things and to apply the language to other areas of their lives. (K-12) • Language learners are supported by their teachers as they lean into discomfort and learn more in the process.

(K-12)

COMMUNITY

A community grows healthily and successfully when its members trust one another’s respect, kindness, participation, and courage.

• Each language classroom is a safe space where language learners collaborate with their peers and teachers to feed their learning journeys. (K-12) • Language learners are encouraged to take risks and be creative in an environment that embraces mistakes as a natural part of the learning process. (K-12) • Language learners develop their skills and bring their knowhow to the local and global community in the next stages of their lives. (9-12) • Language learners build community in and out of the classroom. (K-12)

JOURNEY OF GROWTH

Cannon students are always on a journey of growth, and their language classes are a major area where they build upon what they master each year.

• Language learners review previously learned material and add to their language knowledge each year. (K-12) • Language learners communicate through synthesizing new knowledge with background knowledge to grow their proficiency.

(K-12) • Language learners constantly reflect on their journey and are strategic with problem solving to grow in their language skills. (K-12) • Language learners benefit from our missionaligned grading system, which focuses on each learner’s journey of growth, rather than their grades. (K-12)

CONNECTION

The connections and constant communication among language teachers fosters a fully aligned schoolwide program that builds language learners’ level of proficiency throughout their years at Cannon.

• Language learners experience classes that utilize best practices and embrace a common focus on communication.

(K-12) • Language learners achieve a successful journey of growth because of the continuity in both content and classroom procedures at all levels. (K-12)

SCIENCE CURIOSITY

SYNTHESIS

At Cannon, science students ask questions and generate curiosity like a scientist.

At Cannon, science students make connections and synthesize scientific information.

• Students will take part in activities designed to promote curiosity and generate questions. (JK-8)

• Students will explore the interaction between air, water, and land. (JK-8)

• Students will ask probing questions in reference to a variety of problems in order to understand others’ thinking.

(5-12)

• Students will make connections between the interaction of science, engineering, and technology through activities in the Think Tank. (5-8)

• Students will participate in lab work or introductions to new units of study by beginning with a question and/or a hypothesis. (5-12)

• Students will complete assessments used to create bridges that tie together mastery of facts from the classroom experience, lab experiments, and activities performed. (5-12)

• Students will make observations about real-world situations or explore highinterest science articles and then learn the “science” behind them. (JK-8) • Students will engage in several guided inquiry labs in which students are presented with a challenge and must use curiosity and inquiry skills to complete the lab. (11-12)

• Students will explore ideas related to the fields of physics, chemistry, and biology.

(9-12) • Students will be asked to evaluate material from multiple perspectives. (5-12) • Students will determine relevant formulas or relationships through analysis of data and how to apply those relationships to real-world problems. (9-10) • Students will apply information learned in class discussions and lectures to case studies/new scenarios. (9-12)

COMMUNICATION

At Cannon, science students communicate through writing and group collaborations.

• Students will communicate through partners or groups for laboratory work and conclusions are shared through classroom and group discussions. (JK-12) • Students will share lab results through whiteboard meetings. (9/10) • Students will deliver presentations that can include debates, slideshows, and/ or written work which allow students to show their passion, interest, and/or strengths as well as show what they know. (4-12) • Students will progress in lab reporting from cursory analysis of data to using data to draw conclusions, to writing a full lab report. (5-12) • Students will work collaboratively to present their research findings on various topics. (5-12)

SCIENCE AS A PROCESS

At Cannon, science students use observation and lab skills to collect and analyze their own data in an effort to increase their understanding of the world around them.

• Students will utilize a Science Nature Journal which includes observation and data collection to span the year and allows students to discover trends over the course of a year. (5, 7) • Students will use weekly observations and measurements of weather to examine trends over the course of the year. (JK - 4) • Students will use a variety of techniques to collect data including the use of science probe ware, microscopes, weather instruments, and other common laboratory lab equipment. (JK-12) • Students will participate in inquiry labs to allow students to choose independent and dependent variables. (5-8) • Students will use data to formulate arguments that support or contradict their hypothesis or answer the question proposed at the beginning of the experiment. (5-12) • Students will learn how to use scientific graphing software to analyze data. (9-12) • Students will participate in BIOREX, which asks students to plan a complete scientific experiment from beginning to end. (11)

RESEARCH

At Cannon, science students develop research skills like a scientist.

• Students will work with databases, online websites, primary sources all of which are accurately referenced in lab reports.

(5-8, 11-12) • Students will utilize peer review to get feedback leading to a deeper understanding of a topic. (5-12)

SCIENCE AS KNOWLEDGE

At Cannon, science students strive toward mastery of content with the intention of applying the knowledge to new experiences.

• Students will experience a spiraling of content to allow them to see the interconnectedness of topics within a course or between courses. (JK-12) • Students will build and or use models to depict knowledge in a way to display the depth of their knowledge understanding.

(JK-12) • Students will develop critical thinking skills, problem-solving skills, inductive reasoning, and deductive reasoning as a result of their interaction with science content. (JK-12) • Students will have multiple opportunities to demonstrate their understanding of science content. (5-12) • Students will be required to demonstrate both essential content knowledge and knowledge of science practices in AP Science Courses. (11-12)

MATH BUILD CONNECTIONS

Students continually incorporate and apply concepts and skills to build connections between mathematical ideas.

• Students practice spiraled skills sets throughout each school year. (JK-12) • Students view concepts from four different perspectives. (JK-12) 1. Systematically/with patterns • Students develop an awareness and understanding of numbers, as well as different ways to represent and compute them by building on place value understanding. They can also explore and expand upon part-whole relationships while decomposing and composing quantities. (JK-4) • Students strengthen their awareness and understanding of numbers and computation.

They understand patterns and can extend their knowledge by making predictions. (5-8) • Students will be able to use fundamental properties and rules of real numbers in solving equations, simplifying expressions and in solving more complex problems. (5-8, 9-12) 2. Numerically • Students understand the relationship between numbers, recognize and represent place values, measure using appropriate tools, and apply appropriate units of time, money, temperature, or weight. (JK-4) • Students will be able to perform operations on real numbers and understand fundamental relationships among fractions, decimals, and percents. (5-8, 9-12) 3. Verbally • Students share problem solving strategies and explain reasonings. (JK-4, 5-8) • Students will be able to use specific and precise mathematical vocabulary when communicating verbally or in written form, demonstrating an understanding of the concepts. (5-8, 9-12) 4. Graphically/Pictorial Relationships • Students collect, represent, and interpret data and graphs. They also identify and classify geometric concepts. (JK-4) • Students develop a foundational understanding for the coordinate plane, graphing linear equations with tables and later connecting to the slope/y-intercept. (5-8) • Students will be able to draw the graphs of parent functions, such as linear functions, polynomial functions, absolute value functions, exponential functions, radical functions, trigonometric functions, etc. (8-12)

STRATEGY APPLICATION

Develop a variety of effective strategies and tools to apply when problem-so

• Students continuously add best strategies to their personal toolbox as th of what works best for them. (JK-12)

• Students collaborate with teachers and peers to gain strength and confid strategy approaches. (JK-12) • Students develop problem-solving strategies: 1. Numerically:

• Utilize measurement tools with accuracy such as coins, dollars, sca thermometers. (JK-4)

• Utilize manipulatives such as base-10 blocks or fraction circles/rod diagrams such as hundreds chart, comparison diagrams, or functio resource tool to add, subtract, multiply, and divide numbers. (JK-4)

• Students understand multiple ways of solving problems and which different situations. (5-8) 2. Symbolically:

• Understand the relationship between numbers to compute numbe unknown values. (K-4)

• Students understand solving equations for unknown values, with a understanding of making predictions for solutions.(5-8) 3. Visually:

• Collect, organize, represent, and interpret data using graphs and c

• Recognize, describe, compare, and analyze geometric shapes. (JK-

• Students problem-solve using multiple strategies such as charts, n graphs, and pictures. (5-8) 4. Verbally :

• Accurately count a given number of objects using one-to-one corre skip counting. (JK-4)

• Demonstrate ability to articulate problem solving strategies verball teachers. (K-4)

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COMMUNICATION

Communicate mathematical thinking through written and verbal reasoning.

• Students discuss problem-solving strategies and explain and justify their reasoning with the teacher and classmates, apart from writing work out.

(JK-12) • Students explain and justify their reasoning in written and verbal form.

(JK-12)

RISK-TAKING

Develop resiliency by taking risks in mathematical problems.

• Students openly share their thoughts in the problemsolving process, knowing that their answers could be incorrect. (JK-12) • Students recognize it is acceptable to make multiple attempts to gain proficiency in skills. (JK-12) • Students reflect on mistakes and seek help to gain a better understanding of skills. (JK-12)

MASTERY

Pursue mastery of the use of skills and understanding concepts.

• Students practice and apply skills repeatedly as they spiral and continue to build upon one another. (Jk-12) • Students reassess their knowledge of standards for the appropriate skills and concepts determined for each course or grade-level.

(5-12)

COLLABORATION

Understand the importance of collaboration while problem-solving.

• Students work together in groups, sharing ideas to solve problems. (JK-12) • Students collaborate with teachers and peers to gain strength and confidence in multiple strategy approaches.

(JK-12)

CONFIDENCE

Achieve numbersense and confidence in the use of mathematics.

• Students continually build number sense and feel comfortable understanding the relationship between different number values. (JK-12) • Students collaborate with teachers and peers to gain strength and confidence in multiple strategy approaches.

(JK-12)

ART: VISUAL DEVELOP CRAFT

Artists learn to improve their art skills – their use of materials, tools and understanding of artistic methods – through practice.

• Artists are taught to properly use materials in each studio. (JK-4,5-8, Visual Foundations, Studio Art I) • Artists are taught to take care of the studio and properly store their own work. (JK-4) (5-8) • Artists learn to clean up studio space and store artwork (1-4, 5-8, Visual Foundations, Studio Art I) • Artists learn how to set up their work space with the materials they will need to create art.

(1-4, 5-8, Visual Foundations) • Artists are taught how to create artwork with good craftsmanship. (3-8, Visual Foundations) • Artists learn to form a well organized composition.

(5-8, MS Photography, Visual Foundations, Media Arts I, Studio Art I) • Artists learn how to use various forms of media in both two and three-dimensional work through class demonstrations. (1-4, 5-8, Visual Foundations, Studio Art I, Media Arts I) • Artists create studies or practice works to learn best practices in working with particular media and subject matter. (5-8) (Media Arts II, Media Arts Senior Seminar, Studio Art I, Studio Art II, AP Studio Art) • Artists learn to be masterful practitioners in one or more media - focusing on a singular methodology or subject matter. (Media Arts: Senior Seminar, AP Studio Art)

OBSERVE

Artists learn to take time to notice details in their environment, see more closely, and notice things that might otherwise not be seen. Artists learn ways to record their observations.

• Artists learn to create photos with intention and with attention to detail.

(MS Photography) Artists learn to use the Elements of Art - line, value, color - to create visual representations of the world around them. (VIsual Foundations, Studio Art I) • Artists learn to document the world around them through studies and photographs to use as source material for their projects.

(Studio Art I, Studio Art II, Studio Art III, AP Studio Art, Media Arts I, Media Arts II, Media Arts Senior Seminar)

ENVISION

Artists learn how to develop plans to bring their ideas to life. Artists learn how to research so that they can learn more about their ideas.

• Artist is able to make choices about the type of art they would like to create. (JK-4) (5-8) • Artist is able to find inspiration from their own experiences, imagination, and the world around them. (1-4) (5-8) • Artist is able to generate their own ideas. (1-4) (5-8) • Artist is able to use sketchbook as a method for brainstorming and planning ideas. (2-4) (5-8) • Artist learn to sketch ideas and work through multiple “drafts” before beginning a composition.

(5-8) • Artist is able to make appropriate choices for the media and materials they would like to use. (1-4) (5-8) • Artist is able to find inspiration for their art within their own experiences, memory, imagination, and the world around them. (1-4) • Artist learns to research source material, and how to create studies to better understand/define their concept.(5-8) • Artist is able to generate their own ideas reflective of a given methodology. (Visual Foundations, Media Arts I, Studio Art I) • Artist is able to generate their own ideas without a prompt that combine more than one or two simple concepts. (Studio Art I, Studio Art II, Media Arts II) • Artist learns to generate concepts for a sustained body of work that is an in depth study of materials, ideas and process over time. (Studio Art III, AP Studio Art, Media Arts Senior Seminar)

EXPRESS

Artists learn how to express themselve artistically using visual language to communicate their ideas.

• Learn to use th Elements of Ar Principles of D in their project and sketchboo ideas. (5-8, MS Photography, V Foundations, S Art I - III, Media I + II, Media Art Senior Semina Studio Art)

• Artist is able to create works o that communic an intentional idea. (3-4, 5-8, Photography)

• Artist is able to clearly communicate t ideas by integr concept, subje matter and methodology i the artwork. (S Art III, AP Stud Art, Media Arts Media Arts Sen Seminar)

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Artists learn about the greater art community – the history of art, how artists work today, where they fit into the global community of artists and the role of artists in galleries and museums.

• Artist learn about a variety of different artists through lecture and project prompts teaching them methodological approaches to creating artwork.

(Visual Foundations, Studio Art I, Studio Art II) • Artists learn to research professional artists to better understand best practices/new approaches to creating their own work. (Visual Foundations, Studio Art I - III, Media Arts I + II, Media Arts Senior Seminar, AP Studio Art) • Artist uses their knowledge of Graphic Design History to formulate new ideas and concepts. (Media Arts I, Media Arts II, Media Arts Senior Seminar) • Artist is able to be a respectful, active participant in critique - be it written or verbal - creating a safe environment where classmates are comfortable sharing their ideas and artwork, participating and allowing others to participate. (2-4) (5-8)

ENGAGE AND PERSIST

Artists learn to focus on their work, and embrace challenges when they arise – working through them and learning from them.

• Artist shows perseverance and follow through in their work. (2-4) (5-8) • Artist is able to work through problems in their work to find a solution. (3-4) (5-8) • Work through challenges and project roadblocks. (5-8) • Revisit projects that become a challenge instead of starting something new. (5-8) • Artist learns to use the iterative process - rethinking, revising, reworking. (Visual Foundations, Media Arts I, II, Media Arts: Senior Seminar, Studio Art I,II,III, AP Studio Art) • Artist learn to use the iterative process to further develop their ideas.

• Artist has overcome any setbacks that may have arisen through persistent work.

• Artist learns to best practices in documenting their work and the process of its creation. (Studio Art III, AP Studio Arts, Media Arts II, Media Arts: Senior Seminar)

STRETCH AND EXPLORE

Artists discover new ideas and ways of working, reaching beyond their current abilities and taking risks.

• Artist explores each new center and skill they are given. (JK-K) • Artist spends time in each studio, trying various media. (1-4) • Artists creates work in multiple art studios such as collage, printmaking, drawing, painting, fibers, sculpture, and ceramics.

(5-8) • Artist is able to explore and experiment with new media and techniques to create new works of art. (1-4) (5-8) • Student is intentional with pursuit of weekly photo prompts. (MS Photography) • Student uses photo editing software to create new works of art from existing photos. (MS Photography) • Artist experiments with software and methodologies to create artwork in ways that are new to them. (Visual Foundations, Media Arts I, Media Arts II, Media Arts: Senior Seminar, Studio Art I,II,II, AP Studio Art) • Artist learn to experiment with materials and processes to better understand and develop their ideas.

REFLECT

Artists look back at the work they have done and learn how to assess success and failure to improve for the future.

• Artist can explain their work to other students and adults. (JK-4)(5-8) • Artist can articulate the meaning behind their work, both verbally and in written form. (1-4) (5-8) • Artist can publicly share their work with a group of students. (1-4) (5-8) • Artist seeks information and asks questions in order to improve. (3-4)(5-8) • Artist learns to critique their own work in written and verbal form. (5-8, Visual Foundations, Media Arts I, Studio Art, Media Arts II, Media Arts: Senior Seminar,) • Artist learns the language and behaviors necessary to give feedback during critique that is both constructive and critical, showing understanding of the concepts from class. (Visual Foundations, Studio Art I, Media Arts I, II, Media Arts: Senior Seminar)

ARTS: THEATER SHOWING UP

LISTENING

Theater artists use the phrase “showing up” as shorthand for being fully prepared for, mentally available to, and physically engaged in the communal work of theatermaking, whether working alone, in a group, or with the entire class.

Theater work is also play, requiring the student-artist to be actively attentive to their partners (onstage and off,) to the opportunities afforded by the space and materials at hand, and to their own creative impulses.

• Students are introduced to and begin to practice theater professionalism on stage and off. (3-6)

• As creative impulsivity comes more naturally to pre-teens, the focus is on how to actively listen to one’s peers and instructor in order to create collaboratively. (3-6)

• Students practice self regulation as they learn to channel their energy in creatively productive directions. (7-8) • Warm-ups, mindfulness, accountability in small groups, breathing. (9-12)

• Students practice exercises that help them tune in attentively to the choices their collaborators are making and understand the opportunities afforded by texts and spaces. (7-8) • Students move more deeply into mindfulness and the ability to read others as they engage more complex and demanding material. (9-12)

REACTING

Listening doesn’t pay off unless the student-artist allows it to spark reactions that result in spontaneous and courageous creative choices.

• Students learn how to react creatively and appropriately to their impulses, partners, texts, and materials. (5-6) • As social awareness grows, so does self-consciousness, so students focus on giving themselves and their peers permission to react spontaneously and creatively. (7-8) • Students learn the difference between intellectual, imaginative, and impulsive creativity and when and how to employ each of those forces. (9-12)

COMMITTI

The sparks fire unless e following th sustained c committed which ever

• Studen speech charact

• Studen on crea freedom in whic same. (

• Studen play an analytic improv

ING

REFLECTING

s of creative reactions won’t catch each student is committed to hrough on those reactions with confidence and playfulness, and to creating an environment in ryone feels free to do the same.

Genuine creative growth has to be driven by the student-artist and nurtured by the teacher, so the ability to reflect, both analytically and imaginatively, is foundational to theater training.

nts learn how to use voice, h, and physicality to portray ters. (3-6)

nts learn how to follow through ative choices with courage and m and create an environment ch their peers feel safe to do the (7-8)

nts continue to rediscover nd practice how to merge cal insight with bold, instinctual visation.

• Students think about ways to make their theater more clear, specific, and fun.

(3-6) • As their lives become more complex and school responsibilities increase, students continue to cultivate the concept and practice of never being “done,” re-learning to view their creative work as a fun and personal ongoing project rather than a task to be completed. (7-8) • Students gradually transition to understanding themselves as artists who are driving their own growth journey and their instructor as a guide who helps them understand how to remove roadblocks. (9-12)

ARTS: MUSIC RHYTHM

Students will learn the placements of beats in a given space through playing and singing. Through this experience, students will “speak” the most fundamental building block of music, to which all other concepts may be applied. This organization of musical sounds will allow students the ability to perform both as an individual and in an ensemble.

• Students experience, label, and understand duple and triple meter and all accompanying rhythmic notation. (JK-12) • Students experience sound before sight through body percussion and imitation. (JK-8) • Students being to see visual organization of beat patterns. (5-12) • Students apply a counting system to rhythmic patterns. (5-12)

MELODY

Students will identify melody; how pitches within a melody can ascend, descend, or stay the same.

Through play, imitation, exploration, improvisation and composition students become adept at recognizing the elements of storytelling, mood, and emotion within melodies.

• Students experience, label, and understand how pitches move or stay the same to create a recognizable whole. (JK-12)

HARMONY

Students will recognize th through a growing unders intervals, scales, and key this knowledge and use it of music theory and style.

• Students experience, by singing and perfor various timbres playe

• Students experience and label melodies as principal theme or “main line” of chosen repertoire. (5-12)

• Students develop the through the preparati numbers of vocal par

• Students experience and label .melodies when listening to music (i.e., any music they listen to).

(5-12)

• Students discover ho piece of music by ide chord changes within

• Students analyze the by examining tonal m tonal movement withi

• Students learn to crea structures through the intervals within a cho

• Students discover ele and songwriting by cr established harmonic Combo, Concert Band

he mechanics of harmony standing of note reading, signatures. Students will take t to further their understanding .

, label, and understand harmony rming in canon and listening to ed simultaneously. (2-4)

eir understanding of harmony ion of songs with increasing rts. (5-12)

ow harmony functions within a entifying patterns created by n the Circle of 5ths. (9-12)

harmonic structure of a piece movement of the baseline, and in individual chords. (9-12)

ate different harmonic e analysis and manipulation of ord. (Music Tech)

ements of improvisation reating melodies over an c structure. (Music Tech, Jazz d)

FORM

Just like a story has structure or form: beginning, middle, climax, resolution, and ending - so too does music. In music the form gives us a map, a structure, where the themes (“characters”) are introduced, and then travel the composer’s winding road of development, evolving through building of tension and resolution. Through following the form in music, the listeners travel that road too.

• Students experience, label, and understand elemental forms (AB, ABA, etc). (JK-4) • Students put lower school concepts into practice with study of particular repertoire and how those pieces are constructed. (5-12) • Students are exposed to traditional band form concepts like Theme & Variations, Recapitulation, March Form, and Sonata Allegro. (9-12) • Students are exposed to forms most often found in Jazz (Blues, 32-bar AABA, Rhythm Changes). (9-12)

EXPRESSION

Students will come to understand the art of playing or singing with a personal response to the music.

Through the use of dynamics, phrasing, and articulation, combined with one’s personal connection to the music, students will understand the power they have as artists to convey a message or idea.

• Students experience, label, and understand context, mood and dynamics within a piece of music. (JK-12) • Students experience playing and/or singing as an expression of art and the role they play as an artist and explore how expression plays into that role.

(5-12)

PHYSICAL EDUCATION SPORTSMANSHIP

At Cannon School, our JK to 8 Physical Education program instills the value of sportsmanship.

• Students practice teamwork and cooperation in the gym and on the field. (JK-8) • Students show courage and risk-taking to try a new skill, to include all teammates, and show trust in others. (JK-8) • Students show empathy for others, appreciating the value of everyone’s role on the team.

(JK-8)

BALANCE AND MOVEMENT

At Cannon School, our JK to 8 Physical Education program leads students towards mastery of balance and movement.

• Students build eye-hand coordination, strength, and motor skills through practice and repetition. (JK-8) • Students reflect on their progress and take action to improve. (2-8) • Students use strategies for team play; building on the talents of one another to reach a common goal. (2-8)

LIFELONG HEALTH AND FITNESS

At Cannon School, our JK to 8 Physical Education program promotes a lifelong value of physical movement and healthy lifestyles.

• Students learn strategies to carry athletic activities and sports through life. (1-8) • Students learn the value of being physically active and making wise nutritional choices.

(JK-8)

MAKERS INNOVATE

Makers seek out problems, challenges, and areas of their own interest in order to find opportunities to improve their knowledge.

• Watch videos and read summaries of existing projects for inspiration. (CDE1, CDE2, CDE3, IS) • Document their ideas for original and generative projects digitally and in engineering notebooks. (7-8, CDE1, CDE2, CDE3, IS) • Pursue and accept prompts for creative problem solving opportunities. (2-8, CDE1, CDE2, CDE3, IS) • Identify and pursue opportunities to improve their resources, tools and space. (7-8, CDE2, CDE3, IS) • Complete challenges that seek to expand understanding of how to create new and original ideas. (5-8) • Work with real world industry professionals that demonstrate how innovation is used in the real world. (4-6)

FIGURE IT OUT

Students have a desire for autonomous acquisition of skills and knowledge.

• Research information to help them learn new things and execute projects effectively. (3-8, CDE1, CDE2, CDE3, IS) • Reference books, technology, and adults to help them learn new skills. (1-8, CDE1, CDE2, CDE3, IS) • Learn skills and techniques from their peers. (2-8, CDE1, CDE2, CDE3, IS) • Efficiently self-directed in their time management and pacing and do not wait to be told what to try next.

(JK-8, CDE1, CDE2, CDE3, IS) • Test, prototype and experiment. (58, CDE1, CDE2, CDE3, IS) • Brainstorm project ideas including thumbnail sketches and materials list. (3-8, CDE1, CDE2, CDE3, IS) • Make plans that allow for appropriate use of time. (3-8, CDE1, CDE2, CDE3, IS) • Formally self-assess their progress before completion. (CDE1, CDE2, CDE3, IS) • Practice autonomous learning models that encourage students to take independent risks. (3-8) before asking for help.

CREATE

Makers demonstrate a strong desire to build, tinker, and construct beautiful, interesting, and helpful things.

• Safely use relatively basic tools to create projects. (2-8, CDE1, CDE2, CDE3, IS)

MEN

Studen respon of their

• Giv “ne CD

• Safely use relatively intermediate tools to create projects. (7-8, CDE2, CDE3, IS)

• Sh pro ex CD

• Safely use relatively advanced tools to create projects. (7-8, CDE3, IS)

• Te us CD

• Create items that are both functional and decorative. (JK-8, CDE1, CDE2, CDE3, IS)

• Ide tha du

• Use good craftsmanship in the creation of projects. (2-8, CDE1, CDE2, CDE3, IS)

• Stu ask rat

• Learn how materials fit together and which materials are best based on the project type. (JK-8, CDE1, CDE2, CDE3, IS)

• Stu lea lev ce (5-

• Are not wasteful with materials and consider the environmental and budgetary impact of their choices. (1-8, CDE2, CDE3, IS) • Work with arts department to understand basic design skills that students can incorporate into projects. (7-8)

NTOR

nts have a desire and nsibility to share knowledge r skills with others.

ve feedback and insight on ext steps” to peers. (2-8, DE1, CDE2, CDE3, IS)

hare techniques and ocesses based on their past xperiences with media. (2-8, DE1, CDE2, CDE3, IS)

each other students how to se tools and equipments. (5-8, DE1, CDE2, CDE3, IS)

entify students in each class at can serve as “beacons” uring projects. (5-8)

udents become comfortable king for help from peers ther than just instructor. (2-8)

udents are empowered to ad groups when they reach vels of understanding for ertain tools and equipment.

-8)

SHARE

Makers tell stories about what they learn and make.

• Write reflections on their work in order to tell a story. (2-8, CDE1, CDE2, CDE3, IS) • Share work with peers in order to gain feedback and insight on “next steps”. (2-8, CDE1, CDE2, CDE3, IS) • Share work only with teachers.

(JK-K) • Makers will share their work through a variety of methods (e.g. presentations, SeeSaw, videos, portfolio websites). (2-8, CDE1, CDE2, CDE3, IS) • Document their project progress using photos, video, brief narratives, and other media.

(5-8, CDE1, CDE2, CDE3, IS) • Present their work to the public via videos and presentations.

(CDE3, IS)

LIBRARY SUPPORT THE CLASSROOM CURRICULUM

In addition to fostering a love of reading, the libraries support the learning that takes place in the classroom.

• Students use books and resources during weekly library time which support the social studies, language arts, and science curriculum. (Example: Native Americans, Immigration, Community Helpers, Colonial Times, text features, sequencing, predictions, author’s purpose, camouflage, animals). (JrK-4)

DEVELOP A LOVE OF READING

In addition to providing classroom support, the libraries men development of a love of reading by introducing the student and formats.

• Students self-select books during weekly check out. (JrK

• Students engage in research projects, designed in partnership with the librarian and classroom teachers.

(JrK-4)

• Students have opportunities for book discussions with fe during weekly check out. (JrK-4)

• The curriculum informs the collection development. (JrK-4)

• Students are exposed to different genres which develop

• Students learn and use the BIG6 inquiry process and problem solving process. (5-8) • Students learn about copyright, plagiarism and website evaluation to encourage academic integrity. (5-8)

• Students participate in STEAM activities related to books with literature. (JrK-4)

• Students use Libguides. Libguide vet and organize credible academic and relevant resources for specific research needs. (5-8)

• Student and faculty recommendations inform the collect

• The middle school students celebrate reading with lunch

• The librarian annually evaluates the digital and print collection to support the curricular needs for all academic areas. (5-8)

• The librarian invites award winning authors to meet and students. (5-8)

• Library skills are reinforced according to the JK-12 Information Literacy Scope and Sequence. (9-12)

• The librarian creates a welcoming physical space where locate ebooks and print books. (5-8)

• The teachers collaborate with the librarian to develop research activities and to schedule 1:1 research meetings with students. (9-12)

• The library provides a diverse and inclusive collection of

• Students of History are introduced to online resources such as EBSCOHost, History Reference Center, Points of View, ABC-CLIO, Infobase, The New York Times, The Wall Street Journal, The Progressive, New Statesman, National Review, Mother Jones, Political Insight, The Week, to complete research assignments (primary source material, citations). (9-12)

• The librarians follow the collection development policyrecommendations, AP Literature reading list, and studen

• Students of English are introduced to online resources such as EBSCOHost, Literary Reference Center, JStor, The New York Times, The Wall Street Journal, Oxford American, Poets and Writers, The American Poetry Review. (9-12)

• Patrons have access to online newspapers- The New Yo Journal. (9-12)

• Students of English also receive Senior Capstone instruction and support. (9-12) • Students of World Languages are introduced to EBSCOHost, international newspapers, Country Watch, multicultural fiction. (9-12) • Students of Science are introduced to EBSCOHost, Science Reference Center, JStor. (9-12) • Students of Math are introduced to EBSCOHost, JStor. (9-12) • Students of the Arts are introduced to EBSCOHost, The New York Times, Guitar Player, Bass Player. Jazz Times, ARTnews, Communication Arts, Art in America, Computer Art, 3D Artist. (9-12)

• Patrons have access to eBooks and to online magazines (9-12)

• The English Department promotes student-selected read visits, book-talks, copies of classroom reads. (9-12)

• Book displays in the library and in the hallway promote t (9-12)

• The librarians engage students in 1:1 conversations abou

• The library collection development policy reflects the sc and core values “Members of the Cannon School comm represented in the collection.” (9-12)

REINFORCE ADAPTIVE EXPERTISE TRAITS AND CORE VALUES

ntor students in their ts to a variety of genres

K-4)

ellow students and the librarian

p reading interests. (JrK-4)

Our core values and adaptive expertise traits guide us in how we treat each other and live together as a community.

• Students use teamwork during group projects. (JrK-4) • Students show curiosity as enabled through the diverse and inclusive library collection. (JrK-4) • Students take risks when attempting STEAM challenges. (JrK-4)

s which enrich their experiences

• Students (4th grade) engage in a 10 week project about an American hero who exhibits Core Values and Adaptive Expertise Traits. (JrK-4)

tion development. (JrK-4)

• Core Values and Adaptive Expertise Traits inform the collection development.

(JrK-4)

htime book clubs. (5-8)

• Students use teamwork during group research projects. (5-8)

speak with the

• Students show courage and perseverance when being taught coding

e students can independently

f books. (5-8)

award winners, faculty/staff nt recommendations. (9-12)

s using Gale, Follett, and Flipster.

ork Times, The Wall Street

ding for the trimester, library

titles available for circulation.

ut books and reading. (9-12)

chool mission statement munity can find themselves

• Students show integrity as they check out library materials independently. (5-8) • Students show curiosity as enabled through the diverse and inclusive library collection. (5-8) • Students’ communication skills are refined when they email the librarian with questions and library requests. (5-8) • Students have access to online resources that support classroom instruction. (9-12) • Students have access to essential print sources such as primary source material that support classroom instruction. (9-12) • Disciplines such as History, English, World Languages, Science incorporate research methods instruction. (9-12) • Collaboration between the classroom teacher and the librarian. (9-12) • Librarians provide 1:1 research meetings with students. (9-12) • Librarians introduce library services and resources during new student seminar.

(9-12) • Senior advisory activities include Library and Research Skills for Incoming College Freshman Students. (9-12) • Each student has access to the library page on PowerSchool. (9-12)

DEVELOP LIBRARY AND RESEARCH SKILLS

Information literacy, digital citizenship and access to authoritative information is a role of all libraries.

• Students find information in print and online resources for research projects.

(JrK-4) • Students are exposed to the concept of citing work. (JrK-4) • Students present research information in a variety of ways (trifold, project based, oral report, filmed, digital format). (JrK-4) • Students learn how to use a table of contents, index, and glossary. (JrK-4) • Students learn the BIG6 process model.

(5-8) • Students learn the CRAP Model to evaluate information. (5-8) • The librarian created a Cannon Middle School Research Handbook so all students and faculty teach research with one voice. (5-8) • The librarian supports the students in their academic pursuits and personal informational needs. (9-12) • The librarian reinforces and enhances previously taught research methods.

(9-12) • Students receive media literacy instruction. (9-12) • Students are trained to practice research methods that will prepare them for university level research. (9-12)

In Closing The material in these pages was developed by Cannon’s Department Chairs JK-12 grade, by department, with the guidance of divisional academic deans.

The effort was launched during the October 5, 2020 Academic Leaders Curriculum Day and was finalized May 14, 2021.

Acknowledging that all work in the field of education must be iterative, we are looking ahead as we think beyond academic competencies and into the realm of social-emotional learning (SEL) and developing aims around the personal success skills developed through our character education and advisory programs JK through 12th grade.