What Makes Pre-Kindergarten ‘Special’
T
he Specials at Colorado Academy Pre-Kindergarten are aptly named. These are times of each day when students leave their classroom to do a “special” activity: dance, music, art, physical education, library time, and science. The same kind of learning happens every day inside the Pre-K classrooms, but the additional time outside the classroom offers students a chance to focus on one activity under the watchful eye of a “Specials” teacher. “It’s like students get a little field trip almost every day without ever leaving campus,” says Pre-Kindergarten Director Lizzie Rockmore ’90. “It takes what we do in the classroom one big step
further, enriches our curriculum, provides a change of scenery, and gives them the adventure of walking around campus and seeing older students.” Lower School Principal Angie Crabtree sees Specials as CA’s way to expose students to a broad range of opportunities and provide a foundation for future learning. “It may pique an interest or spark a passion for these young students,” she says. “In the future, they will have the chance at CA to dive more deeply into a subject.” Rockmore likes to refer to the Specials as a source for “hidden curriculum.” “In Specials, students are practicing skills we are teaching in the classroom, learning
without even knowing it,” she says. She also believes it’s good for Pre-K students to see a variety of teachers—and for teachers to see them—“so many people can contribute to the development of a child and help us meet every child’s needs.” “These Specials teachers have unique training and are passionate about teaching this age group,” adds Crabtree. She is also delighted to see Mustang Mentors from the Fifth Grade helping the teachers in every Pre-K Special. It’s a chance for Pre-K students to meet older students and learn from them. “And in seven years, the Pre-Kindergartners will be Mustang Mentors,” says Crabtree. “That’s the most exciting thing.”
Pre-K Art Pre-Kindergartners and paint—what could go wrong?
says. “We build on these skills as they progress through the art program at CA.”
In fact, much goes right when Jorge Muñoz is teaching. He starts the art class by gathering very attentive Pre-Kindergartners, all clad in neon-green smocks, to explain clearly what will happen after they disperse to their individual easels. Each will get two strips of tape to stick to their paper. Then they paint the paper. Finally, they will remove the tape and what remains is their individual masterpiece.
As students begin to paint, personal styles emerge, even at this young age. Every student applies the tape to their paper with slight variations. Some students are careful to keep each primary color separate on the paper, not touching the tape. Others mix the colors to see what color they can produce. Some start the project cautiously and begin taking risks as they progress. They work independently, but they have many questions. What you hear most often is “Mr. Muñoz? Mr. Muñoz? Mr. Muñoz?”
It may seem a simple assignment, but the students are developing complex art skills and habits by using their imaginations, improving fine and gross motor skills, and engaging in creative problem solving. “I am acquainting them with artistic language and basic foundational art skills like collaging, drawing, and painting,” Muñoz
Their teacher patiently answers each student. He demonstrates what he believes—that art fosters curiosity and wonder, provides an outlet for the imagination that isn’t always present in other areas of learning, encourages creative problem solving, and contributes
to a “whole child” approach to learning. In Pre-K Art, students build a foundation for their future at CA, where art is of equal importance with academics and athletics. “Why not start teaching art as early as possible?” Muñoz says. “You get them going on the right track. They create with wonderment and bring their imaginations to life through their art.” >>>
Summer 2020
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