During the Middle School years, world language slowly becomes a skills class that requires consistency, practice and analytical thinking for success. During these years, the students learn how to consciously apply rules of grammar, syntax and daily oral expression. They create personal notebooks of vocabulary lists and grammar rules, in addition to lesson books in which they write and illustrate cultural material. Feeding the children’s active interest in these cultures, students memorize ballads, work with dramatic stories, sing songs from specific regions, and learn about cultural traditions and customs.

Starting in 5th grade and throughout middle school, vocal music – choir – is also approached as its own subject. Now, the work is much more direct and conscious than the simple learning through repetition that usually takes place in the classrooms. This instruction emphasizes good, healthy vocal production, careful attention to ensemble and listening, and accurate sight singing. In the younger grades tone, pitch, and general musicianship were emphasized. Now in middle school the emphasis is on four-part singing, emphasizing choral tone, blend, and ensemble sensitivity. Choral music has a central place in our curriculum because it develops social awareness and sensitivity subtly and implicitly. It encourages the students to be cooperative and collaborative toward an aesthetic end, and builds confidence through regular performances. Finally, choral music allows our students to be more culturally literate, as the choral repertoire we study spans masterworks of Western music through the ages, as well as traditional vocal music from many cultural backgrounds. 

In 5th-8th grades mixed instrumental ensembles become a part of the curriculum, as does middle school choir. In choir the children are exposed to 2- and 3-part singing of music from all periods and styles. Students continue to play recorders and sing with their classroom teachers through 8th grade. Children have the option to continue with their strings instrument and join orchestra or switch to orchestral band and learn a new woodwind, brass, or percussion instrument in 5th grade. Through careful, incremental instruction and continual expectations of growth and improvement, the teachers are able to draw out and develop the students’ self-discipline through the work of ongoing instrumental music practice and rehearsal.

Class plays, musical concerts, and festival offerings continue into the middle school years. With more instrumental music experience in these years, the band or orchestra may accompany a younger grades’ presentation at a festival with live music. Dramatic and performing arts are embedded into the Language Arts curriculum, with regular in-class performances and presentations. Classes practice dramatic reading as they prepare for their class plays. A yearly Curriculum Assembly in the spring provides an opportunity for each grade to perform a showcase of what they have learned throughout the year.

By Middle School, the students’ work is impressively refined. Line drawing skills are honed to produce impeccable perspective drawings that also illustrate the mathematics behind the work. Form drawing integrates with studies of anatomy, bones and organs carefully mapped.The materials used by students are less forgiving, requiring forethought and precision in the projects’ execution. Students develop techniques of working with colored pencils, oil and chalk pastels as well as charcoal drawing and sketching. Accurate expression of exact observation rather than dissection is the goal of our activities in all disciplines from drawing and painting to descriptive writing and diagramming. Demonstrate techniques of using contour, perspective and shadows. In middle school, students successfully copy a complete drawing of a master work.