Restorative Practices 

Restorative approaches are all about building community and strengthening relationships. Restorative approaches are based on the idea that when we feel part of a supportive community, we respect others in that community and become accountable to it. Schools can foster this sense of community through daily or weekly circles, in advisory, or in any class -- provided teachers get the support needed to facilitate the practices. Circles help participants better understand each other, engendering a sense of empathy and connection. Adults can build the effort by modeling collaborative, respectful behavior themselves. Adults can also have their own circles, creating a safe place where they too can connect and explore challenges.

Aesthetic Education

With generous support from the Dalio Philanthropies Nathan Hale Arts Magnet School has learned with and from partners at the Lincoln Center in New York city.  We are learning to incorporate aesthetic education as means to engage students in learning.  The Lincoln Center has created the Capacities for Imaginative Learning as a framework for student learning, applicable to the Common Core Standards across the curriculum. The Capacities operate as strategies for teaching and learning to develop skills of imagination, creativity, and innovation.

The 10 Capacities for Imaginative Learning are:

1. Noticing Deeply to identify and articulate layers of detail in a work of art or other object of study through continuous interaction with it over time.
2. Embodying to experience a work of art or other object of study through your senses, as well as emotionally, and also to physically represent that experience.
3. Questioning to ask questions throughout your explorations that further your own learning; to ask the question, “What if?”
4. Making Connections to connect what you notice and the patterns you see to your prior knowledge and experiences, to others’ knowledge and experiences, and to text and multimedia resources.
5. Identifying Patterns to find relationships among the details that you notice, group them, and recognize patterns.
6. Exhibiting Empathy to respect the diverse perspectives of others in the community; to understand the experiences of others emotionally, as well as intellectually.
7. Living with Ambiguity to understand that issues have more than one interpretation, that not all problems have immediate or clear-cut solutions, and to be patient while a resolution becomes clear.
8. Creating Meaning to create your own interpretations based on the previous capacities, see these in the light of others in the community, create a synthesis, and express it in your own voice.
9. Taking Action to try out new ideas, behaviors or situations in ways that are neither too easy nor too dangerous or difficult, based on the synthesis of what you have learned in your explorations.
10.  Reflecting/Assessing to look back on your learning, continually assess what you have learned, assess/identify what challenges remain, and assess/identify what further learning needs to happen. This occurs not only at the end of a learning experience, but is part of what happens throughout that experience. It is also not the end of your learning; it is part of beginning to learn something else.

The Curricular Framework in Aesthetic Education was designed by the Lincoln Center Institute in partnership with Lincoln Center Education located at 70 Lincoln Center Plaza, New York, NY 10023.  To learn more please visit Lincoln Center Education.

NHAMS wants to ensure wrap-around services provide supports and access to students so that they are positioned to learn.  In line with that belief, we provide:

Second Step® helps children sort through complicated emotions, make sound decisions, build positive relationships and manage strong feelings. Rooted in social-emotional learning (SEL), Second Step is a research-based program that reaches 14 million preschool to 8th grade students in 70+ countries. Second Step® is integrated in the regular education classrooms.

To watch an introduction to the program click here. 

Dance

Students will have exposure to high quality dance education in a nurturing and challenging environment while promoting excitement and fun. The primary focus is to perform, present, produce and both respond and connect to various dance genres. The dance program at NHAMS follows the established New London elementary dance curriculum. The dance curriculum has been developed and organized to ensure that students learn the essential elements and principles of dance which are considered the foundations of making and understanding dance. This allows us to scaffold skills and concepts with increasing difficulty and refinement as students grow in maturity while also providing flexibility of presentation via projects. The dance curriculum also embraces the National Core Arts Standards in lesson development. 

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Grade Level Focus

In kindergarten, students learn appropriate studio etiquette and begin learning the elements of dance. This includes use of equipment and surrounding elements of the studio space such as mirrors, personal and classroom space, locomotor, and non-locomotor movements.

In first grade, students continue to practice appropriate studio etiquette and begin to expand on creative movement and are exposed to ballet, hip hop and jazz. Students continue to learn the elements of dance with a focus on body & space. This includes body alignment, body shapes, lines, and positions.

In second grade, students become more acquainted with ballet, hip hop, jazz and introduced to tap. Students continue to learn the elements of dance with a focus on time and energy. This includes rhythm of music and movements, counts of movements connecting with music and flow of energy within movements.

In third grade, students begin to focus on the performance and presentation of dance routines incorporating all elements of dance and intentional movement. Students continue to learn the elements of dance with a focus on choreographic exploration to create dance routines in ballet, hip hop, jazz and tap.

In fourth grade, students create and perform various dance routines, within several genres, with a focus on formations, transitions, and relationship between dancers. Greater focus is placed on technique and the ensemble moves from choreographic exploration to sync movement.

In fifth grade, students expand on the creation and performance of various dance routines, within several genres, with a focus on formations, transitions, and relationship between dancers. Greater focus is placed on technique and the ensemble moves from choreographic exploration to sync movement.

Unique course offering can be found on the Course Catalog tab.

General Music

Students will have exposure to and develop an ongoing knowledge of core musical elements by creating, performing, and responding to music. They will develop an appreciation of the purpose of music as a means of personal expression, its significance through cultures and history and its connection and value in their everyday lives. The general music program at NHAMS follows the established New London elementary general music curriculum. The general music curriculum has been developed and organized to ensure that students learn the essential elements and principles of music which are considered the foundations of making and understanding music. This allows us to scaffold skills and concepts with increasing difficulty and refinement as students grow in maturity while also providing flexibility of presentation via projects. The general music curriculum also embraces the National Core Arts Standards in lesson development. 

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Grade Level Focus

In kindergarten, students learn basic skills in singing, steady beat, and rhythm, moving to and responding to music. Musical opposites such and high/low, loud/soft and fast/slow are also explored through the above activities, as well as through listening examples, stories and games.

In first grade, students continue to learn basic skills in singing, steady beat, and rhythm, moving to and responding to music. Musical opposites such and high/low, loud/soft and fast/slow are also explored through the above activities, as well as through listening examples, stories and games.

In second grade, students learn the attributes of music previously experienced are gradually transitioned to standard music terminology and notation while continuing to strengthen their understanding of musical opposites such and high/low, loud/soft and fast/slow.

In third grade, students learn how to play the recorder for lifelong enjoyment, and in preparation for playing band instruments while continuing to strengthen their understanding of standard music terminology and notation.

In fourth grade, students focus on fine-tuning their understanding of musical concepts and may choose from six music electives. Students gain experience in working as part of an ensemble, learn rhythms, songs and movement from around the world, and are exposed to contemporary pop songs in 3 and 4 part harmony.

In fifth grade, students expand on fine-tuning their understanding of musical concepts and may choose from six music electives. Students gain experience in working as part of an ensemble, learn rhythms, songs and movement from around the world, and are exposed to contemporary pop songs in 3 and 4 part harmony.

Unique course offering can be found on the Course Catalog tab.

Instrumental Music

Students will have exposure to and develop an ongoing knowledge of core musical elements by creating, performing, and responding to music by using instruments. They will develop an appreciation of the purpose of music as a means of personal expression, its significance through cultures and history and its connection and value in their everyday lives. The instrumental music program at NHAMS follows the established New London elementary instrumental music curriculum. The instrumental music curriculum has been developed and organized to ensure that students learn the essential elements and principles of instrumental music which are considered the foundations of making and understanding music. This allows us to scaffold skills and concepts with increasing difficulty and refinement as students grow in maturity while also providing flexibility of presentation via projects. The instrumental music curriculum also embraces the National Core Arts Standards in lesson development. 

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Grade Level Focus

In 4^th grade, students begin playing instruments. Students may choose from six instrumental music electives.  

Band is a large ensemble where students may choose to play the flute, clarinet, alto saxophone, trumpet, trombone, baritone, or percussion. In addition to the essential class, students will also receive one 30-minute, small group, lesson per week.  

Beginning Band is for first year players and have this essential once per week along with their lesson. Beginning Band has one performance per year in May. 

Advanced Band is for second year players and have this essential twice per week along with their lesson. Advanced Band has two performances per year, December and May. 

Stage Band is for students in Advanced Band who want an additional band essential with more challenging repertoire. Students perform a variety of pop and jazz styles as well as learning basic improvisation and roman numeral analysis. Students must receive teacher approval to be in Stage Band and have two performances per year in December and May.

Guitar students learn the fundamentals of classical guitar playing. Students will learn the parts of the guitar and skills such as open chords, power chords, reading tablature, and reading basic chord charts. Guitar students have the option to perform in May. 

Advanced Guitar is a continuation of guitar and expand their knowledge of playing guitar.

More information on these unique course offerings can be found on the Course Catalog tab

Theatre Arts at Nathan Hale Arts Magnet School

Students will use the art of theatre to gain confidence in their speaking and listening skills while also gaining knowledge and experience in the world of theatrical arts.

Theatre classes at Nathan Hale embrace the philosophy of theatre educator Viola Spolin, who believed in learning through experience and experiencing, and also regarded all students as equally “stage worthy.”  Our theatre classes are safe spaces, where students can explore worlds and become characters without fears of judgment or inadequacy. Nathan Hale Arts Magnet School’s Theatre curriculum embraces the National Core Arts Standards in lesson development, including the anchor standards of Creating, Performing, Responding and Connecting.

Grade Level Focus

In Kindergarten, students quickly begin to perform and collaborate with their peers through theatre games designed to build confidence in their performance skills.  Early theatre games will also enhance student ability to listen and follow directions.  First year theatre students will explore concepts of audience expectations, rehearsal routines, costumes, props, and changes we can make to our bodies to create character.

In the first grade, students will explore concepts of movement: using speed, energy, weight, gravity, and an actor’s body center in various exercises. Students will begin to think of their body as their instrument, making connections to facial expressions and communication, projecting voices in different environments, and controlling our body movements. First grade students will begin to explore concepts of collaborative storytelling and improvisation in guided drama experiences.

Grade two students begin to play with many genres of theatre, including folktales, puppetry, pantomime, and improv. Students will continue to add skills to their actors toolbelt while exploring these various genres. 

Grade Three students will be exposed to concepts of visual composition, theatrical conventions, and elements of story and staging. Students in third grade will be required to work on small group production projects which will enhance their ability to both listen and contribute in a collaborative setting.

Grades Four and Five Theatre electives:

Advanced Theatre
Students will learn and practice various techniques to enhance their abilities as actors. Students will also learn about basic theater elements such as lighting, costuming, and make-up. Students will work towards performance pieces that are memorized and presented. This may include solo monologues, 2-4 person scenes from short plays, and student-created pieces.

Improvisation for the Theatre
Students will learn to use specific improv skills to help them create characters and scene scenarios completely on the spot without advanced preparation.  Improvisation is an invaluable skill which enhances problem solving, builds student confidence, requires listening and collaboration, and is a key component to both acting and writing. Our improv year concludes with a student showcase performance, hosted and performed by our improv students.

Nathan Hale Showmakers
The Showmakers is an auditioned production class.  During the course of our school year, students mount a full-length children’s theatre play, learning all aspects of play production from both acting and technical perspectives. The Showmakers play is later performed to peers, families, and at partner schools in our district.

Media Arts

Students will have exposure to and develop an ongoing knowledge of Media Arts. They will study different media art forms through technology, video, animation, and design.  They will explore performance through video production and green screen technology and music development through Garage Band. The media arts program at NHAMS follows the established New London elementary medial arts curriculum. The media arts curriculum has been developed and organized to ensure that students learn the essential elements and principles of media art which are considered the foundations of making and understanding media arts. This allows us to scaffold skills and concepts with increasing difficulty and refinement as students grow in maturity while also providing flexibility of presentation via projects. The media arts curriculum also embraces the National Core Arts Standards in lesson development. 

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Grade Level Focus

In kindergarten, students with a variety of computer games, programs, and projects. Through guided practice and experimentation they begin to learn how to use computers safely, intentionally and for artistic purpose.

In first grade, students continue to become familiar with technology while creating projects that are aligned with the National Arts standards and Visual Arts Standards, all through games, programs and projects.

In second grade, students begin to develop their more advanced media arts skills through garage band and programming. They use iMovie to develop visual projects as well as Garage Band for music design and Scratch for programming and animation.

In third grade, students become well-versed in Garage band, scratch, iMovie and the production lab. They are perfecting a strong foundation for choice in preparation to move into more advanced concentrations for fourth and fifth grade.

In fourth grade, students can choose if they would like to take courses more focused on an advanced area of Media Arts. Students expand on basic elements of animation in the animation class, advanced students begin to design their own video games, and others become more familiar with the production lab and begin to create projects using green screen technology and the production equipment.

In fifth grade, students expand on their choices in the area of media arts. Students expand on basic elements of animation in the animation class, advanced students begin to design their own video games, and others become more familiar with the production lab and begin to create projects using green screen technology and the production equipment.

Unique course offerings can be found on the Course Catalog tab.

Page Café

In the Pages Café students will find a space built on the foundational belief that one of the most nurturing sounds in the world is a voice reading and sharing a story. They will also encounter opportunities to both pursue their artistic passions and create projects in a cooperative manner. In the Pages Café, students will listen to a story for half of the class period, with time to ask questions and make comments to demonstrate their comprehension and ability to predict, as set forth in Common Core guidelines. For the second half of class, students can choose from over a dozen creative options in the artistic maker space. The maker-space is based on the principles of STREAM: science, technology, reading, engineering, the arts and math. The learning centers encompass painting, sketching, reading, puzzles, gear and Lego building, examining plant life in the science center, board games such as chess and checkers, and social/emotional music and sensory opportunities at the Peace Table. Involvement in our maker-space also gives children the opportunity to engage in 21^st century skills such as communication, critical thinking, and collaboration. Our goalsin Pages Café are to nurture a love for the spoken and written word, and to create a space where children can be creative and connected to each other, the community, and the greater world.

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Grade Level Focus

In kindergarten, students are introduced to the expectations of Pages Café and listen to stories with rhymes and predictive texts, to support their classroom beginning reading instruction. Their learning center choices reflect developmentally appropriate opportunities for socialization and sensory exploration, such as creating play dough sculptures together and playing literature-based games such as Pete the Cat makes Lunch.

In first grade, students listen to multicultural folktale units, which supplement their folktale lessons in the general education classroom. In the second part of the year, they are introduced to their first read aloud chapter book, signifying their transition to “big kid books” in Pages. In collaboration with the dance program, first graders also learn a butterfly dance and perform it during our springtime “release the butterflies” celebration.

In second grade, students are able to vote on what chapter book read aloud they would like to hear, another “big kid” transition in our room. In the spring they learn about the butterfly life cycle in their classes, thus bringing great enthusiasm for our annual Pages Café caterpillar/butterfly observations and release.

In third grade, students often choose to read historical fiction, and especially enjoy the “I Survived” Scholastic series year after year. The author lives in CT and has corresponded with us through email, which always sparks the children’s excitement for reading. In this year the students also plant seeds which will later be transplanted into our school garden beds in a crossover project with our Farm to School Intern.

In fourth and fifth grade, students have expressed a real interest in mythology and science fiction, often picking titles from the “Percy Jackson" and the “Aliens Ate my Homework” series. We send art and letters to authors regularly, and often paint and make cards to send to students in other schools, local firefighters, and veterans.

Visual Arts

Students will have exposure to and develop an ongoing knowledge of art materials and processes using the elements of art and the principles of design. They will develop an appreciation of the purpose of art as a means of personal expression and its significance through cultures and history. The visual arts program at NHAMS follows the established New London elementary visual arts curriculum. The visual arts curriculum has been developed and organized to ensure that students learn the essential elements and principles of art which are considered the foundations of making and understanding art. This allows us to scaffold skills and concepts with increasing difficulty and refinement as students grow in maturity while also providing flexibility of presentation via projects. The visual art curriculum also embraces the National Core Arts Standards in lesson development. 

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Grade Level Focus

In kindergarten, students use a variety of art tools and materials. Through guided practice and experimentation, they learn the endless possibilities of how tools and materials can be manipulated for desired results.  

In first grade, students become line and shape experts. By experiencing the different ways lines and shapes are made and combined, builds the skills necessary to becoming proficient art makers.  In grade two, we focus on pattern and texture. These elements add detail and vibrancy to artwork.

In second grade, students explore how pattern and texture can add detail and vibrancy to works of art. They begin to discuss artist choice and purpose.
 
In third grade, students focus on color and color theory. We cover the full color spectrum and beyond. Students identify and use many color schemes and combinations and express their emotional content.

In fourth grade, students covers form and movement. Students practice using value to create the illusion of form in 2-dimensional works. They also use 2 and 3 dimensional materials to express visual movement. 

In fifth grade, students learn about balance and space in artwork. How do artists compose an artwork to make it pleasing to the eye, what are the conventions of organizing artistic elements we can choose to use, and how do we use these conventions to judge our own and others' work? These are a few of the questions we delve into during our time together.

Unique course offerings can be found on the Course Catalog tab.