Music & Art
The Solomon Schechter School of Queens Art Program
“How very drab the lives of our children would be
If they looked, but did not see
Touched, but did not feel
Listened, but never took a curtain call.”
Wilson Riles
Art concepts taught at the Solomon Schechter School of Queens, consist of: Line, shape, form, color, pattern, texture, space and composition.
Introduction to Art begins with drawing lines to form a turtle and a school bus. The children transpose the
“How very drab the lives of our children would be
If they looked, but did not see
Touched, but did not feel
Listened, but never took a curtain call.”
Wilson Riles
Art concepts taught at the Solomon Schechter School of Queens, consist of: Line, shape, form, color, pattern, texture, space and composition.
Introduction to Art begins with drawing lines to form a turtle and a school bus. The children transpose the
ir drawings to clay, where it becomes a three dimensional piece of art. From kindergarten through the 8th grade, drawing continues, consisting of gesture, contour drawing of heads, hands and body, one point perspective to optical illusions.
Throughout the grades, students will be exposed to painting, paper mache, collage, wire sculpture and clay. All children will view the art of the following artists: Marc Chagall, Pablo Picasso, Georgia O’Keeffe, Vincent Van Gogh, Claude Monet, Henri Matisse, Joan Miro and Henri Rousseau.
The Solomon Schechter School of Queens Music Program
The Music Curriculum combines Hebrew/Israel and American songs while learning the fundamentals of music theory, musical instruments, and musical composition. Many of the vocal selections are integrated with the holiday curriculum.
In Pre-Kindergarten and Kindergarten the children learn basic principles of rhythm using body movements and percussion instruments to act out rhythmical patterns in classical music compositions. They begin to learn the scale. Singing Hebrew and English songs serve as a main component of the curriculum.
In the First Grade the children continue learning Hebrew and English songs centering around the holidays. A portion of the music curriculum is dedicated to the preparation of the Siddur celebration. Additionally, the children learn note values including whole, half, quarter and eighth notes. They play rhythmical patterns on percussion instruments and learn to identify high notes and low notes and the major scales, integrating the rhythm with bodily motion and comparing them to the voice tenor of different animals.
In the Second Grade the children continue learning Hebrew and English songs centering around the holidays. A portion of the music is dedicated to the preparation of the Chummash celebration. Additionally, the children build on the information they have learned in First Grade.
The music curriculum in the Third and Fourth Grade introduces the children to more songs, and their study of music theory becomes more complex. They learn to read motes on the treble clef, and move toward complex integrated rhythms using eighth and sixteenth notes. They also learn a unit on string instruments of the orchestra.
The Fifth and Sixth Grade music curriculum draws upon the foundation the children received in the lower elementary school grades. In these older grades the curriculum transitions to learning the different periods of music history, together with the associated composers. The students particularly focus on works of Bach, Beethoven, Brahms, Chopin, Haydn, Mozart and Tchaikovsky. A special unit also introduces the wind, brass and percussion instruments of the orchestra.
Throughout the grades, students will be exposed to painting, paper mache, collage, wire sculpture and clay. All children will view the art of the following artists: Marc Chagall, Pablo Picasso, Georgia O’Keeffe, Vincent Van Gogh, Claude Monet, Henri Matisse, Joan Miro and Henri Rousseau.
The Solomon Schechter School of Queens Music Program
The Music Curriculum combines Hebrew/Israel and American songs while learning the fundamentals of music theory, musical instruments, and musical composition. Many of the vocal selections are integrated with the holiday curriculum.
In Pre-Kindergarten and Kindergarten the children learn basic principles of rhythm using body movements and percussion instruments to act out rhythmical patterns in classical music compositions. They begin to learn the scale. Singing Hebrew and English songs serve as a main component of the curriculum.
In the First Grade the children continue learning Hebrew and English songs centering around the holidays. A portion of the music curriculum is dedicated to the preparation of the Siddur celebration. Additionally, the children learn note values including whole, half, quarter and eighth notes. They play rhythmical patterns on percussion instruments and learn to identify high notes and low notes and the major scales, integrating the rhythm with bodily motion and comparing them to the voice tenor of different animals.
In the Second Grade the children continue learning Hebrew and English songs centering around the holidays. A portion of the music is dedicated to the preparation of the Chummash celebration. Additionally, the children build on the information they have learned in First Grade.
The music curriculum in the Third and Fourth Grade introduces the children to more songs, and their study of music theory becomes more complex. They learn to read motes on the treble clef, and move toward complex integrated rhythms using eighth and sixteenth notes. They also learn a unit on string instruments of the orchestra.
The Fifth and Sixth Grade music curriculum draws upon the foundation the children received in the lower elementary school grades. In these older grades the curriculum transitions to learning the different periods of music history, together with the associated composers. The students particularly focus on works of Bach, Beethoven, Brahms, Chopin, Haydn, Mozart and Tchaikovsky. A special unit also introduces the wind, brass and percussion instruments of the orchestra.