MUSIC
MUSIC
MUSIC
OVERVIEW
Our highly regarded music program has been designated a Best Community for Music Education since 2013. Recognized on the regional and national level for outstanding performing groups and faculty/curricular achievements, the Westport Public Schools Music program also maintains community connections with various organizations including Music for Youth, the Westport Public Library and the Levitt Pavilion for the Performing Arts, to name a few.
The department strives to develop each students’ artistic literacy and global awareness by developing their ability to create, perform and respond to diverse music at the highest level in a safe and nurturing environment. Department goals for achieving a student's musical success:
• Every student should have an opportunity to develop a
lifelong connection to music
• Every student should be able to use music as a vehicle
to interact with their communities
• Every student should be entitled to an education that includes music
through Grade 8
• Every student should have the opportunity to participate
in a music class through Grade 12
• Every student should have the opportunity to participate in the
music program regardless of his or her financial situation
• Every student should have the opportunity to perform on a regular basis
• Every student should have the opportunity to audition for Middle and High School Regional/All-State Music Festivals
OVERVIEW
Our highly regarded music program has been designated a Best Community for Music Education since 2013. Recognized on the regional and national level for outstanding performing groups and faculty/curricular achievements, the Westport Public Schools Music program also maintains community connections with various organizations including Music for Youth, the Westport Public Library and the Levitt Pavilion for the Performing Arts, to name a few.
The department strives to develop each students’ artistic literacy and global awareness by developing their ability to create, perform and respond to diverse music at the highest level in a safe and nurturing environment. Department goals for achieving a student's musical success:
• Every student should have an opportunity to develop a
lifelong connection to music
• Every student should be able to use music as a vehicle
to interact with their communities
• Every student should be entitled to an education that includes music
through Grade 8
• Every student should have the opportunity to participate
in a music class through Grade 12
• Every student should have the opportunity to participate in the
music program regardless of his or her financial situation
• Every student should have the opportunity to perform on a regular basis
• Every student should have the opportunity to audition for Middle and High School Regional/All-State Music Festivals
SCHOOLS
SCHOOLS
The Long Lots
Pan Island Express
Steel Drum Band
with music director
Ms Tucker
The Long Lots
Pan Island Express
Steel Drum Band
with music director
Ms Tucker
The Long Lots
Pan Island Express
Steel Drum Band
with music director
Ms Tucker
"Mood Meter"
-Ms Robinson's GFS Grade ? Art Class
How artists communicate their emotional state through color, texture, value and media choice
"Mood Meter"
-Ms Robinson's GFS Grade ? Art Class
How artists communicate their emotional state through color, texture, value and media choice
"Title"
-Mr Soper's KHS Art Class
Description....
"Title"
-Mr Soper's KHS Art Class
Description....
"Title"
-Mr Soper's KHS Art Class
Description....
COURSE OF STUDY
COURSE OF STUDY
COURSE OF STUDY
VISUAL ART NEWS
MIDDLE SCHOOL ART
SKETCHBOOK DESIGN
The BMS/CMS middle school artists are creating sketchbooks, which are the perfect portable space in which they plan, reflect, and make art. These “traveling portfolios” record their growth over time. Since all art needs an audience, we invite you to take a look at what they’ve been making and share in their successes.
1.
INSPIRATION
The art classroom is a place where thinking and inspiration is visible. We want our spaces to be reflections of our middle school artists. Our gallery spaces are filled with inspirational images that students selected. It creates an inviting studio space that encourages connections and dynamic conversations.
”
I discovered that as a person I take risks and love adventure. I also like to dream and imagine. -BMS Sketchbook Artist
“
Student Inspirations:
b “This image is of the Mona Lisa with a face mask. This shows me how much things have changed...what we call normal right now. The mask is a new essential for our generation.”
f “This is a picture of a soccer ball I own. My dog destroyed it in a few weeks. It shows how much power animals, including humans have. This image inspires me because it shows how much damage something can do to anything.”
f "This (rocket)inspires me because it shows what mankind can achieve if we put our minds to it.”
d “My dog Cotton makes me feel safe. I can tell her anything and she won’t judge. At the end of the day I will tell her everything and on walks she will just stand by me listening. I feel like she can understand me.
b John Baldessari's written proclamation expressing the power of text.
d A student's planning page and ideas for personalizing their sketchbook cover.
PERSONALIZING OUR SKETCHBOOKS
In the 60s, conceptual artist John Baldessari filmed himself writing “I will not make any more boring art” over and over until the film ran out. His performance was a proclamation, using the power of text in place of images as a new form of art. Students generated words, inspired by their personal inspirations, and transformed the surface of their sketchbooks into a tapestry of creative messaging for the year.
3.
2.
DIGITAL DOCUMENTATION
Students learned to successfully take photos as a way of sharing their work in order to navigate our digital learning space.
c An artist created a drawing based upon her inspiration photo and learned how to capture, edit and upload it into a shared gallery.
4.
STUDENT DESIGN & RESPONSE
5.
DESIGN PROJECT: Illuminated Letters
Students created illuminated letters as the final step in personalizing their sketchbooks. Students explored the rich history of lettering design from Medieval illuminated manuscripts to the work of contemporary textual artists like Alex Trochut. They went through the designing process, from researching, to compositional planning with thumbnail sketches, to experimenting with materials to the final product.
c The top two images show styles of Medieval letter forms.
b Left, an example of student work on thumbnails and color application in their sketchbook.
b Far left, samples of finished letter designs.
6.
SKETCHBOOK COVERS WITH ILLUMINATED LETTERS
