Charter Schools Institute State University of New York y TAPESTRY CHARTER SCHOOL FINAL CHARTERED AGREEMENT Sec. 2852(5) Submission to the Board of Regents VOLUME Z? OF REDACTED COP 74 North Pearl Street, 4* Floor, Albany, NY 12207 tel: (518) 433-8277 fax: (518) 427-6510 e-mail: [email protected] www.newyorkcharters.org Interdisciplinary Links—Physical Education g n j In Physical Education class, students can incorporate the following other subject areas: English Language Arts—Reading: . Read books relating to rules and strategies of various games. • Read books, articles about effects of exercise on the body. English Language Arts—Writing: . Write reports about physical phenomena that affect the body (e.g. smoking). Mathematics: • Use data from physical education events (scores, race times, etc.) to create and analyze graphs and charts. Science: • Use Pythagorean Theorem, gravity, laws of motion and thermodynamics, and other mathematical concepts to explain real world physical education phenomena. Social Studies: • Compare physical fitness activities to other regions of the world. Health and Home Economics: • Explore how nutrition affects the body. Art. • Use photography to study motion. Use paintings to study the body and its parts. In other classes. Physical Education can be used in the following wavs: English Language Arts—Reading. • Read books about athletes, physical education issues. • Follow one physical fitnes issue or game in the news. Science: • Conduct experiments involving movement, strength, speed, etc. Social Studies: • Explore history of physical fitness in various societies (e.g. ancient Olympics). no ^o^^^^o^e^o^DD^ea^ ^0^ Tne Tapestry ^narter school will encourage the parents^uardians and families of our students to contribute their knowled^ talents and cultural heritage through workshops and informal presentations This is an important part of creating community connections within our own school community. students will participate in cla^meetin^sthatwilldealwithpeer^roup issues. The Buffalo Police Department, Police community ^ervice^Onit, will visit the school and talk to students about safety issues at school and at home.They will also provide resources about drug and alcohol free schools. The Buffalo Fire Department, Fire Prevention Bureau will visit the school and talk to the students about fire safety and prevention. t^ocal health care providers will be asked to volunteer their time to speak to students abouttheir professions and the importanceof^ood health habits. ^ DANCE, MUSIC, and VISUAL ARTS g Q g NEW YORK STATE STANDARDS: The Arts (TA) STANDARD 1: Creating, Performing, and Participating in the Arts. Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in famous roles in the arts. STANDARD 2: Knowing and Using Arts Materials and Resources. Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. STANDARD 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. STANDARD 4: Understanding the Cultural Dimensions and Contributions of the Arts. Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. nx 0^ ^ ^a^es^^ children in grades^love to move and leam through engagement of the whole self. They need to become literate in the language ofdance in orderto use this natural facility asameans of communication and self-expressions and asawayofresponding to theexpression of others. Oancing and creating dances eo^uip them with skills and knowledge necessaryforallfuture learning in dance and give themawaytocelebrate theirhumanity Oanceeduc^tionbeginswith an awareness ofthe movement ofthe body and its creative potential The natureofdance allows students toexperience and understand their bodies in unique andthoughtfulways.^ttheearliest levels students become engaged in movement exploration that promotesarecognition and appreciation of self and others students leambasicmovementandchoreographics^ills in musical^rhythmic contexts. The skills and knowledge acquired allowthem to begin wording independentlyand^ith others in creating and performingdances. v^iththe body as their instrument children leam to translate their life experiences and express theirthoughtsandfeelings via movement symbols and dance language. experience in perceiving and responding to dance expands students^ vocabularies^ enhances theirlistening and viewing s^ills^ and strengthens theircritical and creative thinking abilities, ^ven the youngest children can investigate questions such as v^hat is danced ^ow does itwo^v^hy is it important^ ^racticingattentiveaudiencebehaviorfortheirpeers leads todescribing movement elements and identifying expressive movement choices, students learn to compareworxs in termsoftheelementsofspace^ time andforce^energy^and to experience the similarities anddifferences between dance and other disciplines. Through danceeducation students can also come to an understanding oftheir own culture and begin to respect dance asapartofthe heritage of many cultures. They not only leam about human diversity^but also leam to embrace it with understanding and compassion, ^nce students wor^togetherto experience their own and other cultures they can collaborate in creating an ever^evolving contemporary culture. ^ ^nderga^te^^ough^grade^^cu^^ ^05 ^ ^reativemovement^ dance of diverse cultures^folk danced introduction to dance styles^technio,ueD dance history ^ dancecomposition^dance criticism and analysis ^anatomy,nutrition and healthy body image^pen^ormance^interdisciplinary arts unitD interdisciplinary academic unit ^e.g,dance in the environments dance materials and resources^e.g,books, local dancecomoanies, videos, news articles, etc.^. ^^rades D fields trips and visiting an^swill complement the curriculum. ^ specialised curriculum will be offered for at^risk students. ^^dvanced curriculum will be offered for students showing an aptitude in dance. ^ade^^ ^s students begin to developasenseofthemselves in relation to the world, they are readyto respond more thoughtfully todance. Young people ingrades^and^are able to master and analyse material of growing complexity and respond well to the challenges of problemDsolvingthrough movement, ^hey can perceive details ofstyle and choreographic structure, reflect upon what iscommunicated,ande^plore relationships between dance and other disciplines, ^hestudyofdifferentformsof dance isvaluableforthe insight it provides into correspondingcultures, value systems, and historical periods. In the middle school years, when adolescent bodiesare changing rapidly, it is vitalfor students toengage in activities that help shape positive, healthy attitudes toward the self. Oance isaphysical activity in whicharespectforthe instrument, the human body, is imperative.^nadolescentsself^concept and self^worth are improved in relationto awareness and mastery ofhisorher own body. ^he immediacy of dance offers opportunities for middle school students to develop and en^oy their many positive and natural skills, through creating, performing, and respondingtodance, students increase skillsandknowledgethatenhancenotonlytheir developing sense of personal identity,but also theirunderstanding of cooperationand collaboration, students leam to value the achievements and creationsof others, from peer to role models. ^s students meet increasing physical and conceptual challenges of dancing and dance makings they learn by experience that self-discipline isapre-reo^uisite for achievement; Students are encouraged bythis experience to take responsibilityforthe care^ conditionings and health oftheir bodies both^ithin and outside the dance class. Oanceeducationoffersahealthy alternative to the choices available to adolescents at this precarious time in their lives. Oanceexperiencesprovideareal-lifelaboratoryfor adolescents todeveloprespectfortheiro^nbodies^ to leamandtest habits of purposeful thinkings effective communications responsible self-direction and to practice the skills of productive group participation. Oancegivesasafeandhealthyvehicle through ^hich the chaotic forces of adolescence can bechanneled. ^a^^g^e^^c^^ ^ Improvisation^creativemovement^dancecompositionBchoreography ^ dance of diverse cultures^folk danced introduction to dance styles^technique^dance history ^dancecriticismandanalysis^anatomy^uryprevention^ nutrition and healthy body image ^ork ^ performances interdisciplinary arts unitD interdisciplinary academic^otherunit^e.g.^danceand sports^ dance and poetry^etc^dance material and resources. ^ ^ield trips and visiting artists^illcomplementthecurriculum ^ Specialised curriculum ^illbeofferedforat-risk students ^^dvancedcurriculum^ill be offeredforstudentssho^ving and aptitude fordance. ^O^^^^^^^^^O^^^ca4b^^^e^^e^^^^^^^^a4^^^ ^^ 807 The Dance performance indicators are adapted from Minnesota's Arts Standards for Dance, Visual Arts, and Music. They encompass and elaborate upon New York's Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom instructors, will benefit from these precise planning outlines. Dance Performance Indicators for K-4 1.