THE ARTS

Often, the entry point to the projects is to begin by exploring the work of established artists, both their work and their lives. Students explore both the technical aspects—what did the artist do to create this effect?—and the historical context of the work—why did the artist create this? Through this thoughtful, deep approach, students are engaged, inspired, and challenged to create their own works of art.

Through interdisciplinary collaborations with classroom teachers, students learn that their background knowledge can inform their experience of creating visual art, and that the visual arts can enhance their learning experience. For example, third graders use research from their endangered animals project to create an illustrated “Guess Who?” poster of their animal in art class. Fifth graders design Holocaust memorial sculptures during their studies of the Holocaust.

Rashi students bring a sophisticated knowledge and experience of Jewish customs and spirituality into the art room. Students create works of art to enhance holiday celebrations both at school and in their homes. For example, fifth graders create sculptures of Maccabees from wire, clay, cloth, and other mixed media. Seventh graders create matzah plates with wood burning techniques.

Middle schoolers continue the general art curriculum. In addition, Middle School electives give students a choice to explore more specifically focused themes and materials, often drawing on their interests and hobbies. Past electives have included Stop-motion animation, fashion design, “Art From the Hardware Store,” and “Inspired by Wire.”

Rashi students learn about the important role that art can play in social justice. By exploring and discussing the work and the lives of artists who experienced firsthand the effects of racism and prejudice, students learn about how art has long been an important voice for underrepresented populations. Students also study the work of many contemporary artist/activists, which provides a unique entry point for students to engage their creativity to make work that represents their desire for change in the world.

Each grade’s curriculum is built around appropriate developmental practice with the child as the center of and responsible for his or her own learning. Lessons are designed to encourage intrinsic motivation through engaging, differentiated instruction. In music, each child is viewed as unique, naturally creative, and inherently musical.

Every lesson is structured to align with Carl Orff’s Schulwerk approach to Music Education. Students are encouraged to view their music classes as a series of experiments in learning based on listening, playing, and creating music. The children are an integral part of this learning process at all times and are encouraged to contribute ideas about how the lessons could proceed. Experience has shown that the children exceed levels of expectation in learning when their ideas are heard and acted upon in the moment.

Rashi Core Values continue to be a main aspect of music classes. Every student has a unique Ruach (spirit) to bring to the musical Kehillah (learning community). The teacher emphasizes that showing Kavod (honoring each other) allows the class to practice music in a supportive environment – each one of us brings Tzedek (inner sense of righteousness and justice) to our Limud (learning and study). The combination of these values creates a place in which the creative spirit may thrive.