The Herald

We are honored to share this Special Edition of The Herald with you which highlights the mindfully crafted and innovative work that is emerging from our robust Hoboken Public School District. The ever expanding Fine and Performing Arts Department boasts award winning programming spanning across Art, Music, and Theatre.

As Pablo Picasso stated, "Every child is an artist. The problem is how to remain an artist once we grow up." The mission of the Hoboken Public School District's Fine and Performing Arts Department is to instill in our children the ability to understand that being an artist goes beyond the actual creation of a product, but is truly found in the ability to develop and grow a creative thinking process. This is how we can remain an artist once we grow up, directly challenging Picasso's lost prophecy. We proudly welcome you into our revered creative spaces where you will gain insight into the Department's process. Here, your children have the space to navigate and explore their means of self expression.

"Art is something that makes you breathe with a different kind of happiness."

- Anni Albers

We warmly invite you to lose yourself in the enchantment of the creative successes of our budding artists. Grab a hot cup of coffee and a blanket. Cozy up and read through this Herald like you would your favorite book.

Imaginatively Yours,

Dr. Christine Johnson, Superintendent of Schools

Ms. Sandra Rodriguez-Gomez, Assistant Superintendent of Schools

Ms. Jessica Fasolino, Supervisor of Fine Arts

Ms. Danielle Miller, Supervisor of Performing Arts

What defines creativity in a person?

Creativity is the ability to think about a task or a problem in a new or different way, or the ability to use the imagination to generate new ideas. Creativity enables you to solve complex problems or find interesting ways to approach tasks. If you are creative, you look at things from a unique perspective.

1. The Arts Stimulate Creativity and Problem-Solving Skills

An arts project begins with a creative spark and lets kids bring their imagination to life, but it also strengthens their logical thinking skills, too! You’ve probably heard about the somewhat-debunked right brain, left brain theory. The idea was that creative people were “right-brained” because the right brain is more visual and artistic, while the left brain is verbal, analytical, and detail-oriented. The truth is that both sides work together, and art is an excellent tool for helping kids take a creative concept from start to finish, work through artistic challenges and mistakes, and have fun while learning.

2. The Arts Promote Self-Esteem and Self-Expression

Children thrive when they can practice decision-making and express themselves without worrying about a right or wrong answer. They can learn how to trust themselves and communicate their thoughts and feelings with art. Unlike other schoolwork, there are no correct or incorrect things to worry about — it’s all about their vision and goals. There may be a few rules like, "Paint only on the canvas,” but otherwise the final product is completely in their hands. The more they can freely practice self-expression, the more confident they’ll feel. It’s also a great language development opportunity because they can pick up new arts terminology along the way.

3. The Arts Contribute to Fine Motor Skill Development

Educators report more and more children are entering schools with underdeveloped fine motor skills. Dexterity skills are typically taught at home at a very early age simply by exploring grip and pencil control. Creative activities are a fun and easy way to change things up and help with fine motor control. For example, music accelerates brain development for students, enhancing fine and gross motor skills, executive function, and sensory development.

4. The Arts Help Develop Visual-Spatial Processing

Visual-spatial skills help kids understand where objects are in space. They’re the same skills that let them repeat dance moves they see online, hit a baseball, draw letters and shapes, or complete a maze. Creating art is a great way to help children sharpen these skills. Has your child or student ever tried to draw their favorite person, place, or thing? Let’s say they want to draw a portrait of their dog. When they imagine their dog’s height, weight, shape, and color and try to recreate their furry friend on paper, they’re doing a ton of visual-spatial processing without even knowing it.

5. The Arts Build Memory and Self-Confidence

Here’s another benefit of art for children: taking classes in the performing arts can help develop skills in memory and build an overall stronger sense of self. Involvement in theater uses memory, improves problem-solving, and sharpens the intellect through learning lines and cues. Memorizing scripts and blocking on stage allows students to strengthen their memory. Additionally, the act of performing and public speaking on stage can help students recognize their potential for success and improve their self confidence.

6. The Arts Provide Rest, Relaxation, and Reward

Studies have shown that art making decreases stress levels and lowers anxiety, helping with a child’s overall mental health. Whether your little artist is doodling, sculpting with clay, playing an instrument, or performing on stage, the reward centers of the brain are activated. For children, this means that all creative art activities make them feel good and help them naturally relax. They walk away with a sense of accomplishment and the motivation to get creative again.

7. The Arts Increase Academic Performance

Reducing stress, improving memory, increasing confidence — these are all ingredients for academic success. In fact, a study of over 10,000 third- through eighth-grade students found that enrolling students in art classes improved writing scores by 13% and lowered disciplinary issues by 3.6%. It also boosted college aspirations among elementary school students. Additionally, The College Board reported students who were enrolled in art classes scored an average of 65.5 points higher on the verbal component and 35.5 points higher in the math component of the SAT.

8. The Arts Connect Kids to People and the World

Art is a universal language and acts like a gateway to cultural awareness. Children and teens do not need any special knowledge to enjoy visual arts from different cultures or time periods. When kids start making their own art, they naturally become curious and excited about other people’s art — especially if it’s a familiar style, medium, or subject. The creative process helps establish a lasting affinity for arts and culture in kids that’s vital to connecting to new people. The study we mentioned earlier even showed that art programs made students more likely to be empathetic and open-minded to all cultures.

• Fine Arts: General Fine Art, Pre-Advanced Placement Art, Art School Portfolio, Advanced Integrative Arts

• Theatre: Principles of Acting, Advanced Scene Study, Backstage Elements, District Productions, STANJ Competition & NJ Thespians Festivals

• Dance: Pre-Advanced Placement, Grades 6-8

• Music: Pre-Advanced Placement Music, General Music, Chorus, Band, Strings, Instrumental Music/Band, Marching Band, and Competitions Entered

• Media Art: Video in the Connected World I and II, Comic Books and Animation, Film Club and Submissions to Film Competitions

• Culinary: Culinary I and II, International Pastries
  

Our youngest artists, kindergarteners and first graders, are learning the foundations of skills in art! They are learning how to safely and respectfully use a variety of art materials and tools, how to recognize and talk about art, and how to use a wide range of techniques, both old and new. From collaging to drawing, from painting to sculpting, students learn it all while focusing on the elements of art. The elements of art are line, color, shape, space, texture, form, and value. These elements are used to make every work of art, all around the world, all throughout the history of art! We are learning how to identify these elements in a variety of artwork and are learning how to use them in our own artwork. Kindergarten and first grade artists have learned collaging techniques while focusing on warm versus cool colors for our Autumn tree collages. They have practiced color mixing and creating form in art while we made our jack-o-lantern paper bag sculptures.

Recently we’ve been looking to famous works of art for inspiration in our projects. From learning how to create organic shapes like Reggie Laurent, to painting concentric shapes like Wassily Kandinsky, to creating textured painted paper collages like Eric Carle, these young artists have already accomplished so much this school year! In every project, it is essential that each student is allowed individual creativity and discovery. While we may follow the same directions and are learning the same skills, each work of art is as unique as the young artists who make them! The art program enables each student to develop positive attitudes toward self, others, and the environment through creative experiences. Problem solving and creative learning encourage the student to relate visual knowledge to other core subjects and to respond with originality, appreciation, flexibility, and imagination. The use and application of skills, processes and mediums encourages self expression, creative growth, discovery, and the realization of ideas.

Our second graders are expanding their knowledge of art making tools and materials, while learning more on the elements of art and principles of design. They are enhancing their fine motor skills through intricate collage artworks, tempura textured paintings, and 3D paper sculptures.

Second grade artists are slowly becoming more independent in their art making by breaking away from step-by-step projects. They are free to explore, experiment, and manipulate their materials in order to achieve their art making goal!

Third graders are beginning to come into their true artistry! They are developing an art making process that is unique to them through experimenting with a wide range of materials. For example, watercolor-crayon resist was used in their Van Gogh inspired pieces. Students watched as their watercolor flowed over their mark makings while the crayon remained exactly the same; revealing a still life full of movement and color! They created oil pastel drawings about the elements and principles of art, and used baby oil and cotton swabs to blend their colors together.

These unconventional art materials turned their drawings into beautiful gouache-like paintings while reminding them that there are no limits in creating. Not only can everyday objects be used in art making, but third graders are beginning to recognize that everyday objects were created by an artist. The chairs we sit on, the tables we use, the building we attend school, were all designed by an artist at some point. This knowledge sparks their motivation in creating and problem-solving in the art room. Questions like, “What would happen if…?” or “How would you use…to create this?” provoke their high order thinking in developing their own works of art. They are able to communicate, describe, and explain their artwork while giving insightful comments about their peers’ work as well. While their self-discovery is taking off, collaboration has been a major theme by learning how to bring these skills together with their peers: a school-wide kindness chain, winter wonderland scene, and sunflower vase display show off their teamwork abilities and creativity.

Throughout the year, we have experienced working on so many amazing projects together, learned about different artists and their techniques and styles and have had so many terrific opportunities in which to participate.

We have learned about artists such as Keith Haring, Wassily Kandinsky, Vincent Van Gogh, Jim Dine, and Lorna Simpson and we worked on creating African masks, paper weaving, and we even had the opportunity to collaborate with Ms. Lin in creating blue and white porcelain pottery style plates that she made into a dragon in honor of Chinese New Year.

We are currently working on creating vintage NYC posters inspired by our trip to the Museum of NYC and working on our PATH Train poster contest that reflects what summer means to us. The theme of the poster is “Have a Great Summer!” The students get to draw an image of summer whether it be a specific place, food, activity or any favorite memory that makes them love summer so much or they can also do a montage of all that makes summer so special. They are also asked to include elements of the PATH train and NYC.

In grade 5, students explored illustration and progress to more advanced pencil techniques. Students continued a higher level of understanding and application to the techniques of hatching and cross-hatching, stippling, scribbling, circling, and smooth shading/blending. At this stage, these techniques were applied using various mediums such as pencils, colored pencils, charcoal, and pastel. These techniques were formally integrated into pieces of art and a portfolio of sketches and pieces that served as a point for constructive classroom critique and discussion of peer art.

As the year progressed, students worked collaboratively on intricate paintings as they continued to explore the ever expanding knowledge of color theory. Color theory serves as a practical guide to choosing color combinations, mixing colors, creating harmony in art or design. As students have reached the highest level of elementary color study, students apply an advanced set of skills and deepened knowledge base to incorporate color into their original art and creative designs.

The color theory study culminated in the in an elementary school wide 5th grade initiative, made possible by grants received from the Arts in Education Program Grant (AiEP Grant) out of the Hudson County Office of Cultural & Heritage Affairs. Connors and Wallace 5th grade students participated in the conception, design, and painting of their respective mascot animodule. An animodule is an 8" by 4" sculpture laser cut out of aluminum. Fifth grade students were tasked with imaging a collaborative design that represented their school's culture.

We held introductory assemblies for all initiatives where respective grade 5 students received a piece of the sculpture to design. The designs were collected and a composition was created and painted by our 5th grade students along with the Barat Foundation's resident artists, Sydney and Heather.

Barat Foundation: Animodules in Public Spaces

Barat Foundation: Creation Process of an Animodule

In partnership with We Care Movement, Inc. out of Newark Newark, New Jersey, Brandt 5th grade students received the opportunity to collaborate with this incredible organization to launch the Words Matter Anti-Bullying Initiative Visual Art Program in Brandt School. Through this campaign, all 5th grade students worked work with both We Care and Ms. Kolanci in order to conceptualize and design Words Matter posters to inspire the creation of a large-scale Words Matter Visual Art Mural. This mural was mapped out on Brandt cafeteria walls and painted by our fifth grade artist team along with We Care Artist, Dante.

The Pre-AP Visual Arts course framework stresses the utility of project-based assessment in addition to peer-to-peer dialogue, written reflection, constructive feedback, the development of discipline specific vocabulary, and anchor works to drive instruction. These approaches are present across the Pre-AP courses in all subjects, allowing educators to provide a rigorous and dynamic educational experience that is both thorough and cross-disciplinary. Of the 3 modules that make up the Pre-AP Visual Arts framework, the focus of the 6th grade year is Module 1: “Where Do Artistic Ideas Come From?” Students in 6th grade address this central question in 3 major projects, each of which allows students to explore, experiment, and cultivate skills with new and unexpected materials for making art. Students begin with an introduction to the basic concerns of drawing subjects from observation in an autobiographical piece which deals with the prompt, “Everyday Life as Source.”

The 7th grade Pre-AP Visual Arts course focuses on Module 2 of the Pre-AP Course Framework for this subject. The question at the center of Module 2 is, "In what way can students grow artistically from constraints or limitations in the creative process?" In 3 distinct learning cycles, students have the opportunity to explore various different materials while staying working within a specific creative constraint.

In grade 7, students complete small writing tasks throughout the marking period, as well as a final writing task at the end of the marking period. The final writing task in 7th grade visual art is a personal “Artist Statement” that compels students to recall discipline-specific terms introduced throughout the marking period, focusing again on a single exceptional piece of the student’s choosing.

Project 1 explores the idea of conceptual constraints — challenging students to a narrative drawing from an idea prompt.

Project 2 allows students great conceptual freedom while once again setting a useful constraint, this time in the area of material. Students must use print-based media to create photo-montage collages that express their subconscious minds. This lesson is anchored art historically in the modern era, and takes inspiration from the ideas associated with the Surrealist movement of the early 20th century.

Project 3 sets up a formal constraint, relating to the elements of art and principles of design. In the third learning cycle, students investigate formal limits such as limited color palette, shape language, and hot vs. cool abstraction through the creation of individual abstract paintings. This unit also gives students a background on the movement toward abstract painting throughout modern art history.

Grade 8 students build on the previous 2 years of arts education by recalling the concrete skills, art historical knowledge, and self-reflective writing habits that they have cultivated to create original and inspired art pieces. Foundations built in grades 6 and 7th a8th grade students enable students to succeed in Module 3, “Iterations”, as they work to create visual art projects with a greater sense of liberty and cultivate a more palpable sense of individual identity in their work.

This year focuses on the development of a self-determined “theme” or conceptual guideline for a series of artworks, which students then create in 2D and 3D materials. With experience from the past two years in building, constructing, drawing, and painting, students are prepared to enact these skills in the service of their own unique ideas. Students engage in peer-to-peer dialogue and written reflection throughout the marking period, stopping both in the process of and at the end of each project cycle to offer constructive feedback. Students once again complete their final learning cycle with a reflective written piece in the form of an artist statement. The artist statement in the 8th grade year focuses on the cumulative portfolio of all works that they created over the course of their experience in the class, where they not only describe their process and conceptual reasoning, but tie the works into their chosen theme.

The Elements of Art course develops students' knowledge and understanding of the fundamental elements of art and principles of design. The course introduces students to various art movements, cultural influences, artistic genres, artists, and their artwork. The main emphasis of the course is to teach hands-on studio techniques as students conduct personal research and explore the inner artist within themselves. Students practiced concepts of line, structure, and design as it is applied to basic drawing and painting techniques. Areas of study include color theory, elements of art, principles of design, and skill development with exposure to major styles in history such as Impressionism and Surrealism.

The overall goal of the course is to develop an understanding of the creative processes with awareness of aesthetics and provide an outlet for self-expression and creativity. Students are encouraged to articulate and express their own opinions, ideas, and creativity into art work through peer critiques where they assess and comment on artwork using descriptive vocabulary. By the conclusion of the course, students will compile a portfolio of artwork reflective of their research, understanding, creativity, and personal growth throughout the academic year.

Rebecca Lopez, Hoboken High School

Students explored architecture by creating one point perspective drawings of interior or exterior spaces. They learned how to use a vanishing point to create the illusion of depth in their artwork and have used the themes of Impressionism to create landscapes in oil pastel. They practiced blending and layering color to create value and texture.

Martha Shewangizaw, Hoboken High School

Elements of art classes created theme designs focusing on the principles of design. Their designs showed unity, movement, balance, and variety. The students completed their drawing in color pencil aiming to show a variety of values and hues.

The Portfolio course focuses on students achieving a higher level of artistic skill. Units are designed to advance the development of art-making skills by building upon the content areas covered in Elements of Art. Students will focus on the development of an art portfolio for college application. Emphasis is placed on creating more complex visual statements using a variety of materials such as: paint (acrylic and watercolor), printmaking, mixed media (collage), pen and ink, graphite, colored pencil, and pastel. Many projects are independently developed by a student’s individual interest which allows them to explore a wide range of materials and processes. Student’s artwork from this class could include figure drawing, still life, portraiture, interior/exterior spaces, landscapes, fantasy/abstraction. Students will also learn how to describe, analyze and explore the meaning of their artwork through the development of self and peer evaluation techniques

Portfolio students started the year with graphite renderings that showed a variety of values while learning how to use drawing pencils. The artists captured movement, rendered delicate details, and utilized tonal shading to define form. With so many pencils to choose from, the students learned how to determine which pencil is best for their artistic goals. They followed it up with realistic colored pencil drawings focusing on blending and layering the pencils to show depth.

The Portfolio classes explored architecture by creating two point perspective drawings of interior or exterior spaces. They learned how to use vanishing points to create the illusion of depth in their artwork.

Students in Portfolio just finished creating relief linoleum prints. They carved out their drawing, inked the linoleum, and made several different kinds of prints. From the prints, they created collages.

The Advanced Integrative art class is planning the making of multiple works of art and design based on a theme, idea, or concept to create a portfolio. Students are synthesizing and relating knowledge and personal experiences to create products. They are developing and refining their techniques to create art pieces. Students reflect, refine, and revise work individually and collaboratively, and discuss and describe personal choices in the process of artmaking.

• Celebrating Art Contest

• Young Arts Competition

• Artists Magazine Annual Art Competition

• 2023-2024 Hudson County Teen Arts
  

Theatre artists rely on intuition, curiosity, and critical inquiry to discover different ways of communicating meaning. They refine their work and practice their craft through rehearsal and develop personal processes and skills for a performance or design. Choices are made to convey meaning and to communicate through shared creative experience with an audience. Actors present stories, ideas, and envisioned worlds to explore the human experience.

As theatre is created and experienced, personal experiences and knowledge are synthesized to interpret meaning and analyze the way in which the world may be understood. Students in grades 1-5 spend one marking period in theatre class working on creating a showcase that will be performed in front of their families.

The dual language kindergarten classes have the amazing opportunity to have theatre as a year long elective. Each month students cover a new topic of this art form to expand their understanding of different aspects of theatre. These topics include conveying emotions, creating puppets as characters in stories and identifying and designing props. Emphasis is placed on storytelling with movement by examining different tales like “Going on a Bear Hunt'' and “The Three Little Pigs”. With this exploration, students embody different characters in the story. The latest project has students exploring the characters, set and props of the well known Beauty and the Beast story. Students are constructing their own storyboards based on the elements of the plot.

Their storyboards feature the before and after of the Beast (from Prince to Beast) as well as Belle in the village and Belle in the castle. Next students will be using body movements and facial gestures to physically depict emotions and empathy in various pieces of text. Our new vocabulary word for this unit is “empathy” which connects to SEL skill sets. Empathy is the ability to understand and share the feelings of another. We will be focusing on questions such as “How do they feel? Have I ever felt that way? How would I want to be treated if it was me that this happened to?” This is a powerful skill to learn in theatre as students begin to reflect on their own personal experiences and the stories of others.

The 1st grade classes currently have theatre this marking period. The theme of their showcase is “Happiness”. These classes are working on the creation of a marking period performance consisting of songs and dances that embody happiness. We are also working on a short acting scene that students will perform prior to the song. This performance aids students in the development of social and emotional skills as well as life skills like problem solving, self-awareness and confidence. The song selection includes:

“Singin’ in the Rain” from Singin’ in the Rain

“Happiness” from You’re a Good Man Charlie Brown

“Put on a Happy Face” from Bye Bye Birdie

“I’ve Got a Golden Ticket” from Willy Wonka and the Chocolate Factory

“Hakuna Matata” from The Lion King

“Do-Re-Mi” from The Sound of Music

Additionally, students are learning the importance of ensemble work and public speaking skills. This will be the first time these students are performing a theatre showcase piece.

The 2nd grade showcase held in marking period 2 represented the theme of “Friendship”. The performance contributed to the students’ development of social and emotional skills as well as life skills like problem solving, self-awareness and confidence. Students explored the meaning of friendship, the importance of being a good friend and ways to express our emotions in a positive way. Additionally, students learned the importance of teamwork; they worked together to build a performance piece that was ready for an audience. These fan favorite songs spread the message of friendship in their own unique ways.

“You’ve Got a Friend in Me” from Toy Story

“BFF” from The SpongeBob SquarePants Musical

“Friend Like Me” from Aladdin

“We Go Together” from Grease

“If I Didn’t Have You” from Monsters Inc.

The 3rd grade team conquered the theme of “Musical Theatre Moments” during marking period 2. These consisted of popular songs in musical theatre to which most families in attendance could sing along. The students worked on different life skills that they can carry beyond theatre class. Highlights would be communication, public speaking and team building. Each student used these skills in addition to their analytical skills in order to understand the message of the song. Each song offers a unique message that the students were able to analyze by breaking down the different parts of the song (chorus, verse, intro, musical interlude). Song selections included:

“TEAM” from You’re a Good Man Charlie Brown

“Hard Knock Life” from Annie

“Let’s Go Fly a Kite” from Mary Poppins

“Under the Sea” from The Little Mermaid

“I Won’t Grow Up” from Peter Pan

The 4th grade classes had theatre in the first marking period of the school year. There showcase theme was built around “Celebrate Our Unique Selves.” Sometimes we forget that besides cheering each other on, we need to cheer ourselves on and be proud of our own individuality that allows us to shine. These songs speak to freeing ourselves of worry or doubt and to live as our authentic selves. In theatre we celebrate each other for who we are and what an amazing world it is that we can learn and grow from each other. The songs selection included:

“Freak Flag” from Shrek the Musical

“You Will Be Found” from Dear Evan Hansen

“Seasons of Love” from RENT

“This is Me” from The Greatest Showman

“Times are Hard” for Dreamers from Amélie

The 5th grade classes had theatre in marking period 1. We used the concept of “Confidence” to build a showcase for their grade. Discussions were focused on ways that we feel confident and ways that we can build up our own confidence or the confidence of others. We also discussed how we can support and cheer for each other. Additionally, the 5th grade theatre class highlighted different aspects of theatre like acting, props, costumes and even playing with different light settings. All of these components created a cohesive showcase that featured the strengths of each student!

“Unwritten” by Natasha Bedingfield

“Scars to Your Beautiful” by Alessia Cara

“Who Says” by Selena Gomez

“Brave” by Sara Barielles

“Roar” by Katy Perry

The 6th grade module presents new approaches for working with West Side Story — a source text deeply familiar to teachers and students everywhere. Through a series of lessons, students examine this single source through the lenses of three different theatre artists: director, dramaturg, and designer. As they do so, they consider the range of interpretive choices that theatre artists make while staying true to the text, which can convey a range of themes, ideas, and perspectives to an audience. Students identify theme and conflict in the text, make staging choices to effectively present a scene, conduct dramaturgical research, and propose production design concepts to their peers, while consistently grounding their work in study and analysis of the text of the play.

While gaining fluency with new theatre terms and practices, students also strengthen their

skills of collaboration and communication throughout these lessons, as effective teamwork is

required to accomplish the core work of each learning cycle.

This module introduces students to the four areas of focus for Pre-AP Arts: analysis and

interpretation, peer-to-peer dialogue, experimentation, and reflective writing. Throughout

these lessons they will be given opportunities to experiment with different theatre choices

and ideas, analyze and interpret the choices of others, and offer and receive productive

peer-to-peer feedback. In short assessment activities, they will reflect and write about

their understanding of the expressive possibilities of the anchor work and their ongoing experimentation.

The seventh grade module introduces students to a range of theatre structures, including

methods of structuring a narrative as well as methods for presenting that story to an

audience. In this module, students consider that works of theatre can be presentational or

representational as well as realistic or conceptual. They examine climactic and episodic story

structures before beginning an in-depth exploration of story-theatre structure, which will

culminate in the development of their own work of story theatre based on a myth.

Guided lesson components, including theatre games, aid students in breaking down their

story-theatre work into component parts, such as dialogue, action, transformation, and the use of props. This facilitates students developing these parts independently while considering how the parts contribute to the theatre work as a whole.

Throughout the module, students will be guided to provide thoughtful feedback to one another

and to use this feedback to continue to revise and refine their work. Over the course of these

experiences students will continue to build their practice with the Pre-AP Arts areas of focus.

Students revisit and build on the routines introduced in the Sources module and explore

analysis and interpretation, experimentation, peer-to-peer dialogue, and reflective writing in

new ways.

The eighth grade module emphasizes the value of the repetitive work of rehearsal: in revisiting a scene dozens of times, actors get to know the work better and improve their own performances. Beyond rehearsal, theatre artists make use of these structures of repetition in other ways that help them to think and grow as artists.

This module introduces students to several iterative forms of theatre work. In the first learning cycle, students learn about commedia dell’arte and consider the ways that theatre artists for centuries have revisited and experimented within the parameters of this form’s stock characters and slapstick comedic routines. The second learning cycle introduces physical theatre as a structure that enables ongoing and iterative exploration and experimentation with the ways that a story can be collaboratively told. In the final learning cycle, students collaborate to build a work of immersive theatre. This work will be performed twice, allowing students to make adjustments between each iteration of its performance.

In Principles of Acting, high school students are embarking on a creative journey into the art of performance. Beginning with a deep exploration of self, society, and culture, students uncover the nuances that inform character choices. They draw inspiration from everyday observations, understanding how these insights shape the human experience portrayed on stage.

Guided by the teachings of renowned practitioners such as Uta Hagen and Lee Strasberg, students delve into the craft of acting. Rejecting mere emotional depiction, they embrace acting as a disciplined craft, honing their skills to embody characters with depth and authenticity. Through the lens of psychology, students dissect well-written characters, discerning the most appropriate choices in terms of physicality and vocalization, helping to breathe life into their portrayals.

Students immerse themselves in the world of theatre by dissecting a wide variety of performances and styles in plays and musicals. Engaging in lively discussions, they justify actors' choices and explore alternative approaches, fostering a deeper understanding of the art form and the possibilities that accompany it.

Exploring the relationship between improvisation and stage presence, students cultivate a sense of comfort, trust, and spontaneity. These qualities serve as the bedrock for captivating performances, enhancing the authenticity and dynamism of their portrayals.

Now, students take center stage, performing various scenes and monologues for each other. As they take turns serving as audiences for one another, they provide invaluable feedback, offering insights into how scenes resonate and suggestions for refining emotional expression. Through collaboration and discussion, students will continue to hone their craft and appreciate the plethora of physical and mental work that professionals put into the beloved artform known as acting.

Advanced Scene Study is a course designed for students who are passionate about the art of acting and have a solid foundation in theatrical performance. Theatre II is made up of seasoned student actors who have already studied the basics of acting and have on stage experiences; this class delves deep into the complexities of character psychology and narrative interpretation.

In Acting 2, students examine deep, complex works, exploring the intricacies of the characters and the worlds they inhabit. Through in-depth analysis and spirited debates, students examine the choices made by professional actors in films and filmed stage productions, challenging themselves to reimagine these moments in fresh and innovative ways that are both existential and personal.

A highlight of the course is the opportunity for students to select and prepare material for prestigious state-wide theatre competitions. From monologues to scenes to musical numbers, students meticulously analyze their chosen pieces, seeking feedback and criticism to refine their performances. In a collaborative environment, students offer support and guidance to one another, sharing insights and perspectives to elevate each other's work.

Throughout this process, students gain a profound understanding of the relationship between intention and outcome, recognizing that our physical and vocal choices may not always align with our intentions. They learn to appreciate the power of detail, understanding how subtle gestures and nuances can often profoundly impact an audience's emotional response.

As the semester progresses, students take on an additional challenge by assisting Mr. Kinnear in directing the district production of "Harry Potter and the Cursed Child." Drawing on their expertise and creativity, students contribute ideas and suggestions to perfect the performance, ensuring a captivating and unforgettable theatrical experience for audiences.

Backstage Elements is a course that allows students to dive into the world of theatre and film productions. In this creative class, students explore the multifaceted roles and responsibilities of the unsung heroes behind the scenes. From designing props, costumes, and scenery to exploring the depth of sound engineering and marketing, our curriculum immerses students in every aspect of a production. While this class doesn’t focus on acting, per se, designers must think like the characters and worlds they are designing for and often have to research specific times and places. Thus, students navigate through various styles and trends, understanding the relationship between culture and art.

Through readings, screenings and hands-on projects, students delve into the ever changing world of plays and musicals, analyzing scripts and envisioning their own interpretations with scenic and costume design renderings. They learn the meticulous planning process behind selecting scenic elements and props, while also nurturing their creativity to envision all the additional elements that enhance every unique production.

Students also step into the shoes of producers, mastering the art of advertising and promotion to ensure both commercial success and artistic integrity. From crafting logos and posters to devising compelling ad campaigns, they develop the skills needed to captivate audiences and bring productions to life.

In the next phase of their exploration, students embark on studying the landscape of sound design. They will learn to create Foley effects, using everyday objects and materials to recreate the immersive sounds found in film scenes. Through experimentation and innovation, they discover the magic of sound engineering and its pivotal role in storytelling.

This past fall, Hoboken High School buzzed with excitement as 24 students performed the beloved musical, "Into the Woods." This wasn't just any high school production—it was a labor of love - an "all hands on deck" endeavor that showcased the collective talent and dedication of every student involved.

From the first rehearsal to the final curtain call, these students poured their hearts and souls into every aspect of the musical. They didn't just perform the songs and scenes—they lived them, immersing themselves in the complex music and lyrics. With meticulous attention to detail, they studied the intricacies of the musical's themes and motifs, creating a production steeped in depth and meaning.

These students were true collaborators, working alongside Mr. Kinnear to shape the visual aspects of the production. With boundless creativity and imagination, they helped conceptualize the musical in a way that highlighted its profound human message, ensuring that every audience member would be touched by its relevant messages.

The performances garnered rave reviews and recognition. Our entire performance team was invited to perform at the International Thespian Festival in June as Main Stage Production, the highest honor a high school theatre department can receive in the country.

Link to Playbill article: 2024 Main Stage ITF Productions

Now, with the spotlight once again shining upon them, these students face their biggest challenge yet: They must revive the entire production from the ground up, recreating sets, costumes, props, and lights to dazzle a crowd of nearly eight thousand at Indiana University. It's a daunting task, but one they are excited and determined to embrace.

And as they breathe new life into the production once again, they know that their journey is far from over—it's just beginning.

Embarking on their journey a little early this year, our middle school actors tackled Descendants the Musical earlier this fall. The students were so excited to challenge themselves and work on a musical this year as opposed to our usual play. Adding in the element of song and dance with such a short rehearsal process can be difficult, but these actors took the challenge head-on and channeled 100% of their energy into creating a great show.

During our time working on this musical, students delved deep into their characters and the underlying themes of the show. They focused on their character's individuality within their assigned groups and how they are who they chose to be; nothing and no one can tell you who you are meant to be. Art imitates life and we use our shows as interactive abilities to dive into conversations and topics that can help us as humans navigate life (hopefully) a little better.

Within only 32 days students learned the music, memorized their lines, learned blocking, acquired some new moves, and then took all these skills and put them together to perform all at once for an audience! Not only did they have to absorb all this new information within such little time, they also had to adjust to the fact that we had two casts. Although the show is the same in context, doing it with different people as your leads lends itself to feeling like a whole different show.

The dedication and enthusiasm displayed by our middle school actors during this production of Descendants the Musical was truly inspiring. They demonstrated remarkable commitment and talent and made the process so fun and exciting! Through the magic of theatre, these students not only entertained but also shared valuable insights and emotions, creating a memorable experience for themselves and their audiences. Their hard work and passion truly shone and we could not be more proud.

It is with great pride and honor that we announce our 2024 district production. The K-12 students at Hoboken Public School District will have the unique opportunity to produce the North American premiere of the school edition of the Tony Awards winning play, Harry Potter and the Cursed Child, the continuation of the world renowned Harry Potter series. Along with high school students in the UK, our young actors will be some of the first in the world to breathe life into these characters and this magical, touching story.

This production is the official eighth story in the Harry Potter franchise and the first to be presented on stage.

Shows are

May 15th at 5pm

May 16th at 5pm

May 17th at 7pm

May 18th at 2pm

May 19th at 2pm

Please use this link to purchase tickets: https://hhsnj.booktix.net/

This is a link to the video created by Zipline Media from the footage captured at the Reveal announcement event in September.

BLG_RevealRecap_V3

Over the course of several months in the winter, high school students at Hoboken worked tirelessly on various scenes, monologues, and song pieces, preparing for two statewide theatre competitions that attract over 50 schools and over 1200 student participants: STANJ and NJ Thespians. Our students competed in categories such as acting duet, musical theatre solo, musical theatre duet, musical theatre ensemble, contrasting monologues, and tech Olympics. They also were able to take workshops from professional actors in areas of acting, singing, dancing, lighting design, set construction, set painting, improvisation, juggling, stage combat, and theatre marketing.

Despite intense competition, Hoboken students excelled, securing second place for their one-act production of "Fire Exit," a moving retelling of a tragic high school fire. This marked a significant achievement, following two consecutive years of securing first place in the same category.

Notably, Sihana Alaj, a student and resident props supervisor at Hoboken High, clinched the Costume Design category with their innovative design for Milky White, the cow from "Into the Woods." Sihana's costume, blending attire with constructed prop elements, exemplified their unique sense of creativity and contributed to the school's success.

Looking ahead, the school aims to expand its roster of competing students as the theatre department continues to grow in size and talent. We are so incredibly proud of the students' dedication and hard work, recognizing the challenges and vulnerability that such competitive events bring.

First Place Comedic Pair and The Governor's Award in Arts Education: Kendall McDonough & Mable Blischke-Villavicencio

First Place Character Analysis Monologue: Naomi Cooke

First Place Musical Theatre Ensemble: Kendall McDonough, Naomi Cooke, Daniel Weintraub, Arcadio Torres, Lucas Daly, Gabriel Rivas, Miguel Cabelin, Mable Blischke-Villavicencio, Alana Rivas, Riddhi Damani, Halie Benway, Hannah Morley, Tyler Mara, Kevin Melendez, Fern Rosario, Mara Reba

2nd Place Dramatic Pairs: Halie Benway & Lucas Daly

3rd Place Dramatic Pairs: Miguel Cabelin & Naomi Cooke

5th Place Musical Theatre Pairs: Daniel Weintraub & Mable Blischke-Villavicencio

Finalist Musical Theatre Pairs: Kendall McDonough & Kevin Melendez

Finalist Musical Theatre Pairs: Arcadio Torres & Lucas Daly

Finalist Musical Theatre Solo: Halie Benway

Finalist Comedic Monologue: Riddhi Damani

Superior Medal Awards Won at New Jersey Thespians that will also compete at The International Thespians festival in June:

Costume Construction & The Governor’s Award: Sihana Alaj

Acting Duet: Kendall McDonough & Mable Blischke-Villavicencio

Acting Duet: Miguel Cabelin & Daniel Weintraub

Acting Duet: Tyler Mara & Gabriel Rivas

Musical Theatre Solo: Mable Blischke-Villavicencio

In Module 1; Sources for 6th grade students draw on written texts as source material for works of dance as they explore how dancers and choreographers adapt and interpret source material in the creation of new work. Throughout their time in this module, students work individually and collaboratively to create two dance studies based on short stories. They consider the ways that dance can be used to interpret three specific aspects of each; character, theme, and an important moment from the story. Students will generate basic movement ideas around a main character, theme, or important moment in time of a story. They will gain their knowledge based on two key points, first the fundamental elements of dance; body, space, time, energy, and action/relationships. Emphasis on the elements of time, space, and energy dynamics will be key to expressing their ideas. And why do people dance/move the way they do? Social dancing and cultural dancing will be explored and have a hand in what each student's possible interests are and how they can incorporate it into their products.

In this module students will practice all four areas of focus for Pre-AP Arts: analysis, and interpretation, peer to peer dialogue, experimentation, and reflective writing. They will be guided in giving and receiving productive peer-to-peer feedback, analyzing and interpreting works of dance and literature, experimenting both individually and in small groups, and engaging in reflective writing about their process. Assessments will be based on work completed in class, i.e written assignments, group work, self-assessments, and all performances as a whole class or in their respective product groups. The three learning cycles in this module are first: telling stories in dance through time, space, and energy. The second cycle is interpreting a story through dance, and the third is refining and revising dance studies.

Module Three: Iteration, 8th graders will likely already have the understanding of how important it is to practice something repeatedly so that it is perfected in order for the best possible end result. The iterative process of practice and refinement lets students get to know the work closely while also honing their skills in performing it. This module invites students to expand this core understanding by experiencing three different approaches to iteration in dance that move beyond the rehearsal experience.

In particular, they will examine studies based on theme and variation. Students will view and analyze these anchor works accordingly and derive the value of iterative approaches to idea generation and improvisation. Students will then be making a dance of their very own with a theme and variations as well as go through an iterative practice of their dance.

Students will then be assessed on their dance iterations and knowledge of all anchor works as well as their themed dances. Product assessments will include thoughtful generation of ideas, variations, peer-to-peer feedback, revision and refinement, performances of all dances, and self reflective work. This end cycle will also encompass past years' learned modules of sourcing out important base knowledge, and structuring dance sequences for a dance genre. In totality students will continue to explore the Pre-AP shared principles as well as the arts areas of focus, expanding their use of analysis and interpretation, experimentation, peer-to-peer dialogue, and reflective writing.

In Kindergarten through Second grades, our elementary students of the Hoboken Public School District are learning musical concepts on a day-to-day basis. In our district, we believe that music education completes the whole child within the social-emotional learning process.

Throughout the school year, our students have had the opportunity not only to learn new concepts, but to demonstrate what they have learned in front of their peers to make a student-led experience. In our general music classes, we strive to create an environment that gives students the ability to showcase their skills and share their gifts and talents with the whole community. It is our belief that every child should learn and enjoy the concepts of music. We are proud educators to be working with our students and enhancing their musical abilities to their fullest potential.

Throughout our elementary grade levels, some of the major concepts that have been discussed with our student population are the following: how sound and music are produced, music theory including notation, note values and elements of music. With regard to how sound and music are produced, students have explored different instrument families such as woodwinds, brass, strings, and percussion to understand how each family contributes to the musical world. Exposing students to this concept develops critical thinking skills which they can absorb and share with their fellow students in the classroom. In addition, students were also introduced to percussion instruments that assisted them with the concept of melody. By playing popular songs with the percussion instruments, our students are able to not only learn the musical ideas, but also tie pop culture into music, making it relevant to our student body.

Furthermore, vocal music is another important part of the learning experience at Hoboken Public Schools. Learning to sing on Solfege (pitch on syllables) using Kodaly hand signals greatly benefits students’ knowledge to learn pitch and melody. A perfect example of this would be the song “Do-Re-Mi” from The Sound of Music. This song utilizes Solfege in an effective way that helps students remember and retain information regarding pitch. In addition, students also get to demonstrate their talents in our marking period music showcases. Whether it be “We Go Together” from the musical Grease, or “You’ve Got A Friend in Me” from Disney’s Toy Story, utilizing the triple threat of theater, acting, dancing, and singing, gives the students the opportunity to show off their talent to the Hoboken community. Through their performance, our students make such a huge impact on us as we watch them learn to appreciate the arts in every way possible.

In third through fifth grades, Hoboken Public School music students are motivated by instilling a sense of teacher, student, and peer unity. Pedagogical methods are utilized during the learning process that value student opinions, beliefs, goals, and knowledge. Music education within the academic environment implements various tenets of critical pedagogy, which address the discourse and praxis needed to empower students musically. In order to understand these elements of what makes music a subject worthy of studying, third through fifth grade students rigorously examine and learn: 1. The theory of music 2. The process of listening to music 3. The elements of Western music theory 4. The methods of composing music 5. The process of vocalizing music and 6. The methods of performing on instruments.

Students demonstrate an understanding of music’s role in society, their local community, and the benefits of music’s role in the development of their character. In the general music classes, our educators strive to create an environment that celebrates students’ culture and community. Within the third grade band, one activity finds our students utilizing learned knowledge of music theory and applying this to knowledge to perform on the recorder. Students develop proper technique for playing various notes and students listen to each other individually in order to provide constructive feedback. The 4th grade general music education classes include a focus on advanced music theory lessons. For example, the treble and bass clefs, as well as the grand staff are taught.

Students also apply critical listening by comparing a vast spectrum of music genres. As fifth graders, the students continue their journey into the world of music theory. Various subjects include the structure of chords, ledger lines, and complex note values. Students utilize iconic notation to document rhythmic, melodic, and chordal music concepts. The history of Western music is also an integral part of the fifth grade band. Understanding where music came from and how it has developed throughout time helps students understand that the fine and performing arts are based on societies' ever changing life events.

Finally, the third through fifth grade levels are all vocalizing in a group setting as part of every class. This is a joyful and empowering element of our music education. A passion for popular music facilitates the inclusion of a pedagogy of popular music throughout the year. To empower our students, the choosing of repertoire to perform promotes teacher and student discussions and develops a curriculum that promotes teacher/student relationships. Within our classroom environments students' musical lives outside of the walls of our schools are valued and a part of our curriculum. Music will forever live in their hearts and strengthen their souls.

Wallace’s ABA music program strives for inclusivity and accessibility for our Wildcats. Students of all abilities are given the opportunity to create, perform, and listen to music through a variety of methodologies, but especially through the framework of playful hands-on and sensory friendly experiences. Lessons are taught using the district’s QuaverEd Music curriculum which welcomes diversity, equity, inclusion, and accessibility in the resources they provide. Think Bill Nye the Science Guy, but with music! Most of the lessons provided through this curriculum are colorful and easy to navigate with content based video episodes, visual aids, and hands-on activities where students can come up to the classroom interactive board and manipulate graphics and lesson materials. This includes music literacy modules, rhythmic and melodic composition studios, group assessments, among other activities that facilitate learning and understanding music in a fun manner.

Our educators are no strangers to crafting accessible supplemental activities that focus on fostering an inviting environment that continues to challenge our students to think critically and creatively. Students learn to demonstrate their understanding of concepts such as standard iconic notation, creating and performing rhythmic and melodic patterns, and describing and performing expressive qualities of music through manipulatives such as rhythm blocks, melodic sensory play mats, teacher crafted Google Jamboards, among other activities carefully developed by the teachers with their specific groups of students in mind. Our educators strive to personalize their students’ learning experiences to ensure lessons are engaging and meaningful!

One of the key components of our music department has been our elementary choirs throughout the Hoboken Public School District. Watching our students showcase their talent to the whole community is a joy to see and we, as educators, couldn’t be more proud of them. Whether performing at the Tree Lighting Ceremony or at Hoboken High School, our elementary choirs create a sense of community throughout the town. Building community through singing is a great tool for that purpose. As educators, we believe that our elementary choirs are not only extraordinary singers, but the most extraordinary students representing the Hoboken Public School District.

For the elementary students in our choirs, there is a sense of motivation to inspire others with the gift of song throughout the district. When they are singing on stage, they are giving all of their effort in connecting the audience with their songs. When the audience is connected to the performance, everyone can see the potential in our students’ abilities. As music educators, we are proud in having our choirs perform for the community of Hoboken! To quote Arthur Shaughnessy’s famous line, “We are the music makers and we are the dreamers of dreams!”

Overview and registration

Instrumental music is an integral part of our arts programs in the Hoboken Public School District. We have a rigorous instrumental curriculum including the study of music theory and performance. Our program is organized by grade and ability levels. The Elementary Band Program is one option for students entering 4th or 5th grade in September. In the spring, rising 4th and 5th graders are invited to register to study an instrument for the following September. This will enable them to secure a spot in the band lesson schedule. They can choose among a variety of instruments including: flute, clarinet, alto saxophone, trumpet, and percussion. Once selecting an instrument, students have the option to either rent or borrow an instrument.

Elementary band curriculum

Our band curriculum in the elementary schools includes: one small group lesson per week leveled by grade and ability, ensemble instruction before or after school, and participation in concerts and community performances. In their weekly lessons, students are exposed to a variety of technical studies and performance based instructional strategies. They study a diverse selection of repertoire including multicultural pieces. Instrumental students are exposed to composition in their general music classes and explore improvisational skills in band. Repertoire is selected based on the group level, student interests, and concert based themes. All band students learn basic note reading skills and advance to more complex rhythmical studies by 5th grade.

Instrumental skills and aesthetic value

Learning how to express oneself through music is a key performance skill acquired in our district instrumental studies. Students learn to develop their own musical preferences and even may choose to change their instruments based on interest. We welcome students of all skills and ability levels to experience the joy of performing in a large band. All elementary schools perform their individual repertoire and join together to play one large band piece. The students make new friends and have the experience of performing in a festival-like setting. This will prepare them for MS Band where they will have to audition and perform in a vast array of festivals.

Technical studies

In band class, each student is given a Standard of Excellence Method book for their instrument type. 4th graders receive Book 1 and some 5th graders may excel to Book 2. The book has progressive instrumental studies to learn the technicalities of playing an instrument. In addition, students can sign up for their own online accounts and practice with recordings and midi files. This is optional, but it is used during instrumental classes at school. The band program has music notation software, “Notion.” Band students are able to read individual instrumental parts and full score; while a midi file is playing their part. It enhances music reading and aural skills. Also, it helps prepare students for large concert band performances. They are exposed to other instrumental parts and develop their ensemble skills.

Concerts

All elementary school bands perform in yearly winter and spring concerts. Also, they perform in community events such as Sinatra Park performances. This prepares them for MS Band where they have numerous festivals and events. Large ensemble playing is an essential skill for developing musicians. The students develop new friends, share their artistic expression, and express their love of music as one group.

Strings Overview: Goals and Expectations

The Hoboken strings department has been expanding and growing exponentially these past two years. Students have taken this opportunity to further develop and expand their interests in music and instrumental performance. At the elementary level students are learning to develop and master foundational concepts and methods including music theory, posture, play and rest positions, proper bow holds, instrument based concepts including anatomy, care, and function, music vocabulary. They are also training their musical ear to the subtleties of individual pitch in relation to that of what they hear being played amongst their teachers and shared ensembles.

Registration and Obtaining an Instrument

The strings program is organized by grade and ability levels. During the spring, rising 4th and 5th grade students are invited to register for the strings program to study violin the following September. This is to ensure the student is able to secure a spot and aides in scheduling lesson times and ensuring we have enough materials for all students. Families have the option of renting an instrument through the store Music and Arts, partnered with Hoboken Schools, or borrowing from the students’ designated school location.

Pullout Lessons: Curriculum and Materials

Students are pulled out of a non-state tested class once a week for their lessons. During pull out instruction, students begin their lessons with standardized warmups including major scales and arpeggios using a variety of rhythmic patterns focused on tone, pitch, and technique. As students advance throughout the year they begin to memorize their warmups and are challenged to learn variations of their regular warmups through rote styled learning. After, students begin working on music selections in preparation for upcoming Winter and Spring concert performances.

When given a new piece of music, students are first tasked with exploring the music’s rhythmic and melodic patterns. While analyzing selected music, students read and perform the rhythmic patterns using standard iconic notation, clapping along and using Kodaly rhythm syllables to understand the skeletal structure of the piece. After, students read the pitch names out loud and continue to clap rhythmically, followed by saying the pitches as they play pizzicato. Each step is vital before the students are able to pick up their bows and play arco. Students will often work in groups, taking turns as one group plays and another group reads the pitch names aloud. Students self-assess and think critically on their performances while collaborating with their peers to come up with strategies on best performance practices to approach challenging passages and maintain proper posture and technique.

Rehearsals Leading to Performance

Throughout the school year students attend morning and after school rehearsals, sometimes divided by grade level, to help focus on a specific group’s needs and polishing off fundamental skills together as a group. Our rehearsals aim for the overall goal of students being able to perform music selections as an ensemble with expression, technical accuracy and appropriate interpretation. This means listening across the room to those around them, blending their sounds together and matching pitch to create a cohesive and beautiful sound, maintaining the steady beat given by the conducting teacher, and continuing to develop their fundamental skills of ensemble, performance, presence, and etiquette. These rehearsals paired with pullout lessons are the labors of students and teachers to produce our wonderful Winter and Spring Concerts. Students are presented with the opportunity to showcase their skills to friends and families across the district and get the excitement of performing on stage with their peers, often for the first time!

Hoboken’s String Department is excited to continue growing and developing our program and we are excited to welcome rising 4th graders to the ensembles.

The Hoboken Public Schools music education staff is thrilled to offer an elementary spring concert Preview! The 2023 winter concert was a phenomenal success, and we are excited that we get to do it all again in the spring. This event will feature choral, band, and strings programs from each elementary school.

Performance is an important aspect of music education that benefits students in numerous ways. Getting on stage is no easy feat, but an integral part of the ensemble experience. With the end goal of a performance, students are able to set goals for themselves while they learn their instrumental and choral pieces. Stage performance will also help students learn how to collaborate in large groups, to think critically, and how to handle nervous situations. The collaboration among the elementary schools of the district leaves a positive impact on all students involved. It’s a great reminder that music is a universal experience.

The order of the show will be chorus first, strings second, and finally end with band. There will be plenty of familiar favorites and new tunes as well. Featuring some upbeat songs and repertoire, this concert will help us celebrate spring, and bring on the summer! With a wide variety of styles, there is sure to be something that every audience member enjoys. The band portion will end with the combined 5th grade number, "When the Saints Go Marching In."

We are happy to announce that like the winter concert, the spring concert will conclude with a sing-along with the performers and audience members. Want to know what that song will be? Find out June 5th at the performance!

Our annual elementary spring concert is a moment that Hoboken Public Schools, and the community, always looks forward to. It’s a wonderful time to celebrate the end of the school year, and all of the hard work our choral and instrumental students have done.

The Hoboken Middle & High School Winter Concert of 2023 featured over 240 student performers from the two schools.

The middle school’s novice band, consisting of 6th graders with at least one year of experience, started off the show with their concert piece “March of the Sad Santas.” The unique song was a special arrangement of “Jingle Bells,” but played in a minor key, giving it a dark and “sad” sound. The advanced band, which features the experienced seventh and eighth grade students and some advanced sixth graders, followed with their first selection, “Bell Carol Rock.” This piece features the familiar “Carol of the Bells” melody set to a four-four rock beat, mixed with the driving bass line from Chicago’s “25 or 6 to 4,” and really got the crowd moving. They followed up with Mariah Carey’s holiday classic “All I Want for Christmas is You” and had the audience singing along.

The high school’s concert band was up next, starting off with a rollicking medley called “Christmas is Here.” The song contained snippets of over five Christmas songs, including “Joy to the World,” “O Come, O Come, Emmanuel,” “We Three Kings,” and “Ukrainian Bell Carol.” Quite a challenging piece, switching from a standard four-four rock beat to off-kilter five-four sections, really kept the crowd on the edge of their seats. The band continued with “Hanukkah Dance,” a lively concert band setting of “Sevivon.”

Next up was the strings portion of the concert, featuring three songs from the combined middle and high string ensemble. Their hard work was on full display as students performed "Polish Carol", "River Flows In You", and "The Middle" brilliantly with the help of accompanist Ezra Horn on piano! It was amazing to hear the blend of so many players on stage at once. Bravo to all of these outstanding students for all of their hard work!

The concert continued with the choral section, beginning with the middle school choir. The young singers performed “Sleigh Ride,” made famous by the Ronettes, sung in a doo wop style. Their second song would be Wham!’s 1980s classic “Last Christmas.” This song featured soloists Pria Wolsky, Bria Wong, and Sihanna Garcia singing over an a cappella backing from the rest of the chorus. The high school choir would follow with “Mary, Did You Know?” Their version was directly transcribed from the professional a cappella group Pentatonix’s arrangement, so it was quite challenging, but paid off in beautiful harmonies. “Have Yourself a Merry Little Christmas” was next, featuring soloists Alana Rivas and Halie Benway. This piece was a memorable one as it featured the high school string players as well as Hoboken alumni singing along.

Next in the program came the HHS woodwind ensemble, which took on Christmas carol standards “O Come All Ye Faithful” and “God Rest Ye Merry Gentlemen.” They finished their performance with the well-known “Dance of the Sugar Plum Fairy,” from The Nutcracker. The final section of the concert put the marching band’s drum line on display in the auditorium pit. Moving and playing at the same time, they performed new drum cadences “Old Skool,” “12 Dollars,” and “Trouble.” The audience was out of their seats and clapping along as the concert concluded with a room-shaking performance.

The Hoboken Middle and High School Spring Concert will take place on Wednesday, May 29th, at 7pm. Though not all of the songs have been chosen yet, the order of the show will be the same as in the winter, with the middle school novice band starting off. They will be performing “BlackBeard,” a concert band interpretation of the life and times of Blackbeard, the pirate. It comes complete with the band shouting “Yo ho ho” and “Argh!” at the end, as you might expect. The HMS Advanced Band will follow with a performance of “Afterburn,” an epic band arrangement portraying the sound of a rocketship taking off. They will follow with Danny Elfman’s darkly haunting “Batman Theme,” from the original motion picture.

The next section of the concert will be the strings department. The middle school and high school students will perform two songs together. One of the students favorite songs - "Learn to Fly" by Taylor Hawkins, a beautiful arrangement by Larry Moore, is a very bright and fun piece that kids were enjoying practicing during the school year. The second piece is "I See the Light" from Tangled, which is also from one of the favorite Disney tales, arranged by Sherry Lewis, and it's such a wonderful, beautiful melody in the violin section, along with chords played by cellos.

The following section will be the choruses, with the middle school choir performing Billie Eilish’s award-winning song “What Was I Made For?” The choir’s version features some additional sonic surprises, as our singers combine for three-part harmony. The high school choir will perform next, singing Fun’s 2012 hit “Some Nights.” Though Fun is a band of three, the song is known for its stacked harmonies in the original radio single. The choir will be emulating this in their 4-part arrangement, with soloists who are yet to be auditioned. A small group of 4 singers will also tackle “Sh-Boom,” the doo wop staple made famous by The Crewcuts.

The ensemble section will follow, featuring students in the HS Woodwind Ensemble performing Teen Arts competition songs. As has become tradition, the marching band drum line will end the show with a medley of cadences and their Teen Arts competition set “Drum Bizness,” featuring drumset, congas, wood blocks, tambourine, and guiro.

In grades 6-8, Pre-AP Music (Strings & Band) classes provide students with instruction structured on the elements of music theory, critical listening, and performance practice, incorporating components of these different areas required for the development of lasting musicianship skills. Each week, students grow in their knowledge of reading and writing music notation, orchestration and analysis, music vocabulary, and music performance, expanding their understanding of aspects of instruction while gaining valuable fundamental performance skills. While the course focuses heavily on instrumental instruction, the innovative Pre-AP curriculum affords students a unique opportunity to explore different areas of theory and analysis through rigorous, yet meaningful coursework.

Melodic and Rhythmic Notation: Students practice analyzing melodic and rhythmic notation daily through a variety of activities. Students frequently engage in sight-reading activities through partner play; working with a standparter and taking turns pointing to the notes in unfamiliar musical excerpts as their partner plays them, identifying them together and assessing each other’s performance. Students continue to work with peers as they discuss strategies for reading melodic and rhythmic notation. With each exercise, sight-reading activity, or piece, students learn to explore the scale patterns present in their parts and discuss these patterns should inform their practice through modifying fingerings for the different notes that appear in each key.

Orchestration and Analysis: Upon receiving each new piece of music, students first engage in a class discussion to identify key concepts and aspects of the music notation present in their sheet music, including the clef, key signature, time signature, bowings, and changes in dynamics and performance style. Students review aspects of performing in the given key signature, identifying any sharps and flats and their corresponding fingerings. Students then identify potential areas of difficulty where accidentals are present within the selected measures and discuss strategies for effectively practicing the fingerings in those areas. Students examine the characteristics of their music using music vocabulary words to describe their parts, including major, minor, dynamics, piano, forte, tempo, presto, and adagio. Students examine the larger score to identify when each instrument has the melody, harmony, bass line, or accompaniment, using dynamic indicators and critical listening skills to identify when these changes occur in each part.

Performance and Reflection: Before engaging in performance activities, students in the Strings track practice transitioning from rest position into playing position, focusing on their left wrist being open, the fingers on their left hand aligning with their music, their bow grip consisting of a bent thumb and curved pinky, the position of the bow between their instrument’s bridge and fingerboard, as well as the posture of their own body and angle of their violin or cello in relation to their body. Likewise, students in the Band track focus on proper posture, which leads to strong breath support and a signature sound on their instrument. Furthermore, the young musicians learn to form a proper embouchure (or mouth shape) to create the best in tune sound.

Students engage in partner play with a stand partner by pointing to the notes as their partner plays, then switch! Students use a class-created performance rubric to reflect on the areas of performance that they will be focusing on when engaging in partner play or in their own individual practice. These areas include note accuracy, rhythm, tone quality, practice, and attention and effort. Using a rubric, students self assess their progress each week and set goals for upcoming performances. Students discuss their progress in these areas with a partner before sharing their own reflections in a student-facilitated class discussion. Students identify areas of strength (glows) and areas for improvement (grows), recalling specific examples from their performance to support their targeted feedback and make it meaningful.

Exploring Music Across Genres: Students effectively learn theory, critical listening, and performance skills best when it is relevant and meaningful to their lives and existing experiences in music. When selecting pieces for performances, student input drives instructional choices, resulting in performing a diverse repertoire. Strings students have included “The River Flows In You” by Yiruma, “Learn To Fly” by The Foo Fighters, “Andante” from String Quartet in A Minor, Op. 29 by Franz Schubert, “The Middle” by Jimmy Eat World, and “Exultate Jubilate” by W. A. Mozart. Band students have chosen and performed standard concert band repertoire such as “Afterburn” and “Dark Ride” by Randall Standridge, as well as film score works such as “Batman Theme” “Avengers Theme,” and “Mission Impossible Theme.” In class, instruction is designed to allow students the opportunity to connect to music emotionally, respond to analytical questions and prompts that culminate in reflection, discussion, and a deeper theoretical understanding of the orchestration of their music, work with others in performances and class activities, and grow academically through challenging educational experiences that connect to other subjects. Students are exposed to a variety of music across cultures and genres through Pre-AP critical listening and analysis activities featuring the following musicians:

Strings

Yo-Yo Ma (Asian American Cellist)

Kinan Azmeh (Syrian Clarinetist and Composer)

Marin Alsop (Female Conductor)

Gustavo Dudamel (Venezuelan Violinist and Conductor)

Heitor Villa-Lobos (Latin American Composer)

Amy Beach (Female Composer)

William Grant Still (African American Composer)

Florence Price (African American Composer)

Pyotr IIyich Tchaikovsky (LBGTQ Composer)

Dawn Avery (Native American Composer & Cellist)

Band

Randall Standridge (LBGTQ Composer)

Pyotr IIyich Tchaikovsky (LBGTQ Composer)

Silvestre Revueltas (Latin American Composer)

Ernesto Lecuona (Latin American Composer)

Ludwig van Beethoven (Composer with Disabilities)

Django Reinhardt (Musician with Disabilities)

Ray Charles (Musician with Disabilities)

Andrew Balfour (Native American Composer)

Michael Begay (Native American Composer)

Bright Sheng (Asian American Composer)

Zhou Long Bun (Asian American Composer)

Critical Listening, Socratic Discussion, and Academic Vocabulary: Throughout the many types of student learning that occur in each Pre-AP Music class, listening is stressed as a crucial skill that students can constantly practice and improve upon. Socratic discussions offer students the chance to engage in an activity that prompts the development of critical thinking, listening, and reading comprehension skills. Throughout the school year, Pre-AP Music students study different composers, periods in music history, genres, and styles. Each week, students critically listen to musical excerpts, navigate classroom resources to inform their listening, compose written responses to analytical questions, and close through a Socratic discussion to form an ultimate class conclusion.

Through Socratic discussions, students cite informational texts to support their positions, and ask questions that probe assumptions, reasons and evidence, and further clarification. Students also ask thoughtful questions to discuss different viewpoints and perspectives that emerge in their own class discussions. The goal of incorporating this style of discussion is to give students the opportunity to practice and improve their listening skills in a way that promotes greater reading comprehension and vocabulary. Perhaps most importantly, Socratic discussions are student-led, encouraging students to ask thoughtful questions that prompt different perspectives/viewpoints, clarify or improve arguments, have open exchanges of ideas with peers, and create a scholarly atmosphere of respect and thoughtfulness.

Recently, students listened to "Variations on Twinkle, Twinkle", a piece that begins with the simple and familiar melody. As the piece progresses and evolves, the melodies and harmonies change through varied ornamentation and embellishment, different moods, tempos, dynamics, and levels of complexity. As students began this particular investigation, they used classroom resources including a composer timeline, world map, and music vocabulary tree to identify the composer as Wolfgang Amadeus Mozart from Austria. The final question prompted students to examine a brief text about the beloved classical composer, analyze the music they had heard, and determine if the piece was a product of Mozart's widely regarded improvisational skills or if he had previously composed the piece. Students conducted their own investigations, composed their written responses, and discussed their ideas in small groups with students who reached the same conclusion. Finally, students engaged in a thoughtful and creative Socratic discussion arguing their sides respectfully, using evidence from their text and critical listening to support and justify their statements.

Grade 6 Pre-AP Music- In Module 1, students are introduced to the ways in which sources including images, ideas, narratives, stories, dances, holidays, or historical events inspire musical creativity. In turn, students critically listen to pieces and analyze them, identifying them as either Programmatic Music or Absolute Music.

Throughout the first two learning cycles, students suggest expressive choices that their class can implement in their own performance, using their own understanding of the piece’s programmatic intent to inform their artistic choices! Students explore other examples of Program Music, diving deep into how sources inspired those compositions, and how composers and performers use those sources for their own expressive purposes. Module 1 concludes with students working to compose their own short melody related to their own unique source of inspiration. This learning module leads students to hone their skills in the four areas of focus for Pre-AP Arts: analysis and interpretation, peer-to-peer dialogue, experimentation, and reflective writing.

Scales serve as an invaluable tool for developing solid performance practice, and are vital to a string player’s technical development. In Module 2, students explore scales and the way they serve as a foundation for a range of musical styles, from classical to jazz, and blues to atonal. Students are introduced to a variety of scales including major, minor, pentatonic, blues, whole tone, and chromatic, as well as the concept of modes. In exploring the intervals within scales, the spaces between whole and half steps, and the patterns that can be found in different scale types, students gain a deeper understanding of how these structures appear in different types of music.

In Module 3, students investigate the idea of what a musical iteration intends to accomplish, as well as what it can look like and sound like in our own music. Musicians often associate the word iteration with the idea of repeating something, a concept that is connected to the idea of practicing small sections until they become easy to perform. For a composer, this might mean drafting a composition repeatedly until a musical idea gradually evolves over months of revisions. After exploring different examples of iterations in music, students engage in a class discussion to identify the goals of iterations, emerging with the understanding that iterations seek to present new expressive possibilities. Students analyze their own repertoire, searching for examples of iterations, and finding them in excerpts where melodies have shifted up or down an octave, embellishments add to musical interest of a melody or harmony, or even playing the same notation with a different dynamic, tempo, or style to communicate a new idea.

In this course, beginner band students become proficient in playing their first instrument. They learn the proper carriage of their instrument, posture, and breath production. Students concentrate on playing long tones in tune and then move on to varied simple rhythms. As the course progresses, they play in small groups within the class and learn how to play in an ensemble. Students are introduced to the various ways to tune a band instrument. They will be able to tune using an electronic tuner app, tune to an emitted pitch, and tune to another player’s instrument in the band.

Throughout the year, students focus on reading more complicated rhythms, increasing note recognition speed, dynamics, articulation, and improving tone. Students identify articulation markings and apply them in performance of instrumental book repertoire. This includes staccato (detached), accents (more aggressive note attack with a trapezoidal release), legato (smooth), marcato (detached and accented) and tenuto (full value). In addition, students learn the theory behind the music they play as well as participate in listening and analyzing musical pieces that they play. They examine how to recognize a key signature and its impact on their instrumental part. Students also learn how to explain how the Bb major scale is created and how enharmonics are based off of a piano keyboard.

In this course, intermediate and advanced students become proficient in playing their individual band instrument. They learn basics such as proper tone production, how to play in tune, and how to play in an ensemble. Students are introduced to the various ways to tune a band instrument and a band as a whole. They learn to tune using an electronic tuner app, tune to an emitted pitch, and tune to another player’s instrument in the band.

Throughout the year, students focus on reading rhythms, sight reading melodic lines, dynamics, articulation, and blend. Students identify articulation markings and apply them in performance of concert repertoire. This includes staccato (detached), accents (more aggressive note attack with a trapezoidal release), legato (smooth), marcato (detached and accented), and tenuto (full value). In addition, students learn the theory behind the music they play as well as participate in listening and analyzing musical pieces that they play. They understand how key signatures are generated using the circle of fifths and why and how music is written for transposing instruments. Students examine how major scales are created and how enharmonics are based off of a piano keyboard.

After competing for the first time at Hudson County’s Teen Arts Competition in April of 2023 and taking home a Judge’s Award, HHS is thrilled to offer daily string classes this year as a part of their robust Fine and Performing Arts Department. This rigorous curriculum is divided into units covering advanced aspects of theory, composition, musicianship, and performance skills. In Units 1 and 2, students explore the importance of intonation and articulation, focusing on finger placement in the left hand, position of the left wrist, proper bow grip and bow placement on each string. Students learn the skills needed to tune their instruments, identifying the relationship between their open strings, the intervals that result from finger placement, as well as fingerings for notes including C natural, F natural, G natural, and B flat. In studying articulation, students explore the different styles of bowings for terms including fermata, accent, staccato, legato, and marcato.

In Units 3, 4, and 5, students explore dynamics, music theory, and engage in regular sight reading activities. Students practice using music vocabulary terms to describe changes in dynamics that occur in performances they are participating in as well as those they are critically listening to, identifying symbols and vocabulary in their music to prompt accurate dynamics throughout performances. Students expand upon the basics of music theory, exploring different clefs, less common key and time signatures, and discussing what key signatures more naturally suit their instruments as well as those that require adjusted finger placement. Students explore how crucial sight reading skills are to grow in their musicianship, engaging in intentional sight reading activities to gradually explore different time signatures, key signatures, and the fingerings that are required.

In Unit 6, students hone their skills playing within an ensemble, focusing on balancing dynamics for different melodies and harmonies, while producing the best tone quality in student-led performance practice. Students examine scores, analyzing parts other than their own, discussing bowings, phrasing, and using their knowledge of music theory to examine chord structures within their music. Finally, in Unit 7, students produce their own composition, drawing from their own performance practice, music theory knowledge, and creative expression using Noteflight composition software. Students emerge with a finished product with intentional instrumentation, varying melodic and rhythmic notation, appropriate clefs, key signature, time signature, accidentals, bowings, and markings for articulation and dynamics.

The marching band rehearses and performs throughout the year, beginning in the fall as they support the football team and compete with their halftime show. This past fall, after a successful run with their Frank Sinatra-themed show “My Way,” the Rockin’ Redwings competed in the New Jersey Tournament of Bands State Championships at Barnegat High School. The Group 1-A state championships includes all top-scoring qualifying schools (15).

The band placed 6th with a score of 87.02, which marked a school record. The marching band also performed at the Columbus Day Ceremony and Halloween parades at elementary schools and for the town. In the spring, the Rockin’ Redwings will be making their third appearance in the National Memorial Day Parade in Washington, D.C. The band performed in the televised parade down historic Constitution Avenue in 2017 and 2019, receiving an performance rating of “Outstanding” each time. This year, they will be performing “Patriotic Parade Sequence,” which includes exciting, cinematic arrangements of “America” and “The Battle Hymn of the Republic.”

Woodwind Ensemble: The woodwind ensemble has participated in Teen Arts the past few years. They have been recognized for flute quartet with a Judges Award and flute duet with a high honors award. The current woodwind ensemble will be participating in Teen Arts this April and will enter two pieces.

Concert Band: The concert band competes at the “Trills & Thrills Festival” at Six Flags every other year. At their last appearance, they won first place as well as best overall band, scoring higher than schools with much larger school populations. Members of the band also compete yearly at the Teen Arts Festival, taking home judge’s awards several times in the last few years.

Video in a Connected World I is a course that provides instruction in the basic aesthetic and technical aspects of film, which include pre-production, production, and post-production. By obtaining skill sets in these areas, students are provided opportunities to prepare and complete a series of digital video productions that would meet the criteria of the professional television and movie industry. Students learn to harness digital tools while focusing on their roles as storytellers by writing and directing multitudes of video projects. Students rotate through various crew positions and engage in the casting and rehearsal process as they carry out exercises designed to deepen their knowledge of the different elements of moviemaking while also allowing them to have a voice in the creative process.

Students have the opportunity to create a 30-second commercial and do get experience with screenwriting and storyboard creations. Many facets of the styles, theory, and practicality of the motion picture industry are explored throughout the course that allow students to further understand the various techniques that are needed to create and prepare a film. Additionally, students are exposed to aesthetically and historically important films from a number of cultural traditions. Focus is placed on the fundamentals of film study through various genres and includes formal analysis of film narrative, cinematic technique, and the overall contextual approaches to filmmaking.

At the beginning of the school year students have the opportunity to gauge their video level. They are provided with a professional Panasonic Mini-DV camera and twenty minutes to create a short video in sequence. Students have to come up with a story, (beginning, middle and end) in a brief time. For this project students do not have the opportunity to edit, which means they have to shoot in sequence with one take for each shot. This requires a level of improvisation within filmmaking and is used as an introductory project to gain students skill set levels in camera exposure, angles, acting, creativity and overall comfort with the camera equipment. It also provides students with exposure to pre-production, screenwriting and storyboard creating.

Currently students are working on a commercial unit. After completing a commercial, shooting script, storyboard, production and post production, students have a chance to create their own production teams and start shooting. Each team decides on a product to advertise, writes a 1- 2 page screenplay, converts that to a shooting script and creates a storyboard that accurately reflects the shooting script. Production for each team's commercial will begin in two weeks and each team will have four days to shoot all of the raw video and utilize the talents of the entire class as cast and crew. Once the class had decided on the best concept, the students organize the various production departments, (talent, directing, camera, sound, lighting) and start recording around the school building and inside the school. After editing in post production we will showcase the commercials for their peers to be able to watch and provide feedback to each other for future improvements on projects.

The Video in a Connected World II course provides cutting edge instruction in the facets of styles, theories and practicality in the motion picture industry. Students continue to sharpen and refine their skills of filmmaking in the areas of pre-production, production, post-production, writing, producing, directing, shooting, lighting, recording and mixing sound, editing and exhibition/distribution. Students will prepare and complete a series of digital video productions that would meet the criteria of the television and movie industry. Students learn to pitch proposals, offer feedback, create and develop characters, generate conflict and write original dialogue. Hands-on learning with editing software introduces students to creating projects for the purposes of picture editing. All students in the class crew on one another's productions as a way of practicing teamwork that is part of filmmaking and in order to maximize the learning experience. This furthers students' understanding of the various techniques implemented to prepare a movie story, as well as the determination necessary and the technology available to complete their various projects.

At the beginning of the school year students completed silent short films for the “Communication Media” category for the STANJ competition. Students had to create a screenplay based on a social justice theme. Topics students chose to create video from included "Toxic Masculinity" and "Employment Inequality." The most difficult part of these productions was that students could not communicate with dialogue, musical lyrics or words. This category and style of filmmaking really allows students to be able to tell a story through visuals only such as video clips, still pictures, cartoons and instrumental (no lyrics) music. The videos need to have a strong point of view to achieve effective communication. Presentations must focus on an issue or current event, and must contain a persuasive appeal which raises a full understanding of the outcome. The message may encourage change, a strong point of view on a social issue, or provide relevant information encouraging a change.

Currently, students are working on an advanced screenwriting unit. Students have created their story paradigm and have been using Moviemagic screenwriting to create a 10 page screenplay. Students will then complete a table reading of the Treatment in class, provide peer feedback, and then make adjustments that should help them create a stronger Treatment and Screenplay as a finished product.

By the end of the course, students will have taken original film ideas from concept, through the script development and story structure, to production, post-production, editing and actual distribution.

Comic Books and Animation is a new innovative course this year that focuses on all aspects of animation media including illustration, editing, writing, and producing. It provides an introductory study and analysis in multiple areas of illustration and storytelling by creating comic pages, still animation, key animation, and 2D animation. Topics include distinctions among careers in the arts, including graphic novels, illustrations for comic books, key artists, background artists, values and ethics, issues related to race, gender and sexual orientation, and emerging media. This course also provides a critical basis for understanding the relationship between live action and the various media.

Students will develop an understanding and ability to distinguish among the various animation communications professions, provide basic knowledge of the responsibilities and skills necessary for professionals in the art industry, understand basic issues related to ethical practices in media professions, and be able to distinguish differences in professional and amateur art with respect to media coverage. Students will develop their storytelling talents through pre-production, production,and post production projects that will help prepare them for careers in all kinds of media professions, including writers, photographers, editors, designers, and multimedia storytellers.

The first project Animation students worked on was sketching designs that turned into writing a full comic book formatted script. Students used the script to make a previsualization storyboard and using Toon Boom software, they were able to draw their characters and backgrounds for each panel. Students completed this project by importing their backgrounds and their foregrounds as separate layers and editing it on Final Cut. This requires moving the separate layers as a simple animation.

Students are currently working on editing their live action footage and submitting their edits to Toon Boom to begin Rotoscoping that footage and turning it into an animated background with characters. Also by using ADR (Additional Dialogue Recording) in class, they are inputting their audio records so they can mix dialogue, music and sound effects to complete their second large animation project.

Culinary class is designed to give students the experience with hands-on activities dealing with the foodservice industry. This class provides an overview of the foodservice and hospitality industry.

Students in this class maintain a high regard for the equipment and supplies. They use various machines, tools and materials such as electric mixers, chef knives, griddles, stove tops and ovens.

Students will gain knowledge of an overview of the career/educational opportunities available to them in this industry such as improving knife skills, safety and sanitation, hot foods, baked goods, vegetarian foods, soups, using recipes and research skills.

By preparing food from a variety of products weekly in class students learn the vital importance and proper applications of sanitation and safety standards. Students identify various products by appearance and taste so that they can identify various herbs and spices.

They then not only learn how to comprehend a recipe but convert yields and interpret cooking methods/techniques so that they can prepare foods individually and in small groups for multiple luncheons such as food products for Hispanic Heritage, Black History Month and Thanksgiving.

Additional classroom projects include:

• Famous Chef or Entrepreneur Project

• Foodborne Illness Bacteria "Wanted" Posters

• OSHA youth worker

• Equipment Scavenger Hunt

• Knife Skills

• Family Recipe Project

Culinary Arts II is an advanced level foods class. Students come into this course with prior knowledge of basic cooking techniques and nutrition. Culinary Arts II is geared towards students interested in a food related career and/or students who have a desire to experience new cooking techniques and sampling of different foods. Students spend time researching and identifying the characteristics and traditions related to global cuisine of the Americas, Europe, Mediterranean and Eastern Cuisines.

Through demonstrations, group presentations, labs and various projects students research the six basic types of nutrients found in food. They also present and prepare a variety of foods such as breakfast foods, salads, and garnishes, desserts, sandwiches, meats, pastas and cuisines from other countries.

Another aspect of this course is allowing students to explore controlling foodservice costs. Students will explore and classify purchasing and inventory procedures and identify how to purchase, store and prepare meat, poultry and seafood so that we can control cost and waste.

In International Pastries, students develop a firm foundation on the principles of baking by applying effective mise en place. Students practice with many forms of confections from the very simple to the more complex. Confections such as cakes, cookies, pies and puff pastry are created with the understanding that presentation is as important as taste. Students solve problems related to food and nutrition through the applications of scientific principles and assess the impact of food safety and sanitation on the health and wellbeing of individuals and families. When crafting pastries students demonstrate use, care and safety of lab equipment while working with electric mixers, scales, measuring tools and other items found in a professional kitchen.

They practice using conversion to modify recipes, utilize basic principles of measurement in kitchen experimentation, prepare different types of quick breads, yeast bread, cake batters and identify the main functions of icings and determine which are best suited for different baked goods.

Hispanic Heritage Buffet

The classes make empanadas, rice and beans, pulled pork, quesitos, plantains, flan, tres leches, and alfajores.

Thanksgiving Buffet

The typical menu is roasted turkey, mashed potatoes, stuffing, green beans, gravy, pumpkin caramel layer cake, bread, apple pie and sweet potato pie.

Black History Month Buffet

Students research various cities in the USA to create a unique menu for Black History Month.

Lunar New Year

Classes learn how to make dumplings, while the advanced classes make roasted duck, long life noodles, eggrolls, stir fried rice, steamed pork bao and sweet egg custard buns.