Curriculum Corner: The Performing Arts

1/20/2016

Welcome to the Curriculum Corner! This week, we explore the performing arts program at Cathedral School for Boys.

Music has always been an integral part of the CSB experience. Since the School’s founding in 1957, the value of music has been recognized and supported in a wide variety of ways. Drama has also played an indispensable role in the artistic development of hundreds of CSB students. While both programs flourished separately, it was proposed that integrating drama with music would go further in providing a more meaningful performing arts experiences for all CSB students. In 2012, Cathedral School for Boys combined the two programs under the new title of Performing Arts, and with that added two full-time teachers.

The goals of the performing arts program at Cathedral School for Boys are: to develop the dramatic and musical skills of each student, to provide opportunities for every student to experience the joy and satisfaction of the performing arts, and to develop the confidence and desire to pursue the performing arts in the future.

While musical experiences may vary from grade to grade, the philosophy and methodology behind the experiences stay remarkably consistent. The music curriculum for kindergarten through fourth grade is based on two distinct, yet complementary methodologies: Kodály and Orff. Both Kodály and Orff methodologies present melodic and rhythmic concepts in a cumulative manner. For example, mastery of the previously practiced material is necessary before introducing new pitches or rhythms.

Hungarian composer and educator Zoltán Kodály based his method on the idea that singing is the most natural form of musical expression. Through the use of folk songs and games from many cultures, Mrs. Rozsa and Mr. Breen introduce children to the melodic and rhythmic elements of music. Using a logical sequence of activities, children discover new musical elements, learn their musical representation, and demonstrate mastery through a wide variety of activities including recognizing the element in a new context, notating the element, composing, and improvising with the element. Lessons employ solfège (do-re-mi) and sight-singing to develop children's inner musical hearing.

Instruction based on the work of German composer and educator Carl Orff builds on the concept that speech patterns and pitches provide the most natural connection to melody and rhythm. In the Orff methodology, improvisation becomes an essential component of musical development.

When integrated, these two great music methodologies provide an amazingly rich music experience for our students. Lower School performing arts classes often include a variety of activities that incorporate moving, singing, composing, playing Orff percussion and recorders, and improvising. Often, Mrs. Rozsa and Mr. Breen supplement these experiences by explorations into music history as well as global music.

In Upper School, music experiences follow the same philosophy, building on previous experiences while introducing new concepts and techniques. Boys experience ensemble playing with handbells and handchimes, study songwriting and musical form with the guitar, employ pitched and unpitched percussion instruments to experiment with jazz and blues improvisation. In class, Mrs. Rozsa and Mr. Breen present music and plays that represent our population of diverse families at CSB and the diversity of music heard throughout the United States. Music history and global music are also taught through extensive explorations into the distinctive musical characteristics of great composers and cultural styles. As may be expected, singing and vocal training are part of every class.

The drama component of the performing arts curriculum is most evident in the productions staged by each grade three through eight, as well as the kindergarten, first grade, and second grade Dramapalooza. While the actual performances may be the most public demonstration of drama at CSB, the program entails a great deal of teaching and learning well before the performance date. Classes actively participate in the choice and development of dramatic materials, as well as critical decisions concerning staging and production. In-class activities typically involve collective idea sharing and improvisation that eventually lead to class-determined practices for the eventual performances.

It is in the development of these productions that we strive to meet the goals of the performing arts program. Every boy has his moment in the spotlight, not only with his acting but also for his involvement in the development and rehearsal of musical pieces that add richness to the productions.

Mrs. Rozsa and Mr. Breen also work with other faculty members to provide music and drama support for a wide variety of educational experiences. Trips to local performing arts venues, as well as visits to CSB from local performers furnish further real world experiences for the boys. Other performing arts events, such as the annual Service of Lessons and Carols, provide additional experiences that support the previously stated goals of providing opportunities to experience the joy and satisfaction of the performing arts, and to develop the confidence and desire to pursue the performing arts in the future.

For more information about the performing arts program, please contact Jennifer Rozsa or Sean Breen.

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