Figure 1.--A substantial number of children at most prep schools learn musical insruments. At many schools more than half the children make some effort to learn an instrument.
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Figure 1.--A substantial number of children at most prep schools learn musical insruments. At many schools more than half the children make some effort to learn an instrument. |
All schools have arts programs which consitute an important part of school life. The schools vary widely in emphasis placed on theY. arts as well as the attention given to indicual arts. The attention to the arts is a significant change in recent years. Early prep schools had highly restricted curiculums and~ used games as the primary out of class activity. It is a rare prep school now which does not have a very substantial arts program that plays a very important role in the life of the school. This change is due to a variety of factors. Certainly ii is part of the modern school's attemot to provide an educational experience better suited to an individual needs. Not all children are interested are capable at sports. Part of this shift is due to the increasing role mothers take in their child's education which formerly was often decided primarily by the father who normally has a greater interst in sports than the mother. The change also reflects the schools effort to provide the children learnong experiences which will better equip them for life. While team sports may provide valuable lessons in life, relatively few children will play soccer, rugby, and cricket aftrer they leave school. All children will be able to pursue artistic and musical skills throuhhout their lives. The increasing importance of coeducation has caused many schools to expand their arts program to the benefit of both boys and girls. Whatever the reason almost all schools now have impressive arts programs.
Modern preparatory schools plade considerable emphasis on music. The aim is to arouse interest in and enjoyment of music and to provide the opportunity to develop individual talents. As one headmaster told us, "We actively encourage the slighest interst in music." With school-age children, it is important to provide opportunities for active participation. Most schools provide the younger children up to two class periods per week. The younger children are introduced to basic rythm and listening through percussion. They generally progress to the recorder which provides an understanding of self notation which will be valuable if the child decides to learn a musical instrument. All children have singing and the older children usually are given some music appreciation classes as part of the normal time table.
Art is an integral part of the curriculum at many schools. The schools seek to foster sound technique while at the same time providing the children the opportunity to use their imaginations so that they can both learn to appreciate art and design and enjoy expressing themselves in the various mediums. Most schools have a specialty art teacher, often one of the more enthusiastic and popular teachers, as most children enjoy art. Most art rooms are filled with impressive collages, drawings, fabric work, paintings, paper mâché, pots and other pottery work, screen and other prints, and other handicrafts produced by the children. Schools vary on their particular approach, but most free, imaginative work is generally encouraged. Here much depends on the individual art teacher. Any visitor can not failed to be delighted by the clay models, drawings, paintings, pots, paper mache masks, and plethora of other masterpieces displayed in virtually every art room. The children all recall enjoyable events in the art room.
Most prep schools have ambitious drama programas and believe that drama is important because it helps the players develop self-confidence and provide valuable experiences in public speeking and team work. A drama presentation also provides valuable experiences for other children in building and painting scenery, lighting, and costuming. Many schools have made a significant commitment to the drama programs by building modern buildings, often all-purpose halls, which can be used for drama presentations and are usually well equipped with lighting and sound systems. At least one major production is presented every year and some schools may present two or three. Her much depends on the capabilities and interest of the staff. Almost every school presents at least one major drama production each year. Some schools perform two or three productions each year. The older children preform in plays by Shakespere and a variety of modern modern play rights. Musicals are popular choices. Many schools provide various drama opportunities besides an annual play. Often the younger children perform in charming skits and presentations designed for small children or created by the teachers and children themselves. Many forms produce a variety of skits and other presentations for various school events. Many schools have enthusiastic drama clubs. Presentations are sometimes prepared for local drama festivals. Not only do the children enjoy the chance to act and dress up in costumes, but it is also an opportunity to employ various music and art skills. As a result the drama programs often flourish, especially in the boarding schools when such activities are not limited to normal school hours. The children commonly really enjoy the various plays and skits and all seem to have their favorite episodes of stardom.
There is substantial variation in attention devoted to dance from school to school. Coeducational and girls' schools offer the most elaborate dance programs and in a few coed schools the boys even participate. Some schools introduce dance with music amd movement under the Laban method. Girls often choose to take up classical ballet while boys in a few schools can choose the dramatic form associated with mime.
