USA > Massachusetts > Barnstable County > Eastham > Town of Eastham Annual Report 1957-1961 > Part 29
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AAfter several years of outstanding Art work with Mr. Bolton we will naturally judge all our work by his standards. Miss Borden, who has replaced him, is doing good work and is well liked by both children and teachers.
Our latest school problem is its water supply. One doesn't realize how much is necessary to fill the needs of our growing school. Work is underway for a new and larger well which we hope will bring in a new and ample supply to supplement or relieve the former well of nearly twenty-five years ago.
Words of appreciation should go to my extra fine staff of teachers and supervisors, to Mrs. Dunphy, Mr. Weber. Mrs. Savin and all those who work so faithfully for the wel- fare of our children.
Respectfully submitted,
OTTO E. NICKERSON
139
REPORT OF ELEMENTARY SUPERVISOR
-UNION NO. 54
To the School Committee and Citizens of Eastham :
I hereby submit my fourth annual report as elementary supervisor of School Union No. 54.
In keeping with the plan to concentrate each year in one area of the curriculum with the purpose of upgrading the quality of instruction, emphasis was placed this past year on language arts.
During the spring recess in April, Dr. B. Alice Crossley. Professor of Education at Boston University, conducted a three-day language arts workshop for the teachers of Union No. 54. Particular attention was focused on methods and techniques of instruction in functional and creative writing. Teachers participated in organizing a course of study in these areas from kindergarten to grade six. We feel that this experience has contributed greatly to improve our total language arts program.
Before the opening of school in September, the teachers of Union No. 54 attended a three-day workshop in reading instruction conducted by Dr. M. Virginia Biggy, Director of the Tufts University Educational Clinic. Three other con- sultants who are associated with Dr. Biggy at the Tufts Clinic assisted at the workshop. Demonstration classes in reading instruction were presented and varied reading ma- terials were demonstrated and evaluated. Opportunity for informal discussion concerning all areas of the language arts served to reinforce the April workshop.
140
The teaching of reading is one of the school's greatest responsibilities. Learning to read well is of utmost impor- tance to a child. It is necessary to his schoolwork, as a means of enriching his life, and as a factor in his becoming a think- ing, intelligent citizen.
An integral part of our program is teaching the reading skills at the level on which the pupil is working. Phonics are taught in our program but taught in their proper relationship to other skills. All words in the English language are not phonetic and children cannot be taught to attack all words phonetically. The structure or words, including root words, variants endings, prefixes, suffixes, accent, dictionary skills, syllabication, etc. are all taught in addition to the phonetic skills. Children are taught to summarize, to reach conclu- sions, to draw inferences, to outline and to reason. Compre- hension is vital. Reading, real reading, is reading with mean- ing and understanding and being able to evaluate the material read. It includes a reaction to what is read and bringing about a change in the individual. It involves being able to separate facts from opinions and truth from propa- ganda. It involves creating an interest in reading and a desire to read. It sets up needs to be met through reading.
Because of the wide range of abilities of children enter- ing school, it becomes necessary to group pupils within the classrooms for effective learning. Thus the first grade teacher may have from three to four reading groups within the class- room. As children progress in school this range becomes wider and wider, so that by the time pupils enter grade four, tests repeatedly have shown a reading achievement range from second to seventh or eighth grade level. The difficulty for teachers to adequately provide for these differences with- in the time allotted for the reading program has been a problem to schools everywhere.
In September, we reorganized our reading program in an attempt to allow more time for the teaching of the many
141
skills involved in reading, and to allow each child to receive instruction on his own level of achievement and at his own rate of learning.
Two batteries of reading tests were administered to the pupils of grades 3. 4, 5 and 6 to determine the proper reading level for each child. Careful study of the test scores, together with all available information concerning each child, plus teacher observation and judgment, formed the basis upon which we assigned each child in these grades to a reading class on his own level.
The results of the testing disclosed the presence of six instructional levels. The teachers of Grades 3, 4, 5 and 6 were assigned a reading level to instruct and Mrs. Barbara Howes, kindergarten teacher was assigned to instruct level 2.
The number of 3rd, 4th, 5th and 6th grade children cur- rently receiving instruction on the following levels may be of interest :
6 pupils
Level 7
7 pupils Level 6
14 pupils Level 5
22 pupils
Level 4
18 pupils Level 3
6 pupils
Level 2
These groups are kept flexible so that any time a pupil needs more challenge or additional help, he can move up or down accordingly.
A fifty minute periods scheduled daily for the reading lesson. This amount of time was formerly shared by three or four reading groups within the classroom.
Eastham at long last established its own kindergarten this year. Mrs. Barbara Howes was secured to instruct this group and is providing many enriching experiences for these pupils. Mrs. Howes is devoting time each afternoon in cata-
142
loging all the classroom library books. When this work is completed, a central library for the school will be organized to encourage more independent reading which is so impor- tant to the cultural growth of our children.
Under Title III, Public Law 85-864, federal funds have been made available to match local expenditures for the strengthening of instruction in science and mathema- ties. During the past two years we have taken advantage of this opportunity to obtain additional classroom equipment and materials; to enrich, broaden, and strengthen these areas of the curriculum.
In February, a map and globe survey of existing equip- ment throughout school Union No. 54 was conducted by Mr. James Barrett, New England Representative of A. J. Ny- strom and Company. An inventory was submitted with recommendations for transfer, replacement, and need for ad- ditional materials. This has been a useful guide for providing well-equipped classrooms for the social studies program.
It has been our custom to administer standardized achievement tests in the spring and last May the Stanford Achievement Tests were again administered to all grades.
This September we experimented with a fall testing pro- gram for the purpose of diagnosing individual and group needs at the outset of the school year. The Science Re- search Associated Achievement Series was administered to grades two through six during the third week of school. This series has proven valuable to us. However, through trial and error we have learned that the spring is the better time for administering the test. Although grades five and six were machine-scored, the results returning too late to be of value to the teacher. The amount of clerical work involved in scoring the lower grade tests proved to be too much of a bur- den at the beginning, the busiest time of the school year.
It has been decided to administer this series again in
143
May. The results can then be carefully evaluated at the end of the school year. Then, before the school doors are opened in September, individual conferences will be held with each teacher to analyze individual and group needs. We feel this situation to be ideal in making th best use of test results.
Periodic measure of mental abilities are administered. The present schedule places the tests in May in the kin- dergarten, and in grades three and six in October.
We are ever mindful of the tremendous responsibility with which we are entrusted in preparing our youth to live in a rapidly changing world. We shall continue to endeavor to provide the best possible environment for learning to take place.
Respectfully submitted,
BARBARA N. WRIGHT
144
ART DEPARTMENT
Art contributes to a child's education by encouraging creative growth and developing aesthetic understanding. The creative growth that I am referring to is growth in becoming more inventive and resourceful. As a child develops in this direction he becomes more confident of his own abilities and more able to express his ideas and feelings. Aesthetic under- standing gives a child the ability to interpret, through evalu- ation, the meaning of his own and his friend's work. He be- comes more aware of line, area, form, space, color and texture.
Also originality and simplicity are emphasized. A child learns more, and gains more self-confidence, if he paints or draws his own ideas than if he copies. Simplicity is stressed because it requires a child to be selective and analytical.
These objectives are being accomplished this year through the use of a variety of materials. Such as : powder, finger and water color paint, crayons, cut and torn paper, clay, soft wire. wood, cloth and many other scrap materials.
Respectfully submitted,
JUDITH L. BORDEN Art Supervisor
145
REPORT OF THE SUPERVISOR OF INSTRUMENTAL MUSIC
I submit my report as supervisor of instrumental music in the schools of Eastham, Orleans and Wellfleet.
Table showing the distribution of instrumental music pupils in the Elementary Schools of Eastham, Orleans and Wellfleet-1960 - 1961.
Instrument
Orleans
Eastham
Wellfleet
Totals
BRASS :
Trumpet
9
6
6
21
Trombone
2
3
0*
5
Bass Horn
0
1
0
1
27
WOODWINDS :
Flute
1
2
1
4
Clarinet
13
9
5 01
27
Saxophone
0*
1
2
3
34
STRINGS :
Violin
4
3
0*
7
Cello
1
1
0
2
9
PERCUSSION :
Drums
6
1
0*
10
Xylophone
1
0
0
1
Accordion
0
2
0
2
13
Totals
37
32
14
83
*These areas will show representation as soon as pur- chase orders and repairs of school owned instruments are completed.
146
The above tabulations are for the following purposes :
1. £ Show the number of pupils in the instrumental music program.
2. Show the distribution of pupils in the four instrument families.
3. Point out the weaker areas and in conclusion to recom- mend a possible solution to strengthen the weak areas and at the same time improve all areas.
The largest representation per capita is at Eastham.
This is partly due to the large number of school owned in- struments which are loaned to deserving students. Many of these instruments however are old and although kept in re- pair will have to be replaced, in the near future, with new or better instruments.
It will be noted that the total number of students is 83. Assuming that there are 27 teaching hours in the school week, of which nine of these hours plus after school time is being spent at Nauset Regional High School, only 18 hours remain for the Elementary Schools. Although present instrumental instruction is basically by groups, simple arithmetic will reveal that a pupil receives less than 15 minutes of individual attention per week. This is far from adequate if one takes into consideration the required time to assemble, tune and "warm-up" a musical instrument to the point where actual teaching can take place.
Many volumes have been written concerning correct methods of teaching instrumental music, etc. I do not pro- pose to discuss teaching methods because no matter how good these methods may be, time to perform them in an effective and efficient way is essential.
I am recommending and requesting a full time assistant at the Elementary Level. Along with the usual qualifica- tions to teach instrumental music one must be competent
147
in the four fields : brass, woodwind, strings and percussion. In defense of the last statement the competent teacher must be able to assist all members of an instrumental group, particularly at the elementary level. An assistant with these qualifications will not only help in the weaker areas of the present situation but also help in all areas. The pro- gram has expanded to the point where one teacher cannot do an adequate job even in the areas which at this time appear to contain the majority of students.
In conclusion I wish to express my most sincere appre- ciation for assistance from the Superintendent of Schools, the School Committee, the Principal, faculty, parents and pupils.
Respectfully submitted, FRANK BERTELLE JAMES
VOCAL MUSIC-ELEMENTARY SCHOOLS OF THE NAUSET REGIONAL SCHOOL SYSTEM
The following report is submitted by the Superviser of Vocal Music :
GENERAL OBJECTIVES
The Vocal Music Program in the Wellfleet, Eastham and Orleans elementary schools is based on the premise that the study and making of music is an important part of enriching the life of the student. Through music we hope to make the student aware that there is something more to life than the procuring of food, clothing, and shelter. We hope to develope
148
his sensibilities through association with beauty, and eventu- ally lead him to a consideration of abstract values. We be- lieve this contributes to making a better person of the in- dividual.
We hope to accomplish these goals through the teaching of understanding and of skills. The two are plainly inter- related and must be taught together in order to derive maxi- mum benefit from each. If we concentrate on history and theory without application in terms of listening and per- formance, then music becomes purely academic. If we con- centrate primarily on performance through rote learning, then no skills are developed, appreciation remains shallow, and the music becomes merely a pleasurable time-consumer. While pleasure is an important part of music, and preferable to the product of a strict academic approach, the values of the program are highest when performance and study are balanced.
SPECIFIC PROGRAMS
The elementary program is now in the process of being revised and reformulated. Serious questions as to goals and levels of achievement have arisen, and the structure is being thought through from beginning to end. However, cer- tain elements are fairly well established at the present mo- ment.
Each class has music once a day with its home room teacher, although the teacher is free to skip a day or even have two priods in one day. The length of the lesson is at the discretion of the teacher, although the period is usually not less than ten minutes not more than twenty. Each period is a mixture of performing familiar material, learn- ing new songs, and studying theory.
The supervisor visits each class once a week. There are a total of twenty-two in the three schools. His visit lasts
149
from thirty to forty-five minutes. During this time he re- views old material, presents new material, and provides en- riching material beyond the home room teacher's scope.
In terms of teaching understanding, we are trying to integrate the music studied and performed with the rest of the student's academic program. We intend that the subject matter of the songs being sung should complement the particular phase of social studies, history, science, mathematics, etc., being studied. We hope that the music thus becomes a meaningful expression of the student's interest.
Although it is recognized that, not all students will progress at the same speed in developing music .skills, the following brief summaries indicate what we hope to ac- complish in each year.
KINDERGARTEN Students are taught the concept of reproducing a song as it is sung to them, that is, rote singing. Stress is laid on accuracy of pitch and rhythm. Rhythm bands are used to give the child his first concept of the "beat", the steady pulsation underlying all music. This is related to physical activity in terms of games played with the music. The subject matter is continually related to the child's experience.
FIRST GRADE: Rote learning continues with the same goals as before. Rhythm band activity becomes more complex as some continue to tap out the "beat" while others tap the rhythm of the song. Rhythmic notation, drawn on a single line on the board, is introduced, but not its terminology. Patterns are tapped out so that the student learns to recognize what the different symbols mean without being able to name them. Books are intro- duced at the end of the year and the students recognize the rhythmic patterns of familiar songs, although they now see that the rhythmic symbols move vertically as well as horizontally.
150
SECOND GRADE: Students continue to "read" from books with emphasis on reading and performing rhythmic patterns accurately. The relationship between the move- ment of the voice and the vertical movement of the rhyth- mic symbols is introduced. Certain melodic patterns which appear many times are pointed out. Gradually the student is made aware that the symbols on the page not only tell him what rhythms are to be tapped out, but also tell him in what directon his voice should go. Sight reading of notes is begun towards the end of the year, with much emphasis on ear training and the recognition of patterns and intervals.
THIRD GRADE: Sight reading is continued, and the terminology of rhythm and meter is introduced. Rhythm as a concept of the relations of fractions is taught. Tonettes or some other flute-like instruments are introduced during the second half of the year, and the terminology of the staff, clefts, measures, etc., is brought in. Students now learn the letter names of the notes of the staff, and he meaning of sharps and flats.
FOURTH GRADE: Simple harmonic concepts-the building of triads on 1, 4 and 5-are introduced, along with part singing. The auto-harp is used to emphasize this material. All other material learned in the past is reviewed and amplified.
FIFTH AND SIXTH GRADES: These two years see a development of the material and concepts of the past four in terms of depth and complexity, each class moving as far as it can. Two and three part songs are performed, rhythms become more complex, although little further de- velopment in harmonic study is proposed. The Fifth Grade might base their work on the study of Music in America (Pilgrims, Revolutionary War, Civil War, Industrial De- velopment, Ragtime and Jazz, Musical Comedy, American Formal Music), and the Sixth Grade might base their work on Music Around the World.
151
NOTE : Due to the relatively low level of musical skills in the 5th and 6th grades, a product of the unsettled state of supervision during the last two years, the program of these two grades will virtually duplicate that of the 4th this year. The 5th grade program outlined above will be introduced in 1961-62. The 6th grade program may not be intrdouced until the following year, depending upon the speed with which their musical skill can be brought up to the required level.
Every program in school must consider the specially motivated and/or talented, and the slower learners. Each elementary school has formed a special chorus for the former this year. Membership is voluntary, and students are chosen after auditions. The chorus meets once a week for forty- five minutes, and deals with music of a more challenging nature than that given the general classes. Its aim is to perform this music as artistically as possible, and to de- velop general qualities of musicianship in its members. There are about 36 in each group. We plan to have a special program of listening and study for those who are not members.
SUGGESTIONS
The general level of music teaching is excellent. Although we have been somewhat inclined to take the students' music progress for granted, and not to set goals of a sufficient difficulty. I feel that the revised program will correct both these tendencies. However. I feel that the teachers and their supervisor can greatly benefit from a monthly "clinic" in which problems and techniques in solv- ing them can be freely exchanged.
In general, I believe the District should add another member to the music staff next year. The Vocal Music Supervisor now has 37 different classes for which to pre- pare each week (this includes his Junior and Senior High
152
School work). If the Seventh and Eighth grades receive an additional period next year, and the Junior High School Glee Club rehearses during school hours (both of which I have recommended), the number of periods will be boosted to 47. This figure does not take into account the probable addition of elementary sections.
Although Mr. James, Instrumental Music Supervisor, does an excellent job in starting youngsters on the violin, he is the first to admit that he is not a professional string teacher. He joins me in urging that the person hired next vear be a specialist in string instruments. I would sug- gest that he be a fairly accomplished pianist so as to assure the various singing groups of a high level of accompani- ment. I would also suggest that he take over the actual instruction of the Seventh and Eighth grades, following the specific plans of the Vocal Music Supervisor, but leaving the latter free to concentrate on the elementary grades.
Respectfully submitted, PAUL NOSSITER Vocal Music Supervisor
REPORT OF THE SUPERVISOR OF PHYSICAL EDUCATION
My report to the townspeople of the Physical Educa- tion program in their schools was made in detail last year, so I shall make this one brief.
Lengthening of the school day and new equipment have helped to unify my program. Along with the regular
153
activities, each school is now receiving the same benefits in intramurals, corrective work and organized recesses with student leadership, under the supervision of the grade teacher.
This year, more certificates were awarded to those pass- ing the Junior Amateur Athletic Union Fitness Test. There is much enthusiasm for track and field as a result of these tests. It would be appreciated if we could have regulation tracks and jumping pits.
In cooperation with President Eisenhower's Council on Youth Fitness, the American Association for Health, Physi- cal Education and Recreation, now has a project which I have started in the fifth and sixth grades called Operation Fitness U. S. A. Each child in these grades will keep a Per- sonal Fitness Record Card. The following test will be given : Pull-ups, Modified pull-ups for girls, Sit-ups, Shuttle run, Standard broad jump, 50 yard Dash, Softball throw and the 600 yard Run-Walk. From these results, profiles will be recorded on their cards and there are awards available for those who attain the 50th or 80th Percentiles. It is the hope of the Council on Youth Fitness and all concerned with the welfare of the youth of today, that this Project will result in greater participation in sports by our children.
I wish to extend my thanks to all those who have con- tributed to this program.
Respectfully submitted,
ETHEL T. REED
154
EASTHAM SCHOOL NURSE'S REPORT
December 1960
It is with pleasure that I submit my 5th annual report.
Home Visits 115
Minor ailments treated in clinic
240
Transported children to Doctor's office
3
Children sent home sick
12
Nurses mectings
12
Nurses conference Worcester
1
Physical examination all grades by Dr. Whitright referrals
Cold vaccine injections to staff of 8-
4 injections each
32
Clinic by Dr. Moore
D. P. T.
25
D. T.
16
Salk Vaccine
4
Chicken pox
9
Measles
1
Hearing test all grades
134
referrals
4
Vision test all grades
134
referrals 9
Weighed and measured all grades
Film and lecture to 5th and 6th grade girls
Chest X-Ray Clinic at Provincetown
3
Mantous test by Dr. Moore for staff 13
155
Polio clinic
pupils
84
pre-school
18
staff
11
Nurse-Teacher conference
12
Dental clinic by Dr. Dickson
Number of clinics
17
Children examined
123
Treated
107
Cavities filled
331
Fees collected for treatments
$76.50
With a sincere thank you to everyone concerned with the school health program.
Respectfully submitted,
A. MAY DUNPHY, R.N.
156
ENROLLMENT BY GRADES
October 1, 1960
Grade
Boys
Girls
Total
1
9
9
18
2
9
9
18
3
13
7
20
4
8
10
18
5
12
6
18
6
9
12
21
60
53
113
KINDERGARTEN
12
9
21
TABULAR STATEMENT OF GRADES
BY GRADES - 1950 - 1960
Grade 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960
1
15
12
19
22
24
20
19
12
20
15
18
2
19
16
12
16
21
23
18
19
17
23
18
3
20
19
17
11
17
22
20
16
21
14
20
4
10
15
18
19
12
14
23
20
16
20
18
5
16
8
16
23
19
13
15
20
22
18
18
6
13
20
S
20
22
20
14
12
19
17
21
7
11
13
21
8
8
11
13
112 114
124
111
114
112
109
99
114
107
113
157
EASTHAM PUPILS ATTENDING NAUSET REGIONAL HIGH SCHOOL
SCHOOL YEAR-1960-1961
PERIOD SEPTEMBER 7, 1960-DECEMBER 23, 1960
GRADE 7
Bynoe, Franklin
Dumont, John
Sparrow, Daniel
Harper, James
Campbell, Susan
Hayes, Robert
French, Joyce
Nickerson, Gail
Pearson, Nancy
Trahan, Carol
Turner, Patricia
GRADE 8
Ambroult, John Anderson, Richard
Brown, Edward
Bynoe, Russell
Collins, Thomas
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