Middle School
The culminating cycle at BHMS is Middle School, a two-year sequence, including Grade 7 and Grade 8, of thematically linked Humanities, Science, and Social Growth units. Students explore historical and scientific themes and their connections to current events and their own lives. As in the Upper Elementary program, the curriculum follows a trimester schedule, and the units are further broken down into six-week cycles. At this plane of development, students are better able to reason abstractly and begin to construct their adult selves. The more complex units of study reflect this change.
Middle School students undertake a yearlong study exploring the magical world of plays and musicals and then bring one to life in a full theatrical production in the spring. The work begins in September as all students read the work and examine the text historically in their Language Arts classes. Students meet with the Drama Teacher once a week to work on the technical aspects of the play and develop the theatrical language necessary to negotiate the text. In Trimester I, students will each learn a monologue and create a visual set design that includes audio and digital visual elements.
In Trimester II, middle scool students are assigned to the set design team, media team, or the acting ensemble. Students on the media and set design teams switch to meeting with the art and media and music teachers once a week to learn about stage design techniques, sound, lights and video. The acting students audition and are assigned parts. The actors investigate the text by developing and embodying their characters, unpacking the language, and working as an ensemble to tell the story of the play through scene work.
In Trimester III, middle school shifts into full production mode as students prepare for their two performances in May. Students who are on the set design team will work more intensely on the set four days a week using a variety of processes and techniques that include drawing, painting, collage, and sculpture. Students on the media team will also meet four days a week to create audio and visual elements (still and moving images) for the production, create the program and poster, as well as document rehearsals and performances for the BHMS yearbook. Students on the music team will also meet four days a week to arrange original or existing songs, assign instrumental and vocal parts and collaborate with the actors to practice and integrate the music and drama. In past years Middle School students have performed The Two Gentlemen of Verona, Comedy of Errors, The Winter’s Tale, Henry V, A Midsummer Night’s Dream, Much Ado about Nothing, As You Like It, Twelfth Night, The Tempest and Romeo and Juliet.
Each year includes an in-depth, personal exploration: the Expert Project or the Magnum Opus. Students learn project planning, showcase interdisciplinary skills and learn to work alongside a mentor.
The Expert Project is a long-term independent research project, the Montessori “work of the mind,” on a topic of the student’s choosing. It involves research skills, focused investigation and a final written paper as well as a multi-media oral presentation. Student research topics have included World War II, Abortion, Climate Change, Psychology and the Teenaged Brain, Ceramics and a host of other topics.
The Magnum Opus is a creative journey—a chance for each student to explore their artistic and creative talents.This project brings students into the work of the hand. Student projects have included jewelry, a clothing line from recycled objects, graphic novels and comics, and a host of other topics.
The students present their projects to parents and the greater school community at a spring Symposium. Because Middle School is a two-year program, students undertake both an Expert Project and a Magnum Opus during their tenures at BHMS.
Beginning in the spring of Grade 7, students meet weekly as a group with the school psychologist and Assistant Head of School (the High School Placement Team) to map out the steps involved in applying to high school. Topics include learning about the types of schools (public, private, parochial, boarding), the importance of “fit” when it comes to choosing a high school, and how to research schools. Parents meet as a group in the late spring of Grade 7 with the High School Placement Team to plan out what to expect in the upcoming admissions process. In addition, parents meet one-on-one with the Team to discuss personal plans and to begin to look at the steps involved in applying to high school for their own child once Grade 8 begins.
Starting in the fall of Grade 8, students meet weekly with the High School Placement Team to focus on the details of the process. Topics covered include how to handle interviews, what to look for on a tour, stress management, and balancing the school workload with the need to focus on the future. As a group, parents of eighth graders meet every six-eight weeks from September to February with the High School Placement Team to cover all aspects of the high school admissions process. They also meet in September individually with the Team to zero in on what their family is looking for in a high school. At any point during the process, either the parents or the High School Placement Team can request additional meetings to work on any aspect of the process.
For students applying to high schools where auditions are required, the visual and performing arts faculty assist the student to put together a portfolio. The students are given a mock audition with members of the High School Placement Team as “judges” to help them get used to the process of auditioning.
For students applying to independent high schools, we invite members of the admissions departments of different schools to come meet all of the eighth graders as a group, to enable the students to hear about different schools, but also to help them learn to interact with adults who are part of the admissions process.
Advisors in the Middle School program serve as a critical link between home and school. Each Middle School student is paired with an advisor and usually remains with that person for the duration of their time in the program. Advisors maintain a big picture view on their advisee's social, emotional, and academic experience and serve as the first point of contact for families when questions about school arise. During the two-year MS cycle, advisors and students form a bond that sets the foundation for learning and growth.
In Middle School, students continue with the Singapore Math Program. Depending on the topics covered, different approaches are adopted when presenting concepts to help students better understand the material and to internalize the processes that they explore. Students begin Grade 7 studying pre-algebra and finish Grade 8 having completed Algebra 1.
In Grade 7, students work with concepts surrounding real numbers, algebraic manipulation, rate, ratio and proportion, percentages and data handling, geometry and spatial understanding, and statistics. Grade 8 students dive deeper into algebra with an in-depth study of linear and quadratic equations, and also move into studying geometry through lines and three-dimensional shapes. Data interpretation is also developed as students solve complex problems using graphing techniques and applying the Pythagorean Theorem. The goal of the Grade 8 class is for students to complete Algebra 1.
Our curriculum allows students to learn through a combination of teacher-led lessons, individual projects that apply concepts to real-world situations, collaborative group work, and class discussions.
Reading and writing in middle school become paths to deeper thinking. Students use reading and writing workshops to understand increasingly complex texts, make connections among ideas, and communicate their own ideas effectively. Students read and discuss novels, plays, short stories, nonfiction, and poetry. Many of the works are thematically linked to the Humanities curriculum, which allows students to engage in deeper conversations and make more interesting connections. Students learn to participate actively in conversations about literature, developing their own arguments and ideas and supporting those ideas by citing evidence from the texts they have read.
Students learn to express themselves orally and on the page in a clear, persuasive, and informed manner. A highly structured process helps students to build strong skills and to think critically and creatively, preparing them for the writing they will do in their high school classes. Over the two-year cycle, students learn to organize, write and revise a wide variety of essays, including personal essays, literary analysis essays, and a lengthy research project. As students gain comfort with standard essay forms, they are encouraged to develop a distinct individual voice and approach. Students apply what they are learning about literature in their own fiction, dramatic vignettes, and poetry. Continuing work on grammar, vocabulary, and the editing process strengthens students’ developing skills. A further aim of the curriculum is to support the ongoing development of students’ organizational skills, both with time and with materials.
Linked with the Middle School Language Arts curriculum is the production of a theater production each year. This is a collaborative venture involving the art and drama teachers along with the Middle School Language Arts teacher. The students study the play in depth in their Language Arts class and work with the art teachers to develop a set, costumes, and media for the play. The process culminates as the students present the full play for the whole community.
Science classes in the Middle School build on skills learned by students during their Upper Elementary and Lower Elementary years. While the content of the coursework involves challenging and exciting branches of science like Physical Science, Engineering, Genetics, Chemistry, Environmental and Life Science, the work done by students continues to be empirical and hands-on. The students learn through teacher and student presentations, laboratory work, printed texts, and online resources, with a focus on independent research, investigation and data analysis. Students hone in on scientific literacy and communication skills through the completion of lab reports, book studies andclass discussions. Science journals, persuasive essays and group and individual projects provide additional opportunities for written and oral presentations.
The Humanities curriculum is a two-year cycle that bridges the elementary study of Montessori’s Fundamental Needs of Humans with preparation for high school history classes. In this mixed-age class, students study thematic units designed for their new adolescent capabilities of abstract analysis. Various forms of writing, note-taking and organization, evaluating and citing sources, creating new ideas together in seminars, formal presentations, and project management are skills that are taught throughout the curriculum. In Year A, students study current events and TED talks, the American Colonies and Enslavement, the Revolution, the Constitution, art history, and world religions. In Year B, students study human geography, human migration, the Civil War, Reconstruction, Early 20th Century America, and Late 20th Century America.
Seventh and eighth graders work from a high school level Spanish 1 text with the goal of preparing them for advanced Spanish placement in ninth grade. Students develop reading, writing, speaking, and listening communicative skills. Complex grammatical topics are presented alongside thematic vocabulary to encourage students to use the language with confidence and high frequency. Student work involves writing compositions, filming scenes, analyzing poetry, cooking, traditional crafts and learning songs. Project-based exploration of cultures include: Guatemala, Peru, Spain, the United States, Argentina and Chile. Students create presentations about the food, music, history, art, geography, and politics of each of these countries.
Middle School Spanish students are responsible for creating and executing the schedule of events for the BHMS celebration of World Language Week in March. Students choose their own topic or event to plan for the week that celebrates languages and the many benefits of multilingualism.
As students in Middle School master more specific skills and become efficient movers, they are introduced to fitness in two ways: as a means of competition and as a lifestyle. Students are exposed to a variety of sports and cooperative games with greater emphasis placed on strength, speed, endurance, and overall competition. Students study nutrition and learn about the body as an entity that needs care, protection and preventative measures in order to stay healthy. Because many of our middle school students participate in at least one season of Mustang athletics, we teach mental toughness as it relates to challenges on and off the court or field. Our goal is for students in the Middle School to leave BHMS confident in their physical wellness and knowledge of fundamental sports skills. We strive for our students to develop a love for physical activity, sustain a healthy lifestyle, and head off to high school with the skills, determination, and mental fortitude to compete in interscholastic activities at the next level. In The Middle School, students have two Physical Education classes each week.
Mustangs Interscholastic Athletics Program
The Athletics Program is committed to providing each student with a strong and positive foundation in the experience of team sports, physical activity, and competition. Mustangs athletics emphasizes community, teamwork, skill development and fair play competition. Students have the opportunity to participate in team sports as members of one of our Mustangs athletics teams starting in the 5th grade. Students receive group and individualized attention during the sports season to build upon and refine skills learned through physical education.
At the end of each sports season, we recognize student athletes and invite the community out to support in our Mustang pep rallies. At the end of the school year, we honor all student athletes at our special athletics banquet, Mustangs Night. This event is also when we highlight the work of our graduating Mustangs.
Selective classes are offered to students in Grades 6, 7 and 8, and allow students an opportunity to pursue a particular artistic genre in depth during an intensive period of time: four times a week for one trimester. The culmination of the selective classes is a presentation to the community of the work the students have done throughout the trimester. The following is a sample of classes we are offering.
VISUAL ARTS
Ceramics:
Students explore the hand building process of ceramics to create both functional and sculptural works. Some of the techniques include pinch pots, coil- building, slab construction, and using plaster molds. Students also have the opportunity to explore wheel-throwing on one of the potter’s wheels during the trimester. From the wedging of the clay to the final glazing of a piece, this class covers the technical aspects of ceramics with an emphasis on developing ideas, design, and form.
Culinary Arts:
In this class, students will learn about seasonal and healthy foods through a variety of savory and sweet recipes. An appreciation for the beauty of cooking with whole foods will be taught as students learn how fruits and vegetables are grown, how to prepare them, and artfully display a prepared meal. Students will be involved in the entire process of cooking a meal or snack; choosing recipes, creating a shopping list, preparing, serving, and cleaning up. Students will study botanical illustrations and create an illustrated cookbook filled with information about ingredients, cooking tools, techniques, and recipes.
Drawing:
Students begin the trimester by making quick sketches, gesture drawing, and contour drawings. Students explore a variety of mark making and rendering techniques using different drawing media so that students become familiar with their options and start to form ideas about their preferences. Students also learn how to use drawing to study the human form, objects and landscapes by drawing from observation. They learn proportions, and anatomy for artists. They learn how to use linear perspective to draw landscapes as well as analyze and re-create objects using light and shadows. As always, emphasis is placed on the medium as language and on the personal vocabulary each individual can develop.
Outdoor Mural Painting:
Students in Outdoor mural making will work with partners to develop concepts and designs for the panels on the Firehouse roof (the Loft). Executing the murals will fill the first portion of the trimester. Students will get an overview of the history of large-scale painting, especially the Mexican muralists, Diego Rivera, David Siqueiros, José Orozco as well as the varied American styles and activity they influenced: historical WPA murals, mural movements in Chicago, Philadelphia, Los Angeles and New York. They will also learn how to use grids and the overhead projector and to scale up and transfer their designs to walls. Simultaneously students will experiment with painting techniques, tools and materials. The remaining time will be devoted to working indoors on still life watercolors and an acrylic easel painting of work by one of the artists previously mentioned as well as other artists that may be relevant to their academic curriculum.
Photography:
Students explore light-based image making through many aspects: shooting with digital and film cameras, working in the darkroom, and utilizing the Adobe Creative Suite (including Photoshop and Bridge). As a class, students engage in group discussions on history and themes in photography, specifically, in regards to identity and narrative story-telling. To create their work, students learn and apply foundational photo principles, including but not limited to, the exposure triangle, point of view, and framing as well as exploring the elements of design as it relates to photography. Students participate in class critiques of each other's work and produce a photo exhibition at the end of the trimester.
Photo/Zines:
Students explore image making in the context of zine-making. As a class, students engage in a brief introduction to the history of Zine-making— specifically, their function as a tool for creative expression, self-publishing, social justice, and action. Students will learn about various bookbinding styles (one-page, saddle-stitched, and stab bound zines) and learn about basic photo principles (composition, point of view, and sequencing) to incorporate them in their zine making. They will also use technologies like Adobe Bridge, InDesign, and the copy-machine to create their work. To showcase their work, students will set up their own Zine Fair at the close of the trimester.
PERFORMING ARTS
Percussion Orff Ensemble:
Students learn to play as an ensemble while being exposed to the Orff Method, particularly its focus on improvisation, creative play and barred instruments. Students learn to play the xylophone, metallophone and glockenspiel as well as the drum set and other percussion such as but not limited to the djembe, surdo and conga. Students practice reading basic music notation and conduct each other as they learn to listen and communicate through body-language and cues. More advanced students have the opportunity to teach basic percussion technique to their peers. The group explores a diverse range of repertoire before selecting pieces to be shared at the end of the trimester.
Song Composition:
Students study the main components of composition; rhythm, melody and harmony by exploring music notation software and a digital audio workstation. They complete a series of mini-composition exercises to familiarize themselves with basic music theory and the online programs after which they are given the opportunity to compose original music. Students work at their own pace either individually or in small groups. They have the option to compose instrumental pieces or vocal songs using existing poetry or original lyrics. Students who play an instrument are invited to play their own compositions.
Choral Band:
Students select and create original arrangements of songs for instruments and voice. Supporting a small group of vocalists, students have the opportunity to play an array of instruments. Students are encouraged to change roles for different songs and play instruments with which they have had no previous experience. Those with experience playing an instrument have the opportunity to give beginner lessons to their peers as well as receive lessons on a less familiar instrument. Students support each other as they learn basic instrumental, vocal and performance techniques, practice their individual parts, give one another constructive criticism, and perform their songs at the end of the trimester.
Choreography:
This class will introduce students to the exploration of the choreographic process and use of choreographic devices. Emphasis is placed on creating meaning through the use of time, space, energy/force, and weight. Students research a variety of works by choreographers of the twentieth and twenty-first century. Students will develop and apply structured improvisations, choreographic tasks, use peer observation and reflection, engage in class discussions, and choreograph several original pieces to be presented with BHMS’s community at the end of the trimester.
Salsa Dance:
This class focuses on Salsa-On 2 style. Students explore the history of salsa dance in NYC, especially the Bronx, between 1950-1990, and examine the influence of the dance on the lives of immigrants from Cuba, Puerto Rico and other countries. Students will learn and develop technical skills. They will be introduced to partner dancing as well as line “Shine” dancing. Students learn existing choreography as well as develop their own original work. Students will present their work with BHMS’s community at the end of the trimester.
Swing Dance:
Students learn beginner level swing dance, focusing on styles like the Lindy Hop, Charleston and the Boogie. Students learn the history of swing dance in the U.S. Students develop movement vocabulary with technical awareness and precision. Students learn individual steps utilized in line dancing or when freestyling, as well as partner work. Students learn to lead and follow when dancing with a partner. Students develop two separate choreographies. One with individual footwork and the second with partner dancing. Students will present their work with BHMS’s community at the end of the trimester.
Theater Production:
This class gives students the opportunity to participate in a fully mounted theatrical production. Each trimester we choose a published play or an original show devised by the students. Through auditions, the Director collaborates with students to choose roles that inspire and challenge. Participating in exploratory physical character exercises, students create walks, gestures, and character voices. Students engage in the challenging and exciting work of making a play through working collaboratively as an ensemble. Finally, students perform the play for the BHMS community.