Specialty Classes

The perfect time to begin learning a language happens most easily during early childhood. Dr. Montessori identified a “sensitive period” for language acquisition in children from birth to age six. Sensitive Periods are developmental windows of opportunity when children can learn specific concepts more naturally than at any other time in their lives.

At Arbor, we introduce Spanish lessons one-on-one in the Primary classroom. Once a week, children have the freedom to choose different themed lessons they want to learn. The lessons begin with basic vocabulary and expressions such as greetings, commands, colors, numbers, animals, family, and other basic topics.

Acquiring vocabulary represents one of the most important skills necessary for learning a second language. The vocabulary is generally presented with pictures and objects to show meaning, helping the children to identify words through visualization. Singing is another part of the routines of the classroom, and incorporating Spanish songs helps children recognize and practice new vocabulary. 

In Elementary, children explore and learn Spanish in small groups once a week. At this level, children develop skills that help them acquire more vocabulary as well as the skills necessary for writing and reading a second language. Learning a second language helps the children develop and achieve better pronunciation and fluency later in life. Younger children concentrate on vocabulary and basic conversation; older children approach the language more academically, learning grammar, verb conjugations, etc. Hispanic culture is also an important part of the life of the school, including annual Día de los Muertos presentations. 

Opportunities for art are woven into the work of the Toddler and Primary classrooms each day. As students move up to Elementary, they begin to explore abstract art concepts, history, culture, and specific mediums. Each week in art class, children explore a variety of artistic media, from drawing and painting to ceramics and sculpture. Studies include the art of different cultures and the history of different artistic movements. Each class produces an art projects for display, and older classes present their final projects to the parent community each year. 

Always the scientist and observer, Dr. Maria Montessori recognized the essential place of music in children’s development. The Montessori music program begins with sensorial experiences within the classroom; children develop an acute awareness of pitch and rhythm. Music in the Toddler classroom often relates to the sounds of nature or acts as a call to group effort. In Primary, children explore four paths of of music education within the classroom: singing, rhythm, music appreciation, and music literacy.

As children move to Elementary, music class is a time for singing, movement and rhythm exercises, learning to play instruments, and music notation. Studies also include the music of different cultures and the history of different musical movements. The music specialist also supports the Elementary and Adolescent classrooms with musical or theatrical productions through all aspects of their performances.

Older classes produce showcases for the parent community annually. Elementary and Adolescent students also work with the music teacher on performances for whole school gatherings, like Arbor's World Fair or Peace Day celebrations. These experiences ultimately support children and adolescents’ abilities to use music as a form of self-expression.