Category: Middle School

Project Culminations at Saklan

A key element of Saklan Project Based Learning units is a public product. This looks different depending on the division and, hopefully, over the last month, you have had the opportunity to share in a culminating event on campus! 

In our Early Childhood Education program, our projects culminate with a public event where students share all the expertise they have gained over the course of the project. It’s a joyful time to celebrate their hard work with family, friends, and other students and staff. It is also a rich opportunity for them to be the experts in the room and develop their speaking and listening skills. Recently our Pre-K (Hoot Owl) class culminated their project unit on farmers’ markets. 

In our lower and middle school projects, products are created for an audience beyond the teacher and students in the classroom. One key aspect of a public product in these divisions is that it must raise the stakes of the work in a meaningful and authentic way. Students aren’t doing something just for the sake of doing it or solely regurgitating information learned from teacher-directed lessons.

Instead, the work students engage in mirrors what adults do in their various career pursuits. After student-led inquiry and teacher guidance to address the content standards, students make or do something that serves some purpose in the Saklan or broader community. Students are creating, educating, or advocating beyond the context of our classrooms. Some examples of recent products that answer the driving question and serve an authentic public purpose are below:

GradeDriving QuestionPublic Product
2ndCan animals survive in any habitat?Lunch table mini posters advocating for food swaps that help avoid palm oil. 
2ndHow can we use color to communicate feelings?Design and creation of the concert backdrop for our Spring Concert at the Lesher Center
3rdHow can we show respect to the people whose ancestral land our school is on?Research, design, and creation of the hopscotch and four square murals on the sports court to reflect the Saklan Bay Miwok culture.
6thWho do artifacts really belong to?Public art graffiti stencils to share options on repatriation of artifacts with the community. 

The final products differ but all include authentic sharing and action beyond our classrooms. At Saklan, students feel a sense of purpose that is hard to replicate in other styles of teaching and learning. This brings the work alive and prepares them for the critical thinking challenges, complex communication needs, and creative problem-solving they will encounter in high school, college, and beyond.

If you’d like to dive deeper into the various design elements of a Project Based Learning (PBL) unit, check out the recording of our October 22nd Saklan Projects! virtual event. And we hope you can join us at our culminating events next week.

Upcoming Project Culminations

  • Preschool (Owlets)- Nocturnal Animals Culmination Celebration at 8:35 a.m. on December 12th
  • Kindergarten- Names Unit Culmination at 8:45 a.m. on Thursday, December 12th

#SaklanProjects

Similar Figures and Scale Factors

In pre-algebra, seventh-grade students recently learned about similar figures and scale factors. After noticing that when they dilated shapes on a coordinate plane, the angles and shapes were always the same (as long as they multiplied the x and y by the same number), the students began to compare shapes in several different ways. They cut out paper shapes, used tracing paper to compare, and investigated the relationship between corresponding sides.

The seventh-graders found that the ratio of the corresponding sides of two similar shapes could be used as a multiplier to find other unknown parts of the similar shapes. These scale factors were very useful and will continue to be used as they move on to studying area ratios.

#SaklanHandsOn

Plate Tectonics and Natural Forces

Saklan sixth graders recently dove into the fascinating world of plate tectonics and the powerful forces shaping our planet. They explored how Earth’s tectonic plates float on the molten, magma-filled mantle beneath us, driving some of the most dramatic movements we experience. The students investigated the concept of Pangea—the idea that all continents were once joined as a single landmass—and learned how plate boundaries have caused continents to gradually drift apart, creating the world map we recognize today. They studied divergent plates that push apart, convergent plates that move together, transform faults where plates slide past each other, and subduction zones where one plate moves under another.

Their studies then shifted to what some might call “natural disasters,” though the class viewed them as incredible demonstrations of Earth’s energy. The students examined tsunamis triggered by underwater seismic activity and researched historic earthquakes. They even created their own news reports to illustrate the impact of these events on different cultures and how earthquakes have contributed to the planet’s evolution over recorded time.

Their exploration of tectonic movement continued with lessons on hot spots and subduction zones, which led to the formation of volcanoes. The sixth graders examined volcanic rocks to understand how scientists determine the type of past volcanic eruptions. Students learned that rocks filled with many holes were formed from lava with high gas content, while rocks without holes contained more silica.

Working in teams, students designed their own volcanoes and experimented with various lava “recipes” to observe different lava flows—some slow and smooth, others fast and bubbly.

#SaklanHandsOn

Bonding in Action

In 8th grade science, students engage in interactive experiments to build a solid knowledge of chemistry. Recently they have been studying chemical bonds. They started exploring ionic and covalent bonds by building on their knowledge of the periodic table and the properties of metals, metalloids, and nonmetals.

Last week, the eighth graders learned how to identify each type of bond, draw representations, recognize bonding types, and correctly create and name chemical formulas. They also investigated polarity within covalent bonds. In covalent bonds, atoms share electrons to form connections. However, because some atoms have more protons (positive charges) in their nuclei, they can pull these shared electrons more strongly, creating a compound with positive and negative ends—similar to a magnet.

The students used food coloring and milk to help them visualize this concept. Milk contains nonpolar fat molecules, while food coloring is polar. Since polar and nonpolar substances don’t mix easily, adding soap, which has both polar and nonpolar ends, acts like a magnet, pulling the food coloring across the milk, and creating a colorful swirl without stirring. The students were fascinated by this vivid demonstration of polarity in action!

#SaklanHandsOn

Artifact or Art Opinion

The 6th graders recently wrapped up their second milestone in their Project Based Learning unit, Artifact or Art Opinion. The driving question for the unit is, “Who do artifacts really belong to?”

During this unit, students explore arguments for and against the repatriation of Egyptian artifacts. They develop an understanding of museums, the history of archaeological practices, museum bias, perspective taking, and of course, dive into the content standards connected to ancient Egyptian civilization. This year, it has been great fun to add in mini lecture recordings and videos from the Egyptologist that Linda and Vickie traveled with over the summer, too! 

The unit kicked off in early October with an entry event highlighting a modern example of an artifact purchased by the Met that was, in fact, stolen! This helped the class to wonder how do museums end up with the artifacts they have in their collection? They then selected mystery Egyptian artifacts held at museums outside of Egypt to research. Through studying their artifacts, students began to build an understanding of what these artifacts are and why they are important. During their research, the 6th graders learned about ancient Egyptians and started sorting through some of the complexities of each artifact’s provenance. Students learned sometimes it is tricky to get to the bottom of how a museum acquired a particular artifact! 

Recently, the sixth graders met with two experts who helped them start to understand how museum and archaeological practices have changed over time. They visited a small museum in Berkeley at the Pacific School of Religion called the Badè Museum. There, the class met with archaeologist and Museum Director Dr. Aaron Brody to understand the unique history of the collection and their perspective on repatriation.

Sixth graders also zoomed in with archaeologist, Dr. Hannah Wellman, who shared a detailed timeline about changing archaeological practices, mummification, and the impact of context in a museum exhibit.

Students have been working on compiling all their research from the first two milestones into a research paper. After a first draft, teacher conferences, and initial revisions, they participated in a feedback routine called “Big Paper” with the help of David, Emily, and Kim. The 6th graders did a great job providing constructive feedback, glows, and questions to improve each other’s work.

In the final two milestones, students will learn how ancient and modern public art help individuals express their opinions and share their own answers to the driving question with the community. The sixth graders will showcase their work in this project at CLAS on November 22. We hope to see you there! 

#SaklanPBL

Gelatin Printing

Middle school artists are currently stretching their reflection skills through learning the artform of “gelli-printing.” Gelatin printing is a form of printmaking that uses a flexible, reusable surface to create layered, textured images. Although the process is quite simple when practiced, the many variables of printmaking, such as applying the appropriate amount of ink, rolling it smoothly without creating lines or drying out the ink, and holding and rubbing the print long enough (but not too long), can be challenging to master. To help with this process, students keep a daily log in which they set a goal and then reflect on and record their progress. Each time they set a goal, they review practices to help them achieve it during that class period. 

As part of the unit, students are experimenting with various materials and techniques. For example, students use stencils to mask out areas and found materials, such as leaves, fabric, and string, to create layered textures.

For their final product, students will write a process statement for a single print of their choice. Soon, they will continue the unit by learning a reductive form of printmaking: linoleum block printing. 

#SaklanCreative

Music Electives

As we shared in last week’s blog, middle school students move from a general music education program to an elective program. In addition to choir, students can also choose to participate in instrumental ensemble or music production class.

Instrumental Ensemble

Ensemble musicians start each Tuesday with sight-reading, sharpening their ability to interpret music on the spot. On Thursdays, they listen to and analyze diverse music examples to broaden their musical understanding. The Ensemble also meets every other Friday for small group sectionals, where students focus on specific parts of their repertoire and work on music production projects.

Currently, they are practicing three pieces: The Blue Rock, C-Jam Blues (which explores jazz improvisation), and Twist and Shout. Occasionally, they add variety by playing together with boom whackers and drums, making rehearsals fun and dynamic. This routine helps students build technical skills, collaboration, and creativity in their ensemble playing.

Music Production Class

We began the year in music production class with students becoming familiar with the Soundtrap software, an online platform that allows them to create and edit music collaboratively. With Soundtrap, students can record and mix tracks using a wide variety of built-in instruments, loops, and effects and import their own sounds. Soundtrap also has collaborative tools that allow multiple users to work on the same project simultaneously, much like a Google Doc for music production. It is an excellent starting point for beginners in music production.

Their first few projects include a 3-track composition, a project with a recording of their own voice or instrument, and a challenge of creating digital music to accompany a silent video. Through these hands-on experiences, they learn the technical aspects of music production, such as track layering, sound balancing, and editing effects, while developing their creative expression. In addition to these technical skills, students have been focusing on giving and receiving feedback productively and collaboratively. This process sharpens their musical abilities and fosters communication, teamwork, and problem-solving skills.

Middle School Student Musicians

In middle school, student musicians move from a general music education program to an elective program. While all students still partake in the music program, they have a choice in their class each of the three years. This year, middle school musicians chose between choir, ensemble, and production. In choir, students focus on developing as singers; in ensemble, the focus is on developing as instrumentalists. Production allows students to develop skills in digital music production. All middle school students will be represented in the All-School Concert in March and will participate in the Middle School Musical in the spring.

In Choir, middle school students have been diving into the world of musical theater by exploring a variety of lively numbers. They’ve worked on “Good Morning” and “Moses Supposes” from Singing in the Rain, allowing students to embody different characters while singing. Students have also practiced “Little Shop of Horrors” in three-part harmony, working on blending their voices and mastering timing in this upbeat, fun piece. Also, they’ve explored “Happiness” from You’re a Good Man, Charlie Brown, and “Green Eggs and Ham” from Seussical, both challenging students with dynamic vocal ranges and expressive storytelling.

Mondays in Choir are “Music Theory Mondays,” where students practice reading rhythms and melodies, building their foundational skills in music notation. This structured focus on theory helps students become more confident in sight-reading and understanding the technical aspects of the music they perform. Through these activities, students develop their vocal technique and ability to engage with different characters and emotions.

Stay tuned to see what students have been learning in the ensemble and music production classes!

Democracy at Saklan

This year’s Student Council election reminded us all that democracy is alive and well here at Saklan. Nineteen Middle School students submitted their candidacies for six Student Council offices, and the race was on! Voting took place on October 4th at the end of a vigorous and exciting campaign. 

Earning a seat as a Student Council officer involves more than simply winning the popular vote. Each candidate had to submit a Letter of Intent, make a campaign poster, sit for an interview conducted by Jennifer Lettieri and Kim Parks, and share slogans and stickers with the Lower School students during lunch recess.

The culmination of their campaign was their speech at CLAS before balloting took place in grades 1 through 8. Candidates were awarded points for timeliness and quality when carrying out each of these tasks, and the candidates with the most points were the winners.

Lower School Student Council representatives were selected by their classmates and respective homeroom teachers in grades 1-5. 

Congratulations to our 2024-2025 Student Council members!

Middle School Officers

  • President – Jack D
  • Vice President – Maya
  • Activities Co-Chairs – Aliya and Kai
  • Treasurer – Skyler
  • Publicity Co-Chair – Haley and Mae
  • Secretary – Corinne

Lower School Representatives

  • Grade 1 – Nico and Finn
  • Grade 2 – Isla and Maddie
  • Grade 3 – Leo, Miranda, William
  • Grade 4 – Leila and Adora
  • Grade 5 – Makena and Carson

#SaklanCourage #SaklanLeadership

Building Community With Ewe Music

Thursdays at The Saklan School sound different thanks to African Drumming classes. Learn more about the classes and instructor in the post below, written by guest blogger and Saklan African Drumming Teacher, Isaac Narell.

Alfred and Kobla Ladzekpo came to the United States in the 1960s to teach Ewe music. The Ladzekpos came from a village in the southern Volta region of Ghana called Anyako, an Ewe village. Ewe is one of over 20 languages spoken in Ghana. Ewe music is divided into styles. Each Style has songs (for singing), drum patterns and dance steps. The singing, drumming and dancing together form the musical style.

Alfred Ladzekpo taught at the California Institute of the Arts (Calarts) for over 40 years, and I was fortunate to study with him from 2002-2006. He became my mentor and my friend.

Alfred’s main goal with his students at Calarts was to show them how to be an effective musician in his style of music. Ewe music is an oral tradition. Musicians coming from different backgrounds begin a new process of learning through listening. Alfred reveled in every opportunity he had to lecture his students on the importance of listening. Despite the simplicity of the message, every student who embraced this concept came away from Alfred’s class as an improved musician.

As a young musician, my fascination with Ewe music was sparked by my admiration of its construction. Ewe music weaves a complex counterpoint through all of its elements that rival the greatest art forms of humanity. I was enamored with the sophistication of the drumming patterns and the ability of musicians to dialogue through musical language. The lead drummer directs the ensemble into new dance moves, drumming patterns, or songs, by playing a call on the drum. Everyone has to listen or they might miss the call!

This felt like a secret language and my friends and I were hooked. We took every opportunity to learn from Alfred and eventually, we were helping him teach his classes and performing in his professional ensemble at schools and community events. Later in life, I found another beautiful side to the art form.

The main function of music in Ewe culture is to promote community. People gather in social groups for musical performances. These groups perform at funerals and weddings and are the backbone of both religious and secular events. This is extremely valuable in our recent culture fueled by social media. People crave interaction and Ewe music is a world-class option for community building.

I teach Ewe music as a celebration of West African brilliance. Through honoring and respecting Ewe culture I have found that we can bring value to our school not only through the acute development of musicianship but through the strengthening of our community.

#SakalanCommunity #SaklanArts