Lake Harbor Middle has a wonderful chorus made up of forth, fifth, and sixth grade students. At the beginning of the year, students are given the opportunity to audition for the chorus with the music teacher. Those students with a love of singing and a willingness to attend the rehearsals are included. Each year the chorus performs at several events including the Christmas Program, Christmas in the Oaks, a Spring Concert, a Spring Concert, and other special events. Our Choir Director, is a master at teaching students to sing with harmony, movement, in solo and in ensemble.

Students in fifth and sixth grade have the opportunity to participate in Band classes. Near the beginning of the school year, our band teacher tests each student for possible aptitude on various instruments in order to make recommendations. If a student already plays a particular instrument, they are encouraged to continue learning that instrument. Students then attend classes for their particular instrument twice a week.

There are two bands: the beginning band and the advanced band. The bands play for a Christmas concert and other occasions. They also go to our neighboring elementary schools for presentations.

Lake Harbor Middle offers individual and small group instruction for the violin. Students meet with their instructor once a week for thirty minutes. Students must have their own instruments in order to participate.

Violin students perform several times a year as part of different school concerts, the Christmas Concert, and the Spring Concert. They are often involved in other school activities, such as "An Evening with the Stars," Art Adventure Day, other of events sponsored by the school.

 

Students at LHMS who have been identified as talented in music attend a "Talented Music" class twice a week for approximately two hours a session. An IEP (Individual Education Program) is written for each child which identifies goals and objectives written for that child's area of talent: singing, piano, etc.

The Talented Music Program is different than other music classes which the child may attend with their homeroom class. It also differs from other one-on-one or small group instruction in violin, cello, etc. To quality for the Talented Music Program, students must go through a screening, evaluation, and audition process. An outline of the process and some of the screening criteria are listed below.

Screening Process for Talented Music

A student is identified by his/her regular or special education teacher as having artistic needs which are not being met in the class in which the student is enrolled.

The classroom teacher may want to read the Special Education talent handout "Characteristics of a Talented Student' before actually screening for talent in her class. This will provide some examples of behavior displayed by those who have exceptional ability in the arts.

After the teacher has identified one or more students who appear to excel in a particular arts area, the appropriate talent screening instrument obtained from special education is completed by the teacher.

Every item on the screening instrument receiving a score of four or higher must be documented with examples, or samples, of the student's work, whichever is more appropriate.

The screening teacher then presents the completed screening instrument and documentation to the School Building Level Committee where the child is enrolled.

The School Building Level Committee reviews the information and determines if the student is eligible for a full evaluation in talent according to Bulletin 1508 screening criteria.

If it is determined that the student is eligible for a full evaluation, the pupil appraisal office of special education will complete screening procedures and assign an evaluation coordinator.

The evaluation coordinator initiates the process for a full evaluation.

Talented Music Screening Instrument

The student:

• Is eager to participate in musical activities.
• Is sensitive to the rhythm of the music; responds through body movements to changes in tempo of the music.
• Shows exceptional and/or fluent use of original, creative, or divergent ideas.
• Plays one or more musical instruments (or expresses a desire to); and/or sings with confidence.
• Demonstrates a high level of concentration for a sustained period of time.
• Is recognized by peers as talented in music

 

The Talents Arts Program (TAP) serves students in grades K-12 who meet the criteria for eligibility as established by the Louisiana Department of education. Talent is defined as possession of demonstrated abilities that give evidence of high performance in the visual arts. Students demonstrating exceptional ability in the visual arts are served through the Talented Arts Program.

xxx Students in the Talented Arts Program have an extreme desire for the knowledge and are committed to learning and growing through the arts. Most of the students have plans to make art a part of their adult lives either professionally or through community involvement.

• exceptional ability in art
• intense appreciation of art
• sensitivity, intuitiveness, responding emotionally to people, events, and art forms
• highly creative thanking and vivid imagination
• ability to demonstrate feelings and emotions through the arts
• ability to view and express things from unusual perspective
• self-motivation and intense power of concentration, feels driven to work on task until it is completed
• capability of working productively alone or in small groups with a minimum of guidance from the teacher
• every perceptive of the feelings and talents of others
• highly critical of his/her own work but can learn to accept strengths and weaknesses as an artist
• ability to think on his/her feet and improvise with commonplace materials
• energetic or impulsive, he/she may become "turned off" if not given the time and freedom to express
• sets high and sometimes unrealistic standards for self and with those who are in contact.

How do students qualify to be in the Talented Program?

1. A teacher or parent requests that a student be screened
2. A portfolio of 14 works of art (originals):
3. -may include 1-3 pieces of sculpture
4. -include a variety of media (pencil, pastel, charcoal, ink, paint, etc.)
5. -include a variety of subject matter (still life, figure, landscape) works from subject matter imagination, graphic design, fantasy scenes or expressions of feelings
6. After the permission slip is signed by a parent, a handout, Student Preparation for Screening, is given to parents.
7. A talented referral packet is required of teacher.
8. The SBLC designee contacts TAP to scheduled screening.
9. At screening, students will be given a drawing assignment - all necessary materials will be provided and portfolio will be reviewed.

 

Evaluations will be conducted three times a year (the last screening in December) and parents will be contacted if the students needs to go on to the state evaluations (held in Covington and/or Slidell).

Parents must provide transportation for their child and are encouraged to remain at the evaluation site for the duration of the state evaluations.

 

LHMS houses the facilities for students identified as talented in theater. These students have undergone the evaluative process and been classified as theatrically talented. The talented theater class meets once a week for two hours. Students are pulled from their regular classroom for that time. Students gain a variety of experiences with theater during this time, including involvement in at least two productions that are performed for a variety of audiences.

Screening Process for Talented Theater

1. A student is identified by his/her regular or special education teacher as having theatrical needs which are not being met in the class in which the student is enrolled.
2. The classroom teacher may want to read the Special Education talent handout "Characteristics of a Talented Student" before actually screening for talent in her class. This will provide some examples of behavior displayed by those who have exceptional ability in theater.
3. After the teacher has identified one or more students who appear to excel in a particular arts area, the appropriate talent screening instrument obtained from special education is completed by the teacher.
4. Every item on the screening instrument receiving a score of four or higher must be documented with examples, or samples, of the student's work, whichever is more appropriate.
5. The screening teacher then presents the completed screening instrument and documentation to the School Building Level Committee where the child is enrolled.
6. The School Building Level Committee reviews the information and determines if the student is eligible for a full evaluation in talent according to Bulletin 1508 screening criteria.
7. If it is determined that the student is eligible for a full evaluation, the pupil appraisal office of special education will complete screening procedures and assign an evaluation coordinator.
8. The evaluation coordinator initiates the process for a full evaluation.

 

The following behavior is generally characteristic of the talented student and may be useful in identification:

• Is effective in vocally communicating ideas, directions, and feelings to others
• Shows leadership in group activities, but follows when appropriate
• Shows emotion and feels with others in shared school experiences
• Shows freedom in using facial expression, gestures, and body
• Shows ability to focus on the activities at hand
• Stays with a task until it is successfully completed
• Shows imagination in deciding how to proceed with a problem
• Responds to activities in elaborate detail
• Shows ability to mimic physical and vocal behavior of others
• Volunteers to perform in front of people

 

 

The Stand By Me Club is sponsored by Mrs. Diana Stubbs who teaches our students with disabilities. The club consists of students throughout the school who are interested in lending a helping hand, who have a heart of compassion, and who are willing to work with the children in Mrs. Stubbs' class.

Some of the things Stand By Me Club members offer are friendship and encouragement, greeting students in the morning, going with the class to breakfast, and being involved in many other activities with Mrs. Stubbs' class. 

The Youth and Pets (YAP) Club, started off as a group of students wanting to do a pet food drive for our local humane society. Quickly, the YAP group evolved into of the largest, and now oldest clubs offered at LHMS. They meet monthly after school. The YAP members often welcome guest who are actively involved in making the lives better for abandoned and orphaned pets. Members work hand-in-hand with our municipal shelter, non-profit shelters and organizations. This club does a few field trips throughout the year.

The YAP club follows the BARK philosophy, "Be Aware, Respectful, and Kind"

Builders Club is a global student-led organization that provides members with learning and experiences to build character, contribute through service and develop leadership.

Members learn to work together and develop servant-leaders skills as they serve their school and community. Their Vision is to give all students the opportunity to be caring, empathetic, inclusive and skilled service leaders.

The first Builders Club was chartered in 1975. Today, there are more than 1,600 clubs in Aruba, Australia, the Bahamas, Barbados, Bermuda, Canada, Italy, Jamaica, Korea, Martinique, Netherlands Antilles, Philippines, Suriname, Trinidad and Tobago, and the United States.

 

Field Trips are tied to the curriculum in each grade level. Generally, students go on field trips with their homeroom classes. Field Trips include trips to such places as the aquarium, the House of Blues, the zoo, swamp tours, the Wax Museum, Glassworks, the State Capitol in Baton Rouge, Stennis Space Center, the D-Day Museum, the Miles Branch Settlement, a corn maze, the Herman Grima House, the Destrehan Plantation, the Heritage Festival, the Nature Center, the Children's Museum, performances at the Theater of Performing Arts, exhibits at Rivertown, and many other places.

LHMS 5th graders experience diverse cultures as they listen to stories about what life is like in other countries. This is a very informative, interesting time where students get to examine artifacts from different countries and view pictures/slideshows of those countries, as well.

PTA also gives the students a "taste" of that country by bringing in food from the different countries represented.

We have had many countries represented in the past, such as New Zealand, South Africa, Scotland, England, and France.

This is such an enjoyable event that usually occurs in April.

The Written and Illustrated Program involves students throughout the school in the writing process from beginning to end. Students are actively engaged in writing original stories, poetry, or other genre.

Together with their teachers and parent volunteers, students learn the importance of proofreading, editing, and revising their work so that the finished product is the best it can be.

Once the work is complete, students illustrate their work using a variety of mediums. The written and illustrated pieces are then bound in a hardbound book. Students then illustrate a cover, create a title page, a blurb, a copyright page, a dedication page and an "About the Author" piece to add to their book.

 

Each year Lake Harbor Middle School works very hard to put together a yearbook that will give students a memorable souvenir that can be enjoyed throughout the years to come. Each class has its own page complete with a class photo listing, teacher picture, and photos throughout the year. Each year has some kind of distinctive feature that may include quotes from students in the class or favorite moments during the year. Additionally, all of the clubs and special events are documented photographically. Most special of all is the time at the end of the school year when students can have friends and classmates sign their yearbook to make it their own special keepsake.

Please ask your student's teacher how to order yearbooks this year.