ENROLLMENT AT ROSES
Enrollment officially launches November 13 for the 2018-19 school year! Roses in Concrete is proud to partner with EnrollOak.org to help you choose the best Oakland public school – district and charter – for your child. Roses in Concrete is a public school, free and open to all students. English language learners and students with disabilities are encouraged to apply. Want more information or a tour? Email LilMilagro@RosesinConcrete.org.
For the 2018/2019 school year:
Open Enrollment: November 1, 2017 – February 16, 2018
Lottery & Parent Notifications: March 5 – 9, 2018
Deadline for Parents to Accept/Decline Offers: March 29, 2018
For the 2017 / 2018 school year:
Open enrollment now. Apply here.
Roses in Concrete Community School is dedicated to growing warrior scholars in Oakland and to serving our students and families.
• Dual immersion at the Kinder through 5th grade level and a Spanish language program 6th grade and above
• Concentrated 90 minute Visual & Performing Arts block centered around music, theater arts, dance, studio/visual arts, and media arts
• Free before school care and sliding scale donation based after-school programing with scholarships available
• Social justice based curriculum
• All teachers of color
THE ARTS DAY PROGRAM AT ROSES
The Roses in Concrete Performing and Visual Arts Program trains Warrior Scholars to create a humane and just world through their art. Our mission is to utilize arts creation and performance as a powerful tool to promote positive change and to make our scholars a voice for their communities. By connecting academic theory to artistic practice, providing numerous performance engagements, and taking students off-campus to experience and support community-based arts projects, the Roses in Concrete Performing and Visual Arts Program gives students a robust tool-kit to achieve their artistic goals as well as to help maintain arts and culture in their communities.
Students at Roses in Concrete experience the performing and visual arts program as performers, creators, historians, appreciators, advocates, and change makers. The Roses in Concrete curriculum provides expansive learning opportunities by incorporating a cross-section of courses (reflecting the cultures of our students and beyond) in music, dance, theater, and visual arts. All students in grades K-5 receive arts courses daily taught by local teaching artists who have a diverse set of instructional approaches and arts experiences to share. This robust curriculum is designed so that every child will have an opportunity to express themselves, grow, and succeed in positive and empowering ways. The program is intended to cultivate self-expression, imagination and creativity as well as critical-thinking skills. Across the curriculum, at every age level, we celebrate arts and culture and the vitality of music, dance and theater, making it a central part of life at Roses in Concrete.
5th grade instrumental Program
At Roses in Concrete, we believe instrumental music gives children the room to find their genuine passions, the freedom to discover true independence, and the space to fail and bounce back. Thus, every 5th grade student is given the opportunity to play an instrument of their choosing, which they select from woodwinds, brass, piano, guitar/bass, and strings groups. Students meet weekly with a professional musician in a small group private lesson setting for an entire year culminating in an end-of-year music recital. In this program we strive to provide our children with the tools to become great thinkers, citizens, and lifelong lovers of learning and to revere the craft of learning a musical instrument which develops metacognitive skills, fortitude, and willpower.
DUAL IMMERSION PROGRAM
Roses in Concrete uses a 50/50 dual immersion model, in which students spend half of their day learning in English and the other half learning in Spanish. After Martin Luther King Jr. Day, which marks the middle of the school year, students who began their day in English, will begin in Spanish, and vice versa, to give the benefit of early morning literacy in the opposite language. Our school highly encourages integrated curriculum, but we break up subjects by language each year then flip flop to give students the opportunity to attain true bilingualism and biliteracy. For instance, students learn Spanish Language Arts, Spanish Language Development, and Math in Spanish in kindergarten and then English Language Arts, English Language Development, Social Studies, and Science in English. Social Studies and Science will be taught in Spanish in first grade, while math moves to the English side.
For students entering in kindergarten and first grade, students will take a Spanish oral language proficiency test to be considered for the Spanish lottery, in which we save half of the spots for entry at each grade level. In older grades, priority will be given to students who speak Spanish at home and also come from Dual Immersion and Bilngual schools. We adopted this admission policy in an effort to maintain and ensure students as language models in each grade level.
6TH GRADE ARTS CONCENTRATION PROGRAM
The Arts Concentration program is intended for students who are passionate, disciplined and able to demonstrate a sustained commitment to their own artistic development. In this program students are expected to explore their discipline in breadth and depth by completing a series of prescribed courses and by devoting a significant portion of each week to practice, rehearsal or studio work. The 5 arts concentration disciplines are music, theater arts, dance, studio/visual arts, and media arts. By providing students with a daily arts block, the Arts Concentration program allows students to develop as artists while completing their academic
requirements at Roses in Concrete. In the The Arts Concentration Program students acquire the tools, techniques and confidence necessary for continued study, preservation of culture, and artistic growth. Students choose two arts classes per semester meeting Mon/Thurs and Tues/Fri for 90 minute blocks. On Wednesdays students elect to create independent study projects or small group projects. Each project will be assigned an arts advisor.
In sixth grade options expand as students have acquired a broader range of skills since 5th grade. Each student concentrating in music elects to study an instrument or voice receiving private instruction as well as group classes the throughout the year. String players can join Voila!, a large ensemble of violin, viola and cello. Advanced string players, woodwinds, and pianists can play in Chamber ensembles. Percussion & Rhythm and Brass players can study jazz techniques and improvisation in Jazz band as well as Latin music ensemble. Woodwind players can also join the Woodwind Choir. Percussionists can join the Drummers Collective where there is a focus on Afro-cuban, Afro-Afro-Brazilian, and Second line rhythms. Sixth graders can participate in Gospel choir, singing music in two and three parts and performing two concerts a year. Music Lab encompasses composition, recording technology, and music production. Beats & Rhymes is a special class created for mc’s, lyricists, and beat makers.
Sixth grade students concentrating in Dance are exposed to a variety of dance forms as part of the Middle School Arts Program. In addition to the styles offered in the Lower School (Simonson, Ballet, Hip Hop), students are introduced to dance for musical theatre, tap, and World Dance Fusion. This class covers various dance styles and traditions from around the world including but not limited to Flamenco, Mexican Folkloric, Bomba, Samba, Afro-Haitian, and more. Within the dance concentration students can elect to take two different dance classes meeting twice weekly. Outside of the classroom, dancers showcase their skills during several on campus performances including the Arts Showcase, Dance Concert, and Spring Arts Festival. Dance is also traditionally incorporated in middle school musicals.
By sixth grade, musical theater, spoken word, improvisation, and character and scenestudy classes will be offered. Students choosing Theater as their concentration canchoose two different acting classes meeting twice weekly. In the acting classes at the middle school level, emphasis is on the exploration of acting techniques, participation in improvisational work, and the creation of original character pieces and scripts. There is also analysis of texts-cultural, classical and contemporary-as the process of fine-tuning the actor’s instruments-the body, voice, and imagination-continues. All theater students in the Middle School are encouraged to perform in workshops and class projects where they can put their class work to use. Students’ works will be focused on identity, self-awareness, and how they navigate the world. Beginning in sixth grade courses in technical theater/audio visual and the study, design, and production of costumes will join the options for middle school students. These classes involve students learning scenery design, stage painting, construction, lighting, sound design, costume design, and building for school productions and individual projects.
The Media Arts Program offers innovative technology-based courses empowering students to become competent and creative users of digital media. Courses are designed to break down barriers to entry, allowing students classroom space and time to understand how to make their visions a reality through Filmmaking and Video. All coursework begins with building a foundation of technical skills—from camera controls to editing software to understanding lighting. In the Media Arts Program students are encouraged to engage in unique and exploratory ideas that lead to creative solutions. Sixth graders may choose classes from this program including filmmaking, video and the study of media that involves writing, directing, performing, and video making, which culminates in a screening of the students’ work.
Classes at Roses encourage the development of artistic sensibilities through a number of different mediums, including drawing, painting, sculpture, and ceramics. Theory is introduced to further elaborate upon ideas about color, perspective, and design. Teachers discuss artists, artwork, and provide technique demonstrations to develop the four strands of art education: art appreciation, art history, art production, and art criticism; as well as problem-solving and critical thinking skills.