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<br />Humanities And The Arts <br /> <br />Utilization of water conservation as a setting for language arts and <br />fine arts lessons is perhaps the most difficult to directly apply and yet <br />offers the greatest potential for creative and innovative experiences, <br />There is a natural attraction between environmental concern and aes- <br />thetic, oral and written expression, To paraphase the Drama/Theatre <br />Statement of Philosophy in the Course of Study: <br /> <br />Every student has the capacity to create, to communicate, to solve <br />problems individually and cooperatively. , . This capacity must be los- <br />tered at each stage 01 the school experience so that students may <br />develop sensitivity to , , . art and learn how to apply the basic concepts <br />01 [various] art .Ionn[ s], Every student should be educated , , , to <br />develop, ' . imagination, problem solving abilities, and communicative <br />potential. ' <br /> <br />Hence, the building of water awareness in this curricular area ac- <br />complishes two objectives; <br /> <br />1. It provides a focus of the inherent natural beauty of water for artistic <br />expression, and <br />2, The discipline embodies and strengthens the student's aesthetic <br />appreciation of water, <br /> <br />LESSON NOTES, <br /> <br />Hidden Word and CrossU'ord Puzzles, pp. 26 and 27, <br />The Hidden Word Puzzle can best be used as a culminating vocabulary. <br />spelling activity utilizing the 51 water words, The students would Ihen be <br />prepared to atiemptthe WATER Crossword. <br /> <br />Water Song, p, 32. <br />The three parts 01 this song can easily be taught independently, and then <br />be harmonized almost as a round, Simple basic chording on the piano works <br />well as an accompaniment. <br /> <br />0272 <br /> <br />3. Course of Study, p. 91. <br /> <br />-25- <br />