Visual Arts
Elementary
Throughout the elementary school, art is taught as self-expression and teachers emphasize the processes of art rather than the finished products. During class the children are challenged to interpret and portray the world, real or imaginary, in ways that seem satisfying and exciting. Drawing is important at all levels of the art program, but all media with the exception of photography are taught. Students' work is displayed throughout the elementary building inside and outside the rooms.
In the early elementary years (ages five, six and seven), as children move toward representational drawings, they develop more eye-hand coordination and curiosity about the why and how. Formal instruction is in the form of answering "how to" questions and providing technical information on painting, drawing, building three dimensional images and printmaking. The students' spontaneous images and the intuitive visual expression are always encouraged and celebrated.
Students learn to use the tools safely and correctly and explore and experiment with varied media to create imaginative projects in both tow and three dimensions. Demonstrations and supporting visual resources are an integral part of any assignment. Art history is introduced by way of studying artists and art movements, and specific curriculum appropriate subjects are often used as a motivation for assignments.
Middle elementary years (ages eight, nine, and ten) when children become more interested in competency and understanding, the art program offers increasing amount of technical information in a wide variety of media, always emphasizing the goal of self-expression. Students continue to explore aspects of art history from many cultures with a variety of resources and approaches. Art history, like the making of art, is sometime connected to classroom projects such as social studies, science projects or class plays.
Upper elementary years (ages eleven and twelve), craftsmanship, care and focus become increasingly important to young artists. The art program supports this development by fostering goals of personal competence rather than objective standards. Upper elementary art classes emphasize stretching and challenging the imagination, and as the projects become more complicated, some require several class sessions for completion. Drawing plays an increasingly important role in the art produced during these years, as do art history and group critiques.
Throughout the elementary school years, cooperative projects bring children with a variety of skills and interests together to produce art, whether it be scenery for a play, a class quilt for sale at Paideia's annual auction or table decoration for Grandparents and Special Friends Day in October. Elements and principles of design color theory, the more formal aspects of art history and art appreciation play important parts in the upper elementary school curriculum and often influence teaching in the lower school. Art at the elementary level teaches the joy of self-expression, the manipulation of a wide variety of media, and the use of imagination to solve problems and explore concepts.
Junior High
In the junior high teachers begin to place greater emphasis on teaching students more formally about the elements and principles of art through two and three-dimensional design projects. Students are exposed to a wider and more sophisticated range of materials and techniques, than in the elementary school. Concept development, creative problem solving, planning, technical skill, and execution become increasingly important. Art history becomes more integrated into the classes. Projects are more geared toward integrating an understanding of the principles and elements of design using historical art references. Concepts of art criticism are formally introduced in the junior high. Ongoing analysis of art work begins fostering students’ development of aesthetic appreciation, art vocabulary, and a greater understanding of individual artistic expression. Art in the junior high continues to teach the joy of self expression and the use of imagination to solve problems and explore art concepts.
High School
In the high school students have more freedom and more opportunity to choose from a variety of beginning and advanced level classes. Students can choose to take the specialized classes of drawing, painting, printmaking, sculpture, ceramics, crafts, and photography, or they can elect to take a year long foundations class or a year long advanced art class. Both year long classes offer a broader based curriculum allowing students the opportunity to explore and experiment with both two and three dimensional concepts within the framework of the class. Teachers are available to supervise independent study of advanced students interested in exploring a particular project in greater depth.
The basic curriculum of each high school class is designed to teach the elements and principles of design, creative use of materials for the production of artwork, the history of the discipline, and aesthetic criticism. Concept development, creative problem solving, planning, technical skills and execution are core components of each assignment. Students are expected to seek original, interpretive responses to complex assignments.
Student artwork is displayed throughout the school and entered in local, regional, and national competitions. Art classes are frequently taken to local museums and gallery exhibits.
At Paideia we are committed to making art appreciation and creative expression a part of each student’s life.
