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| Digital Age Literacy |
| Basic, Scientific and Technological Literacies |
| Visual and Information Literacies |
| Multicultural Literacy and Global Awareness |
| Effective Communication |
| Teaming, Collaboration and Interpersonal Skills |
| Personal, Social and Civic Responsibility |
| Interactive Communication |
| Inventive Thinking |
| Adaptibility, Managing Complexity and Self-Direction |
| Curiosity, Creativity and Risk Taking |
| High Order Thinking and Sound Reasoning |
| High Productivity |
| Prioritizing, Planning and Managing |
| Effective Use of Real World Tools |
| Ability to Produce Relavant, High Quality Products |
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| The arts teach children to make good judgments about qualitative relationships. |
| The arts teach children that problems can have more than one solution and that questions can have more than one answer. |
| The arts celebrate multiple perspectives. |
| The arts teach children that in complex forms of problem solving, purposes are seldom fixed but change with circumstances and opportunity. |
| The arts make vivid the fact that neither words nor numbers define what we can know. |
| The arts teach students that small differences can have large effects. |
| The arts teach students to think through and within a material. |
| The arts help children learn to say what cannot be said. |
| The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling. |
| The arts position in the school curriculum symbolizes to the young what adults believe is important. |
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Visual Brainstorming |
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Students are encouraged to think visually in their workbooks. Each project utilizes visual brainstorming sessions where more ideas than are necessary are generated. Then students pick ideas from these sessions to develop and refine. These more developed ideas are then the genesis of a plan to execute into a finished work. It is understood, however, that plans and circumstances change and that the student should follow the lead of where the visual information takes them. Playing ideas off of peers, seeing what ideas and approaches others are pursing, and critiquing the results are all integral parts of the development of the creative thinking process.
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| Thinking Outside the Box | ||
Through exposure to artists in all types of genres students are introduced to ideas that challenge their notions about what art is and can be. Experimenting with different studio techniques and visual problems engages higher level thinking skills. At every level students are shown exemplar materials from professional artists but all assignments are designed to maximize the creative freedom a student has in their studio product. Whether using traditional approaches, or more experimental ones, students are encouraged to explore beyond their current comfort levels. Self and peer reflections help students gauge the efficacy of their efforts. The skill of observing problems from fresh angles and without limitations can be carried over into any discipline.
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| What Students Are Saying | ||
"I participated in only renaissance portraits and art deco models this year, as I only came to art half way through the year. However, I feel like I have made a lot of progress as I never felt art was ever a strong subject of mine. My creative, artistic side came to play and I did things I never thought I would before participating in this class. My overall understanding of art also improved by miles.". -grade 10 student "Another thing I found out during that project was that initially I just did projects to complete them, but this one I really enjoyed from the inside and the final product made me proud. The last one and the most recent one that I am still working on is the Art deco model. This one is surely my favorite project so far, this year. I felt like an architect while working on it. It really got my brain thinking of new creative ideas. So far, art has been a very cool experience." - grade 10 student In art class I leaned how important it is to be creative. I learned that art is not just about making amazing realistic paintings. I learned that there are countless types of art and many different tools that you can use. I especially enjoyed learning how to shade 3-D objects and make them look realistic. – MS student
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In the central column below are the guiding principles that inform the curriculum connection highlighted on this page. The 21st Century Skills and “Ten Lessons” that are woven into these elements appear in white in the corresponding columns to the right and left. Links to teacher and student generated material illustrating how these guiding principles take form in the classroom can be found below as well.
 = link to high school example |
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 = link to middle school example |
