Visual Arts
Creativity is a gift from God!
Creativity is a cherished birthright which can be lost through disuse or abuse. Creative expressions in the visual arts are not only God's gift to us; they are vehicles for teaching and sharing the message of God's provision through Christ. In order to protect this gift and nurture it in the students, teachers must have a discerning spirit. The theme verse for the Fine Arts program at Fredericksburg Christian Schools is:
“Finally, brethren, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable – if anything is excellent or praiseworthy – think about such things.” Philippians 4:8
Visual art students are encouraged to use and express their God-given artistic abilities. They are given many opportunities to exercise creativity. Integrating biblical truths is an important part of our Fine Arts curriculum at Fredericksburg Christian Schools. If our Christ-centered philosophy permeates the Visual Art activities of the school, there will be a difference in the content and quality of the art work produced. Each piece of art should bring glory to God. Romans: 12:2 encourages us to apply a higher standard for the renewing of our minds:
“Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is –
His good, pleasing and perfect will.”
His good, pleasing and perfect will.”
Visual art is a necessary and important part of a well-rounded education. The administration and teachers at Fredericksburg Christian Schools are committed to including art as a legitimate, solid, and meaningful part of our students’ education. Wankelman and Wigg stated, “Art is no longer thought of as a 'soft subject.' Instead, we now have 'discipline-based art education' with greater emphasis being placed on aesthetics, art criticism, art history, and art production. Although the majority of people have some knowledge and appreciation of most academic fields, their understanding of art is often somewhat obsolete. Our evaluations of art, the things we can learn from art, are valid only if they rise from the same principles of academic freedom associated with other areas of study. Those who teach art usually follow a college program that closely parallels that of the professional aspirants in studio art as well as other professionals in the academic field. This educational experience illustrates and reinforces that the
art teacher must be a true professional and that art is a serious area of study. Most art teachers have to contend with the ever-present time-lag which reverts back to certain notions: (1) that art is a frill – a classroom entertainment of little significance; (2) that art products should be cute or true to life; (3) that almost any individual’s taste is acceptable – certainly not worth challenging; (4) that art should not change, it should remain 'picturesque,' not exceeding the experience or thought level of the viewer; and (5) that art does not, on the whole, provoke any deep thoughts. Art, with its rich traditions, deserves respect; and the dignity of art as a basic discipline needs to be preserved.”
art teacher must be a true professional and that art is a serious area of study. Most art teachers have to contend with the ever-present time-lag which reverts back to certain notions: (1) that art is a frill – a classroom entertainment of little significance; (2) that art products should be cute or true to life; (3) that almost any individual’s taste is acceptable – certainly not worth challenging; (4) that art should not change, it should remain 'picturesque,' not exceeding the experience or thought level of the viewer; and (5) that art does not, on the whole, provoke any deep thoughts. Art, with its rich traditions, deserves respect; and the dignity of art as a basic discipline needs to be preserved.” 
Teaching art is challenging, even for those trained in that field. “Creating a classroom atmosphere which involves an individual approach with each member of the class is of utmost importance. Few subjects can be really understood without actual involvement; this is especially true of art. Most children have a natural excitement for art. Art is a type of personal expression based on a variety of individual experiences. The ultimate satisfaction comes when the student has created something uniquely his/her own. Respect for the individual’s idea is necessary for the teacher who expects genuine and sustained interest from his/her students. Students’ efforts need to be recognized because conscientious effort in art nearly always produces some real merits in a work, regardless of its overall quality. Students become enthusiastic about their work. Enthusiasm, in order to be perpetuated, must be shared. When teaching art, attitudes, motivation, and assessments are of critical importance because they are most instrumental in establishing the 'personality' of the classroom which should be open, more informal, exciting, and optimistic thus fostering experimentation and 
discussion. This doesn’t just happen. It is the result of planning, effective execution, and control. Teaching art is often a balancing act that fosters free expression within some parameters of order. The key to this is planning – planning not so different from that practiced in other areas of study.” (Wankelman & Wigg)
discussion. This doesn’t just happen. It is the result of planning, effective execution, and control. Teaching art is often a balancing act that fosters free expression within some parameters of order. The key to this is planning – planning not so different from that practiced in other areas of study.” (Wankelman & Wigg)There are great benefits to exposing students to visual art. Since visual art is very spatial, students tap into the right side of the brain. According to Betty Edwards, author of Drawing on the Right Side of the Brain, the “right brain” approach teaches students to s
ee things differently. “Instead of using just the left side of the brain, which most of the core curriculum classes involve, art students use both sides of the brain. Art students will apply the basic skills of drawing to problem-solving, which can be very beneficial for all students in other classes.” For example, having visual art experiences will help students with organization of information for projects as well as preparing visual aides for reports. Students will be able to understand graphing, diagramming, and interpreting charts. Also, our students live in a technological age, and they are forced to become very familiar with computers. They must learn how to utilize computers to their advantage for class work. Students who are exposed to visual art will have an easier time working with computers.
ee things differently. “Instead of using just the left side of the brain, which most of the core curriculum classes involve, art students use both sides of the brain. Art students will apply the basic skills of drawing to problem-solving, which can be very beneficial for all students in other classes.” For example, having visual art experiences will help students with organization of information for projects as well as preparing visual aides for reports. Students will be able to understand graphing, diagramming, and interpreting charts. Also, our students live in a technological age, and they are forced to become very familiar with computers. They must learn how to utilize computers to their advantage for class work. Students who are exposed to visual art will have an easier time working with computers. 
“Art should be used to throw fresh light on the academic by revealing hidden values through personal interpretation. Art experience can be involved with every field of school work. History, science, geography, literature – all contain material around which art instruction could be organized. When we consider that art can be related to virtually every other subject, it is clear that its history is relevant to the study of humankind’s past. Art work (whether illustrations in a novel or copies of original pieces) should be studied and analyzed. Art history can excite the young to new heights of creativity, demonstrate that the artist is a mirror and barometer of his or her society, and reaffirm the old axiom that 'man without man’s past is meaningless.' In other words, art reflects the culture, in which one lives!” (Wankelman & Wigg) Above information taken from: Willard F. Wankelman & Philip Wigg, A Handbook of Arts and Crafts (Dubuque, Iowa: Wm. C Brown Publishers, Seventh Edition 1989).
While the above information communicates how serious we are about visual art at Fredericksburg Christian Schools, we are continually mindful that the teaching, learning, and experience are all recognized as gifts from our Lord as we train our students for whatever the Lord is calling them to do. All art activities encourage creative expression through God’s perspective – NOT man’s perspective.
FREDERICKSBURG CHRISTIAN HIGH SCHOOL
COURSE DESCRIPTIONS FOR ART CLASSES
ART I – FOUNDATIONS OF DRAWING AND PAINTING
Grade – 9, 10, 11, or 12
Prerequisites - None
Since Art I is a foundational level course, our goal is to give each student an opportunity to become more fully involved in the experience of the visual arts. This course is designed to encourage students to develop skills of observation, show aesthetic growth through visual discrimination and judgment, and develop an appreciation for art. The student will become more fully involved in the experience of the visual arts by: acquiring visual sensitivity through personal response to art; learning the fundamental basic concepts of drawing and painting; and producing artwork that develops art skills as well as reflects a Christ-like attitude. This is accomplished through lectures, demonstrations, class participation, slides, videos, and field trips.
ART II – DRAWING
Grade – 10, 11, 12
Prerequisites – Art I
This course is designed so that the student will have a more in-depth study of the concepts, media and techniques introduced in Art I. Art II – Drawing seeks to provide enriching experiences that foster greater perceptual awareness and creative thinking concentrating solely on drawing. Students will know how to respond to art, and they will be capable of judging artwork. They will view art through an historical, philosophical and Christian viewpoint by listening to lectures, watching demonstrations, through class participation, viewing slides and videos, plus field trips.
ART II – PAINTING
Grade – 10, 11, 12
Prerequisites – Art I
This course is designed so the student will have a more in-depth study of the concepts, media and techniques introduced in Art I. Art II-Painting seeks to provide enriching experiences that foster greater perceptual awareness and creative thinking while concentrating solely on painting. Students will know how to respond to art, and they will be capable of judging artwork. They will view art through an historical, philosophical and Christian viewpoint by listening to lectures, watching demonstrations, through class participation, viewing slides and videos plus field trips.
AP STUDIO ART 2-D DESIGN
Grade – 12
Prerequisites - Art I – Foundations of Drawing & Painting, Art II-Drawing, and Art II-Painting
This course is designed for those extremely motivated students who have high expectations, are willing to work hard, and are committed to pursuing an advanced level of learning through intellectual engagement. Having successful experiences in previous art courses will 
better prepare students for the challenge of a more rigorous academic curriculum. The course allows for students to move beyond an entry level of learning to a more advanced level of knowledge. In art, knowledge is meaningless until a creative mind puts it into action. By development of artistic abilities and technical skills, students progress through stages of proficiency which enable them to develop mastery (i.e., “quality’) in concept, composition, and execution of their 2-D design ideas. Using a higher level of learning in making thoughtful decisions, students are capable of addressing more complicated, compositional issues in organizing and integrating the elements and principles of design on a 2-D surface. This allows students to demonstrate expertise in 2-D Design using a variety of art forms. The course emphasizes making art as an ongoing process which involves the student in informed and critical decision making.
better prepare students for the challenge of a more rigorous academic curriculum. The course allows for students to move beyond an entry level of learning to a more advanced level of knowledge. In art, knowledge is meaningless until a creative mind puts it into action. By development of artistic abilities and technical skills, students progress through stages of proficiency which enable them to develop mastery (i.e., “quality’) in concept, composition, and execution of their 2-D design ideas. Using a higher level of learning in making thoughtful decisions, students are capable of addressing more complicated, compositional issues in organizing and integrating the elements and principles of design on a 2-D surface. This allows students to demonstrate expertise in 2-D Design using a variety of art forms. The course emphasizes making art as an ongoing process which involves the student in informed and critical decision making. There is no written exam; rather, there is a performance-based exam in the form of the AP Studio Art Portfolio. Over the course of the school year, students will pursue, investigate, plan and execute individual projects, having completion of a comprehensive portfolio as their final goal. In order for artwork to be considered for inclusion in the portfolio, it must be of outstanding quality. There must be clear evidence of a concept (the development of an idea and the clear intent of the student to execute the idea), composition (the use of the principles of art for the effective organization of the elements of art) and execution (the technical proficiency displayed by the student in handling the media). According to the AP Studio Art Teacher’s Guide, the portfolio experience encourages a variety of approaches to representation, abstraction, expression, and the investigation of social, political, and economic issues. Each portfolio is divided into three distinct sections which are designed to assess different aspects of student performance. Throughout the duration of the course, students conduct an ongoing investigation of all three aspects of portfolio development – quality, concentration, and breadth - as outlined in the AP Studio Art Poster.
3D DESIGN – SCULPTURE (may not be offered every year).png)
Grade – 9, 10, 11, or 12
Prerequisites - None
The emphasis of this course is on 3D Studio Art. The students will have the opportunity to create 3D relief sculptures made of fibers, paper, cardboard, and wood. Also, they will create 3D sculptures “In the Round” using plaster of Paris, clay and soapstone. During the process of creating sculptures, students will experience enjoyment thus gaining an appreciation for 2D and 3D works of art.