Band

The Whitefield Academy band program believes in exposing children as early as possible to the joy of expressing themselves through instrumental music. The philosophy of our instrumental program is to develop each child's God-given potential musically and to create performance settings which display excellence, that above all, give glory to God.

As preschoolers, Whitefield Academy students enjoy regular opportunities to play musical instruments such as tambourines and maracas during class time and music is often central to the memorization of key learning concepts. As students move through kindergarten and into Lowe School, instrumental music continues to be an integral part of the Whitefield education.

In Lower School all students meet once a week for a general music class and are introduced to the basic concepts of reading music. Our focus is to encourage greater enjoyment of music by providing a largely experiential curriculum that enhances basic musical understanding. Students study significant composers, listen to various styles of music, and learn about instrumental families through both demonstration and hands-on centers.

A key component of the Lower School program is a focus on performance opportunities that will more deeply develop a musical aesthetic. Students perform on Grandparents' Day, at the Governor's Mansion, and in ACSI competitions in order to strive for greater achievement in the performing arts. A winter recital and spring musical are held annually, giving all students an opportunity to showcase their talents.

Beginning in fifth grade, all students take an introductory course in band, orchestra, or chorus. Students who select the band program may play any brass or woodwind instrument. This introductory band class focuses on learning the fundamentals of these instruments. Students become familiar with a wide range of musical genres while laying the building blocks of rhythm, dynamics, scales, time signatures, and key signatures.

As students move into Middle and Upper School, the options available for instrumental music expand. Students grades six through twelve may participate in the a variety of ensembles including Band I or II, Pep Band, Worship Team, Jazz Band and Orchestra. Through these classes, students continue to develop their instrumental technique, musical ear, and performance skills.

Whitefield is also proud to showcase a full marching band program complete with drum line, color guard, and drum major. The Marching Band plays at all home and away football games and competes in public school marching competitions. The Wolfpack Marching Band has won first and second place awards and excellent ratings at events such as the White Columns Marching Invitational and the Old South Marching Band Classic. As a member of GISA and GMEA, Middle and Upper School band students at Whitefield participate in many statewide activities and state sponsored festivals. In addition, the instrumental program is very involved in the community, playing for senior citizen groups, hotels, conferences, churches, and sporting events such as the Atlanta Braves' games. All ensembles perform regularly throughout the year at on-campus assemblies and chapels as well as during a dynamic annual Arts Week event. Students also have additional opportunities for self-expression through periodic coffee-style performances at school such as "The Bean" and WAMJAM (Whitefield Academy Music Jam).

Chorale

The chorus program at Whitefield Academy begins in the Lower School through a general music class which provides students with an experiential curriculum including singing, playing instruments, and expressive movement. Participation in this weekly class includes sing-a-long times and practice in the basics of vocal music such as rhythm, pitch, breathing, and projection. Also featured in the weekly music class is an exploration of musical styles, composers and their lives, instrumental families, and more.

Lower School students at Whitefield also have multiple opportunities to grow vocally through performances both on and off campus. These opportunities include seasonal recitals, musical dramas, and special performances on occasions such as Grandparents' Day, Christmas, or other holidays. Students audition each spring for an exciting and entertaining production which showcases both their dramatic and musical talents.

In addition to on-campus opportunities, students also enjoy performing off campus at the Governor's Mansion, assisted living facilities, and other locations. The focus of the Lower School performances is developing vocalists with a strong sense of confidence and artistic energy. For students interested in even further vocal study, the school provides an after-school care program which includes a chorale class.

The Middle and Upper School chorus program at Whitefield offers a thorough curriculum which trains students to perform with technical accuracy and pure tone, while communicating the meaning of the text with power and sensitivity. Members of the chorale are challenged with diverse literature ranging from the classics and spirituals to Broadway and show tunes. Students participate in choral festivals and competitions. For example, Whitefield's Middle School Chorale recently earned a Gold Rating trophy at the Southern Star Choral Festival, sponsored by Six Flags over Georgia.

Dramatic Arts

Whitefield Academy believes that a fine arts education develops well-rounded students who radiate creativity, think critically, and understand and appreciate culture thoroughly. The dramatic arts program is dedicated to teaching the theatrical arts through communication classes, acting classes, backstage training, and on-stage productions.

Our theatrical arts program in the Lower School offers children a multitude of opportunities to express their imagination, develop creativity and display their unique view of the world around them. Beginning in PreK-4, faculty members incorporate the dramatic arts in regular classroom experiences, training students to communicate clearly through show and tell projects, in class discussions and acting opportunities. Our curriculum at this time focuses on developing confidence and character in an encouraging and nurturing environment.

As students progress in Lower School, even more performing arts opportunities are available. Our weekly arts classes train children in the visual, musical, and dramatic arts. Students learn the art of projection, articulation, gesturing, and acting through a variety of projects and experiences. They also participate in regular performances such as an auditioned variety show as well as our spring musical, an annual event which showcases the students' dramatic talents.

In Middle School, students have the option of participating in drama classes as an elective. Sixth graders can take drama as part of a fine arts rotation; seventh and eighth graders choose the theatre class as a year-long elective. The Middle School classes begin by teaching acting basics such as facial expressions, movement, character development, line delivery, enunciation, and voice modulation. Regular classroom exercises such as pantomiming, puppetry, and in-class plays teach students specific skills and also help them develop their natural talents. In addition, students learn backstage skills such as lighting, set design, and costuming.

During the Middle School years, the dramatic arts program also focuses on developing basic skills and individual confidence; while learning these dramatic skills students gain a life perspective which cannot be underestimated. They are stimulated to consider how various characters might respond to particular situations. Students are encouraged to express their unique personalities and expect outcomes from similar assignments. They are also challenged to work together solving problems that cannot be tackled alone. All these situations develop character qualities beyond simple acting skills as students mature in their personal development.

Whitefield's Upper School dramatic arts program focuses on training students as highly skilled and advanced actors. Students continue to develop skills through exercises in character development, improvisation, and theme analysis. However, they also study famous playwrights and explore theatre history, acting styles, script-writing, and directing. The dramatic arts program allows each student significant latitude in choosing specific areas of interest to pursue and master. Students have a multitude of opportunities for performance including in-class plays as well as both a fall and spring school play. The fall play is performed by members of the Advanced Acting class only while the spring play is open to all Whitefield students by audition.

The focus of Whitefield Academy's dramatic arts program is uncovering a student's unique talents and developing God-given abilities. Throughout their training in the dramatic arts, students are encouraged to apply their faith and analyze life situations as seen in the characters they portray. Looking at characters from various angles forces students to ask hard questions about the meaning of life and challenges them to confront their own values and experiences through different lenses. This process is guided by Whitefield's Christian faculty members whose goal is to develop and strengthen a student's life-long faith commitment.

Whitefield students often receive an invitation to become members of the International Thespian Society (ITS), an international organization which honors students for their commitment to theatre arts. The invitation to join ITS is based on a student's dedication to excellence as demonstrated by participation in performances and a commitment to theatre arts. Since 1929, more than two million students have been honored for excellence in theatre arts by being invited to join the ITS. Recognized as accomplished actors and tech personnel, these members are awarded opportunities to participate in competitions, workshops, and other events which cultivate and develop their skills in the dramatic field.

Whitefield Academy drama students compete in the GHSA one-act competition every fall and attend theatre workshops annually in the winter during the International Thespian Festival. Within our regional one-act competition, Whitefield has placed 1st in both 2003 and 2008 and 2nd in 2006, 2007, 2009 and 2010. Whitefield also placed 2nd in the 2008 GHSA state one-act competition. Whitefield students received the Best Actor award in 2006 and 2007 and many have been named All-Star cast members throughout the years.

Orchestra

At Whitefield Academy, the Lower School arts program is dedicated to exposing students to a diverse set of experiences in visual arts, drama, and music. Providing students with this multi-faceted approach to the arts is not only enjoyable, but also enables them to develop more focused interests as they move from primary school to middle school.

Whitefield Academy fifth graders all participate in an introductory course in band, orchestra, or chorus; the class meets once a week throughout the year. Students may choose their focus and those in the orchestra program may choose to play the cello, viola, or violin. The introductory orchestra class focuses on learning the fundamentals of these instruments and students become familiar with a wide-range of musical genres while laying the building blocks of reading music, dynamics, scales, time signatures, and key signatures. In addition, while students perfect their individual skills, they also learn to play as a unit through on-campus performances and in-class projects. The Lower School orchestra performs in a holiday recital as well as a spring recital.

As students move into Middle and Upper Schools, they continue perfecting their skills through regular classes and performances. In the sixth grade, the focus of the orchestra class is a more extensive study of music theory as well as continued practice in technique. Beginning in the seventh grade and through the Upper School years, orchestra students learn more advanced techniques, study music history and music theory, and perfect a multitude of musical styles such as classical, bluegrass, pop, Irish, church, and more. Composers and their styles are studied in depth and students develop their own compositional skills as well.

Members of the orchestra play in school chapel services, for weddings, at festivals, for Christmas programs, and in concerts throughout Atlanta area including the Lighting of the Tree in Smyrna, the Decatur Home Show, and the Governor's Mansion.

Graduates from the Whitefield orchestra program have received full music scholarships to colleges and universities such as Furman University. Many of our students also participate in orchestra programs outside of Whitefield, such as the Georgia Youth Symphony Orchestra and the Cobb Youth Symphony Orchestra.

Visual Arts

Whitefield's visual arts program is a comprehensive curriculum that enhances critical thinking and guides students through various stages of artistic development in order to become well-rounded and expressive individuals. The visual arts program begins in PreK-4, when children enjoy the feel of paint in between their fingers as much as they enjoy their final product. PreK-4 and Kindergarten classes are held once-a-week in an atmosphere that encourages children to explore the excitement of art and express themselves without having to color "inside the lines."

As children move into the Lower School, the fundamental elements of art are introduced in weekly classes. Using a variety of mediums, children explore various concepts of art such as line, shape, color, texture and form. Students study famous artists throughout history and create art pieces inspired by their respective styles while discovering their own unique artistic style. Whitefield encourages students to love learning and express their unique personalities through art. Our Lower School program rewards students, not for the "perfect" piece of art, but for the courage to think outside the box and express themselves openly.

As students graduate from Lower School and move into Middle School, the visual arts program concentrates on technique development while continuing to expose students to a wide-variety of mediums. An emphasis is placed on developing "an artist eye," the ability to discern and appreciate originality and creativity, as well as value aesthetic skills that come only when students are devoted to developing their talents. Thorough instruction on the principles of drawing, elements of art, and principles of design are all part of our Middle School program.

Middle School visual arts curriculum utilizes Teaching for Artistic Behavior (TAB), a studio-based experience which provides students with an opportunity to find their own artistic voice. The classroom is designed as a working art studio, allowing students the freedom to pursue projects of their particular interest. Rather than assigning every student the same project, the instructor creates a variety of art centers, giving students an opportunity to discover their own talents, explore their interests, and become developing artists through exposure to a wide range of possibilities. Students may create 2-D and 3-D work, paint with unique mediums, hone photography skills, and engage in much more. The emphasis during these years is to develop confidence and creativity, while encouraging the analysis of what constitutes art as well as an understanding of art as it reflects and impacts culture.

The visual arts program begins to deepen its focus during the Upper School years. Introductory courses strengthen the foundation of technical skills and artistic knowledge previously built. Beginning art students learn the elements of art through an array of projects. Central to our Upper School program is the belief that all students have natural artistic ability waiting to be discovered and developed. Typically, this talent expresses itself freely during the early years of childhood, when the quality of a piece of art is measured not by rigid standards, but by the passion that created it. Over time, this creative expression often becomes stifled or buried. Whitefield instructors encourage students to rediscover and cultivate their natural and God-given creativity.

As students progress, they are encouraged to master specific areas of study through advanced classes and AP Studio Art. AP Studio Art is particularly extensive, expecting students to create works of art that are original, personal, and intriguing while furthering their appreciation for visual arts through the research of other artists. In AP Studio Art, students may choose the study of 2-D Design, 3-D Design, or Drawing. Students may take AP Studio Art in both their junior and senior year, with a different study area each year.

In 3-D Design, AP students use the principles of art in an integrative way, demonstrating their understanding of design principles as they relate to depth and space. AP Drawing students must create works that demonstrate mastery of light and shade, line quality, rendering of form, composition, surface manipulation, and the illusion of depth. AP 2-D students must master the principles of design as applied to 2-dimensional surfaces through focuses such as graphic design, digital imaging, collage, fabric design, weaving, illustration, painting, and printmaking.

All students at Whitefield, from grades PreK-4 to twelfth, are encouraged to broaden their artistic experience by submitting works of art to local, regional, and national competitions. Our students enter a variety of drawing and photography competitions and regularly place in these events. Some examples of competitions entered include: the ACSI-sponsored art program, the National Scholastic Arts program, and the Southern Teachers' Agency Contest.

Upper School Art

Art 1

Students gain introductory visual art knowledge, skill, and experience with the elements of art and the principles of design while developing their abilities through new challenges and multi-faceted studio assignments. Focus will center on drawing, painting, three-dimensional sculpture, ceramics, mixed media, art history, art criticism, and aesthetics in order to gain appreciation and love for the visual arts. Students evaluate their own work, the work of other students, and well-known artists. This evaluation compares and contrasts a Christian worldview from that of a secular worldview.
Prerequisite: None* (1 Credit)

*Exceptional work in 7th & 8th grade art (or an equivalent) and a teacher recommendation may exempt a student from Art 1, allowing them to enroll in an Art 2 course in 9th grade.

Art 2: Drawing & Painting

Students develop their innate abilities through experiences with a variety of drawing and painting materials, styles, techniques, and subject matters. Students deepen their understanding of the elements and principles of design and how these elements and principles relate to their work and the work of others. To obtain the skills needed to evaluate their own work and the work of others, they gain greater understanding of composition, craftsmanship, and quality. Students grasp a basic understanding of art history, art criticism, and aesthetics, related to drawing and painting from a Christian worldview in contrast to a secular worldview. Students will be encouraged to push their creativity to new levels as they develop a greater appreciation and love for the visual arts. (1 Credit)
Prerequisite: Art I

Art 2: Sculpture & Ceramics

Students will develop their individual abilities and talents through an in-depth study in three-dimensional designs utilizing unique classroom experiences based upon the elements of art and the principles of design with a focus on ceramics, wire, bookmarking, carving, assemblage, relief, mixed media, and found object sculpture. Students will gain a deeper knowledge of artists, processes, art criticism, and aesthetics as they learn to view art through a Christian worldview in contrast to a secular worldview. Students will be expected to work at a more intense and skillful level than in Art I. The projects will be challenging and will require additional planning and preparation outside of class. (1 Credit)
Prerequisite: Art I

AP Studio Art

Students create works of art that are original, personal, and intriguing while furthering their appreciation for visual arts and a divine Creator. Participation in a sustained investigation of three sections of the AP Studio Art portfolio (which includes quality, breath, and concentration) will function alongside mastery in the areas of concept, composition, and execution of ideas in the chosen portfolio through studio experiences. Students develop a 2-D Design portfolio utilizing a variety of concepts, approaches, techniques, and medium as well as assembling a body of work with a strong underlying visual idea. Critical thinking and problem solving will assist students in making informed decisions in their personal artistic journey and in honing the skill of critiquing the work of others. The foundation of this course is building upon previous knowledge of the elements and principles of design - and acquiring new knowledge and understanding of various concepts and approaches in order to create a portfolio. Students enrolled in this course are required to complete the AP Studio Art portfolio. (1 Credit)
Prerequisite: Art I; preferably Art II; juniors and seniors only; teacher approval

Upper School Band

Band 1

This course provides an introduction to brass, woodwind, and percussion performance and technique. Students begin by mastering basic rhythm, meter, note recognition, and finger placement on their desired instrument through daily exercise and songs from a method book. Playing and written tests measure improvement. Performances include solos, small ensembles, and large group experiences - all of which incorporate varied styles of beginner band literature. (1 Credit)

Marching & Concert Band

These courses are second/third year brass, woodwind, and percussion performance classes in a standard high school band style setting. They incorporate a fall semester of marching band and a spring semester of concert band. Students will review and build upon basic skills - adding more advanced key signatures, scales, meters, rhythms, note ranges, articulations, and styles - and will be assessed through performance and written tests to measure accomplishment of goals. Performances will include varied experiences incorporating method book arrangements, classical and jazz styles, standard band arrangements, and a variety of level 2-4 literature. These courses may be repeated as an elective for credit. (.5 Credit each)
Prerequisite: Band I

Jazz Band

This fast-paced course is designed for upper level band students who qualify artistically and instrumentally. Students are required to play a traditional jazz band instrument and be in the marching band (football players are the only exception). Standard and original jazz compositions are studied and performed in order to understand musical interpretation and technical devices employed in the jazz idiom. Students will study the history of jazz and incorporate music theory, improvisation, and listening skills. This class is the core group of pep band students. As part of the course, students are required to perform at numerous events both on and off campus. This course may be repeated for credit as an elective. (1 Credit)
Prerequisite: teacher approval

Upper School Chorus

Us Chorus

As singers, students make use of one of the most unique facets of music: words. In this class, students will discover the history of choral music and its benefits as an expressive art as well as how to read music so that all future musical experiences will be even more fulfilling. Students will discern singing and music skills from different eras and genres; and finally, students will perform in various venues with unique opportunities. The benefits of developing skills that promote a group as well as a solo performance will be examined. This course may be repeated as an elective for credit. As a part of the course, students are required to perform at numerous events on and off campus. (1 Credit)

Upper School Drama

Us Theatre

Upper School Theatre is a 2nd semester class open to all Upper School students. No previous experience is necessary. However, students with theatre experience will also find this class beneficial. The purpose of US Theatre is to meet students at their level and help them to grow in their personal skills and talents through individual goal- setting and peer evaluation; this goal is achieved through both individual and group scenes while exploring many different styles of theatre. (.5 Credit)

Advanced Drama

Advanced Acting is a first semester theatre class open to Upper School students by audition only. The purpose of this class is to help students achieve a deeper level of character development, scene analysis, and theme identification. Students accomplish this through the production of a one-act play that is performed for the community and also taken to the GHSA one-act competition. Whitefield has historically placed 1st or 2nd in region and in the top two ranking in state at this annual competition. (.5 Credit)
Prerequisite: teacher recommendation.

Upper School Orchestra

Orchestra 1

An introduction to intermediate string class for grades 6-12, this course instructs students in violin, viola, cello, harp, and bass instruments incorporating note recognition, rhythm, meter, key signatures, ear training and bowing techniques. Students grasp basic music theory and are exposed to many styles of musical repertoire. Orchestra 1 students will perform in a variety of ensemble settings including several school performances and possible community events.
Prerequisite: None

Orchestra 2

In the intermediate to advanced level string class for grades 6-12, class members will build upon the principles and skills from earlier training and add more difficult music theory, rhythms, keys, technique, and expression. Students will perform a wide variety of styles of composition and will be required to attend several annual community performance events as well as school concerts.
Prerequisite: Orchestra 1 and teacher approval

Middle School Art

Introduction To Art (6)

In this nine week course, students begin to develop an understanding of art through the study of the basic principles of drawing and color, develop confidence and ability to express creativity through different two-dimensional and three-dimensional projects, and develop an “artist's eye” that extends into their viewing and appreciating God’s world around them.

Art 7

Students are provided opportunities that emphasize originality, diversity, and creativity, as well as instruction in the techniques of drawing, elements of art, and the principles of design. Students focus on the creative process as they create two-dimensional and three-dimensional projects in every basic medium. The students explore the creativity of other times and other cultures as they relate to their own life and artwork. The classroom is set up like a working art studio where each student will have the freedom to pursue projects of their interest.

Art 8

Students create two-dimensional and three-dimensional projects from every basic medium. Projects include critical analysis and discussions on aesthetic value and function. The students will discover how art can affect culture and the environment. Emphasis is on the elements of art and the principles of design, and their relationship to the planning of each project, adding focus on creative thought and processes. The classroom is set up as a working art studio, in which each student will have the freedom to pursue projects of their interest.

Middle School Band

Band 1 (6th – 8th)

This course provides an introduction to brass, woodwind, and percussion performance and technique. Students begin by mastering basic rhythm, meter note recognition, and finger placement on their desired instrument through daily exercise and songs from a method book. Playing and written tests measure improvement. Performances include solos, small ensembles, and large group experiences—all of which incorporate varied styles of beginner band literature.

Marching/Concert Band (6th – 8th)

This course is a second/third year brass, woodwind, and percussion performance class in a standard high school band style setting. It incorporates one semester of marching band and one semester of concert band. Students will review and build upon basic skills, adding more advanced key signatures, scales, meters, rhythms, note ranges, articulations, and styles. Students will be assessed through performance and written tests to measure accomplishment of goals. Performances will include varied experiences incorporating method book arrangements, classical and jazz styles, standard band arrangements, and a variety of level 2-4 literature. Prerequisite: Band 1

Middle School Chorus

Ms Chorus (7th – 8th)

MS Chorus is designed to help students navigate their singing voices through the voice change. Instruction is provided in the basics of good tone, singing technique, and vocal sight-reading. This course is designed for both beginners and polished singers.

Middle School Drama

Introduction To Drama (6th)

This introduction to drama provides students the basics of all forms of stage movement, as well as theatre terminology, “improv” games, and scene creation. This course is effective for the star or for the more timid student because it encourages creativity in all of its outlets—the perfect place to become acquainted with life on the stage.

Ms Drama (7th-8th)

MS Drama covers the basics of acting technique, technical theatre, and application through an in-class play project. As the middle school years can be a time of extreme change and self-discovery, one of the goals of this class is to help students find and develop the talents that God has given them.

Middle School Orchestra

Orchestra 1

Orchestra 1 is a beginning to intermediate level string class for grades 6-12. Students will learn to play violin, viola, cello, harp or bass instruments incorporating note recognition, rhythm, meter, key signatures, ear training and bowing techniques. Students will learn basic music theory and be exposed to many styles of musical repertoire. The orchestra will perform in a variety of ensemble settings including several school performances and possible community events.

Orchestra 2

This class is an intermediate to advanced level string class for grades 6-12. Students will build upon the principles and skills from earlier training and add more difficult music theory, rhythms, keys, techniques and expression. Students will perform a wide variety of styles of compositions and will be required to attend several annual community performance events as well as school concerts.
Prerequisite: Orchestra 1 and teacher approval

Lower School Art

Prek-4

Our PreK-4 art program is designed with every aspect of a child’s development in mind. The curriculum takes an exploratory approach to art tools, materials, and concepts. Students are introduced to the art of drawing, painting, cutting, tearing, molding, sculpting, etc. They draw and print lines, arrange paper shapes, paint insects, explore clay, create patterns, and mix colors. The emphasis is on the process of creating and discovering, as the process is more important than the product, at this age. Learning to use, respect, and care for tools and materials; engaging the muscles and developing physically; practicing and refining new skills; striving for the right words to describe a work of art and to share ideas – are all important parts of what it means to discover the artist within.

Kindergarten-level art is a carefully structured, child-centered program, designed to capitalize on young children’s natural curiosity and readiness to explore. The Kindergarten program combines a solid foundation in the use of tools and materials with the delight of exploring them, developing skills, and inventing new ways to create works of art. Students are introduced to drawing, painting, cutting, tearing, folding, molding, etc. This experimenting with new tools, materials, and processes takes the mystery out of being an artist, and opens up the possibility of creative artistic expression. Carefully chosen works of fine art and the pictures of the world around us help spark our student’s interest and enthusiasm. Kindergarteners create original works of art inspired by rich images, personal experiences, and imagination.

First Grade

The First Grade art program builds upon the elements of art: line, shape, color, texture, and form, which are embedded throughout each unit to ensure continual application and understanding. The sequence of lessons has been carefully planned to accommodate the interests, skills, and abilities of all students. The following are included in First Grade art:

• Looking Around: Students are encouraged to see beauty in the world, in everyday objects, and in nature, while creating artwork inspired by this universal theme.
• People and Places: Students create self-portraits, portraits of their friends, and people in action, as well as pictures of houses and rooms where people live, using various art mediums.
• Colorful Stories: Students will use their imaginations to make color choices to paint and illustrate stories and poems. Students learn to mix color palettes and develop painting techniques, because “art is a way of experimenting with color.”
• Art and Nature: Fascinated and inspired by the natural world, students will learn to draw and imprint insects and plants, make cut-paper creatures, and create animal clay sculptures.
• Change: Students will demonstrate their understanding of change by painting their favorite seasons and showing changes in nature. Looking into the future with an artistic perspective, students will design the evolution of robots and vehicles.

Every unit is enriched with images from art and the real world. References include Explorations in Art, Davis Publications, Inc. and Wilton Art Appreciation CD-ROM “Elements and Principals of Design” and “Color.”

Second Grade

The Second Grade art program continues to build upon the elements of art, which are embedded throughout each unit to ensure continual application and understanding. The sequence of lessons has been carefully planned to accommodate the interests, skills, and abilities of students.

The Second Grade units include:

• Nature’s Beauty: Learning that most people respond to nature’s beauty, our students’ projects include creating pastel leaves and flowers; mixing colors to paint a colorful garden; using cool and warm colors to create sceneries such as calm seascapes and active skies; showing the moods of weather.
• Expressing moods and feelings through art, students create paper collages of faces, draw portraits of a classmate, and learn to use “perspective”(near and far) creating various scenes of people.
• Back to Nature: Using nature as a backdrop for ideas and details, students will draw favorite animals, create underwater scenes, or illustrate fantasy landscapes.
• Picture Stories: Through images and ideas, students learn to illustrate stories by drawing colorful characters, creating puppets, or molding bugs out of clay. The art classroom provides a rich and engaging context for developing and encouraging oral language. Students naturally use and expand their language skills while viewing and discussing fine art.

Every unit is enriched with images from art (artists and their work) and the real world. Background music provides a variety of genres, time periods, and themes to inspire students during studio time.

References: Explorations in Art, Davis Publications, Inc., Wilton Art Appreciation CD-ROMs: "Elements of Art”, “Color”, and “Artists at Work.”

Third Grade

The Third Grade art program is organized around universal themes relevant to students’ daily lives. Elements and principles of art, skills and techniques are learned not as isolated concepts, but as tools that help students interpret the ideas of artists and express their own ideas through art.

The Third Grade units include:

• Alone and Together: Students create self-portraits, portraits of people with different facial expressions, and a clay sculpture of the human figure with correct proportions. They learn about life of different artists (Renoir, Cassatt, and Kahlo) as they look and discuss their work.
• Invented Worlds, Imagination and Wonder: Students use their imagination to see our world in new creative ways. In this unit they explore and develop ideas and images that show us unexpected and unexplored territories - full of beauty and mystery. Students create imaginary creatures and places as they continue to study the theory of color.
• Places and Spaces: Architecture in Our Lives: Students learn about different styles of architecture, draw buildings, imagine a castle, carve a sculpture, and plan a park with a playground.
• Forces of Nature: Variety and Contrast: Students are delighted by the beauty and endless variety of the world, marvel at changing seasons, and are thrilled by the majesty of nature and humbled by its power. Students create colorful watercolor paintings inspired by Japanese “pictures of the floating world,” collages of wild animals and mixed media drawings of landscapes.

Every unit is enriched with images from artists which reflect the real world, in order to inspire students.

References: Explorations in Art, Davis Publications, Inc. and Wilton Art Appreciation CD-ROMs: “Elements of Art”, “Color”, and “Artists at Work.”

Fourth Grade

The fourth grade art program is organized around universal themes relevant to students’ daily lives. These themes help students make meaningful connections to artworks across time and place. Students create original pieces as they explore the ways artists think and work, and as they learn to perceive, think, talk and write about art.

The Fourth Grade units are:

• Appearances: Looking At Our world: Students learn to look very carefully at our world and practice contour and gesture drawings, create a wire sculpture, paint a landscape from a bird’s–eye view, and create a colorful still-life composition.
• Presenting Places: The Human Landscape: Students review the elements of art: line, shape, texture, color, and space, while drawing dream rooms, and designing dream houses and colorful towns. They learn about dwellings of Anasazi Indians, Ancient Greece architecture, and Frank Lloyd Wright.
• Nature’s Gifts: Students look to wild and tame creatures in nature for ideas, paint a natural habitat, and use materials found in nature (clay) to make coil pots.
• Traditions: Our Artistic Heritage: Students understand that traditions are the living history of the human race. Traditions are vital and dynamic, reflecting over time the changes in the cultures that celebrate them. They’ll create “molas” in the style of Kuna Indians, “batiks” inspired by the art of Indonesia, and papier-mâché masks looking at the African examples. This unit has strong geography and cross-curricular connections.
• Imagination: Invention and Abstraction: Students learn that challenges inspire human creativity. Artists challenge themselves to see their worlds in new and different ways, using their creativity to show us (through their artworks) unique and innovative interpretations of everyday scenes and familiar objects. Students create imaginary clay sculptures, paint abstract trees, and draw animals.

Every unit is enriched with images from art and the real world. Students create vocabulary cards as they learn to talk about art.

References: Explorations in Art, Davis Publications, Inc., Wilton Art Appreciation CD-ROMs, and Davis “Compare and Contrast” CD-ROM

Fifth Grade

The Fifth Grade art program builds upon the elements of art: line, shape, color, and form, and principles of design: unity, rhythm, proportion, balance, and variety. Students refine their drawing, painting, and sculpting skills to create works of their own while interpreting art made by others - exploring ideas, materials and techniques in this process.

Students are encouraged to develop ideas for artwork and to use media expressively.

The Fifth Grade units highlight:

• People and Their Stories: Students will practice drawing realistic portraits and people in different poses, as well as creating papier-mâché figures of people in motion.
• Surprises: Materials and Forms: Students experiment with new ideas, materials, and forms. They create photo and paper collages, and imaginative sculpture from found objects.
• Getting Close to Nature: Students understand that art helps people appreciate nature; students draw realistic flowers, patterned animals, create an abstract watercolor painting to express nature’s mood, and make an animal sculpture from clay.
• A World of Wonder, Art and Imagination: Students grasp that art helps us to visualize and give form to our imaginations. Classes create a perspective drawing of outer space, a painting with dreamlike qualities, and a foil relief sculpture of a mythical creature.
• Sharing: Communication occurs in which students understand that art is a way for people to share their thoughts, feelings, and ideas through a variety of forms and media. The students create stories in motion, practice the art of calligraphy, and create a set of symbols to represent different aspects of time spent at school and scroll-like paintings inspired by Asian art.

The program includes CD-ROMs with art images and information about artists to support lessons and concepts. Music CDs have a variety of genres, time periods and themes to inspire students during studio time. Students create a collection of vocabulary cards to enhance their language skills while viewing and discussing fine art.

References: Explorations in Art, Davis Publications, Inc. and Wilton Art Appreciation CD-ROMs: “Elements of Art”, “Color”, “Art Adventures”, and “Artists at Work”.

Lower School Music

Prek-4

PreK-4 Kindergarten students participate in a highly experiential curriculum. Music-themed books, video and audio examples, simple songs, and body rhythms help PreK-4 students to understand basic music principles and express them outwardly. These and other diverse activities contribute to helping students expand their musical experience at a young age.

Kindergarten

In Kindergarten, students continue to develop the fundamentals of a musical experience by learning about instruments and their families, participating in song time, playing rhythm instruments, and learning the basic fundamentals of musical expression [loud/soft, high/low and fast/slow]. Acquisition of these skills aids students in developing deeper musical experiences in later grades.

First Grade

Students begin their journey to music literacy, in First Grade, by learning how to read and perform rhythm patterns both by themselves and with others. Much time is spent developing basic singing skills and kinesthetically feeling musical concepts with body rhythms and motions. Additionally, learning about instruments and their families through discussion and multimedia examples is a large part of the First Grade curriculum.

Second Grade

Our Second Grade students continue music literacy development by incorporating traditional notation in reading and performing rhythms. During this school year, students learn about the musical alphabet and recognizing various aspects of melody such as steps, skips, and leaps. Learning about instruments and their families through discussion and multimedia examples is continued throughout the Second Grade.

Third Grade

The Third Grade year is a culmination of skills and knowledge taught in PreK through Second Grade, resulting in our students’ opportunity to learn a “beginners” musical instrument—the recorder. A regular week-to-week lesson book is given to students along with incremental, achievement-based solos. Class time is spent developing correct playing technique and learning repertoire that demonstrates various musical concepts.

Fourth Grade

Fourth Grade students continue and learn many of the themes introduced in previous years which include delving deeper into instrument learning, reading music, as well as listening and watching high quality music. Students begin to construct meaning in the areas of classical and modern music history by sequentially learning about major periods of musical development, classical composers, and modern music genres and events. Composition is another major topic covered in the Fourth Grade curriculum. Using a computer-based curriculum, Groovy Music, students construct original compositions with the help of pre-recorded loops and self-written examples.

Fifth Grade

In Fifth Grade, students transition from a general music class; each chooses a performing ensemble to join -band, orchestra, or chorale. The Fifth Grade is another culmination year, giving students an opportunity to build on all previous skill acquisition by learning to play an instrument or develop vocally. The band is a wind ensemble comprised of the following instruments: flute, clarinet, saxophone, trumpet, trombone, and baritone. In the orchestra students may choose from the following string instruments: violin, viola, and cello. The chorale is a vocal ensemble of students who learn to effectively use their voice, learning proper breathing technique and tone production. All ensembles rehearse during the school day.

After School Chorale

Third and fourth grade students may participate in our after school chorale class. The class meets Tuesdays and Wednesdays from 3:00 – 4:00 pm. Led by Brian Coski, our Lower School Music instructor, this fun-filled class is designed for students interested in improving their voice and performance skills.

Fine Arts Faculty

Stacy Quiros

Fine Arts Coordinator
As Fine Arts Coordinator, Stacy Quiros oversees the entire Whitefield fine arts program. In addition, she acts as our band director for the pep band, jazz band, marching band, worship teams, and concert band. Quiros founded Whitefield’s original band program in 1999 with only a nine-piece ensemble. She has since expanded the music program to include over 130 students in grades 6-12 who participate in 6 different ensembles. Quiros completed a Bachelor’s of Arts degree at Furman University. When asked about her role at Whitefield, Quiros replies, “I am certain that God grants us vocations where our gifts and desires meet. Truly, teaching band to young people is my passion.”

Rebecca Brown

US Visual Arts Instructor
An Atlanta native, Rebecca Brown graduated from Georgia State University with both a B.A. in Fine Arts and a M.Ed. degree. In 2006 she earned a 10-year National Teaching Certification from the National Board for Professional Teaching Standards. National Board certified teachers are highly accomplished educators who meet high and rigorous standards through intensive study, expert evaluation, self-assessment and peer review. Brown taught art in a public high school for 11 years before coming to Whitefield. She believes that every student has some natural artistic ability which can be developed and refined. “I see myself kind of like a gold miner,” she said, “digging for nuggets of talent beneath the surface of every student.”

Debbie Childree

MS/US Visual Arts and Graphic Design Instructor
Debbie Childree graduated from Furman University with a Bachelor of Arts degree in Studio Art and is currently completing a Master’s degree in Art Education at Georgia State University. Before teaching, she worked as a stained glass artist, creating windows for residences and businesses such as Applebee’s, Bojangles, and Pizza Inn. She has also worked as a graphic artist, Art Director and Creative Director, creating designs and campaigns for a variety of companies including Arby’s, Coca-Cola, and Esquire formalwear. “What interests me most about art is how it opens your eyes to the visual world around you. I work so hard to help my students learn to use their “artist eye” to notice and see the beauty around them. If we could all learn to notice the aesthetic experiences around us, we would be so much more aware of God’s creation – and so much more positive in our lives.” Outside of Whitefield, Debbie has taught stained glass classes at Emory University and enjoys taking fused glass and oil painting classes.

Brian Coski

LS Music Teacher
Brian Coski graduated from Liberty University with a Bachelor of Music degree and is currently completing a Master’s degree in Music Education at Georgia State University. He teaches general music classes in the Lower School, conducts the Lower School Chorale, and directs all Lower School dramatic performances. Since college, Brian has been immersed in theater production, making rehearsal recordings for theater companies and serving in the role of music director and/or instrumentalist for a number of productions in the Atlanta area including The Music Man, Snoopy the Musical, and the modern, Alan Menken oratorio – David. "I believe that music stands apart from many subjects in that a student can successfully participate in a wide range of learning activities without years of study - from learning how to be a thoughtful/active listener, to composing, improvising and performing by themselves and with others. In my classroom I try to loosen kids up, so they will drop their inhibitions, participate, and have a meaningful music experience."

Natalia Hicks

LS Art Teacher
A native Russian, Natalia graduated from the historical department of the University of St. Petersburg with a Bachelor’s degree in Education and a Master’s degree in History. She worked for many years in several art museums, including the Hermitage in St. Petersburg—one of the world’s largest museums and the former residence of Russian czars. Natalia believes that every child who is given clear information, quiet times to practice, and a supportive environment, can become a successful artist. Her desire is to teach every child to value God and his creation. “I want to awaken in children a sense of wonder. I’d like to teach them how to SEE, the way an artist sees; to view the beauty of God’s creation; to be able to see the reflection of clouds in muddy puddles after a rain.”