The mission of the Thomas Nelson Arts and Humanities Program is to allow all Generals to develop meaningful artistic awareness allowing them to deeply shape their own lives and those of others.
Core Instructional Beliefs
- We value and support the arts for both their uniqueness and their integral role in the education of all students.
At Thomas Nelson, we strive to help develop students’ ability to think creatively, problem solve, and analyze. We do so by providing opportunities for students to make choices independently, create pieces both visual and performance-based, and to think critically about the world around them. Students are supported in their creative pursuits by staff specializing in performing and visual arts. - We implement a curriculum provides students with the tools needed to succeed in college programs in both visual arts as well as other studies.
At Thomas Nelson, we believe that in order for our students to be successful in the Arts and all educational areas, that arts curriculum must be diverse in its offerings and specialized in its focus. Courses are offered that provide a linear path guiding students toward Career Readiness beginning with foundational courses then continuing through more advanced classes. - We motivate our students to be life-long learners and pursuers of the arts.
Visual Arts Vision
The Thomas Nelson High School’s Visual Arts teachers strive to develop learning environments that are designed to foster a supportive creative community, critical thinking, and collaboration. Our vision is for students to be open-minded, problem solve, and to have a life-long appreciation of art.
Core Instructional Beliefs
The Visual Arts are necessary in our school because they are a part of a never ending process of:
- Creativity - students learn to take creative ‘risks’ through critical thinking skills
- Growth - students reflected on processes and product
- Partnerships - students will be more creative and show growth through collaboration with peers, community and organizations
Courses:
History and Appreciation of Visual and Performing Arts (HAVPA)
Students become aware of how time, place, and society influence the arts by enabling them to respond, create and explore through describing, analyzing, interpreting, and evaluating. The first semester reviews the Elements and Structures of visual art, music, dance, and drama, as well as the history of art from the prehistoric period to the Renaissance. The second semester explores the history of art from the Baroque to Contemporary times.
Students become aware of how time, place, and society influence the arts by enabling them to respond, create and explore through describing, analyzing, interpreting, and evaluating. The first semester reviews the Elements and Structures of visual art, music, dance, and drama, as well as the history of art from the prehistoric period to the Renaissance. The second semester explores the history of art from the Baroque to Contemporary times.
Creative Art (1, 2, 3)
Students use the visual arts processes – drawing, painting, mixed media, printmaking, ceramics, sculpture, textiles/fiber arts, and architecture – as the primary curricular framework. Embedded within each unit are the five Big Ideas from the Kentucky Core Academic Standards (KCAS): Structures (Art Elements, Principles of Design), Humanity (Cultures and Time Periods), Purposes, Processes.
Students use the visual arts processes – drawing, painting, mixed media, printmaking, ceramics, sculpture, textiles/fiber arts, and architecture – as the primary curricular framework. Embedded within each unit are the five Big Ideas from the Kentucky Core Academic Standards (KCAS): Structures (Art Elements, Principles of Design), Humanity (Cultures and Time Periods), Purposes, Processes.
Essential Questions
How is art created? (elements, structures, principles)
Why is this art? (purpose = creation and/or interpretation)
What’s art got to do with it? (man’s relationship with the world through the arts)
Where and When is art seen and experienced? (art reflects time period/culture)
How is art created? (elements, structures, principles)
Why is this art? (purpose = creation and/or interpretation)
What’s art got to do with it? (man’s relationship with the world through the arts)
Where and When is art seen and experienced? (art reflects time period/culture)
Independent Study
This course is designed to help graduate art students to make their own decisions and independently explore ideas and concepts. The students will be encouraged to gain insights about their own creative identity and make a critical analysis of their work in order to develop a personal style of expression.
This course is designed to help graduate art students to make their own decisions and independently explore ideas and concepts. The students will be encouraged to gain insights about their own creative identity and make a critical analysis of their work in order to develop a personal style of expression.
Essential Questions
What is good art? Why am I making art? (purpose and audience)
What is good art? Why am I making art? (purpose and audience)
Photography
By the end of this course, students will be able to demonstrate an understanding of operations of a camera, composition, lighting techniques, depth of field, filters and camera angles. Students will develop both color and black and white photos. Students will examine major photographers, movements, and photographic styles. Students will develop photographs utilizing various techniques and for various purposes.
By the end of this course, students will be able to demonstrate an understanding of operations of a camera, composition, lighting techniques, depth of field, filters and camera angles. Students will develop both color and black and white photos. Students will examine major photographers, movements, and photographic styles. Students will develop photographs utilizing various techniques and for various purposes.
Essential Questions
What is good photography (principles of photography)
Why am I producing this image? (purpose and audience)
How is this image meant to be viewed?
What is good photography (principles of photography)
Why am I producing this image? (purpose and audience)
How is this image meant to be viewed?
Sculpture
The Sculpture course at Thomas Nelson is an introductory-level studio course in sculpture. It is intended to give a basic yet broad understanding of sculpture techniques and aesthetics through demonstrations; lectures; class critiques; and readings. The topics of this course include the basic theories of ceramics, object assemblage, subtractive carving, and a variety of hand-building techniques that explore form and surface, and exploration of various sculpture methods. In addition to technical processes, there will be a strong emphasis on the development of a personal artistic vision as each student grows in their mastery of sculpture processes.
The Sculpture course at Thomas Nelson is an introductory-level studio course in sculpture. It is intended to give a basic yet broad understanding of sculpture techniques and aesthetics through demonstrations; lectures; class critiques; and readings. The topics of this course include the basic theories of ceramics, object assemblage, subtractive carving, and a variety of hand-building techniques that explore form and surface, and exploration of various sculpture methods. In addition to technical processes, there will be a strong emphasis on the development of a personal artistic vision as each student grows in their mastery of sculpture processes.
Essential Questions
What is good sculpture (principles of 3D design)
Why am I creating this work? (purpose and audience)
How is this image meant to be viewed?
What is good sculpture (principles of 3D design)
Why am I creating this work? (purpose and audience)
How is this image meant to be viewed?
Graphic Design
Students will solve visual communications problems and explore careers in Graphic Design/ Print Technology. Students will learn basics of print production, cost estimates, what it means to “preflight work,” font management, color theory, and the formal elements of design. Students will learn graphic design strategies for creating consumer ads, multipage documents, magazine layouts, package design, posters and books; learn the basics of print production, color theory, copywriting, proofreading and essential workplace skills. Students in this class will also plan and design; assuming active roles as editor, photographer, designer, proofreader, typesetter, and team player.
Students will solve visual communications problems and explore careers in Graphic Design/ Print Technology. Students will learn basics of print production, cost estimates, what it means to “preflight work,” font management, color theory, and the formal elements of design. Students will learn graphic design strategies for creating consumer ads, multipage documents, magazine layouts, package design, posters and books; learn the basics of print production, color theory, copywriting, proofreading and essential workplace skills. Students in this class will also plan and design; assuming active roles as editor, photographer, designer, proofreader, typesetter, and team player.
Essential Questions
What is good design? (principles of graphic design)
Why am I creating? (purpose and audience)
How is identity determined? (concept design)
What is good design? (principles of graphic design)
Why am I creating? (purpose and audience)
How is identity determined? (concept design)
Performing Arts Vision
The Thomas Nelson High School’s Performing Arts teachers strive to empower their students with authentic performance opportunities. Students are encouraged through creative expression to develop an enduring appreciation for the Arts. Through process oriented experiences in the Performing Arts students enrich their cultural awareness, engage higher-level thinking skills, expand creativity, and discover their innermost self. To this end, the Thomas Nelson High School’s Performing Arts Department is focused on and dedicated to making the arts accessible and relevant to all students while fostering excellence in the pursuit of their creative endeavors.
Core Instructional Beliefs
The Performing Arts are necessary in our school because they:
– Teach us divergent, rather than convergent thinking.
– Develop craftsmanship and the ability to apply aesthetics.
– Introduce us to perceptions and understandings we could not acquire in any other way.
– Provide us with insight and wisdom that enlighten our understanding, making it deeper and more comprehensive.
– Facilitate human communication within and across cultures.
– Help us define who we are and how to articulate our own special sense of being.
– Distinguish our relationship to time by showing us as we were yesterday, as we are today, and as we can be tomorrow.
– Chronicle through the visual image, music, dance and drama of the moment, some of humankind's greatest achievements
– Replenish our spirit and, by nurturing, consoling, and inspiring it, define our humanity.
Courses:
AP Music Theory
The ultimate goal of an AP Music Theory course is to develop a student's ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. The achievement of these goals may best be approached by initially addressing fundamental aural, analytical, and compositional skills using both listening and written exercises. Building on this foundation, the course should progress to include more creative tasks, such as the harmonization of a melody by selecting appropriate chords, composing a musical bass line to provide two-voice counterpoint, or the realization of figured-bass notation.
The ultimate goal of an AP Music Theory course is to develop a student's ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. The achievement of these goals may best be approached by initially addressing fundamental aural, analytical, and compositional skills using both listening and written exercises. Building on this foundation, the course should progress to include more creative tasks, such as the harmonization of a melody by selecting appropriate chords, composing a musical bass line to provide two-voice counterpoint, or the realization of figured-bass notation.
General Music
The General Music course is designed to prepare students for continuation of study in music, progressing towards the AP Music Theory course. Students will begin to acquire and finesse skills needed to pass the AP Music Theory Exam.
The General Music course is designed to prepare students for continuation of study in music, progressing towards the AP Music Theory course. Students will begin to acquire and finesse skills needed to pass the AP Music Theory Exam.
Undergraduate Theory Review
Undergraduate Theory Review is designed for students who have taken the AP Exam and are pursuing music in College.
Undergraduate Theory Review is designed for students who have taken the AP Exam and are pursuing music in College.
