How can my high school daughter earn her Fine Arts credit?

Dear Carrie

How can my high school daughter earn her Fine Arts credit?

For high school, my daughter will be doing Heart of Dakota’s Missions to Modern Marvels (MTMM), World Geography (WG), World History (WH), and U.S. History I (USI). My question is about an art/music credit. So far, the guides have all had an art or music study. We have loved this! In MTMM, we will have the nature journal. However, I don’t see any art in the WG guide, I don’t know about the WH guide either. Will my daughter be able to earn a credit in art/music in high school if she’s doing MTMM through USI? Thanks!

Sincerely,

“Ms. Please Help My High School Daughter Earn Her Art/Music Credit”

Dear “Ms. Please Help My High School Daughter Earn Her Art/Music Credit,”

Just like you, I have been very pleased by the various areas of fine arts emphasized throughout our guides. I enjoyed the watercolor painting lessons my boys did in Creation to Christ (CTC). Then, I loved the Charlotte Mason-style picture study and art appreciation sessions in Resurrection to Reformation (RTR). Next, my boys and I enjoyed the music appreciation and composer study in Revival to Revolution (RevtoRev). After that, we loved the nature journal and related art-lessons in MTMM. We’ve happily read, written, and discussed poetry all throughout every guide from Beyond on up! To top it off, my boys have all become better drawers through the years as we’ve done Draw and Write Through History!

Making Art Appreciation a Part of the Fine Arts Credit

When we arrived at the high school years, and the Fine Arts credit loomed, it was hard to decide in what direction to go in pursuit of that credit. I must admit that with my oldest son (who didn’t have the benefit of having the HOD guides already written), I floundered a bit in how to pursue this credit in a way that would be interesting to him. So, we tried two different music- related approaches, and one was more successful than the other. Yet, as I looked at my next son coming up, I really wanted to focus more deeply on art appreciation. This made sense because he had more recently (and thoroughly) covered music and the composers already through Revival to Revolution.

Having a Hands-On Component, Narrative Readings, Picture Study, and a Christian Influence Within Our Fine Arts Credit

I also really wanted to have the Christian influence wound within our Fine Arts credit, as well as having a hands-on component to the program too. As part of the study, I wanted some living, narrative textual information about the artists along with some follow-up assessments. I desired for this to be combined with some beautiful picture study/viewing. Last, I wanted students of all levels of artistry to be able to enjoy the program and learn to appreciate art. It was a tall order, and one that I wasn’t able to succeed in finding until I wrote the World History guide. I looked a long time (years in fact) before coming to the combination of resources that I will share below. I am excited and happy with the combination, and I pray your daughter enjoys earning her Fine Arts credit in World History too!

God and the History of Art

The first resource in our Fine Arts: Art History/Appreciation course is the 3-part DVD series God and the History of Art. This DVD series is divided into 12 parts, during which Barry Stebbing journeys through the centuries offering Biblical insights into the great art and artists of the ages. This DVD set features beautiful colors, paintings, and classical music. God and the History of Art provides a unique view into many of the great works of art in Western culture. We integrate this series throughout our chronological study of art history. Lessons include the following:

  • What is Art?
  • The Second Commandment
  • Early Christian Art
  • Godly Periods of Art/Byzantine
  • Christian Artists
  • The Dark Ages/Monasteries
  • The Gothic Period
  • The Renaissance
  • The Reformation
  • French Neo-Classical Art
  • American Artist and Other Artists and Styles
Short Lessons in Art History

The next resource in our Fine Arts program is Short Lessons in Art History by Phyllis Clausen Barker. This book includes narrative biographical readings about 37 artists and/or sculptors beginning with “Artists of the Italian Renaissance” and ending with “Contemporary Sculptors.” Short Lessons in Art History brings art to life with lessons that showcase the successes and struggles of legendary artists. The readings build an appreciation for major artists and art movements from the Italian Renaissance to current times. Students are captivated by the high-interest readings on artists and the cultural and personal forces that shaped their work. A full-color insert highlights timeless works of art. Click here to see inside!

Exercises and Activities for Short Lessons in Art History

Exercises and Activities for Short Lessons in Art History is designed as a companion to Short Lessons in Art History. It includes activities that move from basic comprehension (through fill-in-the-blank, word puzzles, crosswords, and matching) to synthesis (through short answer questions) to deeper insight (through independent writing or research topics). Used in combination with the Short Lessons for Art History text, students increase their awareness of various artists and their work and draw their own conclusions about what makes the work of certain artists timeless. Note: Since the art projects within these lessons are not described or laid out very clearly, and often are overwhelming to perform without more instruction, we omit the “Art Projects” part of the activities and cover this area in a more manageable way. Click here to see inside!

Our Charlotte Mason-Inspired Art Gallery Student Notebook

As narrative as the Short Lessons in Art History text is, it does not shine in the area of full color artwork. While it would seem easy to add to a book of art prints to accompany the text, this route had many barriers. First, many of these types of full-color art print books are very expensive. Next, the prints often contain multiple images with nudity. Last, even after overlooking cost and the lack of clothing issues, many books didn’t contain prints of all of the artists the students were studying. To remedy these problems, we designed an Art Gallery Student Notebook that contains at least one full-color print for each artist. The Art Gallery Notebook is used in conjunction with the Short Lessons in Art History readings and provides a beautiful collection of paintings by famous artists throughout history. It is a very CM-inspired part of the program!

Pat Knepley’s Art Projects DVD Set

The final component of our Fine Arts program is the Art Projects DVD Set from See the Light. When I found this set, I knew the final piece of our Fine Arts program had (at long last) fallen into place! This is a 9 DVD Set of art projects designed to be completed at home. The projects on each DVD are narrated, modeled, and taught with a Christian emphasis by master artist Pat Knepley. Each DVD focuses on a different artist and a different type of art project. Projects are divided into 4 separate sessions, and Pat takes you through each step of the lesson on the DVD.

Pacing and Details About the Art Projects Portion of the Fine Arts Credit

We have students do one art project session each week, completing an art project every 4 weeks. The design of the projects makes this an art class that your students can enjoy and excel at in the comfort of your own home. We plan for sessions to last about an hour with the DVD running about 30 minutes. This allows time for students to pause and work along with Pat and take their time to be creative and do the project well. Some students may take longer to work.

Each DVD includes art history, art elements, art principles, step-by-step tutoring, and integrated Biblical truths. At the end, students have created a portfolio of 9 completed projects as part of their Fine Arts study. Artists and corresponding projects are the following (the art history style and medium are listed in parentheses):

  • Tiffany Window in the style of Louis Comfort Tiffany (Tiffany Windows: Marker)
  • Repeated Sweets in the style of Wayne Thiebaud (Pop Art: Watercolor)
  • Paper Jungle in the style Henri Rousseau (Naive Art, Collage: Paper Collage)
  • Pointillism Fruit in the style of Georges Seurat (Pointillism, Impressionism: Still Life)
  • Poppy Collage in the style of Georgia O’Keefe (Realism, Abstraction: Tissue Paper Collage)
  • Dreams of Joseph in the style of Marc Chagall (Surrealism, Symbolism, Fauvism: Wet-on-Wet Painting)
  • Horsing Around in the style of Edgar Degas (Impressionism: Chalk Pastel)
  • Peaceful Seas in the style of Winslow Homer (Realism: Mixed Media)
  • Sunflowers in the style of Vincent Van Gogh (Post-Impressionism: Oil Pastel)
Two Options for Earning Credit 

The last benefit to the Fine Arts program that I’ve outlined is that there will be two options for credit with this program. The first option (and the recommended option) will be to earn one-full credit in Fine Arts: Art History/Appreciation by using all of the resources outlined above and scheduled in our guide.

The second option will be to earn 1/2 credit in Fine Arts: Art History/Appreciation by omitting the Art Projects DVD Set. This option will utilize all of the remaining art resources outlined above, but will omit the once weekly art project session. This option is only recommended if you have already met part of your Fine Arts requirement some other way, or if your state only requires 1/2 credit in Fine Arts.

Blessings,
Carrie

The first and most important thing is to know the pictures themselves

A Charlotte Mason Moment: 

“There is no talk about schools of painting, little about style; consideration of these matters comes later in life, but the first and most important thing is to know the pictures themselves.”

(Home Education by Charlotte M. Vol. 6, 216)

We cannot measure the influence that one or another artist has upon a child

A Charlotte Mason Moment: 

We cannot measure the influence that one or another artist has upon a child’s sense of beauty, upon his power of seeing, as in a picture, the common sight of life; he is enriched more than we know in having really looked at even a single picture.”

(Home Education by Charlotte M. Vol. 1, p. 309)