The study of fine arts, through its inherent ability to develop intellectual and emotional communication skills, encourages cultural awareness and enriches society. The Ï㽶ӰÊÓ fine arts curriculum provides opportunities for students to attain the knowledge and skills necessary to become artistically literate, well-rounded individuals.
The ACPSD Fine Arts programs are based on the National Standards for Art Education and the South Carolina College - and Career-Ready Standards for Visual and Performing Arts Proficiency, and are organized into four strands:
- CREATING
- PERFORMING/PRESENTING/PRODUCING
- RESPONDING
- CONNECTING
The fine arts are composed of many art forms and are united by their engagement of human creativity. They are unique tools of expression that allow all people to express feelings and emotions, connect with other times and cultures, and develop new insights. The fine arts are intrinsic and in every individual; they are connected to the human spirit and the imaginative mind. The study of the fine arts actively engages students in the creative process. In each class, students have the chance to explore and investigate new ways of artistically stating who they are and what they feel.
The fine arts contribute to a child’s development and foster the skills of communication, creativity, and cognition. Education in the arts benefits the student because it cultivates the whole child, gradually building many kinds of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication.
The fine arts – visual arts, media arts, music, theatre arts, and dance – are fundamental ways of knowing and thinking. Each fine arts discipline has its own components and skills, techniques, expectations, outcomes, and cognitive development. In ACPSD, we value the arts for the distinct and significant effect they have on the lives of our students. It is our hope that students will resonate with and support their chosen art interest now, and throughout their lifetime.
