Art Through the Trivium
The many threads that are woven to make the tapestry we call the “grammar” of art include art history, literature, and experience with a variety of art materials, all woven together through fun projects. Our curriculum is integrated with what our students learn in the classroom, giving them the opportunity to interact artistically with what they are learning in their school day. Students build a familiarity with artists, masterworks, and art movements, and we are thrilled to hear that our students regularly identify artists and paintings outside the walls of The Geneva School.
When students move into the dialectic stage, the time when they learn formal logic, we like to tighten our students’ drawing skills as well as hone their understanding of the principles and elements of design. We want our students to learn to recognize the elements of design (line, shape, form, color, value, texture, and space), as well as to become familiar with the principles of design (balance, movement, rhythm, contrast, emphasis, pattern, and unity.) Just as, in their classrooms, they are learning to express themselves through the written and spoken word, we want to equip them with the tools to communicate visually.
With a good foundation and exposure during grammar and dialectic, the student who elects to pursue art in the rhetoric school is ready to explore a wide range of options for self-expression. Students at every level meet in one classroom, both inspiring and encouraging one another as they grow to master skills. Our goal is for rhetoric art students to find their voice and effectively present their “point of view” visually. We are very proud of how well our students score when they choose to express their voice by submitting a portfolio for the Studio Art Advanced Placement examination. We are further pleased when many of our students go on to study art in college.