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Our gallery showcases the diverse and engaging spaces we carefully crafted where students come together to explore, create, grow, learn, and be emPOWERed!
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Why a FINE ARTS focus?

Participation in fine arts programs, encompassing dance, music, theater, art, and audio/video production, significantly contributes to holistic student development. These programs foster discipline, responsibility, and essential skills such as perseverance, time management, and self-motivation. Through collaboration, students learn effective communication, conflict resolution, and teamwork, fostering empathy, respect, and leadership qualities. Furthermore, arts education encourages students to step out of their comfort zones, fostering resilience, confidence, and a willingness to embrace challenges.

 

Additionally, engagement with the arts cultivates cultural responsiveness and global thinking, promoting empathy, tolerance, and a deeper understanding of diverse perspectives. Fine arts immersion provides an alternative avenue for learning, catering to diverse learning styles, boosting confidence, and reigniting enthusiasm for learning, benefiting both struggling academic students and those disengaged from traditional schooling.

 

Finally, fine arts curriculum integration enhances academic skills such as critical thinking, problem-solving, and creativity, enriching students' cultural experiences and contributing to their success across various academic domains. The capacity to think innovatively and generate fresh ideas is highly prized. Moreover, creativity distinguishes individuals and empowers them to thrive in the dynamic landscape of the 21st century. Exploring dance, music, theater, art, and audio/video production isn't just about enjoyment—it's about equipping students with vital skills for the future. 

 

Research Articles:

 

Alam, A. (2022). Positive psychology goes to school: conceptualizing students’ happiness in 21st century schools while ‘minding the mind!’are we there yet? evidence-backed, school-based positive psychology interventions. ECS Transactions, 107(1), 11199.

 

Guhn, M., Emerson, S. D., & Gouzouasis, P. (2020). A Population-Level Analysis of Associations Between School Music Participation and Academic Achievement. Journal of Educational Psychology, 112(2), 308–328. https://doi.org/10.1037/edu0000376

 

Mcshane, M. Q. (2024). A New Crop of School Models Expands Choice: Families find more-personal alternatives in microschools, hybrid homeschools. Education Next, 24(2), 1-.

 

Oyster, B. (2023, Aug 21). The Rising Trend in Private Education: Teeny, Tiny Schools; Families reacting to an influx of voucher funds and postpandemic woes are increasingly choosing so-called microschools. Wall Street Journal (Online) 

 

Richerme, L. K. (2021). Every Student Succeeds Act and Social Emotional Learning: opportunities and considerations for P-12 arts educators. Arts Education Policy Review, 122(3), 151–157. https://doi.org/10.1080/10632913.2020.1787284

Valley, J. (2023, Aug 14). Rise of the microschool: Small, student-centered learning spaces take off. The Christian Science Monitor