Art Education is concerned with:

• The organization of visual material – how we see, interpret and make sense of visual stimuli.
  
• Having individuals think and behave as artists – art is accessible to all and its practice results in changing the individual, the relationship among individuals and changes in the social-physical environment.
  
• Pointing out the values that surround the creation and cherishing art forms – values given to art products tell us about those who produced them and how values have changed over time.
  
• The ways in which people express their feelings in visual forms - reflection upon and the externalization of personal feelings and intuitions and those of fellow human beings allows students to gain a sense of common purpose.
  
• The making and defending qualitative judgements about artworks – attunes the student to the contribution of the artist and encourages articulation of perceptions and preferences.

Drama Education:

The overall goal of drama is to foster a positive self-concept in students by encouraging them to explore life by the assumption of roles and by the acquisition of dramatic skills. 

• The dramatic growth parallels the natural development of the student.
  
• Student reflection of imaginative explorations provides the knowledge for self-development.      
  
• Drama can develop the whole person emotionally, physically, intellectually, imaginatively, aesthetically and socially by giving form and meaning to experiences.
  
• The self-development and socialization processes of the student are extended by developing the appreciation of theatre as a traditional art form.

Music Education:

The systematic development of musical skills, knowledge and perception is fundamental to the total development of the individual.  As students become sensitive to its expressive elements, they may develop insight into human feelings. The sense of meaning in music can be developed by the student: 

• Performer – an active process involving the development and application of musical skills, knowledge and perceptions.
  
• Listener, Evaluator, Consumer, Historian – these experiences develop an understanding of music and musicians of the past and present.
  
• Composer – the organization of the elements of music into an intrinsically satisfying composition generates aesthetic creativity and perception.

Dance Education:

• Focuses on movement, choreography and technical studies.
  
• Studies the history of people and their means of communication using the most immediate instrument at their disposal:  their bodies.
  
• Promotes a deeper understanding and acceptance of the diversity among cultures.
  
• Develops a greater appreciation and respect for artistic expression through dance and movement.
  
• Allows students to apply their kinaesthetic intelligence to themselves and the world around them.

Film Education:

• Facilitates a students’ understanding of film as a distinct form of art, technology and visual media.
• Comprehensive and analytical study of film promotes and develops a critical appreciation of film as an art but also a form of communication.
• Engages students in a comprehensive analysis of the history and evolution of the technical and artistic aspects of filmmaking.

Arts-Centred Learning  

• The Arts-Centred Learning Program focuses on learning in and through the arts in the core subject areas of English, Mathematics, Science and Social Studies.  The emphasis is using the arts as a means of understanding the concepts in the core curriculum.
• Students are given the opportunity to learn and present information in multiple ways.  There is an emphasis on process and, in addition to more traditional methods, students share what they have learned through the disciplines of fine and performing arts.
• Artistic ‘talent’ is not the key to learning in an Arts-Centred environment.  The concentration is on learning processes that foster inquiry, exploration, experimentation and reflection through artistic media.