Visual Art

PHILOSOPHY

The CHS art department is committed to providing a quality visual arts experience in an environment that encourages self expression, nurtures artistry and fosters creativity. The program provides students with a wide range of art concepts, ideas, skills and experiences as well as an increased self-awareness through aesthetic experiences and activities. The art program is based on the four components of a disciplined-based art education: art history, criticism and appreciation, aesthetics and art production.

The high school student is at "the beginning of period of reasoning when children become increasingly critical of their own products. For some, this means a change from unconsciously drawing what is known to consciously relying on what is seen. These attempts at naturalism assume great significance when we realize that this indicates the shift to adult modes of expression." Creative and Mental Growth by Victor Lowenfeld.

"Art is humanity's most essential, most universal language. It is not a frill, but a necessary part of communication. The quality of civilization can be measured through its music, dance, drama, architecture, visual art and literature. We must give our children knowledge and understanding of civilization's most profound works."
Ernest Boyer, President of the Carnegie Foundation for the Advancement of Teaching.

Family and Consumer Science

PHILOSOPHY

Based upon the need for individuals to become independent and productive members of society, the Family and Consumer Sciences (FACS) curriculum addresses those topics which empower youngsters with life-long skills. As individuals or members of families, young adults will need to manage the challenges of living and working in a diverse global society with others across the life span. The central focus of FACS is on families, work, and their interrelationship.

Opportunities within the FACS curriculum provide exposure to life-long skills for personal enrichment, career exploration, and strengthening family life. Application of academic skills to hands-on-learning occurs for boys and girls in the areas of foods and nutrition, textiles, consumerism, personal, family and intergenerational relationships, child development and parenting, interior design, and personal finance.

The Middle school FACS program is offered as an experiential program in 7th and 8th grade with emphasis on three core areas in 7th grade and three core areas in 8th grade. FCCLA (Family, Career, and Community Leaders of America) is the vocational student organization that supports the program as an after school activity.

Technology Education

PHILOSOPHY

Through the study of Technology Education students will apply concepts, skills, and processes from a variety of academic disciplines to solve practical problems and extend human capabilities. The core areas are communication, transportation, manufacturing, and construction, with a sequence of introductory, advanced, and independent study opportunities designed to meet the avocational as well as the vocational needs of all students.

All technology courses are open to grades 9 – 12 on an elective basis and may be used to fulfill the Fine Arts/Vocational Education credit requirement.

Health and Wellness

PHILOSOPHY

The Health/Wellness curriculum in grades 9-12 encompasses both team sports and lifetime physical activities. As students move to higher grades increasing emphasis is placed on activities that can be used throughout students' lives. Students are required to take P.E. for 30 days in grade 9, one semester in grade 10, and for a quarter in grades 11 and 12. One and a half credits of physical education/health are required for graduation.