Fine and Performing Arts

Mission Statement:

The Farmingdale School District Visual and Media Arts Program provides a rigorous, standards-based arts education aligned with the New York State Learning Standards for the Arts and the district’s Portrait of a Graduate. Through equitable access to high-quality instruction, students engage in the artistic processes of creating, presenting, responding, and connecting, developing the skills and dispositions necessary for success in school, career, and civic life.

Our curriculum fosters creative thinking, problem-solving, collaboration, and communication, empowering students to express ideas through visual language while making meaningful connections to diverse cultures, community, history, and interdisciplinary learning across literacy, science, technology, engineering, and mathematics.

By integrating 21st-century skills, media literacy, and emerging technologies, the Visual and Media Arts Program prepares students to be college, career, and life ready, nurturing confident, reflective, and innovative learners who develop a lifelong appreciation for the arts and their role in a global society.

K-12 Visual Arts Curriculum Overview:

Elementary: Kindergarten - 5th Grades

This Vertical Alignment illustrates the developmental progression of our elementary artists from Kindergarten through 5th Grade. By integrating the NYS Visual Arts Standards into guiding themes centered on diverse media exploration, we establish a clear progression of skill development and conceptual understanding while ensuring students meaningfully engage with and experiment across a broad range of materials throughout their elementary experience.

Kindergarten: Exploration and Discovery

In Kindergarten, the focus is on the joy of discovery and sensory engagement. Our youngest artists engage in exploration and imaginative play with materials (VA:Cr1.1.K). Whether they are experimenting with painting, drawing, printmaking, sculptures, or collages, they focus on building foundational skills through experimentation (VA:Cr2.1.K) while learning to identify safe, non-toxic tools (VA:Cr2.2.K). When creating artwork, students learn to note similarities and differences in objects (VA:Cr2.3.K). As they conclude projects, they begin to reflect on and explain their creative process (VA:Cr3.1.K) and identify how art is used in their personal environments (VA:Re7.1.K).

1st Grade: Observation and Collaboration

In 1st Grade, students shift toward more intentional work by using observation and exploration in preparation for making art (VA:Cr1.2.1). This is evident in lessons where they represent natural and constructed environments (VA:Cr2.3.1). They learn to use specific art vocabulary to describe their choices (VA:Cr3.1.1). Artists at this level begin to categorize their artwork for exhibits based on themes (VA:Pr4.1.1) and compare images that represent the same subject (VA:Re7.2.1).

2nd Grade: Personal Interest and Repurposing

The 2nd-grade artist begins to collaboratively brainstorm multiple approaches to creative problems (VA:Cr1.1.2). Across sculpture, collage, printmaking, painting, and mixed media, students repurpose objects and materials to create original works (VA:Cr2.3.2) while exploring personal interests and curiosity (VA:Cr1.2.2). As they continue to develop their skills, students engage in reflective conversations with peers about their artistic choices and creative processes (VA:Cr3.1.2).They also analyze how art is exhibited in the community (VA:Pr6.1.2) and use learned vocabulary to express their preferences for specific works (VA:Re9.1.2).

3rd Grade: Elaboration and Detail

Across drawing, printmaking, painting, collage, sculpture, and mixed media, students apply their knowledge of tools and technologies to investigate personal ideas (VA:Cr1.2.3) and create representations or visual maps of their everyday lives (VA:Cr2.3.3). As they prepare to share their work, students develop artist statements to support presentations (VA:Pr5.1.3). Through painting, sculpture, and other media, their artwork often reflects community and cultural traditions (VA:Cn10.1.3), and students practice evaluating artwork using specific, established criteria (VA:Re9.1.3).

4th Grade: Purpose and Revision

In 4th grade, students work both independently and collaboratively to set goals and create artwork with a clear purpose (VA:Cr1.2.4). Students focus on inventing and experimenting with new art-making techniques (VA:Cr2.1.4). Through diverse media, a key developmental milestone is students’ ability to revise works in progress using feedback and insights gained from peer discussions (VA:Cr3.1.4). Students visually document places of personal significance (VA:Cr2.3.4) and analyze how technologies have impacted the way art is preserved and presented (VA:Pr4.1.4).

5th Grade: Innovation and Community

By 5th grade, students synthesize ideas to generate innovative solutions using a vast range of materials, tools, and processes (VA:Cr1.1.5). They demonstrate quality craftsmanship and professional care for materials across two- and three-dimensional art forms (VA:Cr2.2.5a). Students document environments of regional or historical significance through a variety of artistic media, including both traditional and contemporary approaches (VA:Cr2.3.5). Students create sophisticated artist statements (VA:Cr3.1.5) and explore the roles and responsibilities of a curator (VA:Pr4.1.5). Finally, they apply "design thinking" to identify and solve problems within their community, documenting various artistic solutions (VA:Cn11.2.5).

Middle School 6th - 7th Grade (and 8th Grade Accelerated Studio Art)

This Middle School Vertical Alignment extends the journey of our artists into the 6th and 7th grades. Building upon the foundational skills of elementary school, middle school artists shift from guided exploration toward independent investigation, technical persistence, and social awareness. By weaving the NYS Visual Arts Standards into such guiding themes as drawing, painting, digital design, etc., we challenge students to think critically about the impact of their work and the world around them.

6th Grade: Investigation and Empathy

In 6th grade, the artistic focus shifts toward combining concepts and different points of view to generate innovative ideas (VA:Cr1.1.6). In lessons, students use brainstorming to formulate an artistic investigation of personally relevant content (VA:Cr1.2.6). There is a strong emphasis on experimentation; students demonstrate openness in trying new materials and methods (VA:Cr2.1.6) while practicing the conservation and care of studio tools (VA:Cr2.2.6a).

Reflective practice matures as students analyze whether their work effectively communicates meaning and revise it accordingly (VA:Cr3.1.6). Students interpret how art from around the world reveals what different cultures value (VA:Re7.1.6).

7th Grade: Persistence and Professionalism

The 7th grade artist is learning to apply methods to overcome creative blocks (VA:Cr1.1.7). They demonstrate increased persistence in developing skills with various media and approaches (VA:Cr2.1.7). They apply visual organizational strategies (like the elements and principles of design) to ensure their work clearly communicates specific information or ideas (VA:Cr2.3.7). Ethical responsibility becomes a component of their practice, particularly when sharing artistic work via technology (VA:Cr2.2.7b). To conclude their projects, students reflect on their growth through formal artist statements (VA:Cr3.1.7). They also begin to analyze the professional world by exploring the roles and responsibilities of artists and designers within a culture (VA:Cn11.2.7).

8th Grade: Studio Art: Foundations of Design

In this comprehensive foundation course, students often engage in drawing, painting, printmaking, mixed media, and/or three-dimensional design. Artists use multiple approaches, including planning and independent work, to begin their creative process (VA:Cr1.1.HSI). As they continue to build skills in the elements and principles, they engage in the art-making process without a preconceived plan to encourage discovery (VA:Cr2.1.HSI). A component of this studio is demonstrating an environmentally conscious approach to the conservation and safe handling of traditional materials (VA:Cr2.2.HSIa). 

High School Proficient (HSI) 8th - 12th

This High School Proficient (HSI) Vertical Alignment represents the transition into foundational specialized pathways. At this level, students move from general exploration to disciplined, self-directed investigation using both traditional and contemporary practices. By integrating the NYS Visual Arts Standards into these four introductory courses, we ensure students develop the professional habits, ethical awareness, and technical proficiency required for advanced artistic study.

Studio Art: Foundations of Design

In this comprehensive foundation course, students often engage in drawing, painting, printmaking, mixed media, and/or three-dimensional design. Artists use multiple approaches, including planning and independent work, to begin their creative process (VA:Cr1.1.HSI). As they continue to build skills in the elements and principles of art and design, they engage in the art-making process without a preconceived plan to encourage discovery (VA:Cr2.1.HSI). A component of this studio is demonstrating an environmentally conscious approach to the conservation and safe handling of traditional materials (VA:Cr2.2.HSIa). 

Media Arts: Technology and Innovation

Focusing on the intersection of art and technology, Media Arts students use digital tools and photography to create innovative works. These artists consider a range of contemporary artistic practices to plan their projects (VA:Cr1.2.HSI) and must demonstrate a deep awareness of the ethical implications of distributing creative work in a digital landscape (VA:Cr2.2.HSIb). Through collaborative storytelling and animation, students analyze the reciprocal relationship between understanding the world and experiencing imagery (VA:Re7.2.HSI). They also evaluate how their technical decisions in media presentation affect the viewer's perception of meaning (VA:Pr5.1.HSI).

Graphic Design: Commercial and Artistic Expression

This course bridges the gap between business and art, requiring students to apply skills to fields like merchandising, fashion, and packaging. Students establish relevant criteria to evaluate their designs and portfolios (VA:Re9.1.HSI). A key focus is investigating how the problem-solving skills used in graphic design serve as sought-after workforce attributes in other professional fields (VA:CN11.2.HSI). By using professional software like the Adobe Suite, students document their entire process from early sketches to fully elaborated ideas (VA:Cn10.1.HSI).

Studio in Crafts: Culture and Decoration

In Studio in Crafts, students explore clay, paper, textiles, and found objects to create functional or narrative works. They investigate how art and design from one culture or time period influence contemporary craft (VA:Cn11.1.HSI). Throughout the construction of these tactile works, students apply feedback from peers to refine their craft in progress (VA:Cr3.1.HSI). They also analyze how the exhibition of their crafted collections can impact a viewer’s awareness of social or cultural beliefs (VA:Pr6.1.HSI).

High School Accomplished (HSII) 9th - 12th Grades

This High School Accomplished (HSII) Vertical Alignment illustrates the progression of students within specialized artistic sequences. At this level, the focus shifts from foundational understanding to the development of a sophisticated, personal artistic voice. Students are expected to individually formulate new creative problems based on their existing work (VA:Cr1.1.HSII) and make intentional choices to follow or break established artistic conventions (VA:Cr1.2.HSII).

Drawing and Painting (Levels 1-4)

Drawing and Painting classes represent the core of fine arts mastery. In levels 1 and 2, students focus on the acquisition of skills and knowledge through observation and practice (VA:Cr2.1.HSII). As they move into levels 3 and 4, the emphasis shifts to expressive interpretation and independent study. These advanced artists engage in deep constructive critique with peers, using that feedback to re-engage, revise, and refine their work in alignment with their personal artistic vision (VA:Cr3.1.HSII). Seniors completing their body of work for college admission analyze and select their best pieces for a final portfolio, justifying their choices through an understanding of their own growth (VA:Pr4.1.HSII).

Computer Graphics & Advertising Design (Levels 1-4)

These classes bridge the gap between commercial production and high-level conceptual thinking. In the early levels, students learn the "visual language" of marketing as students step into the role of the professional designer, learning how visual culture shapes and defines consumer experiences (VA:Cr2.3.HSII). Students demonstrate persistence and technical growth by mastering industry-standard tools to build brands and social media campaigns (VA:Cr2.1.HSII). As they work in teams to solve simulated marketing challenges, they collaboratively investigate how design can address community or business needs (VA:Cn11.2.HSII). By Level 2, students are developing a unique “visual language,” identifying commonalities in successful advertising imagery to target specific audiences effectively (VA:Re7.2.HSII). By levels 3 and 4, they are acting as lead designers in mock agencies. These advanced students transition to a directed-study model where they formulate new creative problems based on their previous work (VA:Cr1.1.HSII). They move beyond following templates to intentionally breaking established design conventions to develop a clear personal style and theme (VA:Cr1.2.HSII). Throughout this process, students engage in constant constructive critique, using peer and instructor feedback to refine their work in alignment with their personal artistic vision (VA:Cr3.1.HSII). The sequence culminates in a professional portfolio where students analyze, select, and justify their work for college preparation, demonstrating their ability to meet the rigorous criteria used by the design industry (VA:Pr4.1.HSII, VA:Re9.1.HSII).

Digital Art and Illustration (Levels 1-4)

In these classes, the computer is utilized as a sophisticated fine art tool. Students translate traditional techniques into the digital realm, demonstrating persistence in developing complex digital imaging skills (VA:Cr2.1.HSII). As they progress, they utilize inquiry methods such as research and experimentation to explore unfamiliar subjects through their illustrations (VA:Cn10.1.HSII). In Level 4, students incorporate a theme into a cohesive body of work, demonstrating that their responses to art develop over time based on their technical and life experiences (VA:Re7.1.HSII).

Film and Cinematic Video Arts (Levels 1-4)

Visual storytelling in the cinematic arts requires students to manage the entire pre-production to post-production pipeline. Accomplished film students choose from a range of traditional and contemporary media practices to plan works that might break cinematic conventions (VA:Cr1.2.HSII). They are expected to consistently apply ethical standards when making and distributing their creative work, particularly in the context of digital and social media (VA:Cr2.2.HSIIb). Advanced students evaluate and select the best methods for displaying their films, whether in the multimedia lab or for local film festivals (VA:Pr5.1.HSII).

Ceramics and Sculpture (Levels 1-3)

These three-dimensional classes focus on the intersection of craft, function, and environment. Students develop mastery in modeling, carving, and assemblage, while also explaining how their materials (glazes, clay, resins) impact human health and the environment (VA:Cr2.2.HSIIa). Advanced students in Level 3 explore careers in environmental and interior design, comparing the uses of art in a variety of societal and cultural contexts to inform their own 3D solutions (VA:Cn11.1.HSII). They make connections between their work and social or political history to justify their design choices (VA:Pr6.1.HSII).

Digital Photography (Levels 1-4)

Photographic students transition from taking "snapshots" to creating fine art. They identify types of contextual information useful in constructing interpretations of their own and others' photographs (VA:Re8.1.HSII). As their "photographic eye" matures, they develop an extensive body of work that demonstrates a sensitive awareness of their environment. They must also maintain high ethical standards in how they manipulate and share images (VA:Cr2.2.HSIIb).

Fashion Design (Levels 1-4)

Fashion students investigate the relationship between culture, history, and garment design. They make connections between artists and social, cultural, and political history to inspire their original textiles and accessories (VA:Pr6.1.HSII). By Level 4, students are expected to be self-motivated, formulating new creative problems based on their previous collections (VA:Cr1.1.HSII) and rendering fabrics with a high level of expertise suitable for industry-standard portfolios.

Characters & Concepts / Comics, Anime & Graphic Novels

In these visual storytelling-focused electives, students bring worlds to life. They identify commonalities within groups of artists or visual images attributed to specific time-frames or cultures (e.g., the history of Manga or American Golden Age comics) to inform their own character designs and comic creation (VA:Re7.2.HSII). They utilize professional standards to ensure their graphic illustrations communicate ideas effectively to a mass audience.

Graphics (Levels 2-3: Digital Communications & Advanced Production)

In this sequence, students shift from introductory design to the technical rigors of professional output. Graphics 2 students focus on production standards, creating entire lines of products and visual identities (VA:Cr2.3.HSII). By Level 3, the focus moves toward "Advanced Design," where students are introduced to the foundations of professional freelance artistry. Here, they must determine the relevance of criteria used by others—such as industry production standards and client feedback—to evaluate the success of their communication (VA:Re9.1.HSII). This path prepares students for the professional artistic world by exploring how designers work with various stakeholders to solve social or economic problems through visual media (VA:Cn11.2.HSII).

Video Production (Levels 1-2: Broadcasting & Personal Voice)

The Video Production sequence is centered on the art of communication through news, analysis, story segments and podcasts. In Level 1, students are given the freedom to find their voice, utilizing inquiry methods such as research and experimentation to explore unfamiliar subjects for their segments (VA:Cn10.1.HSII). As they progress to Level 2, the work becomes more intensive as students write, film, and edit content with a distinct personal perspective. Because their work is intended for public consumption, these students must consistently apply ethical standards when making and distributing their creative work, particularly regarding the accuracy and impact of local news and media (VA:Cr2.2.HSIIb). Throughout the sequence, they analyze how their personal aesthetic and storytelling style develop over time as they gain more life and technical experience (VA:Re7.1.HSII).

Pre-AP Art and Design

This accelerated course acts as a capstone experience for motivated juniors. It integrates all aspects of the HSII standards, with a heavy emphasis on ideation, experimentation, and revision (VA:Cr3.1.HSII). Students must utilize inquiry methods to explore unfamiliar subjects (VA:Cn10.1.HSII) and curate their work specifically for the AP College Board portfolio, selecting methods of display that best represent their artistic vision (VA:Pr5.1.HSII).

High School Advanced (HSIII) 12th Grade

This High School Advanced (HSIII) Vertical Alignment represents the pinnacle of the high school art sequence, where students transition into pre-professional or college-level artistic practice. At this stage, artists focus intensely on their personal voice, mastery of specific media, and the broad societal impact of their creations. Students are no longer just solving teacher-assigned problems; they are visualizing and hypothesizing plans that can affect real-world social change.

Advanced Placement Art and Design Sequence

In this accelerated college-level environment, students focus on a "Sustained Investigation" through practice, experimentation, and revision guided by their own inquiry. These artists plan the creation of multiple works based on a personally meaningful theme or concept (VA:Cr2.1.HSIII). To achieve this, they synthesize knowledge of social, cultural, and personal life with advanced art-making approaches to create deeply meaningful works (VA:Cn10.1.HSIII). Because the AP Exam requires a detailed written response, students must learn to critique and justify their choices in the process of analyzing and presenting their artwork for their final portfolio (VA:Pr4.1.HSIII). Furthermore, they reflect on and refine their work by considering both traditional and contemporary criteria alongside their unique artistic vision (VA:Cr3.1.HSIII).

Advanced Placement Art and Design: Digital Photography Sequence

Digital photography at the advanced level is an exploration of personal voice through the synthesis of ideas, materials, and processes. Students choose from a range of contemporary digital practices—intentionally following or breaking established conventions—to develop a cohesive body of work (VA:Cr1.2.HSIII). As they document their "Sustained Investigation," they demonstrate a sophisticated understanding of the balance between creative freedom and the ethical responsibility inherent in the creation and circulation of digital images (VA:Cr2.2.HSIII). These advanced photographers also evaluate the effectiveness of their imagery to influence the ideas and behaviors of specific audiences (VA:Re7.2.HSIII), ensuring their portfolio reflects a high level of aesthetic achievement and personal inquiry.

WINTER CONCERTS 2025

The Art Supervisor’s Association is a professional organization of art supervisors and administrators. Its membership principally represents the Nassau County area. It actively promotes quality art instruction at all educational levels and a provides a forum for ideas relating to art and art education. ASA hosts the All–County Exhibit for art students to exhibit their work. Art teachers can nominate up to three of their students work to be chosen to be exhibited at the All–County Festival. Every year, the ASA All-County Festival takes place in March. In addition, senior students can be nominated to receive a scholarship.

What does it mean?

Many of our student musicians perform in the New York State School Music Association (NYSSMA) Solo and ensemble festival. Students may play more than one instrument (or voice) an ensemble. If a student performs as a soloist, he/she must prepare scales form memory, a solo form the official NYSSMA manual, and must sight-read eight measures of music. Students will perform this before an official NYSSMA adjudicator. The resultant ratings for levels I-IV are O for (outstanding), E (excellent), G (good), F (fair) and levels V-VI a letter grade will be determined by an overall performance score. Each student will receive his or her own adjudication sheet that explains the grade. Students that perform in an ensemble (duets, trios, etc.) will only perform the selected piece. Students who perform at the top three levels can receive a medal for their efforts.

Why should students perform at NYSSMA?

The student’s written evaluation provides positive, constructive criticism on the student’s performance, written by an adjudicator who specializes on the student’s particular instrument. The adjudication sheet will then be copied by our music department and used to assist in nominating students for possible participation in All-County, All-State, and All-Eastern groups.

What is All-County, All-State, All-Eastern?

All-County
LISFA, (Long Island String Festival Association), and NMEA (Nassau Music Educator’s Association) are county music organizations that offer students the opportunity to perform with students from other districts in the annual All- County concert festivals throughout Nassau County. The students are selected from nomination lists submitted by music teachers for consideration to perform in annual concerts. All fifth through twelfth grade students are eligible for nomination to their categorical division. This honor group rehearses for three days and performs a concert. Although performing at NYSSMA is not a requirement for All-County nominations, participation is highly recommended.

All-State
Students in their sophomore and junior year are eligible to perform at NYSSMA All State. Students must perform a level VI solo (the highest level) and must be accompanied by a pianist. Students with very high marks are nominated and possibly selected to participate in an All-State performing ensemble. This All-State festival is after Thanksgiving vacation and lasts three days in Rochester, NY.

All-Eastern
Students that participate in NYSSMA All-State are then nominated to participate in the Bi-Annual MENC All Eastern Honors groups. This is one of the highest honors a music student can achieve every other year.

All-National
Students may be selected to perform in the National Association for Music Education (NAfME) Honor Ensembles which represent the top performing high school musicians in the United States. This is the highest honor a music student can achieve. 

September:

• Art in the Park, Farmingdale Village Green (K-8)

• Fire Safety Poster Contest (AAE)

October:

• Safe Halloween (FHS)

November:

• NAAPT School Bus Safety Poster Contest (K-5, 8)

December:

• St. Joseph's Hospital Charity Event (NSE)

January:

• 5K T-Shirt Design Contest (AAE)

February:

• "The Cup" Gallery Show (FHS)

March:

• All-Nassau County Art Show (K-12)

April:

• Long Island's Best Juried Art Show, Heckscher Art Museum (FHS)

May:

• All District Art Show (K-12)

June:

• Student Choice Art Show (WWP)

• National Art Honor Society Ceremony (FHS)

@farmingdaleschools9971