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NEW! The Way They SEE It, A Book for EVERY PARENT About the Art Children Make
"Artistic Pursuits does an excellent job of combining art appreciation with art instruction and interesting projects. I cannot emphasize enough how much I appreciate the user-friendly format of these books!" -D.V., MO
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ABOUT STUDENTS ABOUT THE DEVELOPERS
Frequently Asked Questions | Have national education standards been set for the arts? What is involved? |
Yes, national and state standards recognize dance, music, theatre and visual arts as the art forms, suggesting students become knowledgeable in all areas and proficient in the use of one. Standards for the visual arts include an understanding and application of media, techniques and processes, organizational principles, use of a range of subject matter, an understanding of art in relation to history and cultures, and an understanding of the characteristics and merit of ones own work and the work of others.
| How does the Artistic Pursuits program meet the agreed upon standards for visual arts? |
Artistic Pursuits books introduce a variety of media, show techniques and processes, teach the organizational principles of art (the elements of art and composition), involve the student in a variety of subject matter, and through our art appreciation pages introduce students to art as seen in history and cultures, teaching students what people look for when viewing art, and giving them an appreciation for artwork of all kinds.
| Specifically what should the study of art include? |
The study of art should include THE ELEMENTS OF ART, COMPOSITION (also known as the Principles of Design), MEDIA, ART APPRECIATION, and at some point, ART HISTORY. Look at any art course and you will see some of these things. Unfortunately they are not always complete or presented in any order so that students know what they are learning or how it all fits together. Artistic Pursuits makes the subject of art clear by ordering the elements into units, so that each is easy to understand, complete, and separated from issues of composition.
| How are these terms defined and how does Artistic Pursuits cover them? |
| THE ELEMENTS OF ART |
A single work of art is made with all or some of these elements: space, line, shape, texture, form, value, and color. These represent the different marks or effects used when drawing or painting. As students learn to focus on each element individually, their work improves dramatically. Each of the first 8 units within each book (4 -12th grades) covers one of these elements.
| COMPOSITION |
The arrangement of the elements within the picture space is called composition. A study of composition should include balance, rhythm, depth, perspective, proportion, viewpoint, and emphasis. Understanding the many ways that a picture can be arranged will give students the ability to draw with purpose and to get their ideas across visually to others. Each of the last 8 units within each book (4 - 12th grades) is based on the list above.
| MEDIA |
Media are the materials an artist uses to make marks. Each medium has its own characteristics. It is best if the student spends some time with each medium to better understand its strengths and limitations. Artistic Pursuits books introduce one or two mediums per book so that students have the time necessary to become proficient in each. The student beginning with Grades 4-6 and going through Senior High will gain proficiency in using pencils of different grades, markers, pen and ink, brush and ink, vine charcoal, compressed charcoal, color pencils, pastels, water-color pencil, color ink, and watercolors. Instruction on how to use each medium is found on the How To page within each unit. (Grades K-3 Books each use more media per book.)
| ART APPRECIATION |
Art appreciation helps students see the topic of each unit in a work of art by the masters. When they can see the elements used in the work of others, they are more able to understand how to use the element in their own work. They will also be more informed when visiting an art museum or evaluating the art on your walls! Included on each art appreciation page is a paragraph on the artist so that the student begins to get a picture of the lives of artists of the past. Art appreciation is covered on the second page within each unit. (Grades 4 - 12)
| ART HISTORY |
A great approach to art history is to begin at one point in time and progress through time to another point so that students see how one period influenced the next. This type of course could be presented at any time during a student's first 12 years in school. Art history is used as a springboard for the creative assignments in Grades K-3 Books. Artistic Pursuits Grades K-3 Book 1, An Introduction to the Visual Arts covers ancient art history. Artistic Pursuits Grades K-3 Book 2, Stories of Artists and their Art covers artists of the Late Gothic period through the academies of the 18th century, including all those wonderful Renaissance artists. Artistic Pursuits Grades K-3 Book 3, Modern Painting and Sculpture covers art of the Impressionists through Modern Art.
| Is there a Scope and Sequence for teaching the visual arts? Yes. Well, what is it? |
SCOPE AND SEQUENCE FOR THE VISUAL ARTS
Above all encourage observation of nature and drawing from that observation at all stages. The artist engages in a life-long pursuit of seeing.
| The K-3rd Grader is supplied with varied visual information in large quantities and encouraged to experiment in media and ideas. |
- Give a context for creating art by examining works of fine art by the masters. Students do not copy from these works, a task far too advanced, but gain a base of knowledge about the subject by seeing what has been created in the past. Introduce artists, civilizations, or movements of each work. Encourage close observation of the work, through directed questions.
- Discuss subject matter (still-life, portraits, landscape, animals, machines, etc.)
- Expose students to the natural world or other stimulus before engaging in art making.
- Introduce correct usage of many media including drawing, painting, and three-dimensional works of clay and paper. Note: While we encourage the teaching of how to handle a brush, proper rinsing etc., we do not encourage teaching students how to paint in a particular style as in how to paint a tree step by step or how to paint like an Impressionist.
| The 4-6th Grader wants to know more because he/she is seeing more in the world and asks, "How do I get that on paper?" |
- Introduce the elements of art in an ordered fashion: Space, Line, Texture, Shape, Form, Value, and Color. (Students may have difficulty applying form and value to their work so for now we aim for simply an understanding of these and the ability to see them in other works of art.)
- Introduce some compositional ides. (Balance, Rhythm, Depth, Point of View, Emphasis)
- Introduce and develop skill in handling new drawing or painting media.
- Continue to look at works of art, especially in connection with specific periods of history.
| The Junior High student builds on the foundation using their increased skills and more experimentation. |
- Continue to build on the foundational elements of art, while introducing new and more complex technique. (Students should be able to grasp the use of value, applied by blending and line. Form should be understood and occasionally used within the work.)
- Broaden the student's ideas of compositional arrangements through Balance, Rhythm, Depth, Point of View, and Emphasis including an in-depth study on balance with symmetry and asymmetry.
- Introduce and develop two or three new drawing or painting media.
- Make comparisons of the approaches to art within Eastern and Western civilization. Look at works of art related to periods of history with a more in-depth look at artists. Could memorize names and be able to connect names to sample work.
| The High School student can now explore and express individual ideas and new techniques and approaches to art making - applies even more thought and inventiveness, manipulating familiar elements of art for the purpose of making specific statements. |
- Continue to study the elements of art. Look at various drawing and painting techniques of master artist. Try many while focusing on ones they prefer.
- Composition study should now include perspective (one point, two point, and atmospheric), proportion, contrast, and unity. Compositional arrangements should be understood in both value and color.
- Should begin to gain a sense of individuality within subject matter chosen, preferred media, and techniques associated with that media, while maintaining an attitude of creative exploration.
- Look at art in historical context, including developments that took place in the Western world.
Copy right material, 2000, Artistic Pursuits Inc. 10142 West 69th Ave., Arvada, CO 80004
| What should the practice of art include? |
The practice of art includes learning the technical aspects as well as the expressive aspects of art. In Artistic Pursuits both are taught. The expressive is encouraged through assignments which allow students to use the creative process. Technique pages cover technique in drawing and painting media.
| What is the creative process? |
Children are creative. Giving them strict formulas to follow when drawing specific subjects can turn creativity off. Teaching them how to go beyond their first ideas and find solutions that are personal to them can turn creativity on. This is not a single method! It is a way of exploring their environment by having them look at new things, look in new places, look at something once, then again, then again until they see it in a new light. The artist begins with an idea or image, then manipulates it until it becomes technically and visually appealing and until it communicates what the artist wants to say. This is the creative process.
Questions about Using the Curriculum
| Can a non-artistic Mom teach this? We think you'd like to hear what non-artistic Moms have to say on this subject. "It is a colorful, user-friendly, varied, and thorough art program - perfect for the artistically challenged mother...like me." J. Wilcox, The Book Peddler. "Finally, an art program that doesn't require artistic talent from the teacher and allows you to confidently teach multiple aspects of art, including techniques, history, and art appreciation. Overall an excellent option for exploring art with young students." M.Marshall. "They have done all the work for you. Even if you haven't any artistic bone in your body, you can handle this curriculum and learn as a family. It has also been used in many homeschool art classes! Relax and let the book do the teaching!" R. Miller, Miller Pads and Paper. Books written by educational experts tend to be written to the teacher, and require too much time and energy from the teaching parent while offering little in the way of practical application. This series was written by homeschool parents with an educational background in the fine arts who believe that when children are given rich information, colorful pictures, and motivational projects, they will not only learn, but will come back eagerly to learn more! Parents are then free to participate with their children in learning, only as desired. Here's another Mom's experience. "I'm not artistically inclined in the least bit, yet I was able to participate and enjoy the time we spent together that day. Any program that can bring an 18-year-old girl, a 9-year-old (boy) that majors in skateboarding, and a 4-year-old together for a whole afternoon is worth a good hard look. I did, and I will never look elsewhere. Artistic Pursuits covers everything I could ever want my children to experience in a fine arts program and it does it better than I ever dreamed possible." H. Shaw. |
| Can the student work on their own? |
Yes! Art concepts are clear and easy to understand. On this website an entire unit from each book is included so that you can look at the pages. Grades K-3 books are designed for a parent to read to the student (5-10 minutes) and then allow the student to create on their own. Grades 4-12 books are completely independent, however many parents tell us they love reading the (5-10 minute) lesson with their children. Do what you prefer!
| Are the books non-consumable? |
Yes. The unit pages are filled with information and students work on their own paper to create their artwork. You can pass this one down!
| How long does it take to go through a book, a lesson, and how many days per week should we work on art? |
K-3 books are designed to be used once per week. Each book lasts approximately a year. Each lesson is about 10 minutes long and then you set them free to make their own art. Students usually work from 30 minutes to an hour depending on age and personality.
Grades 4-12 books are designed so that each book has 16 units and four assignments within each unit for a total of 64 projects. Plan two art sessions per week for a year of study/ one lesson per week for 2 years of study. High schoolers wishing to go through the entire program in one year can schedule 4 sessions per week. We do not suggest this rushed pace for younger students. The projects within the books are not simple half-hour sessions where students copy from the book. Older students will be asked to explore something, observe, or set up their own still life, and then to draw from that. Younger students usually take 45 minutes to an hour to complete an assignment. High School students may take longer. Remember that students are working independently and this reflects student time, not parent time!
| Could this art curriculum possibly be a good fit with what I'm currently using in other subjects? |
Customers come back every year telling us about the successes their children are having from using these simple books, and some are extremely pleased to find that the art history in K-3 series and art appreciation in the 4-12 series dovetail nicely with what they are already studying. Sonlight users say the books seemed to be designed for them - Artistic Pursuits K-3 Book One fitting Core 1, Artistic Pursuits K-3 Book 2 fitting Core 2, Artistic Pursuits Grades 4-6 (focusing on American Art) fit Core 3 and 4. Junior High (World Art) fitting Cores 5 and 6 and so on. Those who love Charlotte M. Mason's homeschooling model will find Artistic Pursuits a wonderful way to apply her ideas of creativity and freedom as children are encouraged to observe and ponder such things as a "leaf or twig", and in her words "deal with it as he chooses" and by "picture talk", observing real works of art. Those using the Core Knowledge Series find Artistic Pursuits lines up with the ideas of offering "specific knowledge", with the added benefit of applying that knowledge by making art. Tapestry of Grace (history program) and others using the Classical Approach are delighted with Artistic Pursuits - putting practical application to those ideas in the subject of art. Unschoolers have said its the perfect thing, when their children want more art.
| I want to work from only one book, but my kids are not all K-3. What can I do? |
Many parents with children in the K-3 grades and others in the 4-6 grades choose to use K-3 Book 1 as an introduction to the arts. Older students learn a lot about art history, are not talked down to, and really enjoy the projects. Once you know how easy the program is to use, you can then choose the following year whether to continue in the K-3 series with all students or to give the older student instruction in drawing and color principles as well, using the 4-6 Books. Many parents have the older students do both, going through the K-3 series together as a family and working on their own in the 4-6 Grade books.
| If each set of books cover the same elements of art and composition, how do they vary? |
The books vary on many levels. Each element and compositional term is examined in a different work of art as the Grades 4-6 look at American Art, Junior High look at art around the world, and Senior High look at European art. The How To page varies as each level is working with different mediums and technical aspects of making art. Grades 4-6 covers some very basic information that most students this age miss until pointed out. Senior High deals with techniques that would be more difficult for Grades 4-6 to understand. Grades 4-6 Books devote more units to the study of balance, while Senior High Books devote more units to the study of depth. Creativity exercises found at the bottom of the first page of each unit are different in every book, offering a vast variety of experiences through all three levels. Subject matter changes so that Grades 4-6 look at the element of shape in a cityscape and the project assignment is to draw from real objects like a collection of robots, car models, or doll figures. Junior High explores shape in a landscape with tigers and the project assignment is to draw a picture of an animal from a photograph. Senior High explores shape in a plant sketch and the project assignment is to draw a tree from direct observation. So the subject of shape is given variety and is explored in more depth as the age level increases.
| I find grading art difficult. How do I evaluate the work and judge the work fairly? |
An evaluation sheet is provided at the end of each book. Simply choose the description that best fits the students’ work when compared to the color coded boxes on the unit pages. Each description contains a number that can be turned into a letter grade. You will be evaluating the work by the concepts taught and personal feelings won’t keep you wondering if you’ve been too harsh or too easy.
| Why do you use student artwork in the book? |
Student work is shown on the project page of each unit because the goal is to encourage all students that they can be successful while enjoying art. There is no reason that a 5th grader should look at work in a book done by a professional and decide that he is no good. He has not had time to develop the technical skills. Would we compare the math skills of a typical 5th grader to those of a high school trigonometry student? No. Nor should we do this in art. Work is shown by students within the grade level of each book, who have varying degrees of technical skill, but who successfully used the elements of art and composition within their picture. We talk about how these elements are used successfully so that the display of student work becomes another teaching tool. Students learn. We discourage the comparison of technical skills which can dishearten to the point that some students quit making art.
| I'm tired of disappointing art books. I can't see the book and I'm still not sure this is right for me. What can I do? |
We encourage you to purchase the book and get it in your hands. If you find it is not for you, you can return the unused book to us and we will refund your money. We are not a huge corporation, just real people. Return it. Get your money back. It's that simple. See our No Risk Money Back Guarantee for details.
| Are art materials all that different or can I just buy what I see at Walmart and department stores? |
In general I consider the types of art supplies in these stores to cater to the preschool child with lots of washable products and to craft enthusiasts who enjoy glitter, stickers, etc. There is an extreme difference in the types of art supplies you find there and those that are available in art supply stores. Walmart and other department stores will carry Crayola crayons (good) and Rose Art (poor). They will carry Crayola and cheap brands of colored pencils (all poor). They will carry modeling clay (all good) and a dreadful product called Model Magic (poor). This all can seem quite complicated so we devote some time to the subject on our "Art Supplies" page under Buying Art Supplies FAQ's. I am also happy to answer any specific questions you may have by e-mail.
| Can the materials used in the books be obtained easily? |
Yes! You can find the media in art stores or hobby stores with fine art sections. For your convenience art supply kits can be purchased on this site which contain all the art supplies needed for each book. We also supply links to the best on-line discount art supply stores on our "art supplies" page. We've made the process easy by choosing the art supplies we like best and you can simply order the items and quantities you need.
| How do I know what brands to buy? |
The materials list at the front of each book lists specific brands in the mediums where it really counts and is more general on materials where it does not matter which brand. The Ebony drawing pencil and Prismacolor colored pencils are examples of products that stand alone. (Other colored pencil brands just do not compare and some are extremely poor in quality.) Graded pencils, charcoal sticks, and black inks from different companies are similar in quality, so you need not be concerned with which brand you choose. For more information see "Art Supplies", then "Buying Art Supplies FAQ's" for an article on what to look for when purchasing art supplies.
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What do you have for Preschoolers? I don't want to get started in a direction that will be contrary to what you teach at the K-3 grade levels. |
The Way They SEE It, A Book for EVERY PARENT about the Art Children Make will get you and your child off to a great start. This is a book for parents, loaded with information that will get your child started on the path to creative expression. Children's art is often a puzzle to adults. By understanding why children make art and the nature of how it develops, we can gain a perspective that allows us to appreciate what they produce at any age. 16 projects give you practical ways of applying the ideas presented. Click "NEW for Parents of Preschoolers" on the side bar for more information.
| I have no training in art and don't even like it much, but I want my children to have it. How would Artistic Pursuits work for us? |
Artistic Pursuits is a great fit because it does not require the parent to absorb information and then figure out how to give it to children, as so many books do. I'm a homeschool Mom and I know I didn't have time to absorb an entirely new subject well enough to then modify for my children. AP books are the type of books I enjoyed using. Artistic Pursuits Books are written to the students. In K-3 grades you simply read the text and look at the artwork while you ask your children the questions typed under the work. (5-10 minutes) They learn to observe. You learn the language - words you can use to compliment them when you see them use those things in their work. They make the art. One parent writes that they "discuss the project and then he completes it on his own - with pleasure. " Your children can enjoy making art and all that is required of you is to add the praise and encouragement when they show you the final product. Skills will develop. You can be assured that this is a well thought out series and your children will get the basics and techniques necessary for a good art education in the appropriate time frame.
| My child was frustrated by another art program we used. How will this one be different? |
Artistic Pursuits values the art produced by children and we believe that skills in art do not need to be forced upon the child but introduced in an age-appropriate way and time. So you will not find projects that try to force young children to draw like adults, requiring patience and discipline to complete, which often leads to frustration. Children don't need patience when their own interest and motivation are guiding them.
| My child’s work looks so different from that of other children. Should I really leave him to it or should I get involved to help him make his work look more realistic? |
Children’s work is fascinating when it truly comes from them. Unusual looking art usually points to a specific strength in the child that becomes obvious, as they grow older. We encourage you to help your child SEE by pointing out specific things in the world around you. Teach them to see, but allow them to put what they see on paper in their own way. Technical skills will develop if they enjoy drawing and continue to do it. In dealing with older children: when a part of the drawing is obviously drawn incorrectly, I always point out the area in the object itself, describe how I see it and ask them if they see it that way. Remember that unless your head is directly in front of theirs, you are seeing a different angle. I never draw for them. This does not help the observation skills of the student. Sometimes I draw with them on my own piece of paper. If we have not required that the child draw above his skill level, like an adult draws, then we should never have to do parts of the lesson for him or assist him with the actual drawing.
| I have an advanced 7-year-old. Can she start the Grades 4-6 Book? |
When a child has been allowed to enjoy creative freedom in their art and expresses a desire to learn more, that is the time to begin teaching about the elements of art. This can happen for very young people, who love making art. Yes, begin the book. Introduce her to each element. Let her try it within the context of the unit. If she likes a certain element, like value, and begins using it in her regular drawing, wonderful! If she doesn’t use it, don’t insist that she does. We caution against insisting that children use all that is in the book in the art they make on their own. By doing so, we may be pushing them to use something they are not yet aware of in the world that they see. Be happy in knowing that they have gained the vocabulary and are able to point elements out in other works and that is more education than most children their ages have.
| My 5th grader isn’t using value in his work, although he understands it after the lessons on value. Should I insist that he use it? |
No, by insisting that all of the elements be used one stunts the child’s ability to use his own judgment. Confidence in his own judgment when it comes to art, is a necessary part of being creative (something we highly encourage in our books). He will pick up and use value at a later age if he continues to make art because he enjoys it.
| My daughter won’t draw anything but horses. She’s gone through all the how-to-draw horses books. What can we do? |
Interest plays a vital part in the art making process. We encourage you to let your child be passionate. Buy the Artistic Pursuits book at the age level appropriate to the student and modify the assignments to include horses. Yes, only horses! She will learn a lot as she draws horses considering the elements of line and shape while adding value and form. She can draw real horses, horses in landscapes, horses from photos, or a still life from toy models of horses. She can always go through the book later and explore the subject matter suggested in the book.
| My older student has not made much art and feels a bit intimidated about taking an art course, but I want her to have some knowledge of art as a source of general education. Should she start in a book at her age level or at a lower level? |
Start in Book 1 at the student's age level. Each book is written to the specific age level according to interests and ability to see and understand, without regard to technical proficiency (artistic skills). A high school student sees the world in a much different way than a 4-6 grader can and we therefore approach the teaching of value, shape and form in a different manner. Technical skill, which people tend to focus on, is not a good determiner of which concepts to teach or how to teach them. Technical proficiency develops according to how much time is spent in the pursuit of drawing and will naturally improve as the student continues to draw, no matter what age they start. Improvement comes very quickly for an older student when given the solid kind of information found in Artistic Pursuits books. Students whose talents and interests lay in other areas gain confidence through our course, become conversant about the subject of art, and are not afraid to pick up pencil and paper in situations where they need to communicate through visual means.
| My kids will be in 5th and 7th grade. In reading the FAQs I didn't see any questions dealing with kids who can scarcely hold a pencil! Or moms in the same boat :). We want to work together, but I'm concerned that the 4-6th Grade book one might start too quickly. |
I think your choice to start them both in the first 4-6th grade book is a good one. Keep in mind that this book will not tell them how to draw specific items to begin with. We will present them with opportunities to observe from real life and draw while focusing on only one element of art at a time. You may or may not be impressed with the first drawings, but as they apply each element of art (those found within the first 8 units) they will begin to know what to look for as they draw and you will then begin to see improvement in their works from observation. We want them to draw things they are interested in and so we do not have them copy things from the book. Keep them engaged and focused on the element and in seeing it in what they've chosen to draw. Don't worry about how realistic the work looks. Kids do not realize that drawing skill does not come from some magical talent, but from practice and kids who like art practice it more than others. You can apply this idea to the first time one hits a baseball or any other pursuit. With practice, no matter the age one starts, one improves! With practice your children will be able to draw too. Remember that the first lessons are very open and that might feel uncomfortable for students who are insecure in their skills. Encourage them to try and keep those first drawings in order to compare them to what they will be producing by the middle of the book. I think they will be pleasantly surprised by their progress! They WILL NOT have learned a step by step process for copying another person's drawing, which sets them up to be dependent on other peoples' examples. They WILL have learned what to look for, how to see it in their own world, and how to make marks that express the ideas they want to express in art.
| My child has had some other drawing courses. Should he start with Book 1 or go on to Book 2 which deals with color? |
We suggest beginning with Book 1 for the following reasons: Terms such as shape, form and value have specific meanings in art that may not be clear in the student's mind. Books 1 at each level introduce the elements of art and composition related to drawing while clearly defining the terms. Some of the elements may have been missing in the previous drawing course. Artistic Pursuits books give a complete list of those elements. The element of color (found in Book 2) is like a layer put over the other elements which are all still at work. The ability to work with color theory is greatly enhanced once the concepts of the other elements are clearly understood. Students having gone through Book 1 and 2 at any level, have a complete overview of the subject of art. Students who do not may still have gaps in their understanding of the foundational elements.
| My child is very advanced and plans to go to art school. How will this curriculum be of value? |
All students who enter art colleges are excellent at doing the thing they do, just as your student is. They tend to have a lot of confidence in their ability and are unaware of how much more there is to learn. Artistic Pursuits prepares the student for the college experience by expanding what they do. Most students, who have advanced art skills technically, are stuck on drawing from the same reference source (from photos only or from imagination only) or the same subject matter (faces only, or seascapes only). In the Artistic Pursuits books students learn to use a variety of references. Drawing from real life is especially important. If students prefer to work from photos we encourage them to take their own, thus gaining skill in arranging their own compositions. But most important is the development of personal expression in their work. The assignments in Artistic Pursuits are unique in that they encourage the student to think about personal preferences. The lessons are designed to teach the necessary technical skills within the context of creativity. This allows the student to grow into mature artistic expression which will continue at the college level and beyond.
| What are art colleges looking for in a student and how can my student prepare? |
Art colleges are looking for students that show flexibility in their thinking and approach to making art. They want to see variety in the work, not 15 drawings or paintings of the same type of thing, no matter how proficient they might be. The Fine Arts Department at The Art Institute of Boston at Lesley College includes this statement on their web site, "We demand of our students an understanding of the continuum of art history, fluency in the language of artist's materials, and a spirit of inquiry." The Kansas City Art Institute Admissions Committee "looks for serious and motivated students, those who are willing to work hard and take creative risks," and states that the Committee " knows each student's level of imagination, innovation, and academic achievement is highly individual." The National Association of Schools of Art and Design site at www.arts-accredit.org/nasad, contains articles well worth reading: Preparing to Enter an Art/Design School, College, or University as an Art/Design Major and Giftedness, Arts Study, and Work . Your student can best prepare by spending time daily on their art, working through the Artistic Pursuits Books 1 and 2 to lay a solid foundation, gaining more depth in areas they are particularly interested in by researching the subject in numerous other books, taking classes in a variety of mediums that interest the student such as pottery, printmaking, sculpture, oil painting, etc. Look for classes and books that not only offer technical information, but encourage the creative aspect so that the student is building a body of work that is their own and that will be a positive part of their entrance portfolio.
Questions about the Developers of the Artistic Pursuits Curriculum
| Tell me about the developers of Artistic Pursuits. |
Brenda and Dan Ellis are working artists, and homeschooling parents. Their love for art began in childhood where they both admit to spending endless hours with pencil or paint brush in hand.
Brenda is the author of Artistic Pursuits. She is an honors graduate of the Kansas City Art Institute, holding a bachelor’s degree in fine arts, majoring in painting. Brenda also attended the Skowhegan School of Painting and Sculpture, in Maine. Brenda has taught art for 17 years in grades ranging from Preschool to 12 in numerous homeschool groups and public environments including After School Library and Fabulous Family Weekend programs at Denver Public Libraries. In the fall of 1999 she gave a tour of the Western America: Landscapes and Indians exhibit at the Denver Central Library for children and their parents, in which children painted their own Indians and landscapes in the Vida Ellison Gallery. She currently teaches while remaining active as an artist and handling production at Artistic Pursuits Inc.
Dan is a graduate of the Kansas City Art Institute, holding a bachelor’s degree in fine arts, with a split major in painting-printmaking. Dan added to his technical knowledge of art materials through study and testing new products while working for Denver Art Supply. He enjoys working with the older student and has served as art counselor for the local Boy Scouts. He has served as president of the Genera artist’s co-op in Denver, and is active in group and one-man shows in Denver area galleries and coffee shops. He's teaches art and art history at Rock Solid High School, and has taught art to Kindergarten through 12 grade at in various locations to groups of homeschoolers. Dan handles the business side of Artistic Pursuits Inc. and is a working artist, producing paintings for sale. His paintings include figurative work with spiritual themes and local landscapes in the Arvada, Colorado area.
For a more personal note see Meet Our Homeschooling Family located on the side bar.
All information copyrighted by Brenda Ellis 2002. Permission needed for reprint or quotes. Updated in 2006.
You can contact Brenda at alltheanswers@artisticpursuits.com.