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Nurturing the Creative Spirit Through Visual Arts

The visual arts education path at Scheck Hillel begins in early childhood and progresses through the developmental stages of the artist in every student. 

Juda and Maria Diener Lower School
When our Lions first meet Morah Rosa in their kindergarten art class, most are still learning to hold a pencil. Her lessons focus on foundational skills: cutting, tracing, erasing, and gluing. She works through these techniques, taking students step-by-step as they work to create their projects. During these formative years, they learn vital art foundations like color theory, proportions, and various types of lines. 

When students reach Morah Sandra in Grade 3, they are ready to dive deeper. Here, they learn to master techniques and specific mediums—understanding the advantages of oil paint versus acrylic paint and which brushes work better with each. By Grade 5, students have learned the theory, and it’s time to apply it. 

Ben Lipson Upper School
Our aspiring artists have two teachers in Middle School: Mr. Elkin and Ms. Ofir. Mr. Elkin teaches Grades 6 and 7, where they continue learning about new techniques, focusing on black and white art, shadowing, depth, shading, and capturing light.

Building on their learning, Ms. Ofir teaches Grades 8 and 9, focusing on value, form, and perspective through portraits, landscapes, and contemporary artists. Students gain independence each year and begin to pursue inquiry in high school classes.

These classes are often smaller, especially as they advance to the AP level. In Mrs. Shlesinger’s AP-level classes, students build portfolios of different mediums and styles, reflecting a deep inquiry into a chosen topic. This greater freedom allows students to discover their voices and pursue their interests.
Art is crucial to students, and our campus is fortunate to have five incredible, dedicated teachers and hundreds of aspiring artists creating beautiful works every day.

This article was published in the Summer, 2024 edition of Kol Hillel. See the whole issue here.
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