The Art Classes

Although extraordinary drawing ability is an important sign of motivation and developed talent, it is not the only indication of potential. An expressed desire to learn how to express oneself visually is also important. Drawing ability is addressed through instruction that fosters visual thinking as well as artistic expression. The development of artistic intelligence is one of the major missions of the Rostan Art School.

Instruction is individualized; directions and reactions are addressed individually, during the constant monitoring of each student's progress.

The classes are structured so that each student works on his or her own self-selected project. A student works on a painting project for an average of 4 classes, returning each week to work and re-work incomplete or inconsistent passages with the targeted level of performance. Providing an appropriate educational environment for talent development means that: opportunities are available for young artists to develop technical skills, approach challenges, and learn from unsuccessful as well as successful experiences – factors related to the development of artistic creativity.

Middle School and High School Students

Middle school and high school students work together in evening classes, focusing on increasingly individualized explorations of ideas and media. The individualized activities evolve from the needs of each student with an emphasis on the importance of learning skills and concepts within the visual arts. Individual and group critiques offer opportunities for the students to explore interpretations of ideas and images and to develop their visual art’s vocabulary. With a wide range of abilities in each class, students have an opportunity to witness and learn from their classmates’ artistic development – the can observe more advanced skills as well as basic skills and novice performance in the work of their fellow art students. The collaboration between the teacher and the student, an interactive team, encourages the student to delve into challenging concepts and techniques. Through individualized independent work, the culminating artworksreflect the student's understanding of the artistic process within the self-selected explorations of style, subject
matter, and concept. The students engage in problem finding – identifying, setting up,and defining problems -- and problem solving as apprentices to a teacher-practitioner. With the support of an expert in the field, portfolio preparation is a natural endpoint for high school students; the concepts explored and skills developed merge in a select body of work submitted for college applications.

Accomplished Students and Adults

Learning how to look at the world is an important process that informs artistic decisions. Accomplished students discuss and analyze proposed project, focusing on skill development, goals, and the strategies involved in creating a high-quality products. Students participate in the choice and design of learning tasks; they are encouraged to base their decisions on what interests them, what they like, their current skill level, and what they perceive that they need to know. For adults with varying levels of competence, the focus is on exploring, in-depth, various subjects and techniques as
students build their knowledge and skills with the support of the teacher.