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An art student at Logos Academy



Students at Logos Academy develop life-long strengths as creative thinkers and communicators.

An art student at Logos Academy

Elementary School Curriculum Highlights

Kindergarten begins with a study of the Peaceable Kingdom/ Holy Mountain theme from Isaiah in Paintings by Horace Pippin and Edward Hicks, and through creating a small book of animal drawings created by observing small animal figures. This leads into seashell observations for an underwater collage project coinciding with a study of Matisse. The class continues studies of our natural world and our community through a series of projects which carry through the year. These projects are foundational to understanding the elements of design and teach students to use a range of materials, while skill building.

Highlights from First Grade Art include creating a pioneer sketchbook to coincide with their history studies, including drawn studies of early quilts, samplers, and Lakota Ledger drawings. In January, students create an observed drawing and a detailed sculpture of a winter bird of Pennsylvania.

Second Grade Art begins with a series of projects based on the art of Egypt, including making papyrus drawings, Sphinx restorations, and engraving a cartouche of their name in hieroglyphics. Students study more recent artworks that were influenced by the works from their ancient history studies as they advance through their history curriculum in art to Greek and Roman, ending with a study of our local York Water Company building which was built in the style of a Greco-Roman Classical Temple.

Third Grade continues the trajectory through art history studies, beginning with illuminated letters from the Book of Kells, creation of rose windows from medieval cathedral architecture and transcriptions of the Unicorn Tapestries from 2D to 3D sculptures. Later year projects incorporate poetry and nature studies.

Fourth Grade Art learns Japanese ink wash techniques while studying the form of a chicken and a flowering branch in spring, as well as a paper mache chicken sculpture to coincide with their science life cycle of the chicken curriculum. Fourth Graders also create chalk pastel studies of the northern lights and refine their hand lettering skills,. They learn perspective with applied ruler skills, among introductions to many other techniques and materials, including basket weaving. It is a busy year in the art room!

Fifth Grade Art studies include self portraiture, drawing from observation while honing skills in the elements and principles of art, winter animal sculptures, African masks, and Indigenous American pottery design studies. 5th Grade Art culminates with a class legacy project for the school as they transition from grammar to middle school. Legacy projects vary each year, and have included an oak tree life cycle mural, quilts, and several group reproductions of works from American art history.

Middle School Curriculum Highlights

Sixth Grade Art studies proportion through the skeletal system of the skull and hand through works by Leonardo da Vinci and X-rays in order to gain better understanding of the divinely structured order of our bodies and they work towards creating self portraits and detailed hand studies. A focus on our hands and eyes as our tools as makers, as a reflection of our Maker, is carried throughout the course. This course also includes studies of the fiber arts of Indigenous people of Mexico and South America, honing ruler skills and geometry through gemstone drawing, as well as implementing Japanese design concepts.

7th Grade Art begins with a sustained investigation of insects through three scaffolded projects in which students study a central theme in artworks from ancient to today. Students explore the field of entomology, including the use of Latin, as well as elements and principles of art, such as symmetry and balance. Latin is incorporated in several more projects throughout the year as students learn process and materials, such as metal repousse and Suminagashi marbling for bookmaking.

Eighth Grade Art investigates point of view of the artist and our inner and outer lives, beginning through observational drawings of an interior/ exterior combined view through a window, collaged silhouette self portraits, and transcriptions of nativities from art history in charcoal. The year culminates in a portrait project titled “Make a Difference”, in which students each paint a portrait of a historic figure who made a positive impact through the way they lived or choices they made, along with a text based painting of a quote from the person they chose for their portrait. Elements and principles of art, along with art historical context, are incorporated in each project. Eighth Grade Art practices rhetorical analysis through an introduction to empathic critique, self evaluation critiques, and group critiques, which are expanded in upper school art.

High School Curriculum Highlights

Four distinct year-long courses are offered in upper school art, which rotate every four years. In each course, transcriptions from masterworks from the scope of art history, each in a different medium than the original work, launch each project. The transcriptions are used to build skills, context, and scaffold the independent work that follows for success. Observational drawing is foundational to each project. Students explore a wide range of artistic approaches and concepts throughout each course, while honing their understanding of the elements and principles of art. Critique is expanded through the practice in rhetorical analysis and reinforcement of learning objectives at the end of each project. Several large group projects anchor the classes and give students the opportunity to contribute to a community artwork to be displayed in the school. This builds and expresses our community on a higher level and can only achieved by collaboration. Group projects have included an installation of eye portraits in charcoal on wood, hung in the shape of a heart, entitled, Be Thou My Vision.

Large Cross-Grade Level Collaborative Group Projects are created annually, and are enjoyed throughout the year as they are displayed at Logos Academy, as well as in collaboration with a community partner, Dreamwrights Theater, for display in their gallery. 

Community projects displayed at Logos Academy have included a large aerial installation of handmade peace doves, a prehistoric cave wall drawing, four large sound panel weavings representing the colors of the sky at sunrise- day – sunset – and night, as well as the annual school Christmas tree decorations and snowflakes. 

Works for the Dreamwrights Theater Gallery have included a set design painting for Shrek the Musical by K-8th Grades, a farm animals art themed exhibit for Charlotte’s Web, and Peter Pan’s Neverland themed works by 2nd, 4th, 5th and Upper School Students for display during the production of Peter and the Starcatcher.


At Logos Academy, Martin Luther King’s idea of “Intelligence plus character” continues in the music classroom. We aim to cultivate a sense of wonder and delight in music. Students draw inspiration from timeless works. They discover community through expression and creativity as a form of worship. 

In music, we have three long-term goals for our students: that they will be tuneful, beatful, and artful. Students who are tuneful are full of melodies and songs that inspire delight and wonder. They can coordinate their voice to sing in tune for “Happy Birthday” or at a worship service. As an adult, they will have songs and lullabies they can sing to their children. Students who are beatful are able to dance at celebrations, clap their hands in time, and can play music in consistent time with a group. Students who are artful can appreciate a variety of musical genres from around the world. They are moved by music, and seek out opportunities to listen and participate in musical experiences. When they become tuneful, beatful, and artful, students of Logos Academy are better equipped to participate in music of a community. They can sing together, dance together, and share music with one another.

Students are given opportunities to perform throughout the year and showcase the skills they have learned. These opportunities include annual concerts and programs such as Cookies, Carols and Crafts, the Christmas concert, and our spring concert. Other small performances are included in our school traditions such as Convocation, Commencement, and our end of year ceremony. Our upper school ensembles also participate in bringing music to the community of York outside our school campus. 

Music Curriculum Highlights

Students in kindergarten through fifth grade are given general music education, learning fundamental skills of singing, playing classroom instruments, and music literacy. Traditional Orff and Kodaly approaches are used to teach students, so they are given opportunities to explore music through movement and diverse folk music.

Students in sixth through eighth grade study elements of music theory, and are taught music appreciation from both a western and global perspective. They learn basic skills on piano and ukulele. Middle school students are also given the opportunity to lead musically in our weekly chapels.

Our upper school students have the opportunity to elect music ensembles. Students can choose to be in choir, learning to sing with healthy skill and technique. Choir students are invited to participate in local choir festivals, and often lead the school in singing at morning prayer and chapel. Upper school students may also choose to participate in the handbell ensemble, which brings joy in ringing to our community in all seasons.