The intent of the art curriculum is to foster an appreciation for the arts, both performing and graphic, making a distinction between arts and crafts. Students will learn to recognize famous works of art and the artists who painted them. Likewise, they will learn to recognize various trends in art and architecture: e.g. Baroque, Gothic, Romanesque, Pointillism, Impressionism, Cubism, etc. Students will have the opportunity to work with the components of art (e.g. shape, form, color, layout, perspective) and to get experience in numerous media such as ceramics, ecclesiastical embroidery, water color, acrylics, ceramics, linoleum block, silk-screening and the like.

Dealing with knowledge of the Scriptures — in particular that which directs students to daily repentance, remembering their baptisms and directing the community to the Means of Grace offered every Lord’s Day in the Divine Service. Teachers will help students memorize Bible verses, the Small Catechism, the liturgy and hymn stanzas. Teachers will instruct the students in the use of Bible tools (concordances, cross-references, Bible dictionaries, Bible atlases). Key threats and challenges to the faith and life of our children are to be identified and addressed by our curriculum — which is not merely Bible knowledge for its own sake. The curriculum will progress from concrete narratives in the grammar stage to the abstract nouns (e.g. faith, hope, and love) in the logic stage.

Reading is more than just a process. It is primarily the communication of ideas and content. We want our children not merely to read well, but to be well-read. Reading for entertainment is distinguished from reading for edification.The goal is not to appeal to the flesh, but to stimulate and cultivate the mind with material which is not merely clever, but insightful. Literature is selected which promotes insight into the human condition and situation. It manifests and causes readers to contemplate issues and responses in which humans find themselves so that they might wisely respond to similar situations in their own lives or respond to their neighbors in love.

The classical Lutheran education science curriculum should be designed to pique the children’s natural curiosity and to channel it along constructive lines with an efficient use of time and resources. Four basic science groups (biology, chemistry, earth sciences and physics) are studied in such a way that the math and reading skills which students have acquired independently are joined in the science curriculum to hands-on activities and observations according to their appropriate age levels. In addition, history and literature (biographical sketches of scientists and their discoveries) are used to provide a human perspective, so that the study of science does not lapse into scientism, a cold, mechanical outlook on reality.