Untitled - Camdenton R

The support that the fine arts receive from the Camdenton
R-III School District Education Foundation is rare and
precious. Artists and non-artists alike, in our community
and around the world, recognize the importance of
nurturing the whole student, which must include
training in artistic creation and expression. The fine
arts faculty at Camdenton are universally committed
to giving that vision, that song, and that stage to the
youth of our community. We believe, as you do, that the
intellectual mind of our young people must be coupled
with a sense of creativity, community, and cooperation
that one can only find in artistic endeavors.
As we help train the future scientists, athletes,
teachers, laborers, soldiers, leaders, fathers and mothers of
our world, we hold the sincere hope that each can infuse
the grand adventure that awaits them with the spark of
creativity. As your fine arts faculty, we meet each new
day and each new student with the promise of such a gift.
As teachers and artists ourselves, it may be the best and
truest contribution we can make to our district and our
society, and we sincerely thank you for helping us make
that happen.
Amanda Caine
Whitney Carnahan
Gwyn Cramer
Michelle Livek
Chuck Poe
Carrie Schupp
Beth Sherrell
Jayme Shellhorn
Instruction in the visual arts begins in Kindergarten at Camdenton. Through the early
primary years, students are introduced to the most basic of art concepts. By the time
students reach third grade, the entirety of the art world is explored. With fifty minutes
of instruction per week, and guided by national standards, students are exposed to a
curriculum rich in the elements and principles of design. Art at this level is taught
comprehensively, and students are asked to build
upon their new skills and abilities throughout
the courses, and to draw upon their own personal
experiences. It is at this level that students begin to appreciate the interrelation of art
and society, how it shaped the past, and how it influences the present. They are taught
the connections art has to their core subject areas of math, science, communication
arts, and social studies. Some of the media and techniques students use at this level
include printmaking, painting, oil pastels, chalk, paper-maché, metal, weaving, clay,
and tie-dye. Subject matter and themes such as landscapes, seascapes, still life, and
portraits are examined in the elementary art classrooms.
Recently, the Osage Beach Elementary third and fourth graders and their parents
were invited to attend the First Annual Fine Arts Fall Festival. Through a
collaboration between Mrs. Carnahan (visual arts) and Mrs. Viebrock (music), the
students and parents were provided an opportunity to connect and get involved in
the Fine Arts program. The students and parents rotated through activities such
as: pumpkin painting, face painting, a photo booth, and fall crafts. An art gallery of
student work was on display in the gym, along with a “shindig” of square dancing and
line dancing.
Fifth and sixth grade art education provides new opportunities for students to explore such media and techniques as tracing,
pastels, cut shapes, colored pencil, three dimensional shapes, printmaking, weaving, clay, shading, overlapping, proportion, mask
making, and collage. This year, some fifth and sixth grade classes participated in YAM (Youth Art Month) activities at the
state capital. Sixth graders also created paper-maché Egyptian vases. Middle School visual art expands on previous experience
to take individual artistry to the next level. All previous concepts and techniques are addressed, with a new emphasis on both
three-dimensional media and on preparing works for public view and adjudication.
The mission for the studio fine arts program at Camdenton High
School is to serve the students of the community by developing
whole-brain thinking, development and interpretation of visual
literacy, promotion of play, story building, design, creativity,
empathy, and development and use of twenty first century skills.
Procedures towards these goals are set forth through national, state
and local curriculum guidelines in the following courses: Art (I &
II), Ceramics (I & II), Drawing (I & II), Painting (I & II), Visual
Literacy, Individual Investigation, Portfolio Art, and International
Baccalaureate.
The students build what it takes to further both their conceptual and
technical skills as well as help their intrinsic motivation. Teachers
provide students with creative and critical thinking skills through the use of play, story building, and design development by
having students track the progression of their work through portfolio pages and artist journals. Through the use of portfolio
pages and artist journals curriculum is modified, exercised and strengthened. Constant feedback from students helps develop
both teachers’ and students’ skills and concepts of self, and is shown through production of artworks and reflective writing.
Portfolio pages will give a longitudinal study of students’ work to show their progress. Students can also build a solid portfolio
for future opportunities such as further education and scholarship applications.
Exhibitions are also done throughout the year with students showing works of art and participating in several competitions at
many locations. Student responsibilities for these shows include the creation of brochures, flyers, artist statements, installations,
and tear-down. Students will also gain communication
skills through interaction with the public by engaging
with them about their work.
Both research and interpretation of art and artists is
conducted throughout the student’s whole experience
in the studio arts program. To ensure students are
continually engaged and given many opportunities
to develop and create, they are given more than just
class time. Studio days are provided after school
Monday through Thursday with the assistance of
an art instructor. Open studio provides the students
with the means to interact with other students and
instructors for further development of ideas to help with
motivation, inspiration, and technical skill. The program
is flexible and enhances aesthetic experience to foster
understanding of self-concept and works of art.
Camdenton is also fortunate to have specialty art areas
available to students through the Lake Career and Technical Center. Through the LCTC, students can take courses in
photography and graphic design. Emphasis is placed on professionalism and cultivating a personal style. These art classes are
also heavily involved in community outreach and public relations on behalf of the school district, service projects, exhibitions
and competitions.
Tom Martin
Jo Beth Nicklas
Kirk Richey
Theatre arts education begins as an elective in the middle school. Students are given their
first introduction into performance technique and technical theatre. The Camdenton
High School theatre department strives to give students both knowledge and practical
performance skills in all of the onstage and backstage areas of theatre. The department
does this through its many classes offered, including Theatre Arts: Lighting/Sound and,
Theatre Arts: Scenic Construction and Design, in which students work on the current
school play and help design and construct all of the its technical aspects. The Family and Consumer Sciences department has
classes in clothing and costume design, and construction. Performance oriented students enjoy expressing their creativity in
the acting classes, where there is emphasis on all elements of performance and characterization. The curricular classes do not
require participation outside of school hours. The department also participates in district contest in the areas of the One Act
Play and Reader’s Theatre.
The after school component of the theatre department, The
Laker Theatre Company, generally produces three plays
each year as well as one musical in the spring.
Since moving into the new high school, the department
has been able to involve many more students in production
along with a line-up of much more technologically
advanced titles. In recent years, the Laker Theatre
Company has produced works such as the musical Peter
Pan, where several of the performers actually flew over
the stage. In Beauty and the Beast, technical theatre
students created many special effects and surprises to make
the production as professional as possible. The recent
production of The Wizard of Oz let the company (along
with some flying monkeys) experience one of the most
beloved musicals of all time, and involved collaboration
with the CHS Choral and Instrumental music departments.
In order to produce these shows on such a grand scale, the Laker Theatre Company involves over a hundred students on set
construction and other technical aspects, along with over 80 performers, and an orchestra involving CHS faculty, community
members, and students.
The Company continues to engage CHS students with shows that are
artistically challenging, and is grateful to the community for its support
in attending its productions.
Speech and Debate, like the rest of the Fine Arts at Camdenton,
continues a strong tradition of excellence. The team has never finished
lower than second as a team at the MSHSAA South‐Central district
since 1997, winning the overall title 11 times. Since 2001, Camdenton
has qualified 21 students to Nationals, 9 have qualified twice. While
awards are nice, the real goal of Camdenton’s program is to provide and
hone lifelong skills and confidence.
Alisha Baur
Paul Baur
Cheri Bonacker
Trent Clayton
Amanda Fall
Michael Fenn
Annette Green
Steve Greene
Andrea Mack
with an emphasis in rhythm and note reading.
Music at Camdenton begins in the elementary with fifty minutes a week
of instruction. At this level, students are exposed to age-appropriate
analysis of music, study of history and culture related to music, and skills
for producing and performing. The curriculum includes the study of pitch,
rhythm, pitched and non-pitched instruments, melody, and form. Children
utilize xylophones, movement, and singing of both traditional and modern
songs. Kindergarten and first grade classes perform a spring program each
year that includes movement and drama. Second grade classes not only
begin keyboard study, but also perform the annual Christmas musical
each December. The third and fourth grade classes also produce a musical
program each year, focusing on accuracy of pitch, rhythm, pleasing tone and
clarity of text. Overall, music classes are driven by Kodaly and Orff methods
Recently, both Osage Beach Elementary and Hurricane Deck have incorporated Franklin Covey’s “Leader in Me” school
wide model, which seeks to transform school environments by integrating The 7 Habits of Highly Effective People. Teaching
these habits to children has been shown to increase academic achievement and lower discipline problems. It also increases
engagement among students, teachers, and parents.
These music classes use the 7 habits to build skills and leadership as well. Students learn to “Be Proactive” by handling
instruments with care and learn to be good listeners. Third grade students learned to “Begin with the End in Mind” and
“Synergize” as they wrote and performed original scripts for their Thanksgiving musicals this year. Students included
interesting and unusual characters in their Thanksgiving productions. Along with traditional characters such as Pilgrims,
Native Americans, and turkeys, students created parts for Spongebob, Star Wars characters, aliens, and even added a Spanish
flare with a character at Hurricane Deck known as “Kelly Muchacho!” Audiences were impressed with the imagination,
creativity, and humor of the original scripts. Student leaders, dressed in costume, greeted parents and handed out programs for
evening performances.
For extra-curricular musical offerings, some students are required to use their recess time twice a week. These students form
honor choirs that perform several concerts in school and around the community. Students are also able to perform in other
performing groups, such as hand chime ensembles whose members meet on Friday mornings to prepare a Christmas hand
chime concert.
In the third and fourth grade classrooms, music is presented in a
textbook format. Students spend two quarters learning terms, symbols,
and functions of music fundamentals. Vocal performance is also
emphasized, with instruction focused on vocal technique, memorization
of pitch, rhythm and text. These skills are used to rehearse five or more
concert selections. Choreography and narration are also included as part
of the performance.
The elementary and intermediate choir program as it is today began
several years ago with a ninety-five member third grade honor choir. As
the numbers of students involved grew, an honor choir was formed in
the fourth grade, and eventually in the fifth and sixth grade levels. This
fourth, fifth, and sixth grade choir has been invited to perform twice
at the annual Missouri Music Educators Convention, most recently in
2009. Such an invitation is the highest state-wide honor any performing
group can receive. The choirs have also performed for various local and
state conventions, dignitaries, and St. Louis Cardinals baseball games.
Since the realignment of grade levels among buildings, the choirs have
split into two distinct groups. The third and fourth grade music students
make up the Hawthorn Honor Choir, and were also recently invited
to perform at the 2014 MMEA convention. The fifth and sixth grades
students form the Camdenton Chorale. In addition to the Camdenton
Chorale, there are other music-making opportunities at the intermediate
level. Oak Ridge also has an Orff Ensemble that includes traditional
Orff instruments, recorders, and synthesizers. They give a fall and spring
concert each year. On recorders, students are instructed in the twelvebar blues progression and other jazz idioms, and improvisation is encouraged along with traditional note reading. The Oak
Ridge Orff Ensemble has also been recently honored by accepting an invitation to perform at the MMEA Conference in
January 2012.
Along with all of these music performance endeavors, students are also instructed on keyboards in a class format. The children
are taught rhythmic comprehension, note-reading capabilities, and both right and left-hand piano technique.
Students are allowed to begin instrumental music study in seventh grade. Currently the band offers beginning percussion,
woodwinds, and brass classes. Students are taught basic instrumental
musicianship using method books and beginning band literature. The
eighth grade band advances quickly to include not only continued
musical and technical study, but of the performance more demanding
literature. Seventh grade students perform publicly twice a year, with
two spring concerts. The eighth grade performs at least five times a
year, culminating in their debut marching performance in the Dogwood
Parade.
At the high school level, the instrumental music curriculum offers our
approximately two-hundred band students as many opportunities as
possible while striking a balance among different aspects of playing.
Our two concert bands are the focus of instruction, and they combine
before school to form the Pride of the Lake Marching Band. In late fall,
two extra-curricular jazz bands form to round out the program. To complement our other ensemble opportunities, we also
offer a basketball pep band. The high school band curriculum is designed to be rigorous and musically demanding. Through
our various groups, we take pride in consistently emphasizing a high standard of personal and performance excellence. Our
bands, student small ensembles, and soloists are consistent award winners. The marching band has won major festivals across
the state, and placed in the top five at the Greater St. Louis Marching Band Festival for four years in a row. The Symphonic
Band and Concert Band consistently receive “Superior” and “Excellent” ratings at State Large Ensemble Contest. Each year,
several small ensembles and soloists qualify for the State Solo and Ensemble Contest, held in Columbia, on the campus of the
University of Missouri. Last year, the Camdenton Laker Basketball Band was selected to be the featured performance group
for the Show-Me Showdown State Basketball Championships in Columbia on the campus of the University of Missouri.
The music department also offers a semester-long college level music theory class, and a year-long intensive music history and
literature class as a part of the International Baccalaureate curriculum.
The motto for the middle school and high school choral programs is “Camdenton Choirs – The Voice of Excellence.”
Excellence is the standard for which our choirs constantly strive. The Camdenton secondary choral program currently consists
of approximately three-hundred fifty students in grades seven through twelve. The instructors have implemented a rigorous
curriculum to develop proper vocal technique and musical skills. The choirs perform three concerts each year and produce
the Renaissance Yuletide Feastes biennially. Students involved in the choral programs have consistently placed in the Central
District Missouri Music Educators Association All-District Choirs, the Missouri All-State Choir, the American Choral
Directors Association National and Divisional Honor Choirs, and the Missouri Fine Arts Academy. All of the high school
choirs have consistently earned “Superior” ratings at the State Large Ensemble Festival. Recent performances have included
trips to the western Caribbean, Georgia, and Tennessee.
“My experience with the Fine Arts
program at Camdenton made my high
school career. My experience in the band
helped shape the person I am today. I am
a more disciplined, hardworking and
responsible person because of the lessons I
learned as a member of the Pride of the
Lake Marching Band.”
Kristi Patrickus ‘11
Music Education Major
Missouri State University - Springfield, MO
“The Camdenton art department
meant everything to me. It was a place
that encouraged and pushed everyone
to achieve their potential, creating a
beautiful environment. “
Kasey Schaumberg ‘13
Major in Social Work
University of Missouri - Columbia, MO
“It is hard for me to express the extent to
which I am thankful for the fine arts educators
and programs at Camdenton. Though as a student
I placed a great deal of time and energy into my
academic pursuits, there is no doubt in my mind
that my high school years were defined by the arts.
To be exceptionally brief, my time in theatre taught
me more than my younger self cared to accept at
the time - about the necessity of faith and patience
when it comes to discovering your perfect “role.” As
for the band program, never has such a beautiful
medium as music taught someone so elegantly about
leadership, dedication, and personal determination.
I am at a loss to imagine my life without these
avenues and wish only that there were a way to
truly voice my unending gratitude to those who lead
me through them.”
“My experience with band at CHS was
wonderful. I had to work hard - I won’t soon
forget what it was like to be awake at 5:30am
and wishing I could freeze time to get more
sleep before marching practice - but it was
worth every minute. Band gave me deep
friendships, happy memories, and abundant
self-confidence.”
Jeremy Schlatter ‘07
Computer Science
Washington University - St. Louis, MO
Freelance software developer
Silicon Valley, CA
“Every activity I was involved in shaped me into the artist I am today,
and I am so grateful for the opportunities I was given to find my passion. The
department that had the largest impact on my life was Drama. Mrs. Nicklas
showed me a world of creativity that I didn’t know existed. The musicals and
plays in which I had the chance to perform were my ultimate emotional outlet.
They were the place I felt most at home and most free. I’m finding my place
in the Kansas City theatrical community, and plan to go back to school to
pursue my teaching certification. I want to teach Drama and coach Speech and
Debate at the high school level. I want to help students find the same hope and
passion I found in the arts at Camdenton High School.”
Sierra Jay ‘10
Double Major in French and Global Studies
Missouri State University - Springfield, MO
Dual Diploma – International Business and French
Université Blaise-Pascal, Vichy, France
“Being involved in the music department
during high school was highly important to my
experience. As one of the student leaders of such
a large group, I was able to develop leadership
skills that I could not have learned elsewhere.
Among all my extracurricular activities,
music served to be one of the most rewarding
experiences as I saw just how my hard work
and practice paid off.”
Victoria Robinson ‘13
Double Major in Mathematics and Finance
Drury University – Springfield, MO
“My experience in the fine arts at Camdenton made me who I am
today. It gave me the confidence to be in front of an audience, taught
me the value of contributing to a community, and instilled a hard work
ethic in me that has prepared me for life in the real world.”
Anthony Brownell ‘09
Truman State University ‘13
Bachelor of Arts in Communication Disorders and a Minor in Linguistics
Institut Jazykového Vzdělávání (Institute of Language Education)
Prague, Czech Republic
Tabitha Joy Carroll ‘08
Bachelor of Fine Arts in Musical Theatre Performance
The American Musical and Dramatic Academy ‘11
Actor - Kansas City, MO
“Throughout my tenure at Camdenton I was
deeply involved with the band program. Music
is my life’s passion, and it is my goal to share that
love with the next generation, carrying on this
wonderful and irreplaceable art form. Thank
you for putting an instrument in my hand and
opening the door to an entirely new world of
opportunity and beauty.”
Austin Jay ‘07
Bachelor of Music Education
Missouri State University - Springfield, MO
Graduate Assistant in Wind Conducting
Univeristy of Arkansas - Fayetteville, AR
“In my time at Camdenton High School the art department
literally became my home. The classroom was my house and my
classmates were my family. We had such a tight knit community
where I felt comfortable, safe and free from judgement, it became
my sanctuary to run to during tough times. Whenever I has having
a stressful day, I knew that next period I could forget about all
of that and focus on creating and inspiring others, which are the
things that give me the most joy in life. In my time at Camdenton
High School, almost every great memory I have is being with my
art family and learning how to better myself as a person and an
artist.”
Morgan Bigge ‘13
Art Major
Missouri State University - Springfield, MO