Art Enhanced Inquiry-Based Academics

Eureka! will employ inquiry based academics grounded in constructivism, aligned with the California State Standards (including but not limited to the Common Core State Standards, Next Generation Science Standards, English Language Development Standards, and other state content standards and frameworks – collectively referred to as the “State Standards”), and develop the whole child. It consists of four interwoven program elements: academic, social, physical, and emotional development.

The Arts have a proven ability to regulate emotions and inspire deeper thinking, both critical to a successful learning experience. Additionally, research has shown that what students learn in the arts may help them to master other subjects, such as reading, learning a second language, math, and social studies. More importantly, by introducing children to the art and poetry of the people of the world we open their hearts and minds to the many perspectives, customs, and experiences of the world.

We believe this early understanding and appreciation for the different viewpoints born of different experiences is essential to developing 21st century thinkers capable of being a conscientious citizen of the world and participating in global politics.

The Humanities ask children to explore the many ways human beings interact with each other and their environment. Through the humanities students examine and explore the art, government, and societal norms of various cultures. Students are challenged to understand the world and the human condition through time, landscape, context, and international influence.  The humanities provide our students a platform to express various interpretations of real-world issues including exposing them to diverse perspectives, locally, and globally. We ask our students to consider what it means to be human.

Global Social Studies teaches students about the nature of political life and a better understanding of the complex elements of 'the art of the possible'.

"Through persistent civic engagement students learn how the slow, patient building of first coalitions and then majorities-can generate social change.” (Carter and Elshtain, 1997.)