The Walnut Hill educational program is designed to serve young people who have demonstrated artistic talent and a commitment to developing themselves as artists. While the study of the arts plays a particularly strong role in the values of the community, the program seeks to support students in developing skills and understanding in three domains: a specific arts discipline; academic study; and social and personal development. In addition, we believe that all experiences are learning experiences, and therefore attention to the way in which we live and work together has a strong influence on educational outcomes.
We also believe each student arrives at Walnut Hill motivated by an internal passion equipped with a strong work ethic. This central and unique reality supports an educational program strong in all areas. We believe that the role of the teacher is to support each student in becoming an active and aware learner and in taking responsibility for his work and choices and that teachers, as well as students, are active learners and participants in their own craft. Walnut Hill teachers are seen as coaches, mentors, and role models.
Listed below are the Walnut Hill core beliefs about the nature of learning, of learners, and the elements of community and culture we believe are important in supporting positive growth. These are principles common to all educational experiences at Walnut Hill.
Active Learning
We believe in the power of authentic educational experiences. Students should be actively engaged in and have ownership of their own learning process.
Depth of Study
We believe in the value of depth of study, a focus on the core, or enduring, understandings of each discipline, as opposed to a broad and shallow exposure to content. Programmatic examples demonstrating this emphasis include the School’s policy of arts specialization and the Nexus academic program designed for extended class time, supporting in-depth exploration of course topics.
Ethical Dimension
We believe each student should develop a sense of the ethical dimensions of ideas and actions and that such development is the responsibility of every adult in the School. We believe that a healthy, open, and respectful adult community that serves as a role model for students fosters such development and that students should also be active learners in their social and ethical development.
