Drawing with Color (Spring)

Enrollment and Placement

To help ensure that students enroll in the correct course levels, Scholé Academy requires many students to complete placement evaluations. Placement evaluations are only provided to students after the corresponding course registration has been completed. A placement assessment will be required in the following situations:

  • if the student falls outside of the stated age/grade range for the class.
  • if the student needs to demonstrate a certain level of skill and proficiency for the course.
  • if the student has completed prerequisite requirements somewhere other than Scholé Academy (e.g., at home or with another school). In this case, our instructors will need to verify that the student has adequately fulfilled the prerequisite requirements.
  • if a placement assessment has been recommended by a Scholé Academy instructor.

First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Parents are encouraged to connect with the Scholé Academy Principal and/or with the course instructor to make the best enrollment decision for their student.

Registration is not finalized until the student’s placement assessment has been returned by the course instructor with placement confirmation.

There is a $75 deposit built into the cost of each course.

  • Withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
  • On May 1 and before July 31 withdrawals are granted a full tuition refund less the $75 deposit.
  • On August 1 and before the drop/add deadline, withdrawals are granted a ½ tuition refund

View our full assessment policies and enrollment and withdrawal policies in the Student-Parent Handbook.

The aim of this course is to start building appreciation and understanding of color through dry media drawing tools. First, we will allow ourselves time to explore and delight in this complex, multifaceted element. We will examine the formal elements of color—how colors relate to each other—as well as its psychological effects. After experiencing some theories of color, students will begin learning to handle colored pencils and chalk pastels. Through demonstrations, personal instruction, and exercises, students will explore different subjects/compositions, textures, papers, and application techniques suitable for each unique medium.

Students will be encouraged to practice exercises taught in class and may need to work outside of class to complete projects.

Along with hands-on studio work, students will participate in regular class critiques, creating a forum for the group to constructively collaborate and discuss creative outcomes. Individual artist statements will be required with most finished pieces of work, giving students another opportunity to articulate their interpretive intent and their understanding of the process and design concepts.

Students can also expect ongoing dialogues about art in history, the Christian imagination in relationship to faith and the arts, and the role of the arts in the Church. The hope of the instructor is that, through engagement in the class, students will be brought to a deeper appreciation of the visual world and the creative love of its Maker.

Student Academic Expectation

Students will be encouraged to:

  • Explore formal color theory and the psychological/symbolic use of color
  • Experience and control a variety of dry color drawing media
  • Learn and practice safe and responsible use of art media, equipment, and studio space
  • Explore and develop personal concepts in creative expression
  • Create engaging compositions using art elements, including line, value, texture, space, shape, form, and depth
  • Develop and utilize specialized vocabulary in relationship to color, drawing, and visual art in general
  • Engage in a collaborative discussion that enhances understanding of their work as well as the work of others


Student Conduct Expectation

Students will be encouraged to:

  • Care for themselves, their peers, and their supplies as stewards of God’s creation (be and do the good)
  • Inquire into the discipline, asking questions in order to arrive at the truth (seek the truth)
  • Reflect upon and pursue excellence in order to make good use of their gifts (make the beautiful)


Student Evaluation/Grading

The instructor will be providing rich and robust feedback/critique constantly, but the class is ungraded and parents can make the final decision about what grade to assign to the course. To aid in that process, the following grades can be assigned to your student’s level of achievement: magna cum laude (with great praise), cum laude (with praise), satis (sufficient, satisfactory), and non satis (not sufficient).

Ideally, every average student working diligently should do praiseworthy work (cum laude). Those who excel beyond this expectation will be magna cum laude students. Students who do adequate but not praiseworthy work will be designated satis. Non satis means lacking sufficiency or adequacy.


Eligible Students

Rising 7th–12th graders: While it is not necessary, it is helpful for students to have experience in basic drawing techniques. Students with previous experience in drawing will be able to work at their levels of skill. A sense of wonder, creative courage, and perseverance are beneficial postures for flourishing in this course.



For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

  • With Parent Support: Skills that most lower school students will need help with.
  • Developing: Skills that the instructor will help develop and emphasize throughout the year.
  • Mastered: Prerequisite skills that the instructor is expecting students to possess.


  • Mastered
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.


  • Developing
    • Be able to self-edit written submissions for grammar and spelling mistakes.
    • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
  • Mastered
    • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
    • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
    • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.


  • Mastered
    • Be able to type short answers in complete sentences.


  • Developing
    • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
    • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
  • Mastered
    • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
    • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.


  • Developing
    • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
    • Be able to schedule and manage multiple projects from multiple instructors and courses.
    • Be able to schedule time outside of class to complete independent review of materials.

*Required Supply List:

  • Any kind of sketchbook (minimum size 8″x10″): We will use these for exercises. If you already have one that you use, that will do!
  • Pad of 11″x14″ white drawing paper (50–80 lb. medium surface), 24 sheets. Any brand.
  • Pad of black 11″x14″ drawing paper
  • Toned pastel drawing paper, 11″x14″. Colors are individual choice. See link for example.
  • Soft chalk pastels, 64-color set. See here for example.
  • Set of colored pencils, 38 count at least. Prismacolor, Staedtler, or Arteza recommended.


*Required supplies not included in course purchase

Nicole Parnell holds a Bachelor of Fine Art in Studio Art from Messiah University and specializes in two-dimensional studies. In addition to teaching, Nicole works as a freelance Artist in a broad range of mediums including drawing, painting, and illustration. Her work has been exhibited in galleries such as the Susquehanna Art Museum, the Square Halo Gallery, and the Aughinbaugh Gallery of Messiah University.

Nicole is excited to share her passion for art and to continually explore with students what it means to be made in the image of God, and to demonstrate God’s nature as a Creator through our ability to create. Nicole has extensive experience working with students of all ages and from a variety of educational backgrounds, particularly homeschoolers, and students transitioning to virtual learning. She is appreciative of the opportunity to teach through Scholé Academy, and is eager to foster artistic reverence, wonder, and growth, and to provide students with a faith-based creative environment.  In addition to art, Nicole enjoys quality time with her family, reading, and spending a copious amount of time outdoors—especially at the beach.  nleubecker.scholeacademy@gmail.com

Sean Oswald holds a Master of Fine Arts (MFA) in Painting and Drawing from the University of Cincinnati and a Bachelors degree in arts education from Miami University, Ohio. Before attending graduate school, Sean studied painting and drawing at the Carraige House Atelier with Garin Baker learning the “alla prima” style. His work combines both traditional and contemporary practices with a focus on still life, landscape, portraiture and figure painting. His work has been exhibited both nationally and internationally and hangs in collections around the United States. Sean has over ten years experience teaching in a variety of contexts including the college level, K-12 public schools, Classical schools, homeschools, and privately and he also serves as the upper school fine arts teacher at Live Oak Classical School. Currently Sean works out of his home studio in Waco, Texas where he lives with his wife Hilary and their two daughters Beatrice and Josephine.

Sean is incredibly grateful for the opportunity to help foster the artistic gifts of others and to point them back to God in worshipful reverence. soswald.scholeacademy@gmail.com


Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:


  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.


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Explore our courses!

First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.


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Read the Student-Parent Handbook.

Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.

Double-check the course section dates and times.

Make sure they don't conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!

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Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.

This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.

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