Visual Arts

Fourth grade students at Fenn are introduced to important art techniques, the life and works of several famous artists, and opportunities to critique and reflect on student work and masterpieces. Believing that hands-on learning is crucial for a boy’s artistic learning and development, we have boys begin by creating original artworks at the very start of the semester. The class emphasizes instruction in painting, sketching, sculpture, and clay. New terms begin to build boys’ vocabulary in the principles and elements of art — line, shape, repetition, emphasis — giving them tools to describe their creations and the works of others. Journal writing also allows opportunities for boys to sketch and reflect on their art.

Fifth grade studio art activities include drawing, painting, and sculpting. Boys use watercolor to paint a plant still life. They draw themselves and then use acrylics to paint a self portrait. In the ceramics unit, they are introduced to Korean Mishima clay inlay technique. They create wire sculptures and build freestanding sculptures using recyclables. As in the fourth grade program, boys keep journals and sketchbooks to reflect on their art.

Sixth grade studio art students increase their academic knowledge of art and their observational skills by examining schools of art: surrealism, abstract art, Dadaism, and impressionism. Students research and become familiar with the names and works of influential artists from various cultural, ethnic, racial, and religious backgrounds. Sketching from nature and still life, drawing exercises include lessons in perspective and proportion. Boys study the function and force of color, as well as contrast, balance, and mood. Students are encouraged to use their paintings to make personal statements, just as famous painters do.

The seventh-grade studio art course builds upon knowledge of artists and styles developed in the sixth grade. With an emphasis on the importance of human experience across many cultures, students discuss and evaluate the contributions of artists of various ethnic, racial and cultural backgrounds. Students are asked to identify and articulate the strengths and weaknesses of artists such as Pablo Picasso, Paul Cézanne, Jackson Pollock, Milton Avery, Georgia O’Keeffe, and Jacob Lawrence. Boys select and study a major artist’s style and create an original painting incorporating aspects of that artist’s style. In preparation for this project, students review exercises in perspective and light and shadow, and receive more advanced instruction in the use of tertiary and secondary colors.

This course builds on techniques learned in the Lower and Middle School programs. Using acrylics, students continue to develop their sensitivity to color, composition, and value while learning to apply their understanding of the principles of art in their work. Through a series of exploratory works, students recognize individual strengths and traits to be developed in their final work of social or personal commentary. Using examples from the multicultural world of art, students continue to speak the language of art and to harness the ability to convey and derive visual meaning. Emphasis is on understanding, communication, development of skills and developing a personal technique and style.

Students learn the origins and properties of clay with some reference to the history of ceramics in functional and decorative forms. Several exploratory assignments develop hand-building skills and reveal the possibilities of coil, slab, and pinch methods. Particular attention is paid to surface texture and form (organic and geometric) in the construction of expressive, composite pots and sculptural animal pieces based on observation.

Students continue to refine their hand-building skills and their understanding of properties and possibilities. Problem solving skills are used to create and decode sculptural forms. After two short-term projects, students plan and create a final, more complex piece, either functional or decorative, that combines the techniques learned. The course emphasizes self as a member of a community and as a creator.

The primary focus in this course is on learning to “throw” on the potter’s wheel. After initial demonstrations, the course becomes largely self-directed, with the teacher acting as a resource and guide. This course emphasizes the artistic process, and, to some degree, trial and error, as boys become more experienced and confident with the particular challenges of centering and throwing pots, vases, mugs, and bowls.

Students continue the process of wheel throwing by trimming their pieces and glazing, often using professional quality dipping glazes that result in impressive creations displayed in the Kane Art Gallery.

Roger Fenn, The Fenn School’s founder, understood the value of hands-on learning for boys, and he planted the seeds of today’s expansive arts program by establishing a wood shop course. For over eighty years, fourth grade boys have built a toolbox as one of their first forays into the shop. In addition to that project, fourth grade boys build small boxes with lids and bird houses.

In completing both projects, students learn elemental woodworking concepts and skills, including grain characteristics, wood species selection, squaring up rough stock, accurate measurement and marking, use and care of essential hand tools, the joinery techniques of driving nails and countersinking screws, and finally, smoothing and finishing their completed projects.

Fifth grade students construct a Shaker style pegboard or hanging shelves.  The project reinforces the principles learned in fourth grade and introduces skills such as the use and care of a drill press, chisel and mallet, end vise, bench dogs, router plane, dado cutter, router template jigs, and various kinds of clamps.  Fifth graders also learn how to cut and use the Dado joint.

Sixth grade students create a live edge bench.  The project builds on techniques acquired in Lower School and introduces the use of a milling machine, mortising machine, mortise and corner chisel, and scraper plane.  Students first consider the dimensions of the bench based on how and where their bench will be used.  They then determine a design for the legs and stretcher that complement the natural curves and grain pattern of the live edged slab of wood they selected for the seat. Boring and chiseling the through mortise and tusk tenon to exacting measurements requires a high degree of patience, attention, and care. Students finish their work coaxing the beauty out of the wood as they sand, scrape, oil, and wax their bench to a soft luster.

Seventh grade students make a set of Shaker style nesting boxes.  In order to complete the project, students learn about wood grain dynamics and select a proper wood species for the boxes. They then prepare their rough stock using a power planer, thickness sander, band saw, rotary disc sander, large stationary belt sander, and hand sanding blocks. Students steam bend the wood and join the boxes with clenched copper pins and then mix and apply their own milk paint, oil finish and beeswax polish.

Upper School wood shop students have developed the skills, confidence, and mindfulness necessary to take on that are typically beyond the reach of Middle School students. Some of our more advanced projects have included building Moravian style work benches, a cedar strip canoe, laminated skateboard decks, ship half hulls, and both dreadnought and jumbo style steel string acoustic guitars. Most recently, upper school students have had the opportunity to build bamboo fly-fishing rods and test them out in the Concord River off of our North Campus.

All Middle School students take Digital Photography. Sixth grade students are introduced to digital camera equipment and PhotoShop. Sixth and seventh graders learn about composition theory and select on-campus subject matter which may include landscape, architecture, still life, sports practices and games, and other community activities. Boys learn to edit their digital images, often utilizing the special effect capabilities of PhotoShop. The course culminates in in-class presentations and critique sessions.

Eighth and ninth grade Fenn students may enroll in the Upper School Photography elective. Boys refine their digital photographic skills and learn traditional black-and-white film photography and dark room processing. Photo shooting sessions occur on and off Fenn’s campus. Upper School Photography students develop a portfolio of work.