Maker, Art, and Design Archives | ��ԭ��

Ready to Move Up: Grade 5 Students Transform Hallways Into an Immersive Fashion Experience

��ԭ�� — Wed, 20 May 2026 15:16:52 +0000

The Lower School Activities Hall has become an immersive celebration of creativity, collaboration, and student agency thanks to a Grade 5 fashion and design installation led by Lower School Arts teacher Dianne Johnson and Lower School Maker teacher CeCe Tahtinen.

What began as a reflection on students’ growing interest in fashion design evolved into a fully student-driven creative production blending visual arts, engineering, storytelling, sound design, fabrication, and filmmaking, all skills that reflect ��ԭ��’s commitment to innovation, collaboration, creativity, and learner agency.
Students organized themselves into 13 fashion houses, including Petite Pearly, Pink People, Sweatshirt Bros, Velvet Vogue, Fantasy’s Real, and Chill Spray Productions. Each group developed its own aesthetic vision through mood boards, color palettes, clothing collections, and installation concepts.

But the experience extended far beyond fashion design.

Every Grade 5 student held a role within the larger production ecosystem, participating on teams including:

Set Design Team
Graffiti Crew
Documentary Crew
Sound Design Team
MCs (Masters of Ceremony)

Students collaborated across homerooms and schedules, navigating timelines, creative pivots, and production challenges together. The result is a hallway filled with oversized mushrooms, sculptural pearls, painted backdrops, wearable art, spray-painted fashion, and documentary storytelling, all designed and built by students.

“This project was so kid-centered,” said Tahtinen. “It’s almost middle-school centered, because they showed us that they’re ready for Middle School, the conversations, the socializing, the problem-solving, and the independence.” “There was a lot of jumping in,” Tahtinen shared. “If someone was working on something, another student would just jump in and help.”

For Johnson, one of the most powerful aspects of the unit was watching students grow in confidence and leadership.

“There were students that blossomed during this process,” she said. “The way they swooped in to support each other was absolutely amazing.”

The project also highlighted the power of student choice and trust, core components of ��ԭ��’s strategic vision for learning. “We talk a lot about student choice,” Johnson said. “I asked students: If y’all want to do this, how are we going to execute it? Can we able lock in and get it done? They trusted themselves. They trusted us.”

As Grade 5 students prepare to cross campus into Middle School, the installation stands as more than an art showcase. It is evidence of students developing the collaboration, communication, creativity, and self-direction needed for what comes next.

“We can really see that they are ready to move on,” said Tahtinen. “This project shows what happens when you trust students, give them independence, and set high expectations.”

Come Experience the Installations

Grade 4 students also contributed handmade accessories as part of a “moving up” project connected to next year’s Grade 5 experience.

The Grade 5 fashion and design installations will remain on display in the Lower School Activities Hall through Friday morning. Families and visitors are encouraged to stop by and experience the creativity, collaboration, and craftsmanship behind the work before the installations are taken home.

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Arts in Action Day 2026: A Celebration of Creativity, Connection, and Purpose

��ԭ�� — Wed, 06 May 2026 12:53:17 +0000

The arts are more than a discipline; they are a catalyst for connection, expression, and impact. That belief came to life in a powerful way during last Friday’s Arts in Action Day, a thoughtfully designed, Lower School experience that immersed students in the transformative power of the arts, and has become an annual springtime tradition.

From the opening moments of the day, it was clear this would not be a typical arts showcase. Instead of a traditional end-of-year performance, students in Kindergarten through Grade 2 participated in a collaborative performance experience led by Ericka Shannon, Early Childhood Performing Arts Faculty, who reimagined what early arts engagement could look like. Through intentional teaching, planning, and conducting, she crafted an opening ceremony that invited young learners not only to perform but also to understand themselves as artists.

“My goal was to shift the focus from performance to experience,” said Ericka Shannon. “When students see themselves as creators, capable of expressing ideas and emotions through music and movement, they begin to understand the arts as a language, not just an event.”

Her vision centered on process over product, giving students the opportunity to explore rhythm, movement, and voice in a way that was both joyful and deeply meaningful.

Beyond the opening, Arts in Action Day unfolded as a Lower School-wide exploration of creativity. Designed and led by Shay Jones, Director, Lower Campus MV Studios, the day brought together a diverse lineup of visiting artists and immersive sessions, exposing students to a wide range of artistic disciplines and perspectives. From visual arts and music to movement and design, each experience was intentionally curated to expand students’ understanding of what art is and what it can do.

“Arts in Action Day was designed to help students experience the breadth and relevance of the arts in real, tangible ways,” Shay shared. “By bringing in practicing artists and creating space for hands-on exploration, we wanted students to see how the arts connect to community, culture, and even future pathways.”

Throughout the day, students engaged with ��ԭ�� arts teachers and visiting artists, including:

(Phil Hannah and Loren Hannah) – Instruments Around the World
– Schools & Educators – “Rhythm and Thread”
(Twix) – Thriller Dance Workshop
Jillian McLendon – Hieroglyphics Exploration
Sterling McClary – Musical Theater Movement
– Paper Making
Morgan Harrell – Jazz Dance
– Traditional Indian Dance
(Kaitlin) – Yoga and Mindfulness
Nicole Campbell – Jazz Dance
Jerry G. White –
– Animation (Design/STEAM)
– Improv
Cady Jean Walls – Jazz Dance
Cheryl Bruno and Amy Lee Starr – Froot Zoo (Animal + Food Drawings)
Dianne Johnson – Crowns

Each session offered a unique lens into the creative process, allowing students to engage directly with professionals and explore new mediums and ideas.

Behind the scenes, the day required careful orchestration. From securing and coordinating guest artists to designing a schedule that maximized exposure across grade levels, every detail was built to ensure students could engage with multiple forms of artistic expression. The goal was not just participation, but perspective, helping students see how the arts shape culture, tell stories, and drive impact in communities around the world.

Arts in Action Day reflects ��ԭ��’s broader commitment to experiential learning and real-world connection. By elevating the arts as a vehicle for inquiry and innovation, the school continues to create opportunities for students to explore their identities, collaborate with others, and engage with the world in meaningful ways.

Most importantly, the day served as a reminder: when students are given the space to create, they don’t just make art, they make meaning.

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Designed for Curiosity: How Middle School MDE Brings Inquiry to Life

��ԭ�� — Wed, 14 Jan 2026 15:51:50 +0000

At ��ԭ��, learning begins with questions. Nowhere is this more evident than in the Middle School Maker, Design, and Engineering (MDE) program, an intentionally designed, inquiry-driven experience that provides every student with access to meaningful, hands-on learning.

“I think the message about Middle School MDE is around access,” says Chris Andres, Middle School MDE educator in his fourteenth year at ��ԭ��. “Everybody has access to this. All students. Whether you think you’re ‘this type of learner’ or ‘that type of learner,’ this space is for you.”

That commitment to access was on full display at the Christmas Art Showcase, where cardboard prototypes, circuitry, mechanics, and works-in-progress filled the gallery. At first glance, the projects appeared varied, with some polished and others intentionally rough. But each one told a deeper story of learning.

“Not everything you see is the finished product,” Andres explains. “Each of those pieces is a demonstration of learning and what the students understood.”

In MDE, students aren’t just building, they’re learning how to think. Instead of rushing to a final product, they focus on foundational skills: joinery instead of excess duct tape, purpose-driven design instead of guesswork, and iteration instead of perfection.

Joinery /ˈ��Ǿ��ə��ŧ/
Joinery is the craft of joining pieces of wood (or similar materials) to create larger structures like furniture, cabinets, doors, and stairways, using methods that range from simple fasteners to intricate, traditional wood-only connections like dovetails, mortise-and-tenons, and lap joints, emphasizing both structural strength and aesthetic appeal.

“When students understand the parts, the purpose, and the complexity,” Andres says, “they know where to fix something because it’s theirs.”

That ownership is at the heart of ��ԭ��’s inquiry-based pedagogy. Students are encouraged to ask really good questions and then follow those questions wherever they lead. One project asked students to create an automata toy to help tell a story to non-readers. Talia Fernandez, remarked being able to make four prototypes before landing on the last iteration. The mechanics were important, but they weren’t the point.

Automata Toy /aw-tuh-MAH-tuh toy/
Automata toys use hand-powered mechanisms to create movement. An axle rotates, causing the cam to turn as it is attached to the handle.

“The build is just the vehicle,” Andres explains. “What really matters is the idea the student is trying to communicate.”

In another case, a student applied those same maker skills to a Humanities project, designing a prototype for a self-cleaning bathroom to support unhoused populations. The result wasn’t just a model, it was a tangible expression of empathy, systems thinking, and problem-solving. Isabel Varano explains, “using the automata build was a more effect way to show how my design works rather than just writing about it.”

“It’s a paper and pencil for the idea,” Andres explains. “I can tell you about it all day long, but when I demonstrate it, you understand it differently.”

Throughout the MDE journey, learning is intentionally designed to evolve. In the Lower School, projects are more scaffolded, providing students with the time, structure, and guidance to develop foundational skills and explore tools safely.

By the time students reach Middle School, that foundation creates space for greater independence and complexity. The work becomes less scripted, more iterative, and deeply personal.

“In Middle School, it gets messy because it’s their idea,” Andres says. “They’re not making my stuff. They’re making their own.”

That messiness is intentional. It creates space for curiosity, iteration, and deep understanding—skills that last far beyond the Maker Space.

“When students ask the questions,” Andres says, “they own the answers and the journey toward them.”

Ultimately, Middle School MDE is about empowering curious thinkers.

“These tools don’t live here,” Andres says. “They just happen to be housed in this space. The ideas live everywhere else.”

And that may be the most powerful design of all.

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Designing Tomorrow: iD’s “Future of Cities”

��ԭ�� — Wed, 10 Dec 2025 01:51:17 +0000

For the fifth consecutive year, the ��ԭ�� Innovation Diploma (iD) is launching its signature “Future of …” design series, and in 2025, students are exploring one of the most complex challenges of our time: the Future of Cities. The “Future of …” is a design unit that spans the nine weeks of Mod 2 and culminates in an elaborate, fabricated showcase in 3North of the Upper School Building. The entire MV community is invited to walk through the immersive experience during the Christmas Arts Showcase, which this year will be held on Wednesday, December 17, from 5:30 to 9:00 pm.

Since its launch, the “Future of …” unit has become a hallmark of iD, a space where design thinking, creativity, and interdisciplinary learning come together to imagine what lies ahead. Previous years have taken students on journeys through the Future of Retail in 2021, the , the Future of Air Transportation in 2023, and the Future of Entertainment in 2024. In each case, students worked in teams to research, prototype, and present innovative future-focused solutions, often transforming parts of campus into immersive and interactive experiences.

Cities sit at the intersection of some of today’s biggest challenges: population growth, mobility, housing, sustainability, equity, technology, and community. The 2025 unit offers students a vast canvas to explore urban design, smart infrastructure, ecological resilience, community spaces, and social equity.

“Part of the power of the ‘Future of …’ project is how it accelerates student growth,” said Krista Fancher, Pathway Lead for iD Culture and Partnerships. “Under tight constraints and high expectations, students build confidence in creative problem-solving and collaboration. iD is about ownership, support, and aligning group energy toward making something new — and that’s exactly what we want them to do with cities.”

Emily Wilcox, Pathway Lead for iD Learning and Innovation, added, “The compressed timeline emulates real-world design constraints. Students learn to work quickly, think boldly, and iterate constantly — skills that will serve them well far beyond the classroom.”

As in past years, students are partnering with Maker to design and construct the structures and displays that bring their city visions to life. Using multiple materials, including wood, PVC, and others, students are building interactive and functional prototypes to populate their immersive environments.

Like past iterations, the 2025 “Future of Cities” unit includes team-based design challenges, physical and virtual prototypes, and immersive experiences, culminating in a public showcase for the community. Students are exploring themes such as urban mobility, green energy, sustainability, housing equity, communal spaces, and new ways of living, working, and learning in densely populated environments.

“We are mapping out what we want each room to look like and what is going to actually be usable and interactive in each building. It will be cohesive throughout this space and demonstrate how we’re addressing future problems. Currently, we’re working on the apartment building.” — Hannah Douglas, Class of 2027

“For the Night Club, we’ve been looking at life safety and features that could scan your drink to make sure no substances were added to it. Safety is a big focus, and we’re trying to imagine what would make people feel secure while still having fun.” — Caroline Birdsey, Class of 2027

The Future of… is an exercise in 21st-century skills: critical thinking, collaboration, empathy, and project management. By engaging with open-ended challenges without a predetermined answer, students learn to embrace uncertainty and see possibility.

With just a week left, students are working diligently to transform the third floor of the Upper School into a fully immersive experience that addresses both the challenges and opportunities the future will hold. By the time the Christmas Arts Showcase opens, families, peers, and the community will be able to explore and interact with a bold vision of the cities of tomorrow, all imagined and constructed by ��ԭ�� iD students.

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Grade 5 Street Art Project: Learning the Art behind the Art

��ԭ�� — Wed, 05 Nov 2025 13:38:24 +0000

Self Expression through Street Art

How do you capture the attention of fifth graders in their final year of Lower School? For Art Teacher Ms. Dianne Johnson, the answer was simple: create something bold, meaningful, and hands-on. Partnering with Ms. Tahtinen, Lower School Maker Teacher, they launched a multi-week Street Art and Maker Studio collaboration that transformed lessons on line, shape, and design into an exploration of creativity and community. Street Art includes murals, sculptures, installations, and graffiti. The Street Art Project challenged students to think critically about what defines art, the responsibility of the artist, and how creative expression can positively impact shared spaces.

“When I first mentioned graffiti [to the students], they said, ‘We’re not supposed to do that,’” Ms. Johnson explained. “That opened the door to talk about how artists can gain permission, earn commissions, and use their talents to beautify communities. It was a real-world lesson in ethics and creativity.”

Students studied the history of graffiti, from early tagging in Philadelphia to large-scale murals around Atlanta. They went on an expedition to the Krog Street Tunnel, one of the city’s most famous public art spaces. Equipped with gloves and spray paint, they practiced techniques firsthand while learning about legal street art and community responsibility.

“They were so excited to actually do something, not just observe,” said Ms. Johnson. “They practiced spraying and understanding what it means to create responsibly in a public space.”

In the Maker Studio, students built miniature fences, personal “canvases”, reflecting their style. Using wood, paint, and fairy lights, they applied art principles learned in class. To incorporate the study of Installation Art, Senior and Maker Intern Michael Fennelly constructed five full-size, five-by-six-foot fences for each fifth grade homeroom class. These fences will be decorated for the Christmas Showcase, and then painted over again at the end of the semester to tie in how Street Art can be temporary art and utilized as a way to communicate with their audience.

“Our guiding question was, how can we combine maker and art skills to design and create structures that showcase personal style?” said Ms. Tahtinen. “Every yard looked completely different the next day.”

Learning the Art behind the Art

Ms. Johnson guided students through lettering, outlining, contouring, and shading. They practiced bubble letters, studied line weights, composition, and dimension, and discovered how thickness and direction add energy and balance. “Many students wanted to draw freehand,” she said, “but moving from pencil to spray paint required adjustment. Working vertically instead of flat was a challenge, but a great moment of growth.”

Later lessons explored value and depth, teaching students to make letters “pop” using light and shadow. Students also experimented with technology, generating graffiti letterforms through an app and transferring designs to mini fences for a mixed media approach. Others created stencils with Cricut and laser machines, using acrylic and Mylar.

“If drawing wasn’t their strength, technology gave them another way to express their ideas,” Ms. Johnson said. “It’s about giving every student access to creativity in their own way.”

Learning by Doing

The project reinforced maker skills, sanding, painting, constructing, and iterating, while emphasizing responsibility. Students transformed gray rocks into art and designed yards reflecting their ideas and values.

“Usually, students want you to tell them exactly what to do,” said Ms. Tahtinen. “But when you give them the chance to figure it out, they surprise you. They’re more capable and creative than we sometimes imagine.”

Ms. Johnson agreed. “Once I gave them a little structure, they ran with it. They’ve filled sketchbooks, created stencils, and even asked to turn spray-painted shoes into wearable art. We were able to practice using spray-paint on plywood before heading on our expedition to the BeltLine so students could troubleshoot the painting techniques and design ideas. Their enthusiasm has completely surpassed my expectations.”

From Process to Purpose

The Street Art Project will continue through December, culminating in a showcase that highlights both individual creativity and collective effort. By blending art and maker education, this collaboration demonstrates how contextual, hands-on learning equips students to explore, design, and contribute with purpose.

“The best part,” said Ms. Tahtinen, “is that the students taught us as much as we taught them. When you give them the chance to create and think critically, they’ll always rise to it.”

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Curiosity in Action: Inside ��ԭ��’s New Portfolio Mentorship Course

��ԭ�� — Wed, 22 Oct 2025 12:21:27 +0000

When you step into Mr. Ibanez’s new Upper School Portfolio Mentorship course, you don’t find students following a standard syllabus; you find them following their passions.

The course, introduced for the first time this year, is part of ��ԭ��’s Inquiry Pathway, a signature Upper School program that gives students the freedom to explore their interests and design personalized learning experiences. Within this space, students are not only creating, they’re discovering who they are as artists, designers, coders, writers, and innovators.

“This class is what you make of it,” explains Mr. Ibanez. “It’s truly built around student choice. Each student brings something different: fashion, architecture, tech, music, and creative writing. My job is to help them find mentors and guide their process. It’s a team effort.”

Students begin with a roadmap of what they want to create, a collection, an installation, a novel, or a body of work, and develop it through iterative presentations, mentor meetings, and self-directed exploration. The result is an authentic portfolio that reflects not just skill, but purpose.

For Stella, a senior preparing for a career in architecture, the course has been pivotal. “I’m using this time to build my architecture portfolio for college,” she says. “I love historical design, especially the character and craftsmanship of Nantucket’s old buildings. For one project, I’m weaving a Nantucket lightship basket and sculpting a whale out of clay to honor the island’s history.”

Her classmate Kirsten has taken a different path. “I’m not applying to art school,” she shares. “I’m using this course to explore everything I can — ceramics, printmaking, basket weaving — and to learn about myself in the process. I want to glorify God through my art and show how people and nature are connected.” Her upcoming installation for the Christmas Art Showcase invites visitors into a dark room where lifting a basket reveals a light — a metaphor for uncovering one’s true purpose.

Other students are just as diverse in their pursuits. Eden Seib is designing a fashion collection inspired by nature’s resilience. Another is coding music software. Alexa Kaul is writing a fantasy novel that’s already 100 pages long.

Christian Foster, Cameron Flotta, and Michael Voljavec are working together on reimagining the recording studio.

Mr. Ibanez admits that the unstructured format pushes him, too. “As a teacher, I’m learning when to step in and when to let go,” he says. “There’s this moment where I just have to trust them to take the lead, and that’s when the most powerful learning happens.”

The course runs across two academic mods, giving students sustained time to iterate, reflect, and grow. It culminates in a showcase where they present their work to peers, mentors, and the ��ԭ�� community.

“This space gives us time to think for ourselves,” says Kirsten. “We spend so much energy learning what the world wants from us. Here, we get to learn what we truly love to do.”

For Stella, the experience has been equally transformative: “It’s amazing that ��ԭ�� offers something like this. Even though we don’t have a formal architecture program, this class lets me create my own path.”

The Portfolio Mentorship course is more than an art class, it’s a model of inquiry in action, where voice and choice intersect to create deep, purposeful learning. At ��ԭ��, curiosity isn’t just encouraged, it’s cultivated into impact.

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Student Talent Takes the Spotlight in Mustang Rally’s Newest Feature

��ԭ�� — Wed, 16 Apr 2025 16:45:04 +0000

When you arrive at Mustang Rally 2025, you’ll notice something new: the sounds of live music, the buzz of performances in full swing, and the energy of a true festival atmosphere. It’s all happening at The Rally Stage, a brand-new addition to Mustang Rally’s lineup—and it’s shaping up to be one of the most exciting new traditions yet.

For the first time in Mustang Rally history, the all-day, all-fun, all-community carnival will feature a full lineup of live entertainment on a dedicated stage by the Horseshoe on Upper Campus. Students from Lower, Middle, and Upper School will take the stage throughout the day, alongside faculty and staff performers, showcasing an exciting mix of singing, playing, acting, and even a competition.

Learning by Doing

The Rally Stage isn’t just about putting on a show—it’s a full immersion experience in what it takes to create, design, and produce a major live event.

“This has been a full team effort,” says Mark Gallegos, Music/Recording Instructor and Rally Stage Director. “The students are involved in everything—the scheduling, the set-up, the sound checks, the costume design. They’re learning how much work happens before the first note is even played.”

Students have committed to multiple rehearsals, organized run-of-show schedules, assisted with setting up and running sound equipment, and even learned how to promote an event to an audience. They’ve also had the chance to experiment with creative roles behind the scenes, from designing costumes for the Masked Singer contest to helping create the set list.

Creativity Takes the Stage

Senior Dareen Cheong, along with juniors Eden Seib, Katie Day Schwartz, and Claire Schwartz have been in charge of costume design for the Masked Singer contest. “It’s been amazing to see their ideas come to life,” says Gallegos. “They’re thinking about every detail—how the costumes look from the stage, how the performer can move in them, how it fits the theme. It’s truly professional-level thinking.”

Dareen Cheong, who recently won a costume design award at the Georgia Thespian Conference, shared, “I love seeing how design can tell a story even before the music starts. It’s exciting to know the audience will be trying to guess who’s behind each costume.”

The Rally Stage also gives performing students a platform to build confidence, stretch creatively, and share their passions with a full community audience.

“At ��ԭ��, we talk about finding your voice,” says Gallegos. “This is a literal version of that. Whether you’re singing, playing, acting, designing, or running the soundboard—you’re contributing your voice to something bigger.”

A Day Full of Performances

Rally-goers can expect a packed schedule of performances featuring everything from vocal ensembles to sneak peeks of the Middle School’s upcoming production of The Addams Family. The Rally Stage schedule includes:

The Masked Singer contest invites Rally attendees to vote for their favorite disguised performer—a true community event where everyone gets to participate in the fun.

Building a New Mustang Rally Tradition

The Rally Stage marks a bold new chapter in the evolution of Mustang Rally—transforming what began as a few pop-up performances into a fully integrated, student-powered experience. From the spotlight to the sound booth and from costume design to event promotion, students are taking the lead in every corner of the production. This thoughtfully designed addition invites learners to flex their creative muscles, collaborate across divisions, solve complex challenges, and engage in hands-on experiences that mirror professional event planning and execution. It’s not just a new feature—it’s a launchpad for new talents, new leaders, and a new tradition at ��ԭ��.“We want students to leave Mustang Rally this year feeling proud of what they accomplished—not just because they performed, but because they helped build something from the ground up,” says Gallegos.

“I hope the Rally Stage becomes something students look forward to every year,” says Eden Seib, one of the costume designers. “It’s a chance for all kinds of talents to shine, not just the ones you usually see on stage.”

So grab your lawn chair, find a spot in front of The Rally Stage, and enjoy an afternoon of performances that celebrate the ��ԭ�� community’s energy, talent, and creativity.

With Mustang Rally 2025 right around the corner, head or the button below for all the things you need to know!

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Personal Geographies: Blending Innovation, Design, and Purpose

��ԭ�� — Wed, 04 Dec 2024 16:30:20 +0000

The Journey of Purpose—central to ��ԭ��’s —encourages students to explore who they are and where they are headed. This vision is brought to life in , the School’s innovative Arts program, through the department’s annual theme of Personal Geographies, which invites students to navigate self-discovery through creativity. In Upper School, the MDE Foundations class, led by Catherine Altamirano, exemplifies this approach by combining innovation, design thinking, and real-world application to empower students as creators and storytellers.

Purpose-Driven Design in Action

In MDE Foundations, students undertake a professional-grade design process that reflects ��ԭ��’s emphasis on real-world application. Collaborating with the School’s Brand team, they develop narrative campaigns aligned with the School’s visual identity and voice. These projects immerse students in project management, client collaboration, and creative problem-solving—critical skills for their future endeavors.

The campus itself serves as a stage for innovation. In one project, students design visual messaging for reflective spaces like stairwell windows, where sunlight brings their work to life. “Through these projects, students learn to think critically, iterate effectively, and navigate the challenges of creative problem-solving,” explains Ms. Altamirano. “It’s inspiring to watch them grow as designers, thinkers, and collaborators.”

Exploring Personal Geographies

The Personal Geographies theme encourages students to reflect on their identities and life journeys. This exploration takes shape through innovative projects that combine technical skills with personal expression:

Inspirational Mirror Messages: Using Adobe Illustrator and vinyl cutters, students craft motivational messages, blending self-reflection with design precision.
Mapping Identity: Projects like fingerprint-inspired maps and personal color wheels transform introspection into intricate visual designs.
‘I Am From’ Ornaments: Drawing from Levi Romero’s I Am From poem, students create ornaments exploring themes of home and belonging.
Personal Topographies: Grade 8 students explore personal locations of topographical maps highlighting the graphic elevation lines as Abstract Art pieces

Through these projects, students connect their personal journeys with ��ԭ��’s broader Journey of Purpose, turning self-discovery into meaningful work.

Skills for the Future

From initial concepts to final execution, students master industry-standard tools like Adobe Illustrator and vinyl cutters while building portfolios that demonstrate skills in typography, scaling, alignment, and quality control. The iterative design process reinforces the value of refinement and detail, preparing students for professional and creative challenges.

Embracing the Crooked Path

Collaboration among educators like Lynn Luster, Nikolai Ibañez, Mariana DePetris, and Susan Edwards fosters an environment where students connect their personal geographies to their broader journeys. Inspired by a visit to Plywood People, a social-impact entrepreneur collective, students designed motivational messages that align with Brandon Sadler’s earlier call to embrace life’s “crooked path”—celebrating growth in unexpected detours.

Experience Student Work

The culmination of this creative journey will be on display at the Upper School during the annual Christmas Arts Showcase on Thursday, December 5. Visitors will experience how ��ԭ�� students translate personal geographies into inspiring works of art—from reflective mirror installations to intricate maps and ornaments.

Don’t miss this opportunity to witness their creativity and purpose in action at the Christmas Arts Showcase—a powerful celebration of the intersection of education and artistry at ��ԭ��.

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First in Atlanta: ��ԭ�� Reimagines Hadestown: Teen Edition, Bringing a Mythic Tale to the High School Stage

��ԭ�� — Wed, 06 Nov 2024 15:56:57 +0000

��ԭ�� is setting the stage for an unforgettable theatrical experience as Atlanta’s first high school to bring Hadestown: Teen Edition to life. Opening on Thursday, November 14, and running through Saturday, November 16, this of is a must-see for audiences craving innovative and boundary-pushing high school theater. With seating limited in the Upper School Black Box Theatre, now’s the time to reserve your seat for this highly anticipated event.

As part of its legacy of bold, reimagined classics, the MV Allstars has a reputation for bringing fresh interpretations to the stage. In 2022, they stunned international audiences with in Edinburgh, Scotland. This production dazzled with its creativity, merging classic themes with modern beats and youthful energy. Now, the troupe is taking on Hadestown with the same daring spirit, setting a new precedent for high school theater in Georgia.

At its heart, Hadestown reimagines the ancient Greek myth of Orpheus and Eurydice in a world where love and music battle the forces of fear and despair. Set in a jazz-infused, industrial Underworld, the story follows Orpheus, a musician with the power to change fate, and his journey to rescue Eurydice from the grip of Hades, the ruler of the Underworld. Themes of love, hope, sacrifice, and resilience unfold in a world where even the gods cannot escape the consequences of their choices.

Director Clark Taylor reflects on the significance of this production for ��ԭ��: “Producing Hadestown is a milestone for our students and our theater program. It’s a privilege to be the first school in Atlanta to tell this story, and our students have fully embraced the challenge. We want audiences to experience the heart and depth of this show in a way that only young artists can deliver.”

The cast brings a dynamic range of talent and emotion to the soul-stirring tale of Hadestown. Charlotte Chaffin (Persephone) shares, “It’s exhilarating to step into a role that feels so layered and real. We’re putting everything we have into making these characters resonate with the audience.”

Costume Lead Dareen Cheong and her team have crafted designs that capture the duality of Hadestown’s world. “Our costumes amplify each character’s journey and the contrast between light and dark, despair and hope,” says Cheong. “Every element is intentional, designed to evoke the emotions that drive the story forward.”

Meet the Cast and Crew

Orpheus: Calvin Petty
Eurydice: Rachel Adams
Persephone: Charlotte Chaffin
Hades: Caleb Campbell
Hermes/Narrator: Cooper Walker
Costume Lead: Dareen Cheong
Movement Coach & Choreographer: Amanda Lower

With their unique vision and artistic rigor, ��ԭ��’s production is set to elevate high school theater to new heights. “The power of Hadestown lies in its hope and resilience—a message our students are eager to share,” says Cooper Walker, who plays Hermes. “It’s an invitation to believe in light, even in dark times.”

Limited Seating – Reserve Your Spot Now!
Performances will take place in the Upper School Black Box Theatre, and seating is limited. Don’t miss this historic opportunity to witness ��ԭ��’s groundbreaking production of Hadestown: Teen Edition — .

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MV’s Music and Recording Program: Building Skills, Community, and Creativity

��ԭ�� — Wed, 09 Oct 2024 14:51:24 +0000

The Upper School music and recording program, led by Mark Gallegos, is doing more than just teaching students how to play instruments or record tracks—it’s fostering a dynamic culture of creativity, collaboration, and growth. With opportunities for both beginner and advanced musicians, the program encourages students to explore their passions while developing technical skills that extend far beyond the music room.

In a recent interview, Mark shared how an upcoming performance this Thursday at 9:30 am in the Upper School’s music room came together, showcasing a culmination of hard work from the Audio Engineering class. This group of students has been learning everything from session setup to live sound as well as studio management, making Thursday’s event the perfect opportunity to apply their skills in a real-world context.

“The Audio Engineering class has been focusing on using our facilities to learn about mic placement, sound properties, and session setups. They’ve also been working on fixing the audio in the Black Box Theatre and redesigning parts of our studio,” Mark explained. “When this opportunity for a live music show came up, it felt like a cosmic alignment. We invited some Middle School musicians and combined it with what we were already doing in the Audio Class to create a truly collaborative event.”

The event will feature a mix of live and recorded elements, with performances by Upper and Middle School students. One of the highlights is Connor Holloway, Class of 2025, a talented violinist known for his classical and bluegrass styles. He will be performing alongside Jake Pierce, also Class of 2025, and a songwriter who recorded his original track, , last year for his . Jake will also collaborate with fellow musician Anthony Becarria for Thursday’s performance, bringing a blend of country and Americana to the stage.

For those who may have missed Jake’s recording, it was part of a larger ‘Mix Tape’ that features other student-created tracks from last year. .

Mark is particularly excited about how Thursday’s event will bring together students of all skill levels. “We’re fostering a culture of opportunity and inclusivity for musicians of all abilities,” he says. “Some students are beginners, while others have a lot of autonomy because they’ve really honed their skills. We want everyone to feel part of the music-making process here.”

The Middle School band, which has been working with music teacher Micah Caldwell on a variety of projects, will also have a chance to perform. “We’re trying to bridge the gap between Middle and Upper School, so students feel like they have something to look forward to when they move up,” Mark says. “Thursday’s event is a great extension of that.”

The event will feature about 30 minutes of performances, spanning genres from country and bluegrass to 70s rock. One of the exciting surprises may include a new song written by MV students, as well as a rendition of Paranoid by Black Sabbath performed by the Audio Engineering Crew.

For parents and students interested in attending, the event is open, and all are welcome. . Depending on attendance, we may set up outdoor speakers to expand the listening opportunity outside the music room.

Mark Gallegos, Micah Caldwell, and the music program at ��ԭ�� are redefining what it means to study music in a school setting. By offering opportunities for students to explore everything from audio engineering to live performance, the program ensures that each student can pursue their passions in a hands-on, collaborative environment. Whether a student dreams of performing, recording, or even working behind the scenes, the music program is there to help them develop the skills they need.

Mark sums it up best: “We’re showing that excellence already exists within our community, and we hope to continue attracting students who are specifically interested in studying music in the unique way that ��ԭ�� offers.”

If you’d like to attend Thursday’s event or learn more about ��ԭ��’s music program, be sure to , and stay tuned for more opportunities to support our talented students!

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MV’s Music and Recording Program: Building Skills, Community, and Creativity

Maker, Art, and Design Archives | ��ԭ��

Curiosity in Action: Inside ��ԭ��’s New Portfolio Mentorship Course

First in Atlanta: ��ԭ�� Reimagines Hadestown: Teen Edition, Bringing a Mythic Tale to the High School Stage