Visual Arts
Cultivating Artists
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form.
Spaces to create, new perspectives to observe, and visions to be expressed.
VISUAL ARTS FACULTY
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Cort Morgan
Chair of the Art Department and IS and US Art TeacherAmanda Cannell-Boone
Intermediate and Upper School Art TeacherBeth Dunkelberger
Middle School Art TeacherKristin Enck
Intermediate and Upper School Art TeacherDiana MacKenzie
Lower School Art TeacherMark McLaughlin
Stagecraft TeacherLise Metzger
Upper School Photography TeacherHillary Steel
Intermediate School Art Teacher
Teaching and Experiencing Art
We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.
Lower School
In Lower School art, students explore, design, and create, using techniques from drawing and painting to collage, sculpture, ceramics, bookmaking, and printmaking. Students work with a multitude of tools and materials to find their unique artistic voice and develop personal works of art. An introduction to master artists as well as the role of cultural diversity in art are important parts of the curriculum. Working independently or collaboratively, the young artists develop a strong sense of respect, responsibility, care, and self-worth through artistic expression.
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MIDDLE School
In Middle School art, children express their individuality as they explore many different art processes. While lessons are structured to build skills, they must also be set up to develop a student’s ability to make decisions, and solve their own creative problems. Through experimentation and play, students are encouraged to discover the possibilities of materials in order to develop imaginative and creative solutions to structured artistic challenges. Planning, revising, and craftsmanship are an integral part of the artistic standards.
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MIDDLE School
In Middle School art, children express their individuality as they explore many different art processes. While lessons are structured to build skills, they must also be set up to develop a student’s ability to make decisions, and solve their own creative problems. Through experimentation and play, students are encouraged to discover the possibilities of materials in order to develop imaginative and creative solutions to structured artistic challenges. Planning, revising, and craftsmanship are an integral part of the artistic standards.
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MIDDLE School
In Middle School art, children express their individuality as they explore many different art processes. While lessons are structured to build skills, they must also be set up to develop a student’s ability to make decisions, and solve their own creative problems. Through experimentation and play, students are encouraged to discover the possibilities of materials in order to develop imaginative and creative solutions to structured artistic challenges. Planning, revising, and craftsmanship are an integral part of the artistic standards.
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MIDDLE School
In Middle School art, children express their individuality as they explore many different art processes. While lessons are structured to build skills, they must also be set up to develop a student’s ability to make decisions, and solve their own creative problems. Through experimentation and play, students are encouraged to discover the possibilities of materials in order to develop imaginative and creative solutions to structured artistic challenges. Planning, revising, and craftsmanship are an integral part of the artistic standards.
Slide
MIDDLE School
In Middle School art, children express their individuality as they explore many different art processes. While lessons are structured to build skills, they must also be set up to develop a student’s ability to make decisions, and solve their own creative problems. Through experimentation and play, students are encouraged to discover the possibilities of materials in order to develop imaginative and creative solutions to structured artistic challenges. Planning, revising, and craftsmanship are an integral part of the artistic standards.
Slide
MIDDLE School
In Middle School art, children express their individuality as they explore many different art processes. While lessons are structured to build skills, they must also be set up to develop a student’s ability to make decisions, and solve their own creative problems. Through experimentation and play, students are encouraged to discover the possibilities of materials in order to develop imaginative and creative solutions to structured artistic challenges. Planning, revising, and craftsmanship are an integral part of the artistic standards.
Slide
MIDDLE School
In Middle School art, children express their individuality as they explore many different art processes. While lessons are structured to build skills, they must also be set up to develop a student’s ability to make decisions, and solve their own creative problems. Through experimentation and play, students are encouraged to discover the possibilities of materials in order to develop imaginative and creative solutions to structured artistic challenges. Planning, revising, and craftsmanship are an integral part of the artistic standards.
INTERMEDIATE School
Seventh and eighth grade students become familiar with a variety of art and design concepts, mediums, and ways of working with materials. Within the two years that they are in the Intermediate School, they explore drawing, painting, printmaking, collage, digital photography and technology, textiles, and sculpture. Students draw with coarse and fine tools from observation and from their imagination. They relate projects to their changing identities and personal experiences through independent and team assignments. In addition to direct experience in the art studio, field trips to local museums and galleries, lessons about art and culture, as well as references and conversations about particular artists or techniques complement the students’ understanding of their own studio practice.
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UPPER School
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form. We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.
Slide
UPPER School
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form. We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.
Upper School Art Curriculum
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UPPER School
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form. We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.
Slide
UPPER School
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form. We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.
Slide
UPPER School
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form. We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.
Slide
UPPER School
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form. We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.
Slide
UPPER School
The multidisciplinary nature of artistic work requires different ways of seeing and thinking. Potomac teachers encourage students to guide and advise one another, observe what is happening around them, and wait as new ideas begin to form. We encourage all of our students in their efforts and offer honest appraisals when asked. We believe that students' inner visions and voices can never be well-expressed unless they develop fluency in the ancient, wordless language of the arts.