Photography courtesy of MICDS
This spring, MICDS decided the show must go on. “It’s more important than ever to give kids a sense of teamwork, the idea of creating something bigger than themselves,” says Becky Long, MICDS’s Upper School band director.
So the school got creative, setting up protocols to allow band students to practice. Brass instruments were wrapped with bell covers made from fabric designed to prevent aerosol droplets; partitions were set up for students with instruments that couldn’t be covered, such as woodwinds.
Finally, after months of practice under trying circumstances, the school hosted an outdoor performing arts festival, with alfresco performances from the band, strings, choir, and drama. Long described it as “creating something with their friends that they can be proud of, that they didn’t think was possible to do on their own.”
As schools reopened their doors during the pandemic, educators across the region looked for ways to provide a sense of normalcy while taking necessary precautions. For some, the best place to start was the arts, which provided an avenue for students to express themselves, learn, and connect.
Thomas Jefferson School also staged an outdoor performance last November. With all the necessary precautions in place and guidance from the St. Louis County Department of Public Health, the eight students in its theatre program staged a performance of Marc Palmieri’s play Carl the Second while masked in front of a small audience.
The play was memorable not only because of its unusual circumstances but also the bond that it forged among the students. “Because everyone had to work that much harder just to get it all together, it really brought us a lot closer,” says Ethan Chamberlain, who played the title role.
LOGOS School also found a way to bring students together with the arts. “During times when we struggle the most, I think that’s when we find ourselves needing to express ourselves, and sometimes we can’t always express ourselves through words,” says art teacher Teresa Garcia. “Sometimes that expression needs to be artistic, especially for kids.”
The school’s longtime Mural Project provided one such outlet. The theme was “Doodling your World,” and it was an invitation for students to express their everyday lives. Most years, students create a mural for a local nonprofit; during the pandemic, however, the mural was painted on the LOGOS campus. The art depicted characters representing the COVID-19 virus being chased by vaccines, as well as a Black Power fist to represent social justice.
The task of building the mural helped instill a sense of tranquility during a time of turmoil. “I find it extremely calming,” says junior Vance McHargue, who transferred to LOGOS during the past year. “You’re able to just be focused on what’s in front of you, and it’s an extension of your imagination.”
For younger students, the arts have provided a way for students to learn about themselves and history. Shannah Burton, an art teacher at New City School, has been teaching students from kindergarten through sixth grade about women artists and artists of color. She shares contemporary works that relate to both the past and current issues. Missouri artist Nick Cave, for instance, creates “Soundsuits,” costumes meant to empower the wearer by obscuring their race and gender; the idea originated as a response to the 1991 beating of Rodney King, but it’s also relevant to the murder of George Floyd.
Burton feels the “transformative power of art” allows students to relate to the artists’ work. During a “pair and share,” the class reflects on each student’s personal connection to an artwork or artist. “It’s a way to honor and truly listen to each other’s stories and perspectives and feelings,” Burton says. “In a time where connection was hard this year, it was really healing.”
Learning Curve
St. Louis schools found creative solutions to ensure learning could continue during the pandemic—and some plan to keep them going. De Smet Jesuit High School hosted Formation Fridays to help build camaraderie through “service, reflection, conversation, and friendly competition.” As part of its strategic plan, which was accelerated during the pandemic, Westminster Christian Academy extended three of the week’s lunch breaks to 45 minutes—time in which students can socialize, visit with teachers if needed, or simply take time to refresh. Central Christian School launched monthly community check-in meetings, what head of school Christian Perona describes as “good touch points to make the school more available to families.” It also hosted virtual author events and streamed weekly chapel services, allowing the rest of the community to watch. Likewise, LOGOS School brought its offerings to those beyond the classroom, with PE teacher Nate Sykes creating a YouTube channel to lead remote students through kid-friendly workouts—and what to expect when in-person classes resumed. —Caroline Kopsky
