A coeducational day school serving students JK-12




Handwritten Drawings

The end result of the drawing project is a photograph of the students’ hands covered with hand-drawn simple or elaborate patterns and words that reflect their hopes and fears. In order to get to this final product, ninth graders studied a series of artistic methods and artists to better understand identity expression through art.

Early in the semester, the students examined lines as a means of expression: Smooth lines are more calming, while jagged lines can imply agitation or stress. They connected this with early cave painting, as early art was expressive mark-making with symbols and simplified representations of everyday objects. Another artistic method the students engaged with was Zentangle designs, otherwise known as drawings of structured patterns. Zentangles urge the mind to draw freely and let lines and shapes emerge unintentionally. Then students were inspired by the work of African artist Laolu Senbanjo, who worked with patterns and simple line drawings to make art on objects. He then connected his work with tattoo art (as he had seen on his grandmother) by painting on the arms and faces of people.

After this research, the class reflected on their hopes and fears by finding images to support each one. GSVA students then partnered up to share these ideas and photographed one another’s hands against a background. The photos were printed out, and students used words, icons, expressive lines and patterns to dramatize and embellish one hand as hope and another to represent fear.

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Handwritten Drawings

Hopes and fears. We all have them. Ninth grade students in the Global Studies Visual Arts (GSVA) classes learned to use art as a form of expressing them.

The end result of the drawing project is a photograph of the students’ hands covered with hand-drawn simple or elaborate patterns and words that reflect their hopes and fears. In order to get to this final product, ninth graders studied a series of artistic methods and artists to better understand identity expression through art.

Early in the semester, the students examined lines as a means of expression: Smooth lines are more calming, while jagged lines can imply agitation or stress. They connected this with early cave painting, as early art was expressive mark-making with symbols and simplified representations of everyday objects. Another artistic method the students engaged with was Zentangle designs, otherwise known as drawings of structured patterns. Zentangles urge the mind to draw freely and let lines and shapes emerge unintentionally. Then students were inspired by the work of African artist Laolu Senbanjo, who worked with patterns and simple line drawings to make art on objects. He then connected his work with tattoo art (as he had seen on his grandmother) by painting on the arms and faces of people.

After this research, the class reflected on their hopes and fears by finding images to support each one. GSVA students then partnered up to share these ideas and photographed one another’s hands against a background. The photos were printed out, and students used words, icons, expressive lines and patterns to dramatize and embellish one hand as hope and another to represent fear.

Arts

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Fourth grader's poem on social issues

One of the fourth grade classrooms passionately discussed social issues and the impact they have on our world. These lessons stemmed from their yearlong unpacking of identities and coming together as a classroom community. 

In the spring, fourth graders participated in the opinion writing unit, which focuses on understanding how to take a stand, set a clear thesis statement, give supporting reasons, and back up their thinking with evidence.

The first project in this unit was for students to create social issues acrostic poems, where certain letters in each line spell out a word or phrase. This assignment helped students to think about issues going on in their world. They generated their own list and discussed what each issue means and means to them.

Fourth grade's list of important social issues

A list of important social issues generated by a fourth grade classroom with the help of fourth grade teacher Amanda Schirmacher, assistant teacher Ada Tan and support staff teacher Endia Moore.

These conversations were also supplemented with books as well. The issues they chose for their poems were ones that they felt strongly about in this moment–many about animals, as the 9- and 10-year-old brains adore their animals!

Students were pleased to show off their work to a very special visitor, Head of School Randall Dunn, during their classroom gallery walk.

Randall Dunn at fourth grade gallery walk

Head of School Randall Dunn visits the fourth grade's gallery walk.

Then the students dove deeper into the social issues and identified one that they care deeply about, researched the issues, and then wrote a five-paragraph essay on the issue. 

To view more of the students' acrostic poems, browse the photo gallery below.


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National Association of Independent Schools logo

Congratulations to Head of School Randall Dunn for being named Chair of the Board of Trustees of the National Association of Independent Schools (NAIS)--a nonprofit membership association that provides services to more than 1,900 schools and associations of schools in the United States and abroad, including more than 1,600 independent private K-12 schools in the U.S.

This appointment follows Randall’s three years of service in the role of Vice Chair and will be a continuation of his nine years of service on the board so far. As Chair, Randall will assume We all take away more than we give. NAIS and the experience on the board allows us to lead and enhance our own schools with a greater perspective and to serve as ambassadors for the value and relevance of independent schools as whole.
Randall Dunn, Head of School at Latin School of Chicago and Board Chair of NAIS oversight of the board as they collaborate closely with Donna Orem, president of NAIS to forward the vision and mission of the organization, which is to “...co-create the future of education by uniting and empowering our community through thought leadership, research, creation and curation of resources, and direct collaboration with education leaders.”

Randall views this volunteer role as an important learning opportunity for him--and the other trustees. “We all take away more than we give. NAIS and the experience on the board allows us to lead and enhance our own schools with a greater perspective and to serve as ambassadors for the value and relevance of independent schools as whole.” 

In addition, Randall’s leadership role keeps Latin at the forefront of the most important information and trends impacting our students.  

Read more about Randall's appointment in an article published by The Forum, Latin's student-run news publication.

Congratulations, Randall! 

See the full NAIS Board here.  

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Middle school student and a teacher at Origami Club

Middle school students participated in in-person clubs for the first time this year–and they had a blast! With the gorgeous spring weather, the students even got outside for knitting club. Check out the knitting club and origami club!

 
 
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Upper school student athletes on Signing Day

We are so proud of our student-athletes who have committed to playing a sport in college next year!

Eli A. will be playing baseball at Denison University; Peter B. will be running cross country and track at Kenyon College; Molly C. will be on the equestrian team Baylor University; Colin C. will be playing soccer at Wesleyan University; and Blake D. playing golf and ice hockey at The University of Tampa.

Cole F. will be playing soccer and track at Oberlin College; Sujan G. will be playing tennis at Bowdoin University; Anees G. will be playing tennis at New York University; Natalie M. will be playing basketball at Johns Hopkins University; Marianne M. will be running track at Harvard University; Charlie M. will be rowing at Loyola Marymount University; and Bea P. will be running cross country and track at Middlebury College.

Noah R. will be running track at Lewis and Clark College; Ashley R. will be swimming at Carleton College; Matthew S. will be playing baseball at Bates College; Olivia S. will be running cross country and track at The George Washington University; and Ava T. will be playing volleyball at The University of Arizona. Congratulations to our student-athletes!

Go Romans!

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