Visual Arts

Students also develop the ability to communicate personal ideas through art vocabulary, technical skills, and artistic expression.

Upper School Photographing the Pandemic

Middle School Photographing the Pandemic

Middle School {A} Photographing the Pandemic - Artist Statements
AW Adeline 
I chose my photo of the black and white classroom as my favorite because I thought it represented the pandemic the best. I made it black and white because this time where we have to wear all of the masks is a very gloomy time. I think it shows how separated we have to be and how hard it is during this time. I chose the picture of the kids running around and jumping up and trying to catch to the yellow ball because I feel like it shows how even though the kids still have to wear masks they still push through it and try to have fun. 
HS Hope 
I chose the photo I did because I really liked how it gave me kind of a lonely vibe and that’s exactly what the pandemic feels like, which I know because I’ve been in quarantine for the past few days while all of my friends got to hang out and it felt pretty lonely. I also like how the photo is focusing on the flowers because I think it looks really pretty. 
MS Maggie 
My vision for this image is to show the way that sports have changed after being almost the same every year in history. In the image you can see that all the chairs are spread out 6 feet apart when they would normally be lined up next to each other. You can also see that they all have to be wearing masks when they are not playing. I chose to take this image because it shows how sports are limited from coming together as a team and how.
MH Madison
I wanted to show the pandemic on a more personal level. During quarantine, I was taking online dance classes so I thought this would be a good representation of the pandemic I experienced. I took this picture in my living room where my home studio is currently set up with my ballet barre and ballet floor.
In this picture, I wanted to show that we could still do what we loved during the pandemic. Even though we have to social distance and wear masks we are able to be with the people we love while doing the thing we love. In this photo, my friends are sitting on red dots outside waiting for our dance class to begin. 
In this picture, I wanted to show I kept myself calm and grounded during the pandemic. During the pandemic, my mother, dog and I would drive around the city to see what was happening. Every single time the window was rolled down my dog, Teddy, would stick his head out of the window.
AG Anna 
I took this photo because I saw this mural on the gas station wall and saw the potential that it had to be a great photo. I chose this photo because it shows the struggling aspect of the pandemic, by that I mean the part where our front line workers (the doctors and nurses) don’t have food working hours and hours at the hospital to help the sick covid patients.  I think that this photo gives a glimpse into the hardship that the front line workers face.
I took this photo because I thought that it was a good opportunity to show the new 6ft protocol that the CDC has created for us to follow. I decided to take this photo because I thought that the red dots, 6ft apart from each other, would show the viewer how distant people are nowadays, both physically and in a way, mentally. 
I chose to take this photo because I wanted to show the viewer how school life is different for most, if not all, students. This photo is showing the different aspects that are new to our classrooms here at our school such as, the masks, the desks that are 6ft apart, and the required water bottle(because if you don’t bring a water bottle to school, you cannot get water due to the water fountains shutting off).
GB Greer                                                                                       
My version of the pandemic in this photo is the theme of looking at a wacky unnormal world. I went to the French Quarter and took shots of how the world looks different. I decided to use wacky colors in the picture. I did this to capture how the world we are living in right now is almost a totally different world. Looking back to March if I saw this photo I would think it was very weird even without the filter because of the masks and how empty the French Quarter is.
In this photo, I use my pairs of shoes to show how the six feet rule applies. I believe that this picture shows us the pandemic because before this pandemic happened we had no rules like this at all. Everyone was always together and we never had to worry about social distancing. I used a filter on this picture to kind of make it dream-like, almost as if it's a vision that you would have never thought would happen and that was just made up in your head.
For photo number three I took a photo of what a basic Starbucks looks like in the time that we are in right now. Are used the paint tool in Photoshop to make lines that turned out to look like a kind of web. The web in this picture shows how each person it's kind of hidden behind their masks. It's hard to hear and communicate and you're separated off from everyone else. 
Middle School {B} Photographing the Pandemic - Artist Statements
AGC Avarie Grace 
I took these pictures to show some of the protocols that we have to follow. On the football picture, I am trying to show that we still should try to move on with life even with Corona.
PK Peyton 
My images were about school, and the working parts of the pandemic. Image 1 is a pile of my masks; it illustrates the pandemic by showing what has become a normal part of our lives. If you showed this image to people 10 years earlier, no one would understand it, but the pandemic has forced us to change. Images 2 and 3 are more about the class aspect of the pandemic; it has been harder not having group work, but again, the pandemic has changed our way of life.
JL Jolie 
In these photos, I show what the pandemic feels and looks like. Most of these photos are relatable, in my first photo I show how creative masks are getting and show different places on Country Day’s campus. In my second photo, I show boys being separate from each other because we all have to be 6 feet away from each other. In my last picture, I showed signs to wear masks. All of these things have become our regular. 
NS Nick 
This is a photo of a group of students after school “socializing.”I took this photo because I saw people representing the whole pandemic and I thought it was so cool. I actually had to ask my friend if I could use his phone to take a photo because I did not have a camera. I love this photo and I think it gets the message across. 
RVL River 
My idea was that citizens may feel like with everything happening with covid such as cases rising, protests against quarantine, social gatherings, etc. they may feel like they don’t make a difference.  
Upper School  Photographing the Pandemic - Artist Statements
AL Addie 
I decided that I wanted to take my photos on campus to capture how covid 19 has affected schools around the world. Specifically how students of all ages and sizes have reacted. I also felt that it was important to show all of the extra precautions that the faculty and staff are all working to make the environment as safe as possible. My first image is a picture of Mr. Terry who works in the dining room. He is on his way to deliver some lunch to lower school and he is all masked up. The second picture is of my brother going through the screening process where he will be asked a list of questions and his temperature will be taken upon entering the building. This photograph also shows all hands on deck as a teacher checks his temp. That third image shows that it is the new normal to wear a mask. What stands out the most to me is that the baby is not wearing a mask because they cannot but the baby is smiling and that says a lot because they can not see the person who is holding them facial expression. This image also demonstrated that at the beginning of the pandemic the babies were super afraid but now they are used to the mask and they are not nearly as spoked by the mask. 
OB Olivia 
The photos I took illustrate the different subjects in the pandemic. For my first photo, the ones of the cheerleaders. I wanted to show what sports are like right now. The cheerleaders are all wearing masks, this shows the vision I was going for because it show’s how such simple things such as going to football games can be so different just by some masks. My next picture is a photograph of some of my friends with masks on. This is my favorite picture because it truly emulates the whole pandemic. It would usually be weird seeing a picture of people with masks on but us being in this pandemic has changed that view. My vision for this photo was to really show what we see every day, which is mostly the eyes of people. My final photograph is a picture of water bottles. This image is representative of the pandemic also because each water bottle is 6ft apart on a red dot. This image is a visual representation of how even the smallest things we own have to not be shared because of the pandemic. I think the picture that may be unclear would be the water bottles because it is not unusual to see water bottles but in this case, usually, kids don’t bring water bottles to our school they usually drink out of the water fountains but since covid is happening that is not allowed.
PC Piper 
I took these photos of my classmates in art to show how much school has changed. I feel these photos really demonstrate how different school is now. I tried to show the plexiglass dividers as much as possible. Of course, anyone who sees these photos right now probably wouldn’t think much from the masks but I believe in the future people would maybe question it. 
CC Caroline 
My idea was to originally photograph what horse shows looked like during the pandemic with all the new rules and masks and everything. I don’t really think my project was inspired by any one person. If anything, I think it was really set into motion by my family at my new barn. I kind of changed the theme a tiny bit when I found an SD card with photos from a show right before the pandemic and the quarantine started. I wanted to try keeping my style consistent and normal even though everything else was the exact opposite. I think that the effort I put into that really shows in my before/after shots. I like trying to get that perfect spot and perfect positioning while the horses are going over the jumps. It’s so exhausting when you miss the perfect shot by half a second but it’s so worth it when you actually do get it
JD Julia 
For my project, I took pictures of changes around Country Day’s campus that were made to help keep us safe and prevent the spread of COVID-19. Some of the changes I decided to show are the hand sanitizers that are now all over campus, the outdoor seating for lunch, desks having to be six feet apart, and of course, masks.
JG Justin 
My idea for this Photography project was to show that everyone is affected by this virus. I wanted to show how all people from all walks of life even homeless people are wearing a mask. These people might not have a place to sleep or food to eat that day, but they have a mask. The way that I present these photos matters. The first and last is a homeless person and the one in the middle is a normal person.
JML Jeanne Marie 
While photographing the pandemic, I wanted to make sure to capture pictures of areas that are usually filled with people. The first thing that came to mind was the French Quarter, as that is the hot spot for tourists, and is usually crowded to where it is impossible to see down the street. I wanted to make sure to get a picture of a full street in the French Quarter with houses around it to demonstrate how empty it is, because there is no one in sight. For my other two photos, I took pictures of a playground that has been closed off because of the pandemic. Usually, there are many dog owners walking around the park with their kids, or even just people hanging out at the small tables and playing chess (yes, there are chess boards at the tables). For the picture that says “Love”, I thought it was important to choose this one because it has the fence surrounding the playground in the background, but the main focus is on the tall pole with the sign that says “Love”. I think this is important because, in order for everyone to come together and get through the pandemic together, love is a big factor. For my final picture, I chose to photograph one of the sidewalks with a person standing all the way at the end. I chose this picture because it represents isolation and loneliness. The fence extends all the way to the end of the sidewalk, where you can see the isolated human staring at the trees that were once accessible to touch. All of my photos show a clear message of isolation, but the “Love” picture helps remind us that there is still hope, no matter the circumstances. 
WM William 
For my final Pandemic Project, I wanted to take pictures of a mask around the school’s campus in order to show both the campus and the changes it has gone through this year. I took pictures of a mask because people who have been around during all of this will immediately understand what the mask signifies. I think for the most part most of my pictures are very very clear in terms of what they are trying to portray.
I think that most of the pictures I have taken for this project did a good job of what I was trying to accomplish. I think bringing a mask around campus shows that these pictures were taken during this year and just help show a difference in the school this year. You can even see in the backgrounds of a lot of these photos some of the other changes that have happened here
DS Dylan 
My vision for this project was to emphasize the importance of expressions and the ability to understand others. With the masks on during the pandemic, it is very hard to tell what your peer’s reaction to something maybe and this can be good at times but also bad. In my second image of the bench with the dots, it shows how the school is now that there is a global pandemic. The dots being so distant shows an act of loneliness and independence. This can be odd for people of the Country Day community because one of the most important things within our community is that we have a family environment. In our community, everyone knows each other and we are all-inclusive. With masks, it feels as if we are restricted from this and like we are “hiding our emotions”. Picture three shows the dots on the picnic tables in use and how a regular school day would look, during the pandemic, with students interacting. My last image is dark and cloudy. I did this to show how unclear things may look, or people may look, during this pandemic. Country Day has been known to be an open campus for more than 50 plus years and this photo shows the change that came this year. Also, the door says that a mask is required to enter and it is taken from a worm’s eye view and this makes the person standing in the way of the door look superior. This is important because it looks like the person behind the door is enforcing what is being said on the sticker,  on the door. 
DW Darryl 
Through this project, I plan to depict how the pandemic has Country Day’s athletic program. My goal is to show my audience all of the changes in how things are done. Such as spacing, capacity, etc. I want people who wouldn’t see the things I see on a daily basis to understand that there are subtle yet significant changes. For example, all the different signs prohibiting certain activities, or the little things such as objects being taken away or being spread apart. The second image shows how the home games are filmed now because the audience can’t be at full capacity. The third image is a way to combat mass congregations in the locker room, which is limited space. The fifth and final image is the new and adjusted weight room. There is more space in between the machines and a long walkway down the middle.

Lower School

List of 1 items.

  • Pre-K to 5th Grade

    Our goal in lower school art is to foster children’s creativity through problem solving, skill development, and the exploration of a variety of materials. Art history is introduced, and projects may be linked to what is being taught in the classroom.

    A broad spectrum of projects enable students to become more aware of their environment, to express themselves visually with more confidence, and to develop into flexible and creative human beings. Periodic art discussions enhance students’ reasoning powers and critical thinking. Sketchbook work provides students with accurate records of their visual development through the years.

Middle School

List of 3 items.

  • 6th Grade

    Students will review the elements and principles of art and design through a study of varying styles and visual art disciples, including drawing, painting, printmaking, and sculpture.  Students will have the opportunity to explore and learn about a variety of media as well as become familiar with pivotal moments in Art History. 6th graders will study the stylistic choices of famous artists to help inspire them to develop their own ideas and artistic voice. Each student will work with the artist/teacher in a studio environment.
  • 7th Grade

    Students continue to explore the fine arts in depth with a focus on specialized courses in ceramics, metals, photography, and woodworking. Each student will work with the artist/teacher of the specific discipline in the studio environment on a rotating semester format. Individualized instruction is emphasized. Students are taught best studio practices while creating, presenting, responding and connecting through their art form.
  • 8th Grade

    Students continue to explore the fine arts in depth with a focus on specialized courses in ceramics, metals, photography, and woodworking. Each student will work with the artist/teacher of the specific discipline in the studio environment on a rotating semester format. Individualized instruction is emphasized. Students are taught best studio practices while creating, presenting, responding and connecting through their art form.

Upper School

List of 10 items.

  • AP Studio Art

  • Art I

    Students are introduced to a multitude of techniques in varying media.  These young artists will be introduced to drawing methods, such as contour and gesture drawing, while implementing elements of design, such as value and color.  Students will explore a series of dry and wet media, such as pastels, watercolor, and acrylic, while also diving into the world of printmaking, all the while incorporating the principles of art and design. Integrated into the Art 1 curriculum will be a study of Art History.  Students will be introduced to influential art movements and artists to learn certain techniques and gain perspective of the world in which they create. All participants are required to maintain a sketchbook, to document their thoughts and develop their own original ideas for projects. While studying an array of art-making techniques, students are encouraged to create and critiques their individual work as well as the work of their classmates.
  • Ceramics

    Students are introduced to the clay construction techniques of slab, coil, modeling, and wheel-throwing; glazing applications will also be taught. Emphasis is placed upon individual expression and skill.
  • Graphic Design

    Graphic Design is communication through images, words, and forms, and shares the same visual vocabulary as studio art. Over the course of this semester, students will learn techniques and tools to communicate ideas and meaning for themselves and client projects. Students are strongly recommended to enroll in a full year (two semesters). During the first semester, they will master the elements of art and principles of design through design-based projects. Through the second semester, students will work on more self-directed design projects, allowing them to explore their areas of interest and develop their own forms of self-expression.
  • Drawing

    This course will expose the students to the fundamental structures and techniques of drawing through direct observation of still life, landscape, and/or the human figure. Students will experience the expansive qualities and characteristics of multi-media drawing through additional imaginative projects and sketch book work.
  • Honors Art

    This course is designed for upper school students talented in the visual arts and seriously committed to the process of making art. Students are recommended by the department based on evidence of superior artwork, behavior and attitude. New students to the program may need to submit a portfolio for review by the art department and be recommended by former art instructors. The curriculum is determined primarily by the student, with the teacher serving as a coach. Students submit written proposals near the beginning of the semester. Any medium can be employed with emphasis on the creative process of problem solving. Various projects will be introduced depending upon students’ prior art experiences. Some students elect to build their college portfolios as their primary curriculum.
  • Metals

    This course will teach basic metal techniques, working with brass, copper, and silver on constructed and cast pieces. Students will make both pieces of jewelry and small metal sculptures with a priority placed on design principles. Credit will be earned through the completion of several projects.
  • Painting

    Students explore and utilize color properties, theory and composition in the process of painting. While learning various painting techniques, they create and critique their individual works. Abstraction and realism are themes of study as well as the works of well-known painters.
  • Photography

    This course begins with an introduction to the basics of the medium: operation of the camera, exposure, film-development, and printmaking. Students explore the use of print controls; i.e., burning, dodging, and toning. Specific projects will be assigned based on previous experiences and interests of individual students. A 35mm camera is required.
  • Filmmaking

    In Filmmaking class, students will have the opportunity to understand the art form of film. Film is an excellent way to communicate as well as evoke emotion from the viewer. Student filmmakers are encouraged to make artistic choices based on compositional framing and editing to compose a storyline that will engage the viewer.  Students will learn the numerous tools used in film in order to communicate ideas about their plots lines, themes, and characters in their own films.
    Students who are enrolled for the entire year will then be introduced to multiple film genres, discussing how each genre consistently chooses similar techniques taught in the previous semester.  The students will also become proficient in filmmaking software programs such as iMovie and Adobe Premiere. Students are encouraged to enroll for the full year film course.

Upcoming Events

List of 6 events.

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List of 11 members.

  • Photo of Katherine Antis

    Mrs. Katherine Antis 

    Arts Department Chair, Middle and Upper School Band & Orchestra Director
    (504) 849-3126
    James Madison University - BM
  • Photo of Michelle Haysley

    Mrs.  Michelle Haysley 

    Metairie Park Country Day School
    Middle School and Upper School Visual Arts Teacher/ Upper School Advisor
  • Photo of Barry Kaiser

    Mr. Barry Kaiser 

    MS & US Photography
    Southern Illinois University - BSA
  • Photo of Lisette Overby

    Mrs. Lisette Overby 

    Metairie Park Country Day School
    Lower School Visual Arts Teacher
    (504) 849-3125
    Tulane University - BS
  • Photo of Steven Donnelly

    Mr. Steven Donnelly 

    Metairie Park Country Day School
    Art Department, Metals
  • Photo of William Edwards

    William Edwards 

    Upper School / Middle School Woodworking
  • Photo of Lauren Lemmler

    Ms. Lauren Lemmler 

    Metairie Park Country Day School
    Lower School Music Teacher
    Loyola University New Orleans - Bachelor
    Mannes College of Music, NYC - Masters
  • Photo of Sean Patterson

    Mr. Sean Patterson 

    Metairie Park Country Day School
    Middle and Upper School Drama Specialist, MIddle School DEI Co-Facilitator
    (504) 840-3989
    New York University - Master of Fine Arts
    University of New Orleans - Master of Fine Arts
    University of New Orleans - Bachelor of Arts
  • Photo of Pam Skehan

    Pam Skehan 

  • Photo of Jennifer Waller

    Mrs. Jennifer Waller 

    Metairie Park Country Day School
    Visual Arts Teacher
  • Meredith Hotard 

    Metairie Park Country Day School
    Choir Director