Final Project Family Portrait

This week has been dedicated to getting the Final Project ball rolling. One half of this endeavor involved conducting A LOT OF RESEARCH and then thinking and mind-mapping and MORE RESEARCH and more thinking, and then writing. The other half involved sketching and consulting and testing materials, and more sketching and more consulting, and maybe stretching a canvas or building a room or ordering paper or strapping on a camera. At the heart of it all is a topic, a question, or a theme that drives the critical inquiry and creative practice. Each student's Final Project is born from and revolves around this...well, let's call it a nugget. So this week's blog post is extra special: we asked each member of OS29 to describe their Final Project "nugget" in one word, and then every advisory group took a family portrait. What you see here is a combo word/photo portrait of the entire class. Special, right?

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WEST A: PSYCHOLOGY / DESIRE / PROCESS / HUMANITY / PERCEPTION / RITUAL

Amanda, Tumani, Valerie, Willa, Slade, Karen

WEST B: SACRIFICE / ALIENATE / PERCEPTION / EMOTION

Zeke, Justin, Ser, Izaiah

WEST C: SPACES / LIFE / LUMINOUS / ELEPHANTS / CONSCIOUSNESS / IDENTITY

Isabel G., Isabel A., McKenzie, Lucie, Katie, Margeaux

WEST D: COLOR / DARK / STORIES / CONFORMITY / HAPPINESS / SUPPRESSION

Maya, Piper, Maddy B., Jennifer, Tara, Dani

EAST A: IDEAVIRUS / CONNECTION / INITIATION / MEMORY / SUPERPOSITION

Alex, JJ, Nigel, Emmett, Sam

EAST C: CONTROL / EQUALITY / BIRTH / MEMORY / INSOMNIA / INTERNET

Annalise, Annie, Veronica, Akea, Courtney, Grace

EAST D: WONDERLAND / AMERICANDREAM / PERCEPTION / BIPOLAR / REALITY / INDIVIDUALISM

Darien, Maddie G., Taylor, Elsa, Jessica, Shannon

Head in the Trees, Toes in the Ocean

Oops! We forgot to post last week. So sorry. But we have a pretty good excuse...we were here:

Final Project officially began on November 1st, and then after a week of intense brainstorming and proposal writing, the whole school went for a day-long hike in Pt. Reyes. It was crisp and clear on the coast, a perfect day for a walk in the woods. We navigated the Arched Rock trail to the beach, and ate lunch in the sand. For some, it was a first meeting with the Pacific Ocean. What a treat! Photos courtesy of Isabel A. (above) and Nigel (below).

Collaboration

This week OS29 bid farewell to their second visiting artist, Dan Havel. Dan hails from Houston, Texas, where he teaches art at St. John's School and works as a partner in the artist collaborative Havel Ruck Projects. Throughout Dan's Oxbow residency, students explored structure, architecture, and interactions between space and place. Using basic supplies--maps, blueprints, foam core, and other architectural model-making materials--each student created a small artwork. The individual works were then installed in a common space, and elements were added--paint, tape, string--to visually weave the pieces together. Through an extended process of collaborative revision, the installation was added to and subtracted from, each student making modifications to support the cohesive whole. The entire Oxbow community celebrated and admired the final installation at OS29's first official 'gallery opening' -- oooohs and ahhhhs abounded as guests sipped on sparkling cider and munched on popcorn. Thank you, Dan, for leading OS29 through such an exciting collaborative project!

JJ surveys the revision process

Grace adds finishing touches

Installation detail

OS29 in front of the final installation

English, Science, and History

After completing the Walden "Connections" unit, the humanities disciplines split up and students rotate through intensive "Focus" courses in English, Science, and History. These courses continue to build on the big questions posed during our exploration of Walden: Who am I? Who do I want to be? How do my life experiences and memories define me? What informs my unique moral code? What is my personal relationship with the natural world?  How do my actions and decisions affect the natural world? Throughout each unit, students are invited to engage in projects that intersect their creative, artistic skills with their academic and intellectual capabilities. 

In the English course, students focus intently on writing, using personal memoir and various book forms as tools to delve inward. The culminating project is to create a personal narrative rooted in memory, and to construct a book that acts as a vehicle for housing that evolving, living, personal history. Above is a spread from Justin's final book. 

The Science course begins with each student “adopting” a plot of Oxbow soil, which they steward for the rest of the semester. Using their plot as a microcosm for global agricultural systems, students explore the soil ecosystem—through a series of tests and observations, students examine the way environmental conditions, nutrient cycles, and microscopic soil life-forms affect plant life in their plot. Students then create a comprehensive soil profile, which they use to determine their soil’s fate, eventually deciding how to amend the soil and what to plant in it. By engaging in a “plant it forward” mentality, students literally sow the seeds that will become food for their Oxbow successors. 

Each section rotating through Science also gets a special focus—this semester the themes were worms, chickens, and bees. The first section studied vermicomposting, explored the worm bin, and dissected lumbricus terrestris. The second section spent a lot of quality time with the new baby Ox-Chicks, studied chicken anatomy, and engaged in lively debate around the moral, ethical, and agroecological implications of eating animals. The final section has been learning about Colony Collapse Disorder and hive anatomy, and will soon try their hand at beekeeping as we peek into the Oxbow bee colony.  

The History course is a journey into the philosophical and moral underpinnings of our society. Each student develops a lens through which they can study history in such a way as to not repeat the mistakes of the past while still honoring the achievements of our local and global communities. Each student also creates a zine, a self-published booklet of ideas, drawings, musings, poetry, and other original work aimed at addressing social or political issues important to each scholar.

The zines are fun and creative compilations of the deep thought and writing that each Oxbow student engages throughout the course. This semester's zines continue the tradition of creativity, fun, and civic engagement that are emphasized in our historical inquiries. The images you see here were made by Sam W. as part of his zine. 

 

GO OUTSIDE!

The hikers circumnavigate Lake Hennessey

Twice a week, for blocks of two hours or more, the whole Oxbow community goes outside. Because, as we know, OUTSIDE LIES MAGIC. Here in the Ox-Bubble we call P.E. classes "Co-curriculars," and each semester we offer a slightly different menu of choices. OS29 has been getting their kicks in outdoors doing invigorating activities like biking, hiking, ultimate disc-ing, yoga-ing, gardening, and adventuring on foot around Napa. Co-curriculars are a great time to re-energize the senses and wake up the brain cells, and students get to engage with faculty outside of the classroom. 

The NapaScapes co-curricular finds a rare Napa rhino

The biking crew takes a break on Las Amigas Road

The gardeners build a stellar compost lasagna

I really can't tell you what these folks are doing...

Cardboard and Tape

Maya's tape sculpture

After moving through the Observation, Place, and Narrative units, OS29 welcomed their first Visiting Artist, Ana Teresa Fernández. Ana is a Bay Area artist who has her toes in diverse array of exciting projects, many of them based in performance and social action. (Former Oxbow Visiting Artist Klea McKenna published an excellent interview with Ana on her wonderful website In The Make -- check it out!)

Ana's Oxbow residency focused on working with commonplace materials to create dynamic, content-rich sculptural works. In a quick warm-up exercise, students used colorful masking tape to make ephemeral sculptures that responded to the unique Oxbow landscape. In a longer, more focused project, students explored the idea of a "hybrid," using a single 4'x8' sheet of cardboard to create vibrant sculptures that combined two seemingly disparate themes or objects. Materials were limited to the one sheet of cardboard, paint, and other simple construction tools.

Nigel's tape sculpture

Darien's tape sculpture

Tumani presents her hybrid sculpture

Katie's hybrid sculpture

Narrative : Moving Images

In the New Media Narrative project, students are introduced to the possibilities of movie-making as a complex visual/aural medium. Throughout the course, they respond to various "challenges" -- in writing, still photography, sound collection and video -- in an effort to build their skills of awareness and composition. Students are also exposed to readings and films designed to grow their understanding of how time, rhythm, association and editing are powerful tools to achieve a particular meaning, effect or outcome for the audience. 

The course culminates with each student utilizing these tools to create a short moving image piece that conveys their introspective spirit and unique perception. Karen, Annie, Jennifer, and Sam have generously offered to share their wonderful work. Enjoy!

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 Karen

 Annie

 Jennifer

 Sam

Leaving Walden, field journal in hand

OS29 has recently completed the Connections unit, and their intensive work with Walden. A key component of that course is the field journal--a notebook that students are encouraged to strap to their bodies and carry with them at all times. (Journaling is also a major part of the art curriculum here, but we'll talk about that another time.)  Field journals are used for taking notes in class, but also capture much of the thinking that happens outside the classroom. The pages are filled with mind-maps, lists, personal reflections, pre-writing of analytical essays, research notes, experiment data, and of course the requisite doodles. In short, they are full of life. At the close of Connections, we had the opportunity to peek in--here's a colorful smattering of what we found. (Top to bottom, from the field journals of: Annalise, Isabel G., Kenzie, Annie, Katie, Annie)

Place : Finding Moments

Installation detail, artwork by Elsa

In the Place unit, students in the Sculpture studio experimented with making site-specific installation artwork. They began by working locally around the Oxbow campus, altering small, easily-overlooked spaces, then broadened their scope by exploring downtown Napa.

Found/made moment by Maddie B.

Students were instructed to take slow walks around town and observe their surroundings with fresh eyes. By looking carefully and shifting perspective, they found and created moments of art in public places.

Found/made moment by Ser

Throughout the project, students tested materials, locations, and documentation techniques in order to grasp the depth of what place-based work can be about, and discovered that with deliberate looking, art is everywhere.

Found/made moment by Izzy A.