High-Tech Education Came to Fenwick a Quarter-Century Ago

Where in the World Wide Web has “FenTech” gone and, more importantly, where is it headed? Answers can be found in the growth of the school’s Bernard F. Brennan Computer Science Laboratory and CS programs.

By Mark Vruno

In 1993, could we have fathomed high-school educators teaching entire courses to teenagers on tablet computers? iPads weren’t even a tech “thing” 25 years ago, yet this past school year at Fenwick, the “Introduction to Computer Science” (CS) class was taught entirely on Apple iPads, reports Science Department Co-Chair Dave Kleinhans.

Turning Fenwick’s tech visions into realities over the past two-and-a-half decades has been made possible, in large part, by initial, generous funding from alumnus Bernard Brennan ’56, former chief executive (from 1985-96) of the Montgomery Ward department-store chain. Bernie is the younger brother of the late Edward Brennan ’51, former CEO of Sears, Roebuck and Co. Ed and Bernie, the Brennan Bros., are a couple of Friars’ heavy-hitters:  Bernie is a member of the school’s Board of Directors as well as a 1986 Fenwick Hall of Fame inductee; Ed followed him to the school HOF in ’91.

A peek inside Fenwick’s Bernard F. Brennan Computer Science Laboratory, which officially was dedicated on February 28, 1993.

Twenty-five years ago, the younger Brennan and his family made a major leadership donation to create the Bernard F. Brennan Computer Science Laboratory, which was dedicated in early 1993. Students at the time, as well as members of the Fenwick Mothers’ Club, also contributed financially to the lab’s creation. Now 80 years old, Bernie Brennan’s blue-sky vision of “computerization projects” today partly resides in the virtual “Cloud,” of course. But keep in mind that, in early 1993, while email may have been a mainstream form of communication at most corporations, the Internet was a fledgling technology. Ever so slowly, companies were beginning to launch new, online branding devices called “websites.” The dot-com bubble (1997-2001) was still a few years off.

For Fenwick’s new Brennan Computer Lab, initial purchases in the mid-1990s included hardware, such as AST Bravo workstations and Netstore SCSI CD-ROM subsystems (used for information retrieval long before web browsers and cloud computing became popular), as well as software, electrical upgrades and accessories, including printers and furniture. The lab was designed to be used by the Math and Science Departments as well as the Library and the English Department. Tech-hungry teachers welcomed the new writing-lab segment, which featured desktop publishing systems for the Blackfriars Yearbook, The Wick student newspaper and staff newsletters.

Bernie Brennan’s 1956 yearbook portrait.

“It was clear to me that we were moving into the technology world at that point in time, and I wanted Fenwick to be in the leadership position,” Mr. Brennan reflected recently. “Ironically, I have been heavily involved in the technology sector for the past 20 years! It is easy to give back to Fenwick and our Dominican friends as they have done so much for the Brennan family. Fenwick’s focus on intellectual curiosity, discipline and uncompromising ethics is a beacon for us all.”

“Fenwick’s focus on intellectual curiosity, discipline and uncompromising ethics is a beacon for us all.” -Bernie Brennan ’56

New Millennium’s Web of Tech

Freshman math students in Mr. Andrew Thompson’s class, using their iPads (2017 photo).

It is interesting to note that each of Fenwick’s 1,152 incoming students this fall will have an iPad in her or his backpack. (Members of the outgoing Class of 2018 are the first Friars to have had tablet computers in their collective possession all four years.) With improved anti-cheating security measures in place, some high schools in Illinois already have adopted online final exams. Fenwick teachers have administered online quizzes and tests via their students’ iPads, but most educators in the building are proceeding with caution on that electronic front.

Since 2000, Fenwick has had a Technology Services Department in place that today is staffed by four full-time employees. These high-tech staff members manage the school’s more than 400 computer systems and a highly secure Wi-Fi network as well as some 30 switches and 122 access points — not to mention the telephone and email systems and 92 copy machines/printers! Associate Tech Director Fr. Mike Winkels, O.P. also feeds content to a total of six electronic bulletin boards displayed in the cafeteria, outside the library and elsewhere throughout the school.

Fenwick Technology Director Ernesto Nieto

Fenwick’s students, faculty and staff alike often take this tech group’s behind-the-scenes work for granted. Even those of us old enough to remember slow modems and non-connectivity have come to expect our 21st-century, networked, electronic devices to work – “magically” — with no glitches. “We do a lot of things that people probably don’t think about,” says Director of Technology Services Ernesto Nieto, who came to Fenwick in ’01 by way of St. Ignatius College Prep, the Dominican Conference Center, the Shrine of St. Jude and DePaul University.

To solve a recurring slow-network problem, data-transfer speeds between hardware devices are doubling this summer to 500Mbsp (megabits per second) “Our bandwidth may jump to 1Gbps [Gigabits per second] in the future,” Mr. Nieto predicts. (One Gbps is equal to 1,000 Mbps, or 1 billion bits per second.) Additionally, the tech team is in the process of creating wireless networks for each classroom, which also should unjam bottlenecks and further alleviate network pressure, he believes.

Using Technology – and Teaching It

Last summer, shelves overflowing with dusty, old periodicals and reference books were removed from about one-fourth of Fenwick’s 5,280-square-foot John Gearen ’32 Library. The cleared-out space has paved the way for a modern, Digital Resource Room that features Apple TVs, 48-inch monitors, an interactive projector and a 65-inch Clevertouch interactive panel.

The library’s new Digital Resource Room features Apple TVs, 48-inch monitors, an interactive projector and a 65-inch Clevertouch interactive panel.

“The new room was used in many ways this past school year,” reports Digital Learning Specialist Bryan Boehm. Students collaborated for projects in class and tutored their peers there. “[English Teacher] Mary Marcotte used it to compare and contrast the different variations of Beowulf translations,” Boehm notes, “and Dave Kleinhans had students show their final projects for computer science in the Digital Resource Room.”

On the Computer Science academic front this past school year (2017-18), Friars’ teachers taught four sections of the aforementioned, foundational CS class with a total of about 80 students. “Five or six years ago, there were maybe six kids in each [intro] class for a total of 24 students,” notes Mr. Kleinhans, who came to Fenwick following a 20-year career as a successful software-industry executive and also has taught math during his decade with the Friars. Program-wide, approximately 17% of young Friars – nearly 200 students — now are enrolled in Fenwick’s computer-science offerings.

Students in Mr. Roche’s class wrote code to create an app for playing Blackjack.

Kleinhans and his math, science and IT (information technology) colleagues have been busy revamping the Friars’ CS curriculum to more closely align with modern tech. “With so many students going into engineering and business, we made some changes to prepare them better for the workforce,” explains Math Teacher and alumnus Kevin Roche ’05, a 2009 environmental-engineering graduate from the University of Illinois (Urbana-Champaign).

“We work [hard] … to make sure that the courses we create, along with the sequence, are part of leading practices,” adds Kleinhans, a fellow Illini alumnus. Fenwick Principal Peter Groom notes that substantial internal and external collaboration goes into making curriculum decisions and changes. “We are not myopic in our development,” Groom explains. “In addition to obtaining input from our own faculty, we have partnered with OTCR Consulting,” the University of Illinois’ engineering and business consultancy comprised of top-tier students primarily from the Colleges of Engineering and Business. “The OTCR organization has provided us with a lot of valuable information and has made recommendations for Fenwick, many of which we’ve run with,” he says.

Jacob Marchetti ‘19 plays a “Flappy Bird” video game made by Fenwick young alumni Colleen Lawlor ’16 and Henry Lorenzini ‘16 in Computer Science class two years ago.

Most course proposals from 2017 have been implemented. A Computer Skills for Business class was rolled out this past academic calendar. “We focused mostly on teaching programming for Microsoft Excel in VB [Visual Basic], so that students have some coding exposure,” reports Mr. Roche (below, standing), who also coaches girls’ cross country/track and moderates Tests of Engineering Aptitude, Mathematics, and Science (TEAMS). Post-college, he practiced for a few years as a consultant before returning to Fenwick and has since earned a master’s in teaching from Dominican University in River Forest, IL. In his Computer Skills for Business class, exercises include a module called “College Expenses,” which has students research and tabulate the cost of their top four to six schools. “Survey Charts” has them look up demographic data and break down their income according to identified ethnicity. “We also worked with the Reyes Company to have kids create their own workforce and, considering sales, determine their employees’ commissions,” Roche says.

“There is still a post-AP CS course that has not yet been developed,” he adds. This year, senior Colleen Corcoran ’18 did independent study of a college CS course out of the Illinois Institute of Technology (IIT) in Chicago. (Ms. Corcoran is headed to Saint Louis University this coming fall.) “We have yet to develop an in-house course, however, for the students to continue to pursue computer science material after the AP [Advanced Placement] course,” Roche says.

In the near future, Kleinhans envisions such a post-AP class for kids interested in becoming CS engineers, while acknowledging that they are a relatively small set of Fenwick’s overall student population. Continuing to partner with a university (such as IIT) may be the answer or, perhaps, some type of online offering.

In his opinion, Fenwick’s next area of investment should focus on more classroom and laboratory spaces as well as upgraded electric systems. He would like to create a lab-based CS curriculum for the “do-ers” who thrive with more hands-on learning.

Incoming senior Thomas Georgiev ’19 works with the school’s 3D printer up in the “Bell Tower” classroom.

High up in the school’s bell-tower classroom, Math Teacher Dave Setum has assembled a make-shift, DIY (do-it-yourself) “makerspace” of sorts, which includes etching tools, a laser cutter and a 3D printer with Maya three-dimensional rendering software for computerized animation. Mr. Setum, who teaches courses in CAD/CAM (computer-aided design/manufacturing) and technical drafting as well as calculus, completed his undergraduate degree in mathematics and philosophy at the University of Wisconsin (Madison) and earned a master’s in teaching from National-Louis University in Chicago. He is looking forward to students having access to 25 new Dell personal computers (PCs), with robust video cards, in his drafting classes this coming 2018-19 school year.

Last Christmas, students in Mr. Dave Setum’s class used the laser cutter to manufacture wooden ornaments for Fenwick’s faculty and staff.

More powerful computer hard drives aside, colleague Kleinhans voices his concerns that, while well-intentioned, the Bell Tower Classroom could be so much better. “Dave really needs a dedicated, formalized makerspace/lab type of learning environment for his students’ technical design and drawing endeavors,” Kleinhans contends.

Beyond social media

Kleinhans also believes that all Friars’ students should take at least one semester of Computer Science, adding that the University of Dayton’s School of Business Administration requires its students to obtain certificates for Microsoft’s Excel database/spreadsheet program. He cites the example of Fenwick young alumnus Carlos Soto ’14, who recently graduated from Dayton (Ohio) and is working as a part-time business analyst for Deloitte Global. With all of his programming and Excel experience in high school, Soto felt well-prepared for the rigors of college. Such exposure and preparedness are key for Fenwick students, in Kleinhans’ opinion. “It helps to be ready,” he says.

Tinkering with Fenwick’s Computer Science curriculum is an evolutionary process. Two years ago there was a recommendation for an AP (Advanced Placement) CS Principles course that would include such topics as the Internet, Big Data/privacy, programming and algorithms. “However, we are no longer pursuing this because we now have a more rigorous course in Computer Science A,” explains Math Teacher and alumnus Ray Kotty ’85, who also attended undergrad at U of I.

The bottom line is that “our students need tech skills beyond Snapchat,” Kleinhans jests. But seriously: in the work force, specific skills translate to productivity in today’s corporate and high-tech/IT worlds. Employment recruiters and hiring managers “go to the ‘Skills’ section of the résumé,” he points out. “They’re looking for things like Excel, SAP [software experience] and apps [building] skills.”

CAD/CAM Teacher Mr. Setum (left) and student Thomas Georgiev ’19 install a tube in Fenwick’s laser-cutting machine.

Heading into the third decade of the 21st century, jobs have changed — and so has college, he adds. Approximately one in four Fenwick students are on the “STEM” track of Science, Technology, Engineering and/or Mathematics, according to the Student Services Dept. “Prototyping skills are required for these kids. Where will they do that?” Kleinhans asks.

Meanwhile, Fenwick’s latest hardware investments are set for mid-July installments, as leasing agreements for 15 office PCs have expired. The aforementioned new PCs in the Math Lab replace four- and five-year-old OptiPlex 7010 models. While intensive CPUs/GPUs may solve the problem of frequent lag times and system crashing that plague many of today’s students, upgraded technology won’t change what Fenwick has been for the past 90 years and will continue to be: a rigorous, liberal-arts academic institution with sharp foci on English, history, mathematics and theology.

Jacob Marchetti ’19 (left) and Jack Vomacka ’18 enjoy a Tron game made in CS class by former Fenwick student Patrick Ebzery in 2016.

Technology, after all, is a tool. “Our faculty develops humans and makes children into leaders,” points out Science Department Co-Chair Marcus McKinley, who received a bachelor of arts degree from Carleton College in Northfield, MN, and a master’s in chemistry from Northeastern Illinois University in Chicago. “We at Fenwick are experts in college prep, and we are not revising our thinking as to who and what we are,” he insists. “Fenwick never has indiscriminately shifted with the winds of change. The school has evolved and constantly strives to be the premier college-prep institution. The end goal still is to mold empathetic people who can think critically.”

Artist’s rendering of Fenwick’s future facility plans heading into the 2029 centennial year.

There always is room for improvement. “Of course we can make Fenwick even better than it already is,” McKinley stresses. “And to do that, we need equipment; we need facilities upgrades; and we need infrastructure.” Stay tuned in, techies. And in the meantime, please consider donating to Excellence, Leadership, Tradition: The Centennial Capital Campaign for Fenwick High School.

Friars Abroad: My Ecuador Experience with ROMP

A Fenwick young alumna shares details about five days in South America with the Range of Motion Project (ROMP), during which her team built 18 prosthetic limbs for amputees.

By Jane Farrell ’16

Jane with Team ROMP in Ecuador.

One of the most remarkable things about Fenwick High School is its alumni network. I remember being in Paris with my family when my older brother [Social Studies Department Chair, Varsity Football Defensive Coordinator and alumnus Alex Holmberg ’05] was stopped by a Fenwick alum that recognized the shield on his shirt. Not only is the Fenwick alumni network far-reaching, but it is also high-accomplishing. This past May, I got the incredible opportunity to serve amputees in Quito, Ecuador, thanks to a high-accomplishing Fenwick alum. I never would have gotten to go on this inspiring trip had it not been for the faith I have in the quality of Fenwick’s alumni network.

As a rising junior in the biomedical engineering program at the University of North Carolina at Chapel Hill, I wanted to spend my summer doing something within my desired career field. One of my classes at UNC piqued my interest in the prosthetics field, so I shadowed a prosthetist at Shriner’s Children Hospital in December. I was inspired to continue exploring the prosthetics field, and a family friend and fellow Friar fan [past/present Fenwick parent], Kate Nikolai, recommended that I check out ROMP, the Range of Motion Project. She told me that it was an organization that worked with amputees in Ecuador and Guatemala. The best part was that that one of the co-founders, David Krupa, is a fellow Fenwick alum (Class of ’98).

As I looked into ROMP, I realized it was the perfect trip for me. ROMP’s mission is to provide high-quality prosthetic care in under-served populations, which enhances mobility and unlocks human potential. Through ROMP, volunteers can travel to Ecuador or Guatemala for the opportunity to work with local prosthetists and patients. The incredible thing about ROMP is that volunteers get to be heavily involved in the entire prosthetic process — from the casting of the patient to the device delivery to the physical therapy work.

Jesus and Jane

My personal experience with ROMP was nothing short of life changing. In May, I traveled to Quito, Ecuador by myself. I knew no one on this trip, but knowing that a fellow Friar would be there was comforting.

We worked in a local clinic, Fundacion Hermano Miquel, for five days serving 16 patients. I personally worked with two patients, Jesús and Carlos. Obviously, Jesús is pronounced like the Spanish name and not like Jesus Christ, but I don’t find it a coincidence that they share a spelling as my patient Jesús was an absolute ray of sunshine and reminded me of the importance of serving others. Even though he lived in severe poverty, he always offered to buy me a Coke with what little money he had.

Jesús was a below-knee amputee while Carlos was an above-knee amputee. Over the course of five days, myself and two other volunteers worked closely with an Ecuadorian prosthetist to build two brand-new prosthetics for these men. Both Jesús and Carlos lost their limbs in car accidents and were in desperate need of prosthetic care. Being able to provide them with the care they needed was extremely rewarding, and I will forever remember the lessons I learned from these two inspirational men.

Continue reading “Friars Abroad: My Ecuador Experience with ROMP”

CHICAGO CATHOLIC LEAGUE HALL OF FAME INDUCTS FENWICK DIVER LARRY WERT ’74

The CCL recognized lifelong Riverside resident at its annual banquet in late April.

Wert in 1974 (Yearbook photo).

Congratulations to lifelong Riverside resident and Friar diver extraordinaire Lawrence “Larry” Wert ’74, who is being inducted into the Chicago Catholic League Hall of Fame on Thursday evening, April 26th. While a student-athlete in high school, Wert was a swimmer, diver, golfer and on the water polo team. He broke the Fenwick diving record of Ken Sitzberger (1964 U.S. Olympic gold medalist) by less than two points. Forty-four years later, Wert still holds the school record for 1-meter diving. He also was a member of the water polo team that brought home two national championships.

In the Fenwick pool, Wert (center) broke the diving record of Ken Sitzberger (1964 U.S. Olympic gold medalist). His 44-year-old, 1-meter school record still is tops among Friars.

After graduation, Wert was a scholarship diver at the University of Wisconsin (Madison), where he earned a BA in journalism. His 30 year broadcasting career in radio and television began in advertising. He ascended to become President and General Manager at WMAQ-TV (NBC 5 Chicago) and Central & Western Region President, managing NBC-owned, local television stations in Chicago, Dallas, Los Angeles, San Diego and San Francisco. Wert recently was appointed President of local broadcasting for the Tribune Media Co., which includes 42 owned or operated local TV stations reaching some 50 million households as well as WGN America and the WGN-AM radio station.

Wert accepting his award at the CCL’s annual banquet.

Wert serves as a member of the Advisory Council of Columbia College Chicago’s Television Department, Board of Directors for the Children’s Brittle Bone Foundation, Catholic League Charities and the Chicagoland Chamber of Commerce. He is a member of the Advisory Council for the March of Dimes Birth Defects Foundation of Greater Chicago and also is a Life Trustee of Fenwick.

Faculty Focus: Math Teacher and BFG Alum Roger Finnell ’59

Mathematics Department Chair and True Fenwick Treasure

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Alumnus and Math Teacher Mr. Finnell is wrapping up his 55th year as an instructor at Fenwick. Having produced more than 100 Blackfriars Guild productions (and counting), he’s still going strong!

What is your educational background?

RF: I graduated from Fenwick in 1959. (The White Sox in World series!) B.S. (natural sciences) from Loyola University Chicago in ’63 (the year they won the NCAA basketball!); M.A. from Loyola Chicago.

Finnell as a Fenwick junior in 1958.

What did you do prior to becoming a Fenwick teacher?

RF: I graduated from college and started at Fenwick three months later, in September of 1963. (Obviously, I was five at the time!)

What are you reading for enjoyment?

RF: The New Yorker magazine, for play and movie reviews and in-depth articles.

What interests do you pursue outside the classroom?

RF: Travel and seeing plays (some for possible BFG production) and seeing White Sox games (once saw a no-hitter vs. the Sox).

To what teams/clubs did you belong as a student?

RF: I played alto sax in the Fenwick Band (and still have it!).

Which clubs/sports/activities do you run at Fenwick?

RF: I coach the State Math Team. (I’m the only original head coach in Illinois still coaching since the state contest started in 1981.) I produce and direct BFG productions. “Banua 2018” was show #82 as a director (100 as a producer). I am Vice-President of the Archdiocese Math Teachers’ Association (board member since 1968). I also help when I can with the Kairos retreat program. I am a member of the State Math Contest Committee (head statistician since about 1985). For 33 years I ran a student tour to London. For many years I was student Council Moderator. (No, really, sometimes I do sleep!)

As student and mentor, Roger has spent a total of 59 years (and counting) at Fenwick!

What qualities/characteristics mark a Fenwick student?

RF: Gifted, hard-working and (hopefully) caring and compassionate

When did you decide to become a teacher, and why did you choose this field?

RF: I always enjoyed math and (hopefully) was good at it. I decided in junior year of high school to be a math teacher, inspired by Fr. George Conway, a legendary Fenwick math teacher, who was my teacher here for three years. (And I did get to teach with him for about five years when I returned.)

What personal strengths do you find especially helpful in your teaching?

RF: I am a good listener and a detail person. I think this helps me anticipate almost any question a student may ask. I guess maybe I can visualize the wheels turning in their minds.

What do you like most about teaching as a career?

RF: Every period of every class day is different and brings new experiences. I enjoy seeing students grow in their math knowledge and, hopefully, in developing constantly more mature attitudes towards study.

What is your philosophy of education?

RF: To treat my students as young adults, because that is what they are (and how they act most of, but not all of, the time). As I do this, hopefully I can help instill Christian values in them both in and out of the classroom. I strive to encourage students to think analytically and to develop sound reasoning techniques, and to help students see the beauty and logic in the mathematics and its place in the structure of God’s universe.

What is the greatest success you have had in teaching?

RF: Seeing that my students are well prepared in math when they leave for college and hearing from them about their success in college math and, for some, hearing how they are using their math in their careers.

What do you think is the greatest challenge facing students today?

RF: In this technical age of society today, I hope that students will not just rely on calculators and computers to do all of their thinking for them. And that they will not let social media dictate how they live their lives morally.

How do you encourage class participation?

RF: I hope my students know that they can stop class at any time with appropriate questions. To be sure the thinking I am looking for is going on, my goal is to hear every student’s voice in class every day. This does not happen all of the time. But I will ask students whose voices I have not heard whether they see what is happening in a problem and hope this will encourage questions from them in the future.

Any memorable moments?

RF: Where to begin?

  • As student Council Moderator, many successful homecoming weeks and proms. (I have lost count!).
  • Spending a large amount on bringing to Fenwick “Otis Day and The Nights,” the “Animal House” movie band, for a concert in the Lawless Gym that wound up drawing a crowd of 1,100.
  • As London tour guide, watching students’ reactions as they were exposed to so many historical and cultural sites in London and surrounding areas and, for a number of years, in Paris.
  • As Math Team Coach, winning the state championship in our division in 2002, with six or seven second-place finishes since, along with a good number of individual and team event state champs.
  • As BFG producer/director, guiding so many very talented student performers to success in so many memorable productions. I follow the professional performing arts careers of some very gifted BFG alumni. (My favorite BFG show is “Les Miserables” from 2011 — it was the perfect show for a perfect cast.)
  • As a math teacher, getting the privilege of helping to develop the math skills of so many extremely talented students. At least two now have Ph.D.’s in math. Mr. Kotty and Mrs. Esposito are two former State Math Team captains!
  • As Kairos assistant, so many emotional moments as I see retreatants growing in knowledge and love.

3 Beloved Faculty and Staff Members Are Retiring from Fenwick

Mary Marcotte, Barb Shanahan and Lucy White leave big shoes to fill.

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New retirees (from left): Lucy White, Mary Marcotte and Barb Shanahan.

Some 80 former students, parents and colleagues past and present gathered in the Fenwick Courtyard on Tuesday evening, June 19th,  to share stories and bid a heart-felt farewell to a trio of retiring female faculty and staff members:

English Teacher Mary Marcotte has spent her 44-year career educating youth and sharing a passion for literature and writing. Colleague John Schoeph ’95 was a student in one of Ms. Marcotte’s first classes at Fenwick and later would succeed her as Chair of the English Department. Mr. Schoeph fondly remembers his mentor stressing not to take her tough editing and rewriting suggestions personally. “She would say, ‘You are not what you write,’” he recalls. “The best teachers are the most critical,” Schoeph believes.

Mr. Schoeph, a former student, pays tribute to mentor Ms. Marcotte.

She administered her last final exam earlier this month, after 23 years of teaching Friars’ students. Marcotte, who has worked in private and public-school settings during her 44-year teaching career, came to Fenwick in 1994 when the once all-boys institution went co-ed and began admitting female students.

“Mary Marcotte is among Fenwick’s greatest teachers both past and present,” praises Fenwick Principal Peter Groom. “Mary has excellent communication skills and cares deeply about her students. She has taught English at multiple levels, most notably English II Honors, English IV Honors and AP Literature. Countless students were inspired by Ms. Marcotte to continue their love of all things related to English and were also inspired to become better people. She will be missed.”

In addition to teaching in the classroom, for more than two decades Marcotte also has worked with the Fenwick Speech and Debate Teams and served as a Write Place Advisor, Yearbook Moderator and Director for Student Publications. She also has been an excellent mentor for new teachers over the years, Mr. Groom points out.

Some 80 people gathered in the Fenwick Courtyard to bid farewell to the terrific trio.

Schoeph adds: “Mary launched Touchstone, which hadn’t existed prior to our class’s founding it under her leadership,” he recalls. Touchstone is an annual magazine that features student writing and artwork, including poetry, fiction, creative nonfiction and drama as well as multimedia forms of creative expression. “She has been a valuable resource for teachers new to Fenwick,” Schoeph adds, “cheerfully handing over file folders of her materials, not to copy but to use as springboards for original assignments.”

Marcotte also has been instrumental in fostering superior writing skills among Fenwick’s students. “She often helped out in the Write Place, at one time working with a few others to bring our writing center’s program to the attention of other schools,” Schoeph notes.

Of her students at Fenwick, “I am constantly in awe of their potential,” says Marcotte, who resides in Elmhurst with her husband Paul, an attorney. “I have been privileged to help them realize that potential. I like to think that I’ve taught with my students. Lively discourse and enlightened essays ensue when they become confident in their opinions. It truly is gratifying to hear about their successes at and beyond Fenwick.”

She is particularly proud of the work she has done with numerous juniors and seniors while constructing their college essays. “This has been such an enriching personal experience, from the drafting to the final copy,” Marcotte notes, “whether the essay is just part of the college application or for awarding scholarship monies. I got to see and appreciate the core values of many of our Friars, and I am humbled to have had these experiences. We truly have remarkable young men and women among us!”

Marcotte also takes pride in her other teaching awards, which include:

  • Innovation and Creativity in Teaching Award from the Archdiocese of Chicago (2006)
  • Golden Apple Finalist (2001)
  • Rev. George Conway, O.P. Outstanding Teacher Award (1997) – voted on by peers

Interestingly, Marcotte was not a natural-born teacher. “I actually wanted to be a nurse, but life takes mysterious turns,” she explains. “In the summer before college, I was in a car accident and suffered several broken vertebrae. I could not meet my college commitment for nursing, so I became friends with a wonderful librarian who kept giving me lists of literary classics. Along with my mother, this librarian inspired me to major in English, particularly World and British Literature. I also have certifications in World Religions and Church History.

“Today one of the influences I want to have on my grandchildren is to value the opportunities presented by local libraries,” she continues. “We are so fortunate to live in a country where these services are provided, and we can never take them for granted.” She also frequently attends Shakespeare plays at Navy Pier in Chicago and enjoys traveling to Canada for the Stratford Festival, an internationally recognized annual repertory theater festival that runs annually (April through October) in the city of Stratford, Ontario. At home, Marcotte is an avid gardener. “When I’m not outside in the yard, I love growing orchids,” she shares.

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More than 225 years of combined education experience is represented by these six Fenwick Friars. Each cupcake candle represents 38 years!

Theology Teacher Lucy White also is retiring. “Lucy has given her heart and soul to Catholic education for decades,” says Groom. “At Fenwick, she has taught thousands of our freshmen scripture in a comprehensive way. Through her approach the students have gained a real depth of understanding. As the Director of the Kairos program our students were able to explore the role that spirituality played in their lives while bringing them closer to both their family and God.  She has been a role model and friend to so many.”

Of Ms. White, Brother Joseph Trout, O.P., Theology Department Chair, says: “Lucy came to Fenwick because of her love for God. She taught her students to know the God who is love. Generously, she shared with everyone the depth of her love. She directed Kairos because she helps others experience God’s own love. She is retiring because she made a vow to, in sickness and in health, give herself to Phil [her husband] in love. Lucy has earned her accolades and awards over the years, but it pales in comparison to one fact: Lucy White is a living, breathing lesson in love. If you want to understand Jesus’ words, ‘love one another as I have loved you,’ you need simply look to her.”

Theology colleague Mr. Patrick Mulcahy adds: Lucy is fond of saying, ‘I want kids to fall in love with God.’ She was much known and loved by her students and the seniors she led on Kairos. When she took over the Kairos program she really refocused it in a positive way. My fondest memory of Lucy’s class was the practice she had of selecting individual students and praying over them with the rest of the class in a very personal way. She really knew her students. It was truly something to witness. As a senior teacher I saw, year after year, how her students were some of the best prepared in their knowledge of Scripture. As in the case of all great teachers, ‘Lucy the Person’ was the true teacher. She has had many challenges in her life and her faith is a model to all of us in how she has coped with those challenges. She will be greatly missed.”

Ms. Nowicki (left) shares some of the reasons why Ms. White is so special.

Friend and Social Studies Teacher Mary Beth Logas: “Lucy is someone who understands unconditional love like perhaps no one else I know. The courage with which she has faced a great many challenges and problems in her life, even before her husband’s illness, is inspiring to anyone who knows her story — and she has been generous with it to the many Fenwick students who have heard it on Kairos. The depth and constancy of her faith are a magnificent legacy to our kids in a world where faith is questioned, its value to the human spirit derided and, increasingly, Christians are persecuted in ways almost reminiscent of the trials of the early church.

“I will miss her friendship and support more than I can express. My overwhelming feeling is that this can’t be happening. I know Lucy does not feel like she has done all she can at Fenwick, but there is another great trial of love before her, and if there was ever anyone with their priorities straight, it’s Lucy. The best thing her Fenwick family can do is to keep in touch with her, for in its very nature the task that lies before her is isolating, even were she not leaving a community where she and her husband have had roots for so many years. I plan on putting some miles on my car between here and Madison in future.”

Student Services Administrative Assistant Barbara Shanahan joins White and Marcotte on the retirement path. Ms. Shanahan has been at Fenwick for 32 years, spending most of her time as the right-hand lady for Rich Borsch and the other counselors. Diana Caponigri, former Director of Scheduling and Records at Fenwick, pays tribute to Barb:

“When I think of Barb, I think of someone who is intensely loyal; someone who is willing to help even though she has a million things on her own desk; someone who has a keen sense of humor; who has much patience; and someone who is able to handle those million things on her desk efficiently and humbly. I could go on and on. She is one of the core people at Fenwick who do so much behind the scenes and don’t get much credit for their work. As a matter of fact, much of what she does enables other people to shine. She is able to anticipate, to keep herself organized, and to get the job done. Did I mention that I think very highly of her?  She wants little credit for what she does, believing that if you have a job to do, you just do it and do it as best you can.

Mr. Borsch heaps praise on the ever-shy in public Ms. Shanahan.

“Some of my own cherished memories of Fenwick involve Barb. If I needed numbers about some scheduling situation, such as verification of the number of requests for a certain course, she would be on the phone quickly to respond. If I needed some information about who was not coming back so I could delete some course requests, she would get to a counselor if she didn’t know the information and then get back to me quickly. I depended on her, and knew she would never let me down. Many years ago we had a student who was confined to a wheelchair and, between Barb and myself, we made sure that this boy could access his classes, which sometimes meant moving the class with its teacher to a different floor so this could happen. Being that Fenwick does what it can to accommodate special situations, some of these situations have to be handled by a person rather than a machine, and Barb was often that person. If I didn’t remember a special situation, Barb would be there to remind me or make the change herself and tell me about it. I trusted her. She would constantly update me on her progress doing whatever she was doing when we were scheduling. I always thought we made a good team whether it was working on a scheduling item or something else.

“Another memory I have is her kindness and concern to accommodate me when I would help proctor the many tests we give on Saturdays, such as an ACT, SAT or some other test. She would try to get me in a room with a computer so I could do some work while administering the test and would give me the extended-time students, which meant I would have a smaller number of students to watch. I truly appreciated this.

“In years long since gone by, we would celebrate office birthdays and she would include me when a birthday was celebrated in the Student Services area. She felt I was part of the group because of the work I did with counselors concerning scheduling, grades and other issues. She is very thoughtful.

“She and I had several opportunities to go for training for the student database, and I have some very nice memories of those too. It was so nice to spend some time with her away from the school environment and to see her relax and enjoy herself.

“I wish her the best of rest, relaxation and peace in her retirement years. These are years she so well deserves. Thank you, Barb, for all you have done for me. Thank you for your support, your help and for being you.

200 Combined Years!

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Celebrating his 85th birthday is Father LaPata (center) flanked by Mr. Finnell (left) and Mr. Borsch, who both have more than 50 years of dedicated service to Fenwick.

Also feted were the 50 year service anniversaries of Associate Principal/Student Services Director Richard Borsch and alumnus/Math Teacher Roger Finnell ’59! This quintet of Fenwick teachers and administrators has more than 200 years of combined experience!

Mr. Borsch, while not yet retiring, is marking his 50th school year at Fenwick. “Mr. Borsch started at Fenwick as both a teacher and coach,” Groom points out. “Early on he demonstrated excellent interpersonal skills which lead him to be quickly moved into a leadership position in our counseling office. Rich transformed our counseling office into what we have today. As a college counselor, Mr. Borsch has been one of the greats. I have personally witnessed his ability to connect with the students and parents to help them find the best fit. His knowledge of colleges and their specific admissions offices is unparalleled.”

Meanwhile, alumnus, Blackfriars Guild moderator and Math Department Chair Roger Mr. Finnell has taught at Fenwick for 55 years, not counting his four years as a student.

Last but most certainly not least, those in attendance also celebrated the 85th birthday of President Emeritus Fr. Richard LaPata, O.P. ’50 (on May 22nd). Listen in as Fenwick’s 1,200-member student body sings to the “birthday boy” last month.

Continue reading “3 Beloved Faculty and Staff Members Are Retiring from Fenwick”

DOMINICAN LEADERSHIP

Building and Sustaining Community

By Richard Peddicord, O.P.

Stained glass in the Fenwick chapel.

Every religious order is marked by a unique charism, a defining grace, a particular mission. At the same time, in light of that charism, each founder of a religious order discovers a distinctive way to be his or her community’s leader. In this post, I will explore the way that St. Dominic led the Order of Preachers as its founder, and will offer a reflection on the uniqueness of Dominican leadership. In this, offering one’s gifts for the common good, respect for subsidiarity, and collaboration will take center stage. Ultimately, the goal of Dominican leadership will be revealed as the building and sustaining of community.

Traveling through the South of France in the early 1200s, Dominic encountered people deeply affected by the Albigensian heresy.  His intuition told him that the best way to help the Church counter this divisive and harmful movement was to engage a community dedicated to preaching the truth of the gospel. This community would be an “Order of Preachers” and its members would live by the pillars of prayer, study, community, and preaching. The friars would “practice what they preach” and give to others the fruit of their contemplation. Dominic believed that the witness of his community’s life and the grace-filled reality of its preaching would win people to the truth.

St. Dominic preaching.

Dominic had long recognized that he had been given the gratia praedicationis—the grace of preaching. He put this gift of his at the service of the common good and took on the project of establishing a religious order. In this, he left behind his native Castile and his former way of life as a canon regular attached to the Cathedral of Osma.

The Cathedral of Osma in Spain.

Dominic’s first challenge was to articulate his vision and to persuade others to join with him in the task of preaching the gospel. Of course, the radical freedom of those he addressed had to be respected; there could be no coercion, no trickery. Fr. Simon Tugwell, a member of the English Dominican Province, in his poem “Homage to a Saint,” writes this about St. Dominic’s style as leader:

He founded an Order, men say.
Say rather: friended.
He was their friend, and so
At last, in spite of themselves, they came.
He gave them an Order to found.

Writing several decades before the appearance of Facebook, Fr. Tugwell says that Dominic “friended” the Order rather than “founded” the Order. Dominic built relationships of trust and intimacy. He was a man who was inclusive, who welcomed others with open arms. He shared his vision in a way that helped others see that their gifts and talents would be respected and honored and put to use in a positive way in the Order.

Continue reading “DOMINICAN LEADERSHIP”

More than a Half-century Later, Fenwick Is Still Teaching Lessons to #254

How did a rough-and-tumble kid survive being a gang member on Chicago’s mean streets in the early 1960s to become a successful entrepreneur? Fenwick had something to do with it — as did his nearly lifelong love of boxing.

Introduction

Terracina’s 1964 Fenwick Yearbook photo.

There were 269 students in Roy Terracina’s 1964 graduating class at Fenwick. His academic rank among those boys was near the bottom: 254. “That’s why I wear these cuff-links,” the businessman and entrepreneur explained to three groups of current students in mid-April, standing on stage in the school’s auditorium and pointing to his wrist. “These remind me of where I was and where I started. I ran with a gang and got into trouble,” Mr. Terracina admitted. But he also stuck it out and got through Fenwick, by the grace of God.

His message to today’s Friars included anecdotes about some of his mistakes, his great love of family and his understanding of how faith has played an important role in his life. “My purpose is simple: to reach the bottom half of each class,” Terracina shared, “and to give them hope that the education they are getting is preparing them for the future; that the combination of studies and peer motivation mixes to make this a special, four-year education. I wanted a message of how special their time is here at Fenwick, even though they may not realize it today.”

After his high-school graduation, Terracina attended Marquette University in Milwaukee, WI, where he majored in finance. In the early 1990s he borrowed $1 million from a bank and bought Sterling Foods to provide packaged food to the military during the first Gulf War in Iraq. Eleven years later, Terracina sold the food-packaging business and transitioned to his present career at US Global Investors and CEO of Sunshine Ventures, Inc. (See bio.)

Mr. T settled in on stage at Fenwick and felt right at home. “I remember this place,” he told students earlier this spring.

“I speak to youth groups and groups of young entrepreneurs about 10 to 15 times a year,” Terracina told the Friar Files. “However, no experience matches speaking at a place that means so much to me, as Fenwick truly changed my life.” Fenwick is unlike most places he talks, “where I normally have to ask the teachers to keep things orderly,” he shared. “Recently, I had to send a group to the principal’s office at a local elementary school in my home base of San Antonio. But Fenwick students indeed are different: well behaved and sponges for learning.”

Here is Roy’s story, in his own words:

“If I Had My Life to Live Over”

By Roy Terracina ’64

My teen years where filled with family stability, hard work with my father and a lot of confusion over who or what I was. I would travel by bus, elevated train and walk to get to a high school, Fenwick, that I didn’t feel a part of.  I knew going to Fenwick was the right thing to do, but I knew it because I was told it was as opposed to ‘feeling’ it was.

My freshman year was particularly puzzling because my close friends from my younger years were all going to either public schools, or a much less academic Catholic school. My evenings as a student were filled with friends who attended mostly public schools and were learning trades, while I was trying to learn Latin and physics. The childhood friends quickly saw that I was different, as did my peers at Fenwick. So the reality is that I didn’t fit into either place. I felt lost, confused, bewildered and went with the flow of the day. When my friends were out on weeknights doing what inner-city kids did, I was to be home studying, but my heart and mind were not there.

I did what I had to do to get by, and yet found myself working twice as hard as my neighborhood friends, and still not keeping up with the Fenwick standards. I was small, and in a football-first high school at the time, did not manage to engage in sports.

In the neighborhood, we were out making trouble: fighting, chasing girls and, in general, not doing the things I needed to do to build my academic career. I found out that I loved competition, especially in sports, and particularly liked to lose my temper and fight. My friends would use me as the guy who would tease others into fighting since I looked like an easy mark. When I would get into it with someone much larger, the rest of my friends would jump in and “handle the situation,” and eventually I got tired of that and learned that my speed was enough to outmaneuver most larger boys.

Continue reading “More than a Half-century Later, Fenwick Is Still Teaching Lessons to #254”

Why Theology?

The Doors to “The Far Side”

By Br. Joseph Trout, O.P.

I am not sure which way the doors open for the Fenwick library. If I pause and envision myself entering the library right now, I am fairly certain they open outwards. I think I might even be willing to bet money on that. However, I also remember many instances of pushing instead of pulling (or is that pulling instead of pushing?) and watching others make the same mistake. On three different occasions in the last year, I have been standing outside the door as a faculty member tried to open it incorrectly and one of us referenced the Far Side comic where a child attempts to enter the school for the gifted by pushing a door marked pull. Everyone chuckled.

1986 humor from Gary Larson.

When I was growing up, I admit I found that particular Far Side comic funny out of condescension – I was laughing at the fool. Perhaps that is a normal reaction for people on the near side of life experience. We can laugh at mistakes we never imagine ourselves making. Yet when we enter the complexity of life, the joke rapidly loses its humor (at least when you are the idiot at the door). It is indeed hard to laugh while you are gaining perspective in life and your ego is being checked. On the other side of experience, however, the joke actually becomes even funnier. Who hasn’t been the fool? Who of us doesn’t do inexplicably stupid things at times? Unexpectedly, the simple joke turns rich and deep.

What on earth does any of this have to do with theology classes at Fenwick? Permit me one last piece and then I hope it will be clear. For a few months I have been pondering a quote attributed to Oliver Wendell Holmes, “I would not give a fig for the simplicity this side of complexity, but I would give my life for the simplicity on the other side of complexity.” This movement from simplicity through complexity to a new simplicity is what so much of life is about – jokes are funnier once you have lived enough to get them; skills are useful when you can do them without thinking; love purified by trials is the only type that truly inspires. These are all simple yet mature. Nor is the difference in simplicity hard to see. For example, both a kindergartner and Pope Francis can tell you “God is love,” but the similarity is deceptive. One who has seen the evils and pains of this world but holds fast to the fundamental claim that “God is love” says much, much more. Truth, authentic and simple, stirs the heart to laugh, love, or cry.

This movement through complexity grounds theology at Fenwick. Of course, no one will ever accomplish it during high school, but the road through ambiguity to truth is the one we strive to walk. For many it is an uncomfortable road as they are used to the simplicity of religion. They are not wrong – Christianity does give simple answers, whether that is the command to love like Christ or the content of the Apostle’s Creed. Too often, though, simplicity is misunderstood or seen in childish ways. Believing it can appear as stupid as pushing a door marked pull. So our goal is to wander into the complex to refine it. To ponder anything in hopes of finding the source of everything — that is what we do.

To me, this is what sets a Catholic education apart. Here you can openly wrestle with the biggest questions: what is the meaning of life? Is there anything after death? Does God exist? What is God like? How do I interact with God? Who is Jesus Christ? What does it really mean to love another person? What does it mean to be me? It is a daunting task for teachers and students alike. However, it is a more fruitful task when you aren’t left to do it alone. Together, as Fenwick Friars and members of the Body of Christ, we do have hope of seeing reality clearly even if we must do so through cloudy glass.

Life, study and teaching have confirmed this for me: no one really wants to remain lost in the questions forever. We really do want to know which way the door opens and not spend all day debating the existence of the door. According to Aristotle, all people desire to know. He placed contemplation of transcendent truth at the heart of life. Centuries later, a man named Jesus claimed to be “the way, the truth, and the life.” That is a deceptively simple answer if there ever was one. But for the person who has wrestled with theology, it can also be a comfort and a joy far deeper than the humor of watching your colleagues push a door marked pull.

About the Author

Brother Joe Trout, O.P. (“BroTro”) is Chair of the Theology Department at Fenwick and an assistant coach for Boys’ Track and Girls’ Cross Country. He grew up in Fort Wayne, IN, and graduated from Purdue University in 2009 where he studied Math Education. For a year Br. Trout taught middle school math in Crawfordsville, IN, before entering the Dominican Order in 2010. He completed a Masters in Theology from Aquinas Institute in 2015, focusing his research on the relationship between morality and psychology based on the thought of St. Thomas Aquinas , O.P. As a Dominican, he also worked at Holy Rosary/Santo Rosario Parish in Minneapolis doing bilingual youth ministry, religious education and adult faith formation.

Notably, he is a Dominican Cooperator Brother — not a priest. Dominican Friars are mostly priests, but the Order also has had non-ordained brothers from the beginning. Br. Trout says he enjoys being part of a global effort to promote the brother vocation, presenting on it to Dominicans internationally.

Putting Our Faith into Action

Fenwick’s newest Dominican brother explains how student members of the Class of 2019 have ‘met Jesus’ through their junior year Christian Service Project.

By Br. John Steilberg O.P.

The Gospels reveal to us a very basic story line just after Jesus’ resurrection on the first Easter Sunday. Soon after discovering the empty tomb, the disciples meet Jesus repeatedly. They kept meeting Jesus personally at various places and moments. After encountering Jesus in person, they were motivated and inspired to go and tell others. Our junior class knows all about this basic cycle of encountering Jesus personally, then going out and telling others about their encounter.

Homelessness plagues Chicago’s suburbs, as one Fenwick junior has seen firsthand.

Just like those early disciples right after the resurrection, our juniors are meeting Jesus. Our juniors have been encountering personally in the face of the poor, the lonely, the forgotten, the unloved. At Fenwick, as part of the Christian Service Project where Gospel virtues, Catholic morality and Catholic social teaching are combined with our theology curriculum, our faith is put into action. Our juniors are currently completing a service project where they have been out in the community performing the corporal works of mercy and meeting Jesus face to face in those they serve.

Let’s listen to our juniors describe how they encountered Jesus.

“You know, you see the homeless on the streets downtown and such. But by working at this shelter, I have gotten to know many of the people from this area who come there needing help,” the student says. “I am shocked at how much need is in my own neighborhood.”

This past March, Fenwick students collected items for the 4th annual HOLA (Hispanic Outreach & Latino Awareness) Food Drive. The humanitarian effort stocks the pantry for three months at St. Pius Parish, which provides more than 45,000 meals annually to people on Chicago’s Lower West Side.

Another junior has been working at a food pantry. Serving there and meeting many of the neighbors in need has had an effect on her and how she views what is happening in her community. She even mentions the effects it has had on her own family and their approach to material things. She explains, “Every night after serving at the food pantry I sit down and talk to my mom about what happened. Just the other night we were talking about how many people come to the food pantry in need of food. Mom and I talked about how well off we are. We discussed how maybe we really don’t need so many things. We talked about how maybe we do not really need to buy that second loaf of bread.”

Friends of Fenwick, pay close attention to what these two juniors have shared. This is God speaking. This is the Holy Spirit at work in Friar Nation. This is what it means to be a friar. Listen carefully to their words and you will listen in to their personal conversation with Jesus.

To help provide weekend meals for impoverished children, Fenwick senior Chris Sedlacek co-founded Feed Our Future, a non-profit corporation in La Grange. (www.feedourfuturenfp.com)

We are very blessed here at Fenwick. We have been given so much by God, and we have so much to be thankful for. One thing I am thankful for is the incredible and inspirational service of our juniors this past year in the Christian Service Project. They are inspiring. Let us all take a moment to thank them personally for their service and give thanks to our Heavenly Father for sending us young people willing to serve others through the corporal works of mercy.

About the Author

Brother John Steilberg joined Fenwick’s Theology Department last summer, at the beginning of the 2017-18 school year. He teaches freshman theology and organizes the Christian Service Project, whose mission is to put faith into action. “It is an opportunity to meet Christ in the poor and marginalized of our community and an opportunity to serve others as taught by the Gospel of Jesus Christ,” he explains. “All Fenwick Friars participate in the Christian Service Project as we bring the corporal works of mercy to those in need.”

Preaching Through Artistic Creation

Father Mike looks back at how the Fine Arts program got its start at Fenwick nine years ago – and how art plays an integral role in a well-rounded education.

By Fr. Michael Winkels, O.P.

Senior Victoria Brzostowski solders a stained-glass window.

A valuable part of an educated person’s life should include an interest in and appreciation of art. That is certainly true of a Fenwick education. Besides Science, Mathematics, English, Foreign Languages and History, an understanding and appreciation for Fine Arts helps to complete a well-rounded student in the Dominican tradition. The Dominican motto is Veritas or “Truth.” The search for truth encompasses all aspects of human experience. In a Dominican school, art is one component that is essential in the formation of our students as they seek veritas.

After my ordination in 1976, a Sinsinawa sister encouraged me to explore my interest in art. In 1979, at the encouragement of the Order, priests who have been ordained three years were encouraged to begin studying something complimentary to theology. I enrolled at the University of New Mexico, where three years later I received a B.F.A. degree in Studio Art.

At the invitation of Fr. Richard LaPata, I joined the Fenwick community in 2000, working in the area of Technology. I continued working in my art studio whenever I could find the time. In the Fall of 2010 I was asked to develop a Studio Art program. With the support of the school and several generous financial donations of one of our families, we gradually purchased the necessary equipment and supplies.

Sophomore Aldo Scudiero experiments with the screen-printing process.

The program started out modestly with seven students the first semester. From the beginning it was our intention to not just study about art but to introduce students to a variety of ways of helping them make art. The “Survey of Studio Art” class was the first class offered. It has remained the backbone of the Studio program. In this class, students are introduced to 11 media: drawing (pencil, conté crayon, charcoal), water color, acrylic painting, ceramics, wire sculpture, screen and block printing, digital photography and batik. They gain a wide range of experience in both two- and three-dimensional art as they learn about the theory of color, understanding of shading and value, negative and positive space, composition, form, texture and perspective. At the end of the semester they choose one media that they particularly liked and do a more detailed project as a final. As I remind the students even today, you will not be good at or enjoy every media we do, but I guarantee that they will like something in the Survey class. And that has proven to be true.

After students complete the Survey of Studio Art class, they can sign up for a 2-Dimensional and/or a 3-Dimensional Studio Art class. Each of these classes can be taken at four different levels. Students continue to learn and develop in their favorite media as well as improving their artistic and creative skills. At each level of these advanced classes, students learn additional art media, e.g., etching, aquatint, lithography, stained glass, ceramic wheel work and making of mobiles.

Showing Off

Students checking out the Fenwick Art Show this past January.

Each semester, the classes end with an Art Exhibit of all student work. Invitations are sent out to family and friends inviting them to come to school to enjoy the fruit of a very busy and productive semester. It is a joy to see the smiles of confidence on students faces as they hear family and strangers comment on their talents and hard work. Many students are surprised at what they have been able to accomplish and are gratified for the opportunity to expand their educational opportunities.

Continue reading “Preaching Through Artistic Creation”