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News & Photos
Slavery Interpreted
School founder John McDonogh owned slaves. They worked in his household and on his sugar plantation. A manifest identified them by name, age, role, and value.
But there is more to the story, as Art I students discovered when each was asked to choose one of John McDonogh’s slaves from a copy of the 1850 manifest, imagine that person’s existence, and interpret it with mixed media on an 8” x 8” x 3” canvas. The results, art teachers say, are sophisticated pieces that go far beyond stereotypical depictions.
Freshman Tim F. portrayed Big Henry. “I wanted to characterize him as more than Big Henry. I wanted my piece to show that even in times of hardship, there is still life and color,” said Tim.
Students were able to conceptualize their projects so well because they received plenty of background and food for thought. History teacher Bridget Collins taught them about the economics of slavery, and a visit to the Reginald F. Lewis Museum deepened their understanding of the practice.
From archivist Frayda Salkin, students learned that John McDonogh educated the slaves he owned and allowed them to earn their freedom. She shared copies of John McDonogh’s will and letters the freed slaves wrote to him, which revealed that he was no ordinary slave owner.
During a trip to the Visionary Arts Museum, students began to understand how materials are often metaphors for ideas. “It’s not who paints the best or who draws the best. It’s who has an idea and can execute it visually so the viewer can share it,” Camille Quijano explained to her class later.
Head of Upper School Art Oletha DeVane admits she took a risk with the project, conceived last summer. While she considered it a great opportunity to connect documented history and visual arts, she and her colleagues wondered how the students, mostly freshmen, would regard the subject matter. “It was nerve-wracking from our perspective,” she said.
She didn't have to worry. As Tim F. said while putting the finishing touches on Big Henry’s canvas, “My classmates and I agree that this project was the most challenging, but the most fun of the whole year.”
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School founder John McDonogh owned slaves. They worked in his household and on his sugar plantation. A manifest identified them by name, age, role, and value.
But there is more to the story, as Art I students discovered when each was asked to choose one of John McDonogh’s slaves from a copy of the 1850 manifest, imagine that person’s existence, and interpret it with mixed media on an 8” x 8” x 3” canvas. The results, art teachers say, are sophisticated pieces that go far beyond stereotypical depictions.
Freshman Tim F. portrayed Big Henry. “I wanted to characterize him as more than Big Henry. I wanted my piece to show that even in times of hardship, there is still life and color,” said Tim.
Students were able to conceptualize their projects so well because they received plenty of background and food for thought. History teacher Bridget Collins taught them about the economics of slavery, and a visit to the Reginald F. Lewis Museum deepened their understanding of the practice.
From archivist Frayda Salkin, students learned that John McDonogh educated the slaves he owned and allowed them to earn their freedom. She shared copies of John McDonogh’s will and letters the freed slaves wrote to him, which revealed that he was no ordinary slave owner.
During a trip to the Visionary Arts Museum, students began to understand how materials are often metaphors for ideas. “It’s not who paints the best or who draws the best. It’s who has an idea and can execute it visually so the viewer can share it,” Camille Quijano explained to her class later.
Head of Upper School Art Oletha DeVane admits she took a risk with the project, conceived last summer. While she considered it a great opportunity to connect documented history and visual arts, she and her colleagues wondered how the students, mostly freshmen, would regard the subject matter. “It was nerve-wracking from our perspective,” she said.
She didn't have to worry. As Tim F. said while putting the finishing touches on Big Henry’s canvas, “My classmates and I agree that this project was the most challenging, but the most fun of the whole year.”