Having one’s own space to create is crucial in the pursuit of art, and for Visual Arts faculty member Nancy Langston, envisioning and constructing such spaces are powerful reminders of art’s ability to dismantle stereotypes. A natural builder with her spatial skills and aptitude for visualization, Langston often draws on construction techniques in her art and in turn builds to channel her creative impulses. “I’ve renovated several houses in Charleston, and the process is similar to creating sculptures,” she notes. “In many ways, it is easier because the outcome is a known and measured entity.” This summer, Langston drew on that same ability to create a unique and inviting campus space for her students: Their very own “She Shed.”
The idea began several years ago when Langston transformed her backyard with an outdoor open-air painting/sculpture studio. “It started as a 12′ x 12’4 post and metal-roofed structure and evolved into a 14′ x 30′ outdoor studio oasis complete with ceiling fans, lighting, a sitting area, speakers, a mural on the floor, bricked paths, a fire pit, and gardens,” she explained. “Working with the sights and sounds of nature is uplifting, enlivening, and inspiring to creativity. Knowing how it makes me feel to create in an open-air space, I have long wanted to build a space like this for the girls in my classes, and with the pandemic and the need for social distancing and fresh, uncontaminated air, I saw an opportunity.”
With the School’s approval of her building plans and sketches, Langston immediately went to work and completed the project over the course of two weekends. “I would be remiss if I were not to give a big shout out to my husband, David, who cheerfully assists in my projects,” she enthused. “He is a technology account manager by profession, not a builder, but he too loves the challenges, from digging post holes to wiring the lighting, such projects present.”
Stocked with pottery wheels, tables, and chairs, the “She Shed” could not have arrived at a better time. “Being in the elements sparks my curiosity and makes me appreciate nature and breathing so much more,” said Dorothy Fort ’22. Many students expressed a similar appreciation for the chance to create out-of-doors. “Being within four walls sucks the living life out of me,” exclaimed Bryce Turberville ’21. “I’m more motivated when I’m outside.” For Langston, offering her students the gift of their own space for creativity is both practical and inspirational as they build their own futures. “They were a bit shocked when I told them that I built it,” she smiled. “The construction workers on campus had the same reaction. I look forward to a time when it is commonplace for folks to accept that a woman can have construction skills.”
What does it mean to be great at math? For sixth graders in Intermediate Program faculty member Kelly Brinson’s class, their approach to this question can influence their perception of their ability, as well as themselves, for the rest of their lives. “I think it is important for students to have the confidence that they can do anything,” emphasized Brinson. “One of the great myths of all time is that being ‘good’ in math is a gift and something that you either have or you don’t have. I’ve had students come into my room at the beginning of the year and tell me ‘I am not a math person. I can’t do this.’ Of course, that is not at all true, but squashing that mindset is the first thing that has to happen.”
To combat any preconceived negative connotations, Brinson purposely began her classes this year by asking her students to draw on both their strengths and weaknesses to redefine what makes a good mathematician. Working virtually for the first two weeks, her students used the Padlet app to offer their thoughts, acknowledge their doubts and biases, and share their budding confidence. “I can do math pretty well, but I don’t know all the answers,” wrote Lillie Jackson ’27. “I think to be a math person you have to be willing to pay attention in class and study a lot so you know and can learn all the answers.” Agreeing with her classmate, Genevieve Gouvernet ’27 noted, “You need to be open to learning and open to new ideas. To put it simply, you just need to have the passion for learning to be a ‘math person.’”
Many students’ posts reflected Brinson’s lesson of perseverance. “I also think that being great at math doesn’t just mean that you are smart; it also means that you don’t give up even if everyone else does,” wrote Belle Raffle ’27. For Brinson, such beliefs are the first step in the right direction. “I wanted to give my students a voice immediately, even if it was through a virtual means using Padlet, so they could be ‘heard,” she said. “It also has allowed me a way to connect and get to know them better.” That certainly is an equation for success.
Did you know? According to the National Coalition of Girls’ Schools, girls’ school grads are six times more likely to consider majoring in math, science, and technology compared to girls who attended coed schools.
Early Education Center (EEC) and younger Lower School students have a new way to highlight their adventures and achievements this year! An online learning platform that documents learning experiences in dynamic ways, Seesaw gives both teachers and students options to showcase important lessons, explorations, and milestones. “The EEC has been looking for a new platform to easily capture and share students’ work with their families, and we are thrilled to introduce Seesaw, which has already proven to be a wonderful addition to our classes,” said EEC faculty member Batey Self. “Teachers are able to easily upload photos and student work, and families can instantly respond and give feedback. Recently, I captured a student writing his name for the first time at school and was able to quickly share that moment with his family. They responded with such joy that it warmed my heart that we were all connected in this milestone. We love sharing what their children are doing throughout the day and how happy they are to be at school.”
For students in kindergarten through second grade, Seesaw is proving to be an effective tool for both expression and self-direction. Logging into the platform, students take the initiative to complete assignments and document their own discoveries to share with their homeroom and connection teachers as well as their fellow classmates. “Seesaw creates a digital portfolio of each student’s work, which allows us to understand strengths and target areas for growth,” noted Lower School faculty member Lee Tamblyn. “Our girls have been doing a variety of activities, including recording their voice as they read a part of a book to us, reading sight words, counting coins, filling in missing numbers on number lines, and drawing their favorite reading spot in their homes. Most of our lessons have included an opportunity for them to explore the tools they can use—drawing, text boxes, highlighting, and more.” By encouraging both critical thinking and class engagement, Seesaw is helping students find the perfect balance for a new school year.