Visual and Performing Arts

The fundamental elements of art (line, shape, color, pattern, and texture) are introduced in the early grades. Art projects are often coordinated with the curriculum in history, science, social studies, and English. For example, students learn gyotaku (fish printing) and sumi-e techniques while studying Japan in the first grade. Third graders design and illustrate book jackets while learning about the Caldecott Medal. Fifth graders create a ceramic sarcophagus and canopic jar while studying the Egyptians.

Middle school students continue their study of the elements of art on a more sophisticated level. Interrelationships of the elements are explored through more complex concepts such as symbolism and perspective. While concentrating on Medieval art in sixth grade and art from the Renaissance in the seventh grade, students refine their drawing and composition skills and expand their knowledge and choice of media. Eighth graders enjoy a more liberal, studio-like atmosphere during art. While still expected to apply previously learned techniques, they are encouraged to pursue areas and media of personal interest.

Harford Day offers an active music program for all students. Class musical performances and school assemblies provide opportunities for students to perform for an audience.

Early Childhood and Lower School students experience the elements of music through singing, movement, playing instruments, and creating. They learn to read and write rhythms and pitches by playing games and improvising. Students in Lower School work on ensemble skills while playing recorders, xylophones, and other percussion instruments. They learn about world music and sing, play, and dance to music from West Africa and Latin America.

In Middle School, students continue to learn how to read pitches and rhythms on the musical staff and learn music vocabulary.  Students learn ensemble skills by playing instruments including boom whackers, bucket drums, ukuleles, and hand chimes. Students learn about different genres of music, as well as the evolution of musical styles throughout history.  They also use technology to write their own music track.  Music at Harford Day allows students to express themselves in a positive, creative, and supportive environment. 

Performing Arts are an important part of the learning experience for all students at Harford Day School. Beginning in K-Prep, and continuing through Grade 5, each grade produces and performs a theatrical production linked to the curriculum. The K-Prep and Kindergarten students perform on the small stage in the Early Childhood building while the Lower School productions occur on the medium-sized stage in the Multi-Purpose Room. Students gain confidence and experience with public speaking, singing, dancing, and working as part of a team. The students are also involved with the creation of the costumes, sets, and props. These annual productions are a school tradition and another way that parents can be involved with the school community.

Every year, the school's Endowment for the Arts and the Parent Association fund an Artist-in-Residence. This week-long program provides our students with an in-depth opportunity to experience the artist's talents. Some of the art created from these residences adorn many areas of the school. In recent years, artists such as flutist Chris Norman, mobile-artist Kevin Reese, collage artist Stephen Parlato, composer Malcolm Dalglish, mosaicist Celeste Kelly, and storyteller Odds Bodkin have been part of our Artist-in-Residence program.