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Many school districts are taking a leave of absence from the performing arts this year, but not The Harley School. Thanks to a dedicated and persevering faculty, the show is, indeed, “going on!”

Summertime Homework
Kristy Houston, Harley’s band instructor, spent her summer researching the best methods for teaching performing arts during Covid-19.

Drawing upon data (lots and lots of data!) and studies from the University of Colorado at Boulder*, where some of the country’s leading aerosol researchers are hosted, Kristy was able to review findings regarding recommendations for teaching music. Additionally, the music education committee attended five webinars on the topic—who knew there was so much to say about the tiny droplets we expel from our mouths…

The University of Cincinnati, Public Health Department of Cincinnati, and the Cincinnati Music Conservatory also contributed to how the Harley Performing Arts department structured their safety measures to reduce aerosol spread of the virus. For example, many of the instruments use bell covers, and students are sitting far apart—there are no stand partners this year!

* UC Boulder conducted the main study for the National Federation of State High School Associations, with funding from virtually all of the major music education organizations. Their study is pointed us toward bell covers, masked singing (and sometimes playing), appropriate distancing and the importance of ventilation.

Cohorts, Cohorts, Cohorts!

Cohorting within the grades has forced the department to do a lot of problem-solving; such as creating smaller bands that meet less frequently to ensure less time in contact with each other.

Putting together smaller cohort groups requires finding new arrangements from composers. Not all cohorts contain students that play brass, woodwinds, and strings. Because of this composers have been responding to the needs by putting together new compositions that allow for these “odd combinations” of orchestras.

Students are adapting very well and are excited to practice together. Several performances throughout the year will be pre-recorded for streaming online for their audiences—near and far—to enjoy.

String’s the Thing

Each Orchestra was split into four smaller groups of 2-6 string players this year and have had the opportunity to perform a few pieces in the main Gallery space so far this year. The goal is to video record the performers later in the year. 

Kelly Stevenson, our strings and orchestra teacher, shares: Some of the groups are “easy” to teach in this new way: for example, all Grade 7 violins are together and learning from the Suzuki Method books. Others are more difficult, “What to choose for a viola/cello/electric guitar group?” (hint: They started with a rock/bluegrass mashup!)

All string groups are using Method Books now, which is new for most students at Harley, but it is working really well. Class time is focused more on individual techniques (like bowing) rather than large ensemble techniques (like uniformity).

One benefit this year is, more than ever before, students are in specialized groups based on their experience levels, so they are more uniquely and individually challenged.

Beautiful Sounds: Choirs Reconfigured

Performing Arts Department Chair and Choir Director, Ben Burroughs, is a driven individual. He was determined to come up with a plan for his choir students to be able to continue doing what they love this year. To maintain safety this has meant some major retooling of our choir program.

Students are wearing special masks for when they are singing; they are also more than twelve feet apart; and, because our normal piano accompanist is staying home with her children this year, this means Ben is up onstage nearly fifty feet away from some of the performers.

Students are responsible for their own music; there is no storing and sharing from a central cabinet. Each of the choirs has vastly reduced numbers this year and freshmen are not able to participate. There is also no Middle School choir; instead they are all learning the ukulele. A creative choice as a substitute!

The choirs are currently working on how to manage an online performance. Right now the path being explored involves pre-recording voices, then performing via Zoom as the students lip-sync to their own sound. This is a new method being used nationally as the technology to stitch together video clips of students singing is much more difficult. They are also working on how to put together a program for Candlelight to be viewed via streaming.

Ben said, “Everyone’s been doing a great job of rolling with it this year as we explore this new experience.”

An “Out of the Box” Experience

Upper School theater teacher, Maria Scipione, spent her summer diving into history and looking at how theater was performed during the 1918 flu pandemic; as well as what is being done in Europe to create outdoor physical structures in order to socially distance. This research informed her decision to go outside for teaching and performing. 

Outside the Box Theater Is Born

Utilizing Harley’s enclosed, outdoor courtyard students perform on the small stage in groups of two or three before a limited audience of no more than twenty people from within Harley’s “bubble” who are separated by homemade ‘mannequins’ to space people six feet apart.

After a great deal of research to discover short plays with few characters that could be performed socially distanced without compromising the stories to observe safety protocols, it was time to put together the “Out of the Box” Theater Festival. As far as we know this is one of the only live theater performances in the area right now in front of an audience. 

To keep everyone safe, our performers are more than 12’ apart from each other and the audience at all times when unmasked and audience members sit six feet apart from each other and remain masked themselves.

Behind the scenes, every performer has their own table in the Dining Hall as their Green Room and there is no sharing of props. The stage crew is dressed up in hazmat suits to perform contact cleanliness between each play to add theatrical flair to their work.

This opportunity allows the students to learn about technology related to performing outside as well as for a live streaming audience. Alum Max Bednarcyk returned to help with the outside technical set up so the sound was strong for people watching at home (over 1,300 the first week!).

Middle School Drama Adapts

Our Middle School drama program is taught by Linda Foster who has established many safety protocols for our students. 

Students are using special masks just for drama; they are ASTM Level 3 to reduce the risk of aerosols; and students are spaced between 6-12 feet apart. The classroom moved upstairs to the barn which has more space and better ventilation. Although, as long as possible, classes will be held outside.

Most of the curriculum has been adaptable and is continuing close to “normal.” But, safety can mean things take longer, so there has been a larger focus on mindfulness and exploration of new ways to use creativity. Patience is key!

Students are performing monologues while keeping a positive attitude and enjoying the fun release that comes with drama!

Performing Arts Are Important to Students and Community

During this time when so many performing arts groups are closed or regrouping, we are excited to be able to keep the flame burning bright for our students involved in the performing arts. They are learning new skills and we benefit by attending performances via live stream or, when allowed, in person.

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College Counseling

Harley’s Approach to College Counseling is highly individualized and student-centered. Students have direct access to college counselors throughout their Upper School experience, but really, each student is part of a team including faculty, administration, and staff. It’s our job to support each student and we want nothing more than to send students on to the next step of their journey at a right fit school for them. The student centered and driven process is wrapped in care, expertise, and professionalism.

We host college reps during times students are available (no need to miss a class) so they can make connections and learn more about potential schools. We also arrange campus visits for classes as field trips, host an alumni college day (where recent Upper School graduates return to share advice and answer questions), and help connect students with our international alumni network. In fact, representatives from schools all over the world actively seek opportunities to come to Harley and meet with our students!

Our college counselors are accredited and are part of national/global conversations on admission trends. They also attend and present at conferences across the country.

Beginning with our Grade 11 parent night, we offer informational sessions for parents, including one devoted just to financial aid. Our partnership with families is critical, as the college admissions world changes very quickly and having an expert to guide students and families through the process is essential.

View the downloadable College Counseling Guide

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Athletics

​Each and every year, students at The Harley School participate in HAC Athletics, and their success continues to be impressive, both as students and athletes. Our athletic program is an integral part of Harley, teaching student-athletes invaluable lessons about teamwork, time management, persistence, and competition.  Our program allows them to develop physically, mentally, socially, and emotionally as they represent their school on and off the field. They grow, mature, and work hard to be the best teammate they can, while creating lifelong memories with teammates who often remain friends for life. 

Helping our athletes to reach their potential are some of HAC’s best assets: our coaches. More often than not, they are drawn from the ranks of our faculty and  have a deep understanding of the personalities and abilities of the student-athletes on their teams.  

We strive to find the right balance of academics, exercise, and personal growth for everyone.  By offering a variety of sports at many different levels, all student-athletes find a sport they can be successful in. It is with great pride and pleasure that my team and I work to enrich the athletic lives of all our HAC student-athletes. Go Wolves! 

To learn more check out our athletics page.

Student Leadership

Our Upper School is filled with formal and informal opportunities for students to take on leadership roles. Whether following passions or learning new skills, student-driven opportunities take many shapes.

– Independent study: one trimester, full year, and multi-year projects have included automating our solar chimneys, coding handmade musical instruments, or developing a class on financial literacy for underserved high school students.

– Serving on student council

– STEM: Climate curriculum program, biomimicry program, NASA Hunch program

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Hospice

Unlike this class, death is not an elective. Although it is one of two universal human experiences, our culture often ignores, denies, or misconstrues the true nature of death and dying. What happens when we bear witness to this natural process in the cycle of life and develop our ability to be fully present with others when they need us more than ever? It has the potential to change us deeply and fundamentally while shining a brilliant light on the path of our own lives.

With the support of their classmates, teacher, and comfort care home communities, senior students are offered the chance to care for others who truly need their purposeful, non-judgmental attention. In the home-like setting of a comfort care home, opportunities for learning extend beyond a traditional classroom rubric and conventional methods of evaluation. In this course, students will certainly find tangible “learning outcomes” by studying the medical/physical processes associated with dying and the basic nursing assistant skills of comfort care. The ultimate goal, however, will always be rooted in true relationships and connection, which occurs only through empathy and compassion.

Learn more about the Hospice Program at Harley HERE.

Capstone/Independent Studies

This program utilizes environmentally-focused approaches to education and hands-on learning in order to foster the next generation of leaders through a lens of sustainability and problem-solving.

Food & Farm: These year-long and trimester-long classes are held outside as much as possible, allowing students to become leaders in our various growing spaces. They cover environmental justice issues as well as hands-on work such as planning and overseeing planting, harvesting, and preparation of the gardens.

Past year-long focus projects have included: Creating a native plant shade garden in the Wild Wood area, redesigning our hydroponic system, overhauling Harley’s high tunnel, and improving the irrigation system for the MicroFarm.

Culinary Arts: These classes have a two-fold purpose: to give students practical skills in cooking and the science behind different techniques in the kitchen, learning about food justice, food sourcing, labor topics, and sustainability.

Past topics have included: Examining a plant-based diet, looking at the carbon footprint of different meals and food preparation methods, proposing a low carbon footprint menu to the dining hall, links between food labeling and environmental issues of food production.

Beekeeping: This one trimester class provides hands-on training in beekeeping, how to be a beekeeper, and safety and other techniques for working with bees. Once trained students help with all aspects of Harley beekeeping such as hive inspections, honey collection and extraction, and teaching students in Lower School about our hives.

Students pick a research topic addressing honeybee health and the larger environmental picture.

Social Justice

At Harley, our students learn how to evaluate social systems in order to identify complex problems in society through a lens of social justice. They take a hands-on approach to working for a fair, equitable society by researching, exploring and evaluating different perspectives, and offering solutions—both theoretical and practical.

Our faculty integrate social justice into our broader curriculum to assist students in gaining a foundational knowledge about what makes a democracy function. By gaining skills in ideating supportive pathways they become more exposed and experienced to how communities can undergo healing and restorative actions.

 

Capstone/Independent Studies

Students may create independent studies with supervising teachers throughout their Upper School experience or, during Grade 12, they can design Capstone projects—intensive collaborations with Harley faculty and off-campus mentors—involving rigorous academic study and culminating in public presentations. They are empowered to create their own curriculum, set goals, and work on time management skills in order to accomplish their objectives.

Independent Studies run the gamut from The Psychology of Sports to Furniture Design to The Neuroimaging of Alzheimer’s Disease. Capstones, meanwhile, are as diverse as the students who pursue them: Fictional Rochester, Autobiographical Art, Biomimicry Education, Organic Fuel, and Rochester Refugees. 

Indicative of Upper School curiosity and creativity, pursuits such as these distinguish our graduates in college. Through deep dives of this sort, Harley students master more than speaking, writing, and computing: they learn to communicate, advocate, collaborate, organize, listen, and empathize. 

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