Moravian Countenance Project at MSC

The maxim “know thyself” sets the stage nicely for the 9th grade experience. The aim, from August to June, is to begin to delve deeper into the theme of “Self and Identity” to learn the complexities and nuances of the self, in order to better prepare students to interact with others, the world around them, through the lens of their own unique perspectives. Truth be told, at the ages of fourteen and fifteen, this is no small feat. 

We began a project on Moravian Countenance in the beginning of March. 9th-grade students had already been on a wonderful retreat in the fall that was led by our Student Council members. Throughout the school year students journaled, learned about the brain science of their ever-changing minds, participated in workshops, and built relationships with their classmates and advisors. By the time March arrived, we were ready to explore the idea of Moravian Countenance. Inspired by the work of the early Moravians and with the historical knowledge of our Chaplain, Rev. Nichols, we consulted with the archives and set forth a plan to have students express their internal identities, their inner selves, outwardly. Three different speakers visited the students: Madame Quinn (HDC French teacher and a lifelong Moravian❩, Señor Sommers (an ordained Moravian minister and professional painter❩, and Ms. Krieg, our very own 9th-grade advisor and resident art teacher at the MSC. On day one of the project, each student received a brown paper bag, Post-it notes, and art supplies. Inside the bag, they put the things about themselves that they do not show to the world, or qualities they possess that are unique to them, internal. Outside the bag, they labeled things they show to the world. Not all words or choices were shared aloud, and not all were as simple as they seemed. This project stretched and challenged students to think about themselves and how they interact with the world around them. Students studied concepts of portraiture, with a focus on the inner self, with the Moravian values of art and music woven into the curriculum. They saw work from Frida Kahlo and Van Gogh, and their very own teachers from HDC and MSC. The photograph “Snickelfritz” by Madame Quinn was the 2010 contest-winning photograph showcasing the bright eyes of a happy and playful boy named Ben Haddad who was featured in her Countenance portrait.

Finally, students were given some basic and simple parameters for their own portraits:

It must be 9x11 inches in size. The use of mixed media, digital portraits, and photographs were all acceptable. The portrait had to visually represent one’s likeness and countenance in some fashion. What erupted from the project’s intentions was surprising: this was a challenge for some of the students. Students were asked to create a personal portrait in their “non-academic” time. It was not for a grade. Portraits would be put on display…in a public setting: the Dining Room! There would be a Countenance-themed chapel, with the students as speakers. Questions emerged! The validity of such endeavors being at the forefront of the minds of our young adolescent scholars. Why this? Why now? Ever curious, 

The final results speak for themselves. Some students chose to portray themselves as simply as putting pencil to Bristol Board and creating a vibrant and primal likeness of themselves, teeth askew in a semicircle and eyes alight with geometric shapes. Others lovingly crafted portraits with digital collages of themselves laughing or participating in activities they held dear, and some manipulated photographs of their face to pose even more questions to the viewer. 

The hope is that in four years, students will emerge from their high school experience as seniors, poised to take on the world. In looking back on their 9th-grade experience, we challenge them to continue asking themselves, “Who am I? And who have I become?”