Whether experimenting in STEM, sketching their next masterpiece, rehearsing lines for a play, or designing the school yearbook, these young minds are encouraged to discover what truly excites them. Through choice and exploration, the program plants the seeds for growth, laying a foundation for students to pursue their passions and purpose throughout their Severn experience.

“Participating in Renaissance classes promotes student growth, no doubt about it,” said Cheri Hoyt, Lower School director of instructional programs. “In every one of these classes, students learn problem-solving and critical-thinking skills. But what’s even more powerful about it is allowing kids to choose something they’re interested in and then spend time exploring it in a supported environment.”

Renaissance classes run in the fall and spring and include Funtography/Yearbook, Advanced Art, Drama, and a Science or STEM class. Once classes begin, students meet twice a week for about an hour. Renaissance classes are not graded, allowing students to branch out and stretch into different subject areas without consequences.

Renaissance classes average about 15 students per class. They combine fourth- and fifth-grade students, which is unusual in the Lower School. “Combining grade levels is so valuable because the fifth-graders learn to appreciate input from younger students, and the fourth-graders look up to the older students and want to learn from them,” said Vanessa Cranford, Lower School administrative assistant and yearbook adviser. “The older kids begin to see themselves as role models and leaders.

Hoyt also noted the added benefit of breaking out of their familiar roles in the classroom. For instance, this year, the lead in the spring play is a fourth-grader. “Working together in these classes lets students see each other in a different light,” she said. “Adding a different grade level to the mix shakes things up, and different leaders emerge."

At the conclusion of the twelve-week program, students share their projects. The Lower School hosts Evening with the Arts in the fall, and in the spring, it’s the Renaissance Showcase. Students proudly display artwork, science projects, and yearbook pages at these culminating events. The Drama class puts on a theater production in conjunction with these showcases, holding multiple shows, including one for the entire Lower School.

The popular program kicks off with a choice assembly where Renaissance teachers make their pitch to students, who then select their preferences, ranking their first-, second-, and third-choice classes.

Because the elementary school curriculum is mainly standardized, letting students self-select something they’re interested in is unique. With two semesters of Renaissance offered each year, students can try four different subject areas or stick with one or two areas of interest for two years. The choice is theirs. 

“Without any added pressure of earning a grade, Renaissance classes are dedicated to trying new things,” said Hoyt. “Students have a really good time in these classes because they’re fun. But they’re also getting extra time to dig into a subject they are interested in.”

Some students’ first surprise is not getting their first-choice class. It’s not uncommon for a student to end up in a different class from what they wanted and to feel disappointed. Once Renaissance assignments are made, changes are not permitted. Due to the potential for disappointment, teachers proactively talk with students about managing this emotion, encouraging them to stay open-minded even if they don’t get the class they want.

 

The kids also surprise themselves. “There are kids who try something new and realize, ‘Wow, I’m really good at this,’” said Hoyt. “There’s also the flip side, where students go into a class thinking, ‘I got this,’ and then find out it’s harder than they expected."

Renaissance also opens the door for students who might typically be quiet in the classroom to shine in a new setting. Teachers frequently see new leaders emerge. When this happens, said Hoyt, “it’s a huge confidence boost.”

Another benefit of the Renaissance program is that it’s easy to extend. Programming in the STEM and Art classes can be leveled up by individual or by pairs. In Lego Robotics, for example, where they generally work in pairs, one pair might work at the basic level the whole time while another pair advances several times.

All of the Renaissance classes also have a public speaking component. Even those not performing in the drama production gain valuable experience by presenting their work during the showcase. One former Renaissance student, Quinn Park ’29, agrees that what he learned in Renaissance boosted his public speaking abilities. The experience helped when it came time to deliver his eighth-grade speech this year, each year he’s given his speech as a Student Council candidate, and when he speaks during School Meeting. Park also noted that being in the play helps him become a better photographer, which is another strong interest for him. “To get the best pictures, you need to be able to talk to people you don’t know,” he said. “It’s all about your confidence and ability to communicate, and Renaissance helped me with both.”

While the Renaissance classes inspire impressive personal growth, they also result in meaningful final projects. For example, the annual Lower School yearbook is entirely student-produced through Renaissance. Operating what they call “Yearbook Headquarters,” Cranford, yearbook adviser, guides students in building the 50-page book. Not only are they taking photos, conducting interviews, writing captions, and designing page layouts, but they are also learning project management skills.

Cranford creates a fun “unboxing” moment with the class when the final book is delivered, tapping into the students’ excitement and pride. “Opening that box of yearbooks with the students is like nothing else,” she said with a smile.

Students who choose Advanced Art have the opportunity to experiment with a wide variety of materials and mediums, well beyond what they normally have access to in regular art classes. Typically, their projects connect in some way to the theme of the Drama production. In Lego Robotics and the STEM class, students learn design thinking as they tackle engineering challenges or design and build working robots.

 

“There really is some magic to Renaissance,” said Cranford. “It’s such a unique program. It lets the kids explore. It creates experiences that are different from the normal classroom routines. I find it to be a very special part of our curriculum.”

Many students introduced to the stage through Renaissance continue performing in Middle School and Upper School. Here are their reflections on the value of that experience and how they benefit from it now.

Ben was in Aesop’s Fables in the fall as a fifth-grader. He chose Drama to overcome his stage fright—and said, “It worked!” He wanted to see how it felt to be on stage, which, according to him, was really fun. It was so fun that this year, he auditioned for and landed the lead role in Peter Pan, the sixth- and seventh-grade play. The best advice he got in the Lower School? “Just breathe!” 

Drama wasn’t Henry’s first choice in fifth grade—he wanted to be in Yearbook. “I was kind of upset about it, but I got over it,” he said. “It wasn’t my first pick, and then I ended up playing the bad guy in Annie, Jr. But playing the villain was really fun, and I’m glad I tried something new.” Having also done Drama Tech (backstage crew) the year before, he said it felt “amazing” to be out front. So much so that in sixth grade, Henry auditioned for Peter Pan and played the role of the pirate Starky. 

While Zoey’s first love is dance—she has been dancing since age three—she saw Drama in the Lower School as a way to overcome her shyness. “I was very quiet and being in the show in fifth grade helped me to be more social,” she said. Where the experience truly paid off was in the transition from the Lower School to the Middle School. “Because I had more experience interacting with new people, I just felt more comfortable and confident going into sixth grade,” she said. “I’m glad I did Drama because it made me get out of my comfort zone.”

Caroline was new to Severn in fifth grade. Already a dancer, she loved being on stage, but acting was new, and she learned a lot, including how to overcome nerves, how to adapt on stage if you forget a line or someone else does, and how to memorize lines. Caroline played the role of Grace in Annie, Jr. and Wendy in Peter Pan earlier this year. “When you go on stage, you’re not Caroline, you’re somebody else,” she said. “It also teaches you to think on the spot.”