THEOXBOWSCHOOL

In nature, rushing river waters occasionally form

an oxbow, carving out a path that exposes new

shores and reveals the surrounding environment

from perspectives previously unseen.

Mission6Vision10Students20Curriculum28Work38Transformation44

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“Oxbow opened me up to what was out there in the world to go out and grab, and gave me so much that I take with me everywhere I go, with everything I do.” —Nina Palomba, OS18

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“My semester at Oxbow transformed my life. I felt totally prepared for college, completely comfort-able with myself, and fully able to tackle any challenges that were thrown at me. These feelings were never present before I went to Oxbow, and I thank the semester program every day for prepar-ing me for my first steps into adult life.”

—Lauren Steinberg, OS22

Mission

The Oxbow School is an innovative, interdisciplinary semester program for high school students. Our mission is to strengthen students’ abilities in creative and critical inquiry by combining rigorous studio art practice with innovative academics. Our vision is for Oxbow students to develop a stronger sense of identity, self-worth, and the confidence to embrace the responsibility for their own learning and lives.

Portion of copperplate etching (final project) by Clare Southworth, OS21

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Mission

“I would say that Oxbow was the best semester that any of my four children spent in their cumulative 16 years of high school. Ali was the right kid, and for the right kid, you do a wonderful job. You changed her life. Thank you.” —John Powley, parent

“Words cannot express my appreciation for taking in Kaitlyn for a semester. She grew so much taller than her 4'8" stature. The world is open to her. She received several letters of admission with great scholarships.” —Marilyn Satterfield, parent

“The most valuable gift she was given was the support and trust to discover herself on her own.…As I reflect on Georgia’s amazing transformation, I know that there was great intention and planning that went into her time at Oxbow. I understand the delicate balance between strict control and allowing freedom, especially at this precarious time of life, which you, as faculty and director must walk.…I want to thank you for holding them all to a higher standard, for believing that they will get there.” —Robert Mowry, parent

“Oxbow gave Will a voice and a community. Under the nurturing atten-tion of his wonderful teachers, he learned that he had the intellectual capability to express himself and that his unique point of view was, in fact, an asset.” —David Becker, parent

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O X B O W

S T U D E N T

P A R E N T

Artist’s conception, 1998 The Oxbow School, 2012

A school like no other.

Art philanthropist Ann Hatch and Napa Valley vintners Robert and Margrit Mondavi founded The Oxbow School in 1998 as the nation’s first, and still only, art-focused semester boarding program for high school juniors and seniors.

The inspiration to start such a school grew out of Ann Hatch’s observation that high schools tend to give short shrift to art courses, even to the point of considering art unnecessary in secondary education. Art museums and galleries too lacked hands-on educational programs for serious young artists. Through her years in the contemporary art world and as board chairman of the California College of the Arts, Hatch noted that visual learners

often feel restless and estranged from the tra-ditional approach to education. Hatch’s idea was to create a studio-based environment where artists and students would collaborate in the practice of artistic inquiry. The Monda-vis, who worked tirelessly to make the Napa Valley a celebrated center for wine, food and the arts, quickly saw how such a school would enrich the vibrancy of the Napa community and culture.

In the mid-1990s, Hatch and the Mondavis acquired a three-acre site on Third Street, overlooking an oxbow bend in the Napa River, and commissioned Modernist architect Stanley Saitowitz to design a campus with free-standing studios. Painting and Drawing,

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Vision

Printmaking, Sculpture, and Photography/New Media are each housed in their own fully-equipped 1,250-square-foot building, featuring 18-foot high ceilings and expansive glass ‘garage’ doors that let in the north light and roll up to an inspiring view of the river.

With construction underway, the founders consulted with Stephen Thomas, then chair of the art department at the Urban School in San Francisco, on how to structure a live-in semester art school for teenagers. Thomas was soon hired as Oxbow’s founding director. Today Oxbow has two student dormitories, faculty residences, and a communal dining hall for students and staff in the historic Scaruffi

House. Oxbow, however, is still a work in prog-ress, with plans for additional facilities and landscaping. In recent years, Oxbow has also expanded its reach to include a summer art camp for younger teens, a summer workshop for adults, and an artist lecture series open to the public. To the Napa community, Oxbow has become a vital hub for the visual arts.

Oxbow’s reputation has been growing nation-ally as well. Over the past decade, Oxbow has become a destination for top university and art college admissions representatives, who find the caliber of Oxbow alumni truly impres-sive—so much so, that many Oxbow alumni have received substantial merit scholarships based on their portfolios.

Vision

“In conceiving the idea for Oxbow, I noted that high schools were deemphasizing the teaching of visual arts. Many high schools were dropping art courses, and museums and galleries didn’t have resources available to young people either. A semester school seemed like a way for visually creative students to have their curriculum enhanced through the arts. Oxbow’s integrated approach to education places art at the center of learning by showing how liberal arts subjects like math, English and science are necessary for the creation of art.” —Ann Hatch, Oxbow Co-founder

1312 Portrait by Nora Rodriguez, OS13

Vision

“Oxbow was part of Robert’s and my effort to make Napa about wine, food and the arts.It is the best money we ever spent.” —Margrit Mondavi, Oxbow Co-founder

1514 Portrait by Nora Rodriguez, OS13

Vision

Flexible Thinking for an Unknowable Future

by Stephen Thomas Founding Director and Head of School

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As the nation’s only art-focused semester boarding school for high school students, Oxbow represents a unique edu-cational model. It started with a belief in the impact that contact with artists could have on young minds, whether or not they became artists. We set out to create a stimulating environment—people, curriculum, and facilities—on a beau-tiful site that is conducive to fostering student growth. We believe that putting students, artists, and teachers together in a coherent interdisciplinary context that fuses the life of the mind with the skills of the hand, leads to habits of life-long learning that cultivate empowered and productive lives.

Immersive studio art practice and direct contact with artists are potent ways to engage students at this moment in their lives. These experiences wed intellect with passion and help students identify what may be, at this stage, only a ‘hobby’ or ‘interest’ as the main vector of their adult lives. Making art is a way of understanding their sense of self, validating their lived experience, and making sense of the complex world around them. To this end, making art is a chance to re-invent the self and to step forward towards their adult lives.

At Oxbow, it is the first day of school for everyone. Students have no history and they can be who they need to be, unbur-dened by a circle of friends, or teachers, or parents who may not be ready or able to understand their emerging personae. Many students will be a different person every week of the semester until they discover, recognize, and claim the singu-lar voice that is their own. We, as mentors, teach toward a future that we cannot know, with the added urgency of putting the appropriate challenge in front of each student at the most appropriate moment for personal growth.

Portrait by Nora Rodriguez, OS13

Vision

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Our goal is to create a trajectory—from self-awareness and self-acceptance, to self-respect and personal integrity, toindividual and community responsibility—that leads to active and engaged citizenship and the sustainability of a robust and vibrant human culture.

The Oxbow pedagogy of project-based experiential learning is grounded in Howard Gardner’s theory of multiple intel-ligences; we use every modality in our classroom, providing multiple points of entry for each project assignment. We see teaching as co-learning, and as a faculty, we model by nurturing the collaborative skills and habits of mind that we want our students to acquire—critical thinking, engagement with the process, work ethic, studio habits, presentation of work. Students are held to rigorous standards, and are required to assess themselves in both their academic and studio performance.

We are committed to the heuristic model of teaching: learn-ing by doing. We think less about ‘genius’ or ‘talent’; rather, we think about identifying a topic of interest, forming an essential question, and knowing how to move that question through the world. One of the most important skills we want to impart is the ability to take information from one domain and apply it to another. Students leave Oxbow with the acquisition and ownership of a ‘tool kit’ that can be recon-figured to meet the challenges of ever-changing goals and environments.

The Oxford English Dictionary defines scientific method as: “systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypoth-eses.” Our emphasis on teaching the practice of artistic inquiry is simply a variation on the scientific method. Studio practice is not about waiting for inspiration; artists create problems, and then solve them, all along the way responding to materials that re-shape the originating question—and in so doing, opening new ideas and possibilities.

The power of the program derives from a transparent meta-cognitive approach we have found to be most appropriate for this age group: we tell them what we are doing and why we are doing it in order to neutralize anxiety about an ‘invisible’ agenda. There is no invisible agenda at Oxbow—the work is about each individual and his/her life. We help our students identify elements in the microcosms of personal experience that relate to larger topics in the macrocosm of the world so that they can build a bridge to their adult lives.

The brief, intensive eighteen-week semester is a crucible experience, an extended rite of passage. Most students are living away from home for the first time, doing something very difficult without the support of friends and family. At the end of the semester, upon completion of their Final Projects, they walk away fully empowered by the scope of what they have accomplished, realizing that, “I did that for myself, and by myself, and now I can do it in the world.”

Oxbow’s ability to have a transformative impact on student lives has been proven time and again, and as we look toward the future, we seek to put the elements in place to ensure that Oxbow can nurture young minds in perpetuity. To do that, we know that we must become self-sustaining —physically and financially. The completion of the original campus building plan and the establishment of an endow-ment are critical steps in realizing this goal. Most urgent is an endowment program to help us withstand the vagaries of the economy and continue as a school of access, inviting the most deserving students, across the socio-economic spectrum, to participate in an Oxbow semester. As a free-standing institution dependent on tuition revenue and the generosity of donors and supporters for annual operating funds, an endowment program will provide a measure of security and allow us to refine the content of our educational offerings and advance the mission of the school. The Oxbow School is all about honoring your vision and making it real.

Students

Portrait of fellow student by Sebastian Guerra, OS23

Every student unique.

Oxbow enrollment is limited to 48 students per semester. Students come from across the country and from diverse social, econom-ic, religious, political and ethnic backgrounds.Of the more than 800 juniors and seniors who have gone through Oxbow since 1999, about an equal number have come from public and private schools. Some had previously attended boarding schools, and others are experiencing living away from home for the first time. Some students are already accom-plished artists and others have never been exposed to the studio arts.

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At Oxbow, not every student plans to pursue a career in art or design; some look towards entering fields like medicine, education and public policy. What draws them to Oxbow is the idea of learning through the process of making and creating, and viewing academic studies through the lens of art to understand their interconnectedness and relevance to everyday life.

Sending first generation students across the country is no small matter, and we trust Oxbow to make the kind of relationships with our stu-dents and families that they have here at Boston Arts Academy. We have been pleased to note that they often return more mature, independent, and able to apply higher level thinking skills and make connections in new ways. Many students form relationships at Oxbow that continue into their college years and beyond, and they definite-ly create work that is portfolio- and college-ready. The Oxbow experience is a must for any student passionate about the visual arts.” —Kathleen Marsh, Boston Arts Academy

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SENDING SCHOOLS*

AlaskaSitka High SchoolSteller Secondary SchoolArizonaMuseum School for the Visual ArtsCaliforniaAcademy of Arts and SciencesAlbany High SchoolBerkeley High SchoolBranson SchoolCalistoga Junior/Senior High SchoolCampolindo High SchoolCanyon Crest Academy Castilleja SchoolCentral Los Angeles High School No. 9Convent of the Sacred HeartCrystal Springs Uplands School Cupertino High SchoolDrew College Preparatory SchoolFairfax High SchoolGateway High SchoolHead-Royce SchoolIdyllwild Arts AcademyLick-Wilmerding High SchoolLos Altos High SchoolLos Angeles County High School for the ArtsLowell High SchoolMarin AcademyMaybeck High SchoolMendocino Community High School

Menlo-Atherton High SchoolMiramonte High SchoolMonte Vista High School Napa High SchoolNatomas Charter School Per- forming & Fine Arts Academy Nevada Union High SchoolNew Technology High SchoolOakland School for the ArtsPalo Alto High SchoolPiedmont High SchoolSacred Heart PreparatorySan Francisco School of the ArtsSan Francisco University High SchoolSanta Barbara High SchoolSanta Rosa High SchoolSir Francis Drake High SchoolSonoma Valley High SchoolSt. Helena High SchoolTamalpais High SchoolTamiscal High SchoolTerra Linda High SchoolThe Bay School of San FranciscoThe Marin SchoolThe Urban School of San FranciscoVintage High SchoolNew Technology High SchoolColoradoRidgway High SchoolTelluride High SchoolConnecticutGreater Hartford Academy of the Arts

District of ColumbiaThe Field SchoolFloridaAlexander W. Dreyfoos Jr. School of the ArtsDesign and Architecture Senior High SchoolGeorgiaHoly Innocents Episcopal SchoolThe Lovett SchoolHawaiiMid-Pacific InstituteIdahoSandpoint Charter SchoolIllinoisFrancis W. Parker SchoolLake Forest High SchoolMarist High SchoolNew Trier Township High SchoolNorth Shore Country Day SchoolIndianaLawrence Central High SchoolIowaFairfield High SchoolMaharishi School of the Age of EnlightenmentKansasCrest High SchoolKentuckySacred Heart AcademyLouisianaMetairie Park Country Day SchoolNew Orleans Charter Science and Math AcademyMaineCamden Hills Regional High SchoolFreeport High SchoolMarylandThe Bryn Mawr SchoolThe Key School

MassachusettsBeaver Country Day SchoolBoston Arts AcademyBuckingham Browne & Nichols SchoolConcord AcademyNantucket High SchoolPhillips Academy Andover MichiganBlack River High SchoolMarian High SchoolMinnesotaMounds Park AcademySouth High SchoolSouthWest High SchoolSt. Paul Academy and Summit SchoolThe Blake SchoolMissouriSt. Louis Country Day SchoolMontanaBozeman High SchoolNew HampshireHanover High SchoolPhillips Exeter AcademyNew JerseyMontclair High SchoolNewark AcademyThe Pingry SchoolNew MexicoAlbuquerque AcademyAlbuquerque High SchoolBosque SchoolDesert AcademyMonte del Sol Charter SchoolNew Mexico School of the ArtsSandia High SchoolSandia Preparatory SchoolSanta Fe High SchoolSanta Fe Preparatory SchoolValley High School

New YorkBrooklyn Friends SchoolEmma Willard SchoolEthical Culture Fieldston SchoolFiorello H. LaGuardia High School of Music & Art and Performing ArtsHorace Mann SchoolManhattan Center for Science and MathematicsRiverdale Country SchoolRye High SchoolThe Berkeley Carroll SchoolThe Masters SchoolThe Nightingale-Bamford SchoolThe Packer Collegiate InstituteTrevor Day SchoolOregonLake Oswego High SchoolSt. Mary’s AcademyPennsylvaniaChestnut Hill AcademyGermantown Friends SchoolSewickley AcademyThe Haverford SchoolRhode IslandBlock Island SchoolProvidence Country Day SchoolThe Wheeler SchoolTennesseeNashville School of the ArtsThe Harpeth Hall SchoolTexasBooker T. Washington SchoolEpiscopal School of DallasKlein Forest High SchoolSt. John’s SchoolThe Hockaday SchoolUtahRowland Hall

VermontCompass SchoolThe Putney SchoolVermont Commons SchoolVirginiaWashington & Lee High SchoolWashingtonGarfield High SchoolRoosevelt High SchoolSeattle Academy of Arts and SciencesSnohomish High SchoolThe Northwest SchoolUniversity Preparatory AcademyWisconsinPius XI High SchoolWyomingJackson Hole Community SchoolJackson Hole High SchoolHome Schools in CA, FL, IA, MA, MT, NH and Beijing China

ART COLLEGES*

The Cooper Union School of the Art Institute of Chicago California College of the ArtsCalifornia Institute of the ArtsBennington CollegeSchool of the Museum of Fine Arts/Tufts UniversityArt Center College of Design Tisch School of the Arts, New York UniversityRhode Island School of DesignPratt InstituteOtis College of Art and Design Kansas City Art InstituteCorcoran College of Art & DesignMassachusetts College of Art and DesignInstitute of American Indian Arts College

Maryland Institute College of ArtColumbia CollegeCornish College of the ArtsPennsylvania Academy of the Fine ArtsPacific Northwest College of ArtSavannah College of Art and DesignOregon College of Art and CraftMemphis College of Art

PRIVATE COLLEGES*

Mills CollegeSmith CollegeThe New School Yale University University of Chicago Pomona CollegePitzer CollegeReed CollegeMassachusetts Institute of TechnologyColorado CollegeColumbia University Vassar College Harvard UniversityStanford UniversityBowdoin College Dartmouth CollegeSan Francisco Art InstituteFashion Institute of TechnologyGeorgetown UniversityHampshire CollegeSarah Lawrence College Macalester CollegeBarnard CollegeSkidmore CollegeWashington University Weill Cornell Medical CollegeMount Holyoke CollegeNaropa University

Oberlin CollegeLewis & Clark CollegeBeloit CollegeRice UniversityDePaul UniversityJohns Hopkins

STATE UNIVERSITIES*

University of California Michigan State University State University of New YorkUniversity of ColoradoUniversity of PennsylvaniaUniversity of OregonUniversity of New MexicoUniversity of Hawaii at ManoaUniversity of MinnesotaUniversity of Michigan

INTERNATIONAL*

Emily Carr University of Art and DesignKyoto Seika University Japan Bauhaus GermanySt. Louis University in MadridUniversity of Derby, United KingdomAmerican University in RomeKings College LondonRoyal College of Art London Central St. MartinsUniversity of St. Andrews ScotlandCamberwell College of ArtsAegean Center for the Fine Arts Greece

Sending Schools

Member Schools

Colleges & Universities

*Representative selection

Map by Daniele Frazier, OS05

Oxbow’s reputation for excellence has spread across the country attracting students from both private and public schools.

A large proportion of Oxbow alumni go on to pursue college degrees. Art school and university recruiters have noted that Oxbow alumni exhibit an exceptional level of maturity, confidence, self-motivation and critical thinking skills.

“Oxbow forced me to create, and by creating, I established foundation for my thought.”—Jamie Roux, OS8

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Students

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Students

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Ready to go. Oxbow looks upon the semester program as a first-step in a post-secondary school career. The Oxbow curriculum revolves around art, but the goal is to help students develop critical thinking skills, value themselves as individuals, and accept responsibility for their own creative choices—no matter what field they en-ter. Most Oxbow alumni have continued on to a four-year college or art institute, and many have chosen careers in medicine, teaching, social services, en-gineering and other occupations. Still others credit Oxbow for helping them to reaffirm their commitment to becoming an artist and to set realistic expecta-tions and goals every day.

Curriculum

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“We don’t set up a technique and have students follow it. We teach thinking for yourself. We propose aesthetic and intellectually challenging projects that they have to solve in their own individual way. I don’t give my students a specific material to work with. I give them the same problem and they solve it in different ways. At Oxbow, you can’t fall through the cracks. Every student receives very individual attention. You can’t ‘disappear’ even if you want to.”

—Patrick Foy, Founding Instructor

Portrait by Nora Rodriguez, OS13

Curriculum

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Art-centered curriculum.

The Oxbow curriculum has three main com-ponents: 1) accredited academic courses including English, science and American history to ensure that students have fulfilled requirements to graduate on schedule when they return to their ‘sending’ schools; 2) studio arts including painting and drawing, printmaking, sculpture and photography/new media, and 3) visiting artists-in-residence. All of these areas of study are team-taught across disciplines and media and structured to be project-based, experiential, and interdis-ciplinary. Studio arts are interwoven into every assignment so that research, writing and art are internalized as the working methodology. The 18-week semester starts with all students rotating through the visual arts studios and engaging in a series of increasingly complex projects designed to demonstrate a new approach to academic study and build basic skills in each medium.

As the semester progresses, students move through projects that are longer, deeper and more self-directed. For example, the Fortune Cookie Project integrates art with academics,

Painting (fortune cookie) by Matt Hunter, OS5 Painting (fortune cookie) by Michelle Schimke, OS5

Cassidy Stock, OS16 , presenting her Final Project paintingFlorian Brozek, OS5, presenting his Final Project painting

asking students to create a work of art in the medium of their choice based on the single word they find in their fortune cookie. Through a research process guided by instructors, they learn the etymology of the word, develop an annotated bibliography of reference sources, create an art piece, and write a statement on how their research informed and inspired their artwork. Each step of the way students record their thoughts in a journal so both they and their teacher can follow their path of inquiry.

This penultimate assignment sets up the Final Project, in which students pick their own topics and create an artwork, or body of work in any medium. The semester ends with a public art exhibition, at which students make a formal presentation sharing the research and critical thinking that informed their Final Project. Oxbow offers students a heuristic model of learning by helping them become their own best teacher and trust their own distinctive artistic vision and voice. These are exhilarating and empowering skills that will give students the confidence to grow into their own future.

I saw how 18 weeks at Oxbow changed the kids’ lives in terms of confidence. They are committed, poised and have been through a process that gave them authenticity, it gave them a voice. Magic happens in those 18 weeks at Oxbow. Kids come out different human beings, better citizens of the world. It’s really powerful.” —Bonnie Levinson, former Oxbow Board Member

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Mixed media (fortune cookie) by Elena Silvestrini, OS24

Curriculum

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Environmental science in practice.

The Oxbow approach to education is not textbook-driven or simply theoretical, but is based on creating situations where students learn by discovering on their own. An example is Oxbow’s garden-to-classroom-to-kitchen program, which spans the gamut from envi-ronmental science and organic farming to nutritional health. The curriculum requires that all Oxbow students participate in tending a small edible garden located next to the dining

hall. The hands-on experience drives home the interconnectedness of subjects such as ecology, botany, water cycles, soil science, climate, and even the role of earthworms. What students grow is turned into delicious meals by Oxbow chefs, who emphasize daily menus that feature organic and seasonally fresh produce and other locally sourced in-gredients. Students record their insights and observations in journaling assignments and read materials that explore where nature and culture intersect.

What is incredibly powerful about Oxbow is its heuristic approach; its process is based on enabling students to discover or learn things for themselves. Oxbow takes an integrated approach to getting a solid liberal arts education, but it’s art-centric—everything has an art focus. This differs from the ‘siloed’ nature of education in this country, where courses are taught with no relationship to each other.” —David Fineman, parent

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Curriculum

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“My husband John and I loved being visiting art-ists! We decided to continue our work instead of teach the entire time. We gave the students a project related to what we were doing, and had them build something using natural mate-rials. John did a woodblock print and showed students how to do a rubbing. I built two small horse sculptures on the back porch of the sculpture studio. We worked in their space so they could observe us all the time. They could see how fast we could work, but in a calm and happy manner. As visiting artists, we gave them assignments and taught them ways of working that they had never conceived of.” —Deborah Butterfield, sculptor

—John E. Buck, woodblock printer/sculptor

Portrait by Nora Rodriguez, OS13

Curriculum

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Visiting artists-in-residence.

Twice each semester nationally acclaimed artists join the faculty in residence at Oxbow, giving students an opportunity to observe working professionals going through the many phases of making an original piece. In recent years, some of the artists-in-residence have included Barnaby Furnas, The Art Guys, Paul Kos, Christopher Brown, Hung Liu, David Best, Reed Anderson and Randy Twaddle.

The visiting artist also designs a collabora-tive project with the students, providing tips, insights and critiques that give students a different perspective on their own approach to creating art. Together students, faculty, and

Visiting artist Didier William

visiting artists explore the nature of creative thinking and the role of the artist in contempo-rary society and culture.

In addition to the Artist-in-Residence program, Oxbow hosts a lively Artist Lecture Series. On five evenings each semester, the Oxbow com-munity gathers to hear real working artists talk about their creative process and listen to their views on what art is, what art means, and how artists think. These lectures are free and open to the public and have included such artists as Roy De Forest, Wayne Thiebaud, Squeak Carnwath, William Wiley, Inez Storer, and Deborah Oropallo.

The Oxbow School was a critical junction in my life where my artistic interests intersected with my sense of self, and never have the two parted since.…In my current career, I consider the time I spent at Oxbow to be the origin of much of what I consider to be my technique, character and courage. Oxbow taught me how to manage my art and to set realistic deadlines and goals.” —Alexis Nordling, OS1

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Visiting artist Deborah Butterfield (above) Visiting artist Tim Berry Visiting artist Reed Anderson

Work

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Copperplate etching (fortune cookie project) by Rachel Magdal, OS25

Painted Sculpture (final project) by Brendan Sullivan, OS4

I learned to drop all previous assumptions I had about people because I had never met anyone like the other students at Oxbow. For the first time, my peers and their insightful thinking inspired me. For example, during the ‘Einstein’s Dreams’ presentations, I kept looking around the room thinking, I can’t believe all of these students are talking the way I think.” —Sara DeLong, OS22

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Mixed media (final project) by Maddie Martin, OS24

Sculpture (fortune cookie project) by Lydia Glenn Murray, OS20

Work

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Sculpture (final project) by Cash Askew, OS23

Photographs (final project) by Sasha Frolova, OS25

Painting (fortune cookie project) by Maida Monaghan, OS22

Mixed media (final project) by Charlotte Holmes, OS2

Sculpture (final project) by Sonja Georgevich, OS5Sculpture (final project) by Adan Danuelos, OS11

Class Sculpture OS17 under the direction of David Best, visiting artist

Work

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Sculpture (final project) by Elise Wunderlich, OS25

Sculpture (final project) by Emily Birgé, OS21 Sculpure (final project) credit by Sophie Stewart,OS23

Etching (final project) Daniele Frazier, OS05Watercolor (independent project) by Woodrow White, OS22

We were in serious studios with serious teachers, serious supplies and were being demanded to take ourselves absolutely seriously. From the get-go we got intense assignments, which weren’t accepted late. For the four months I was there, I worked harder than I had ever worked in my life. There were beautiful people squirming, wheezing, flexing, flying and swimming all around me with ideas pumping through their brains.” —Abbey Noyes, OS9

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Transformation

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The Oxbow School has both a local and national reputation for excel-lence. Oxbow produces great artists. In its studio, these emerging artists have a community of creative peers who respect one another and foster an expectation to produce thoughtful, sophisticated work.”

—Paul Coffey, Dean of Undergraduate Admissions, The School of the Art Institute of Chicago

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Oxbow School is one of the preeminent choices for creative high school students interested in the arts. Their project-based, integrated approach to learning mirrors the approach of many top art schools. At California College of the Arts, we are thrilled to see applicants who have attended Oxbow because we know they are well prepared for the rigors of college level work. I wish there had been an Oxbow School when I was a high school student!”

—Stephen Beal, President , California College of the Arts

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Drawing (visiting artist project) by Maya Shengold, OS26

At its heart, science is about discovering the hows and whys of the universe, and art is about representing them for the self and oth-ers. Both the performance of science and the creation of art are hands-on, intensely creative activities, and it was a pleasure to show students, many of whom were not particularly interested in science, how the two disciplines were alike in so many ways.”

—Jessica Hanson, former Oxbow Science faculty

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The art that goes on in most high schools is usually relatively skill-based. At Oxbow, there is more emphasis on looking and seeing and more critical thinking about what you are doing, the human connection, that personal element. Through art you can begin to understand yourself better. That may be the biggest eye-opener for students. It is almost a preview of college. Get out of the mechanical factory high school education and get into something open, new, and invigorating in a small environment.”

—Bill Barrett, former Board Member and Executive Director of Association of Colleges of Art and Design (AICAD)

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“If at any point Oxbow doubts the good it does, I just want to reassure you all that you’re changing the lives of young artists every semester.” —Colin Davis, Oxbow alumni, OS21

Transformation

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Sculpture (final project) by Rachel Magdal, OS25

Sculpture in progress by Rachel Magdal, OS25

“It’s been five whole years since my Oxbow time! It’s still with me strong, and daily. Oxbow is with me in each encounter I have with the world—pushing me to look deeper into a situation, telling me to believe in the possibility of things being different.…Oxbow showed me for the first time how I could be an agent in actualizing something that is just a glimmer of a possibility.” —Gabrielle Miller, OS5

The Oxbow School

530 Third StreetNapa, California 94559

(707) 255-6000(707) 255-6006 faxmail@oxbowschool.org

www.oxbowschool.org

Acknowledgements The production of this book was possible through a generous grant from Sappi Fine Paper’s Ideas That Matter program.

Designed by Craig Frazier

Written by Delphine Hirasuna

Graphite portraits by Nora Rodriguez

Printed by Blanchette Press

Printed on 100# white Opus Dull Cover and 100# white Opus Dull Text

Copyright © The Oxbow School 2012