Students in an Art-225 classroom.
Art-225 has long functioned as a rite of passage for Andover’s Juniors and serves as one of the few creative experiences nearly every student shares. Designed as an introduction to creative thinking, the required visual arts course, in which students earn either a pass or fail as a final grade, asks students to experiment with various mediums and collaborate with peers. For many, Art-225 becomes a meaningful point of connection early in their time at Andover; for others, though, it raises questions about whether a single introductory requirement can serve students with already well established artistic backgrounds.
For Junko Pinkowski, Instructor in Arts, Art-225 is intentionally structured to blend conventional and unconventional approaches to art, exposing students to the breadth of what art can be. Through this course, Pinkowski hopes to spark an interest in art that students carry with them beyond the requirement.
“We have a wide range of offerings, so students can be exposed to many different things. We would love to trigger interest if somebody wants to do some photography in a class or stop motion or something [else], [there is a] wide range [of offerings] that they could continue to pursue if they want to. … And so, my goal is to really expose a student to traditional skill and contemporary skill. And while doing so, I try to throw in some activities, like tape art, that really [allow students to] think outside a box,” said Pinkowski.
Claire Donovan ’29 shared how Art-225 allows students to use art as a tool of self-expression. She also mentioned how the course provided a space where she and her classmates could talk with each other and have meaningful discussions, even with everyone having varying backgrounds in art.
“We’re able to express ourselves with art… It was really nice to work with our classmates and to incorporate different ideas. We all have different strengths, and seeing those come to life in a final project is really exciting … [Throughout the course,] there was a lot of discussion that welcomed all levels of artists. Sometimes more experienced artists would say something more specific, and it would offer a more unique perspective than somebody else may have been able to give,” said Donovan.
For Fatimah Bah ’29, Art-225 served not just as an introduction to visual arts, but also as a point of connection to the broader Andover community. She described the course as one of the few academic experiences that allowed students to bond through various art projects, while simultaneously facilitating exploration across mediums.
“[Art-225] should be required because it helps build a community on campus since everyone has to take it. It gives everyone something in common to talk about. It can also spark interest in different things because we did building, drawing, and stop motion, which is a video form of art. [The course] gives you a wide range of different media and types so you can figure out what you want to take next,” said Bah.
Nandini Sharma ’29 reiterated Bah’s view of Art-225 as a communal experience, while framing the requirement as a necessary push to bring students into unfamiliar artistic spaces.
“Art-225 should be required for all [Juniors] because it really forces you out of your comfort zone and into the space of art at Andover, and that’s really important, because you don’t want to limit yourself and [you should] take full opportunity of the available things on campus. The only reason Art-225 shouldn’t be taken by a [Junior] is if they’re already very passionate about art and submitted a portfolio,” said Sharma.
Sharma’s caveat echoes concerns raised by students who enter Andover with more extensive art backgrounds. Shannon Chisholm ’29 felt that the requirement of taking Art-225 is redundant, as its introductory lessons revisit familiar territory for experienced artists instead of encouraging further creativity.
“I understand that the goal is to introduce students to a lot of different mediums, but I feel like we do not get a lot of freedom in the projects. For students who have taken art classes before, it feels limiting. If you already have a background in art, you should be allowed to advance or focus more on what you already know, instead of repeating foundational material that you may have already learned at previous schools,” said Chisholm.
Chisholm added that, beyond the curriculum, students’ experiences with engagement and community-building in Art-225 can vary widely depending on the section and classroom environment.
“While [the course’s final grade being either a pass or fail] can reduce stress, it also makes it easier to do the minimum rather than fully engage, especially when the projects are not in a medium I am interested in… Not everyone takes [Art-225] at the same time, and some students are allowed to skip it. I do not hear many people talking about it as a major bonding experience. In my class, there are assigned seats and limited talking during work time, so [for me, the class did] not feel especially social or collaborative,” said Chilsholm.
