Arts at BCD2020-07-08T13:43:32-04:00

BCD Arts Program &
Broad Offering of Arts Electives

BCD has built a flexible arts curriculum that deliberately integrates BCD’s program with fine and performing arts resources available throughout our region and community.

BCD Virtual Art Gallery

The Arts are an integral part of BCD’s curriculum for all grades

What Makes BCD Independent & Distinctive?

Our Arts Program & Broad Offering of Arts Electives

Sasha Sicurella, an accomplished arts education specialist, artist, teacher, and consultant is the Coordinator of BCD’s Visual Arts Program. Sasha has taught art to grades PreK-12 in both public and private American school systems (including Berkshire Country Day School from 2004-2007). She is currently the Director of Education at Omi International Arts Center in Ghent, NY, where she has spent more than ten years developing and implementing public, arts-based programming for people of all ages. Sasha is also the founding director of the I AM: International Foundation, a non-profit organization that works globally to provide opportunities for children to explore identity through art and self-portrait photography.

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Two spacious general art rooms in the former and attractive hay barn on campus have been converted to three medium-specific studios: ceramics, painting and drawing, and mixed media. Other studios on campus include: woodshop and jewelry-making studio, music and digital composition studio, band and recording studio, photography darkroom, and theater workshop studio. BCD has staffed the K-6 Arts program and the Upper School (Grades 7&8) Arts Block electives program with an array of talented art educators as well as area and nationally-recognized artists. BCD has forged new connections in a number of arts organizations including:

  • Bazaar Productions
  • The Berkshire Fringe
  • I AM: International Foundation
  • IS183 Art School
  • Omi International Arts Center in Ghent, NY

Students in grades K-6 attend two art classes per week and work in each of the three studios during the course of each year. A comprehensive curriculum frames the learning experiences that are taught by Sasha Sicurella, Ben Evans, Ari Cameron and Dana Piazza, as the students explore art, art history, and artists in a studio-based environment with working artists and arts educators. Students in grades 7-9 select two high school-level arts electives that each meet two times per week in one of the studios. New electives are presented each trimester, and the following descriptions provide a sampling of this year’s exciting offerings:

Sample Course Offerings

Basic Ceramics “in the style of…”

Ceramics Studio
In this class we will look for inspiration in the work of leading ceramic artists from the 1900’s to present. Students will learn and experiment with hand building and wheel working techniques while creating pieces in the style of the artist’s work that we study. We will also learn glazing and surface design based on the artist’s work. Some artists studied will be Hans Coper, Lucie Rie, John Mason, and Betty Woodman.

Band: Instrumental Ensemble

Band Room
In this class, students may elect to study a band instrument.  Students can choose from cello, clarinet, flute, alto saxophone, trumpet, trombone, or percussion (includes snare drum and mallet percussion). The band is primarily made up of students from grades 5-8 and performs various concerts throughout the school year.  Students may have the opportunity to audition for the Massachusetts Junior Western District Music Festival.


Woodworking/Metalworking Studio 
This course begins with two individual projects. The first assignment is the creation of a copper candle holder. The assignment involves shearing, cutting, bending and soldering to create unique designs. The second project is the design and construction of pine end tables in which the students make individual design decisions in creating unique pieces. As a class project, a pine log is carved into a totem sculpture.

Music Composition and Sound Design

Music Classroom
For anyone who wants to grow their ears: This course will provide creators of all levels to grow in the practice of arranging sound. By utilizing multiple modalities such as ear training, Deep Listening, and improvisation, students will be able to grow in musicianship as well as create their own original projects. By the end of the course, students will be able to create original works of music across at least three different media. This course would be of service for anyone thinking of taking AP Music Theory in the future.

Vocal Ensemble

Music Classroom
Do you love to sing? Let your voice soar with Vocal Ensemble. In this class, we will build each musician’s current skill level in vocal technique, sight-reading, ensemble skills, and music theory. We will prepare fun and engaging musical presentations and share them with the community. We will also grow as an ensemble and foster a supportive environment for musical discovery. Give it a try! You’ll be amazed by what you can accomplish. N.B. Placement audition required.

Sculpture Workshop

Mixed Media Studio
This course focuses on the creation of sculptural work throughout the semester. Starting with a collection of short projects and exercises, students are exposed to a variety of sculptural processes and strategies. Materials such as wood, plaster, foam, and found objects will be formed into small and large-scale works. The semester culminates with each student designing and executing an individual project. The studio work is supplemented by frequent discussion of contemporary art and group critique of each student’s work.

Yearbook/Graphic Design

Graphic Design Classroom
A group of Upper School students meet to plan and create this year’s yearbook. Working with BCD’s graphic design and photography resources, students assume leadership for every aspect of the yearbook. This includes planning and organizing the issue; gathering, creating and editing written and visual content; executing page design and layout; and preparing print-ready files for publication.

Beyond Broadway: Performance Art throughout the 20th Century

Theater Classroom
This course will explore the movement of performance art throughout its formation in the 20th century, focusing on different trailblazers integrating different forms of media into the storytelling of theatre. Through videos, readings, and physical exercises, we will explore four distinct artists and their contributions to the world of theatre.

Strings and Things

Band Classroom
String players, plucked and bowed, will work to develop skills to perform music from many different idioms and eras. This class is for experienced string players of all kinds including fiddle, guitar, piano, ukulele, etc.



  • Students are introduced to Music and Art starting in Preschool. In Music class, the focus is on listening, dancing, simple instrumental work and singing. In Art, students are introduced to a variety of tools and media to explore their own creativity and develop fine motor skills.
  • In Lower School, starting in Kindergarten, students receive two periods a week of both Music and Art. In Music, students are introduced to simple rhythmic concepts and notation, and participate in the Lower School Chorus. Art classes concentrate on personal exploration of expression and mediums. Students learn to paint, draw, sculpt and build using materials from watercolor to clay, with an array of age appropriate mediums. Art class is supplemented by classroom activities that provide a wide variety of art experiences designed to stimulate creativity and encourage personal expression.
  • In Middle School, students not only create but learn the principles of art and how to reflect on artwork; art history is taught peripherally through the study of individual artists, movements in art, slides and videos, and reproductions. The Middle School Music program provides an opportunity for all students to become actively involved in four basic areas of musical experience: creating, performing, listening, and history.
  • In Upper School, students are introduced to a range of advanced artistic mediums such as photography, graphic design, vocal ensemble, Caribbean music, electronic music, acting, and digital filmmaking as part of the Arts Block. Through the Arts Block, students are offered a unique opportunity to broaden their artistic horizons by experimenting in new mediums and to advance areas of personal interest.

Arts Faculty

Natalia Bernal

Natalia Bernal Natalia brings to BCD her Spanish background and love of teaching music in [...]

Students are introduced to Music and Art starting in Preschool.

BCD’s Visual Arts Program

In the Upper School drawing class, two students are turning an in-class drawing assignment into a full body activity. The students sprawl across enormous sheets of paper on opposite sides of a long, low table. They make marks with soft pencils, occasionally using their fingers or the heel of their hand to soften the texture of a line. Class has just begun, and an oil painting class is still cleaning up, but despite the hubbub, the students’ focus never wanes. Meanwhile, across the hall, Upper School ceramics students are examining glaze tests for the tableware they’re building. Next door in the mixed media studio, the teacher is displaying the design projects just completed by the sculpture students.

Sicurella, Evans, Cameron, Spitzer, O’Neil, and Knoll are some of BCD’s art teachers. Evans is a local ceramicist and educator, who is drawn to geometry and structure; Cameron, a  Visual Arts and Poetry teacher, inspires her watercolor students through the study of contemporary watercolor artists, such as Kindah Khalidy (abstract compositions and impulsive mark-making), Meghan Hildebrand (illustrations built up through the layering of 6+ washes and negative painting), and Jia Sung (pen and ink figurative drawings animated by bold washes). Spitzer, a RISD graduate and Hudson-based sculptor, luthier and teacher, is experienced in a variety of media and processes, from mold making to oil painting to ceramics to woodworking; O’Neil is an internationally-exhibited abstract painter, whose colorful work often arises from the tension between intention and chance; and Knoll creates humorous figurative drawings and paintings—some included in the permanent collection of the Museum of Modern Art. While two of the four happen to be past parents, it’s their lives as full-time professional artists, and their ability and willingness to examine their own artistic processes alongside students, which make them perfect prototypes for teachers in BCD’s recently created studio-based arts program.

The Current studio-based arts program, provides opportunities for student creativity and enhances what program coordinator Sasha Sicurella describes as their “artistic toolkit.”

A multitude of independent studies indicates that studying both fine and performing arts positively affects everything from cognitive reasoning to confidence and character. Participation in art education in the elementary years has even been shown to correlate to higher performance on the SAT test later.

At BCD, The goal is to provide a culture of creativity by connecting the program to art and artists in the larger community, and to allow students to create in well-appointed and materials-rich spaces. Art is a critical tool in achieving BCD’s philosophy of encouraging excellence, creativity, and strong character, while supporting the School’s values of quality, originality, and citizenship.

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The inception of the program included meeting with local artists and leaders of arts organizations. After selecting, local artist and arts educator Sicurella coordinated the program, three medium-specific studio spaces were created. On the west side of the building, there is a fully-functioning Ceramics Studio, and the larger space on the east side of the building now houses a Drawing & Painting studio and an adjoining Sculpture & Mixed Media studio.

Sicurella is eager to explain the purposeful design of the new program. “It was really important that our faculty were working artists. The students form a different relationship with an artist who’s working alongside them,” as opposed to a more traditional art teacher. It’s also critical that students have agency in shaping their creative projects. One of the ways Sicurella judges the success of the program is to encourage students to create their own assignments. “If they jump to do that, I know it’s working,” she asserts.

Phil Knoll embraces this way of teaching. In his Upper School drawing classes, he offers students a range of techniques such as tracing, sketching basic shapes, and drawing with charcoal and water, and then encourages them to apply this “creative toolkit” to any subjects that engage them. As a result, on one recent winter afternoon students were drawing everything from abstract patterns, to optical illusions, to large-scale portraits of familiar cartoon characters. One seventh grader, tackling a particularly complex drawing, sought Mr. Knoll’s counsel. “I’ll help you sketch out the basic shapes,” he offered, and then leaned over next to the student to discuss what those shapes should be.

What about the younger students? Their curriculum has also been designed to allow deep engagement with different ways of making, viewing, and understanding art through working with teaching artists. Ben Evans’ kindergarten students are constructing ceramic houses, which they design, assemble, and glaze with his counsel and support. Sculptor Max Spitzer’s fifth grade students are preparing for an upcoming field to trip MassMOCA by collaborating on their own version of a Sol Lewitt wall drawing. When the fourth graders asked to learn digital animation, Spitzer designed a project that allows the children to work both collaboratively and individually to create characters and backgrounds for the project.

The collaborative, hands-on approach to teaching art reflects Sicurella’s commitment to giving students the tools they need to have a confident relationship with “both the experimental and technical aspects” of making art. “When kids leave after 9th grade at BCD,” she says, “they’ll leave knowing they can problem solve, visualize, and articulate things creatively. They can be engineers or artists!” she exclaims. Eventually, she says, she hopes the curriculum will expand to allow students deeper exploration and integration of multiple media—to make films out of their drawings or design sets for performances, for example.

Ingenuity on display in the upper school drawing class seems to support Sicurella’s prediction, and her hopes. While Michelle continues to refine her complex abstract drawing, Ruby is constructing a masking tape truss to hold her smart phone; she wants to shoot a time lapse video of the large scale portrait she’s creating. “Whatever they draw,” says Knoll, “I tell them to make it theirs. I’m giving them tools I use every day in my own studio.” What will they make with them? That’s their decision. “Draw whatever you want!” he exults. “But whatever you draw—make it your own!”


Screen Shot 2015-04-20 at 6.05.51 AMSasha Sicurella joined BCD as the Coordinator of BCD’s Visual Arts Program and as a K-6 arts instructor. Sasha is an arts education specialist, artist, and consultant. As the Director of Education at Omi International Arts Center in Ghent, NY, Sasha has spent ten years developing and implementing public, arts-based programming for people of all ages. Through her work as the founding director of the I AM: International Foundation, Sasha provides opportunities for children to explore identity through art and self-portrait photography. To date, the I AM: Projects have served more than 1,000 children in 15 countries across 5 continents. Her work has been exhibited in the United States and internationally at museums and art centers in Tel Aviv, Milan, Mumbai, Addis Ababa, Bratislava, Ulan Bator, Sao Paulo, and New York.

Screen Shot 2015-04-20 at 5.22.52 AMBen Evans has worked at IS183 Art School in Stockbridge, MA as the Ceramics Studio Manager. He has taught Wheel Working, Hand Building, Tile Making, and Slip Casting, and he has been the Summer Camp Ceramic Instructor. Ben received his BFA, majoring in Ceramics, from the State University of New York at New Paltz. His other teaching experience includes work at Morningside Elementary School in Pittsfield, the after-school program at Taconic High School, and as an art club teacher at Richmond Consolidated School. He has also worked as a studio assistant for Michael Brod in Rhinebeck, NY, and Mary Roehm in High Falls, NY, and as a teaching assistant for Jeff Zamek at the Penland School of Crafts in NC.

Screen Shot 2015-04-20 at 6.06.08 AMJon Suters is an accomplished musician and teacher, and is well-known throughout the Berkshires and beyond as a professional musician and bandleader. He also coordinates BCD’s private instrumental music program. Jon plays the piano, guitar, string bass, cello, violin, trombone, saxophone, drumset and percussion, and steel drums. He has performed music with Charles Neville (the Neville Brothers), Ed Mann (Frank Zappa), Eugene Friesen and Paul Halley (the Paul Winter Consort), and has shared the stage with Taj Mahal, Rickie Lee Jones, Tuck and Patti, Martin Sexton, Madeline Peyroux and many others. Jon works with students, beginning in Grade 4, who choose to study a band instrument and participate in the group lessons that are offered once a week. After a year of lessons, students are invited to join the Beginning Band which performs at various concerts throughout the school year.