Art Academy Introduces High Schoolers to Opportunities in the Art World

The Prep for Prep/Sotheby’s Art Academy introduces rising tenth and eleventh graders to the creative and business sides of the art world. Over the course of five weeks, students complete art assignments, learn about art history, engage with artists and curators, visit museums and galleries, and are introduced to careers in the arts. 

 

The Art Academy, now in its sixth year, was conceived by members of the Prep in Arts alumni affinity group and is underwritten by Sotheby’s. The goal of the program is to provide Prep students with access to art sectors in which people of color have historically been underrepresented. A 2019 William College study surveyed 18 major U.S. museums and found that 84.5 percent of the works in these collections were by White artists and 87.4 percent were by male artists. African American artists accounted for the lowest share at just 1.2 percent of the works. According to the Ford Foundation, less than 20 percent of leadership positions at art museums are held by people of color and underrepresented populations. The Art Academy aims to expose students to the art world and pathways to leadership roles.

This summer, the program returned to in-person programming following two years of operating virtually. Students honed their creativity through various assignments, including a curation exercise, a fashion assignment where they designed their own collections, and the creation of student art collectives. Trips included visits to the Museum of Modern Art, The Met, Weeksville Heritage Center, and Dia Beacon. The group participated in a workshop with graffiti artist Leaf 8K, a painting lesson with Abigael Puritz, a gallery walk in Chelsea, printmaking on Governors Island with Du-Good Press and Shandaken Projects, and a panel discussion with representatives from clothing company PVH Corp. They also had several opportunities to engage with Sotheby’s, including a meeting with CEO Charles Stewart and a mock auction. The program culminated with the presentation of capstone projects.

Four groups of students designed museums and shared their concepts in a capstone presentation at LREI, Thursday, July 28. Each group had a designated director, curatorial director, museum programmer, and educational director. In creating their museums, each group determined a budget, created a design for the museum’s building, identified potential partners and collaborators, selected the artwork that would be part of their permanent collection, planned a debut exhibition concept, and developed educational programming. 

Joy-Shanti S. (XLI), Rafael A. (P9 XXXIII), and Thalia H. (P9 XXXIII) presented the Museum of Frames, which focuses on how literal and conceptual frames in art impact the viewer’s experience. Alishia S. (XL), Eduardo J. (XXXVIII), and Junie B. (XL) developed The Museum of Illusions & Trickery, which honors illusions in art and the history of magic. The New Museum of Cinematics, designed by Daouda C. (XLI), Rania A. (P9 XXXIII), and Zaylen P. (XLI) pays tribute to nostalgic Gen Z films and TV series. Earth Cube, created by Ashley M. (XLI), Samantha R. (P9 XXXIV), and Serenity B. (XL) provides New York City residents with a glimpse of the world outside the five boroughs with themed galleries showcasing the natural landscape, biodiversity, and indigenous cultures of different biomes. In addition to the presentations, guests had an opportunity to view some of the artwork the students created during the summer. 

Following the presentations, students discussed how the program challenged their preconceived notions about the arts. "After this program, I am an art appreciator," said Rafael. “Before I imagined my mom would be mad about me attending art school,” said Zaylen. “I realize there are so many job opportunities. Now I can see myself working in the art world."  

Shayna Jeffers (XVIII), one of the Prep alum involved in creating the Art Academy, said it was reassuring to witness the impact of the program. "It is important that people have the opportunities we didn't.” 

This program would not have been possible without our talented and dedicated instructor Sinclair Spratley and teaching assistant Sonnet Carter. We are also grateful for the following people and organizations that generously gave their time and resources: