Art

Elsa Bentz, Petra senior and Le Noir d’Arthur playwright

Since the dawn of its existence, theater has been a communal event – born of a community, brought to life by members of the community, and participated in by the entire community.

The last element of participation is a vital one, and one in which we may all partake. Not all of us were cut out to be actors, directors, stage managers, or set designers, but when it comes to theater, we all have a part to play! This part is the part of the audience, without which even the grandest of Shakespeare’s plays are nothing but a group of splendidly dressed, crazy men who ardently believe that they are someone else, delivering their lines to empty space. The audience is one of the most vital elements of any theater production because without the playgoers, the play itself is meaningless. Without the audience who would hear the story waiting to be told?

To be the audience means to enter into the stories, the passions, and the lives unfolding on the stage. The audience rejoices and weeps with the characters and becomes acquainted with the tenderest feelings of these scripted souls. On that stage, fantasy and reality meet and become one, and it is there that we learn to know ourselves better than before with the aid of the villains, heroes, and star-crossed lovers of the play. Theater is a place of give and take; the audience gives the characters purpose, and the characters teach the audience to reflect upon their own actions and hearts.

Our upcoming show, Le Noir d’Arthur, is just like any other play. It is written about the legendary King Arthur and his knights and, like other plays, it has a lesson to teach. It exists to keep the legend alive while giving life to the characters and the stories of the knights of the Round Table. But it also invites the audience to sympathize with and see themselves reflected in the characters, which we hope you’ll do by joining us this Friday and Saturday night at 7 pm for the theatrical debut of Le Noir d’Arthur!

All reserved seating is sold out and general admission tickets are going fast. Buy your tickets now!

Read more about the “noir” of Le Noir d’Arthur.

Mr. Eli Denison, Drama Director

This year’s fall show – Le Noir d’Arthur – is a film noir adaptation of the Arthurian legends – Le Morte d’Arthur by Sir Thomas Malory and Idylls of the King by Alfred Lord Tennyson – our 11th grade students read. Humanities teacher Sam Koenen, having taught the story multiple times, observed that Arthurian legend would make great film noir, as all the thematic ingredients are there: an obsessive quest/case, femme fatales on both sides of the law, and a group of men who come together for a common cause but end up turning on each other. Someone just had to write it.

Miss Elsa Bentz, Petra senior and playwright of Le Noir d’Arthur

Enter Elsa Bentz, a current senior and a student in the class in which Mr. Koenen made his observation (not to mention an aficionado of all things 1940s). Over the summer, Elsa and I wrote the script for Le Noir d’Arthur, going through several drafts and revisions before submitting a finished copy to Mr. Dunham and Mr. Koenen for approval. Because the source material and thematic mood is very different from any other show that we have produced before, let me give you some background as you consider joining us for Le Noir d’Arthur.

Historically, film noir is considered an aesthetic type of film originally made in the mid-1940s to the mid-1950s. The term was coined by French film critics to describe a film that was bleak, dark, or cynical both in style and thematic mood. Many of the American-made films after World War II fit this description, capitalizing on the tension and distrust that followed the war. Source material included hard-boiled detective novels of the 1930s and ‘40s, with Raymond Chandler’s stories about Philip Marlowe becoming archetypes of the genre.

Cinematically, many of the films were influenced by German expressionism from the 1910s and ‘20s, including the use of gloomy gray colors, bleak city scapes, and dimly lit interiors. Stories typically revolved around a disillusioned male protagonist who is characterized by a pessimistic, gloomy, or melancholy disposition due to a past mistake, regret, or grudge. He would come into contact with a femme fatale, who would then lead him into a deepening web of deceit or trickery that would ultimately lead to their downfall. Thus, film noir was a counter-balance to the popular (but unrealistic) musical genre of films that solved every “problem like Maria” with a song.

The real question for us in writing the show was, how do we take a bleak, pessimistic film style from the ‘40s and a medieval legend about common human failures and turn it into a quality production? At Petra, our staff and students read books that point us toward truth – the truth of Christ and the truth of living in a fallen world – and our goal is to tell stories onstage that do the same thing for the audience and the actors. This play is no different, but the hard truth of Arthurian legend and film noir is that the unredeemed world is bleak and full of sin, no matter how hard we fight it. But that doesn’t make the fighting any easier or any less important; on the contrary, it makes it even more so!

In our plays, we don’t glorify sinful attitudes, behaviors, or actions onstage, so we do our best to balance the tension of maintaining integrity to the source material and play style with putting on a production Petra families will want to attend. Some aspects – like the presence of tobacco and alcohol (both of which are just props) or the death of several characters – may be off-putting to some, but to keep from glorifying these elements of the story, we’ve made specific directorial choices so the audience knows what is happening without exploiting it, much the way film noir masters Alfred Hitchcock and Orson Welles did. While these aspects of the show are hardly the primary focus of the play, we felt it important to make sure families are aware of them in order to make decisions about younger students attending.

Our drama program continues to grow with each passing year, and this show represents two big firsts:

1) It’s our first-ever fall play. By adding a second show to the school year, more students get to be a part of what we’re doing during a different time (and sports season) of the year than our spring show.

2) It’s our first (but hopefully not last!) show created in-house by/for Petra, as it was written and co-directed by one of our very own students. This has been one of my goals as a drama director/teacher from the beginning.

Buy your tickets now and come out in November for the world premiere of Le Noir d’Arthur!

Craig Dunham, Petra Academy Headmaster

One of the joys of summer (apart from the school year ending, of course) is the opportunity to walk back through the past nine months and thank God for His blessings, for they are many.

Academically, we saw students at every level work hard, embracing the curricular challenges presented within each new grade and seeking to understand what our teachers so passionately attempted to present and inculcate. Our new Upper School Lyceum presentations from faculty contributed to the weekly intellectual stimulation, as did the many Grammar School field trips and educational festivals highlighting different aspects of our world. We witnessed the manifestation of fruit from our academic endeavors at each Recitation (Grammar and Upper School), by the expression of creative projects hanging on the walls, in the conversations and discussions engaged in in the classrooms (and, I’m told, at dinner tables everywhere), and through our Upper School Thesis presentations – all culminating in our Senior Commencement at the end of the year, in which we graduated 10 students we loved very much.

Artistically, we witnessed the deeper establishment of our music program with our new 4th-6th grade Orchestra joining our dynamic 4th-8th grade Choir for two wonderful Schola Cantorum concerts. We studied many and varied forms of visual art, and learned some of the history of each along the way. We dedicated a full two days to our Upper School Shakespeare Festival, extending our love for the Bard down into our Grammar school in partnership with Montana Shakespeare in the Parks and their Montana Shakes! week-long program in which over 40 of our 3rd-6th graders participated. Our Upper School students participated in our first-ever Film Festival and studied three stunning films from Polish filmmaker Krzysztof Kieślowski’s Decalogue project. And, we took a big step in our Drama program, producing a custom version of the theatrical favorite, Meet Me in St. Louis, complete with rousing song and dance numbers performed in front of record attendance numbers – our first foray into the wonderful world of the onstage musical.

Athletically, it was a banner year of spirit and accomplishment: we saw continued improvement at all four levels of our volleyball program, turned in our best JV basketball record to date of 10-3, and won our third state championship in five years in Ultimate Frisbee. Most importantly, we saw the beginnings of an actual fan base – of students K-12 (and their families) attending and cheering on our Griffin teams because they were our own. Our new line of Griffin Gear helped unify our look, and Spirit Days and our new Contio Spiritus pep rallies each month gave expression to our newly-cultivated school spirit.

Of course, if we’re talking spirit, there were our traditional feasts for Reformation/All Saints’ Day, Advent, and Easter, as well as yet another beautiful morning for Field Day, all of which added to the fun. We installed the first elements of our new Grammar playground (with more still to come), our 3rd-6th graders took history on parade, our 7th-12th graders learned about etiquette (and looked great doing so) at Protocol, and we loved hosting our elders for Grandparents’ Day. Finally, our Upper School house system competed – athletically, dramatically, academically, and musically – throughout the year, and we were all reminded of – maybe even surprised by! – the unity fostered by the houses when we retired them for summer at our year-end closing awards ceremony, where we celebrated each other’s accomplishments and cried a tear or two at a powerful slide show summarizing 2016-17.

Administratively, we celebrated our freedom to educate students the way we do during School Choice Week, welcomed dozens of school leaders from other parts of Montana interested in what we were doing, and secured another five-year accreditation from our accrediting body of the Association of Classical and Christian Schools. We improved systems (most significantly being online registration), welcomed new Board members, and attempted to lead humbly and with care for each and every student and family. We sought to own our shortcomings and failures, asked forgiveness and took responsibility for what we could or needed to, and worked to view issues as opportunities to get better. Most importantly, we sought God’s Truth, Goodness, and Beauty, and remain ever-grateful for what we discern to be His gracious response to us.

Thanks be to God…for 2016-17, and for everything.

Mr. Eli Denison, Drama Director

Just three more days until the curtain opens on Petra’s production of Meet Me in St. Louis and the critics* are loving it! One reviewer wrote:

Meet Me in St. Louis is filled with some of the best actors. These actors take you right into the Smiths’ living room in 1904…The cast has been so great from the first day to the day of performance. This play is filled with great dancers and singers…

Indeed, she (more or less) hit the nail on the head: the cast has been hard at work for the past two months crafting a brilliant performance that highlights more than just the superb acting talents of our students, but their dance and singing abilities as well.

Another reviewer was impressed by the ambitiousness of the production and the amount of work that the student actors put into a performance. I was especially happy to read what this particular reviewer attributed to being part of the students’ success:

Meet Me in St. Louis is a great opportunity for the secondary kids to learn what goes into performing. Performing in a play is a lot [of work], but these students have great attitudes and perseverance.

This year’s production includes more than just student actors, though; the set construction, costuming, stage management, and running lights and sound has been and is handled largely by students. We even have student choreography and piano accompaniment provided by our kids.

Yet another reviewer was surprised to hear how many seats were still open and wrote:

Meet Me in St. Louis is a musical [treat] that expresses laughter, sorrow, and romance. With all the hard work the students have put in – from just beginning to memorize their lines, to putting on an amazing performance – this is a play that the whole family will enjoy…If you and your family are looking for a fun and exciting night at Petra Academy, I highly encourage this play…

So what are you waiting for? Get your tickets today to come see Meet Me in St. Louis! Performances are Thursday, Friday, and Saturday at 7 p.m., with an additional Saturday matinee at 2 p.m.

(*Critical reviews supplied by fifth graders Anya Bentz and Auna Flohr, and third grader Ava Flohr, all of whom have seen the majority of the rehearsal process from the first weeks and still want to come watch the show. Thanks, ladies!)

Craig Dunham, Headmaster

Perhaps you read the news last month of the demise of the Pioneer Cabin Tree, the great Sequoia “tunnel tree” in Calaveras Big Trees State Park, 90 miles east of Sacramento. When I read the story, I found myself wondering why the tree’s collapse seemed so surprising to so many: take a tree and cut out two-thirds of its trunk, and what does one expect will happen when high rains and floodwaters come?

Pioneer Cabin Tree before its demise.

We shouldn’t miss the metaphor as it relates to education. Up until the end of the 19th century, the “trunk” of an American student’s tutelage was the teaching of humility and character, logic and reason, writing and rhetoric – all with a particular moral end in mind. This was the education of our first Presidents and many of those who laid and built upon the early foundations of our nation.

The fallen “tunnel tree.”

Today, however, our school systems have reduced learning to a pragmatic pursuit of a job. Progressives like John Dewey and others essentially cut out the heart of true education – of “paideia,” the raising and enculturation of a moral and ethical civilization – opting instead for a gutted tourist stop along the way to employment.

Granted, one can argue that a good education is always useful, but it is also true that a useful education is not always good. Henry T. Edmondson III, writing in his book John Dewey and the Decline of American Education, clarifies:

Aristotle criticizes the education of the Spartans precisely because their education was directed only toward ‘necessary and useful things,’ with little regard for what is ‘noble.’ In this light, it is notable that although historians grant the Spartans the respect they are due for their martial discipline, the same historians also note that the Spartans left no philosophical, literary, or political legacy, unlike their Athenian rivals.

Here we have a paradox: In making utility the chief goal of education, we sacrifice much of its usefulness. A merely utilitarian education is largely ineffectual precisely because it does not seek to make a student good, or at least to teach him what is good, or even to provide him with those principles that guide good behavior – all of which qualities are essential aspects of true utility. (p. 80)

What’s a solution? Edmondson references Plato:

Plato explains that the central thrust of education must be to cultivate intellectual and moral virtue because ‘virtue…would be a certain health, beauty, and good condition of the soul’; without an education directed to the soul, the student will be left with ‘vice’ which is a ‘sickness, ugliness and weakness’ of the soul. (p. 82)

When was the last time “the central thrust of education to cultivate intellectual and moral virtue” was the discussion at the local, state, or national levels concerning our country’s education departments? When was the last time truth, goodness, and beauty (instead of just how our student(s) did on the latest test) was the topic at our own kitchen tables?

Later this week, re-enrollment opens exclusively for current Petra families. Obviously, we would love for 100% of our student body to re-enroll for next year. What will be your family’s parameters for deciding whether to return in 2017-18? Here are four I sometimes hear from parents, along with a few thoughts for rumination:

1) Grades. One consideration may be whether a student is making A’s (straight or otherwise), but let’s avoid setting up that idol – in our kids’ hearts or in our own – as a goal for their education. So many student issues (now and later) stem from a preoccupation with grades, and I find that nine times out of ten, when a student is so preoccupied, it is because her parents are as well. Grades can be a motivator, sure, as well as a means to evaluate some degree of mastery, yes, but (to paraphrase Mark 8:36), “…what does it profit a student to gain straight A’s and forfeit his soul?” After all, in the words of author Walker Percy, “You can get all A’s and still flunk life.”

2) Workload. Another consideration is workload. As a parent, none of us enjoys seeing our kids struggle, but nothing teaches students perseverance and work ethic more than having to get over a high bar (and Petra’s is one of the highest at every grade). If there is an epidemic in 21st-century parenting, it is giving into the temptation and tendency to intervene rather than coach, to teach to avoid struggle rather than lean into and work through it. And yet, those who trust the process and persevere (even and at times with tears) eventually join the ranks of those who take great satisfaction in having worked hard to accomplish something great. To graduate from Petra is not easy, but I have yet to meet an alumnus who regrets having done the work to do so.

3) Impact on family life. A third re-enrollment consideration is the impact on family life, for as I tell interested parents on our Tours on Thursdays, if we’re not being impacted at home, something’s wrong. Classical Christian education is not something to be compartmentalized and left at school over the weekend. It comes home with our students on a daily basis in the form of questions and answers about what is true, good, and beautiful; it makes observations about our lifestyles and calls into question our liturgies. Because so few of us were raised with classical Christian education as children ourselves, it pushes us as parents to humbly learn alongside our students all the things we were never taught, reinforcing or retarding a love of learning in our students, depending on our attitudes.

4) Cost. A final consideration is financial: can we afford to send our student(s) to Petra? Petra is not cheap (though I’m also told by parents with private education experience elsewhere that Petra is a “steal,” particularly in a place like Bozeman), and while we in Montana have a choice of where to send our kids to school, we certainly do not have financial incentive to choose apart from the “free” government school system we all support with our tax dollars (I wrote about this at some length here). Sometimes it’s hard not to just give in and give up our kids to a school that we’re already paying for, telling ourselves we’ll deal with whatever comes up morally, emotionally, or spiritually with our student(s), all the while hoping for the best academically.

But perhaps a better question is this: can we afford not to send our student(s) to Petra? Where else in Bozeman are elementary, middle school, and high school students intentionally and unapologetically taught virtue and character by learning the basics of language (ancient and modern), reading the greatest books of literature, searching the lessons and ideas of history and philosophy, engaging in the mysteries of the sciences and mathematics, training in logical thinking and rhetorical expression, and participating in athletics and the making of art (dramatic, visual, or musical) – and all with and from a classical Christian worldview modeled and delivered by a caring faculty and staff?

When re-enrollment opens later this week, I hope you’ll give thought to these four considerations. Make no mistake: we want your family excited about the benefits of classical Christian education and back at Petra next year. We also want you to rest assured that, after 21 years, we know who we are and want to be as a school, and this identity – this trunk of our tree – is one we have no intention of hollowing out. Our mission:

We invite you to join us as part of it again next year.

Teachers usually encourage students to prepare thoroughly for final exams so that when students arrive to class on exam day, they are ready to demonstrate their full knowledge of course material. However, this year’s seniors in Rhetoric 2 were told they could not prepare for their final exam. Instead, they showed up to class on exam day, chose a topic from a previously uncirculated list, had 45 minutes to write out a full argument fleshing out their position and supporting reasons, and then were graded on oral deliveries of these speed arguments along with their content.

All of the seniors passed with flying colors – a testament to their consistent growth as thinkers, writers, and speakers over the last two years as they have been challenged in humanities, rhetoric, and other aspects of academic life at Petra. This week, we share with you the three most stellar arguments, ending with senior Maddie Dunham.

Are comic books literature? On what level should we interact with them? Should we engage them as we do work of literature by authors like Steinbeck, Shakespeare, and Wordsworth?

Maddie Dunham, Senior

In our culture today, media and entertainment co-rule as king. Gone are the days when most of the population would pick up a book and take quiet time to read it. Now, many kids, teenagers, and adults constantly turn on their devices such as an ipad or laptop or phone and spend hours on games, Netflix, social media, etcetera. We live in a world that is based on entertainment.

This idea of entertainment is not just centered around screens, however. Magazines and modern books and activities have all been designed for the sole purpose of human enjoyment. And in catering to enjoyment, they have lost beauty and the standard rules that art and books must have. This brings us to a specific question. Since there are other forms of entertainment besides digital ones, do we classify comic books in the category of only entertainment? And if we do, does it fulfill the rules that are inherent to the world of literature, as they are books after all?

In this short presentation, I argue that they should not be considered literature. For this paper, I will argue that literature has specific characteristics that comic books simply do not align to.

Literature is beautiful in form, contains meaning below the surface of the story, and leaves the reader with a desire to contemplate and reflect on what they just read. First, I will explain a bit of how comic books are a part of our society and history and then explain why they do not fall under the category of literature.

As was stated in my introduction, our world lives on entertainment. Everyday, we constantly check our facebooks or emails, turn on our pop music, and binge watch Netflix for a few hours or so. We have become a generation that has not only lost the ability to communicate well with others, but to understand what the great arts and people of the past have given us to study. Books have turned from great works like The Space Trilogy or Lord of the Rings or The Adventures of Tom Sawyer, to cringe-worthy books such as Fifty Shades of Grey or The Twilight Series or Divergent. These books were not written with beauty or meaning, they are only in existence to entertain its readers. This is an abuse of what it means to write books and good literature. Comic books also come into play here with its purpose of entertaining and bringing enjoyment to the reader.

So to begin, we must understand what literature is.

First, literature is beautiful in form. There have always been certain characteristics specific to the form of art we label books under. It must have structure, the storyline must make sense, there must be a heightened plot at some point in order to break up the monotony of a simple story. But there is a difference between books and literature. While some books may be considered literature, not all books can be. Literature is beautiful, not just through what is being said, but the way it is said. A good author will know how to use just the right word in order to make their sentence sound good, thus leading to good paragraphs and chapters, and eventually, a whole book. Comic books do fall under several rules regarding structure, but it’s mostly full of dialogue (sometimes crass or harsh) and doesn’t set a very beautiful picture of what occurs inside. So comic books fail when it comes to beautiful form or content.

Secondly, literature contains meaning that goes beyond the surface. For many good works of literature, they need to be read more than once in order for their full meaning to be conveyed. Some works of literature could probably never be fully explained. And this is beautiful because it contains mystery that so many books lack today. For example, if a person were to take a look at The Divine Comedy by Dante, they would know simply by the beauty and extravagance of the language that it would take years and maybe even a lifetime for someone to extract all the hidden meaning and connections inside the story. This is such an important role that literature has, to keep its readers constantly invested in the story and for its readers to ponder what it is they read. So many books today, including teen series and comic books, are very shallow and lead to no such type of contemplation or beauty.

Thirdly, and as was partially mentioned earlier, a main goal of literature is to leave its readers with the desire to understand it and ponder it. This comes not only from investigating the form, but the meaning that is hidden inside. Literature also teaches about history and politics of certain eras, virtues and what goodness looks likes, literature should teach rather than solely entertain.

Many people might argue that it is important for a person to just relax and be entertained sometimes. But not only does this misuse the capabilities we, as human beings, have to be able to understand great works of literature, it is a waste of the very valuable and limited time we have on this earth. Some people may also argue that comic books do have storylines and truth to them. I am not denying that comic books do not contain truth. Even if the superhero triumphs over the evil scientist, it’s not enough to convict a person of the beauty of such goodness.

Because we have defined literature and explained how changed our culture has become, we should be able to recognize by now that comic books do not fall under such a category. They are entertaining and may contain some redemptive themes, but they fall short of what our definition of literature is. Literature is beautiful in form, contains meaning below the surface of the story, and leaves the reader with a desire to contemplate and reflect on what they just read. So, please enjoy your comic books, if you have some. I don’t, but you don’t want to know how much time I spend on Netflix. But we must also understand that we have the capability and time and resources to read greater things that should not only entertain and bring us joy, but should cause us to reflect and grow us into the persons we are becoming.

Have you met Gabi McDermott, one of the ten seniors in our Petra Academy class of 2017?

Two weeks after Gabi enrolled at Petra four years ago, her older brother died tragically and unexpectedly. Todd Hicks – my predecessor as Headmaster (and now much-beloved guest teacher and mentor following his bout with brain cancer) – walked through the grief with Gabi and her family, but it was not easy due to the sadness of the situation and complications with Todd’s health.

When I first met Gabi last fall, she told me gently but plainly that it was going to be hard for her to trust me as Petra’s new Headmaster, since Mr. Hicks (as well as then-Operations Manager Hope Sukut) had cared for her so well. As with any student, I knew it would take time, but I especially didn’t want to let Gabi down in her final two years at Petra.

gabby-and-parents-low-resThankfully, God has been faithful to us both. Academically, Gabi is having a good year in her studies, working on her senior thesis, which argues for continued use of drones in the American military so long as they are used alongside humans and not fully automated. Athletically, Gabi was our lone senior on the varsity volleyball team, showing much improvement in ability and encouragement of others. Personally, she has grown and matured in how she relates to her friends, her family, and our faculty, as well as in her love for the Lord.

I wanted you to see this photo of Gabi with her parents, Tim and Martha, as her smile is a beautiful testimony of what God has done in her life here at Petra as a student, athlete, and young woman.

Pointed Discussions

Petra Academy, now in our 21st year in Bozeman, is the only K4-12th grade classical Christian school in the Gallatin Valley. With a student body of 212 students, Petra has experienced steady growth of 7-10% every year for the past five years. Parents, in addition to funding their local government school by paying their taxes, make further sacrifices in order to send their students and partner with us in preparing students to live purposeful, godly lives.

And the students? Here’s the typical refrain (particularly of alumni): “Petra is hard, but I love(d) it.”

ian-at-baylorIan Laird is one such alumnus. Graduating from Petra last spring, Ian enrolled as a freshman at Baylor University in Waco, TX, this fall, studying Computer Science and beginning to learn cryptography and data sorting methods in his spare time for possible future specialization.

“I have really been enjoying Baylor,” he writes. “While I really like that there are more than seven other people in my class,” he continues, “I do miss the pointed discussions we would have in Humanities. I cannot think of any very deep classes I have been involved in so far, and my Freshman English class is super easy.”

Ian says he’s taking full advantage of the time freed up by his preparation at Petra to pursue more extra-curricular activities and to try to get ahead in his Computer Science classes at Baylor.

Deepening Our Influence

What happens at Petra has made a difference for Gabi and Ian – personally, spiritually, academically. Below is a list of ways we’re working to make a difference for more Petra students. Just this year, we:

– added orchestra for 4th-6th graders so students who have taken violin with us in the previous three grades can continue their musical study as an alternate option to choir;

– added Lyceum (7th-12th grades) to facilitate deeper thinking and application of Humanities material via communal lecture by faculty and student discussion;

– added our first-ever dual enrollment course (Computer Science I) in conjunction with Gallatin College/Montana State University, by which students can earn credit from us as and earn transferable college credit for the same class (and at a fraction of the cost) as well. 100% of our 10th graders signed up for this dual enrollment course this first year;

– added Computer Science II (11th grade), Drama IV (11th-12th grades), and additional secondary math instructors to better accommodate students who need and want more challenge or help in mathematics.

In addition, we continue to:

– refine one of the best classical Christian curricula in the country;

– expand our new elementary playground (we cut the ribbon on Phase One in November);

– deepen our 7th-12th grade house system to develop a community of students encouraged to love God completely, love others well, and love themselves rightly;

– work to secure our third 5-year accreditation and ensure excellence as a member in good standing of the Association of Classical and Christian Schools (onsite visit in March);

– plan our new Summer Scholae Camps (June 12-16 and 19-23, 2017) for kids ages 7-12 in the Bozeman community this summer (details to come by Spring Break 2017).

Finally, we are daily striving to be:

– a good neighbor to the city of Bozeman by making our space available for rent to various community organizations (athletic, Christian, and other). People love our facility!

– a leader in our local Christian community by modeling healthy transdenominational relationships in our school of families from over 40 churches in the Gallatin Valley;

– and a leader in Christian education statewide as well as nationally, serving as a resource to new start-up schools, working to stay current on pending legislation and school choice initiatives as part of the Montana Federation of Independent Schools, and contributing content to the Association of Classical and Christian Schools’ journal, The Classical Difference.

Help Us Meet the Need

As is the case with all private education, some families are just not able to pay full tuition without some kind of scholarship assistance. While our policy is that no family pays less than 50% of tuition, over 30 current families (49 total students) would not be here without the $93,500 we have provided in scholarship allocation.

We’ve just completed our first of three major fundraisers this year: our elementary school Spell-a-thon exceeded our goal of $20,000 and yielded $24,291.83! Later this winter, we’ll ask for personal and business sponsorships for our annual play – Meet Me in St. Louis, which will run March 2-4, 2017 – with the goal of raising $45,000.

But today – at the end of 2016 and as our second of these three major fundraisers – could I ask you to prayerfully consider helping us raise $24,209 to keep us on track in meeting our fiscal goals?

Some may be able to give $100; others may be able to give $1,000; for a few, a $5,000 gift may not be out of the question. However the Lord might guide and provide, we would be grateful for your consideration. All gifts are tax-deductible.

God is doing amazing things at Petra Academy. On behalf of students like Gabi, Ian, and others, thank you for considering a special gift to support the work of our school. Your contribution will help instill truth, goodness, and beauty in the life of our school and community for years to come.

dunhams-2016

The Dunhams: Chloe, Katie, Craig, Megan, Millie, Maddie.

May God’s riches in Jesus the Christ be yours this Christmas season,

dunham-signature

Craig Dunham
Headmaster

PS: If you have questions or would like to speak with me personally about a question you have or a gift you would like to make, please contact me via email or at 582-8165.

PPS: Please make your check out to Petra Academy and mail it to Petra Academy, 4720 Classical Way, Bozeman, MT, 59718 by December 31. We will provide a tax receipt in January. Thank you!

Kempf, Joan (low res)

K4 teacher Joan Kempf

Interested in how our mission applies to the youngest of our Petra Academy students? We asked K4 teacher, Joan Kempf, for her thoughts on the matter. A graduate with her Bachelor’s and Master’s degrees in education from the University of North Dakota, Joan has taught and consulted in early childhood education classes (including teaching children with learning disabilities) for twelve years. This is her second year at Petra.

Petra’s mission begins with the phrase, “Recognizing our need for God’s grace…” What does that look like with four-year-olds?

Flower Children (low res)

Since we all fall short of the glory of God, we recognize the need for God’s saving grace not only for salvation, but for everything else as well, including our social and emotional skills. Seeking to honor God through our behavior and teaching love for Jesus is our primary goal when teaching social skills to students. Many K4 students are attending school or any organized social interaction for the first time and need to learn how to play, work, and move within a group setting. It is important that students feel safe and comfortable at school so that these skills can be guided and directed throughout the day. As teachers, we seek to demonstrate grace and humility through our daily guidance and interactions with students. Some of the skills we help students achieve are:

-Separating easily from a parent
-Independence in toileting/washing
-Playing with others in a “kind” way (sharing and taking turns)
-Develop empathy for others by noticing when a classmate is frustrated or sad
-Respecting other people and their personal material
-Interacting positivity with peers (uses words vs. grabbing/pushing/hitting/kicking )
-Sit on the floor with peers without touching them with their hands or feet
-Begin to use “please” and “thank you” when talking to others

Awaken Love and WonderThe next part of our mission states that, “Petra Academy strives to awaken love and wonder in our students…” What does that look like in the K4 classroom?

The innate curiosity of young learners lends itself to provide opportunities for self-directed exploration and teacher-directed activities in the K4 classroom. Many activities during our free choice time are designed to engage students in cause and effect opportunities. Students will build with gears, tubes, blocks, Legos, and other manipulative materials. We also utilize a wide array of sensory materials (shaving cream, salt, water, sand) and incorporate playing with cars and trucks, using tweezers and magnifying glasses, and utilization of containers with different volumes to increase their awareness and understanding of science-based terms and applications.

Cups (low res)In addition, students learn about the seasons and explore items related to the season, talk about the changes in weather and how weather effects us and the world around us. Teaching the days of creation offers the opportunity to participate in activities about heaven, earth, sea, animals, dark, light plants and trees. Students learn about various animals, reptiles, bugs, volcanoes, wind, and other science themes through literature and activities throughout the school year.

Students also participate in various fine art activities that include the utilization of a wide array of art mediums, music and movement. Students create projects that relate to weekly and monthly educational/biblical concepts being taught through:

-Painting with brushes, forks, string, marbles, etc.
-Drawing with markers, colors, white erase boards/markers
-Expressing themselves through dramatic play centers
-Singing songs and doing movement activities
-Preparing and performing recitation songs/chants
-Observing Grammar student’s recitation (K-6th grade)

Worms (low res)Finally, preparing students to write is an important part of our K4 curriculum; in fact, most activities in all curricular areas lend themselves to developing fine motor strength and dexterity. Isolating the muscles in the hand and wrist are accomplished through activities like putting together puzzles, lacing, play dough, manipulating tweezers, peg boards, linking chains and blocks, cutting, coloring, tracing designs and letters, and sensory play.

Some of the skills developed are:
-Pencil grasp-training to use a pincer or tripod grasp (holding the writing/coloring object with the thumb and the pointer finger while resting it on the middle finger)
-Crossing the midline of the body while writing/coloring (ability to move from left to right side of body while using one hand)
-Increasing hand and finger strength
-Hand eye coordination (processing information to accomplish the tasks)
-Hand dominance (consistently using the same hand to accomplish tasks)
-Ability to copy and print letters and numbers

Read part two of Mrs. Kempf’s post. Spaces are going fast for K4 next year. Click here to apply!

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Ms. Ginny Owens teaches Humanities, Rhetoric, and Violin.

Can truth ever lead us to despair? In the second volume of his Lord of the Rings trilogy, The Two Towers by J.R.R. Tolkien, we encounter two critical characters: the king of Rohan, Théoden, and Gríma Wormtongue, his adviser. Rohan is a small but important kingdom opposed to the Dark Lord Sauron, yet relatively insignificant (or so it seems) in its ability to actually pose a viable threat to Sauron’s looming power as he attempts to enslave all of Middle Earth.

When we first meet Théoden, four of the book’s heroes (Gandalf, Aragorn, Legolas, and Gimli) have arrived at his hall to appeal to the king for help. Here we discover that the king is an old man; we know already of the peril facing all of free Middle Earth as Sauron’s defeat rests on a small hope, a “fool’s hope,” as the good wizard Gandalf later puts it. Yet despite Rohan’s resistance against Sauron, Théoden’s reaction to the warriors and wizard is unexpectedly sour. Readers soon learn the reason: his adviser, Gríma Wormtongue, has poisoned the king’s mind against hope, wisdom, valor, and goodness. Tolkien uses Theoden’s despair to offer a profound lesson about the nature of truth.

Theoden and WormtongueTolkien wants us to see that Wormtongue’s poison has come not in the guise of lies, as we might expect, but rather in the form of truth. Is it true that Théoden is old? Yes. Is it true that little hope of victory remains in the battle against Sauron? Yes. Is it true that Rohan is beset by growing darkness on all sides? Yes. And Wormtongue fills Théoden’s mind with these truths.

But, importantly, that is not all of the truth. Instead it is a one-sided truth, a truth shorn of goodness and of hope. And this is what Tolkien wants us to recognize: that truth can at times be bitter, but it does not stop short of sweetness.

Truth edifies, it builds up—it does not tear down or destroy. It might wound, but it offers healing as well. Yet in Gríma Wormtongue’s mouth, truth can only debilitate, crush, demolish. This deceptive handling of truth ultimately results in Théoden’s withdrawal from his kingly position and duties, his retreat from evil, and even his own inner lethargy. Though Tolkien does not use the term, Théoden in this episode illustrates depression. And importantly, it is truth—in some form—that has led him there.

Theoden_possessedHowever, Tolkien does not abandon the king, nor readers, in this predicament. Truth is not allowed to suffer forever in the hands of evil intent. Gandalf enters Théoden’s hall, and representing Light and Wisdom, awakens Théoden from his depressed withdrawal. And significantly he uses truth to do so—but this time it is truth in its full form, truth as it is meant to be: pointing forward to hope, goodness, and beauty. Gandalf is honest as he encourages Théoden, but that honesty opens the way to hope: “The enemy is strong beyond our reckoning, yet we have a hope at which he has not guessed.”

Readers are not told all that Gandalf relates to Théoden in their private conversation, but we do see the change that comes over Théoden: “but ever as he spoke the light shone brighter in Théoden’s eye, and at the last he rose from his seat to his full height.” Truth in Gandalf’s mouth has the power to give life, not take it; to recall to strength, not wither it. In this episode, Tolkien teaches us that truth will not lead us to despair—but, truth shorn of hope, an impostor truth, can lead us there.

What does this mean for us? There is a spiritual truth here, for God also uses truth to give life rather than abandon us to partial, crushing truths. Is it true that our hearts are wicked? Yes. Is it true that every day we fail, we envy, we lie, we fall to pride? Yes. And yet that is not all that is true, for thankfully it is also true that though are hearts are wicked, God promises to change them; though we sin against our neighbor and our God, He promises grace upon grace.

Paul’s letter to the Ephesians captures this double-edged truth: we were dead in our sins, enslaved to wrath and sinful desires, but God made us alive in Christ—not because we cleaned our hearts first or swept our sins away, but because of his rich mercy and great love. God’s truth certainly contains bitterness, for who loves being told he is a rebel deserving of death? Yet God’s truth does not stop there, but instead adds the sweetness of love and redemption. The Truth points us to goodness and beauty.

Sour patch kids imageSo why the Sour Patch Kids? We can thank my 8th grade humanities class for this analogy. If you have ever enjoyed a Sour Patch kid, you know that it is both sour and sweet. And in that, this candy captures the essence of truth: it might cut to our very hearts (sour), but it will restore to life as well (sweet). Truth shorn of goodness and hope will lead us to despair, but real Truth will lead us to life and joy.

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Elias Denison, Drama Director

A History of Tom Jones, a Foundling is Henry Fielding’s classic novel from 1748 chronicling the misadventures of the title character as he doggedly pursues the affections of his true love, Sophia, despite differing social classes, the machinations of her father to keep them apart, and the interference of other women who take a liking to Tom’s good looks and gallant charm.

The novel itself is long and has a multitude of colorful characters who are all a part of Tom’s story. Additionally, there are quite a few situations, character motivations, and actions that make the story rather ribald and a touch indecent for both the readers of Fielding’s day and ours. Why would a classical Christian school like Petra perform such an off-color story, and how in the world could it be “family-friendly”?  

As a director, I am always trying to think of new ways to challenge my students’ abilities and give them new experiences onstage that they will remember for a lifetime. As a student of theatre myself, I am always looking to learn new skills and become more versatile as an actor and as a director. Thus, I had my sights set on this particular adaptation of this classic novel. It was only after I began researching the original story, that I learned of some of its content.

Indeed, Tom Jones is a bawdy book, but our adaptation is not a bawdy script. Rather, it remains true to the charm of the source material by retaining many of the memorable characters, but omits the bawdier content that would make it unsuitable for a younger audience. At its base is a story about a young man who is more often the victim of his circumstances than the master. Everything seems to go wrong for him at the most inopportune times and in the most incomprehensible ways, but he tries valiantly to press forward and see the light at the end of the tunnel when the opportunity arises. Redemptively, he is rewarded for it.

I always seek stories that offer some sort of redemption for the characters. Our adaptation features a large cast of developed characters, providing an excellent story to tell by both our veteran performers as well as our younger students newly introduced to the stage. The story is fast-paced and cohesive, focusing on the love that Tom and Sophia share and the various obstacles that are placed in their path, and there is even a climactic sword fight toward the end, which is always fun.

Swords

Here at Petra, we desire for our students to be immersed in literature that has withstood the test of time, and we challenge them to look beyond the words on the page to see the philosophy, worldview, and author’s intent behind what they read. Stories that last beyond the particular time period in which they were written are often well-told stories about the foibles and frailties of being human, something to which we can all relate. As a director, my goal is to help my students take the same lessons that they learn in Humanities and apply them to and through a script to find the essential human-ness in the characters they portray and to teach them to see characters as real people rather than just names with lines attached.

tj_FIN_v4_11x17BWe recognize that parents entrust their children (young and older) to us “in loco parentis” – that is, “in the place of parents” (but not “in place of parents”). With this in mind (and in all we do), we tremble at and strive to be faithful to this responsibility. Our desire is not to put a story on our stage that would cause anyone to stumble, nor give them reason to question the morals and integrity of our staff and students; rather, our hope is that our students learn to look beyond the words on the page and see a story about a human being who is flawed, broken, and in need of redemption from his sinful attitudes and actions. We want students to look within themselves and see their need for the Savior, as well as look past themselves to see a world of broken, hurting people who need the person and work of Christ.

As a drama director, the tools that I have at my disposal to accomplish this goal are stories about flawed human beings and a stage on which to portray those stories in an engaging and educational way. I chose Tom Jones as a way to help our students grow, change, and mature as young people, and I hope that as you (and your family) come and enjoy one of our performances, you will find your own heart and mind touched because of it.tj_Ticket_v1

Buy your tickets to see Tom Jones! Performances are:

Thursday, February 25, 7 p.m.
Friday, February 26, 7 p.m.
Saturday, February 27, 2 p.m. & 7 p.m.

Tickets are $10 for general admission and $20 for reserved seating and are available online or at the front desk. Building doors open an hour before each show, with Performance Hall doors opening a half-hour before.

Come early and bid on items in our silent auction!

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