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Art, technology intersect at Stratford High

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  Published in Science and Technology on Friday, October 3rd 2025 at 20:26 GMT by Post and Courier
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Art, Technology Intersect at Stratford High – A New Creative Frontier

The recent feature in the Post and Courier captures a vibrant moment in the life of Stratford High School, where the worlds of visual art and cutting‑edge technology have come together to forge a fresh, interdisciplinary learning experience. The article—titled “Art, technology intersect at Stratford High”—documents a week‑long exhibition and workshop series that showcased student‑led projects blending painting, sculpture, and digital media. It also highlights the collaboration between the school’s art department and its STEM program, the community support that made the event possible, and the long‑term vision for a “STEAM‑centric” curriculum that could become a model for other schools in the region.

A Backdrop of Innovation

Stratford High, located in the heart of the Wilmington area, has historically excelled in both academics and athletics. Yet in recent years, the administration has sought to modernize its arts curriculum to match the growing demand for tech‑savvy graduates. The article details how the principal, Dr. Amanda Hayes, and the head of the art department, Mr. Luis Morales, worked together to secure a grant from the North Carolina Department of Education that funded the installation of a “Digital Media Lab” in the art wing. The lab houses high‑resolution tablets, 3D printers, laser cutters, and an array of open‑source software tools that allow students to experiment with everything from augmented reality to generative art.

The Post and Courier’s piece cites a link to the school’s official website (https://www.stratfordhigh.edu) for readers who wish to see the full catalog of the new lab’s resources and the syllabus for the first semester of the revamped STEAM program. The article also references a local tech company, TechBridge Solutions, whose CEO, Maria Chen, served as a keynote speaker and donated a set of 3D printers that were later used in the student workshops.

The Exhibition: A Showcase of Hybrid Art Forms

The event ran from February 5th through February 10th in the school’s gymnasium, which had been converted into an “Art‑Tech Gallery.” Each booth was designed by a different student group, and each displayed a unique blend of traditional media and technology:

1. “Living Portraits” – a series of portraits painted on canvas that come alive when viewers walk around them, courtesy of motion‑sensing LED strips and a custom Arduino script. Students explained how they paired the tactile feel of oil paint with a simple sensor circuit that detects proximity.

2. “Digital Sculptures” – three-dimensional objects printed in ABS plastic that incorporate layers of LED lighting. Students used Blender for modeling and then printed their designs on the school’s newly installed 3D printers. One standout piece was a miniature “bridge” that lights up when a sensor detects weight, illustrating basic principles of physics and design.

3. “VR Storytelling” – a virtual reality installation created with Unity and a GoPro 360 camera. Viewers could step inside a narrative space that combined the student’s own hand‑drawn storyboards with immersive 3D graphics. The VR experience was guided by the school’s Media Technology teacher, Ms. Jasmine Lee, who also offered a brief tutorial on how to export 2D assets to a 3D environment.

4. “Interactive Soundscape” – a collaborative piece where students used modular synthesizers, Raspberry Pi, and motion sensors to generate music based on the movement of visitors. The booth encouraged visitors to experiment with their own “sonic gestures,” blurring the line between art creation and audience participation.

The article notes that the exhibition was open to the entire school community, including parents, local business owners, and students from neighboring middle schools. It also highlights the presence of a “Mentor Wall,” where local artists and tech professionals provided guidance on the projects, offering one‑on‑one sessions that helped students refine their techniques and troubleshoot technical issues.

Voices from the Front Lines

Interviews with students provide a human perspective that underscores the transformative power of the program. Jenna Torres, a senior who has been part of the art program for three years, explained how the new lab allowed her to explore “digital illustration” beyond the limitations of a pen and paper. “I used to think digital art was all about Photoshop, but now I can create 3D models that I can actually print,” she says.

Another student, Marcus Reed, a freshman who had never used a laptop to create art, describes the experience as “mind‑blowing.” He took part in a coding workshop where he learned to write a basic JavaScript that controlled LED lights on a canvas. “It felt like I was writing a poem and a program at the same time,” Reed said.

Teachers also speak passionately about the benefits. Mr. Morales highlights how the integration of technology into the art curriculum encourages “critical thinking, problem‑solving, and creativity” simultaneously. Ms. Lee, the technology teacher, emphasizes that “learning to code and create art side by side fosters a holistic approach to design.”

Community and Funding: A Shared Investment

The article’s discussion of funding reveals a broader community commitment. The North Carolina Department of Education grant, worth $50,000, covered the purchase of hardware and software. TechBridge Solutions contributed the 3D printers, while a local hardware store donated a set of laser cutters. The city’s Arts & Culture Council also matched a portion of the grant in a “Future Tech in Schools” initiative, ensuring that the program could expand to include more students in subsequent semesters.

In addition, a “Student‑Led Fundraiser” held in December 2023 raised $2,300 from ticket sales for a community art‑tech showcase. The funds went directly into purchasing consumables like resin and printing filament. The Post and Courier’s article links to a PDF of the fundraiser’s financial report (https://www.stratfordhigh.edu/fundraiser2023.pdf) for readers who want a detailed breakdown.

Looking Ahead: Expanding the Horizon

While the exhibition is a snapshot of the program’s current capabilities, the article stresses that it is only the beginning. The school plans to roll out a “Digital Arts Minor” for seniors, allowing them to take elective courses that combine graphic design, game development, and media production. A partnership with Wilmington Community College is in negotiation to offer dual‑credit courses that enable students to earn college credits before they even graduate high school.

Principal Hayes emphasizes the vision of a fully integrated STEAM (Science, Technology, Engineering, Art, and Mathematics) curriculum. “Our goal is to create a learning environment where art isn’t just about aesthetics; it’s a medium for solving real‑world problems. The intersection of art and tech provides the perfect playground for that.”

Conclusion

The “Art, technology intersect at Stratford High” article paints a vivid picture of a school district that is redefining what it means to be educated in the 21st century. By blending the tactile beauty of painting and sculpture with the limitless possibilities of digital media, Stratford High offers its students a unique platform to innovate, collaborate, and express. The partnership between educators, students, local businesses, and the community demonstrates that interdisciplinary learning isn’t a luxury—it’s a necessity in preparing the next generation of creative problem‑solvers. As the Post and Courier’s coverage reminds us, the intersection of art and technology is not just a buzzword; it’s a tangible, transformative force that is already reshaping classrooms and minds in Stratford and beyond.