An Investment in Better Storytelling

When Detroit Country Day School in Beverly Hills, MI, unveiled two new video production spaces—its XR studio and a vodcast/podcast suite—the goal was to give its Pre-K-12 students access to professional-level production tools, often reserved for film studios, to improve storytelling opportunities.

“The most powerful two words are 'what if,'" exclaimed Danialle Karmanos, a trustee and donor, as well as a proud parent of three current DCDS students, whose early career in journalism sparked a love of production. These words acted as the catalyst for creating these two innovative spaces, which are among the first of their kind in a U.S. K-12 setting, made possible by a generous gift from Danialle and her husband, Peter.

“This is definitely the first project of its kind we’ve been involved in,” said Will Jennings, director of special projects for 4Wall Entertainment, the system designer and integrator for the XR studio. “There may be one or two others in the U.S., but for elementary and high schools, the cost is usually a barrier. In this case, donor support made it possible.”

Emulating Content

Located in the Upper School, the XR studio spaces anchor the arts wing, alongside photography, ceramics, and mixed media. A live camera feed streams to a 100-inch 4K display in the arts commons, allowing the entire arts wing to watch live productions in real time. The vodcast/podcast studio, positioned diagonally across from the media center, is visible through a glass wall that invites passing students to take a look.

“We wanted students to emulate the professional content they’re already consuming, short-form video and longer-form podcasts in a studio that feels real,” said Mike Medvinsky, DCDS creative technologist, who is the visionary hired by the school to oversee the use of studio spaces for the students.

The XR studio is anchored by an INFiLED DBmk2 1.9mm pixel pitch curved LED video wall measuring 26x8 feet. To support the system running in 4K resolution, it uses a setup managed by Brompton Technology, including a rack-mounted Brompton 4K Tessera SX40 processor and two Tessera XD 10G data distribution units.

“When we started researching the leaders in LED technology, Brompton rose to the top,” explained Medvinsky. “All the major concerts and video production studios are run through Brompton, so they were our first choice.”

Other key components include a Blackmagic Design ATEM Constellation and HyperDeck Studio 4K Pro, RED V-Raptor X camera, and a Mo-Sys tracking system. Workflows for the XR studio focus on the Disguise VX 2+ media server, which, when used with a Disguise RX III render node, supports real-time content playback and facilitates the ingestion and deployment of content across the LED wall.

“We recommended Disguise media servers, which are the industry standard in virtual production,” Jennings added. “It was very relieving when Mike said, ‘I understand this is the expensive option, but it is the best option.'"

Initial conversations with 4Wall about the XR studio started in August 2024, with design and product procurement continuing throughout the fall. By January, 4Wall was on-site for a three-day installation, which led to the official opening of the studio spaces in February 2025.

No Dumbing Down

Once installation was complete, 4Wall provided training to staff members and students to help them quickly get up to speed on their new facility, but Jennings emphasized that nothing installed was watered down for the younger audience who would be using it.

“Kids are using the exact same tools that film professionals use on set,” he said. “We didn’t dumb down the system; we wanted to provide that through line from classroom to industry.”

For the vodcast/podcast studio, known as "the Pod" at DCDS, Medvinsky led the technology integration, creating a four-camera, well-lit, switchable room designed for on-camera conversations, shows, and audio-only podcasts. He has focused on one-to-one collaborations with teachers to generate ideas for how the studio can be utilized in the classroom. Faculty members schedule time on a shared calendar with Medvinsky to co-plan, storyboard, and conduct research. Plus, he participates in classes to help with editing, working with students to make sure their workflows are practical.

And this isn’t just a “film-only” investment; students are applying it in various learning contexts, including math. One middle school lesson used the XR studio to simulate the Running of the Bulls, allowing students to measure distance with ceiling-grid markers and timed bull footage. Then, they moved to the field house to time their own sprints and calculate slope to determine the head start needed to “barely outrun the bulls” into the coliseum.

Usage varies by grade. For the younger grades, the XR team works more directly with students, providing edited clips, while older students take on roles in operations and editing. “Think of the XR studio as a creative classroom,” said Medvinsky. “It’s place-based learning when the place comes to you.”

Filmmakers In Training

Beyond classroom use, the XR studio enhances DCDS’s award-winning Film Program, offering students endless options to create critically acclaimed feature films. “When we say our students make full-length feature films, they are actually full-length amazing feature films," Karmanos added. "The Film Program premieres one each year at a local movie theater, selling out multiple nights."

DCDS has also established partnerships with nearby university XR programs, including the University of Michigan, to foster a regional knowledge exchange. Meanwhile, the College of Creative Studies enlisted DCDS students to design a couture runway in XR, with students taking on technical roles that gave them real-world experience.

“These creative spaces beget innovation,” Medvinsky added. “When students see what’s possible, ideas and courage compound.”

Karmanos is most proud of how the spaces have inspired teachers to think outside the box and use production as a key tool for creativity and higher learning. “There’s no exclusion in these rooms,” she observed. "Kids from every corner of campus are collaborating. Faculty trust is building, and once teachers see a simple one-day win, their guard drops. They realize this isn’t more work, it’s better learning."

In the future, DCDS and Medvinsky plan to continue strengthening relationships with teachers to co-design future uses and expand opportunities for regional partnerships. For Medvinsky, he wants the process to stay simple, the studio doors to always be open, and the focus to remain on how storytelling can enhance student learning. “When kids feel safe, seen, and technically capable," he noted, "they don’t just 'use' technology, they lead with it.”

Get even more insights: Download SCN's Integration Guide to House of Worship.