The Good | Winter 2016 | Volume 2

good

CAMPBELL HALL MAGAZINE

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WINTER 2016

ON THE COVERS Each year, the 13-year students visit their old kindergarten classrooms to introduce themselves to the youngest members of the Campbell Hall community, share what it means to be 13-year students, and reminisce about their favorite parts of elementary school. After the classroom visit, two kindergartners pair with each senior buddy, and the older pals walk them up the hill hand-in-hand to visit the senior patio - an exclusive part of campus reserved specifically for the oldest students of the community. The kindergartners squeal with delight as they pour into the patio. This beloved tradition is one of their most talked–about field trips of the year.

FR ONT C OVER ( L- R ) :

Leticia Lagutenko ’28, Hayley Wierwille ’16, Maya Hatziris ’28,

Derrick Adomian ’16, Oscar Connolly ’28, Nick Manners ’16 B ACK COVE R ( L- R ) :

Molly Kirschenbaum ’16, Tylee Rogal ’28, Annika Berglund ’16

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ENVIRONMENTAL SUSTAINABILITY

By The Rev. Canon Julian Bull, Headmaster

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NURTURING COMPASSIONATE COMMUNITY THROUGH MENTORING

By Carolyn LaGaly, High School Principal, and Sarah Huss, Director of Human Development and Parent Education

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SOCIAL JUSTICE FOR A CHANGING WORLD

By Marina Kheel, Ed.D., Junior High Principal

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ELEMENTARY TECHNOLOGY An interview with Alex Fishman, K-6 Technology Teacher and Integration Specialist

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GOOD + NEW • 3D Printing • Parents’ Association • UCLA Frye Lab Partnership • Elementary Engineering • Wilderness Service Learning

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GOOD PEOPLE • Varsity Senior Athletes GOOD TIMES • Welcome Back BBQ • Homecoming • Golf & Tennis Tournament • K-6 Halloween

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BEING GOOD • The Chapel Ritual

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GOOD VIBRATIONS • Winter Performances

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GOOD OL’ DAYS • Winter Performances from the Archives

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FRIENDS FOR GOOD • Alumni Board • Max Whipple ‘10 • Mixers

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LEGACY FOR GOOD

CREDITS Editors + Designers

Hilary Palmer Rehder ’94, Catherine LaGaly ’09, Suzanne Turpin

Contributors

Danny Baker/Epic Imagery, Rev. Andy Barnett, Rev. Canon Julian Bull, Charlotte Dean ’18, Vivanne Fernquist, Sloan Fischer ’17, Robin Frank, Rev. Norman Hull, Sarah Huss, Marina Kheel, Ed.D., Carolyn LaGaly, Deirdre Mendoza, Pat Sauvé, Linda Savage, Rev. Stefanie Wilson

FROM THE

headmaster

ENVIRONMENTAL SUSTAINABILITY

BY THE REV. CANO N JULIAN P. BULL

Recently, the Los Angeles Times ran an article describing the partnership between Jerry Brown and Arnold Schwarzenegger working together to help states and large cities around the world press for climate policy changes on their own without waiting for Congress or the U.N. to act. I was once again proud of our state for its bold, bipartisan policy leadership role. It’s time for Campbell Hall to step into its own leadership role as a role model for other schools here and around the nation.

Campbell Hall has clearly demonstrated its commitment to environmental sustainability in recent years with a new LEED Gold certified classroom building, drought-resistant landscaping, commitment to carpooling, and through the many activities of a dynamic Sustainability Committee. The prominent and award-winning green design of the Arts & Education Center (AEC) has since cascaded across the campus through a series of renovations, with many more to come. The newly named “Green Team” continues to inspire our community with sustainability projects great and small.

Last year ushered another significant boost to our sustainability efforts with the appointment of the Bishop’s Chair for Environmental Studies, the Rev. Andy Barnett. With his position funded through the generosity of Honorary Campbell Hall Board Chair the Right Rev. J. Jon Bruno, Andy quickly set about inspiring students then to appropriately challenge adults to live up to our full responsibilities to the next generations. That challenge was offered most effectively at last year’s May Board of Directors meeting, where four CH seniors challenged the Board to adopt an Environmental Policy Statement with ambitious goals. I experienced that board meeting as a turning point in the life of the school, and I am happy to report that the Board unanimously approved just such a new policy directive at its December Board meeting.

NEW ENVIRONMENTAL POLICY STATEMENT

Campbell Hall Episcopal is committed to ethical and excellent education: we model our values through our actions. Therefore, Campbell Hall will become a forward-thinking environmental steward, nationally recognized for our commitment to sustainability. Our strategic plan will set measurable goals to: 1. reduce our depletion or degradation of natural resources; 2. increase our use of renewable resources with a commitment to carbon neutrality by a date to be determined; 3. meet LEED Gold standards for our new and renovated construction; and 4. integrate this plan into our curriculum and publicity.

As architect William McDonough writes, a sustainable world is “delightfully diverse, safe, healthy and just with clean air, soil, water and power economically, equitably, ecologically and elegantly enjoyed.” We, Campbell Hall, are creating this world for our children and for generations yet to come.

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“...four CH seniors challenged the Board to adopt an Environmental Policy Statement with ambitious goals. I experienced that board meeting as a turning point in the life of the school...”

With the Board and engaged students, faculty, parents, and administrators now all rowing in the same direction (to use a lowpolluting method of transportation as a metaphor!), exciting months and years lie ahead. CFO Fred McNutt has engaged a company called Natural Capital Solutions to begin a full sustainability audit in January. NCS will collect baseline information regarding our buildings, energy usage, water, food, transportation, grounds, technology (we reduced printers – paper usage – on campus by 50% last year), and waste management. Their audit of our buildings will include mechanical engineering, lighting, and building controls, and their suggestions will prioritize those buildings with the largest energy usage and will include water saving opportunities. NCS will also interview select leaders on campus to help us leverage sustainability awareness and overcome potential barriers to implementation.

The smart, decent, loving, and responsible thing to do is to be good stewards of the planet’s resources, starting in our own backyard. I am grateful to the Campbell Hall Board for its bold leadership and look forward to working with NCS and the many enthusiastic students, parents, and faculty in our community who are more than ready to lead Campbell Hall into its own green future.

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EX PERI ENT I A L 1

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3 10th grade experiential education trip to Joshua Tree, CA - 1, 3, 5, 7 Photos by Charlotte Dean ’18

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Outdoor education encourages students to learn about the natural environment, to learn about themselves and others, to bond, to face new challenges individually and together, and to allow them to see struggle as opportunity.

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ED UC ATI ON 4

7 11th grade experiential education trip to Moab, UT - 2, 4, 6 Photos by Sloan Fischer ’17

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NURTURING COMPASSIONATE COMMUNITY THROUGH

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MENTORING

BY C A R OLY N L AG ALY AND S AR AH HU S S

Central to the development of decent, loving, and responsible human beings is a strong and supportive community in which students feel valued, listened to, and cared for by adults and peers. Community is about connection, understanding one another, and strength in shared purpose, and it requires careful attention and nurturing as we all work to understand our responsibility to ourselves, one another, the Campbell Hall community, and the world beyond our gates. One of the ways in which we create true connection at Campbell Hall is through students mentoring others both formally and informally.

Mentoring younger peers teaches upperclassmen to take responsibility for the well-being of their community through servant leadership. With thoughtful conversation and a spirit of generous hospitality, mentors pass on the values and culture of the community to the newest members of the high school, and everyone in the mentoring relationship benefits from the creation of solidarity and authentic community.

STUDENT MENTOR AND LEADERSHIP PROGRAM This program, developed through the Human Development Department three years ago, provides an opportunity for seniors to mentor freshmen through their first year of high school. The program develops student-tostudent, cross-grade relationships that promote servant leadership among the upperclassmen and empowerment and self-worth among the freshmen as they gain inspiration from role models dedicated to intellectual pursuit and authentic moral and spiritual development.

The program is a two-year commitment to which students interested in serving their younger peers apply in the 10th grade.

Once interviewed and selected, these 26 students begin a year-long training process that opens with an inaugural retreat at Joshua Tree just a week before their 11th grade classes get underway. They are divided into two advisor groups for their 11th grade year where faculty facilitators Josh Adell and Mary Pearle devote their time to training these juniors in deep listening skills and to helping them reflect upon and draw from their own experiences so that they can be thoughtful in how they guide the younger students with which they’ll be forming close relationships.

Over the course of the year, the trainees review several themes that are important for freshmen as they enter high school: becoming self-advocates in their school lives; developing strong relationships with teachers; developing skills for greater independence and resilience; examining

gender and what it means as they’re developing into young men and women; and talking about friendships and developing healthy relationships.

After a year’s worth of training, these 26 students graduate to full mentors and begin their senior year. With guidance from faculty members Sarah Huss and Will Cullinan, these 12th graders are now ready to provide guidance to the incoming freshman class. Mentors are paired as leaders and assigned a freshman advisor group that they lead throughout the year for a total of 10 meetings in which the advisor present is a witness, but students are leading the group. In addition, each mentor meets individually at the beginning of year with each mentee for lunch as a way to begin developing a relationship and getting to know the 9th graders. In October, mentors stay back for a full day during 9th Grade Intersession Week in order to work in conjunction with Mentor Program Advisors to lead freshman discussions on what it means to be part of the high school community.

SAM POSTIL ’16: “All seniors have the ability to positively influence underclassmen, but it’s really great to have a program dedicated to it. Everyone has a fantasy of being able to travel back in time and advise their younger selves on what lies ahead.

Although I can’t quite do that, the mentor program is the next best thing. It allows me to impart the knowledge I have gained from my high school experience to the freshmen.

Thinking back to my freshman year and how meaningful it was to me when shown kindness and interest by a senior, I am grateful to have the opportunity to positively impact the freshman class. The most meaningful thing for me has been the concept that what we do as mentors has the potential to be passed on from year to year, sowing the seeds of kindness for the next generations to reap.”

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SENIOR COUNSELORS: FRESHMAN ORIENTATION AND RETREAT Another opportunity for 12th grade students to provide leadership to younger students is by serving as counselors on Freshman Orientation and Retreat, a program that has run for more than a dozen years. This three-day trip takes place in August the weekend before school begins, and interested mentors apply at the end of their 11th grade year. On this trip that serves to orient both our own 8th graders coming over from the junior high and any students entirely new to Campbell Hall, 24 seniors serve as important role models as they help to teach these newest members of the high school what it means to be part of the community. Throughout the weekend, they co-facilitate hiking groups, orientation sessions, and also serve on a question-and-answer panel where they act as important resources for freshmen on a wide range of issues: using time wisely, balancing school work with extracurriculars, making friends, communicating with teachers, taking advantage of new opportunities, and developing independence.

MEGAN LIM ’17: “The training for the mentor program has really been impactful in my life at school. Learning helpful advice, skills, and how to address certain situations from Ms. Pearle have truly changed the way I see myself and my peers as leaders for the freshman class.

I have learned how to be a supportive upperclassman who can provide my own experiences and advice to the students who are going through the tough and amazing year that is 9th grade. I love that now I can be that older peer who helps the incoming freshmen feel more welcomed and better equipped to experience the next four years of their lives. ”

ERIC SMITH ’16: “Campbell Hall is an inclusive community, and being part of its senior mentor program allows me to show my compassion towards our student body. While freshman year can be a challenging transition, I and the other mentors hope that we are able to make this period a little less frightening for those new to the high school. Every time I say hello to one of my advisees, I know we are making a difference, no matter how small, and I possess a sense of pride while representing this phenomenal program.”

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FRESHMAN SPECIAL OLYMPICS COUNSELORS New this year, we introduced an opportunity early in the school year for our 9th grade students to provide leadership and mentorship to younger students outside our community. During our 9th Grade Intersession Week in October, all freshmen served as mentors to Special Olympics athletes who visited our campus for a full day to engage in a soccer tournament. Every student chose a specific job, received training, and then connected with the specific team he or she had been assigned to. The national anthem was sung by our 9th grade choir members, and then the games began, with freshman mentors assisting athletes to the correct fields and encouraging their athletes as elementary and junior high students joined in the cheering efforts. After the team competitions, athletes remained on the field to play with their freshman mentors, and participation ribbons were distributed by our students before they escorted all athletes to their buses and said their farewells. “What touched me so deeply was that every student helped make the day special for the athletes. It was Campbell Hall at our best, helping and loving others,” said Toya Holiday, 9th grade dean.

SO CIAL JU STICE FO R A CH ANGIN G WO R L D

BY M A R IN A KHEEL , ED. D.

magine being in a class where you are asked to take on the persona of a United Nations representative and outline how your assigned country is responding to the Syrian refugee crisis. As a UN representative you must understand what your country believes and how to respond to criticism about your position. A few weeks later in this same class, you are part of a simulation in which all students are residents of Cape Town, South Africa who come together to discuss the best ways to protest apartheid. Arguments range from advocating guerilla warfare tactics to continuing nonviolent struggle with multiracial support. As part of this unit, you will learn and sing South African protest songs and simulate a protest march. These are just a few examples of the rich and complex learning students are experiencing in the eighth grade “Social Justice for a Changing World” history course.

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The goal of the course is to help our students understand what it means to be a global citizen and move them to make an impact on global issues. Through these handson activities, students learn systems thinking, understand the complexity of global issues, and grapple with the interrelatedness of geographic, economic, and political realities. This course is an example of our mission in action: these experiences nurture decent, loving and responsible human beings and promote a true community of inquiry that delves deeply into multifaceted and often problematic issues.

MIKAH MASSMAN-JOHNSON ’20: “‘Social Justice For a Changing World’ is a class that makes me feel more relevant to situations happening now. Instead of teaching about wars and historic figures that have long passed, it engages us in activities and debates about current issues across the globe. I want to partake in helping the world around me, and this class gives me the opportunity to understand where I can make a difference. Also, our teacher Ms. Pilon really makes this class dynamic, fun,

Students are currently working to provide a microloan to a developing country. Students are earning money by doing work for the community, like folding programs for an upcoming performance, cleaning the art studio, or doing household chores. Classes are voting on what kind of loan to give, selecting from a variety of choices. For example, one class has chosen to provide money for a school in Uganda to purchase a clean water filtration system. They have learned that currently the school spends much of their budget on burning firewood to provide clean water for the students. These decisions were centered on discussions about what kind of community and recipient Campbell Hall wanted to support and they ultimately decided they wanted to help students like them. This unit will help our students learn about the challenges people face when trying to lift themselves out of poverty. Students will understand the potential challenges in solving community problems and see that no local problem exists in a vacuum.

In the coming weeks students might be asked to pick only five items from a list of belongings as they escape their war-torn country and then outline how they will survive with just those items. These academically rigorous experiences are bound to serve as a foundation for a lifelong commitment to global citizenship.

and just all around awesome.”

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ALEXANDER FISHMAN NEW K-6 TECHNOLOGY TEACHER AND TECHNOLOGY INTEGRATION SPECIALIST Tell us about your teaching background.

My journey in education began in Brooklyn, New York where I taught botany at the Children's Garden at the Brooklyn Botanical Garden. After moving to Chicago, I worked four years part-time as a teacher assistant at public school in Hyde Park. After earning my Bachelor’s and Master’s degrees at the University of Chicago, I served for nine years in Chicago’s public schools. I’ve taught 3rd, 4th, 5th, and 6th grades before moving to the high school level, where I was the lead teacher and the Innovation Lab teacher for 9th and 10th grades.

I also started Regenerate Neighborhoods, a civic engagement program currently being used in two Chicago high schools.

I enjoy teaching because I enjoy learning. Tech keeps you on your toes. Good tech is also about keeping us connected. I love hearing from teachers, students, and even parents. Being able to support them and answer their technology questions is truly rewarding.

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From Minsk to LA? I was born in Minsk, Belarus in 1983. At the time it was part of the Soviet Union. My family, which is Jewish on my father’s side and Russian on my mother’s, immigrated to New York in 1994. From 2001 until 2015, I lived and learned in Chicago, IL. I root for all the Chicago sports teams except in soccer where I root for Everton (don’t tell Rev. Bull, please), who are in Liverpool, England. My wife, Katherine, and I recently moved to Los Angeles with our cats Cleo and Ruby.

If you could take your class anywhere for a field trip, where would it be?

It’s a split decision between SpaceX and Homeboy Industries. Elon Musk, founder of SpaceX, is pushing the limits of human inventiveness and ingenuity, and I want kids to feel as if they can do, and build, and be anything.

Father Greg Boyle, who founded Homeboy right here in LA, teaches us that you’re not someone until you do some good in the world. Kids shouldn’t have to go far to find examples of community and giving. Both places use technology in big and small ways to further their goals.

The lesson of the trip would be that tech is everywhere, but the important thing is your mission; whether that mission is rehabilitating former gang members or trying to send a rocket into space, you need tech to achieve it.

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I try to ask myself, ‘Will the things we learn matter outside of the classroom?’ We are also learning to value diversity and collaboration in design and all aspects of our education.

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What are your teaching goals for elementary technology?

The 21st century demands more than basic computer skills.

My goal is to offer the youngest Campbell Hall students a chance to engage with Code, Digital Art, Systems Thinking and Digital Citizenship in ways that are authentic but above all fun.

I am building on the wonderful foundation laid by Christina Stevenson, to teach our youth transferable skills that will prepare them for rapidly evolving technologies. When selecting apps, books, and games for the students, I try to ask myself, ‘Will the things we learn matter outside of the classroom?’ We are also learning to value diversity and collaboration in design and all aspects of our education. I don’t think we could have good innovation without good people. The youngest students are writing ‘programs’ for games they play such as tag and baseball and for everyday activities such as getting out of bed or going to a park with a friend. By unpacking systems we take for granted, students practice ‘systems thinking.’ We are using a browser add-on to examine the code behind websites. This is like looking under the hood of a car to see how it works. I hope seeing the code behind the internet will inspire learners to examine how it works and how they use it.

For example, 5th graders are using their programming skills to design a webpage of the solar system and apply what they’ve learned from their classroom and science teachers.

The coolest thing is hearing that students are trying coding at home even though I don’t officially assign homework.

Campbell Hall kids have full schedules, so it’s a big deal to me when a kid tries to make time for unscheduled learning.

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KLEIN BOTTLE: Elementary students printed this threedimensional expression of an impossible shape.

3D printing

MICROPHONE: The high school Game Design Course printed this microphone to use as a prop in last springâ&#x20AC;&#x2122;s performing arts musical State Fair.

YELLOW AND WHITE CYLINDER: Elementary students printed this dual extruder to calibrate the 3D printer.

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BLACK ROCKET: This rocket stands about nine inches tall and can travel over 400 feet high when fitted with a model rocket engine. The print time for this rocket ranges from 1-3 hours depending on the desired print quality. The high school engineering classes will use their 3D printer to make prototypes and test objects like this while learning important engineering concepts such as aerodynamic stability.

YELLOW AND WHITE CUBES: Elementary students printed this dual extruder to calibrate the 3D printer.

CAMPBELL HALL TRAFFIC CONE: This three-inch-tall traffic cone was the first dual extrusion object printed by the elementary students.

GRIFFITH PARK OBERVATORY: This thematic component of a 6th grade student groupâ&#x20AC;&#x2122;s science roller coaster project features one of Los Angelesâ&#x20AC;&#x2122; famous landmarks.

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NEW NAME • N E W LO G O • S A ME V I S I O N class coordinator spirit club ch fund admissions parent ambassador community outreach bagpiper’s ball uniform exchange athletic team parents grandparents’ committee merry mailers sustainability committee “green team” hospitality parent socials diversity & inclusion council parent photographers golf & tennis classic Formerly the Parent Teacher Council (PTC), the newly branded Parents' Association (PA) is a vital component of Campbell Hall and serves to connect parents to the school. As a Campbell Hall parent or guardian, you are automatically a member! Whether you serve as a volunteer, attend a parent event, or contribute in other ways, you strengthen our dynamic association. For more information, contact Adrienne Bunting, Parents’ Association President, at adrienne.bunting@gmail.com.

We encourage you to attend a Parents’ Association meeting: February 9, May 16 • 9am • Theater

CH + UC LA F R Y E LA B A new initiative started by alumna Sara Wasserman, Ph.D. ’98, brings cutting-edge neuroscience research opportunities to CH students.

“My love for science and inquiry was originally ignited by Mrs. Savage, my 5th grade science teacher at Campbell Hall. I was inspired to collaborate with Campbell Hall because of the work the school is currently doing as a community of inquiry. Campbell Hall students ask questions and, unafraid to fail, develop the resilience required for innovation and problem-solving.

“Under the umbrella non-profit Semel Wasserman Institute for Science in Secondary Schools, Campbell Hall is piloting an exciting new collaboration with myself and the Frye Lab at UCLA. Operating as a club this year with the goal of integrating into the curriculum for the 2016-2017 academic year, students are working to set up a lab on campus to perform experiments that support the research aims of the Frye Lab. “Students are learning engineering and computer programming to build a virtual reality flight simulator for the fruit fly Drosophila melanogaster and will be using molecular and genetic tools to ask questions and perform experiments that will help with our understanding of how an animal makes decisions in ever-changing environmental conditions.”

Sara with Mrs. Savage, circa 1992

More information can be found at swirlss.org, and Dr. Wasserman can be reached at smwasser@gmail.com.

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E N GI N EE R I NG an avalanche

“I LOVE WATCHING THE STUDENTS’ FACES. THEIR ENTHUSIASM JUST POPS — AND SO DOES THEIR POSITIVE ENERGY AS THEY COLLABORATE AND PROBLEM SOLVE.” : LINDA SAVAGE

BY R OB IN F R ANK

A group of 16 third graders-turned-engineers is solving problems of seismic proportions as part of a four-week pilot program, sponsored by the National Center for Technological Literacy at the Museum of Science, Boston.

Campbell Hall was selected as one of only eight schools around the country to test the engineering program titled A Slippery Slope: Engineering an Avalanche Protection System. The class is the first after-school program of its kind at Campbell Hall and is being taught collaboratively by Linda Savage, elementary science teacher, and high school science teacher Greg Williams, along with two high school engineering students.

“What has struck me most is how they are asking so many great questions. They aren’t afraid to throw all sorts of crazy and creative ideas around. ‘What about this?’ ‘What about that?’ . . . almost nonstop— that’s how innovation happens,” says Greg Williams, HS science teacher.

The young engineers explore the idea that they can design and improve technology. Students investigate the causes of avalanches, engineer a series of catches and barriers to protect a model village from an avalanche, present their designs, and share their avalanche protection systems. As students work through their design challenges, they have the opportunity to build problemsolving, teamwork, communication, and creative-thinking skills. Says student participant Connor Von der Ahe, ’25, “When things don't work out, then you find out why it didn't work and learn from that. Then the next time you try, you do it a different way.”

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good+new WE WILL NOT FIGHT TO SAVE WHAT WE DO NOT LOVE: Wilderness as Life-Changing Teacher

BY R E V. ANDY B AR NE T T B ISH O P ’ S C HAI R FOR E NVI R ONME NTAL S TUDIES

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think you have to love something before you'll fight for it. At least that was my experience growing up in Minnesota. My friends and I built snow forts in the winter, chased rabbits in the spring, and marveled at the sun-kissed summer leaves, years before we learned the biochemistry of photosynthesis. I yearned for the lakes, woods, and prairies before I understood their ecology, scarcity, or services. I remember when the lake turned slimy and eutrophic, and I recall the grief that haunts me now as I study and teach environmental damage on a global scale.

Some might belittle these feelings of longing, awe, sadness, and hope. But these formative experiences sparked my professional curiosity and drive my passion for peacemaking between people and planet. To be clear, we need concrete solutions – technical, political, and economic – but conservation also calls us to fall in love with the planet. As a teacher, priest, and musician, I strive to cultivate an ecological ethic in my Episcopal school community, a call for stewardship that is rooted in love for creation.

I wanted to create a way for students to feel these things, not just know them. I worked with colleagues to develop a Wilderness Service Learning program, which basically takes kids to the wilderness while we get out of the way.

We hear from our students that they crave community, stress-relief, meaningful service, and natural beauty.

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STUDENTS LEAD THE WAY For our first expedition, 25 students and three faculty members went to the coastal cliffs of Big Sur. The students germinated native Monterey Pine seeds in our greenhouse and replanted over 500 seedlings in one of three remaining Monterey Pine native forests. They led planning calls with the program staff at Camp Ocean Pines and settled on an itinerary that included elephant seals during mating season, waterfall hikes, camping on the misty coast, and songs around the campfire. During their down time, they were like happy puppies at the dog park with footballs flying, soccer balls rolling, guitars strumming, and natural conversation.

We all agreed to unplug; students gave up their phones for the full weekend. After a small complaint at the beginning, several students named the phone-free element as their favorite part of the weekend. As we finished that trip, students collected recommendations for the next, and soon we were off on our plans for Lopez Lake and eventually to Haiti.

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THIS TRIP CHANGED MY LIFE. NOW I KNOW WHAT I WANT TO DO WITH MY LIFE: PROTECT THE PLANET AND EXPLORE THE WILDERNESS.” : CAMPBELL HALL SENIOR

A WILDERNESS SERVICE LEARNING PROGRAM TAKES SHAPE Now we have plans for five major wilderness experiences.

We have over 40 kids signed up for the first – to Catalina Island here in California.

I truly believe in these trips. I think we are cultivating a lifelong commitment to people and planet, a willingness to tackle wicked problems with neighborliness, grit, and good cheer.

“I really thrive on these trips in every aspect. I love the physical endurance they require and encourage. I am in need of a trip like this to get my mind off the stress of school and to embrace beautiful sights. I know I'll have fun with friends and make new bonds with my classmates….I believe it is very important to take care and protect this Earth which we call home.” – Campbell Hall Junior Of course, none of this will suffice in a global movement for human dignity, which faces dire trends. As Bill McKibben recently wrote about Climate Change, “The war goes badly.” Climate pollution exceeds United Nations projections, and signs of climate destabilization fill the news.

Yet in the face of unspeakable odds, a morally awake person is still called to do what you can, where you are, with what you have. When our students feel a deep commitment to conservation and have the chance to practice what they preach, they experience that they do have the power to influence the world for the better. Then awakened to this new agency, they confront cynicism with action, hopelessness with grit. These experiences form our students long after they graduate helping shape them as decent, loving, and responsible global citizens.

“At my temple, we learn about tikkun olam, which means repairing the world. I believe that the earth was a gift to us and humans have damaged it, so we should do everything in our power to heal our home.” – Campbell Hall Sophomore Together, we are learning that a small and committed group of citizens has the power to change the course of human events. “Another world is possible,” writes poet Arundathi Roor. “On a quiet day, we can hear her breathing.”

Excerpts from NAES Article, November 2015

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good people fall/winter varsity senior athletes

JORDAN COHEN

SAMMY GOODMAN

AUSTIN FLETCHER

SPENCER ALLYN

JAY KIM

Basketball - Point Guard Freshman Retreat Counselor

Soccer - Forward Dance Instructor Chess Club Member

Volleyball - Outside Hitter Basketball Player Freshman Retreat Counselor B.S.U.G. Member

Cross Country Runner Orchestra Flute Choir Member Pianist

Tennis - Singles and Doubles World Vision Volunteer

SELENA THURMOND

BAILEY GOSSETT

CONLON MEEK

Soccer - Center Mid Basketball - Guard Freshman Retreat Counselor Sports Center Anchor LA Galaxy Intern Freshman Retreat Counselor B.S.U.G. Member

BEN GREEN

Equestrian Student Council Activities Committee Member Photographer

Football - Wide Receiver and Defensive End Robotics Programmer Yearbook Editor Freshman Retreat Counselor

good times

welcome back bbq camp keystone

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good times

homecoming

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good times

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mountaingate country club

good times

K-6 halloween

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being good

K-6 Pals at chapel

BY R E V. N OR MAN HU L L AND R E V. S T E FANI E WILSO N

At Campbell Hall, there is one constant in each student’s journey from elementary through high school: chapel. It is the place where we applaud our individual and collective victories, mourn our defeats, and nourish spiritual growth in our community. Whether students begins their CH journey in kindergarten or in twelfth grade, they will experience reflection, prayer, song, and stories in chapel.

It’s 8:35am and elementary students bound into the gym to celebrate birthdays, honor sports teams, and cheer on new musicians sharing their hard work. Fifth and sixth grade students lead the 20-minute service.

Students read Biblical stories that are then connected to the Campbell Hall values by faculty and staff. Sweet student voices sing classical songs and new favorites that help them remember that they are precious in the eyes of God. Daily prayers are offered for all the blessings of life and for those in need of a helping hand. Traditions such as the monthly birthday chapel allow students and teachers to share their names and birthdays with the group and receive the coveted Campbell Hall birthday pencil (a tradition since the 1980s).

At 11:35am high school students fill the gym ready to hear and be heard as students, faculty members, and outside speakers tell stories of finding themselves, seeking God, and loving others. This past September, senior musicians and speakers performed for and addressed the

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high school in a celebration of senior leadership at the annual Senior Key Chapel. In October, Anthony Chavez, grandson of Cesar Chavez, spoke in chapel, calling on students to use their education to make the world a better place. In honor of Ally Week later in October, faculty members shared the importance of being an ally to people of all sexual orientations and gender identities.

Stephanie Lisanti ’16: “Before I started Campbell Hall, I was hesitant about going to chapel because I thought it would only be about religion and not let the students be engaged. After my first chapel, I realized that it focused more on morals and how we can come together to better ourselves as a community. Now as a senior I look forward to chapels because we have such amazing speakers from Rabbi Feinstein to Mr. Bull himself, chapel is a time where we share important knowledge of our community that reaches out to everyone.”

After lunch junior high students arrive in the gym, to hear their peers and faculty members connect stories from the Old Testament and New Testament to the issues of their lives and of their world. At the beginning of this year, opportunities for new beginnings at school were connected to the story of Creation. As seventh and eighth graders heard the story of Abraham and Sarah, students of Latino heritage shared immigration stories from their family. High school students from the Haiti Project spoke to the power of friendship as they connected their life-changing experiences to the story of Ruth and Naomi.

THE CHAPEL RITUAL In every division, chapel is the gathering place of the community. It is where we find prayerful silence during our busy days, collectively cheer homecoming wins, and sing our Alma Mater with heartfelt enthusiasm. It is where we mark many of the traditions of each school year and ask for Godâ&#x20AC;&#x2122;s continual help and guidance as we seek to become more decent, loving, and responsible human beings.

HS Apple Chapel

good vibrations winter performances • world music • choral • popular music

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jazz • nutcracker • elementary after-school programs winter recital • bravo!

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good vibrations

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GOOD OLâ&#x20AC;&#x2122; DAYS

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2014@JACK LUE

MAX WHIPPLE alumni in the arts

class of 2010

How did you get involved in music at Campbell Hall?

I started playing music because I just wanted to play some dang rock and roll. In fourth grade, I started a band with Nick Pillot ’10 and Jack Frymark ’10 called the Freeloaders. That band fell apart at some point and I joined another band called Vas Defrans - we practiced four days a week and played shows all of the time. We even played at Coachella Music Festival when I was in 10th or 11th grade. At CH, I played in Jazz Band, Jazz Combo, Orchestra, and Brazilian Drumming.

Tell us what you’ve been up to since graduating five years ago.

Well, I moved onto CalArts, another great place for me to develop creatively. I mainly focused on electric and upright bass when I got there. I soon started playing the accordion, which is now one of my main instruments. I got really into all of the world music they had there. Balinese Gamalan, African drums, and tabla were some of my favorites. Looking at music from different cultural perspectives was pretty cool to me. That became a big inspiration for the music I like making.

While at CalArts, I played with a lot of bands. I did a few small West Coast tours and a few trips to Texas for South by Southwest. I recorded an album in Copenhagen for an artist named Monte Pittman. One of the bands, Deux Sons, I started with my friend Spencer Ludwig. At first, we were an accordion/trumpet duet playing at French restaurants. I started writing original music that didn’t sound so French, so we gave up on our French restaurant circuit. We slowly got more and more band members until we became an eightpiece band. We changed our name to Duk. With Duk, we play at a lot of bars, clubs, weddings, weird events, and some even weirder parties. Anyway, we’ve put out two albums: Early Worm Gets the Bird and Worm Vacation.

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Last year, Ari Balouzian ’07 and I did string and horn arrangements on Tobias Jesso Jr.’s first album, Goon. It was very fun to work on. Shortly after that came out, Tobias had a show in Los Angeles, and I told him that Duk would learn all of his songs if he wanted us to back him up. After that show, we started playing as his band. We played at Pitchfork Fest in Chicago and Pemberton in Vancouver. We performed live on KCRW and Jimmy Kimmel Live. We also just finished a U.S. tour. Playing with Tobias has been really great - a truly good artist and so awesome to work with. Earlier this year, I did a U.S. tour with a band called Wardell. We also did a Western U.S. tour opening for Ryan Adams.

I hear you’re working with a lot of fellow CH alumni these days – whom? how?

Ari Balouzian ’07 and I do a lot of music together. He plays in my band Duk. We’ve worked on a few film/TV/commercial scores together. We do a lot of recording projects together, whether it’s something he is working on or something I am working on. Nicky Rowlands ’09 and Juliana Rowlands ’12 made a music video for Duk. Dustin Alpern ’10 also made a music video for Duk. Oliver Bernsen ’07 has done a lot of art work for Duk, and I helped with some music on his short film.

Nick Pillot ’10 and I have collaborated on some recording and have played some shows together.

Is there a specific teacher you had while at CH that helped develop your passion and talent?

Mr. Whiting was a great mentor to me. He exposed me to a lot of inspiring music that I still love today. Playing in the jazz bands and orchestra lead by Mr. Whiting definitely played a huge part in my development as a musician. I did an independent study with him my senior year. He challenged me in ways that really prepared me to be in a conservatory environment. I also had a lot of fun in all of his classes. I remember for a while, he would project a live video feed of his pet ducks on the whiteboard while we rehearsed. I loved those ducks.

As a 13-year student, tell us about some of your favorite or funniest CH memories.

Favorite memories, I’ll list them… drama on the kickball courts, watching The Sting in Mr. Horvitz’s class, egg drop, science experiments in the community locker, the Disystem, watching Blades of Glory on the environmental trip, soccer team, Dealing with Gale Bernard (The Musical), Max and Nick Pillot ’10 Jazz Band, Orchestra, and, of course, varsity soccer with my brother Tye Whipple ’08.

Funny CH memory…when I was in kindergarten, I had to get up in front of the whole class to present the weather or something. I was really nervous and couldn’t help but pee in my pants. Now, I make sure to always use the bathroom before getting on stage.

friends for good ME E T T HE A LU MN I B OA R D

Holiday board gathering: (l-r) Andrew Mulkeen ’02, John Pollak ’95, Brice London ’96, Alex Early ’05, Jessie Byron-Fields ’05, Catherine LaGaly ’09, Aubrey Rakoski, Samantha Graham Schwarze ’05, Rochelle Stark ’87, Pete Robbins ’89

Our goal is for students’ passion and involvement with Campbell Hall to continue well after graduation. The Association hopes to foster a spirit of loyalty and connection between Campbell Hall and its 3,500 alumni around the world.

We serve our graduates by providing them with avenues to connect with fellow alumni both professionally and socially. The Association maintains a Linkedin Alumni Professional Network as a valuable tool as your build careers. Throughout the year, the Alumni Association hosts regional mixers in Los Angeles, New York, and San Francisco. The social calendar culminates with the on-campus Alumni Reunion each June where graduates enjoy the opportunity to reconnect with faculty as well as reunite, mingle, and network with each other in person.

Be sure to “like” the Alumni Facebook and follow our Instagram @ch_alumni for upcoming events and opportunities to reconnect.

LA ALUMNI MIXER @ Casa Vega + ARGYLL ALUMNAE MIXER @ LACMA

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LEGACY F OR good T H E E N D O W M E N T C A M PA I G N F O R C A M P B E L L H A L L

Campbell Hall is embarking on one of its most important campaigns in the school’s history – the Legacy for Good: Endowment Campaign for Campbell Hall. Our goal of raising $15 million over the next three years will serve to secure the financial stability and strength of the school we all love.

Building a strong endowment is the best way to ensure that future generations benefit from Campbell Hall’s extraordinary teachers, outstanding programs, and diverse community. Just as investing in a child’s education early on reaps rewards throughout a lifetime, the impact of every dollar invested in Campbell Hall’s endowment will be multiplied as the endowment grows and generates income for the school.

The Campbell Hall Endowment is an investment in the future – a future of strategic growth, adherence to our core values, and commitment to best practices, dynamic program, and joyful learning.

We look forward to sharing with you more about the Legacy for Good Endowment Campaign in the months ahead.

TAKE YOUR PLACE AMONG THE FOUNDERS OF OUR FUTURE For more information contact Marcia Berman, director of advancement at bermanm@campbellhall.org

www.campbellhall.org/ball

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