A PRIL – MAY 2012
The Park Parent in this issue: FAMILY INFO UPDATE // 2 RESILIENCE THROUGH EDUCATION // 3 VISIT THE LIBRARY // 4 ARTS AND ASSEMBLIES // 6–7 GROWTH ED BREAKFAST // 9 SUMMER PROGRAMS // 10 SPRINGFEST // 11
New Research Points to the Benefits of Exercise on the Brain BY LAURA BARKAN, PARK SCH O O L PA RE N T
F
or decades, we’ve heard how important exercise is for the body. In the past few years, however, studies have proliferated showing the profound
effects exercise can have on the brain.
According to Dr. John Ratey, professor of psychiatry at Harvard Medical School and author of the compelling 2008 book, Spark, The Revolutionary New Science of Exercise and the Brain,“…the real reason we feel so good when we get our blood pumping is that it makes the brain function at its best, and in my view, this benefit of physical activity is far more important… than what it does for the body.” What should we know as parents and educators as we strive to develop our children’s minds to their fullest and happiest? continued on page 5
Students in Kat Callard’s Grade II class practice vinyasa yoga poses.
Using Technology in the Classroom to Enhance Learning BY STANLEY SHAW, Park Parent Editorial Board
A
t the February Park Parents’ Association meeting, several faculty members took time away from their
classrooms to show parents how they are
incorporating technology into their teaching. “Our focus in technology this year is to create a new baseline for how technology impacts teaching and learning,” says Raymond Stewart, Director of Information Technology. “We are continuing to investigate how technology can really support a deeper understanding of information and the world around us.”
vo l u m e 4 4 number 5 A PUB LICATION OF THE PARK SC HOOL PARE NTS ’ ASSOC IATION
Proud third-graders demonstrate their new iPads. continued on page 8
Introducing A New Way To Update Your Family’s Information B Y T OM SMIT H, Technology Specialist
E
ach spring, we ask parents to update important information including emergency contacts, employment, media permission forms, and more. In the past, parents of new and returning students received paper forms to fill out and return via U.S. mail. This year, as part of the School’s ongoing efforts to improve communications and streamline processes, you will be able to complete these forms electronically. On April 20th, look for an e-mail containing a link to the online forms. (If there is more than one parent in your household, both will receive the e-mail, but only one needs to submit the forms.)
THE PROCESS Each form is pre-filled with the information the School currently has on file. Simply check to make sure the information is correct, change anything incorrect, and fill in any missing information. Click the “Submit” button and you are done! Please note that this online procedure does not include medical information forms, which need an official parent signature as well as additional information from your child’s pediatrician. We still require medical forms to be turned in directly to the School or via US mail. Medical forms are mandatory and must be submitted by May 15th so that your child can attend school in the fall. Additionally, for students whose parents reside in separate households, one parent/guardian will receive the online forms. The other household will receive a duplicate paper copy of forms in the mail and should complete and return them to School. We hope to eliminate this technical limitation next year. Please make sure that you know how to log in to the school website so you can get access to your re-enrollment forms when the email comes on April 20th. If you experience difficulty logging in, please use the helpful links on the login page or e-mail a help request to WEBPROFILE@PARKSCHOOL.ORG .
The Park Parent Editor: ANNE HARVEY KILBURN Graphic Designer: ELIZABETH DIETZ Director of Communcations: KATE LaPINE Editorial Board: TODD IDSON (chair) LA URA CARROLL, TC HALDI, PA ULA IVEY HENRY, SARAH KEATING, PAM MATHEWS, DOROTHY RICHARDSON, DARSHAK SANGHAVI, STANLEY SHAW, JOHN STRAND, JEAN WILMERDING President, Parents’ Association: CAROLINE SCHERNECKER Chairs, Aide Brigade: KATIE BULLIVANT, LAURA SALCEDO Chair, Board of Trustees: SUZIE TAPSON Head of School: JERROLD I. KATZ
The Parking Space Is Online! parkschool.org/parkingspace The Park Parent // PAGE 2
Thanks for adding your voice! In February, nearly 600 members of the Park community participated in an online questionnaire as part of the search for our next Head of School. Your responses helped paint an accurate picture of both the School’s culture and the important characteristics and skills that Park’s next Head of School will need to possess. The quality and quantity of this terrific feedback speak volumes for the Park School community. The Search Committee, with input from our search consultants, Carney, Sandoe & Associates (CS&A), finalized a job description and has begun spreading the word to qualified candidates across the United States. Already, we have received more than 100 inquiries about the position. This spring, the search process goes into a “quiet phase,” where CS&A and the Committee will review resumes and select appropriate candidates to advance to the next stage. In the summer and early fall, a handful of semifinalists will visit the Park campus for tours and interviews. We will continue to keep the Park community informed about the search process on the School website: PARKSCHOOL.ORG/HEADSEARCH . As always, please feel free to contact me directly at HEADSEARCH@PARKSCHOOL.ORG with any questions, comments or suggestions you have about the search process. Sincerely, Lanny Thorndike ’81, Search Committee Chair
PARENTING
Can We Instill Resilience Through Education? B Y D ARSHAK SANGH AVI, Park Parent Editorial Board
T
hough many adults no longer believe in fairy tales, dozen item checklist to measure grit, including such simple questhere’s something particularly appealing about at least one tions as “Setbacks don’t discourage me,” were the single best predictheme of many children’s stories: the notion of fate. Aladdin, tor of cadets who graduated from West Point. A similar questionthe Lion King, Harry Potter, and many other characters shared a naire at Riverside Country School in New York predicted grades key trait. Each was destined for greatness from childhood, either better than students I.Q. scores. by a magical prophecy or some critical childhood experience. And Broadly, many educators now believe that character is more though many might not see their work in the same manner, educa- important than intelligence in future success. During a recent tional researchers sometimes seem obsessed with the same story, not Wednesday Morning Meeting, Alice Lucey talked about the in fictional books but in reality. They regularly think they’ve found importance of grit with Park School students, by drawing on examthe single, measurable quality in early childhood that will predict ples from characters in children’s literature. “Developing grit is adult success. important because when it really counts, when the stakes are really One of my favorite examhigh, you need to have the ples is the so-called Stanford experience of knowing how to marshmallow experiment find the strength of character from the 1960s, in which fourto do the right thing, how to To demonstrate self control, year-olds were seated in front stay positive, and how to work students at the KIPP academy in of the psychologist Walter really, really hard,” says Alice. Philadelphia wear “Don’t Eat the Mischel, who placed a marshBut the paradox of students at Marshmallow” t-shirts. mallow on a plate. He said places like Park is that truly he’d have to leave the room, learning resilience comes not and then made a deal with the only from stories and lectures child. If the child could wait about grit, but from direct without eating the treat, he or experience. The big question, she would get a bonus marshmallow when Mischel returned. This and one that defies an easy answer, is this: Are we parents really ability to delay gratification was critical, and later studies showed willing to let our children experience major failures, which is the only that 4-year-olds who could wait had an average SAT score that was way to gain true grit? 210 points higher. To be fair, however, there is a difference between this research and fairy tales. Today, educators don’t simply consider characters traits fixed by destiny; instead, they now try to teach these traits. As a result, for example, Mischel found children were able to resist temptation merely by learning to visualize the marshmallow as a picture with a frame around it. Children aren’t at the mercy of their impulses; they can learn to control them. (In homage to Mischel’s work, for example, the KIPP academy in Philadelphia gives students shirts that read, “Don’t Eat the Marshmallow.”) Please visit the library to enjoy these featured books and Many educators have focused on character development, but explore the new horizons they present. typically on niceness and respect (moral character) rather than effort and diligence (performance character). The focus on the latThe book for April is: I Am the Book: Poems Selected by Lee Bennett Hopkins. Themes are books, reading, poetry, and ter was pioneered by Mischel’s work, but has been expanded by imagination. Angela Duckworth at the University of Pennsylvania. Her recent work has identified resilience – she refers to it as “grit” – as the May’s book is: Grin and Bear It by Leo Landry. Themes include key trait for success. Resilience refers to people who aren’t deterred talents, comedy, puns, friendship, courage, and collaboration. by failure or losing, but keep bouncing back. In one study, a brief,
Featured in the Library
APRIL-MAY 2012 // PAGE 3
LIBRARY
Visit the Library, See the World
Navigating the Library Online
BY D O ROT H E A B L AC K , Library Department Head
S
eeking information for an upcoming trip or curious
about how to help your child prepare for global citizenship in an interconnected world? An exciting journey toward global awareness and understanding begins on the Park School Library web site. Dip into Park’s “virtual library,” available from any Internet connected computer or device, and take a view minutes to enjoy some fascinating windows onto the world. For easy access to the following resources, go to the online version of the Park Parent. Access information is available from the library or your child. MULTIMEDIA
From the Great Pyramids to the Space Shuttle, Britannica ImageQuest will take you on a journey of visual delights. Drawing on a number of respected archives, this online picture library delivers great results for almost any search. All images are of excellent quality and are licensed for educational use. A-Z Maps is a popular source for detailed, reproducible maps of many kinds. World Data Analyst generates tables and charts for a graphic approach to comparing countries. For younger folks, Kids Infobits (found under Elementary Web in the Library drop-down menu) offers a picture-based interface and an abundance of maps, flags, charts, and photos. It also includes easy access to the everpopular subject of animals. MULTIPLE PERSPECTIVES
The new trend in database design for students is epitomized by Gale’s “In Context” databases. Take a look at Science in Context, Biography in Context, Opposing Viewpoints in Context, World History in Context, or my favorite, Global Issues in Context. Designed to help students understand an event or idea through a variety of viewpoints and formats, these databases offer “portal pages” as the entryway into a topic. These pages merge and organize a great variety and number of sources for “one stop shopping.” FACTS AND STATS
For a quick country overview, Country Reports offers fun facts on such topics as eating and recipes, child life, sports, fashion, and socializing. An interactive outline map helps kids learn the location of countries. The CIA World Factbook provides up-to-date information, including summaries of transnational issues. Games on the CIA Kids’ Page drill kids on geography facts and help them practice their powers of observation through analysis of aerial photos. Happy online travels!
The Park Parent // PAGE 4
The library’s portal to online information is called the Research Guide, and is found in the Library drop-down menu on Park’s home page. Upper Division students are familiar with this aspect of the library. All families and community members are welcome to browse these resources and enjoy them for educational purposes. The Research Guide provides three different paths to finding information: an alphabetical list of databases. The library subscribes to several of these vast searchable collections of material, which include photographs, videos, podcasts, and articles from reference books, worldwide newspapers, magazines, and academic journals. a list of databases and ebooks grouped by subject. The library has dozens of informational digitized ebooks, available online 24/7 for student research. A few examples include Grzimek’s Animal Life Resource, World Religions Reference Library, Junior Worldmark Encyclopedia of Food and Recipes of the World. Project Guides, which organize many kinds of information sources around projects and themes. See the Global Perspectives Project Guide for links to the web destinations described in this article. Databases and ebooks are made available through library subscriptions or our membership in a state library consortium. Ask your child or a librarian for access information.
Global Learning Links The library seeks to connect students directly to high quality information. Have you discovered a great web site for global learning? Share it with the library, and we’ll add it to our growing collection of worthwhile links.
Exercise on the Brain, continued from page 1 Understanding how our children’s brains work and thrive is a great place to start. Recent studies have shown evidence that exercise boosts the brain in several incredibly valuable ways, including: 1. Helps the brain grow new neurons through a process called neurogenesis: By increasing the flow of blood to the brain, exercise provides oxygen and nutrients the brain needs to function. With more blood flow, new cells develop to manage the greater supply of nutrients. Research shows a correlation between the total number of cells in the brain and the ability to perform complex tasks.1
nant of academic performance). But the most compelling evidence came from Naperville’s performance on the Trends in International Mathematics and Science Study (TIMSS). Naperville students scored number one in the world on the science section of TIMSS, and number six in the world on the math section. This compares to US students overall ranking 18th in science and 19th in math on the test. RESEARCH IN PRACTICE AT PARK
It is no surprise that Linda Knight, head of Park’s P.E. Department, is passionate about the effects of exercise on the brain: “Brain development informs our P.E. curriculum for all grades. We tell the children ‘we’re going to train your brain.’ Right now we have our Pre-K students juggling scarves.” In this activity, Pre-K students hold a scarf in each hand and are instructed to toss one scarf in the air, then pass the other scarf from one hand
2. Enables the brain to transmit messages more effectively: Recent studies have also shown that voluntary exercise enables the brain to release an important protein called Brain-Derived Neutrotropic Factor (BDNF). BDNF has become known as “Miracle-Gro for the brain” as it improves cognition and memory by increasing the ability of brain cells to transmit messages or communicate.2 3. Stimulates several critical neurotransmitters that regulate thoughts and emotions: Exercise increases levels of serotonin, which influences mood, impulsivity, anger and aggressiveness. A lack of serotonin is associated with depression. Exercise also increases dopamine4, known to influence learning, reward (satisfaction), attention and movement. Low levels of dopamine are associated with attention-deficit/hyperactivity disorder. 3 In Spark, Dr. Ratey profiles the impact that an innovative approach to physical education had on the academic success of students in a school district in Naperville, Illinois. With a focus on teaching physical fitness rather than sports, school children in Naperville became experts in monitoring and maintaining their fitness levels through the use of heart monitors, and by setting goals to achieve “personal bests” in activities such as running and jumping. The teachers ensured activities were in fact, active, by engaging in “small-sided sports” like three-on-three basketball or four-on-four soccer. Over time, children participating in these programs began to outrank other school districts in the state on college entrance exams, despite the fact that Naperville’s per-pupil operating expenses were lower than other districts (a key determi-
to the other, and finally, catch the airborne scarf with the other hand. Crossing the midline of the body requires the two halves of the brain (the right and left brain) to talk to each other. Research shows that these kind of complex and integrated physical activities are powerful in developing brains. “This activity is known to help with reading and focus,” says Linda. Aerobic activity is essential to children’s mental development and well-being. Dr. Elizabeth Gatti, an expert in pediatric neuropsychology who works with students in the Boston area with attentional and executive functioning disorders, says, “Aerobic exercise regulates mood, improves sleep patterns and boost children’s sense of self-esteem. However, it is important that children engage in hard exercise: it should be sweaty and sustained, and ideally, for at least 30 minutes a day.” Dr. Gatti emphasized that exercise is especially important for children with ADHD or continued on page 8
¹ “An in vivo correlate of exercise-induced neurogenesis in the adult dentate gyrus,” Fred H. Gage et al. Proceedings of the National Academy of Sciences.
December 30, 2006. Available at: http://www.pnas.org/content/104/13/5638.abstract?sid=7dea3c26-5d8f-42aa-9cee-03606e7f4245 ² “Aerobic exercise improves hippocampal function and increases BDNF in the serum of young adult males,” Griffin et al. October 24, 3011. Available at: http://www.ncbi.nlm.nih.gov/pubmed/21722657 ³ “Exercise and Pharmacotherapy in the Treatment of Major Depressive Disorder,” Blumenthal et al. September 20, 2007. Pyschosomatic Medicine. Available at http://www.psychosomaticmedicine.org/content/69/7/587.abstract
APRIL-MAY 2012 // PAGE 5
The Park Parents’ Association supports curriculum enrichment in all grades with the Arts and Assemblies program. Here are some recent highlights:
To kick off Chinese New Year, world renowned martial arts artist (and parent of Park alumni) Yao Li and members of his Boston Kung Fu Tai Chi Institute performed in February. They danced with a very elaborate dragon, showed off their Kung Fu skills with high kicks and acrobatics and finished by answering questions from a mesmerized audience.
The ParkParent Parent// //PAGE PAGE6 6 The Park
ARTS AND ASSEMBLIES
Arts & Assemblies invited master storyteller Odds Bodkins to visit with fourth grade students. He performed The Odyssey with great music, vivid character voices and vocal effects that kept the kids entranced for a full hour.
Hawk Henries, a member of a northeastern Algonguin tribe, captured the attention of third graders with his bag of flutes. Through
Norah Dooley, a critically acclaimed storyteller and
music and stories, the children were engaged
children’s author, held a workshop for Grade IV
in learning about Native American culture and
students. This program coincided with their study
traditions.
of storytelling and Aesop’s Fables. Norah demonstrated how she uses her face, voice, and body to bring her characters to life. Her charismatic style excited the students and provided them with lots of ideas to enhance their own re-telling of stories.
Nearly every year, Kindergarten gets a visit from the educational outreach branch of Drumlin Farm to learn about how some animals survive the winter. This year, Audubon Ark brought an opossum and a duck. Kindergarteners asked a lot of great questions and had a lot of great ideas about migrating and hibernation.
The Tanglewood Marionettes came to Park in March with their lavish production of Perseus and Medusa. Students listened and watched intently as the story of Perseus and Medusa played out with exquisite hand crafted, realistic marionettes, scrolling sets and exotic music. The show was riveting!
APRIL-MAY // PAGE 7 APRIL-MAY 20122012 // PAGE 7
Technology, continued from page 1 Grade I teacher Sarah Rose reflected on the essentials of her teaching, and posed an overarching question: “To a certain extent, good books, a number line, and eager students are all you need; but how can we use technology to enhance learning?” Kindergarten and Grade I teachers can now use networked LCD projectors and document cameras in each classroom to display reading passages, student work, or as a supplement to the time-tested easel and chart paper. Sarah projects digitized versions of textbooks to illustrate concepts step-by-step, such as sorting a collection of objects into two groups. Even a simple innovation such as digitally recording students as they read aloud, or as they verbalize their approach to a math problem, can serve multiple teaching goals. Teachers can listen to students over time to assess progress, and children can get feedback by hearing themselves read, or by listening to the cadence of someone reading a book that is “just right.” Peter Bown (Grade III) described a one-to-one iPad pilot project that will begin this spring, in which each Grade III student will use an iPad in support of the math, language arts, and social studies curriculum. Peter acknowledged the “daunting” nature of the pilot, “With the iPad, the possibilities are endless, but our goal is to allow students to create and interact with written, visual, and audio information in new ways.” Faculty researched use of iPads in classrooms nationally and culled the best “apps” from over 160 candidates. Teachers can individualize instruction through the selection of “apps” on the device, or by specifying the number ranges or skills to be used in math practice. For the social studies unit on the Northwest Coast, students will explore combinations of different media, such as supplementing poetry with images and audio from the Pacific Northwest. In the Upper Division, math teacher Elaine Hamilton showed several examples of how technology can help students collaborate and demonstrate understanding. Google Docs (first introduced in Grade IV) and other web or cloud-based collaborative tools are used extensively for real-time feedback from faculty and fellow students alike. Students create online “Wikis” that integrate what they have learned about a particular topic into a written, dynamic document. In testing, students may be asked to create a video to narrate how they solved a problem. “All of these are wonderful ways for students to personalize their learning, dig deeper, and demonstrate their mastery of subjects,” says Elaine. According to Raymond, “the presentations illustrated how pedagogy drives innovation.” Each classroom vignette touched upon recurrent themes of making both teaching and learning more differentiated, experiential and collaborative, and provided fascinating glimpses into how our children’s educations are enriched through the thoughtful application of technology.
The Park Parent // PAGE 8
Exercise on the Brain, continued from page 5 anxiety and depression disorders, given the ability of exercise to help balance neurotransmitters in the brain. In fact, Dr. Ratey is known for saying...“going for a run is like taking a little bit of Prozac and a little bit of Ritalin.” Unfortunately, experts point to the trend in many American schools to cut back on P.E. and outdoor recess time due to pressures to improve academic success following the passage of the No Child Left Behind Act in 2001. “Cutting back on outdoor time and exercise is short-sighted,” says Gatti. “Children are more ready to learn if they have exercised shortly before class. In fact, if a student is taking a big test such as the SAT at 9 a.m., it would be ideal if he or she could go jogging between 7 and 8 a.m.” At Park, every P.E. class begins with an aerobic warm-up in the form of running, circuit training, or jumping rope. In addition, many teachers encourage their students to take “brain breaks.” Kindergarten teacher Raine Miller is known for ushering her students outside for a quick round of sprints or laps around the playground. “Sitting for long periods doesn’t work at this age,” says Raine. “The short exercise break allows them to focus better. Afterward they are ready to settle in and work.” In David Lawton’s fourth grade class, children may request a break to run the stairs or take a short walk, in order to improve focus. YOGA, MEDITATION, AND TAI CHI
There is also a growing body of research that shows that exercises focused on mindfulness, such as yoga, meditation and Tai Chi, impact stress reduction and happiness. Park’s Katharine (Kat) Callard teaches her second grade class a series of postures based on vinyasa (or flow) yoga. Kat’s students take turns leading the class in their own choice of postures, which adds an element of experimentation and leadership. “It helps children be mindful of their own bodies,” she says. They may discover a pose that stretches them in just the right way. It is common to see one of my students take a quick stretch break during writing workshop and then get right back to work. My goal is to get them to view stretching, breathing, and checking in with their bodies as a tool that they can call upon in other situations.” After one of their vinyasa routines a little girl said exuberantly, “I feel like I can do anything in the world!” A little boy added thoughtfully, “sometimes I get cramps but after I do yoga I don’t feel like I need to move anymore.” Today, many children’s lives are busier than ever with learning and extracurricular activities. As parents, it’s challenging to find the right balance. Yet the new evidence pointing to the benefits of exercise on the brain suggests that getting our children up and moving every day might be an even more important priority than we thought. And given what the data says about the impact of exercise on adult brains, perhaps we should lace up our sneakers with them!
Some Things I Learned at the Grade IV Growth Education Breakfast B Y PA M MAT HEWS, Park Parent Editorial Board
A
lthough our family officially graduated from Grade IV
several years ago, I was recently invited to attend the Grade IV Growth Ed breakfast and write up a “cheat sheet” (of sorts) for parents of all ages. The visit reminded me of what a privilege it is to be part of a school that has such a supportive, ongoing curriculum around adolescent sexuality and the many important social and emotional issues that are involved in “growing up.”
The Growth Ed curriculum provides information and issues at least two years prior to perceived need, giving students the opportunity to learn facts and discuss potential issues in a safe and structured environment – rather than in the midst of a confusing
As Middle Division science teacher Heather Offen presented, I remembered that in Grades IV and V, Growth Education at Park is a two-week unit within the science curriculum. In Grade IV, the focus is on an introduction to puberty. Fifth graders have a review of puberty and an introduction to reproduction. Margo Smith, Growth Education Department Head, then gave a preview of what is to come in Grades VI through IX. At this point, I was no longer an observer but a fully engaged parent, learning along with everyone else exactly what my boys covered last year and are currently learning in Grade VII (yes, I probably missed an important Growth Ed breakfast!) The specific topics that each grade level covers are included in Park’s Curriculum Guide (WWW.PARKSCHOOL.ORG/PROGRAM ) and gradually encompass a greater understanding of human sexuality, peer and romantic relationships, digital citizenship, mental health, and drug and alcohol abuse. As I listened to Heather, Margo, Middle Division Head Cynthia Harmon, and psychologist Olivia Moorehead-Slaughter, there were some overall points that I found particularly reassuring and helpful: • Growth Ed topics are grounded in the context of overall personal wellness, family relationships, and friendships. Students are encouraged to find a trusted adult (parent or other) who they can turn to with important questions and concerns. • Students are encouraged to take in just the information they need from a given topic at a given time in a given year. • Students are assured it’s okay to “not know” and to ask questions. In earlier grades, students submit anonymous questions at the end of each class that are discussed in the next class. Older students use the well-known “question box.” These questions often alert staff to emerging trends and issues, including controversial new songs and TV episodes!
These books by Lynda Madaras, used in the Grade IV Growth Ed curriculum, introduce the changes that occur during puberty.
or high pressure situation. Some of these topics may feel quite “advanced” to parents, yet they reflect the highly sexualized environment that our children are growing up in (To experience it for yourself, Margo recommends simply perusing the newsstand at your local CVS pharmacy.) Last but not least, I was reminded how important it is for us as parents to start talking and keeping talking with our children about these very important issues that are part of their growing up. A closing tip: Knowing the Growth Ed curriculum timeline can be very helpful in starting these sometimes awkward conversations. In fact, that very afternoon in the car, I was able to ask my boys in a casual way, “So, what have you be learning about digital citizenship?” Thanks to Park’s Growth Ed for the easy opening!
APRIL-MAY 2012 // PAGE 9
THINK SUMMER
Summer Programs at Park B Y K I PPY DEWEY, Director of Creative Arts at Park and M A RY R U S S E L L , Director of Summer at Park
H
ave you ever wondered what
happens at The Park School when the lockers are cleared out, the last diploma passes hands on graduation day and students depart after another successful academic year? Summer happens and Park doesn’t miss a beat. Each summer via two separate Park camps, hundreds of happy campers explore new possibilities from programs as wide ranging as Summer at Park’s Marine Biology, Architecture and Soap Box Derby camps to Creative Arts at Park’s (CAAP) theatrical design, ‘a capella’ groups, and gymnastics classes – to name a few from the over 150 choices for campers during the summer. In a few short months, CAAP will launch its 31st year by encouraging young people ages 7-15 to explore a full range of visual and performing arts. In five weeks, campers experience and discover talents and develop skills in an integral approach to the arts that offers lifelong enjoyment. Meanwhile, in the West Building classrooms and throughout the 26-acre campus, children age 4-15 are enjoying Summer at Park’s wide array of general camp and specialty programs. Operating since 1999, Summer at Park promotes sportsmanship, healthy competition and skill development. In the Main Building, rooms 308 and 310 transform into CAAP’s video studio where actors, editors and designers work to create video comedy, the camp soap opera, and ‘Great Scenes’ from classic movies. Math classrooms in the West building become a world of science exploration. What five-to-seven year olds wouldn’t want to study snakes, mice, tarantulas, and snails? The second floor is busy with budding detective’s teaming up to solve the
The Park Parent // PAGE 10
latest crime in a mock CSI set complete with visits from real Boston and Brookline police and their dogs! Crossing the bridge, campers transform Room 430 into a dance studio alive with a repertoire of hip-hop, tap and Afro-Caribbean movement. The aroma of foods wafting from the dining room, fill the air. Budding chefs will learn to create tasty dishes like dumplings, mac-n-cheese with homemade mozzarella, pesto with basil straight from local community gardens, and sweet treats from global cuisines. Visiting culinary professionals and our own Top Chef competition will add to this scrumptious experience. Enter a Karate Dujo in Room 436. The Shire Computer lab becomes a
photography studio and the small gym is home to budding fencers. A world of social science, art and technology merge in W330 for the “Build It Yourself” Robotics program, a collaboration between Summer at Park and engineering students from Harvard and MIT. CAAP’s daily noon-time show (every day from 12:30-1 p.m.) transforms Park’s theater into a cabaret. Many forms of visual arts, the daily newspaper – ‘The Oak Tree Times’, writing classes and music of all kinds are sprinkled throughout the Main Building. Who wouldn’t enjoy playing in a rock band, or singing in an ‘a capella’ group in the stairwell? Park’s After-School (ASP) facility
transforms into our Lily Pad which is home to some of the youngest campers. They play and explore the delights of day camp while making friends and learning lots of camp songs and games. On Park’s athletic fields campers hone their Ultimate Frisbee, soccer, and lacrosse skills with “Capture the Flag” and other games at “Good Sports” camp that culminates with opening ceremonies, selfdesigned team jerseys and a scoring system that awards points for good sportsmanship! Whether engaged in CAAP or Summer at Park, all campers share the heated outdoor Olympic pool. Children can take lessons with Red Cross-certified instructors or simply enjoy a “free swim.” On evenings and weekends, families enjoy the Swim and Tennis Club, for swimming, tennis and hosting birthday parties. For campers who want to expand their horizons beyond the Park School campus, buses depart campus every morning to explore sites such as the Northeastern Marine Biology Center, Canobie Lake Park, Water Wizz; and they might take in a Paw Sox game, visit a local CSA farm or head out for a local fishing hole.
Curious to learn more about life at Park in the summer? We would love to have your child join us to discover the vibrant and collaborative atmosphere. Visit our website at PARKSCHOOL.ORG/ MAINSUMMER or call us at 617-2746024 to schedule a personal tour or speak with one of our directors.
Springfest: Sunday, May 20th 12-4PM
HELyPou! on
bracelets Admissions the lobby in le a s n o go April 30th. ON Springfest is e! rain or shin ent l i S ion t auc der un ent! t the
Please solicit your favorite busin ess or donate an item directly to the silent auction.
We need May 20th! eer, To volunt nline or sign up o Keating h a r a S t c a cont Kendall. or Emilie
F fac ree p yu e-pa rizes m in , an my ting d m foo , ore d !
Over
15
d rides an games!
Ra f inc fle pr iPa lude izes fab d an an ulo d a C ex elt us pe ics rie nc e!!
C
E
NN
T
O
ECT
Park Parents’ Association CO
L L A B O R AT
C O N T RIBU
COME!
DONATE!
E
Springfest Co-Chairs: Leslie Adam, Allison Horne & Nancy Cohen www.parkschool.org/springfest Auction Co-Chairs: Laura Barkan & Beth Holzman Raffle Co-Chairs: BetseyAPRIL-MAY Gifford & Kerry 2012 //Swords PAGE 11
UPCOMING DATES OF NOTE
ALL-SCHOOL EVENING
April 16 Monday NO SCHOOL – Patriots’ Day
May 12 Saturday Alumni Reunion
5-7 p.m.
April 24 Tuesday 7 p.m. All-School Evening: Dr. Ned Hallowell
May 20 Sunday Springfest 2012
12-4 p.m.
April 26 Thursday 7 p.m. Spring Sing Charity Concert
May 28 Monday NO SCHOOL – Memorial Day
May 4 Friday May Day (Pre-K-V) 10:30 a.m. Pre-K–IX noon dismissal 12 p.m. Dress Day, NO ASP; Faculty/Staff Appreciation Luncheon
May 31 Thursday 7 p.m. Spring Play: The King Stag
Dr. Ned Hallowell “The Childhood Roots of Adult Happiness” Tuesday, April 24, 7-9 p.m.
June 1 Friday 7 p.m. Spring Play: The King Stag
Visit the calendar on the Park School website for more dates! The Players in the Park present:
The King Stag Thursday, May 31 at 7 p.m. Friday, June 1 at 7 p.m. Twelve students in Grades VI-VIII engage in an evening of magic and mayhem. This play, written by Carlo Gozzi and directed by Curt Miller, is appropriate for all ages.
Dr. Hallowell will outline a fivestep plan for promoting successful learning and lifelong joy that parents and teachers can use to give children the gift of happiness that will last a lifetime: Connect, Play, Practice, Mastery and Recognition.
Read The Park Parent online at www.parkschool.org The Park Parent is a newsletter that highlights academic, extracurricular, social, and fundraising activities at The Park School. It is currently published six times a year, and its readership includes parents, grandparents, faculty, alumni, and other friends.
The Park School 171 Goddard Avenue Brookline, MA 02445 617-277-2456 APRIL – MAY 2012
The Park Parent