The Petroglyph Magazine, Fall & Winter 2013

Petroglyph THE ALEXANDER DAWSON SCHOOL FALL & WINTER 2013

Second-graders Gigi Sterrett & Trey Gibbens perform in the Native American legend “Coyote Steals Summer”

From the Headmaster Teaching isn’t rocket science - it is much harder. For the most

The rapid changes in our society are already having profound

part, rocket scientists deal with a static and predictable set of variables. Teachers, by contrast, are required to constantly adapt their thinking, their teaching, and their assumptions to take into account the optimal learning environment for each child in their class. If you think about the skills and aptitudes required to work with children who are growing and changing every minute of every day, rocket science suddenly looks like a good gig!

implications for Dawson’s community of parents and educators.

We are re-examining our core competencies and pedagogical approaches to create a framework for effective teaching in the 21st century classroom. Our teachers will increasingly be working in collaborative learning teams to create authentic and relevant lessons, to personalize and individualize the experiences for students, and to connect student learning beyond the walls of the classroom. Moreover, our faculty will need to be the lead learners and demonstrate the ability to adapt, evolve, and use new technologies to leverage the learning in the classroom. As a school community, it is our responsibility to support them in continually re-examining and reinvigorating their practice in support of our students.

In today’s world, teachers are facing a new reality about how and what to teach to keep pace with changes in the world.

Teaching more of the same isn’t the answer - the skills that are easiest to teach and test are also the skills that are most easily automated or outsourced. As recently as two decades ago, teachers could make the assumption that what they taught would last a lifetime for their students. For today’s educators, however, the emphasis is on creating students who are adaptive learners capable of creating and managing complex tasks.

Our children’s landscapes and their careers will shift many times during the course of their lives and the ability to reinvent themselves will be critical. It will be a set of “meta skills” that will enable the leaders of the future to stay relevant in a changing world. This is a momentous shift from the static set of knowledge and skills that were prevalent in most of the schools that we attended.

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A Chinese proverb states, “May you live in interesting times.”

Certainly, the next 18 months will be interesting times as we challenge our assumptions and move our school toward a more student-focused 21st century education. Stay tuned . . . there are exciting changes underway at The Alexander Dawson School at Rainbow Mountain.

Dal Sohi, Headmaster

Contents 4 | EFFECTIVE TEACHING IN THE 21ST CENTURY

By Tara Williams, Head of ECEC

6 | TEACHING IN THE DIGITAL AGE

By Roxanne Stansbury, Interim Head of Lower School 8 | 21ST CENTURY EDUCATION IN ACTION AT THE

MIDDLE SCHOOL

By Joshua Keilty, Interim Head of Middle School

10 | REQUIRED READING Dawson’s Visiting Author & Author-in-Residence Programs

12 | DAWSON ALUMNI PROFILE Meet Jason Eng, Class of ‘10

14 | SIXTH-GRADE TRIP TO CAMP STEVENS Reflections by Dawson sixth-grader Camden Berry

16 | SEVENTH-GRADE TRIP TO CAMP SURF Sun, fun, and some serious class bonding in San Diego, CA

18 | EIGHTH-GRADE TRIP TO WASHINGTON, D.C. Essay by Dawson eighth-grader Sage Livingstone Molasky and Instagram pics by Dawson eighth-graders

20 | DAWSON FIRST FUND & GRADUATE TRIBUTES Update on Dawson’s First Fund, and information on graduate tributes in the Spring/Summer 2014 edition

22 | AMAZING STUDENT WORK First semester artwork by Dawson students

For more information, please visit www.AlexanderDawsonSchool.org, or call (702) 949-3600 33

Pre-school teacher Jake Brown teaches his students how to measure and pour.

21st Century Teachers

Effective Teaching in the 21st Century Early Childhood Classroom

By Tara Williams, Head of Early Childhood Education

E

arly childhood students are coming to us with more experiences at a younger age. It is common for our students to have traveled the world, have been exposed to several languages, and be immersed in a variety of cultures before starting their first day of school. In the Early Childhood Education Center (ECEC), we take those experiences and create opportunities for the children to learn from each other. Exposing children to a wide variety of experiences helps create an environment of curiosity, diversity and broad-mindedness, which is essential to developing a global outlook on the world.

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As educators, we meet students where they are developmentally, establish challenging and achievable learning goals, and cultivate the curiosity that will spark learners for life. We expose the children to a variety of ways of thinking, approaches to finding solutions, and opportunities to make meaningful connections to real-world experiences. These are critical years for developing awareness for all things new and different - and it is important to celebrate differences and individual uniqueness - while reinforcing their important role as a teammate and an integral member of their classroom community.

Pre-K teacher Farrah Berlin presents Headmaster Sohi with a book of student drawings.

Pre-K teacher Lindsay Shumway with her students.

One of the key areas of focus in the ECEC is building resilience.

Recent research shows that this is a leading predictor for success in school and in life. With all of the pressures facing children at a younger and younger age, it is our job, as educators, to teach students what to do when things don’t turn out as they planned. When times are tough, will they know how to use the strategies they have learned to turn a less desirable situation into something positive? This is a major part of our role as early childhood educators. If we allow children to practice these skills in a loving and safe environment, while encouraging positive self-image, caring for their environment, and showing kindness and empathy towards others, they will feel more confident when faced with adversity later in life.

“As educators, we meet students where they are developmentally, establish challenging and achievable learning goals, and cultivate the curiosity that will spark learners for life.�

To keep a healthy balance, educators and parents must keep in mind what is important and realistic when working with and supporting young children. They must play to learn. Play promotes and develops cognitive skills, language skills, and social competence. Play in the early years is hard work for children and motivates them to be successful in the long run. This is where they practice roles in school and in life.

This is the time when they problem solve, build independence skills, learn to self-regulate, work to become part of a team or partnership, take turns, gain assertiveness skills and learn to be good citizens. The teachers in the ECEC pride themselves on using play to apply reallife lessons and practical applications. We must teach our children to value the excitement they get from learning and mastering new skills.

Learning never ends, and it is a valuable tool that our students will use throughout their lives.

Assistant teacher Lony Klein laughs with Pre-K students.

EC art teacher Barbara Katchen helps pre-school student Claire Slanker.

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Second-graders do research for a project on laptops provided by Dawson’s mobile laptop program.

The Digital A Teaching in the Digital Age

By Roxanne Stansbury, Interim Head of Lower School

T

wenty years ago, I assigned my first class of fourth-grade students the futuristic writing prompt, “How will the world be different in 2014?” As expected, most students gravitated towards a story that included flying cars and homeworkcompleting robots; however, one student came eerily close to describing a world that he had yet to experience. His profound prediction included the following statement: There will be no more schools, because anyone will be able to learn anything, anywhere, anytime they want.

I remember reading this line with an amused smile, dismissing this prediction with a patronizing eye roll, confident that schools would forever be a correlation in the model of success.

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As we approach 2014, I am plagued with that nagging question: has Google stolen away my job as an educator? The answer is both yes and no. I watch students circumvent teachers as the giver of knowledge, because they know there is someone accessible on the Internet who is more informed on the topic at hand. Students use the Internet to find strangers who can provide exactly what they need to know at the precise moment they need it. For proof of this circumventing, watch children play Minecraft. When Minecraft players run into trouble or want to find the code for creating a new life form or animated object, they search online for tutorials that other kids around the world have created to guide them through the process.

While it is true that 21st century students may not look to their

Third-grader Leah Musgrave shows her mom how to use the iPad app Aurasma to learn about objects in third grade’s Viking Museum.

Second-graders listen to an interactive history book.

Age

It’s not all high-tech: third-graders write as many challenging words as they can on the Word Wall in Dyan McCarthy’s class.

teachers as the sole holder of infinite wisdom, they still look to their teachers for help and guidance to cope with a world characterized by unprecedented speed of change, technological innovation, and overwhelming amounts of information. Google has not stolen the role of the teacher, it has simply changed the role of the teacher. Students need guidance, direction, and modeling to navigate and process mass quanities of information.

Our students are entering a self-navigating world. Teachers provide the learning activities that help students realize it is not what you know, it is what you can do with what you know.

Teachers create opportunities that allow students to be successful in acquiring information and transferring newly learned skills to authentic, real-life scenarios. Teachers give students tools for how to prevent cognitive overload and how to use visual literacy strategies to be productive in a landscape ridden with digital

Fourth-grade students participate in Group Dynamics class, which builds a strong sense of camaraderie.

bombardment. The 21st century teachers require students to be discerning consumers of websites and research. Most importantly, teachers monitor this virtual world where our students connect and network with strangers from all over the world to increase the depth and breadth of their learning journeys.

My insightful fourth-grader from 20 years ago was right – learning can take place anytime, anywhere; however, schools like Dawson that shift instruction to ensure students are equipped to create, collaborate, and communicate, are essential for student success.

I am still hopeful that flying cars and homework-completing robots will make an appearance in the next year or so…….until then, let’s teach our children skills they need by modeling how to be a dynamic learner in the 21st century.

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Fifth-graders work together to create an array.

Education in Action 21st Century Education in Action at the Middle School

By Joshua Keilty, Interim Head of Middle School

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ducation in the 20th century was designed on the factory model. Students were the passive recipients of learning along an assembly line run by teachers who possessed all the tools. The industrialized world needed graduates with a relatively predictable set of skills and understandings; the schools were made to meet that need.

To succeed in today’s world, students require a very different experience. What follows are three scenes of 21st century education in action at Dawson. Each highlights elements designed to produce a very different kind of graduate.

21st century education is student-centered, collaborative, rigorous and utilizes authentic assessments 8

Just as the role of students has changed from passive to active learners in the 21st century, the role of teachers has moved from dispensers of information to facilitators of learning. To watch the writing and revision process in fifth grade is to see students working autonomously and collaboratively through the complex processes of composition while teachers act as guides and mentors.

The centerpiece of the Halloween Spooktakular is a chance to write a spooky story. To set the stage, teachers read examples from Edgar Allen Poe and guide brainstorming of evocative words. Then there are the proven stages of prewriting, early drafts, revision and editing. The 21st century difference is that the students move through the process at their own pace. Teachers

Seventh-graders listen to science teacher Chris Estrella explain centripetal force.

Sixth-graders measure the density of different objects in science class.

“Take a walk through the Alexander Dawson School; the excitement and energy makes every classroom and hallway buzz. We are ready for whatever the future may bring.� teach them the steps, and students track their own progress. And although each student is provided several rounds of one-on-one feedback from teachers, they receive even more feedback from their peers. The culmination is not a teacher giving a grade, but a performance in which families are invited, the class decorates the room and groups of students read their stories to an appreciative audience.

21st century education is active, inspiring, project-based and integrates disciplines In Lighting the Fire, a Middle School elective choice, student teams are challenged to build a potato cannon. They quickly discover the challenges of working through many rounds of design cycle as they collaborate to translate their designs into functioning cannons. Several test volleys then help teams to create reliable protocols and establish safe operational parameters for their custom designs. As a matter of course, teams integrate their understanding of mathematics, explosives and Newton’s Laws as they calculate velocity, acceleration, force, and range in one dimension.

As a culminating activity, they write persuasive papers advocating for the score they deserved on the project. Their argument must be supported by evidence including reflections of the design process, sources of inspiration, and a critical evaluation of the final product. The next phase of the class is a move to medieval siege weapons as they again go through the design

process with more efficiency and wisdom. There is nothing like some destruction and explosions to inspire extraordinary focus, creativity and hard work.

21st century education is relevant, complex, research-driven and technologically integrated In the eighth grade science curriculum, teams of students undertake a toxicology project. First, they accumulate background in microorganisms and become skilled in microscopy. Then they become proficient gathering data with electronic probes and using software to graph and analyze the data. With all these tools in place, they are ready to tackle a real-world project.

Like all good research, it ends with a lab report, but first, the teams present their findings to their peers in a scientific convention.

The class provides critical feedback to the researchers who use it to further deepen and refine the analysis of their lab. The final project is a product of real science and personal dedication improved by the contributions of others.

The preceding snapshots were from a school striving to prepare its graduates for a rapidly changing world. Yet, perhaps the most important characteristic of students ready for the unknowns of the 21st century is enthusiasm for learning. For that, take a walk through The Alexander Dawson School; the excitement and energy makes every classroom and hallway buzz. We are ready for whatever the future may bring.

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Author Brian Falkner and his award-winning Dawson sixth-graders.

Required Reading Dawson’s Author-in-Residence & Visiting Authors Program

By Lynne Reid, Dawson Librarian

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he Alexander Dawson School Library opened 14 years ago with one mission: to plant, grow and cultivate a love of books and reading in our students. From early childhood reading programs in the Library to the study of Shakespeare in fifth grade, we achieve our singular mission by providing students with numerous opportunities throughout the school year to experience the written word. In addition to a love of reading, we also strive to cultivate a love of writing, which can be a bit more challenging. Nothing has worked to inspire students to write more than being given the opportunity to meet, talk to and work with an actual author, with whom students can experience directly the adventure of the writing process. To build on the foundations of both reading and writing, we’ve built two different programs in which the students can experience authors: Visiting Authors and Authors-in-Residence.

The Visiting Authors program started in 2000, the same year that Dawson opened its doors. The authors who participate in this program visit the School for an entire day and present to several different grade levels. Students have the opportunity to hear the journey each author takes as a new book is created.

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Authors share their tips and tricks for writing stories, as well as advice for budding authors. Students leave each presentation inspired to write, read and dream. “I like that the students get the one-to-one contact with the author. It is so interactive, and allows the students to be introduced to the publishing process. They start to understand the hard work and dedication it takes to write a book,” said Christina Benson, first-grade teacher. To date, we have had the privilege of hosting 36 different visiting authors on Dawson’s campus, including Newbery Award-winning author Cynthia Kadohata, and Caldecott Award-winning illustrator Paul Zelinsky.

Authors-in-Residence takes the visiting author concept to a whole new level. Once a year, students in second and sixth grades have the privilege of working with an author over the course of an entire week on an illustrated book or short story.

For the second grade Author-in-Residence program, we’ve been honored to host author and illustrator Paul Owen Lewis for a number of years. Mr. Lewis focuses on the creation of a picture book, with each student creating one page of illustration and one

Last year, Paul Owen Lewis celebrated the publication of this second-grade book, ”Good Science Gone Bad.”

page of text for the class-designed book. Mr. Lewis spends two days in each second-grade classroom, working with the students to create, illustrate and write an original picture book featuring Dawson Bear (see image above). Once the story is set and the illustrations complete, Molly Millman, who runs Dawson’s Publishing Center, puts the book together and has it printed.

The program culminates with a classroom celebration where Mr. Lewis unveils the published book and reads it to the students for the first time.

Mr. Lewis had this to say about the program, “Teaching the craft of writing and illustration at Dawson is a special gift. For myself, only at Dawson am I given the time and encouragement to teach the full breadth of my skill and knowledge of the picture book art form – and to second-graders no less! And the students get to work with me every step of the way through literary structure, idea, character, and story development, to final illustration. The results are spectacular: every story is original and beautifully realized.

Every year when I return home with my hot-off-the-press, prized first editions, some of my friends refuse to believe that secondgraders are capable of such fabulous and professional work. But they would believe it if they, too, could experience the staff and students that make The Alexander Dawson School such a special place!”

Visiting author Bruce Hale reads to second grade.

Brian Falkner at the helm, focuses solely on the creative writing process. Mr. Falkner, a native of New Zealand and author of more than 11 young adult and junior fiction novels, spends six days with sixth-grade students conducting writing workshops, discussing all aspects of good storytelling. Once he’s laid the foundation for developing solid story structure, as well as character and plot development, he spends the duration of his residency working one-on-one with each student on the creation of original 1,200 word compositions, helping them with their story ideas and providing valuable feedback. At the end of the week, each student submits a completed short story to Mr. Falkner, who reads each one and gives awards for best character, best plot, best quote, best opening line and best overall story.

Steve Gillis, Dawson’s sixth-grade English teacher, says, “As an English teacher in secondary education for 14 years, it is challenging to find speakers who are practical, knowledgeable, and believable with a message that endures after they leave. Brian accomplishes all of these - and then some! His clever message and humorous style enthralled our students for the entire week as he explained the creative writing process from start to finish.

Brian took the time to read all the student stories, giving each young writer specific advice and actionable pointers. We are proud to have featured him in our Author-in-Residence program for the last 8 years at Dawson.”

The sixth-grade Author-in-Residence program, with author 11

Jason Eng COLLEGE IS A GREAT TOOL FOR MANY PEOPLE TO BECOME SUCCESSFUL, BUT I FEEL THAT IT DOES NOT GUARANTEE SUCCESS AT ALL. LIKE ANY EXPERIENCE, IT’S REALLY WHAT YOU MAKE OF IT! IT’S AN EASY DECISION FOR ME: I’M GOING STRAIGHT INTO PROFESSIONAL SOCCER.

- Class of ‘10

D

awson alum Jason Eng (class of ’10) is not a typical

“non-traditional” post-Dawson experience, it’s immediately

student, nor has he had anything close to a typical high

clear that this warm, funny and charismatic young man wouldn’t

school experience. In fact, in academic parlance, Eng is what

have it any other way.

is referred to as a “non-traditional” student. Currently, he lives

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on his own in an apartment in Los Angeles. He attends a virtual

Eng, of Chinese-American descent, was born in Las Vegas in

(aka, online) high school because he plays soccer full-time for

1996. When he was four years old, he remembers watching his

the LA Galaxy Academy – yes, that soccer team, who once had

older brother, Tyler, play soccer. Eng – always looking to emulate

David Beckham, arguably the most recognizable soccer player

Tyler – decided then he wanted to play, too. From that point

in the world, on its roster (Beckham retired from the LA Galaxy

on, Eng says, “my family would eat, sleep and breathe soccer.”

in 2012). Through it all, Eng has a full load of honors courses,

However, Eng’s parents, neither of whom attended college,

maintains a 4.5 GPA and will graduate second in his class. Not

also emphasized the importance of a great education and the

to mention the online business he’s starting and the occasional

opportunities it affords. His parents wanted a rigorous academic

globe-trotting he does for a soccer match. It’s enough to make

experience for Eng, so, at the age of five, they enrolled him at

anyone’s head spin, yet when Eng sits down to talk about his

The Alexander Dawson School.

“I loved Dawson, but I don’t think I truly

says Eng, as well as self-motivation, are the key

appreciated my experience here until I left and

ingredients to his current academic success.

started high school at Bishop Gorman [in Las Vegas]. It was challenging making new friends

In the fall of 2013, at the start of his senior

because high school was very intimidating for me

year, Eng transferred to the LA Galaxy Soccer

as a freshman.”

Academy. Aside from switching soccer teams, the move to Los Angeles has presented a new set of

While the social transition wasn’t easy, Eng says

experiences and transitions. “It’s different in L.A.

the academic transition from Dawson to high

because I live in my own apartment in the city,”

school was seamless.

says Eng. “But not only have I progressed as a soccer player since graduating from Dawson, but

“I couldn’t have been more prepared for the

I have also matured as a person.”

academic side of things. I feel Dawson particularly excelled in preparing me in the subjects of English and Science. For

With graduation looming, is college on the horizon for Eng?

example, the science or English books that we were assigned in

“College is a great tool for many people to become successful,

sixth through eighth grades at Dawson were often the same books

but I feel that it does not guarantee success at all. Like any

that I was assigned in honors courses throughout high school.”

experience, it’s really what you make of it! It’s an easy decision for me: I’m going straight into professional

After spending one semester as a freshman at

soccer.”

Bishop Gorman, Eng was presented with an opportunity he couldn’t refuse: play soccer for

However, Eng stresses that soccer is not the

the Real Salt Lake – Arizona Soccer Academy

only thing he’s passionate about.

in Casa Grande, AZ – the only residential

sound funny, but I have a passion for making

academy in the United States that’s affiliated

money. At Dawson, I used to sell candies out

with a professional Major League Soccer team.

of my locker in the seventh grade. My parents

“It may

were more than happy to buy things for me, but “Real Salt Lake Academy was my home for the

I always wanted my own money. It made me

next two and a half years. It was an incredible

feel like I earned whatever I was buying. Not

experience! Not only did I travel across the

a whole lot has changed: I’m working on my

nation playing soccer for Real Salt Lake, I’ve also played soccer in

first online business—I guess you could call me an entrepreneur

Spain, Ireland, England, Japan and China. My favorite country

now. Also, I’ve spent a lot of time financially educating myself

would have to be Japan, because their cities, culture and people

through books, seminars and other media. It’s something that I

amazed me. Everywhere in Japan was breathtakingly scenic—

enjoy, and I can definitely see myself becoming a business man

from rural to urban landscapes. When I visit a new country, it’s

in the future.”

like taking a field trip: it’s a lot of fun, and I always come home having learned something new.”

So what non-traditional advice does this scholar and soccer star have for the Dawson Class of

To allow for a more flexible schedule for travel

2014?

and other pursuits, Eng made a bold move his junior year at the RSL Academy: he switched to

“My best advice is to wear your retainer religiously.

a virtual high school program. All of his classes

Your teeth WILL move if you don’t wear it every

are online, and he can work at his own pace. It’s

night, and there’s no way your parents are getting

also allowed him to better utilize another set of

you braces again.”

skills he credits Dawson with teaching him: time management and organization. These two skills,

You heard it here first, Dawson grads!  13

Camp Stevens

A sixth-grade experience Essay by Camden Berry, ‘16

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y favorite part of Camp Stevens was our hiking day. The

Another great occurrence was swinging from a thick rope that

hike up the mountain was quite challenging, but that

hung down from this huge oak tree. I jumped on the rope, flying

wasn’t the hardest part. The weather did not take it easy on us

high into the sky. Amazingly, I felt like Tarzan off to rescue

at all; specifically, I could actually see my breath due to the chilly

Jane, flying branch to branch to get there quicker. The view

air. The five layers I had on did not keep me warm enough,

was a sensational panorama of the mountains and trees, and

and my jeans were caked with mud. Then, I realized we walked

for those few minutes on the rope swing I forgot the noise in

through an enormous rain cloud that seemed to track us. The

the background and the sting of the cold air I was breathing.

clouds hung low while we were hiking high up the mountain,

For those few minutes, I thought I was unstoppable. Once it was

making it very difficult to see even five feet ahead of ourselves.

someone else’s turn, I hurriedly got right back in line, just so I

Our instructor said to look about and take in what surrounded

could relive the moment that made me feel special. That simple

us. And, be careful to not fall off the edge of the mountain. That

rope swing thrilled me every single time; the moment never

was all we needed to hear: we carefully raced down the mountain

disappointed. Once we returned to our toasty cabin room of six

at such a fast pace that we could hardly stop ourselves! This may

campers, we chatted about the day. Interestingly, we forgot about

not sound like a great experience, but the memory it created was

the uncomfortable hike, the cold sandwiches, and the freezing

awesome.

temperatures. We simply enjoyed the moment and laughed

about the times together.

After we completed our hike, we all hungrily gulped down our

sandwiches and sat by the stove that was warming soup. Our

Camp Stevens was an incredible week. It was fun to be outdoors

fingers were numb, our heads ached, our toes tingled and our

the whole day without our phones. The weather was so different

legs shivered, but that didn’t stop us from having the best time

from what we have here in Las Vegas. I look back at the all

of the trip. At first, my friends and I sat in a huddle, making

the unforgettable highlights. After going through the different

negative comments about the hike, the rain, the mud and the

situations that required teamwork with my classmates, I feel

cold. However, after recounting all our different experiences, we

like these activities helped me to learn in a different way. I’m

started to laugh and realize that this was a pretty special and

thankful for the opportunity.

unique trip.

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Camp Surf S

urfing, swimming, lifeguard training, games and activities,

Dawson seventh-grader Ian Walton said, “During Camp Surf, we

and lots and lots of fun…no, it’s not summer camp: this

participated in many group activities, and I found they were top-

is Dawson’s annual seventh-grade trip at YMCA’s Camp Surf,

notch and very fun. One of my favorite activities was when we

located on 45 acres of beautiful oceanfront property in San

had to work as a team to rescue people in the water. This involved

Diego, California. At the start of each school year, the new

one person pretending to be drowning, a person pretending to

class of Dawson seventh-graders has the opportunity to attend

be a lifeguard, and a helper. The lifeguard would go out into the

the four-day trip to Camp Surf, chaperoned by several Middle

water and save the person drowning, and the “helper” would

School teachers. These grade-level trips are an integral part of

assist the lifeguard in getting the victim out of the water and safely

the Dawson Middle School program and provide an important

onto the sand. This activity gave me a glimpse of what it would be

means for students to spend time together as a class, further

like to be a real lifeguard. It was a terrific experience.”

developing their bonds with one another by building a strong sense of class unity.

Nicole Cuica, Dawson seventh-grade English teacher, attended Camp Surf as a chaperone for the first time this year. “My

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In addition to classmate bonding, the retreats are designed to

first-time Camp Surf experience is one I will always remember.

provide developmentally appropriate support to individual

Watching students explore, discover inner strength, work together

students with engaging activities that help boost confidence and

in unity, and make memories was eye-opening and heart-warming.

self-esteem. For example, in addition to group-based activities,

The bonds students made with each other and teachers alike

students are taught how to surf, gain invaluable CPR and first

endure. They positively affect our daily classroom interactions

aid skills, and experience the basic elements of lifeguard training.

and bring us all closer together.”

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Washington, D.C.

via Instagram Essay by Sage Livingstone molasky, ‘14 Instagram pictures by the dawson class of 2014

T

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he airport is theoretically supposed to be quiet this early

I am one of these kids; I’m the one walking in the front, glancing

before the sun has settled above the horizon and before

behind now and then to take in the enormity and beauty of this

the hustle of everyday life cancels out the sound of silence. All

mob. This mob is my family; each person has a story, and I have

that should be heard is the hum of electric lights and the faint

the honor of knowing that story, so with each backwards glance,

footsteps of the few travelers, their feet shuffling rapidly down

I smile a bit. I smile because of the tired, yet blithe, faces that fill

the carpeted floors. But not today. Instead of stagnant air and

my view, and I know this adventure, although one of our last, will

mundane happenings, an eclectic group of about 50 eighth

be ingrained in our beings forever.

graders rush down the airport hallways, gathering the gaze of

every passerby and leaving a trail of laughter with each step.

This occurrence I describe was the beginning of the eighth grade

They are irrevocably verbose in their opinions and their volume;

Washington, D.C., trip my class recently ventured out on. That

their excitement fills up the empty rooms so that everyone is

morning, despite the early wake-up call (consistent with every

swimming in this excitement. Everyone is in on the secret, for

morning on that trip), we were thrilled. Lore of the eighth grade

everyone is pulled in by the presence of these teenagers and their

trip surrounded me and my classmates for years, and we were

scarce chaperones.

finally about to embark on this adventure. I didn’t expect the

challenge of living with three other girls or the brutality of East Coast humidity. But, I also didn’t expect the profoundly impacting museum visits and memorial services. I didn’t know until after I went that each stop along the way, whether it was the Holocaust Memorial Museum or Jamestown settlement, shaped me and made me feel things none of us thought we would feel. Tears were shed for lost soldiers and lost citizens, yet they were also shed for an impending event made omnipresent on this journey.

We eighth-graders are leaving Dawson forever. We are advancing as new people to new places to make new memories. And although this is a saddening thought, especially after 10 years with the same people, I have come to an understanding about why we are sent to Washington, D.C., in eighth grade. We go to see the world, to comprehend the history of our nation and to also discover ourselves a little bit more. We go to see that we have all impacted each other in some way. At every eighth-grade graduation, the choir sings a song with the lyric, “I don’t know if I’ve been changed for the better, but since I knew you, I have been changed for good.” Now we all know what they mean, for we have been changed indefinitely, forever and always.

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Putting Dawson First!

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Improved Technology: to put the most effective tools in the hands of teachers so that they can enhance the learning in the classroom

The 2013-2014 school year kicked off with a lot of exciting changes … our new Headmaster, Dal Sohi; new leadership in

•

Additional

Experiential

Learning

Opportunities:

both Middle School and Lower School, where Joshua Keilty and

to develop and offer more relevant and innovative

Roxanne Stansbury assumed new roles as interim heads of their

approaches to learning beyond the walls of the classroom

divisions, and a new name for the annual fund, appropriately called the Dawson First Fund.

•

Curriculum Expansion and Changes: to allow us to compete with any school, anywhere in the world

The name serves as a reminder of our most important fundraising effort, of course … but it also represents what Dawson and our

These initiatives will impact every Dawson student, enriching

students strive to be: first in excellence, first in accomplishments,

and enhancing the Dawson experience beyond what is possible

first in character, and so much more!

through tuition alone. The Dawson First Fund was announced at our annual Spaghetti Dinner in September (when Dawson’s staff

Whether your child’s passions lie in academics, the arts, technology

dressed as maitre d’s - see photo below), with a goal of a short-

and/or athletics, the Dawson First Fund helps to provide for the

and-sweet campaign to wrap up in December. The concept seems

extras that lead to an extraordinary experience. Headmaster Sohi

well-received so far; stay tuned for updates and a final report!

has identified the following funding priorities for the 2013-2014 school year:

Thank you for putting Dawson first!

Interesting Statistic: It may surprise you to know that the percentage of Dawson families who contributed to the annual fund last year was less than half the national average for independent schools. We are confident that we can do better…imagine what 100% participation could mean! If you haven’t already made your contribution, you can use the envelope included in this issue of Petroglyph.You can also donate online at www.adsrm.org/giveonline, or call our offices at 702949-3600 and ask for the development department.

If you have already made your gift, THANK YOU for making extraordinary things happen at Dawson!

20

Graduate Tributes Available Next Petroglyph!

We are happy to announce Dawson Graduate Tributes will be available again in the Spring/Summer 2014 edition of the Petroglyph. These tributes make for a wonderful keepsake for your Dawson graduate. For $50, we will create a 4”x6” tribute that can include up to two pictures and up to 40 words. This edition of the Petroglyph will also have the 2014 eighth-grade class portrait, high schools they will be attending and the winning graduation essay.

Stay tuned! Information on how to purchase a tribute space will be in made available in April of 2014 in Bear Necessities and on the Dawson website.

For immediate questions, please contact Megan Gray, Dawson’s

Communications Manager, at mgray@adsrm.org.

SAMPLE GRADUATE TRIBUTE

CONGRATS

John Smith!

We are so proud of you and all of your accomplishments.

Love, Mom & Dad 21

LS & MS Student Artwork

“Z,” photographed by Stone Wachs, eighth grade.

Concentric circle painting by kindergarten students.

Fruit still life in pastels by Jillian Kissel, third grade.

22

Picasso-inspired self-portrait by Sabrina Robertson, first grade.

“Beam,” photographed by BJ Cahill, seventh grade.

Blue glass plate by Carson Richards, sixth grade.

Artwork

ECEC Students Make Masks

23

NONPROFIT ORG. US POSTAGE PAID LAS VEGAS, NV PERMIT NO. 302

10845 W. Desert Inn Rd. Las Vegas, NV 89135

Second Grade’s “Coyote Steals Summer” Performance

Julia Buhalis, as Coyote, steals summer in a golden bag.

From left: Kade Safadi, Ruben Mede & Mack Maier as Coyote’s animal friends.

Onah Nwapa and Gabriella Vater as Native Americans.

Jacob Williams, Louis Abin & Bryce Cofield as eagles.

facebook.com/AlexanderDawsonSchool

For more information, please visit www.AlexanderDawsonSchool.org, or call (702) 949-3600