Lamplighter Spring 2019

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THE ALLEN-STEVENSON SCHOOL

Spring 2019

Leadership 2018-2019

THE ALLEN-STEVENSON SCHOOL

Board of Trustees

Mark I. Greene, President Ronald S. Rolfe ’60, President Emeritus Alexander Klabin,Vice President & Treasurer Lisa Pagliaro Selz, Secretary David R. Trower h’95, Headmaster Paquita Y. Davis-Friday Kerianne Flynn Kenneth M. Garschina Stephanie Drescher Gorman Joshua Harris Monica Keany Peter B. Kellner ’84 Rashida La Lande Daniel Lascano Jamie Magid ’91* Greg Mondre Metin Negrin Lara Oboler Scott Parrot Anupama Poole Aima Raza Liz Steinberg* Jay Wilkins Jim Wilson * member ex officio

Trustees Emeriti Marian R. Bicks Jane Phillips Donaldson Richard N. Foster D. Ross Hamilton John J. Hannan Susan B. Hirschhorn Karen T. Hughes E. William Judson Robert J. Katz George A. Kellner Robert Liberman ’58 Thomas H. Lister Peter deF. Millard Richard C. Perry ’70 Joe L. Roby Andrew P. Steffan Leonard A. Wilf

Alumni Council

Executive Committee James A. Magid ’91, President Alfred Burger ’87,Vice-President and Alumni Annual Fund Chair Alex Klaris ’06,Vice-President Thomas Zipser ’99,Vice-President

School Leadership Team

David Trower h’95, Headmaster Lower School Stephen Warner Lower School Head Jennifer Zimmermann Assistant LS Head 1st & 2nd Grades Kristin Filling Parents Association Assistant LS Head, 3rd Grade Lauren Pemberton Liz Steinberg, President Director of After School, Audrey Rasch,Vice President K Specialist Christina de Marvel, Treasurer Middle School María “Mase” Kerdel-DeMarco, Kimberly Kyte Communications Coordinator Middle School Head Amy Peck, Logistics Coordinator Ben Neulander Bethan Willis, Class Representatives Assistant MS Head Coordinator Upper School Steven Cohen Upper School Head JP Jacquet Assistant US Head and Director of Secondary School Counseling

Winnie Barnes Director of Organizational Initiatives Hydee Bressler Director of Finance & Operations Katy Duckworth-Schachter Director of Development Susan Etess Director of Admissions, Enrollment & Financial Aid Anne Meyer Director of Learning Resources Jennifer Vermont-Davis Co-Director of Community Life + Diversity Sarah Woods Director of Communications

lamplighter THE ALLEN-STEVENSON SCHOOL

Director of Communications Sarah Woods Communications Manager Louisa Wells Contributing Writers

Rich Alifano Venesha Cashdollar Aidan Fennelly Kristin Filling Kosoko Jackson Robin Keats Mary Leonard Rob McCallum Lauren Pemberton Randy Schrade ’76 David Trower h’95 Photographer

Kosoko Jackson Lily Miller Al Pereira Louisa Wells Sarah Woods Designer Mase Kerdel-DeMarco Front cover photo of Varsity wrestler Gabe Jaffe ’21 and Varsity basketball player Oliver Schneider ’20 by Al Pereira Back cover photo by Louisa Wells

The Allen-Stevenson School admits students of any race, color, religion, nationality, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, religion, nationality, ethnic origin, or sexual orientation in the administration of its educational policies, admissions policies, employment policies, financial aid program, or any other programs administered by the School.

Spring 2019

Headmaster’s Message Around A-S

Lower School Middle School Upper School Parents Association G&S Iolanthe Athletics and Team Sports

School Initiatives Building Project Strategic Plan Group 2020

Cover Story: A-S Features

Math in Many Ways The Value of Making Music Together Faculty and Staff Develop Their Cultural Competence at Conference Organized by CL+D Debates in Third and Fifth Grade Upper School Elective Provides Insight into Feminism Allen-Stevenson Takes on The Silver Screen with Student-Led Talk Show Use of Seesaw App Empowers Learning for First Graders Why Allen-Stevenson put the the “A” in STEAM

Faculty & Staff Spotlights A-S News Did You Know?

David Kersey’s 50 years Alumni

Charles Socarides ’92 Spotlight Out and About Class Notes In Memoriam

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The Lamplighter is published biannually by The Allen-Stevenson School and is sent to alumni, parents, and other friends of the School.

Printed on paper containing 20% post-consumer recycled content.

message

H E A D M A S T E R ’ S

M E S S A G E

“The one thing you have that nobody else has is you.

Your voice, your mind, your story, your vision.

So write and draw and build and play and dance and live as only you can.”

Lamplighter

--Neil Gaiman, English author of short fiction, novels, comic books, graphic novels, audio theatre, and films

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This issue of the Lamplighter illustrates how learning at AllenStevenson is often a playful process. The theme is the development of skills in an array of settings. Who is to say whether such moments are serious or playful, useful or fanciful, lasting or ephemeral? I would argue that they can be all of these, because they offer the opportunity for a rich mix of experiences whereby a student can learn about himself, the world around him, and others. For each boy the mixture will be uniquely his own.

This concept is beautifully brought to life in a new book entitled The Heart of A Boy: Celebrating the Strength and Spirit of Boyhood. A collection of splendid snapshots by the photographer Kate T. Parker, the book is organized around a series of adjectives that characterize boys: vulnerable, joyful, dedicated, playful, creative, resilient, expressive, independent, curious, kind. As with Strong Is the New Pretty: A Celebration of Girls Being Themselves, her prior book about girls, Parker accompanies the pictures in each chapter with brief statements from the boys themselves. This kaleidoscope of possibilities is both moving and inspiring, and it shows what Parker calls “the richness and diversity of boyhood.” She writes: I attempted to capture boyhood in all its forms, from confident and wild to curious and kind. Just like Strong Is the New Pretty, this book aims to honor kids for who they are and help them understand that their value resides in how they treat others. Some boys are fearless, some are vulnerable. Some are quiet, some are wild; some are leaders, and some are thinkers. Some are all of these and more! They each have their own gifts and unique powers; we need to allow our young men the space to figure out what those are.

At Allen-Stevenson we support these characteristics of boys as we educate them to become scholars and gentlemen. You

As I have been working on this message, news from Paris of the devastating inferno in the Cathedral of Notre Dame has spread around the world almost as rapidly as the fire itself. This tragic event is a powerful reminder of how very important institutions and symbols are for all of us. They give meaning to our daily lives and even to life itself. How quickly people around the globe have realized that a symbol of civilization like Notre Dame is both precious and fragile. Have we taken such critical institutions structures too much for granted?

Of course, cathedrals like Notre Dame took many centuries and hands to complete. I am reminded of one of my favorite stories, which captures the idea that one’s attitude toward the future makes work meaningful.

One spring day a man was walking down a street when he encountered a large construction site. Because he was naturally curious and had a moment to spare, he decided to see what was being built.

He came upon a stonemason laying stones and asked him what he was doing. The stonemason replied, “I am laying stones.”

The man continued walking and came upon a second stonemason. He asked, “What are you doing? The second stonemason replied, “I am building a wall.”

The man continued walking and came upon a third stonemason. Again he asked, “What are you doing? And this third stonemason replied, “I am building a cathedral.”

Three men—all working at the same site, performing the same task—each had three very different perspectives of what he was working toward.

At Allen-Stevenson our educational approach shifts the focus from teaching to learning, so that boys can become even more skillful, not simply in what they know and can do, but also in their capacities to continue learning throughout their lives. As boys face new challenges through academics, athletics and the arts, they accumulate what I like to call a portfolio of robust experiences. These build their confidence, extend and empower

their curiosity, and develop their communication skills. If a boy can think of the process of building himself as a noble calling, he may be much better prepared for his life journey.

Recently I woke up actually dreaming about a book I had first read in a freshman history course in college. Written in 1938 by Johann Huizinga, a Dutch historian, Homo Ludens: A Study of the Play Element of Culture suggests that play is an essential condition for the development of culture. Although there is no direct equivalent for the Latin word ludens, it weaves together the concepts of sport, play, school and practice. It is also associated with the discipline of music, appearing, for example, in the English words prelude, interlude and postlude. Frankly, I was surprised to find that I was thinking about this idea in my sleep, but I was also somewhat tickled. Though it had a profound impact on me at the time, I had not remembered that book for decades. There it was in my subconscious!

When we emphasize that there are “many ways to be a boy,” and provide for variety and play in their educational experiences, we are also suggesting that there are many ways to approach challenges, to learn, to create, to succeed, and to feel fulfilled. Play is a central dimension of such learning, and it can be both serious and lively. At its best, it leads to unique mixtures that make each boy special. Without play a boy’s childhood can be diminished, because it is a core precept of social and emotional health.

Collectively, even as we value the School’s past traditions and accomplishments, we should think in terms of educating boys for their futures, but this can be much harder than it sounds and seems. Many of us love progress but hate change, even if we know that we must work, live, learn and play together for a greater good, both in the present and for a longer term. So as times, circumstances and needs change in the broader world, opportunities and responsibilities abound for all of us.

Thanks to all those who have contributed to this issue of the Lamplighter. I am pleased that it features some of our younger teachers as well the seasoned veterans. As our recent Vision 2020 puts it, “At Allen-Stevenson, we design learning experiences that challenge boys to take thoughtful risks in pursuing excellence in achieving their best potential.” Over time these experiences build the foundation that, to quote the School’s mission statement, “teaches boys to value the gratifying process by which excellence is attained.” It takes many people to build a boy who can make the world a better place.

Fortiter et Recte!

David Trower h’95 Headmaster

Spring 2019

probably realize that this is a very exciting and transformative time in the School’s 136-year history. We are in the midst of a very ambitious building expansion project that is constructing fabulous facilities, all at one address, to support the education and development of boys. We are also engaged in a communitywide strategic planning process, grounded in design thinking, to address and prioritize both current and future needs. And we are in the throes of massive cultural forces, demographic shifts and technological disruption, not only in this country but also around the world. Our core strategic driver remains an essential question, “What’s best for the boys?”

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around A-S In & out of the classroom

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Getting a library card at the Yorkville Public Library

Kindergarten Library Field Trip Emphasizes A Sense of Responsibility and Appreciation of Books

At Allen-Stevenson, the building of lifetime independent learners starts young. As young as Kindergarten, in fact, with a trip to every bookworm’s and curious thinker’s favorite place: the library.

On February 5, Kindergarten teachers Alice Heminway and Jennifer Phillips took their students to obtain their first library cards at the Yorkville Public Library. The boys walked in pairs the four blocks together, where they were fortunate to have the

library all to themselves.

While there, Librarian Leanna Frankland explained to the boys some of the principle responsibilities a library cardholder has, such as returning books on time, treating the books with care, and the differences between a library and a bookstore, in particular with regards to ownership vs. renting.

“For a lot of our boys, this sense of ownership and responsibility is a huge step for them,” said Alice Heminway. “When they received their cards, our boys had to write their names on them—something we’ve been practicing for months! When choosing books, sometimes the boys didn’t get the book they wanted because another

student had checked it out.

We discussed the idea of sharing and how, for now, you should only check out one book at a time.”

The boys also learned the difference between fiction and non-fiction, a topic that has been reinforced in the classrooms. Just like libraries, school trips are interdisciplinary, and this one accomplished so many lessons in one short hour.

But most of all, it reinforced a love for reading.

Visit to Morris-Jumel Mansion Provides Interesting Historical Perspective On December 17, our Sixth Grade traveled to the Morris-Jumel Mansion, the oldest house in Manhattan, where they learned about slavery, the American Revolution, life during the 18th century, and more.

Established in 1765 by British Loyalist Robert Morris, the Morris-Jumel house is not only the oldest house in Manhattan but also the first mansion with an octagonal shaped room in the 13 colonies. After Robert Morris returned to England, and his wife moved up north to Yonkers during the start of the American Revolution, the house fell under George Washington’s control and was integral to the Battle of Harlem Heights—which is credited as Washington’s first win.

Our students, after learning about the origins of the mansion and its role in the Revolution, toured the kitchen area and slave quarters. The mansion’s guides expertly explained the difference between slavery and indentured servitude along with how the ownership transferred from Robert Morris to George Washington, and finally to Eliza Bowen Jumel (wife of Aaron Burr for you Hamilton fans). Boys also

had the opportunity to examine architecture and artwork and learn about finances and home care while touring the mansion.

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Sixth graders learning about the history of the Morris-Jumel Mansion

"Walking up Sylvan Terrace to the Mansion is like walking back in time through the 1800s to the time of the American Revolution," said Ben Neulander, Assistant Head of Middle School. "Once inside this beautiful, historic home, our boys were able to learn so much about the important role this site played in our country’s birth, and also about the people, both free and enslaved, that played an important role there.

Adding in the visceral experience of walking the same floors that George Washington and other important people of the time did makes the trip that much more exciting and meaningful."

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Teaching Intercultural Communicative Competence Through Theater

By Louisa Wells, Communications Manager

On December 20, the entire Upper School went to see the Repertorio Español’s production of La Gringa, directed by René Buch.

Founded in 1968, Repertorio Español has introduced works of Latin American, Spanish and Hispanic-American theater to students and New York theater-goers alike.

Productions are performed in Spanish with an English translation bar raised above the stage.

Upper School students, thanks to the generosity of Horacio Herzberg, grandparent of a current

Samara Spielberg speaking to Robert Federico, Executive Producer at Repertorio Español and Horacio Herzberg P’89

sixth grade student and parent of alum David Herzberg ’89 P’22, were able to review their Spanish vocabulary while enjoying the comedy, La Gringa. Set in modern-day Puerto Rico, the play follows a young woman who is visiting her relatives for the first time. Born in New York, the daughter of Puerto Rican immigrants has traveled back to Puerto Rico to learn more about her roots. What she discovers is a new type of alienation and struggle with identity that many other American-born children of immigrants face today.

their own culture as well as other cultures. We were able to witness La Gringa discover her Puerto Rican culture through an innate curiosity and excitement. The journey helped her bridge the two worlds in which she was living. This is exactly what we hope to see in our students.

We want to expand their own world view, develop a sensitivity toward alternative perspectives and cultural differences, and to expand their own identity as global citizens,” said Samara Spielberg, Head of the Spanish Department.

“As a Spanish Department we aim to foster our students’ intercultural communicative competence by having them identify, compare, explain, analyze, and evaluate

Special thanks again to Horacio Herzberg for supporting this excellent field trip.

A year of volunteering with the Parents Association is captured here in a word-cloud.

We hope you’ll join in the fun next year!

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Thank you to everyone who has shared their time and enthusiasm.

The PA Executive Board

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The Parents Association builds a stronger Community

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Families Transported Around the World at International Festival

The International Festival transformed the School into a miniature United Nations of Allen-Stevenson, transporting families to countries all over the world on February 23.

Different floors were designated as continents with walls decorated with flags and wall-size photographs of the countries represented. To truly experience each country, visitors stopped at the many country tables where they could sample food, try their hand at arts and crafts, and read and hear about what makes each country unique.

Upon entering Africa, the sound of Djembe drums filled the air, a wise grandpa storyteller shared tales in his hut, and faces were painted with vibrant images.

In Europe, a greeting by the royal family could be followed by threading amber beads from Poland to make bracelets, a taste of Italian Parmigiano-

Reggiano cheese and a lesson about the Welsh dragon. Australia welcomed guests with the deep sounds of the didgeridoo and a chance to create one’s own aboriginal art. The Middle East shared a number of traditions and historical facts. Visitors could make a wish at the West Bank wall, dig for fossils in Israel and learn about the seven items placed on a Persian new year table in Iran. Heading to Asia, guests could take a photo as they had a quick boxing round with the famous Filipino boxer Manny Pacquiao, try their hand at calligraphy in China and learn about the carrom board in India. The Americas offered basketball in the USA and dominoes in Jamaica, with Peru showing their soccer pride while making flags.

Not to be missed was the Dining Room, with a feast beyond imagination comprised of dishes from every corner of the world… a true testament to the diverse international footprint of the AllenStevenson community.

To close, travelers were treated to an extravaganza of global dancing and music. There were colorful Bollywood dancers, high-stepping Irish River dancers, acrobatic Breakdancers and rhythmic

Brazilian Batucada Drummers and Capoeiristas.

This impressive event took a village to organize, with many thanks to all the families who participated as a host or volunteer to create this magical cultural experience.

Huge thanks also to the Upper School boys, the performing artists, and to the staff who made the School safe and ready for our families to celebrate and learn.

An extra special thank you goes to the Festival Co-Chairs —Alison Coen Searcy, Priya Gogia and Sonal Mehta—as well as PA Executive Board members, Liz Steinberg, Audrey Rasch, Amy Peck, and Mase Kerdel-DeMarco.

For three hours on January 23, around 400 AllenStevenson community members enjoyed a relaxing, care-free ice skating experience at Chelsea Piers.

The PA Ice Skating Party was a time for students and parents to interact with teachers and staff members in a non-school setting. Students in different grades could be seen skating with each other, parents conversed with other adults, and connections were formed.

And throughout the evening, dinner, dessert and hot chocolate were savored in a beautiful room overlooking the Hudson River.

Amy Brayman holds up a signed NJ Devils jersey Not only did the boys get to free skate, but the New Jersey Devils hockey team joined them, signed autographs for the boys, took pictures with them, and provided Devils gift bags! Each grade also selected collectively one song that would be added to the AllenStevenson playlist, which cycled throughout the party, adding a sense of ownership and participation for our boys. The joy heard when the song the boys had selected came on was palpable. The Parents Association also added other forms of entertainment for time off the ice such as a photo booth and popcorn machine, and the School Store was on site for anyone looking for spirit gear.

“The PA Ice Skating Party is one of my favorite events of the year,” said Parents Association President Elizabeth Steinberg. “I’m grateful for the enthusiastic support of this fun community event, in particular the many individuals who put their time and effort into making it happen. That’s what I love about this school!”

The PA Ice-Skating Party was enjoyed by everyone there and definitely a night that all attendees will surely remember as one of the best events of the 2018-2019 school year.

A special thank you goes to the PA Ice Skating Party Co-Chairs Amy Brayman and Kristan Spamer!

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Ice Skating Party >

PA Ice Skating Party Creates Special Time Together as a Community

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aro

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A magical performance of Gilbert & Sullivan’s Iolanthe > 10

A small but strong cast performed Gilbert & Sullivan’s Iolanthe on March 12, 13 and 14.

The operetta, also known as The Peer & the Peri (the House of Lords and a group of fairies), was created in 1882, just one year before the founding of Allen-Stevenson.

Production Assistant David Kersey h’98 spent a few minutes providing background information about the show to the student audience, explaining that Allen-Stevenson has been performing Gilbert & Sullivan operettas for a very long time.

“Because these operettas cover a wide range of voices— soprano, alto, and base—they are particularly suited to this age group,” he said.

Emphasizing that the plot is complicated, Mr. Kersey also added that when Iolanthe was written people believed that fairies could influence a situation, as in Peter Pan. Production Manager Jaison Spain ’97 took

this opportunity to let the boys know that he once played the role of one of the fairies when he was a student at the School.

To round out his explanation, Mr. Kersey told the boys to bear 4 key things in mind while watching: -The House of Lords is feckless -Puries may not marry a mortal -Fairies have enormous power -Love conquers all As the lights on the stage came up, the audience was immediately captivated by the stunning forest setting, beautiful costumes of pastel tie-dyed fairy tops with wings, the humorous introduction of Iolanthe with hopping plastic toads and the melodic sounds

of Lord Mountararat’s recorder playing. Soloists sang Gilbert’s complicated lyrics with ease and the choruses of fairies and Peers added depth of sound and entertaining movement.

The tech crew were at the ready to shine the spotlights at key moments, flicker the lights to signify the arrival of the fairies and ensure the microphones for each soloist were ready on cue.

The orchestra, consisting of a number of the School’s instrumental instructors along with guest performers, professionally accompanied the young singers.

Thank you to the many who made this production possible, in particular Directors Michelle Demko and Stacy Donovan.

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Athletics and Team Sports >

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Athletics and Physical Education Go Far Beyond Just the Physical

By Rich Alifano, Director of Athletics

We believe that Athletics/ Physical Education at AllenStevenson isn’t just good for our boys’ bodies; it’s good for their minds too. Research shows that organized sport has many psychological and social benefits, even more than the physical activity during play. A University of Kansas study looking at the performance of students in grades nine to twelve showed that more than 97% of student athletes graduated from high school, a 10% higher number than those students who had never participated in sports.

Our program is rigorous and flexible in its curricular offerings. Each boy can find a sport/physical education activity that challenges and strengthens their mind and body. For example, whether it be soccer, basketball, parkour, or spinning, each activity benefits a boy’s developmental, emotional, and social skills.

Development from sport goes beyond learning new physical skills. Our boys develop better ways to cope with the highs and lows of life. They learn to win and lose with grace and how to bounce back from disappointment and unpleasant experiences.

Physical activity stimulates the release of chemicals in the brain and these chemicals, endorphins, make you feel better. As a result, our boys have improved self-esteem and confidence.

JV Soccer

Varsity Cross Country

There are many benefits associated with participating in sports/physical education.

For example, soft skills are personal attributes that allow people to build positive social relationships. Our programs foster the development of the following soft skills:

Communication Skills:

Every participant is encouraged to discuss their concerns, hopes, and disappointments and to be an active listener during practice and games.

Decisive Action Skills:

Play happens very fast, so our boys learn to develop the skills needed to make quick and effective decisions.

Teamwork Skills:

Our teams are comprised of boys with varying personalities, skill sets, and abilities. As a result, our program teaches adaptability, persistence, and patience in order to build the best team experience.

JV soccer players

Each boy is charged with balancing his academic, art, and athletics responsibilities daily.

The athletics portion includes equipment/uniforms, travel time to games and practices, balancing homework with late dismissals, and the learning of skills for each sport.

Therefore, making good use of every minute in the day is critical to every athlete’s success.

Building of Self-Esteem and a Sense of Community:

We believe our boys build upon their confidence, character, and connections when they participate in our sports/physical education program.

Both athletics and physical education at Allen-Stevenson build the skills that our boys need for future success. When they leave our program their toolkit is filled with social and emotional skills that will assist them in successfully navigating life.

Our boys discover a great deal from their participation in interscholastic athletics.

Lessons in sportsmanship, teamwork, competition and the ability to win and lose gracefully are an integral part of our athletics program.

Furthermore, athletics plays an important part in helping our boys establish a healthy self-concept as well as a healthy body.

We strongly believe that athletic competition adds to school spirit and helps students, both spectators and participants, develop a pride in their school.

Please come out and support our teams and help us build a stronger community at Allen-Stevenson.

Varsity Soccer

Varsity Flag Football

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Time Management Skills:

Coach Alifano with the JV Basketball team

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Team Sports (cont.) >

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Varsity Wrestling JV Basketball

Varsity Basketball

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Varsity Lacrosse

JV Baseball

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Varsity Baseball

Varsity Track & Field

Building boys who make the world a better place, one day at a time.

Follow along to see the day-to-day at Allen-Stevenson: @AllenStevenson

@AllenStevensonSchool

@AllenStevenson_

Custom fire-rated glass sloped skylight for the new arts classroom

Our School is undergoing a

Over the past two years, we

With the purchase of an

our main schoolhouse and the

remarkable transformation. adjoining townhouse in 2012, we seized on an unparalleled opportunity to innovate and

prepared the infrastructure of townhouse for what is now

clearly visible to anyone in the vicinity of East 78th Street.

improve our facilities to

Progress updates can be

that will prepare our boys to

page on the School website at:

support the kind of learning

navigate the challenges of the 21st Century. Our updated

facilities will support a robust

found on our Building Project www.allen-stevenson.org/ building-project

educational learning

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foundation for our students,

and secure A-S as a leader in boy’s elementary education North Gym steel structure

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Building Project >

in New York City.

Steel infrastructure completed for the new North Gym

Building Project (cont.) >

P RO J E C T O V E RV I E W Upon completion, The Allen-

space for physical education

state-of-the-art contiguous

multi-purpose arts studios,

Stevenson School will have a facility that will support

inquiry, project based and interdisciplinary learning

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programs in the sciences,

and wellness, provide

and enlist the best technology available to enhance teaching, learning and security.

humanities and other areas.

We will house additional

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Looking East—through North/South Buildings

and engineering spaces

Arts

•A new performing arts studio

Athletics

•A middle school regulationsize gymnasium

•A rooftop teaching

•Natural light-filled

•A second gymnasium, with

•A dedicated lower school

•An enlarged woodshop

•Wellness center with cardio

greenhouse science lab

•An expanded Library Tech Commons

art studios

•Additional practice and recording rooms

a rock-climbing wall and fitness spaces

•A new, multi-purpose/ wrestling room

•Covered rooftop play space with turf field

Looking East—through Townhouse

Looking East—through Townhouse

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Some key highlights Academics of the project: •5 state-of-the art science

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Strategic Plan >

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On January 7, the School announced the start of a comprehensive strategic planning process.

In December, in preparation for the launch, the Strategic Planning Team read Change

by Design by Tim Brown. The book provided an overview of the design thinking process, which is the approach the School is using for the planning process. We were also fortunate to have Tim Fish, Chief Innovation Officer at NAIS, visit the School on Sunday, December 9, during which he shared trends and innovations in independent schools so that the Board of Trustees, senior administration and the Strategic Planning Team had the tools to better understand the state of the market.

In January, Leadership & Design (L+D), a leading strategic planning firm with whom we are working to guide us through the process, started to gather information to help formulate our priorities by holding in-depth interviews with faculty & staff. In early March, L+D led parents and faculty through strategic exercises in a series of three Think Tanks. L+D also had the opportunity to shadow two students through their daily schedule.

These Inquiry Groups have been collecting additional data from all community constituent groups (e.g., current and past parents, faculty and staff, students, and alumni) by conducting discovery interviews, sending out surveys and reviewing existing data. The Strategic Planning Team reconvened at the beginning of March to review the findings of the Inquiry Groups and to identify next steps for our April meeting.

At the first planning session on February 1, L+D facilitated a series of exploratory exercises for the Strategic Planning Team. At the conclusion of this meeting, the Team created several smaller Inquiry Groups based on initial data gathered and further information to explore.

On April 5, the Strategic Planning Team met again, this time to share additional findings from the inquiry groups and then, using all data collected to date, formulate strategic priorities.

On May 4, all members of the A-S community had the chance to explore these strategic priorities at our Community Design Day.

For detailed information on the Strategic Plan, please visit: www.allen-stevenson.org/ about-a-s/strategic-plan

During the summer of 2018, the School’s Administrative Leadership Team worked to formalize a new Vision for Learning at Allen-Stevenson.

This work followed a year of discussions and workshops facilitated by Bob Ryshke (Executive Director of the Center for Teaching and Learning at Westminster School) and attended by faculty, staff and administrators. This work provided the foundation from which the Vision developed.

At the start of this school year, with David Trower’s final version of our 2020 Vision (Building Boys Who Make the World a Better Place) in hand, a job description was developed for a new faculty leadership group —Group 2020. All faculty were invited to apply for a role on this team. The purpose of Group 2020 would be to:

“Play a leadership role in bringing instructional change into practice...to help lead us forward as we begin to execute the initiatives our new vision articulates...the development, communication, and implementation of new and old curricular initiatives.

The final work product will include strategic action plans and implications for schedules, resources, and budgets for identified initiatives. Ideal candidates will bring optimism and enthusiasm, a demonstrated passion for exploring and testing new methods of teaching and learning, an openness to change, a willingness to take risks, and a commitment to serve our boys’ best interests and possess well-developed communication, collaboration, and team-building skills, and a robust work ethic.”

From twenty-three excellent applications, seven team members, offering a diverse and broad set of experiences and skills, were selected to serve as Group 2020. Since October, Katherine Callahan, Stephen Krawec, Sarah Kresberg, Sarah Luposello, Frank Peduto, Kim Sklow, and Liz Storch have been working together to build the team and identify curricular initiatives to pursue. Their hard work and passion are representative of our faculty’s dedication to making an Allen-Stevenson education the very best it can be.

Spring 2019

Group 2020 >

Stephen Krawec, Kim Sklow, Sarah Luposello, Katherine Callahan, Frank Peduto, Sarah Kresberg, Liz Storch

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A-S Features

3As developing the skills adapt creative lessons Throughout the

, our boys, and our teachers, are

necessary to

to our ever-changing global world.

This can be seen in the

incorporating real-world

scenarios, when taking positions in debates, by participating in sports practices and

orchestra rehearsals or while thinking about one’s own place in society in an elective or workshop.

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M AT H I N M A N Y W AY S

By Sarah Woods, Director of Communications and contributions from Mary Leonard, Math Team Leader and Upper School Math Teacher; Lauren Pemberton, Kindergarten Specialist; and Robin Keats, Middle & Upper School Math Teacher

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There’s evidence that the underlying skills learned in math class—taking risks, thinking logically and solving problems—will prove useful again and again in the real world. Beginning in Kindergarten with math rings and moving towards equations and inequalities in eighth and ninth grade, math concepts are creatively applied to real world needs and scenarios in math classes at Allen-Stevenson.

A clever, yet simple tool that helps our youngest mathematicians develop a sense of number is the number ring, which is introduced in kindergarten. The number ring provides concrete practice to help students compose and decompose numbers. Each ring has a set number of beads ranging from 3-10. A boy working on a ring with five beads can manipulate the beads to gain an understanding that 1 and 4 together makes 5 (composing). He will also be able to manipulate the 5 beads to be broken down into 2 and 3 (decomposing). As they practice with a variety of numbers, the boys begin to notice the relationship between them and start to see patterns. Boys also become fluent with number combinations, build automaticity of numbers and develop executive functioning skills as they organize their beads on the ring. This is one of the first activities that kindergartners do to explore numbers and what a great way to start as it builds math confidence and curiosity for the boys.

In Fourth Grade, every Friday is math game day in Sarah Luposello’s math class.

“Mr. Bellard and I want the boys to leave Fourth Grade with very strong multiplication skills,” said Fourth Grade Teacher Sarah Luposello. “To achieve this, I sought out ways for the boys to have fun with math as well as to apply what they have learned during the week more quickly. Playing math games has definitely meant the boys look forward to Friday math and at the same time they seem to be getting quicker with their math skills.”

“One of the games I’ve introduced is Prodigy, an online computer game. I like this one, because I can set the curriculum,” explained Ms. Luposello. “After the boys have played, I can assess where they are in terms of their skills and plan their challenges for the next round. What’s particularly nice is that they are competing against their classmates, even though they are playing at their own level.”

Daniel Choi ’28 adding beads to his math ring

Fourth graders playing the Chip Game

“It all started with our math unit on decimals, which we wanted to combine with

giving back to charity,” said Jackson Rose ’23.

Pierce Harris ’23 explained, “We created a PowerPoint

presentation to pitch the idea of a bake sale to Ms. Kyte.

We proposed holding it on

February 13, because it is the day before Valentine’s Day,

Fifth graders in Lisa Anderson’s math class found a way to combine math skills with charitable work. The boys were keen to organize a bake sale. So instead of simply holding a bake sale, the teachers asked the boys to come up with a business plan and pitch it via a PowerPoint presentation to Middle School Head Kim Kyte. The boys began by researching non-profits to narrow down to two organizations that would benefit from the sale. They worked out what percentage of the profits they would like to go to each of these organizations, learning the difference between gross and net profit. They set the price points for the baked goods, based on how much they wanted to make.

An end-of-year project for sixth graders asks them to formulate a personal budget. They are given a paycheck and must calculate the percent of the salary that one must pay for taxes, healthcare, and other expenses, and then to budget the net pay in order to cover their expenses. Seventh graders have fun creating a scale drawing of their “dream room” using proportions, scales and similar factors.

Upper School Math Teacher Robin Keats introduced equations, inequalities and graphing to his eighth grade math class through an interactive unit called Baker’s Choice. This multi-layered problem based on the premise that a couple own a bakery and have to maximize their profit given specific constraints uses an example that the boys can relate to as they attempt to grasp these complicated math concepts.

continued on next page

so a good day to sell baked goods. We promoted the

bake sale with presentations

and posters and went around the classrooms to remind students the day before.”

Fifth graders develop math skills with bake sale for non-profit organizations

Spring 2019

Ms. Luposello went on to say, “As well as Prodigy there’s Multiplication Grand Prix which tests math fluency. The faster you answer questions, the faster your car goes. Number Monsters is a game that is more old school, but the boys enjoy it all the same. Then there’s the Chip Game.

Players count chips in 1’s, 10’s and 1,000’s. This game gives the boys practice with every math skill they’ve learned. Either way, all of the games offer the motivation piece – to go higher, faster or collect more, and the only way to do this is to learn the math skills.”

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A-S Features (cont.)

Each boy was required to come up with the name of his own consultancy and prepare a report from the consulting company to be presented to the bake shop. The report had to be written so the couple could easily follow it. The boys priced out two types of cookies, requiring different ingredients costing different amounts, and with varying prep times.

Comparing different profits and graph lines using the constraints to maximize profit was part of the final proposal.

Baker's Choice Constraints an d Profit (8th Grade)

20/02/2019, 21:33

The area where all of the colors are is calllled the feasible re egion. Any point in this region fits al a l four constraints. s. Now we need to figure out which ch point produces the highest profit.

Raam Melvani ’20 walked through his proposal, which was made on behalf of his company, The Stepper Helpers. He explained that he began by identifying the four constraints—fixed pounds of icing, fixed pounds of cookie dough, oven space and prep time. He then assigned variables— ’p’ for the number of plain cookies in dozens and ’i’ for the dozens of iced cookies. Working through each of the constraints one by one, Raam graphed inequalities using the variables and information provided. After overlaying the lines from each of the graphs, Raam said he recognized that the answer would be a point in the multi-colored feasible region and plugged in points in his equation to get to the maximum profit. [see an example of one of his graphs to the right]

One of the graphs from Raam Melvani’s Baker’s Choice project

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For those boys who can’t get enough math as they move into the Six through Eighth Grades they have the option of joining the math team and work with Math Teacher Will Goss to challenge themselves even further, even competing in the MATHCOUNTS competition against hundreds of other students from public and private schools across Manhattan.

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T H E VA L U E O F M A K I N G M U S I C TO G E T H E R

By Randy Schrade ’76, Director of Orchestras and Sarah Woods, Director of Communications Whether it’s early in the morning, during the school day or after school, at least two thirds of the boys at Allen-Stevenson participate in orchestra and instrumental lessons.

Early morning rehearsals provide more than just the obvious chance for the musicians to play their instruments. Boys arrive excited to be at school connecting and catching up on the latest before the rehearsal begins. What is striking is the responsibility these boys take for arriving early, having their instrument and music with them, undertaking their own warm up and being ready when Orchestra Director Randy Schrade officially begins the rehearsal.

At the Middle School orchestra rehearsal, Mr. Schrade talked to the fifth and sixth graders about how they are still growing as a group. He encouraged them to take risks and to be willing to make mistakes, rather than not playing a more challenging section. "I want to hear your mistakes. That way we can address them sooner!" He talked about the upcoming performance for the children who would be visiting from PS 83 and how wonderful it was for them to have the opportunity to share the vision of music with their little guests.

Watching the boys work together, carefully listening and watching each other to create the desired sound was powerful.

Matthew Fratepietro ’23 and Nathaniel Bisceglie ’23 chat during warm-up.

Lorenzo Brigode ’22 making musical notations

After practice, a few boys, some of whom play instruments outside of school as well, shared why they joined the orchestra and what they have learned by being a part of the music program.

Julian Cohen ’22, violinist, said, “My brother played the violin and I heard him play a song that I thought, ’if I can create that it would be amazing’.” I tried the guitar and drums too. What I like about orchestra is that it’s not just a solo you are playing, it’s part of a group…you’re blending with others. You can’t be too loud or too quiet.

Nick Hutfilz ’22, cellist, said, “I wanted to play Harry Potter and Star Wars, both of which I love.

Being a part of the orchestra is cool, because you are with other people, while working out your part by listening. I’ve made friends from other grades too.

Randy Schrade ’76 working with the trumpets during rehearsal

"These boys often are not content to play just one instrument but branch into two or three," observes Mr. Schrade. “The piano and guitar complement the single line instrument very well.

I grew up playing the cello and piano until I started having to reallocate time later in life. We have some composer/conductors here in our student body who have played more than three instruments.”

The science is established. Music helps the brain to develop and to organize multiple activities, and to multitask eventually. It can provide the "sticky factor" when learning in other disciplines.

It motivates when you’re working, and it can power your dream world.

Mr. Schrade likes to throw analogies and metaphors in his rehearsals.

"Music is skiing down a mountain! You look for the "plumb line" to optimize the thrill, but you look for the detours to make it beautiful and memorable!" Music is water-skiing: You’re hanging out there until the boat suddenly pulls you up and off you go! It’s "sound math"! Liquid language! It’s your happy place that you can design and shape! You can meet with your friends and do something that galvanizes and synergizes your energies. The whole is greater than the sum of the parts, but the quality of the parts matters! The perfect chord is a state of peace and tranquility, a safe haven for any young growing man. Music is fortiter et recte embodied. It is also an emotional hug when you need one, or better, one that you can give to others who are seeking to engage.”

Mr. Schrade knows this experience from several perspectives, as a student of Allen-Stevenson, a member of a performing family and as a teacher/director who came back to Allen-Stevenson after seeing the world and earning his MA in music theory and performance at Yale.

Perhaps he knows something about finding the inner line!

Spring 2019

Philip Negrin ’23, cellist, said “My older brother plays in the orchestra, so I wanted to too. You really have to concentrate and watch the conductor. It’s also a nice way to start the school day.”

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A-S Features (cont.)

F A C U L T Y A N D S TA F F D E V E L O P T H E I R C U L T U R A L C O M P E T E N C E AT C O N F E R E N C E O R G A N I Z E D B Y C L + D

By Kosoko Jackson and Sarah Woods, Communications On November 26, for Professional Development Day, Allen-Stevenson faculty and staff participated in conversations and workshops at a Cultural Competence Conference, organized by the School’s own Community Life + Diversity (CL+D) team. The team consisted of Science Teacher Jennifer Vermont-Davis, Admissions Associate Devin LaSane, Fourth Grade Teacher Lorenzo Bellard and Upper School Librarian Liz Storch, all of whom are also Co-Directors of Community Life + Diversity.

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“Learning cultural competence isn’t just for people of color,” said Lorenzo Bellard. “It’s something we can all strive to do better, and in doing so, helps to make a better learning environment for students and ourselves.”

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The Cultural Competence Conference consisted of an opening session, with contributing remarks from Headmaster David Trower, and two seventy-five minute workshops and information sessions. Faculty and staff were able to select from a wide range of topics from “A First Look at Understanding Gender, Gender Identity, and the Gender Spectrum at A-S” to “Using Wonderful Books Related to Diversity in Your Classroom.”

“The biggest take away from this day, was how driven everyone was to better themselves for our community,” said Jennifer Vermont-Davis. “We all have one goal here at Allen-Stevenson, to make boys the best versions of themselves, and that work starts internally. What are we, consciously and subconsciously, presenting to the boys with our actions and words? How are our own biases working against the messages we want to instill in our students? As educators and adults, it’s important we recognize this, but also recognize we are still learning—and can learn from each other every day.”

At the end of the day, divisions were given an hour to talk about what they learned, unpack the day and engage in meaningful conversation with each other about what they learned and how to apply today’s lessons in their classrooms. They also talked about the faculty and staff cultural competency goals they established for the year. This helped end the day how it began, as a community, coming together with one goal in mind: making the world a better place, one boy at a time.

Jennifer Vermont-Davis and Devin LaSane leading the Cultural Competence Conference

A Few of the Faculty and Staff Cultural Competency Goals Kathy Allen

“Cultural competence is a salient issue in education. I seek to provide an environment of respect and reciprocity of ideas and to teach students from different backgrounds by incorporating racial and ethnic minority contributions in my curriculum. Becoming a culturally responsive teacher starts with examining your own belief system. It means realizing that all the boys come in with a set of differences. The first step is creating an environment that is safe. I involve my students to help set up rules that meet our needs so that we can learn from each other. I strive to ensure that my students know I see them in a way that is personal and individual. In my art appreciation class, we learn about artists from diverse cultural settings including Russia, Japan and Africa. We also celebrate the boys’ differences in skills, knowledge and backgrounds. For example, recently one of our boys taught us how to say the numbers one through ten in Japanese, sharing his knowledge and demonstrating what was an important accomplishment for him.”

“We’ve focused on intercultural competence through storytelling in the Third Grade. The beauty of language is that it can be taught through many lenses. Given the basic base that the boys have gained in previous years, we knew they were ready to go deeper in their learning and make more interdisciplinary connections that were diverse, inclusive, and reflective. Therefore, the first half of the year has centered around personal identities (introducing ourselves), getting to know our classmates (introducing others), and perspective shifting through being given new secret identities!

Connecting to the SEL curriculum in the homerooms, we spent the month of November exploring the concept of gratitude and what we are grateful for. The boys began the month using sentence starters and cognates that allowed them to express themselves. They were allowed to expand upon their thinking by writing more in English. The most remarkable thing happened as the month went on and they began to internalize the highly repetitive and comprehensible input we’d been giving them all along. They began pushing themselves to write their entire Spanish gratitude in the target language. Did you know that you really only need 7 super verbs to be able to do most of your communication?

With thought and intention, we have discovered that by creating inclusive stories that promote empathy for all students, we can help our boys to stay curious rather than fear “otherness”. Therefore, the boys were Conference discussion led by Lorenzo Bellard introduced to many different families of all different make ups that celebrated vast and varied traditions. We met the Patels who celebrate Diwali, and their neighbors the Goldbergs who celebrate Hanukkah. We met single-sex families who celebrate Christmas and after the New Year we met Sam, a boy from Japan who sets his intentions each year with Daruma Dolls. This inspired us to explore all the different parts of our own lives and set our own actionable goals. Y sí, your boys are doing this all en Español! If your family celebrates a special tradition, please let us know so we can embed it into our curriculum!

We are starting a food unit soon and would love to have foods that are representative of all of our boys’ cultures within the classroom and beyond.” continued on next page

Spring 2019

Samara Spielberg and Camilla Iturralde

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A-S Features (cont.)

Sarah Luposello guiding faculty at a workshop

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Lisa Anderson

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“I’ve created curriculum and conversations about human rights, and how to resolve conflict. The fifth graders will participate in "The Peace Project", in order to better understand human rights in other parts of the world.

They will choose a human rights organization to support through political, personal, or community action. Together, we will travel to the United Nations to learn more about the work it does around the world, and how that work supports individuals, families, and their communities.”

JoAnn Corsillo

“I chose to learn about a variety of cultures by attending some of the International Festival meetings and the Festival itself. I was excited to see so many different cultures represented at the School.”

John Zufall

“I started working with ERGO (Exploring Race Gender and Origins) in October and now lead this affinity group for Upper School boys with Upper School English Teacher Aidan Fennelly. Working with this group of boys to look beyond themselves, to try to see things from different perspectives gives me the chance to grow too. I’ve sought guidance from the Many Stories Group and have found modeling what they do to be very helpful.”

Jesse Montero

“I have made a strong commitment to reading books during read-a-louds with characters that mirror the people that they see in our community. I have partnered with Bonnie and received a list of books that talk about many aspects of being a human. Family structure, inclusion, belonging, immigration, finding one’s identity, gender, stereotypes, and overcoming obstacles.

Just to name a few. I have also attended a workshop earlier this year in October named Little Chairs, Big Differences that talked about and dealt with being more action-oriented toward creating a more just society and world. It was a great workshop and I learned a lot about how children as young as 5 and 6 years old can make active change in their own immediate world.

A discussion about books related to diversity

D E B AT E S I N T H I R D A N D F I F T H G R A D E S

By Venesha Cashdollar, Middle School Learning Resource Specialists; Kristin Filling, Assistant Head of Lower School and Third Grade Learning Resource Specialist; and Sarah Woods, Director of Communications

Third grade team debating the pros and cons of uniforms

Spring 2019

During the week of February 4, the Third Grade and Fifth Grade both held debates. The third graders debated the pros and cons of uniforms, a topic of discussion that surfaces amongst groups of boys over lunch and during snack from time-to-time. The fifth graders debated current events that they selected with the guidance of teachers through research and collaboration.

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Why debates? In the Third Grade, it was decided a number of years ago to do the debate project as a prelude to persuasive writing. This gave the boys an ACTIVE experience of arguing a point before they are asked to put pen to paper and write about it. It is their first exposure to debate at Allen-Stevenson.

To begin, the third graders are shown a video before reading an article for research. They highlight the opinions laid out in the article to see some of the pros and cons, which are then discussed in class. They are also shown a debate on another topic, so they can see the parts of debate in action before they know their own roles. The boys are then all asked to explore both the pros and cons of school uniforms before they are assigned their position. The biggest emphasis is that opinions need to be supported, not just proclaimed. They take this to heart. Partners are given a lot of time to prepare and edit each other and many choose to type up their argument (though that is not required).

In the Fifth Grade, debates incorporate elements of expository writing. The boys begin their preparation with a few sessions discussing what is trending topic-wise with Director of the Library Tech Commons, Sarah Kresberg. She shows the boys slides with different types of questions and then works with them to find out what they think are the most interesting, narrowing the list down to 12 topics. The boys are then grouped and two boys from each class are assigned to each topic. The boys are required to research both sides of the issue using NoodleTools and find facts to support their evidence. Then they develop a thesis statement before writing their piece, which is edited with the help of their teachers and peers. By researching both sides, they are better prepared for what their opponents might bring up during the continued on next page

Third graders conferring over their rebuttal

A-S Features (cont.)

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debate. Public speaking lessons and mock debates are some of the skills that the teachers work with them on in preparation for the actual debate. They learn the terminology used in a debate, such as what is a proposition and opposition team and the difference between constructive and rebuttal speeches, as well as how a point of information (P.O.I.) is requested and accepted or rejected. Watching videos from other schools to see how a debate works gives them another perspective.

With both the third and fifth graders, it is impressive to watch them stand up in front of their peers and teachers, speaking loudly and clearly as they take risks in arguing their position and challenging others on theirs. They gain a solid understanding of good sportsmanship and citizenship -- valuing the importance of others’ opinions and learning to argue for something they don’t necessarily support. As Third Grade Teacher Ms. Campo reminded the boys during the third grade debates, “The best debaters and lawyers have to argue what they don’t believe sometimes.”

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U P P E R S C H O O L E L E C T I V E P ROV I D E S I N S I G H T I N TO F E M I N I S M

By Aidan Fennelly, Upper School English Teacher To the male middle school mind, implicit in the idea that women need to be empowered up, is the idea that all men have done something wrong and correspondingly need to be diminished. Our boys feel guilty by association. Plus, there’s the other middle school adage that each boy feels, but none is willing to admit: Girls are scary, dude, and I don’t really know what to make of them.

I certainly remember feeling this way about girls and about feminism well beyond my middle school years. A few years ago, my girlfriend asked me if I was a feminist. “No! I” replied.

“Uh, why,” she asked, “don’t you believe in gender equality?” Like an idiot, I responded, “Of course I do, but I don’t like, go to rallies and stuff.”

The truth was, at the time I had no idea what feminism really was or what being a feminist really meant. I’ve since had some time to dig deep and repair the blunt-male-trauma to my head (thanks in no small part to the aforementioned feminist girlfriend). And it began by understanding the simple, beautiful goal of gender equality at the heart of feminism. Gender equality. Not burning men down and hanging them by their ties. Not assuming that all men are bad or toxic. And certainly not wiping men and maleness from the face of the earth.

At a certain point it dawned on me that I would have had a much healthier view of the world— and much healthier relationships with women—if I had learned this lesson earlier in life.

So, in light of this realization—and also in light of #MeToo, the Kavanaugh hearing, and conversations about “toxic masculinity”—it made sense to offer a feminism elective in the winter term.

A fifth grade debate

Aunt Jennifer’s Tigers

By Adrienne Rich Aunt Jennifer’s tigers prance across a screen, Bright topaz denizens of a world of green.

They do not fear the men beneath the tree; They pace in sleek chivalric certainty.

Aunt Jennifer’s finger fluttering through her wool Find even the ivory needle hard to pull.

The massive weight of Uncle’s wedding band Sits heavily upon Aunt Jennifer’s hand.

When Aunt is dead, her terrified hands will lie Still ringed with ordeals she was mastered by.

The tigers in the panel that she made Will go on prancing, proud and unafraid.

To my surprise, over 10 boys showed up. We began by unpacking stereotypes and misconceptions about feminism that were coloring the boys’ thinking. They assumed, as I guess many men do, that all feminists are outspoken, militant man-haters. They were taken aback when I told them that feminists just want gender equality, and that I, a straight white male with a good deal of bro-ness, am a feminist.

Each week since that first, we’ve used our feminist critical lens questions to dissect a work of art or current events issue. The critical lens is a great mode for this sort of work because the questions push the boys to think about works of art not just as depicting “reality,” but as sending certain messages about the roles women are expected to play in our society. This forces perspective taking, what some scholars call “cognitive empathy,” and allows the boys to visit a different perspective while maintaining their own rational viewpoint.

So, armed with the idea that feminism=gender equality and the critical lens questions, the boys began to understand the ways in which our society has oppressed women. After a while, they approached the uncomfortable question: “what would I want if I were born a woman in such a society?” One answer I hope they’ve walked away with is: I’d want the men in my life to be allies.

It may be true that men will have to sacrifice certain material and social advantages in order for there to be true gender equality. But such a sacrifice will also entail a shedding of arrogance and an end to the relentless need to be the best at everything we do that comes with it. In the end, men, and our boys, will be better off for it.

I hope the boys learned valuable lessons. In our last session, I asked them what they walked away with. Most responded with some version of this answer: “During our feminist course, I have learned the importance of gender equality and how it is important to learn at such a young age.”

Eager to share what they’d discovered and discussed in their elective, these young men presented to over 25 Upper School boys who chose to spend a lunchtime in mid-March learning about feminism and engaging in a thoughtful conversation about it.

Turns out girls aren’t so scary after all, dude.

Questions Used to Analyze Texts 1 2 3 4 5 6 7 8 9 10 11

How is the relationship between men and women portrayed?

What are the power relationships between men and women (or characters assuming male/female roles)?

How are male and female roles defined?

What constitutes masculinity and femininity?

How do characters embody these traits?

Do characters take on traits from opposite genders? How so? How does this change others’ reactions to them?

What does the work reveal about the operations (economically, politically, socially, or psychologically) of patriarchy?

What does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy?

What does the work say about women’s creativity?

What does the history of the work’s reception by the public and by the critics tell us about the operation of patriarchy?

What role does the work play in terms of women’s literary history and literary tradition?

Aidan Fennelly listens to the boys analyze a text

Spring 2019

We spent the next part of that initial discussion exploring the idea of power. We focused on three types: cultural / social, political, and economic, and looked at concrete examples of how, on the whole, men have a disproportionate share of each. We then learned a little about the history of feminism, and I introduced them to a “feminist critical lens,” a series of questions used to interrogate works of art and media regarding how they support or subvert traditional gender roles.

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A-S Features (cont.)

A L L E N - S T E V E N S O N TA K E S O N T H E S I L V E R S C R E E N W I T H S T U D E N T- L E D TA L K S H O W

By Kosoko Jackson, Communications Manager At Allen-Stevenson electives provide the opportunity for Middle and Upper School students to expand their skills, tap into their interests and learn new passions. One of those electives, which combines public speaking, cooperation, technical skills, writing, and more, is our Talk Show Elective in the Upper School—supervised by Technology Digital Media Specialist Chris Caccamise and Learning Resource Specialist Meghan Wall.

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Every week, Allen-Stevenson Upper School students Jack Bolster ’20, Terrence Fuller ’20, Adam Lipman ’20, Julian Schnitt ’20, Manas Ramesh ’21, and Will Whiting II ’21 meet to work on the Allen-Stevenson Talk Show. Each class is different. Sometimes it’s a collaborative planning session, like a writers’ room for a popular TV show, where students plan and outline their skits.

Other class times are spent recording the skits, learning how to use the equipment in unique ways. Some sessions are purely editing the video before loading it for publication, but most of them are a mix—allowing students with different passions, interests and talents to experience something within their comfort zone while developing proficiency in new areas.

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“Let’s face it: teens love the Internet,” said Mr. Caccamise. “So why not teach them how to be a part of the online community in a constructive, autonomous way? The Talk Show is not only a great way for our boys to learn filming, marketing, and creative skills; it’s a tangible thing they own. Ms. Wall and I are simply guiding them. This is all the boys’ doing.”

The Talk Show, published monthly, has two episodes currently and over 300 views in total!

Teachers have mentioned how fun they consider the Talk Show to be and fellow students have found the comedy in the skits hilarious, and the graphics, “pretty cool”.

“When I started the Talk Show Elective and described it to Mr. Caccamise, he was completely on board,” said Ms. Wall. “We focused on teaching the boys how to use equipment, practicing and reinforcing articulation, and of course, working together towards a common goal. The elective is a fun experience, but it’s also one with a due date. We’re teaching our boys how to work together joyously but to still be focused, and how to plan something from start to finish. It’s inspiring to see the boys come up with their own ideas, take ownership, and execute them.”

As of this second semester, Technical Support Specialist Mike Garey has joined the elective and has provided his insight on how to make the videos even better.

Look for the Talk Shows on The Allen-Stevenson School website.

Filming for a show

U S E O F S E E S AW A P P E M P O W E R S LEARNING FOR FIRST GRADERS

By Sarah Woods, Director of Communications First grade teachers Jenny Griffiths, Sophy Joseph and Barbara Shindler are trying out a new digital student platform called Seesaw with their classes.

“Seesaw was originally designed as a digital portfolio tool, allowing students to document and share their work and explain their thinking, giving them a sense of independence and ownership. The tool has grown to enable teachers to create and share activities with students,” said Marissa Zelmanowicz, Technical Support Specialist, who has been working with the first grade team to master this tool.

To use the Seesaw app for an activity a teacher will begin by explaining the assignment for the day to the whole class. Then, using an iPad, each student scans a QR code that is specific to their class that is posted in the room. The code allows the students to gain access to their class in the Seesaw app as well as their individual portfolios and assigned activities.

Sophy Joseph explains a Seesaw project

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The app might be set up with a math activity where children are to demonstrate number sentences using grouping of beads. The students will then take a picture of the beads, write the equation on top of the image, record their thinking using the microphone and add this work to their file. First graders are able to articulate their thought processes and the app helps keep track of their thinking. Teachers can then log in to the app and view the completed assignments.

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“After I’ve read through and listened to all of the assignments, what’s nice is that I can easily share some of the different ways of thinking through a math problem with the whole class,” said Sophy Joseph.

Jenny Griffiths added, “Sometimes the projects require the boys to work in partnerships, which helps them learn how to collaborate. It also gives them the chance to assist each other either with the instructions or with the assignment itself.

They become responsible for each other’s learning.”

Barbara Shindler said, “The Seesaw app is very user friendly not only for the boys but for the teachers as well. As a team of teachers, we have found the app makes it easy for us to share ideas, which we have then repurposed for our own particular needs.”

“The first graders are currently publishing their writing How To unit. It is especially exciting for them because they get to take pictures, record their voices reading the story, and then publish it onto Seesaw. This published piece can then be shared digitally with family near and far. It builds a sense of independence, empowerment, and agency.

How special that as first grade writers they can share their published book with a vast audience!

What a treat for the audience that they get to hear the writing piece from the authors themselves,” explained Ms. Joseph.

An example of a Seesaw math assignment

A-S Features (cont.)

WHY ALLEN-STEVENSON PUT THE “A” IN STEAM

By Rob McCallum, Art; Woodshop; and Computer Teacher and Sarah Woods, Director of Communications The STEM – science, technology, engineering and math – acronym originated in 2001. In 2015 Congress added an “A” moving STEM into STEAM. Allen-Stevenson recognized early on the importance of STEAM. Interdisciplinary in nature, STEAM works with a project, inquiry-based approach to thinking, problem-solving, and creating. Emphasis is placed on the creative process involved in tinkering and experimenting with ideas, i.e. inventing to learn rather than learning to invent (Martinez & Stager, 2013). Functionality and making things work is important in a STEM classroom, but when we introduce aesthetics, art and design, it foregrounds other factors such as creativity and students’ own meaning making as they engage with the various concepts and skills being taught.

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He went on to explain, “Art is really integral to the design process. Focusing on the aesthetic of something that is being engineered is being considered more and more. Look at the iPhone for example. It’s the design that sells the iPhone. Engineers tend to be more functional. Imagine how different the iPhone would have been if its appearance hadn’t been taken into consideration.”

“I always think historically in terms of what we are doing too. Look at Leonardo da Vinci who combined the arts, science and technology in his numerous inventions and how he improved existing objects by considering their design.”

In the Fifth Grade, students build wind turbines as part of their STEAM project to create waterside homes to withstand storm surges. The art component is continually brought into the

Max Kahn ’23 and Soham Sethi ’23 measure for their wind turbines

Braden Queen ’20 and Lawson Wright ’20 work with microprocessors

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“Encouraging students to think outside the box is where the art piece comes in,” said Art Teacher Dr. Rob McCallum. “It helps to bring science and technology together.”

process. To make these turbines, the boys use recycled materials like cardboard to design the blades for the turbine. Initial sketches are uploaded into Tinkercad, a CAD software program. The final components are printed using a 3D printer.

“There are also many exciting STEAM projects going on in the Upper School. I’m working with microprocessors in an elective. We’re combining the microprocessor with maker robots, and getting the micro-processors to talk to each other, so we bring in the building component and then coding in either Scratch, JavaScript or Python.”

“What’s particularly exciting is that the boys are also teaching me. I am not necessarily the expert on this. We invent to learn collaboratively,” Dr. McCallum emphasized.

“All in all, the important lesson here is that art engages a creative process and the boys are learning to think sequentially and build and revise on their ideas. There is a logical process that works together with the more creative, open-ended processes. Using the microprocessors in the Upper School, they can come up with their own ideas and drive their own STEAM project. It’s very exciting. It encourages them to think and it encourages them to collaborate. Learning through failure is so important. If something doesn’t work, you try again, until you get to the outcome you are seeking.”

Everett Royall ’23 and Philip Negrin ’23 sketching their plans

Dr. McCallum hears about design plans from Marcus Lambroza ’23 and Pierce Harris ’23

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“The boys also work with design software like Sketchup for this project. The arts process is the cool component of the engineering process,” Dr. McCallum pointed out.

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Faculty Spotlight

Lisa Anderson

Fifth Grade Teacher

What do you like in particular about teaching Fifth Grade?

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I love the work that I do because I feel privileged to be part of someone else’s learning story. It is inspiring to watch my students grow socially and emotionally throughout the year.

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You oversee the Odyssey of the Mind after school class for fifth and sixth graders. Why did you decide to bring this program to Allen-Stevenson?

Odyssey of the Mind develops so many skills—self-reliance, problem solving, innovation, and logical thinking—which are elements of a good STEAM program. In the Fifth Grade, we spend a lot of time talking about the Engineering Design Process (EDP). Odyssey of the Mind uses the EDP process over and over as the boys turn their ideas into original products.

I love the creativity of the program! Engineering original products can be challenging at times; the process of engineering is what allows the boys to adapt a growth mindset, which helps them to deal with both setbacks and successes.

It’s wonderful to be part of the creative process with them!

You’re also very interested and involved in the STEAM program at Allen-Stevenson.

Can you describe how you developed this interest? When

I was in a master’s program, I had a professor who taught me about inquiry learning. She was also my thesis advisor and helped me develop a love for

from the #ASpotlight Series as seen on social media

“hands-on/minds-on” teaching and learning. Her graduate courses were designed to teach science through inquiry, and she used the “hands on/minds on” method to teach her graduate science classes. I just loved the whole idea of having students, whether they are in history, reading, science or math, bring authentic learning into the classroom. This is what it’s all about to me. Students come to me to ask, “Why does this matter?” STEAM fills in all the blanks.

You have quite a background in STEM/STEAM. Can you elaborate? I taught science in a public school system in Virginia prior to coming to AllenStevenson. Another teacher and I took a Virginia Tech Summer Program and started a STEM lab in our school. We went on to integrate a STEM curriculum into Grades K-5. This STEM curriculum was then shared with other schools in the district. I feel fortunate to be able to pursue this passion at Allen-Stevenson where I get to create original curriculum and integrate STEAM into our lessons.

Can you describe one of your favorite topics to teach during the year? In addition to STEAM

V, I really like the unit we are about to begin…the Civil Rights Movement. In fact, over the summer a group of fellow faculty members and I took a road trip south to see an excolleague and as part of this adventure we went to the Civil Rights Museum and the 16th Street Baptist Church in Birmingham, Alabama. It was very powerful for all of us… hearing the stories and accounts of what happened during this time period. I plan to bring a lot of that curriculum to my students. There were first-hand accounts from James Zwerg, as a young activist, and the story behind the role of John Lewis and the personal account of his activism. There was a lot of audio and video available of Martin Luther King, Jr., which will be useful when we begin our discussions on the Civil Rights Movement.

What does “many ways to be a boy” mean to you? “To me, it means being your best self and being your true self. Be who you want to be. And love what makes you different. I try to reinforce this idea in our boys every day.”

Clarissa Crowley

Second Grade Teacher

What do you like most about working at Allen-Stevenson?

“As I constantly examine how I can grow and become a better teacher, I appreciate the wisdom I can get from the many talented people who work here.

They push me to expand my thinking and explore new avenues of learning that I might not think of on my own. I also love the collaboration inside of the Allen-Stevenson community.

Before transitioning to the second grade role, I had always taught in a co-teaching dynamic. I was a little nervous thinking about what it would be like teaching alone, but honestly, I never feel alone or that I don’t have access to help if I need it. We’re such a team.”

What is your best AllenStevenson memory? “I really

enjoyed the Ancient Egypt project that we did with Dr. Terry and the Fourth Grade team. The boys were able to drive instruction by conducting a ’book scatter’ to identify what they were most interested in.

From there, they were guided to ask questions and think critically about Ancient Egypt under the reign of Hatshepsut.

This project was thoughtful and engaging, and the internal motivation we observed was incredible!”

What are you looking forward to this year at AllenStevenson? “I’m looking forward to practicing Responsive Classroom techniques and strategies, continuing to teach social and emotional learning, and doing more read alouds that share diverse books with our students.”

Maurice Hicks Jr. Fifth Grade Teacher

What are the differences between teaching kindergartners and 5th graders? “In some ways, the

two are very different. For kindergartners, often times, this is the first time they have even been in a classroom setting before unless they attended pre-K. There is a certain level of wonder, excitement and energy that’s so contagious, but also has to be guided.

Kindergartners require you to be more ’on’ when they walk into the room: happier, chipper, excited. With fifth graders you can have more engaging conversations and dive deeper into topics. You can joke more and have a stronger relationship with them as they see things on a deeper, higher level. Both classes, though, have

There’s been a lot of positive talk about the “Maurice’s Words” activity you’ve introduced; can you talk about it with us? “The words activity,

which is more of a question, is something I started on a whim one day so that I could learn about my students better. Every day I pose a single question that the boys, originally, had to answer in one word. Over time, we broadened it to be more expansive, allowing boys to answer in short sentences.

Sometimes the questions are comical, sometimes they are political, and sometimes they deal with current events. The point of the words is to give students the freedom to speak their mind in a safe space, to learn more about one another, and ultimately, for me to understand them better. You’d be surprised at what information you gather about our students when they have the freedom to speak their minds. It’s been a huge success and a lot of teachers, and students, look forward to it.

I’ve noticed, if I don’t do it, the classroom is off-kilter for the rest of the day.”

How does being a male of color influence your teaching?

Does it at all? “As a Black man, I inherently bring a part of myself into the classroom. I bring a different point of view that many students might not have experienced. Being Black is part of who I am. I cannot separate that from my being and I can’t separate it from my teaching. I believe I influence the boys in a positive way by giving them a new perspective, but also giving fellow boys of color a role model to look up to.”

Sarah Luposello

Fourth Grade Teacher

How do you bring SEL (Social Emotional Learning) into your classroom? “It’s constant,

actually. It might look like, on the surface, that we’re just doing reading comprehension in the class, or developing vocabulary, but we’re analyzing everything: the character reactions, character traits, how they interact with the world, etc. SEL poses questions that we as a class get to explore. For example: If you don’t agree with how this character handled a situation, how would you go about it? How would you change their reaction? How would you defuse this conflict?

It’s implicit in what we teach, but during Advisory, it’s also explicit. We work hard to give boys the power to be heard, the space to speak their minds safely, and reinforce the importance of listening to others actively. The big focus, overall, is your words matter.”

How do you find collaboration helps you? “Collaboration is

crucially important to model for students and for teachers to develop better learning experiences. I had the chance to work with Dr. Mary Terry, a science educator who dedicated much of her life to instilling elements of inquiry into various academic areas at AllenStevenson, and we collaborated on our Egypt project. We had two fourth grade teachers in the room, a learning specialist, Dr. Terry for STEAM, and a library tech specialist. The unit we were able to build as a group from our collaborative sessions

What benefits do you think social media has for educators? “Social media is

definitely a blessing and a curse. What I found, through another colleague, Samara Spielberg, is if I follow the right educators and hashtags, Twitter is basically a giant global collaboration session. Teachers share ideas and lessons, they ask for advice and help on how to tweak a lesson to accomplish a certain goal and so much more. You’d be surprised by the answers you can find online, simply by asking educators who have done something similar in their classrooms. Another bonus is that social media help keeps me up to date on new teaching practices.”

What is your best AllenStevenson memory? “All of my memories are attached to my personal ups and downs. But in all of them, Allen-Stevenson staff and faculty have been there to support me. That includes students and parents, also. Even now, people are invested in me as a person, and check in on me—asking questions and committing them to memory—not just social niceties. That means a lot.”

What made you apply for employment at AllenStevenson? “When I received

my master’s degree, I was looking for full-time employment.

At a Diversity Job Fair, I met Stephen Warner and Susan Etess and chatted about AllenStevenson. From the first conversation, I fell in love with the way they passionately described the School and fell even more in love with the School itself when I came to interview. Everything from the staff, the boys, and the curriculum were perfect to me.

It’s been 12 years, and I’m still here, so that tells you how much I love this school!”

What are you looking forward to this year at Allen-Stevenson? “I’m excited

Jennifer Phillips

Kindergarten Teacher

What do you like most about working at Allen-Stevenson?

“I love working with the people.

Children are great, especially here, but having a pleasing environment in which to work and good coworkers to work with makes it all the better.

I love my job because I love where I work, and with whom I work.”

about growth this year: the growth of myself as a teacher and a person, and the growth of the boys. I can’t wait to learn from them and teach them.

I think this helps to create a better understanding of our society, and even ourselves and I’m excited to be just one contributing part of a community that helps craft well-rounded men.”

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was unique and powerful.

Collaboration increases my teaching but also helps me create lessons that are way more accessible and genuinely help every type of learner. No matter what you’re teaching you can benefit from collaboration.”

their own version of autonomy and both grades bring their experiences and lives into the classrooms in unique and engaging ways.”

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News Susan Etess, Director of Admissions, welcomed another grandchild on July 5, 2018. Her son, alumnus Andrew Zimmerman ’00, and his wife Elana, had their second child Arlo Jade Zimmerman, joining big brother Axton Zane.

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Peter Fletcher, Academic Technology Integrator, said, “The Fletcher-Maier family have a new pup, Max!”

Spanish Teachers Camilla Iturralde and Samara Spielberg presented their #NoMásBullying unit to foreign language teachers from the Northeast. Many attendees tweeted about their work which connected them with teachers around the country. They will be presenting their research on this unit, which was conducted through the International Boys Schools’ Coalition, in Montreal this June, and they have been asked to speak at a language institute this summer on their work with empathy so stay tuned!

Spanish Teacher Stephen Krawec was accepted into the IBSC Action Research Program for the 2019-2020 school year. He will be joining a group of 40 educators and teacher-leaders from around the globe, each of whom is conducting an original research project that will impact his or her school in a meaningful way. The theme for the upcoming year is “Developing Agency: Boy Voice and Choice.” He is looking forward to learning, developing, and sharing work that will help our boys develop a greater sense of ownership and stewardship over their learning. Stephen said, “I am also proud to represent Allen-Stevenson at the international level and look forward to presenting my research in Barcelona in the summer of 2020.”

Meghan Gelling, School Nurse, married Sean Little on December 1, at the Suffolk Theater in Riverhead, New York.

This column features a faculty member who shares insight into an interest of theirs, whether it is music, books, plays, art and more, that might inspire you too.

Louisa Wells, Communications Manager

In summers growing up, my mom’s response to my brother and me proclaiming our boredom was “figure something out,” and my version of figure it out often ended with scraps of colorful paper, paint, beads, stickers, and markers strewn about the living room floor. Suffice it to say my creative juices were flowing.

It wasn’t until high school that I discovered my love for photography. A friend’s mom owned a small photography business in my suburban town of Grayslake, Illinois and seeing her photos captured my attention.

The year I turned 16 I received my first camera as a gift and never looked back. Through years of taking headshots, photos of friends, and exploring all types of

photography, it wasn’t until I moved to New York and had the opportunity to cover backstage shows at New York Fashion Week that I discovered my true passion —fashion photography and portraiture.

3 Keys for Taking Better Photos (on your phone, camera, or wherever)

I love the beauty of capturing everyday moments in photography and I like to bring that into whatever subject I’m shooting. I also I believe in the power of inclusivity and am a strong advocate for weaving in diversity through the fabric of my work. Photographing the community at Allen-Stevenson gives me the opportunity to do just that and taking photos of the boys brings me such joy.

I love being able to capture their contagious laughter as they discover, learn, and grow.

Lighting: All light has purpose and tells you what to look at and what to ignore • Ask Yourself: How can I use the light to add to my photo, not take away? Or, how can the lack of light in my photo say something to the viewer?

You can view more of my work on louisawells.com and find me on Instagram at @bylouisawells.

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Creativity has always been a core part of who I am and how I express myself. Growing up, the question wasn’t “am I creative,” but rather, “how far can my creativity take me?”

Composition: Everything in the frame • Ask Yourself: Why is this in the photo?

Story: Not the how but the why • Ask Yourself: What am I trying to convey?

Bonus: Editing Tips I use two mobile apps to edit my photos that I post on Instagram: VSCO Cam and Snapseed.

Tips for Editing: • Less is more • Ask yourself (again) what am I trying to convey?

• When in doubt, edit the following: Exposure or Brightness Contrast Saturation Temperature & Tint

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faculty feature Some sage once said that great teaching is an art.

David Kersey would like to remind you that great teaching is also very much a job—one he’s done for over fifty years—and also, that he made Kurt Vonnegut cry.

Below is my conversation with him, which has been edited for clarity and brevity.

Aidan Fennelly: So, part of the reason I was asked to do this interview is because I started here [at Allen-Stevenson] when I was 27, around the same time you did.

David Kersey: I started when I

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was 26.

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AF: Right, so what would you say to the teacher you were then, knowing what you know now?

DK: I hope I’m not the kind

of older teacher who goes around giving advice.

AF: I certainly don’t think of you that way, though I do admire you.You once said you think of your wife, Christine [Schutt], as a genius teacher.

I think I see you in the same way.

DK: [laughs] I don’t know about that. That’s very kind of you. But it’s true Christine has made me better. Her writing and her teaching life are one—she does something no one else can do.

AF: Besides her, who or what has had the biggest impact on your teaching?

DK: I’m not sure what you mean.

AF: Well, why did you become a teacher?

DK: My mother was a teacher, and my grandmother, and two great aunts (Sisters of Charity), so that must have had something to do with it.

In college I remember thinking teaching was something I could manage (unlike law school or centerfield at Fenway Park) and teaching certainly passed the idealism test of the 1960s. There were other influences of course, often shallow or sentimental, but more than anything, from the beginning teaching seemed right to me, and with my own childhood held close, the place I should be. “My childhood bends beside me,” says the failed teacher, Stephen, in Joyce’s Ulysses.

David Kersey Interview by Aidan Fennelly, 7th and 8th Grade English Teacher AK: It was only a matter of time before you started quoting Joyce. What is it you like to say, the Wordsworth quote?

DK: “Shades of the prisonhouse begin to…” You know what, we might want to keep that out, I don’t want to come off as pretentious.

AF: Fair. We can revisit it if we need to.You mentioned you grew up with teachers. What was that like? How did that influence you?

DK: Well, the Wordsworth quote, “shades of the prison-house begin to close upon the growing boy,” is kind of howI felt about my own schooling. I remember it as grey and not fondly, even at a distance. But I had good teachers, dedicated teachers.

Including my mother.

AF: Do you see yourself in those teachers?

DK: I see myself as getting the boys through— curriculum, yes—but, I don’t want school to harm them. I guess I see myself as carrying them through.

AF: What about the other thing you’ve remarked on, your “Peter Pan” complex?

DK: [laughing] The idea that I’m an attenuated adolescent at 75 seems ridiculous. But I am comfortable with boyhood. I feel that I understand the boys, that we understand each other.

AF: That explains why you’re here [at Allen-Stevenson].

But what is it that kept you here so long?

DK: I’m not sure. New York City, maybe? I started teaching at home in Massachusetts, and then for two years in Maryland. At some point, I decided I could be a teacher anywhere, which meant I could be a teacher in New York City. The city is a big part of this.

AF: What do you mean?

DK: I don’t remember the start of my love for the city, but New York had always seemed the center of the universe, the place to be. I remember listening, as a boy, to a Saturday morning radio drama called Grand Central Station that made the same point. Later I understood that it was the center of our culture and that it had an energy and electricity that drew me to it. I wanted to be here. And I realized: I could teach here.

AF: And why A-S, specifically?

DK: No reason really except that the School offered me a job. I was lucky, I guess. I was an average student, I never felt I had any particular gifts, but somehow, I found myself in the classroom and from the very beginning it seemed right. The boys seemed to like me; the people who hired me seemed to be happy with my work. Well, they rehired me, anyway.

AF: [laughing] I think you’re being modest.

DK: The School took care of me. It clothed me, fed me, looked after me —it was like a family. And at a certain point I suppose I became one with the School and that we, the School and I, melded into one.

AF: Is there a particular moment you realized this?

DK: No, nothing dramatic, anyway.

AF: I wonder if you’d talk a little about your work with the School’s alumni, both teaching them and later in working with development.

For example, what’s it like teaching the children of alums?

DK: When it first happened— Shuui Hosoi’s son, Sota was the first about ten years ago— it was exciting, a kind of milestone, but as time has gone on it’s become commonplace.

First day at Allen-Stevenson

David in his garden in Maine

AF: What about the give and take involved with alumni in general?

DK: Sometimes you pick up

with them just where you left off. Sometimes the conversation goes back to their time here. Sometimes they have to bring me up to date. At their best, these encounters are still couched in the innocence of our first times together, boy and teacher.

AF: What about the other roles you’ve had at the School?

DK: I was co-head of the Upper School for a few years in the 80s. And before that I was the athletic director. But I’ve always taught. I sort of

reeducated myself here. I’m the only adult to play in the orchestra. In many ways, the School took me from a jock to a more cultured man. This brings us, I suppose, to the theater.

AF: How did you get involved with that?

DK: I was a fourth grade homeroom teacher, and each year we had to do a play. I liked to do that and one year I found a book that had a 35-minute version of The Tempest.

AF: And you did it?

DK: Yes. I found they could do it! And do it well, too. And they liked it. So eventually I worked my way to the Upper School. They asked me to do the play and I jumped in. I’ve helped stage a lot of plays by now, some many times over, but Shakespeare always seems new.

AF: Which is your favorite?

DK: I actually have the correct

answer for that—whichever I’m doing at the moment.

AF: Good answer. I have to ask again: any advice for today’s young teachers?

DK: No, not really. Except it’s important to be away.

AF: What do you mean?

DK: During the summer: Don’t teach. Don’t do camp.

Put it down.

AF: What do you do instead?

DK: Somewhere early, in my late 20s or early 30s, I became obsessed with all things horticultural. I didn’t think about much other than flowers. There was the garden and there was the School. The teaching became a way to support my gardening.

AF: Say more about that.

DK: The garden refreshes the teaching; the teaching refreshes the gardening—

AF: There’s a metaphor here, somewhere

DK: Yeah, I guess—well there’s husbandry in both [laughs].

AF: Anything you’d like to tell me, specifically?

DK: I hope you won’t quit the School. I’m very fond of you.

AF: Well, the feeling is mutual.

DK: Yeah, well thank you.

And, maybe, a couple more things: I’m put off by the notion that we inspire. It’s a conceit to think that we inspire children. It’s a conceit to say that we are inspired. And when it comes to the divide between “educators” and teachers – I’m firmly in the camp of the teachers. I like to think that teaching is a

calling, but mostly it’s a job. I take a lot of pride in the fact that I’ve done this job for fifty years. I take a lot of pride in the fact that you and I do the same job.

AF: That’s right, you should.

And I agree by the way, modesty in all things. Any parting shots before we end the interview?

DK: Uh, no, well not really.

Except I made Kurt Vonnegut cry.

AF: What?!

DK: I staged Our Town years ago, and Kurt Vonnegut’s daughter was in the show. She had a small part. And at the end of the show he came up to me, with a cigarette in hand, mind you, and he said: “you made me cry.” Just like that.

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But the fact that I taught the father is always in the air when I work with an alumni son—for me and for the boy, I think, but mostly the boy and I form a new bond. Sometimes I think I see similarities, which seems obvious, I guess, but sometimes I think I see the old boy in the new boy— the same mannerisms, the sound of their voices, things like that. That was particularly true of Mark and Jordan Wasserberger. I remember Mark when he was in First Grade. I did a lot of lower school field in the 1970s. It also means I have to be on my toes because I have some sense the alumnus is judging me.

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alumni feature

From a chat with Kosoko Jackson,

Communications

Manager and Jen Ziplow,

Special Events and Alumni

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Relations Associate

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Charles Socarides ’92

Can you walk us through a day in the life of an actor?

“The life of an actor is split into two different times— when you’re on set and when you’re not. When I’m not on set, my focus is auditioning: learning the lines, practicing for a role, and practicing some more. I also tutor on the side, in all subjects, and help Allen-Stevenson’s Theatre program. When I get a role, which is the best feeling, my day is spent with almost 90% of the time on set. Those days start with me in hair and makeup, catching up with old castmates (if it’s a recurring role), and then doing what I love most: acting.”

What inspired you to become an actor?

“Honestly? Allen-Stevenson.

I acted in some of the Shakespeare and Upper School plays when I was younger and fell in love with it. I went on to study at the conservatory and then on to stage acting. I loved that—but I realized I really liked the quick pace of TV and movies, after booking my first movie gig. I’ll always love stage acting, but TV and movies are where my soul lies.”

What’s your fondest AllenStevenson memory?

“Most of my memories, and I probably shouldn’t say this, are about pranks. There was one time me and my fellow classmates in Ninth Grade wanted to see if we could get one of our friends to slide across the table, on his stomach, into his seat without the teacher noticing. Of course, she noticed, but it’s the memories like that which stuck with me—the friendships and the relationships I built at AllenStevenson that made me into the man I am today.”

As you may know, David Kersey is celebrating 50 years of teaching at AllenStevenson—what’s your most memorable David Kersey memory?

“Besides all the plays we’ve done together, the most memorable moment I have is (again) related to jokes and pranks. When my friends and I made a joke, if Mr. Kersey laughed at it, or copied it himself, we knew we’d made a good joke. If not, it was a dud.

I credit Mr. Kersey for helping me develop my humor, but also being someone who taught me about acting, history, and the many ways to be a boy in general. I wouldn’t be who I am without him.”

“Allen-Stevenson made me curious and nurtured my love for learning. It taught me that asking questions isn’t a bad thing and that ’acting’ isn’t something nerdy. I didn’t even know people thought actors were nerds until after I left the School. Because of that, I had a little more confidence than I think I would have acquired had I gone to another school. This community taught me how to be proud of myself, and not be ashamed of the things I love. I’ve carried that with me.”

What is the coolest, or your favorite, story from being inside of the industry?

“In 2018 I was lucky enough to act in When We Rise, a miniseries directed by Dustin Lance Black. In the series, I played my older brother.

The intimacy in the scenes focused on my brother’s relationship with our father, in particular around my brother’s coming out and being gay. These were some of the most powerful scenes I’ve ever acted in. It was such a personal story, and Dustin handled it with such care, but to be involved in that? It’s something I never could have imagined I’d get to do, but I’m so happy I did.”

What does “many ways to be a boy” mean to you?

“It means that focusing on feelings and sensitivity isn’t a bad thing. Boys can be anything they want to be.

There’s no one right way to be a boy, and I really think AllenStevenson reinforces that.”

Do you have any wisdom you’d like to impart on current Allen-Stevenson boys?

“Appreciate and be kind to each other. Learn how to build strong and meaningful relationships with people.

The roles and opportunities I’ve had aren’t because of my acting skills alone. It might be because of a conversation I had with a director a year ago and he thinks fondly of me.

Personal relationships will always get you further in life than pure skill.”

Charles in the role of The Mayor in the 1990 production of The Front Page

For any boys considering going into acting, what’s some advice you’d give them?

“Just do it. Put your heart and soul into it. If it’s something you love, something you think will fulfill you…give it a shot!

There’s no reason it has to be your whole life, nor do you have to do it now, but if it speaks to you, give it a try.

You have nothing to lose.”

Spring 2019

How did Allen-Stevenson prepare you for your current career and future after 8th Grade?

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OUT AND ABOUT

Alumni Holiday Reception December 19, 2018

John Clofine ’18, Jack Greff ’18, Addeson Lehv ’18

Upper School Head Steve Cohen, George Frank ’12, Cameron Koffman ’12, Erik Silberstein ’12, Nick Hershey ’12

Lamplighter

Young Alumni Homecoming November 20, 2018

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Nicholas Simonian ’18, Music Department Head Michelle Demko, Ryan Silpe ’18, Ryan Bird ’18, Alex Smith ’18

Back Row: Dare Rolfe ’18, Zale Peart ’18, Jonathan Moya ’18, George Lucas ’18, Math Team Leader Mary Leonard.

Front Row: Valen McCallum ’18

Jonathan Levy ’79, David Kersey h’98, Reed Katz ’03, Sean Flatow ’03

Jordan Wasserberger ’19, Mark Wasserberger ’82

Alumni of Color Gathering January 11, 2019

Ralph Rella ’93 and Angel Quinonez ’20

San Francisco Alumni Reception February 27, 2019

Spring 2019

Ralph Rella ’93, Jesse Taylor ’85, David Kersey h’98

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Denton Smith ’94

Adam Centeno ’10 and Hassani Figueroa ’10

Back Row: Rick Rose ’60, Wyatt Wartels ’89, Tim Maloney ’04, Eric Bader ’82, Jeremy Mittleman ’10. Front Row: Andy Seplow ’81, David Kurzman ’89. Thank you to host Ian Kasman ’84.

Los Angeles Alumni Reception March 1, 2019

Max Brockman ’03, Alexander Corwin ’08, Townsend Crum ’90, John Gilmour ’78, Andy Heyward ’64, Alexander Klebanoff ’98, Henry Hong Liu P’14, Hua Chen P’14,Victor Lyman ’58, Kadyn Michaels ’91, Nick Schutt ’94, Richard Scurry, III ’94, Michael Seplow ’78, Scott Tuft ’91, Zak Penn ’83, Jeremy Kramer ’84. Thank you to host Zak Penn ’83.

alumni NEWS

1955

Phil Proctor ’55 performed as the wise and knowing town physician Doctor McSharry in The Cripple of Inishmaan in Glendale, California.

1959 Lamplighter

Michael Douglas ’59 won the Golden Globe for best performance by an actor in a TV series, musical or comedy, for his role in The Kominsky Method.

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1977

In February, a film by Dewey Wigod ’77, Back to Berlin, was screened in New York. The film is about a team of Israeli motorcycle riders who carried the Olympic torch across Europe to plant it in the Olympiastadion for the opening ceremonies of the European Maccabee Games of 2015.

1986

Bill Konigsberg ’86 now has an award named after him! Going forward, each year the Assembly on Literature for Adolescents (ALAN) of the National Council of Teachers of English (NCTE) will recognize an individual with the Bill Konigsberg Award for Acts and Activism for Equity and Inclusion through Young Adult Literature.

Douglas 1959

Madden 1993

1987

Major Christopher Hallows ’87 has taken command of 1/504th “Red Devils” PIR, a parachute infantry battalion in the 82nd Airborne Division. He is working with 700 paratroopers some of whom are just a few years older than the 9th graders at A-S!

1993

On November 16, 2018 at 3:33 pm, T. Andy Madden Jr. ’93 and his wife Emmy welcomed a sweet baby boy, Hunter Hendry Madden, into the world. Best wishes to you and your growing family!

Paul Grellong ’93 is in South Carolina working on his new play Power of Sail. The play will make its world premiere from March 15-31.

1996

Will Schutt ’96 recently published My Life, I Lapped It Up, a translation of selected poems from Edoardo Sanguineti. This is the first comprehensive English translation of one of postwar Italy’s most important poets.

1998

Graham Winfrey ’98 recently co-wrote and directed Double Belgian, his first feature film about craft beer. The movie was recently accepted to "NewFilmmakers New York," a year-round screening series.

Winfrey 1998

Woods 2017

Duffy and Hilliard 2011

2002

2016

2004

2017

Will Hershey ’04 and Tim Maloney ’04 have started a new venture together. Roundhill Investments will offer public market investors exposure to the fast-growing esports industry, starting with an exchange-traded fund they expect to launch early next year.

Richard Hausman ’16 recently attended the New York State School Music Association (NYSSMA) All State. After 9 consecutive years of NYSSMA participation from grades 3 through 11, he was awarded with the opportunity to attend All-State Festival!

Jennifer Vermont Davis, Co-Director of Community Life + Diversity and Lower School Science Teacher, saw Jordan Woods ’17 star in the Trinity production of Urinetown as Bobby Strong. Congrats Jordan!

Spring 2019

Matt Levinson ’02 (Stage Name: Matt Butler) recently performed at the Rockwood Music Hall in New York City! He has been on the road for the last year performing his original song ’Just One’ for the feature length and nationally distributed documentary Generation Found. Matt also performed at AllenStevenson for the Upper School boys on February 27.

2011

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Stephen Warner, Head of Lower School, recently celebrated the graduations of Michael Duffy ’11 (Bard) and Chad Hilliard ’11 (Yale). Michael is a three-time member of Baseball’s AllAcademic Team in the Liberty League while Chad is pursuing his artistic talents in photography.

2015

A big congratulations to William Morris ’15 who just signed to Hofstra University’s Men’s Lacrosse Team! William currently attends IMG Academy and is excited to join the outstanding athletic program at Hofstra.

Legacy Admissions

We are delighted to note an increase of interest in AllenStevenson among alumni who have sons of school age. Because of this, the School has developed a policy to handle Legacy Status: alumni may request an early admissions decision although Legacy Status does not mean an automatic or guaranteed acceptance. Alumni who are interested in applying their sons for Kindergarten 2020 should call the Admissions Office before June at 212-606-0884.

alumni NEWS

In Memoriam Jedd Sereysky ’99 Jedd Sereysky

’99 MD, PhD, 34, passed away

on October 29, 2018. Jedd is the son of Andrew and Joan

Sereysky, brother of Brett Sereysky and husband of Lamplighter

Jessica Nikitczuk Sereysky.

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Jedd was born on July 18, 1984 in New York City and attended

Edward Bakwin ’43 passed

Michael Bakwin ’49,

Bruce Schlechter ’59 passed

avid fly fisherman, passionate

was a beloved husband, father,

away on Thursday, November

businessman, philanthropist,

daughter, Elizabeth Bakwin

gardener, and intrepid traveler,

22, 2019. He is survived by his of Chicago; granddaughters, Anna and Natalie Bakwin of Chicago; sister, Barbara

Rosenthal of New York, NY;

passed away on Monday,

December 3, 2018, in Suffolk, VA, from natural causes.

brother, Michael Bakwin of

Suffolk, VA; and companion, Mary Lou Karth of Chicago.

away on March 31, 2019. He

grandfather, brother, uncle, and friend and lived a full, rich life

devoted to his family, his work, and his community. He worked at Rose Associates for 42

fulfilling years. He is survived

Terry Stern Jr. ’49 passed away on June 20, 2018. He leaves behind his wife, Becky, two children: Charles West and

Caroline Stoddard and two

grandsons: George West and Parker Stoddard of whom he was so proud.

by his wife of fifty-one years, Susan Levin Schlechter; his daughter Annie and her

husband Russell Maret; his son Alan, his wife Carlyn and their two daughters Maisie and

Marlowe; his brother Kenneth; and an extended community of family and friends.

The Allen-Stevenson School. He was raised in Scarsdale and

graduated from Scarsdale High

School in 2002. Jedd graduated from the University of

Rochester in 2006 with a BS and MS in Biomedical Engineering,

with a focus on Biomechanics.

He went on to earn his MD and PhD at the Icahn School of

Medicine at Mount Sinai in New York. He completed a General

Surgery Residency at Montefiore Medical Center in the Bronx and had just begun training in the Harvard Combined Plastic

Surgery Residency Program in Boston.

Jedd and Jessica’s first child,

Benjamin, was born in January 2019. The family has asked

those who knew and loved Jedd to come together to support

Benjamin’s education. For that reason, the JBS Memorial

Scholarship has been created to ensure that Benjamin has every opportunity to pursue higher

education in honor of his dad.

All alumni, their parents, as well as spouses and partners are invited to attend a historic event as we honor Mr. David Kersey’s 50 years of teaching at The Allen-Stevenson School.

Alongside the 4’s and 9’s milestone reunion classes, we will commemorate 25 years of service by Chris Brozyna, Susan Etess, Peter Haarmann and Tom Sullivan, and the retirement of Monica Matthew.

Friday, May 31 6:00 – 9:00 PM 583 Park Avenue New York City

Hosted by the members of the Allen-Stevenson Alumni Council, with thanks to the following Reunion Leaders: Andrew Sereysky ’64 Lincoln Paine, Jr. ’74 Christopher Miller ’79 Clinton Johnson ’79 Kevin Koplin, Esq. ’84 Marc Rice ’84 Philip Utsch ’84 Andrew Goodwin ’84 John Henry, Jr. ’84 Chris Hallows ’87 David Herzberg ’89 John Lazar ’89 Pierre Bonan ’89 Wes Stanton ’91 William Hamilton ’94 Daniel Rosen ’94 Nicholas Schutt ’94 Alexander Appel ’99 Matthew Elkin ’99

Maximilian Warncke ’99 Thomas Zipser ’99 Alex Ingram ’03 Reed Katz ’03 Charlie Domash ’04 Will Hershey ’04 Sandro Giacometti ’09 Alexander Selz ’09 Alexander Tomashoff ’09 Harry Whitney ’09 David Koch, Jr. ’14 Charles Peltier ’14 Jared Zelman ’16 This event is complimentary, but donations to The David W. Kersey h’98 Half-Century Scholarship Fund are welcome and greatly appreciated.

This endowed scholarship fund, established in 2019 by the generosity of alumni with a lead gift by Louis Rose ’86, honors Mr. David Kersey on the occasion of his 50 years of teaching at The Allen-Stevenson School. The earnings from this permanently restricted fund will provide general scholarship support for admitted boys with a demonstrated financial aid need.

For more information or to register, please visit www.allenstevenson.org/alumni/reunion.

THE ALLEN-STEVENSON SCHOOL 132 East 78th Street, New York, NY 10075-0381

Non-Profit Organization U.S.Postage Paid New York, NY Permit No. 757

At Allen-Stevenson, we design learning experiences that challenge boys to take thoughtful risks in pursuing excellence in achieving their best potential.

2nd grade students strategize their next moves during Choice Time

Your gift to the Annual Fund supports boys who make the world a better place.

Make your gift today at www.allen-stevenson.org/give or call 212-933-5238