THE ALLEN-STEVENSON SCHOOL
lamplighter_spring 2017_11_Layout 1 5/8/17 11:55 AM Page 1
lamplighter_spring 2017_11_Layout 1 5/8/17 11:55 AM Page 2
THE ALLEN-STEVENSON SCHOOL
Board of Trustees
Mark I. Greene, President Ronald S. Rolfe ’60, President Emeritus Joshua Harris,Vice President & Treasurer Lisa Pagliaro Selz, Secretary David R. Trower h’95, Headmaster Dana B. Cowin Alexandra Wallace Creed Paquita Y. Davis-Friday Kerianne Flynn Kenneth M. Garschina
Executive Committee Jamie Magid ’91, President Alfred Burger ’87,Vice-President Van Furniss ’91,Vice-President Tom Zipser ’99,Vice-President Van Furniss ’91, Chair, Alumni Annual Fund Tom Zipser ’99,Vice-Chair, Alumni Annual Fund Alex Klaris ’06, Young Alumni Chair, Alumni Annual Fund Ian Adler ’87 Theodore D. Agbi ’10 Charles W. Allen ’91 Paul E. Alshooler ’03 Basil L. Anderson ’08 Zach T. Axelrod ’95 Neil E. Bader ’79 Jackson Baker ’13 Anthony P. Bonan ’93 Pierre A. Bonan ’89 Robert B. Buehler ’78 Robert D. Burge ’76* Andrew A. Burger ’59 John T. Carr III ’76 Kai Cedeño ’16 Erik A. Cliette ’81 Brooke B. Connell ’86
Fredda Goldberg* Stephanie Drescher Gorman George Hall Monica Keany Peter B. Kellner ’84 Alexander Klabin Michael S. Klein Rashida LaLande Daniel Lascano Paul A. Leff Jamie Magid ’91* Greg Mondre Metin Negrin
Lara Oboler Anupama Poole
Charles Domash ’04 Adam J. P. Donaldson ’05 Maurice F. Edelson ’78 Kerim Eken ’00 Hugh Esterson ’15 Alexander C. Faherty ’98 Jason M. Farkas ’97 Michael Feinberg ’84 Andrew Galant ’14 Alexander G. Gellert ’79 Andrew Gellert ’16 David Goldberg ’14 Harlan E. Goldberg ’90 Evan R. Goldfischer ’81 Christopher S. Goodman ’86 Michael H. Grady ’91 Christopher J. Hallows ’87 Christopher W. Hamilton ’96 Schuyler Havens ’88 Michael W. Hedges Jr. ’77 John C. Henry Jr. ’84 Cannon Lyell Hersey ’92 John B. Hersey ’09 David W. Herzberg ’89 David R. Hirschfeld ’99 Patrick D. R. Horan ’85 Tristan Howard ’96 C. Andrew Hughes ’98 Alex A. Ingram ’03 Andrew A. Janko ’95 Jasper H. Jarecki ’12
Clinton V. P. Johnson ’79 Timothy Johnson ’04 Stephen H. Judson ’76 William H. Judson ’78 Devon Kalsi ’15 A. Reed Katz ’03 Cameron A. Koffman ’12 Kenneth LaFreniere ’90 Dean I. Landis ’78* Teddy Landis ’13 Ethan A. Leff ’11 Davis Lister ’15 Hale Macdonald ’13 Paul J. Mancuso ’03 Brian A. Margolis ’75 Timothy C. McCabe ’94 Kenneth J. McCauley ’93 Elijah McNally ’14 Alex Melnitzky ’02 Liam R. Millhiser ’96 Ross R. Millhiser IV ’94 Max Morris ’13 Richard C. Perry ’70* Christopher Persley ’88 Vincent Peterson ’74 Philip N. Pilmar ’01 Roger Raines ’80 Harlan Reinhardt ’83 Marc N. Rice ’84 Ronald S. Rolfe ’60* Eric Rosas ’06
Fredda Goldberg, President Liz Steinberg,Vice President Kate Krieger and Shilpa Gupta, Co-Treasurers Bethan Willis, Class Representatives Coordinator
*member ex officio
Trustees Emeriti Mildred J. Berendsen Marian R. Bicks Jane Phillips Donaldson Richard N. Foster D. Ross Hamilton John J. Hannan Susan B. Hirschhorn
Karen T. Hughes John R. Hupper '40 E. William Judson Robert J. Katz George A. Kellner David H. Koch Robert Liberman '58 Thomas H. Lister Peter de F. Millard Richard C. Perry '70 Joe L. Roby Andrew P. Steffan Leonard A. Wilf
Berton Rose ’97 John Rose ’90 Louis Rose ’86* Henry J. Rosenwach ’04 Eric E. Rothstein ’81* Dean E. Sanborn ’61 Alessandro M. Santoro ’07 Matthew Schnitzer ’13 Yoshiki Shimada ’75 Alexander B. Shipper ’02 Denton A. Smith ’94 Wesley Stanton ’92 Sebastian Stern ’14 Jake Taub’12 Khalid A. Taylor ’10 Michael Tiedemann ’86 Andrew W.Vogelstein ’81 Noel E.Volpe ’85 Alexander von Furstenberg ’85 Mark Wasserberger ’82 Simon D. Wasserberger ’85* Matthew Wayland ’13 Michael Weiss ’02 Dewey S. Wigod ’77 Hans L. Wydler ’81 Clifton G.York ’78 Jared Zelman ’16 Andrew E. Zimmerman ’00 * President Emeritus
David R. Trower h’95, Headmaster Stephen Warner, Lower School Head Kimberly Kyte, Middle School Head Neal Kamsler, Upper School Head Winnie Barnes, Director of Strategic & Learning Initiatives Anne Russo Meyer, Director of Learning Resources Richard Alifano, Director, P.E. and Athletics Hydee Bressler, Director of Finance & Operations Casper Caldarola, Director of Communications Michelle Demko, Music Department Head Susan Etess, Director of Admissions, Enrollment and Financial Aid David Smith, Director of Development Andy Zevon CCA.CCT.CNE, Director of Technology
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 3
THE ALLEN-STEVENSON SCHOOL
Director of Communications Casper Caldarola
Associate Director of Communications Sarah Woods Contributing Writers Rich Alifano Kristin Filling Fredda Goldberg Harrison Goldberg ’18 Derrick Holman ‘09 Camilla Iturralde Samara Spielberg Mary Meeley Terry David Trower h’95 Chaplin Warren
Headmaster’s Message Third Graders STEAMmods.III
Developing Empathy Through Language
A-S Lego Robotics Team Costa Rica Journal
PA: Letter from President
Cover Story: A-S Features
Designer Mase Kerdel-DeMarco
12 18 22 23 24 30 34
Feature: Derrick Holman ’09 Community in Action News
Did You Know? 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.
Photographers Al Pereira Louisa Wells Sarah Woods
Front cover: The Upper School’s trip to Costa Rica. Photo by Meghan Wall
36 42 43 48
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.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 4
H E A D M A S T E R ’ S
David Trower and boys from KHP seated around the construction of his finished office in blocks, and the cardboard figure of him seated at the meeting table, donning a matching tie to the one he was currently wearing!
M E S S A G E
Like most of what we do at Allen-Stevenson, this Lamplighter is about learning, especially its many forms and newer venues. Think, for example, of some of the terms used in this particular issue: STEAM or robotics, empathy or adventure, Pinafore or sports. These words suggest that good learning develops from different kinds of opportunities and domains. In the School’s mission statement our educational approach is described as follows: Allen-Stevenson’s vigorous, pre-secondary program of academics, athletics, and the arts teaches boys to value the gratifying process by which excellence is attained. By creating a joyful, safe environment for learning, the School seeks to ensure a productive, diverse community of learners. We challenge our students to take suitable risks, learn from their mistakes, and support each other. Ultimately, we encourage boys to move through life strongly and rightly— with confidence, knowledge, enthusiasm, resilience, and respect for all. Further, we believe that when school and home work in concert, boys benefit. Therefore, the lead article, “Lifelong Learning Extends to Allen-Stevenson Parents,” describes the array of learning opportunities the School and the Parents Association offers parents. Over recent years Allen-Stevenson has made a concerted effort to help parents become better learners and to educate them for the benefit of their sons. This work helps the School’s leaders pay attention to how the nature of learning is shifting. Because the roles of school and home have changed, and because there have been so many other dislocations in the culture, it has been increasingly important for parents and the School to work together. Sometimes it feels as though the School’s role has become that of community center—a source of connection, counsel, education and even reassurance. Such initiatives can lead to other ideas that might be helpful to families in raising their children today. Our work with parents takes a variety of forms: special lectures by our faculty and outside experts, family advice, parent/teacher conferences that include the student, and so on. ASpect, our
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 5
weekly parent e-newsletter, regularly lists a variety of parenting resources—articles to read, outings and activities to do as a family, and the like. We also sponsor periodic conversations for parents on topics that matter. For example, a recent series of expert talks about worry were very well received. And, for the past nine years, the Parents Association’s Chats have addressed contemporary topics that foster discussions across all grade levels. Of course, there is no single way to be a good parent, and people have been parents for thousands of years. In fact, boys might suggest that it is sometimes hard to raise parents. When I was a boy, I often felt that my parents always knew what to do. Now that I have been a parent for nearly three and a half decades, I realize they were probably not as sure about everything as I had assumed. To my mind, being a great parent can take many forms. However, I do believe that effective parenting combines instinct with greater knowledge and includes an understanding of child development, the capacity to recognize individual differences,
an ability to set boundaries, the willingness to listen, and the wisdom to learn from trial and error. That’s not an easy mix, and most of us benefit from reflection about our experience and communication with other families. Thanks to all who contribute to the Allen-Stevenson community. I am particularly grateful to the many who have prepared this Lamplighter, as well as to the Parents Association, particularly for the last three years of stellar leadership under President Fredda Goldberg. I hope that you will enjoy reading about the variety, quality and depth of so many valuable opportunities available to the families of the School. Fortiter et Recte!
David Trower h’95 Headmaster
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 6
In & out of the classroom >
Gavin Milien ’23 and Darrow Golub ’23 design a submersible.
Third Graders Tackle Real World Challenges in STEAMmods.III by Dr. Mary Meeley Terry and Kristin Filling
Third graders recently completed their rotations in STEAMmods.III, all connected to their bilingual study of Central America and their water unit in science class. The STEAM teaching team centered the modules around a story about a Guatemalan girl, Cristina, who is handicapped but can swim— though not deep enough to retrieve her cousin’s favorite swim goggles from a nearby ocean bed. Cristina and her cousin must design a prototype submersible that will actually do the job!
STEAM teachers designed three challenges connected to the story. The boys rotated through these three challenges applying the engineering design process (EDP), often in teams.
1. Submersibles—One of the
favorite modules involved experimenting with features of a submersible and their sink-or-float and size properties, and modeling how “pole sounding” works to map the ocean floor followed by an introduction to modern day sonar. The boys went on to work in teams to build a model submersible of their own design using Lego.
2. Intooba—Teams of boys
developed 3-dimensional and math skills with a series of challenges to build various skeleton structures using Intooba rods and connectors with different numerical values constrained by a maximum “budget.” These exercises culminated in
Leo Fiszel ’23 and Alex Moeder ’23 carefully construct their crane out of Intooba.
designing and building a working crane with a pulley to extract actual goggles from the “ocean floor” of the classroom. They applied knowledge about crane structure and function from woodshop class, and addition, subtraction and record keeping skills from math class. The materials they used were created by our own Rob McCallum.
3. Scratch—Boys honed their
tech skills with the challenge to design a weaving pattern for a Guatemalan blanket for Cristina’s wheelchair using a visual coding program called Scratch. They helped each other develop lines and color schemes to “weave” the pattern and print it using the design-and-redesign strategies emphasized in the EDP. As a follow up to completing STEAMmods.III, the boys were asked to reflect on their experience by writing about it, setting out their favorite part of all three modules, the least enjoyable aspect, as well as ideas for different STEAM modules in the future.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 7
The best part of coding in Scratch was helping other kids figure out how to do it.” (Everett) “Building a submersible I learned how to work together with my group.” (Ari) “Doing Intooba helped me to learn math.” (Xander) “The best part is learning by discovering something for yourself.” (Daniel)
“Coding, and making it do what you wanted, was much harder than I expected.” (Sebastian) “I did not like that the Scratch mod ended and I did not get to finish the project.”
Ideas for Different STEAM mods in the Future “I think we should find a way to include the iPads in STEAM (like using Explain Everything).” (Hudson)
“I think it would be cool to build a cardboard village — houses and buildings — together.” (Nicholas) “I would make an outdoor STEAM projectlike building a garden.” (Matt) “We could do an airplane mod where we learn about flight.” (Andrew)
A-S Lego Robotics Teams Compete...and Win Awards! By Chap Warren, Middle School Science Teacher
On February 11, the two aptly named A-S Lego Robotics Teams, A-S Unibots and A-S Unibots 4.6, took part in a First Lego League Qualifier tournament, held at The Dalton School. The tournament consisted of 22 teams, representing a wide variety of schools and afterschool programs, from all over the five boroughs, but all of which were made up of a small group of 4th-8th graders. The A-S Unibots, was comprised of three newcomers (Ellis Resnick '21, Adam Lipman '20, and James Zwirn '22) to go along with the five 2nd year veterans who all returned from last year’s inaugural A-S Lego Robotics team (Alex Crystal '20, Adam Gall '21, both Brandon Lioudis '21 and Justin Lioudis '21, and last but not least, Harry Niles '18, the team’s leader and official Captain). This team was coached by Chaplin Warren and Lisa Anderson. The A-S Unibots 4.6 team, however, was made up of a much younger group of boys, consisting of all 4th graders (Maxi Margolis, Nicholas Hutfilz, Daniel Blauner, Julian Cohen, Aditya Pandit, Dechen Diggs, Magnus von Maltzahn, Alex Wlodarczak, and Charlie Getman) and but one, sixth grader (Harry Mackay).
Philip Negrin ’23 and Ethan Chung ’23 use Scratch to create a textile.
It wasn’t long before the boys decided to acknowledge their specific team makeup, which they were clearly proud of, and started calling themselves A-S Unibots version "4.6." This team was coached by Chaplin Warren and Sarah Luposello. Both of the A-S teams had incredible results at the tournament last weekend, but to really understand and fully appreciate what both our teams accomplished this year, which was absolutely amazing and truthfully a little unexpected, let me first explain a little bit about the First Lego League (FLL) and how it works. Each FLL season has a specific theme that is based on a real world issue that people are currently dealing with and trying to find solutions for on a global level, and will need to address in a united effort if we are to be truly successful. This year’s theme was called Animal Allies, and focused on the many different relationships, both good and bad, shared between animals and humans around the world.
The theme guides all FLL teams in their work throughout the season as they prepare for an official "Qualifying" tournament, like the one we just competed in and usually begin in late January, and are held all around the world. At each tournament the teams compete, are judged, and receive a score in 4 areas: the robot game, the research [continued....]
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 8
In & out of the classroom (cont.) >
project, robot design, and a FLL Core Values presentation. Awards are given to the top 3 teams in each of the four categories, however, in terms of determining which teams advance to the next tournament, only teams that are awarded 1st or 2nd place, in any of the four disciplines, move on to the next round.
Now letâ€™s get to the good part. So starting all the way back in September, the boys of both A-S teams began to meet once a week, one team on Mondays and the other on Tuesdays, and with the theme of Animal Allies always on their minds, they started to slowly but surely make progress, first focusing on customizing and programming a Lego EV3 robot to compete at the tournament in the robot game, where it would have to complete as many missions as possible, earning various amounts of points for each, on the Animal Allies themed game board. Surprisingly, it was actually our younger team, the A-S Unibots 4.6, that started making real progress on some of the missions, which they accomplished by using their problem solving skills and being persistent. The programs they wrote, which took endless practice runs and
thousands of edits to perfect, finally ended up organized in one master folder, and strategically placed in the order of the missions they were doing. Another area that this young team stood out in, at least in my eyes and more importantly, in the eyes of the judges, was in their creativity and overall ability in building customized robot attachments, with each one designed to perform a specific function leading to success on a given mission. The judges also noted that all the attachments could be easily put on and removed from their competition robot, which was an important feature, being that the robot game is a timed event.
Competing at the First Lego League Qualifier tournament at The Dalton School
Therefore, when it came time for the award and trophy ceremony at the end of the tournament, the judges announced that the A-S Unibots 4.6 team had won 3rd place in the Robot Design category! A remarkable achievement for any team, let alone the youngest team in the tournament, and one which had literally never seen a Lego robot until a few short months ago. Congratulations! Canâ€™t wait to see what they accomplish next year! As for the older A-S Unibots team, as the season wore on, they realized that they needed to prepare a research project to present to a panel of
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 9
This is where the veteran, A-S Unibots team really put their experience from last year’s tournament to use, for once they identified their topic, there was no stopping them. From the start, the team knew they wanted to research something that they could all relate to in their own lives, and ultimately choose to investigate the relationship between the more than one million pigeons of New York City and all of us…the people of New York City, who are forced to either ignore, deal with, or sometimes even dodge the pigeons, numerous times everyday. Well, the boys
not only came up with a solution that would benefit both the pigeons and people of our city, but also one that could help address a global problem that humans are going to be dealing with for the foreseeable future, which is, finding or creating new sources of alternative energy. It wasn’t just the idea, but how they presented it that was so impressive. They built a prototype, all by themselves, that had moving parts, sensors, used current electricity, and most importantly, clearly showed how their idea could work. When it came time to present their research project to the judges at the tournament, I knew they were ready, but I can’t even honestly tell you that they did a good job, but only because of the FLL rule that states, only the team members (no coaches) are allowed into the rooms when presenting to judges. Well, it
sure seems like they did all right in that room because at the end of the day, the judges awarded The A-S Unibots with the 1st place trophy in the Research Project division! So great to see their hard work pay off and just an incredible accomplishment for the team! So, YES, this means that the A-S Unibots team, did indeed advance to the next round of the global FLL tournament and will compete in the New York City semifinals (more on that in a minute). Oh, you probably want to know what their 1st place solution was, don’t you? Well, why don't you ask one of the boys from the team or better yet, come cheer them on at the New York City First Lego League Semifinals, on Saturday, March 4, at I.S. 192 Renaissance School, St. Albans, NY, which is in Queens. I promise you’ll have fun, it's a great way to spend the day with your family, and you’ll be supporting our A-S Unibots at the same time. I know the boys would love to see a group from A-S there! Two teams and two awards! Wow!
judges at the tournament, yet continue working on their robot and missions. The research project had several components: first, they had to identify a problem that was a result of how a specific group of animals and humans interacted with each other and two, they had to provide a possible solution to the problem, that would benefit not only humans but the specific animal group as well.
The A-S Robotics Team members and coaches after a successful day’s competition
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 10
In & out of the classroom (cont.) >
Developing Empathy Through Language Learning By Samara Spielberg and Camilla Iturralde
Instilling empathy, or asking students to put themselves in someone else’s shoes, is one of the most valuable skills we can give our students. The foreign language classroom provides the perfect outlet to do so, Spanish teachers Samara Spielberg and Camilla Iturralde have determined. The two teachers have developed an allencompassing approach to emotional intelligence in the foreign language classroom by creating a four-step process to help other foreign language teachers easily incorporate it into their own classes. To begin the process, animated films and children’s books are used to analyze human behavior. In the second phase, pop music and skits are used to develop the ability to view the world through different perspectives. The introspective third phase takes these newly developed
skills on perspective and asks students to internalize them by getting more personal, utilizing role-playing and personal story writing. The final phase allows students to practice the skills of empathy by reaching back outward to the greater school community. Abbreviated forms of this program have been used at Allen-Stevenson in both the Spanish program and in Advisory. In November 2016, Samara Spielberg felt, in light of the divide that was highlighted before and after this year’s presidential election, there was an overwhelming need to teach tolerance, promote peace, and pull from the best of our community. Srta. Spielberg decided to begin with the second step of the four-step process using music—John Lennon’s "Imagine"—to help the boys express themselves and the values they share for humanity.
After seeing how invested the boys in her advisory were in sharing their thoughts, Samara Spielberg worked with the Spanish Department to expand this activity further. In Third Grade, Katherine Callahan, Camilla Iturralde and Samara Spielberg teamed up to do a bilingual lesson on emotions and reactions. In Sixth Grade, Jesús Parra,
Words from “Imagine” activity on how to promote peace in the world today
Camilla Iturralde, Natalie Lopez and Samara Spielberg used "Imagine" as a building block activity which branched out to journaling and problem-solving as a group around the question: "How can we promote peace in the world today?" In Grades 8 and 9, Camilla Iturralde, Fabby Calcavecchia and Samara Spielberg took the same idea, but instead used Juanes’ song, "Bandera de Manos" (flag of hands), which promotes unity, collaboration as humans, and peace. To bring the message of peace to the whole school, the Upper School Community Service elective took the students’ work from these sessions and created a tree of peace. The roots were made up of the words that the boys brainstormed as a group (hope, strength, guidance, optimism, happiness, togetherness, indivisibility, patience, trust, acceptance, and freedom - en español). The leaves were outlines of the boys’ hands with their messages of hope and
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 11
oportunidades? ¿Como seres humanos, es nuestra responsabilidad ayudar?/What is life like for someone who looks for other opportunities? As human beings, is it our responsibility to help?" Divided into three large groups around the topics—La Colaboración (Collaboration), La Raza Humana (The Human Race) and Apoyar y Ayudar (Support and Help)—the eighth graders were asked to write or draw their thoughts on their particular topic on a large sheet of paper, then respond to what others had written after sharing their own piece. A verbal discussion in Spanish about their comments and drawings followed. The boys were incredibly thoughtful as they spoke, willing to experiment with new Spanish words to get their points across, and in turn were very respectful as they listened to their classmates. After discussing the importance of helping one another and uniting as human beings, the boys were shown an ad from this year’s Super Bowl
from 84 Lumber. Using a strategy called MovieTalk, which aims to increase aural comprehension in the target language, the Spanish teachers provided commentary in Spanish throughout the video to explain what was happening, point out symbols, and to describe some of the feelings being portrayed. Thoughtful, introspective, and honest conversations followed in small groups, each with one boy facilitating the conversation. Grading themselves on their communicative skills and participation was the last step of the assignment for the eighth graders. Samara Spielberg, Spanish Team Leader, said, "It was inspiring to see how many companies used the Super Bowl as a platform to promote inclusion, diversity, and the power of human connection. Our goal of developing the global leaders of tomorrow is dependent upon empathy and these current resources are invaluable to us. Any opportunity to engage with empathy is welcomed. We were quite overcome with pride as our boys leaned into discomfort during these courageous conversations about immigration, racial tensions, and gender inequality. The fact that they did it en español was the cherry on top!"
Eighth graders share their thoughts about the human race, both in Spanish and through illustrations.
The tree of peace created by the Upper School Community Service elective
suggestions for peace as a nation. These hands were made in all three divisions. More recently, the Spanish Department created a miniunit around several social justice themed Super Bowl 51 commercials. The aim of this full eighth grade lesson was: "¿Cómo es la vida de alguien que busca otras
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 12
In & out of the classroom (cont.) >
Painting and making cement
A Journal from Costa Rica
By Haz Goldberg ’18
I was a little nervous at first since this was the first time I was traveling alone. I did not know what to expect going into it. I was excited but I think as a group everyone was a little bit nervous because we were going to a foreign country and living with people we have never met before. On our first our first day in Costa Rica, we took a short tour of Heredia and then got some delicious ice cream. They had all different flavors of local fruits that we have never seen in the States. After a few minutes on the bus, we got to meet our host moms who were so happy to see us! At first, it was a little bit strange being in someone else’s house, but after a few hours we began to get comfortable with our family.
Day two started off with us going to La Carpio for the first time. We took a tour of the village and got to see where we will be working for the next few days. When I saw the poverty in La Carpio I felt very sad and was amazed at how little they had compared to what we have at home. This helped me appreciate what I have, and taught me to take nothing I have for granted. I wanted to do anything I could to help La Carpio and was very happy that we could help improve peoples’ lives who really needed it. We got to talk to some local teenagers who were telling us about their lives in La Carpio. We then watched a movie about the war in El Salvador. This was similar to the conditions in which Nicaraguans fled to Costa Rica. To finish off the day we got to play sports, go for a swim and eat some pizza.
Day three was exciting since we got to meet the kids from the local schools. Some of us played with the kids and taught them mini lessons while others got to help make cement and build a home. In the afternoon we took a tour of a coffee plantation and even got to try some for ourselves!! On day four, we continued working with the kids of La Carpio and got to paint houses. In the afternoon we played soccer with the local teenagers of La Carpio and took them out for ice cream afterwards. When we were given buddies it was really nice getting to put a smile on kids’ faces who really needed it. My buddy would run up to me every morning with a huge smile. It was amazing getting to connect with a certain boy every day.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 13
Haz with his buddy
On day six, we traveled to a hotel in La Fortuna. When we arrived, we spent some time
The whole gang
at the hotel pool and then went to the hot springs nearby. We went on slides and had a blast! We spent the night at the Los Lagos resort. On our last full day in Costa Rica, we woke up and went to go zip lining. When we arrived we received instructions and took a short hike to get to the course. We went on 12 separate lines. We had tons of fun even though some of us were nervous to begin with. Later in the day we drove back to our host family's house and spent our final night with them. Before we left, the leader of the foundation and the
schoolâ€™s teacher talked to us and thanked us for what we had done, and what it meant to the community of La Carpio. Hearing that we made an impact on this community was amazing. It made me feel incredible about what I had done to help people and this town. This week was an incredible experience!
Meeting their Costa Rican family
On the fifth day, we took the little kids out of La Carpio for the morning and brought them to a Children's Museum. For some of the kids it was their first time getting out of La Carpio. It was amazing seeing how happy they were. After this, we handed out clothing, shoes and other gifts to the kids to bring home to their families. Lastly, we traveled to the local market and tried exotic fruits that we never tasted before! Some of the fruits were gross but some of them were actually delicious! We then got to go to a food stand in the market and try some local food. We all tried a tortilla con queso. It was very good!
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 14
Ice Skating Party >
Bryant Park Makes a Stunning Setting for A-S Ice Skating Party
It was another fabulous evening under the lights of Bryant Park in the heart of New York City for the PA Ice Skating Party! Turning up for the fun were over 500 community members, made up of faculty and staff, parents, Allen-Stevenson boys of all ages and their siblings. To add to the excitement, the Devils alumni players and NJ their mascot (thanks to the Harris family) were on hand.
The PA Store set up shop to sell its amazing gear, including some specially designed LED gloves with light up fingertips. Glowing fingers could be spotted all over the rink!
community building event. Being surrounded by the city-scape of New York City is equally wonderful, and I was thrilled that the weather was on our side that night!"
Piping-hot mugs of cocoa and tasty treats from the concession stand were welcomed while taking time off the rink.
Thank you to committee chairs: Anna Milien, Hannah Swett and Liza Ganitsky, and all the volunteers who helped to make the party such a success!
Fredda Goldberg, PA President, said, "I always enjoy this fun-filled
lamplighter_spring 2017_11_Layout 1 5/8/17 11:56 AM Page 15
The Brazil Table at the International Festival 2017
Experiencing World Cultures at the International Festival by Sarah Woods
The International Festival provided an amazing opportunity for the AllenStevenson community to travel to over 25 countries around the world. With displays and activities in the gym at the country booths, dance performances in the Assembly Hall and a mouth-watering feast in the
Dining Room, there was plenty to appeal to all the senses. Upon arrival, visitors collected passports, which they carried with them to get "stickered" once theyâ€™d experienced a country. Appealing to travelers of all ages were activities such as: bowling a cricket ball in South Africa, shopping with shekels at an Israeli market, visiting a rainforest and making peteca in Brazil, participating in an archeological dig in Egypt,
learning some Russian words in Russia, trying wooden puzzles in Vietnam, and enjoying Carnival in Trinidad. Everyone was given a fun bag in which to carry the projects they made and the souvenirs they collected during their travels. A huge thank you to the chairs of the event, Amy Brayman, Roberta Kleinberger, Aditi Gugnani Malhotra, and Aima Raza, and the over 100 volunteers who ensured that the event was such a huge success!
International Festival >
At the Norwegian Table
Renee Domingo, Alvaro Domingo â€™22, and Alvaro Domingo
Kindergartners learn how to samba
Learning to play the steel pan drums
lamplighter_spring 2017_11_Layout 1 5/8/17 11:57 AM Page 16
H.M.S. Pinafore >
The lively spirited tunes of Gilbert & Sullivan’s H.M.S. Pinafore filled the theater for two performances of this comedic operetta at AllenStevenson. Set aboard the navy ship, the H.M.S. Pinafore, which was cleverly depicted by using wooden railings and life preservers, the show opened with sailors swabbing the deck with mops and buckets of water. These same sailors, dapper in their stripes and boaters, and sisters, cousins
and aunts, in flowery dresses and bonnets, comprised the chorus, which sang to the infectious music performed by the School’s instrumental instructors and other professional musicians. Throughout the performance, the singers splendidly conveyed the opera’s mocking of the British class system and the love between social classes, with the ultimate message of—“Love levels all ranks.”
G&S Tech Crew David Porges '18 and James Levinson '18
Colin Clark ‘20 The Tech Crew, also made up of middle and upper school boys, equally did a fabulous job as they maneuvered the spotlight, controlled the sound and light boards, and oversaw all the props. The stage manager ensured that all the pieces came together right on cue. Thank you to Directors Michelle Demko and Stacy Donovan, Costume Manager Elizabeth Van Buren, Production Manager Jaison Spain '97, Costume Coordinators Amy Henry and Monica Machado, Production Assistant David Kersey, and the many people who helped to make this production possible!
H.M.S. Pinafore Full Cast and Orchestra directed by Michelle Demko
Jackson Deans ‘19
lamplighter_spring 2017_11_Layout 1 5/8/17 11:57 AM Page 17
Grey Holmen '18
Upper School Sailors
Jake Silpe ‘18
Middle School Cast of H.M.S. Pinafore as sisters, cousins, and aunts
lamplighter_spring 2017_11_Layout 1 5/8/17 11:57 AM Page 18
Spring Benefit >
2017 Spring Benefit a Hit with Glam Band, Jessie’s Girl By Sarah Woods
Over 300 parents, faculty, staff and guests from the Allen-Stevenson community, decked out in concert attire, rocked to the sounds of glam band, Jessie’s Girl, as they performed their “Back to the Eighties” show on April 27, at City Winery, for the 2017 Spring Benefit. A full dance floor was testimony to the fabulous music and the glitzy showmanship of Jessie’s Girl, who portrayed some of the ‘80s most unforgettable singers—Cindi Lauper, Michael Jackson, Madonna, Prince and Bon Jovi.
Special thanks to PA President Fredda Goldberg and all of the PA Benefit volunteers, especially Event Chairs, Julia Goodman, Rosalind Wholey and McCartney Wilkins for organizing such an entertaining evening. The event raised $207,000, with the proceeds supporting financial aid and scholarships at Allen-Stevenson. Totally awesome!
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 19
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 20
Team Sports >
The fall season was a big success for our boys. We had our inaugural season for our Flag Football Team. The team had seventeen players, practiced on Randall’s Island and competed against St. David’s and Green Vale. Wins and losses didn’t matter this year, although we did well. What mattered was the start of a new tradition at AllenStevenson. We head into next season with a great deal of excitement and enthusiasm on the part of players and coaches. We also had the inaugural season for our Cross Country Team. The team comprised of twelve runners who trained daily in Central Park. They participated in several cross country races in Van Cortlandt Park, running against as many as one hundred and fifty runners. I am proud to say that A-S consistently had a runner in the top four as well as a runner or two in the top twenty-five, an impressive accomplishment for a first year program.
Varsity Flag Football
Varsity Cross Country
JV Soccer Varsity Soccer
Our soccer program had its finest year in over a decade. Both teams, Varsity and Junior Varsity, posted winning league records and each had impressive wins over Buckley and St. Bernard's. The coaches attribute this success to our new athletics schedule, which allows the boys to practice as a team five days a week, and to a talented group of players. Although once again we will graduate some talented players, we expect many of the rising sixth graders to make meaningful contributions on next yearâ€™s varsity and junior varsity teams.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 21
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 22
Team Sports (cont.) >
The Varsity Hockey team had an outstanding season finishing with a record of 7 wins, 2 losses, and a tie. In addition to the wonderful record, the boys played a solid team game with almost all of the boys scoring at least one goal and many of them scoring several goals. The team also experienced terrific goaltending and played well in the defensive zone. There was a nice balance of seventh and eighth grade boys with the older boys often leading by example. We look forward to the future of the program. Over the course of the wrestling season the Varsity Wrestling boys learned various techniques and positions, including neutral, bottom, and top. They were able to implement those techniques during various meets throughout the season. The boys learned the importance of physical conditioning, determination, and perseverance to enhance their wrestling performance.
Varsity Basketball A
Varsity Basketball B Blue
Varsity Basketball B Gold
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 23
Varsity Track & Field
Varsity Basketball started the season with an impressive showing in the AllenStevenson Tip-Off Tournament with wins over Berkeley Carroll and Calhoun. As with every year, our boys were tested each week by very strong league opponents. As a team, our defense improved with each game, witnessed by a fantastic victory over Fieldston midway through the season. The coaching staff wishes the departing players the best of luck and eagerly awaits the opportunity to work with both rising and returning players on next year’s team. This year’s Varsity “B” Basketball team finished the season with a 5-6 record. This was a group of boys who worked hard in practice and truly competed in every game. The highlight game of the season was a 3929 win over Buckley.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 24
Fathers Dinner >
Over 125 fathers, special friends, Upper School boys, trustees and faculty and staff attended the annual Fathers Dinner on April 18. Guest speaker, Mr. George P. Davison, Head of Grace Church School in New York City, shared his thoughts about school and learning. Following are excerpts from his speech: “Before I begin, I do want to say what a great honor it is to have been invited to speak to you. I have a soft spot for A-S. I sat in the audience more than a decade ago as a surrogate father for my cousin’s son. My two brothers-in-law attended this school and then went to Collegiate where they thrived under Mr. Trower. School in the general sense is supposed to be largely about learning things that will be useful in the lives of students as adults. In our society we dedicate a quarter to a third of life to learning things we need to be successful, productive and happy adults.
I would argue that in the younger years we teach the key elements that all learning and life is based on ...We now see Middle School as the halfway point.
The job of the second half of education, high school and college is to prepare people to function effectively independently and happily as adults in the economy and society of their time. But, if they have learned most of the key skills already, what do they need to learn next? In my opinion there are two basic baskets we have to prepare them for and they have to be ready to handle both with dexterity. Basket 1 is the things that never change. For short hand right now let's call that the human condition. Basket 2 is filled with the things that never stop changing and let's call that the society. Basket number 1 is what you want from life at its most basic. Love, shelter, fellowship, sustenance, meaning, beauty and community are essentially the same things that our ancestors wanted and our descendants will want too. Basket number 2 says that the venue in which you will attain basket number 1 will be very different than what we see today. It is easier for us in schools to ready them for basket number 1. Classical education is based on readying you for what is eternal.
In school we can prepare you through exposure to the wisdom of the past in the context of a vital and developing peer community that there is a crucial struggle in life to reconcile the needs of the individual with requirements of the community to build a greater good. Humans can be both deeply egotistical and easily swayed by “group think” at the same time. Our job is to ready you to be neither and encompass both. You need to gain a strong sense of self, the ability to think critically and at the same time be able to work collaboratively. There should be no scrimping on history, science, literature or philosophy. There are always opportunities in life to take time out and learn a new skill. However, an existential crisis will come upon you suddenly and require you to draw on the wisdom of the ages in moments. In order to be ready you have to prepare for years. Because what you know is not the key, what you can do with what you know when you don’t know when you will need to do what you need to do is the key. Life is full of adventure our education should make us adventure ready. You need practice adjusting to changing circumstance almost on the fly. There is a need to practice close collaboration with others who
have different skills and information. You have to practice critically evaluating a problem without being overwhelmed by preconceived notions. You have to practice strategic planning and thinking. How? Not all of this work happens in a school building. The world of adventure requires that you be able to find allies who bring different skills to bear. You will have to work collaboratively over difference to generate new concepts new ideas new solutions. Comfort with difference means that you have to learn early what it means to feel “other”. Tolerance of difference is not enough you have to be difference. You need to live and experience being other and not being in control. As parents and as educators, we will have done our job well if at the end of the day they have learned enough so they can, when they come across something with which they are not familiar, they can ask questions and understand the answers, can work collaboratively over difference to develop new products new concepts and new ideas and most importantly feel good about themselves as people. That only happens when we have a healthy mix of both the wisdom of the past and a readiness for adventure.”
For the full speech, please visit the News section of the AllenStevenson website.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 25
By Fredda Goldberg, PA President As the new Parents Association President three years ago, my goal was to build upon the strong community that was already in place. My son David graduated from Allen-Stevenson in 2013 and Harrison graduates this June. As a family, we’ve been at Allen-Stevenson since 2004 and have watched the school and community grow stronger each year. As the world changes, so does Allen-Stevenson. We’ve seen the commitment to technology grow exponentially and the curriculum offer an expanded view about culture, race, religion, sexual orientation and socio-economics. As the school balanced tradition and embraced new, the PA looked to support parents in whatever ways were necessary. The main story on Parent Education in this Lamplighter highlights many of the discussions the PA has supported at Parent Connection meetings, Parent Chats and Evening Speakers and Special Screenings. In addition, knowing how important family time and giving back is, we offered FASB’s ChessMates and Rise Against Hunger which are two great examples of newly-introduced events that build relationships and have meaning.
Fredda with Haz ’18 and David ’14
The PA Grows
This June I will watch David graduate from high school and matriculate at Parsons School of Design in the fall, Harrison will graduate from Allen-Stevenson and become part of the Grace High School community next year, and I will pass the PA torch to Liz Steinberg. No question this will be an emotional time for our family. It’s a lot of change at one time, but the boys are well prepared for their next adventures and the PA will be in great hands. It’s been an incredible 13 years!
FASB Rise Against Hunger Event
lamplighter_spring 2017_11_Layout 1 5/8/17 11:58 AM Page 26
play and work
"It is utterly false and cruelly arbitrary to put all the into childhood, all the
and all the
into middle age,
into old age." â€”Margaret Mead
L I F E L O N G L E A R N I N G E X T E N D S TO A L L E N - S T E V E N S O N PA R E N T S
By Casper Caldarola, Director of Communications, and Sarah Woods, Associate Director of Communications
During each school year, parents have the opportunity to engage in many different educational discussions and presentations. Parent Connection Meetings are grade level discussions facilitated by the Division Head, Parent Chats are K through 9 discussions on topics relevant to all parents around equity and inclusion, Affinity Groups, and Parents Association Special Screenings and Speaker Evenings present topics of interest for all parents K through 9. In the last two years, the School and Parents Association have made a more concerted effort to engage parents and offer educational opportunities. Whether through events or articles posted weekly in the ASpect, we are committed to offering learning opportunities. In the 2016-17 school year, we introduced Tech Tuesdays that are monthly presentations by the Library & Tech Teams, a PA Book Group, and a 4-part series called Me Worry? How to Keep Worrying in Check. Each of these events attracted a large group of parents who came ready to learn. Lifelong learning is role modeling at its best. Tech Tuesdays launched in October 2016 with Apps for Education: What Online Tools Can Do for Your Son. Library Director Sarah Kresberg had the attendees try out a game called Kahoot!. The boys use Kahoot! in many of their classrooms. Ms. Kresberg said she put a call out to see which teachers are using this tool and discovered that it included many from First to Ninth Grade in everything from Spanish and Science to English and History. Kahoot! appeals to the boysâ€™ innate sense of competition.
Robotics Tech Tuesday
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 27
Follow-up discussion to Screenagers
A fun and interactive Tech Tuesday was when parents participated in “An Hour of Code” which was a global event. The Allen-Stevenson boys have participated in this event too, and were awarded their own certificates. Chris Brazee, Technical Support Specialist, talked about demystifying coding. He explained that coding is introduced in Kindergarten at Allen-Stevenson. He pointed out that as humans we program every day, whether it is to open bike locks, at the bank ATM, or in our cars. The morning was spent rotating through 4 different tables, which were Kodable, Bee-Bot, Scratch and Lego Robotics. In March, the Parents Association hosted a screening of Screenagers and the Tech Tuesday team followed up the next day with a discussion centered around doing a discussion protocol based on the movie and one’s own experiences with screens and the use of technology by boys. Ms. Kresberg asked parents to list on separate post-it notes, hopes about how they wish technology would be used, and fears that they have about technology. The group then discussed how to achieve the hopes and for the fears, how to avoid/solve the particular problem being discussed. Time flew and there did not prove to be enough time for the group to brainstorm solutions to every issue raised but this is a topic we are sure to come back to in the future.
US Technology Teacher Peter Fletcher at Tech Tuesday
Samara Spielberg, Spanish Teacher, explained that the Spanish Department uses a lot of tech tools. She showed a website called EDpuzzle, which requires the boys to pause and answer questions while watching educational videos.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 28
A-S Features (cont.)
This year also saw the launch of the Parents Association’s Book Group. A full year was spent on Debby Irving’s Waking Up White, with facilitated discussions by Communications Director Casper Caldarola. In Waking Up White Debby Irving unpacks her own long-held beliefs about colorblindness, being a good person, and wanting to help people of color, she reveals how each of these well-intentioned mindsets actually perpetuated her ill-conceived ideas about race. After the first Book Group met one mom sent an email that said, “That was a really great discussion this morning. In addition to talking about important issues, I appreciated the opportunity to have the group as a way to get to know others in the A-S community and the values of the School.” Parent Chats this year covered topics such as Civility with David Trower, How to Build a Healthy Diverse Community at Allen-Stevenson with Dr. Ali Michael, The Mask You Live In, a follow up discussion to the documentary screening and Socio-economics: Fitting In with Dr. Patricia Jordan. David Trower kicked off the first Parent Chat of the year with an important discussion about civility. He opened the Chat explaining that civility is how you enter into conversations that are difficult. Civility is also an attitude – I want to know and learn, and I will be respectful throughout our conversation. He posed the question: How do we learn to disagree in a civil manner? Is this something taught or modeled or both? Mary Casey P’22, ’24 said civility is, “When you are your best self.” This statement set the stage for Mr. Trower to ask the parents to break into small groups and discuss: Have we ever been less than civil in your lifetime? In those moments, what prevented you from being civil? Ali Michael, Ph.D, the director of K-12 Consulting and Professional Development at the Center for the study of Race and Equity in Education at the University of Pennsylvania, returned to Allen-Stevenson for a parent workshop on strategies for educating and empowering children in response to this question: “With the number of hate crimes growing across the country, swastikas being spray painted in a park in Brooklyn, and the police commissioner of NYC saying hate crime is up 30%, how do we as parents ensure our children are not emulating what they see
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 29
Dr. Anita Allen
“Me Worry?” Discussion
Dr. Patricia Jordan, a clinical psychologist, facilitated the Parent Chat helping parents better understand "How do we help our boys understand differences, especially in a society that links value to wealth?" She began by addressing actual scenarios that had been submitted by parents, in which comments made to their children left them feeling uncomfortable. She used these as a means for discussion, talking about how one might best react when in these situations. Dr. Jordan emphasized that parents are the ones in charge and that they model the behavior they want from their kids. "If you are uncomfortable, then they most likely will be too," she said. Dr. Jordan pointed out that, "home is home after all," and everything is relative. The discussion concluded with understanding the common thread is empathy and exposure. For example, encouraging your kids to spend time in other neighborhoods, whether at a play-date or on an outing is important. It is necessary to put oneself outside one’s comfort zone to better understand differences. Dr. Anita L. Allen led a spirited and informative evening Parent Chat entitled: Who Do You Think You Are? The Stories of Our Genes. The focus of the discussion was how we can best protect our most personal data while still realizing its enormous medical potential. Dr. Allen is a recognized expert on privacy law, bioethics, and contemporary values. She is additionally recognized for her vast and ground-breaking scholarship on legal philosophy. Dr. Allen is a graduate of Harvard Law School and received her Ph.D. in Philosophy from the University of Michigan. She is the first African American woman to hold both a Ph.D. in Philosophy and a Law degree. Dr. Allen is currently the Vice Provost for Faculty and the Henry R. Silverman Professor of Law and Professor of Philosophy at the University of Pennsylvania. In 2010, she was appointed by President Obama to the Presidential Commission for the Study of Bioethical Issues.
Parent Chat with Dr. Ali Michael
and hear, and educate and empower them to respond if they feel victimized by, or witness such behavior.” In addition, Dr. Michael addressed other concerns within our own A-S community and discussed how to teach our children to prevent micro-aggressions and how to respond when they occur.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 30
A-S Features (cont.)
The newly introduced 4-part series on Me Worry?!? How to Keep Worrying in Check was successful in attracting many parents who were anxious about a variety of topics having to do with themselves, their boys and the world. We were very fortunate to have these discussion facilitated by three exemplary doctors - Dr. Paul Boorady, Dr. William Dince and AllenStevenson’s Consulting Psychologist Dr. Michael Schwartzman.
They shared some facts and insights into the subject and some tools and strategies for how to handle worry in useful and constructive ways. Parents were encouraged to bring questions to the meetings so that the discussions could address ideas and concerns specific to A-S families. We videotaped each of the four parts and they may be found in the password-protected area of the Allen-Stevenson website.
The first part of the series introduced the topic of worry. In Part 2, Dr. Boorady spoke about the clinical aspects of anxiety. He focused on the origins and symptoms of anxiety and what a disorder looks like in a child. In the third segment, Dr. Dince led a discussion about how children learn, what the stress points are surrounding learning, child development with regards to schoolwork and “screens.” During the final meeting, Dr. Schwartzman spoke to the parenting aspect of anxiety -- how the demands of school can create anxiety in children. His talk also included parent struggles and the skills a parent can use to help their child when they are experiencing worry. We’ve started planning for the 2017-18 school year, and look forward to introducing AllenStevenson parents to more important and useful topics. If you have any suggestions, please email your ideas to email@example.com
“Me Worry?” Discussion
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 31
Parent Chat with Dr. Patricia Jordan
Asian Affinity Group
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 32
A-S Features (cont.)
Allen-Stevenson has an exemplary Music Department and we wanted to know what’s on the minds of our Instrumental Instructors. The following instructors joined the conversation: Andy Bowman (Percussion), Jill Collura (Clarinet, Oboe, Bassoon, Saxophone) Heidi Garson (French Horn), Barbara Lakota (Flute), Rie Schmidt (Flute) and Laura Smith (Violin). Casper Caldarola, Director of Communications, posed the following questions: CC: What do you enjoy about teaching boys?
JC: I enjoy how enthusiastic they are, and how they make me laugh, and most of all, I enjoy
watching them grow up. Although lessons are only one day a week, we can teach them for up to eight years. We watch them grow into musicians, from boys to young men.
HG: The way boys interact with their worlds. I find that younger boys are very direct in their manner and speak their minds. I like the physicality of how boys express themselves. Because young boys often have an abundance of energy, I enjoy the challenge of helping them harness and channel that energy and enthusiasm into the music and the lesson’s objectives
RS: I find that boys are "what you see is what you get." They are genuine and the boys at A-S are learning good ethics.
BL: What I enjoy first is being with a second grader when he opens his flute case and sees his
brand new shiny flute for the first time. The wonder and excitement is always so special! Teaching a little boy how to put his flute together and play those first few notes is also nothing short of thrilling. I also treasure having the privilege of shepherding each of my boys through the various steps of mastering the instrument so that he can play in our orchestras and solo at our recitals. I feel very proud to be in this privileged position of giving each of my students the gift of learning to play the flute.
CC: What have you learned about boys over the years?
RS: Boys can be very sensitive to things, but don't always show it well. Sometimes as a teacher you intuit what is the right thing for a student without any discussion.
BL: I have learned that not all boys learn the same way. In our flute studio, we do our best to
follow the pedagogy inspired by Dr. Shinichi Suzuki, but not all families or students are able to commit to the intensity that approach requires. Therefore, after the basics of learning flute are accomplished, I will sometimes deviate from our Suzuki repertoire to allow a student to play music he particularly enjoys. I have also reached out to members of our parent body, especially if one happens to be a professional flutist, to lead our group lessons. Most recently we were fortunate enough to have John Ragusa P’17 as a parent and he guest led many group lessons, dazzling our boys with his jazz, and inspiring them to improvise.
JC: They are motivated by stickers! Actually, I have learned how caring and sweet they can be.
Working one-on-one is really different than working with students in a group. The things they share with me are very interesting. I'm really honored by the amount of trust they have.
HG: I’ve noticed boys enjoy learning new skills when they are active participants, rather than passive recipients. I find a student will stay interested and engaged when I allow and encourage him to think through challenges on his own, with guidance as needed. I try not to give answers to questions if I know he has enough information to lead him to the answer. I encourage a
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 33
student to “connect the dots” to find answers to questions by reviewing what he already knows. I find most of my students enjoy being engaged this way and I enjoy the burst of energy and focus evident when a student engages with a specific challenge.
CC: How have your teaching methods changed over the years?
AB: Over the 30 plus years my teaching has indeed changed.
I was trained at a conservatory and initially I was very focused on perfection and rigor. Thirty years later having been a parent and having additional education in other fields, my approach has expanded. I have found there is much more to the study of music than the pursuit of perfection.
Though I want all of my students to improve as horn players and musicians, I try to pay attention to the individual in the room and use a teaching style that will most benefit a particular student. This approach allows me to individualize the lessons, and necessitates that I tap into my creativity and problem solving skills. I am very energized and rewarded by this method to teaching horn.
RS: I have modified my Suzuki training to include the principles of the method without always the practice, i.e. parents are supposed to attend lessons and that mostly can't happen with inschool lessons. I keep the Suzuki principles of learning music as one learns a language—the "mother tongue" approach, lots of listening, supportive and positive reactions and one-point lessons.
JC: I have found myself buying more music to try to engage the student. Learning something they like and are more familiar with is a lot easier to entice them with, however we still can't skip the basics! I just try to offer a balance and give them more of what they like while making sure they’re are taking their vitamins (scales and arpeggios). CC: What is one of the most special moments you’ve encountered as a teacher at Allen-Stevenson?
AB: Some of my proudest moments have been when students struggled with technique or reading but, in spite of great challenge, continued to try their hardest. I have been inspired by the joy that almost all students show when they are playing in orchestra with their friends. Even if students struggle with playing they learn how to learn when they study an instrument. I really support and am inspired by the emphasis on inclusion, participation, effort and fun at the School. This is the age for exploration not perfection.
HG: When I was a less experienced teacher, I gave a lot of feedback without asking a student for input. I was inclined to say what was or was not accurate. I allowed students to be passive in the learning process. Over time, I realized my teaching would be more effective if I could draw a student into the process. Rather than telling him what is "wrong" I ask him for his input, to encourage participation in the learning process rather than relying exclusively on my feedback. Sometimes, I will record a student to help him observe and analyze a lack of fluency in his playing. Listening objectively allows him to hear what is correct and what needs more polish. I encourage dialog when exploring solutions, rather than offering immediate answers. I’ve learned that a student's participation fosters a deeper engagement in the learning process and ultimately helps him develop into a better musician and horn player. I want to help him strengthen such skills as self-reflection, self-analysis and successful problem solving.
“I am always thrilled when a student continues to play horn in High School.”
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 34
A-S Features (cont.)
LS: One of my most fun and rewarding teaching moments at A-S was when Steven Lipton ’09 put his hands on his head after succeeding at applying a new concept to his violin playing, and shouted, "Oh my G--, I've never used my brain that hard for anything in my life before!!!!" JC: I'm blown away at every recital my students have given. Somehow it all comes together and
makes me feel great being a teacher. Performing in front of an audience is scary. It makes the nerves go crazy, heart beat faster than a humming bird's, and when you're finally while in the spotlight you get the thought, "why did I agree to do this in the first place?" But once you start to play your instrument, everything changes. Something happens during performances. Call it focus or determination to succeed. Giving it all you've got. That's one end. The other is how to deal with a mistake, or a less than satisfactory performance. These students have to deal with that, too. Neither is easy, and both are extremely rewarding that contain huge growth potential. I am proud of all my students' performances, those that went amazing and those where the student learned from their mistake. It feels terrible when there is a mess-up, but it's so important to understand how to pick oneself up, learn, and move on.
RS: I think the recitals in winter and spring are very special because it shows
the boys’ progress throughout the semester and there is great collegial support between the boys for success. The recitals show all the good qualities and ethics they are learning throughout the School.
HG: I’ve had so many wonderful students and experiences during my years of
teaching at A-S. I’m not able to reduce it to a few special moments. However, one thing is particularly gratifying to me. I am always thrilled when a student continues to play horn in high school and college. Then, I know I’ve done my job well!
BL: One of my most special moments without a doubt was when my graduating
eighth grader, Alex Chin ’17, performed the beautiful “Fantasie” by Gabriel Fauré at Closing Exercises last June and received a standing ovation. I will never forget the look on his face when he stood up from his bow and saw everyone in the room rising to their feet. His eyes sparkled and a sweet smile broke out on his face. I was so proud of him!
CC: What might the School consider to better support our Music Program?
BL: I would love for the School to provide better facilities for the music teachers. We don't have
enough teaching studios and that makes teaching on shortened weeks extremely difficult. More space would be a most welcomed change!
RS: The most difficult thing at A-S is lack of enough rooms for freely scheduling lessons. Mr.
Schrade has to carefully choreograph each week's schedule to make sure there are enough rooms. If one day is over-scheduled, teachers need to accommodate their agenda.
JC: I'm happy you used the word "our." The Music Program is for the whole school and not just those who take private lessons. Music in many forms is present in the School throughout the year, from the Gilbert & Sullivan productions to individual instrumental recitals, Orchestra and Chorus concerts to short displays of an instrumental student's hard work at a Wednesday Morning Meeting. I love how music and art brings people together. I think the school does a great job supporting the Instrumental Program, but since this question was asked I thought I might make a suggestion that would. The problem is actually getting the student to their lesson. Taking private instrumental lessons works the best when the student is at their lesson on time which, for the obvious reason of maximizing their learning time. I suggested to Mr. Schrade to
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 35
give each instrumental student a buzzer (the ones you get when you wait for your table to be ready at some restaurants) that would go off two minutes before their scheduled lesson to allow them ample time to grab their instrument and music and calmly walk down to the first floor. Since this is more of a dream than reality my request is to see if there is a more realistic way to get a student to remember their lesson time. Otherwise, the support of the School is fantastic! I thank my lucky stars to be in the Allen-Stevenson family.
HG: Though there is always room for improvement, I feel my students are well supported by the School. They are given many performance opportunities. Unfortunately, many boys struggle to find time to practice their instruments between lessons. Perhaps, if they received encouragement from their academic teachers to put aside time every day to practice their instruments in addition to their math and reading homework, they would be convinced! CC: How does the current program work especially well for you as an educator/artist?
HG: I feel very privileged to teach horn at A-S. I have a great deal of scheduling flexibility that allows me to freelance and teach at other institutions. It is a great advantage teaching lessons during the school day, rather than being restricted to after school hours. The boys recognize the School values them as young musicians. It is an important part of their personal and social identities. Many schools only offer group lessons; it’s rare for a school to offer private lessons during the school day for this number of students. I love working at a school that values the education of the whole child: the musician, the artist, the athlete, the reader, the writer, the mathematician, the scientist… I appreciate the support my students receive from their academic teachers and division heads, allowing for participation in special performances opportunities. RS: Since I do freelance performance work with orchestras and Broadway shows, it is beneficial
for me to change my teaching day upon occasion. Since the boys can't miss the same class every week, it is helpful for me to change the times around my other activities. The other schools where I teach do not have flexible schedules.
BL: I love teaching at a school where I can go outside of the teaching studio and see my students
perform in a play, in a school debate, academic bowl or spelling bee. I also love collaborating with my fellow teachers and have, over the years, included boys studying other instruments to join us at our flute recitals - especially when we played jazz with Mr. Ragusa, it was great having boys provide the bass and rhythm section. I also feel very privileged to work closely with Randy Schrade and Michelle Demko - two people who are dedicated to music education and extremely supportive of us as teachers. Finally, though, my true inspiration will always be Robelyn Schrade-James, who encouraged me 21 years ago to teach flute at Allen-Stevenson and whose infectious passion for music and love for our boys was undeniable.
“I’m blown away at every recital my students have given.”—Jill Collura
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 36
Teacher. Performances are from June 14 to 24, Tuesdays to Fridays at 7:00PM, and Saturdays at 3:00PM and 7:00PM, at the IRT Theater at 154 Christopher Street, NYC. For more information and ticket sales go to http://www. improbablestage.org/ our-work
Tony D’Itri, Physical Education/Athletics continually tries to inspire the A-S community to live a fit and healthy lifestyle by example. He has been hosting a fitness boot camp on Thursday mornings for the faculty and staff, and runs Earned Performance, a fitness and sports conditioning camp here at A-S. Always challenging our students and himself, 34 Mr. D’Itri recently completed 550 burpees, one for every member of our A-S community with a little help from the student body. Check out his video on the A-S website.
Stevenson raises puppies for Guiding Eyes for the Blind with her husband, Michael. Her fifth Guiding Eyes puppy, Tory, graduated recently and is now living in Beaver Dam, Wisconsin with a new partner, Ann, who has been completely blind in her left eye since she was a teenager, and her right eye is extremely compromised by severe glaucoma. Nonetheless, a spry woman in her 50s, she attends the University of Wisconsin, Oshkosh. Tory will be accompanying Ann to classes and on her student teaching (She is a seeking a major in Special Education.) as well as keeping her company at home, snuggling on her lap. Barbara and Michael are currently raising pup number six, Kale!
Stacy Donovan’s theatre company, Improbable Stage, is now in rehearsal for a new devised theatre piece, an adaptation of Shakespeare’s Titus Andronicus. Several other people from AllenStevenson are also playing a part in this production and include: Elizabeth VanBuren— Costume Designer, Sarah Misch—Dance Teacher and Ryan Castro—3rd Grade
Julia Kunin, Art Department Head, has an essay in the book, Artist as Culture Producer, Living and Sustaining a Creative Life, edited by Sharon Louden. This collection of essays by artists has them describe in their own words how they chose their careers and how they’ve survived and thrived, creatively and financially. The book is available through Amazon. Julia was also on a panel at M.I.T. discussing her role as artist, activist and teacher.
Barbara Lakota, Instrumental Flute Teacher, in addition to teaching flute at Allen-
Peter deF. Millard, Emeritus Trustee, married Polly Espy, at St. James Church, on November 19. Peter’s son, Richard, graduated from Allen-Stevenson in 1974. Maria Mykolenko, Instrumental Instructor, had her electroacoustic music piece, "In the Streets and Shadows," accepted for a performance at the New York City Electroacoustic Music Festival, on June 24, at 4:00PM, in the Experimental Theater at the Abrons Arts Center and at National Sawdust from 7/14-7/16.
Brooke Parker, and her husband Jason, welcomed a son, Spencer Rand Parker, on February 8.
Outside of A-S, woodshop teacher, Tara Parsons, uses her teaching skills to help cyclists become better bike handlers. She coaches both individuals and groups in Central Park through the local racing club, Century Road Club Association, retailer, Rapha Cycling Club, and indoor cycling and endurance sport studio, Tailwind Endurance. She is also on the board of the CRCA, as well as the CRCA Development Foundation, which helps support youth bicycle racing. You can follow her bike life on Instagram at @CoachTPar.
Frank Peduto, Physical Education/Athletics, and his wife Sabrina, had a baby girl, Ashley Grace, on November 29.
Looking for Alumni
We are delighted to note an increase of interest in Allen-Stevenson 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 2018 should call the Admissions Office before June at 212-606-0884.
From time to time, alumni come to the School to share an interest or skill in conjunction with something the boys are studying or discussing. If you are interested in volunteering your time in this way, please feel free to reach out to alumni@ allen-stevenson.org.
Networking Events Build Connections and Opportunities Are you taking advantage of the vast network of alumni who have careers in everything from finance, real estate and medicine to the arts, the movie business and architecture? Allen-Stevenson boasts alumni affinity groups for all professionals and at every level, whether you are just starting your job search, or seeking to expand your knowledge after years in your field. Contact one of our organizers to learn more about upcoming events:
Alumni in Advertising, Marketing & Digital Media
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 37
Geoff Sanders ’92 firstname.lastname@example.org
Alumni Attorneys Group
Fred Isquith ’97 email@example.com
Alumni in Architecture & Design Kerim Eken ’00 firstname.lastname@example.org
Nikolas Dando-Haenisch ’82 email@example.com
Alumni in Entertainment
Christopher Moscato ’98 firstname.lastname@example.org
Alumni in Finance
Larry Glassberg ’93 email@example.com
Alumni in Real Estate
Simon Wasserberger ’85 simon.wasserberger@ ll-holding.com
Don’t see your field represented? Learn how to start an affinity group by contacting the Alumni Office at firstname.lastname@example.org.
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 38
Derrick Holman ’09, professionally known as ‘Cornelius,’ has recently completed his debut album, Bronx Zoo, which is a collection of songs that highlight his experiences growing up as a “comfortably nerdy Black hipster” in a bi-coastal and, in many ways, bi-racial and bi-religious (or dual faith) environment.
He explained the title as a metaphor for his life, having lived between the Bronx, his home, and Manhattan, where he went to school—at both whiter and more Jewish AllenStevenson and then Columbia Prep—as well as his bi-coastal existence, after his parents were separated and his mother moved to Los Angeles.
Derrick Holman ‘09
“Life felt a little like a zoo, where the difference between my two existences—home and school, mom and dad—had this metaphorical ‘glass wall’ between them. Neither really crossed over. They were quite separate.” He also explained that for him “zoo” is a metaphor for the divider that exists when forming relationships today whether online or social media, on the cell phone or the computer. “We only really get to know part of a person this way,” said Derrick.
“The music program at AllenStevenson definitely had an impact on my life,” Derrick explained. He sang in the middle school chorus and still remembers the chorus trip to Washington D.C. where they were fortunate to perform for audiences outside the A-S community—including his grandparents. Today he sings and raps over jazz-influenced beats, working closely with engineers on the vocal and sonic production.
“What I remember and love most about Allen-Stevenson is that boys were allowed to be free, encouraging creativity. They were given a long leash to experiment when-ever they approached a project and, if it didn’t work out, they came to understand why and how to adapt.” Memories of Allen-Stevenson also included playing on the roof with the PE teachers, “It was so nice that a number of the PE teachers turned up for the reunion,” and fond memories of Mr. Appadurai: “He taught me history in Fourth Grade. He was a caring teacher. He oversaw a few of the diversity programs, and we could always talk openly and comfortably to him about events going on in our lives.
I remember the mentoring program in which the third graders were buddied up with ninth graders. One of my buddies, Isom Chappelle, and I are still friends. Funny how I thought the ninth graders were only about two years younger than the teachers in those days…I looked up to the ninth graders so much.” Back in the Bronx after completing college at Wesleyan University in Connecticut last year, Derrick is spending time rediscovering parts of his neighborhood, getting involved in the community and building roots where he was unable to previously. He is developing a concept space called GREENWOOD and says this down time also provides inspiration for his new music!
To hear some of Derrick’s songs go to: www.smarturl.it/corneliusplus
lamplighter_spring 2017_11_Layout 1 5/8/17 11:59 AM Page 39
Alumni Reunion 2017
W I N E A N D D I N E AT 5 8 3 P A R K A V E N U E
Ranging in years from James Burge ’17 to Andrew Burger ’59, over 150 alumni, spouses, faculty and guests turned up for this year’s Alumni Wine & Dine Reunion Dinner hosted by Louis Rose ’86 at 583 Park Avenue, on March 10. The gorgeous domed space was the ideal setting for the occasion, beginning with a cocktail hour on the balcony overlooking the elegant ballroom. A delicious dinner followed, with alumni seated by class at long tables bedecked with candelabras.
Faculty members were animated in conversation as they caught up with former students, sharing memories from the classroom, rehearsals and performances or sports practices and games. Ron Rolfe ’60 presented the Ron Rolfe Distinguished Alumni Service Award to Richard Perry ’70. Richard said, “I came to Allen-Stevenson in 1965 and I was literally failing out of my elementary school in Chicago. When I left A-S in 1970, I thought I could accomplish anything. I learned to study and focus and fight for what I believed in. That process, of helping young boys develop, still exists today. Thank you Ron. Thank you David. Allen-Stevenson matters.” The celebration continued on Saturday, with alumni returning to 78th Street to watch a rehearsal of Gilbert & Sullivan’s H.M.S. Pinafore and for tours of the School under the guidance of several Upper School boys. Leafing through old AllenStevenson yearbooks and chatting over a light breakfast and refreshments, everyone seemed to enjoy reminiscing about their time at their alma mater.
David Trower h’95 and David Kersey h’98 gave welcoming remarks. “I always love seeing all the boys, especially the old boys that I haven’t seen in a long time—some since they left 78th Street,” said David Kersey.
lamplighter_spring 2017_11_Layout 1 5/8/17 12:00 PM Page 40
lamplighter_spring 2017_11_Layout 1 5/8/17 12:00 PM Page 41
When I left A-S in 1970, I
thought I could accomplish
anything. I learned to study
and focus and fight for what I believed in.That process, of helping young boys
develop, still exists today.
â€”Richard Perry â€™70
lamplighter_spring 2017_11_Layout 1 5/8/17 12:00 PM Page 42
( C O N T. )
lamplighter_spring 2017_11_Layout 1 5/8/17 12:01 PM Page 43
Save the Date!
ALUMNI REUNION WEEKEND
March 9 - 10, 2018 41
Classes ofÂ 1953, 1958, 1963, 1968, 1973, 1978, 1983, 1988, 1993, 1998, 2003, 2008 and 2013 will be celebrating milestone reunions in 2018. Contact your Class Representative or the Alumni Office for details.
lamplighter_spring 2017_11_Layout 1 5/8/17 12:01 PM Page 44
Our Alumni Community in Action EVENTS 2016-2017
Black History Month was celebrated at Wednesday Morning Meeting through inspirational presentations, readings and music. Having recently attended the Young Men of Color Symposium, Santi Vargas '18 and Zachary Rahaman ’18 described what it was like to share their experiences with other young men of similar racial backgrounds. Daniel Simmons '18 followed by explaining in brief the history of black lives in America and the creation of Black History Month. Micah Lilley '24 sang a beautiful rendition of "Lift Every Voice and Sing." Kris Harris ’95 read a powerful protest poem he had written as a student. The poem is called " A Breathing Exercise," which he wrote it in 2001. The Twin Towers attack coincided with the death of one of his professors at Oberlin, Calvin Hernton. The poem is a commemoration of the two events. Kris said, “I thought it was an appropriate reminder of the early days of Donald Trump, that peace and listening to each other and learning from each other was the best path as the wars and protests continue around us.”
Addeson opened by explaining that an Ally is someone who is supportive of the Lesbian Gay Bi Transgender Questioning/Queer (LGBTQ) community and helps against bullying and name-calling. He explained that Allen-Stevenson provides support through groups such as ERGO (Exploring Race, Gender and Origins), BOCAS (Boys of Color at A-S) and Advisory. The launch of the new Gay Straight Alliance (GSA) Club will hopefully help everyone at the School who needs an ally and to help those who identify as LGBTQ to have confidence in being who they are. Each of the panelists went on to describe why they are allies and why they have needed an ally.
Jack Salomon shared his love of poetry with the sixth grade boys in Peter Haarmann's English classes. Mr. Salomon shared a few highlights from his time as a student at Allen-Stevenson. He then went on to recite poems he had written himself as well as a variety of poems that are amongst his favorites. With the election impending, Mr. Salomon thought it would be appropriate to read a poem he had recently crafted called, "Vote for Me." After each poem the boys asked questions and shared insights, which at one point led to an interesting discussion about the greater meaning in poems and metaphors.
Kris Harris ’95, P’24 and ’26 Joined Black History Month Assembly
The Upper School boys and faculty and staff heard from a group of panelists who shared their experiences of what it means to be an Ally and also need an Ally. The panelists were: Susan Lukas, Upper School English Teacher, Julia Kunin, Head of the Art Department, Clarke Rudick ’09, Santi Vargas ’18 and James Wilson P ’24, ’26. Moderating the panel was Addeson Lehv ’18.
Poetry Fun with Alumnus Jack Salomon ’62
Ally Week Upper School Panel
lamplighter_spring 2017_11_Layout 1 5/8/17 12:01 PM Page 45
Alec said he’d been to a lot of great schools and done a lot of hard work, but most importantly he learned why and how and he learned how to learn. "I’m still learning something new,” he said. He walked the boys through his career as a teacher to being a data analyst today where he looks at interesting patterns in public schools. Alec explained that many kids in this country don’t have the opportunity to receive the education they deserve because of the neighborhoods they live in. This is sad and unfair, he said,
Before the November 2016 election, the Middle and Upper School boys participated in a morning of research, discussion and debate around a variety of political issues. This new project began with the boys choosing an election issue in which they were interested in exploring. Topics covered Second Amendment Rights, National Security, Climate Change, Immigration, Health Care,
The morning's discussions opened with Benjy Sarlin of NBC and Will Rahn of CBS describing their paths to becoming political reporters, which was inspired by teachers like Mr. David Kersey in American history class, performing in plays centered on political scenarios such as Shakespeare’s Julius Caesar, and eventually writing about the news. The morning concluded with the boys having the pleasure of meeting Mr. Sarlin and Mr. Rahn and asking them questions about campaign topics they were interested in and had researched and talked about during group brainstorming sessions earlier in the day.
Documentary Film by Artemis Joukowsky ’77
"It all began with a ninth grade project," Artemis Joukowsky explained to an audience of sixth to ninth graders at a special screening at Allen-Stevenson. A class assignment to interview someone of moral courage led to a conversation with his grandmother, Martha Sharp, and ultimately the documentary film, Defying the Nazi’s: The Sharp’s War. The film, produced and codirected with Ken Burns, is about Waitstill and Martha Sharp, who played a role in the relief and rescue of displaced and endangered World War II refugees, including many Jews, in 1939 in Prague and 1940 in Southern France. Before showing the film, Mr. Joukowsky explained that this was a film about the "liberation of the human spirit.” He said he feels Allen-Stevenson has always stood for this…because the school has not only encouraged boys to work together to be the best, but has emphasized how one makes the best person even better. To close, Mr. Joukowsky summed up by saying that the moral of the story was "anyone can help someone else."
Benjy Sarlin ’00 and Will Rahn ’02 Assist in Election Issue Discussion
Education Reform, Racial Justice, Renewable Energy, Military and Defense and Tax Policy.
Marking the School’s 134th year, Headmaster David Trower welcomed everyone and introduced Founders Day Speaker Alec Barrett ’04. Alec opened by saying how walking back into the School brought on a flood of memories… .from his love of maps starting in Mr. B’s class with the clay worlds, being a lovesick maiden in G&S’s Patience, the excitement of woodshop where he made a cabinet with a sliding drawer and a hinged top, and the honor of playing the piccolo solo in "Stars & Stripes Forever" to forgetting his lines as the judge in a performance of Inherit the Wind in Seventh Grade and not knowing how to spell Australia in the GeoBowl. All of these experiences were joyful and full of victories and mistakes.
as they might not get to discover their talents. During his time at Allen-Stevenson Alec said he learned about bullies, victims and upstanders. He recognized that he could be an upstander and do his part to help fix some of the problems in public schools and make them better. Alec encouraged the boys to think about a problem they see in this city, country or world. They might think the problem is too big to solve, but any impact can have a ripple effect.
Alec Barrett ’04: Founders Day Speaker
lamplighter_spring 2017_11_Layout 1 5/8/17 12:01 PM Page 46
6,000' of elevation change and hours of rain it was a fantastic challenge made even better having completed it with his wife, Kelli Foster!
John O. Field ’55 said, "I am a grandfather once again, this time to a lovely little girl named Zoe Field-Morgan. She and her brother, Theo, live in Chicago, which means lots of travel these days. Greetings to all!”
Artemis Joukowsky ’77, accompanied by his fellow classmate Dewey Wigod ’77, shared the documentary film, Defying the Nazi’s: The Sharp’s War, with the sixth to ninth graders at Allen-Stevenson in March 2017. The film, produced and codirected by Artemis and Ken Burns, is about Waitstill and Martha Sharp who played a role in the relief and rescue of displaced and endangered World War II refugees, including many Jews, in 1939 in Prague and 1940 in Southern France. A companion book written by Artemis, with a foreword by Ken Burns, was released in September 2016. See story on page 43.
Bill Konigsberg ’86 just released his fourth novel, Honestly Ben, a sequel to Openly Straight.
Dr. Alfred Burger '87 received the 2016 Award for Excellence in Clinician Education from the Mid-Atlantic Region of Society of General Internal Medicine. Lucien Foster ’87 completed an Ironman distance triathlon in Mont-Tremblant, Canada, in August 2016, a dream of his for some time now. The event, a 2.4-mile swim, 112 miles bike, 26.2 mile run was completed in 14 hours 26 min. With over
Montaign “Louis” Gamino ’87 lives in the Washington, D.C. metro area and works at Marriott International in Global Digital Branding.
John Lipman ’92 married Sara Zambrelli in June 2016 and moved to Greenwich, CT.
Charles Socarides ’92 led a reading of the romantic comedy/drama, "Lobby Hero," by Kenneth Lonergan, 2017 Academy Award winner for Best Original Screenplay for Manchester by the Sea, on March 13, 2017, at Westport Country Playhouse. Charles has also been filming a segment of When We Rise, an American docudrama miniseries about LGBT rights in which he plays his brother Richard Socarides.
Kris Harris ’95 read a powerful poem, written when he was a college student, to the Allen-Stevenson middle and upper school boys at an assembly to celebrate Black History Month on February 8. See article on page 42. Conor O'Malley ’95 launched a new podcast called Squash Radio, which brings the ‘inside’ of squash to life through great stories.
Matthew Ferraro ’97 moved to Washington, D.C., in October 2016, and works at a private law firm focusing on regulatory law.
lamplighter_spring 2017_11_Layout 1 5/8/17 12:01 PM Page 47
Ted Ely ’98 and Megan Becker married on September 17, 2016, in Newport, RI.
Tom Zipser ’99 launched Deer Pond Capital, a middle market investment bank. Tom founded Deer Pond Capital last year after serving as Head of the New York investment banking office for Esposito Securities. Tom is also Vice President of the Allen-Stevenson Alumni Council and Vice Chair of the A-S Alumni Annual Fund.
Jaeger Kovich ’02 is building/designing a golf course.
Jack Lyden ’02 married Katie Sweeney on October 7, 2016. Rudi Pica ’02 married Lonni Kushner on October 24, 2015. He is currently working in asset management at JP Morgan and as a personal trainer.
A. Reed Katz ’03 is living in Brooklyn, NY, and working at JP Morgan. He has been working with the A-S endowment and helping A-S as much as he can!
Henry Rosenwach '04 was featured alongside his father, Andrew, in Crain’s New York Business, which highlighted their successful water tank company.
Jon Kostakopoulos ’05 ran for New York State Assembly for the Upper East Side.
Mark R. Blumenfeld ’06 continues to sell residential real estate.
Alex Klaris '06 was promoted at Hulu to Account Manager.
Alexander Corwin ’08 is living in Los Angeles and working in real estate. He started his own app and hopes to launch it in 2018.
Derrick Holman ’09 just completed his first music album, Bronx Zoo, under the stage name Cornelius. Having shared it with family and a few friends, and having placed some of the songs online, Derrick is now working on marketing it to a wider audience. See article on page 36.
Clarke Rudick ’09 shared his experiences of what it means to be an Ally and also need an Ally as a panelist at the Ally Week assembly at Allen-Stevenson, on February 1. See article on page 42. Maximilian Tabet ’09 is working in commercial real estate.
Danny Terry ’10 said, "As a fitness enthusiast since the age of 15, I started lifting with my high school football and lacrosse teams. Over the past 4 years, I have made bodybuilding my main fitness priority. In the spring of 2015, I competed in the International Drug Free Athletics (IDFA) Montreal Classic and placed 6th in the Men's Physique class. That summer I took a certification course and became a National Association of Sports Medicine (NASM) Certified Personal Trainer. I currently run several classes per week at a studio gym in Brooklyn (The Living Room BK), as well as train clients privately. I am also working toward my certification as an NASM Fitness Nutrition Specialist (FNS). My immediate goals include building my private client base, continuing to gain experience as a class instructor, and exploring avenues to my own brand of fitness clothing and nutritional supplements. To me, fitness is a way of life and my calling."
Willie Swett '15 performed a selection of pieces on the double bass including the "Sonata for Double Bass and Piano," by Paul Hindemith, and the "Suite Andaluza," by Pedro Valls, at the Juilliard School in New York City on March 18.
lamplighter_spring 2017_11_Layout 1 5/8/17 12:01 PM Page 48
In Memoriam Karen Bancroft, former Learning Resource Center Math Specialist,
Landis joined the faculty of The Allen-Stevenson School in 1959,
a valued friend and colleague during her tenure at Allen-Stevenson.
generations of students in English and the dramatic arts. He was
passed away on April 19, 2017, of a sudden heart attack. Karen was She was thriving in her perfect choice of Pittsburgh's academia, liveliness, innovative restaurants, cultural life and walkability! She will be missed tremendously by her son, siblings and friends. A party to
celebrate Karen's life is being planned for a future date.
where he would remain for the next quarter century, inspiring
honored after his retirement when the school dedicated the William Landis Assembly Hall in his name. Landis and his family continued to stay active in professional theatre, through their long-term
association with the Sharon Playhouse summer stock theatre in Sharon, CT. In the 1970s and 1980s they produced numerous shows, including the world premiere of Drums at Yale, by
playwright and Sharon resident, Dr. Walter A. Fairservis, Jr. Landis’ last stage appearance was in 1987 at the Abbey Theatre in New
York as Polonius in Hamlet, produced by long-time colleague Del Tenney, with Rita Gam, Douglas Watson and Dirk Benedict. He spent his final years in education at The Gunnery, in
Washington, CT. In retirement, Landis pursued his passions of golf,
gardening and bridge. He attained the rank of Silver Life Master in
the American Contract Bridge League and enjoyed traveling to play in tournaments throughout the country. He continued to play
William Lightner Landis Sr, 95, of Concord, formerly of Sharon, CT, passed away April 6, after a period of failing health. Born in 1921, in Minneapolis, MN, Landis was the son of Willis Emory and Anna
Elizabeth (Lightner) Landis. During World War II, he interrupted his
studies at the University of Minnesota to enlist in the Marine Corps. Following his military service, he
completed his undergraduate education at Pacific Lutheran University in Seattle, where he won national acclaim for his oratory skills. He earned his Master’s
degree at the University of Washington. Landis began a career in professional theatre that would span five decades and both coasts. Following work in
stage and film in California, Landis headed to New York City in the early 1950s. He auditioned for a production of Oscar Wilde’s An Ideal Husband, where he met the director and his future wife,
Elizabeth E. Engrav. The couple founded the Downtown Theatre,
Off Broadway on East 4th Street. There, they directed, staged and
performed a variety of productions, including works of playwright
George Bernard Shaw, including the American premiere of In Good
King Charles’ Golden Days, in 1957, the first Off Broadway revival
of Sandy Wilson’s The Boy Friend, in 1958, and the world premiere
of Jack Richardson’s The Prodigal in 1960.
actively until quite recently.
Landis was predeceased by his wife in 2001. He is survived by his
daughter Maura L. Willing and her husband, Charles G. Willing, Jr, of Concord, with whom he resided, his daughter Elizabeth-Anne
Platt and her husband, Charles Platt IV, also of Concord, and his son William L. Landis Jr, of Hamden, CT. He is also survived by
grandchildren Elizabeth E. Willing, Charlotte G. Willing, Charles
Platt V and his wife Anna Lurie, Margaret E. Platt, and William L. L. Platt; a brother-in-law Henry A. Engrav Jr. and his wife Sherry
Engrav; and a niece Heather Shakelford and her husband James
Shakelford. In lieu of flowers, memorial contributions may be made to the Concord VNA Hospice Program, 30 Pillsbury Street, Concord, NH 03301.
The remembrances of some of his students may be read online in
the May issue of Blue & Gold, as sent via email, or can be found at www.allen-stevenson.org/page/alumni/news--events.
lamplighter_spring 2017_11_Layout 1 5/8/17 12:01 PM Page 49
Philip Livingston Rollin Du Val '26 died
A member of Bowdoin's Study Committee on Underclass Campus
surrounded by his family at home in
coeducation in 1971.
New Canaan. He was 96. Philip was born
April 6, 1920, in Manhattan, NY, to Clive Livingston Du Val and Augusta Harper
Lynde. He attended The Allen-Stevenson School in New York City and graduated from Groton (1939) and Yale (1943 NROTC).
Philip spent six years in the Navy spanning two wars, retiring as a
commander and earning a Bronze Star with Valor. Philip started his career in the menswear business and subsequently began a long
and successful career in the advertising and publishing business.
He was a born salesman with a strong work ethic and rose up the ranks to become president of Harper-Atlantic Sales and then marketing director at The New York Times Magazine.
John Hupper ’40 died peacefully surrounded by his family on
November 24, 2016, in his 92nd year. He was a retired partner of the New York law firm Cravath, Swaine & Moore LLP. Born and
raised in New York City, he was the eldest son of the late Roscoe
H. Hupper, a leading admiralty lawyer, and Dorothy H. Hupper. He
attended The Allen-Stevenson School, then graduated from Phillips Exeter Academy in 1943, and served in the US Army from 1943 to 1946. He then earned his A.B. summa cum laude and Phi Beta
Kappa from Bowdoin College in three years. His LL.B. cum laude
from the Harvard Law School in 1952 included his position as an Editor of the Law Review. Foremost in his legal practice were
commercial, securities, antitrust and professional liability litigations. Long active as a mediator and arbitrator, he served as a Special Master of the Pre-Hearing panel of the New York State
Supreme Court's Appellate Division, First Department, and as a
member of that Court's Committee on
Character and Fitness, et al. Committed to education, he served as an Overseer
and a Trustee of Bowdoin College and a Trustee of The Allen-Stevenson School.
Environment, he co-authored its 1969 report leading to
He was utterly devoted to his family, which was well chronicled given his earnest pursuit of photography. Beyond his firm
commitments to Cravath and to education, he much enjoyed a
game of golf or tennis (if with a good score), as well as Met Opera and New York Philharmonic performances. His wife of 64 years, Joyce McC. Hupper, survives him, as do the three dearly loved children they raised together: John R. Hupper, Jr. (Cynthia M.
Whitman), Gail J. Hupper (William H. Wood) and Craig W. Hupper (Susan Rose Hupper). Four granddaughters followed, to his great delight. A brother, Roger W. Hupper, also survives him; another brother, Joel H. Hupper, predeceased him. A Celebration and
Thanksgiving of Life was held on February 10, 2017 at the Madison Avenue Presbyterian Church in New York City.
We are sad to report Dean Sanborn ’61 passed away on January 12, 2017. He was a member of ASAC and an active alumnus. He lived
in Floral Park, NY. A celebration of Dean’s life was held on January 15, 2017 and his wife Daphne, family and friends shared their
reflections and memories. Dean had a passion for aviation. He built a Midget Mustang and also constructed an L-17A, which is a post WWII plane. Dean graduated from Northrop Institute in 1970 with a
BSAME in Engineering, and served in the Navy.
Gifts may be sent to Defeat GBM Brain
Cancer Research at www.defeatgbm.org.
peacefully in his sleep November 6,
lamplighter_spring 2017_11_Layout 1 5/8/17 12:02 PM Page 50
Did You Know? is a column
getting a booster shot of excitement handling finance in the fashion industry. My last ticket, a hot seat in opulent world of home fashion with Ralph Lauren opening home stores around the world.
that highlights our many interesting parents.
If you’d like to submit
information for our next issue, please email it to Casper Caldarola.
Last summer, I who have spent 18 years haunting the halls and front desk of Allen-Stevenson for two boys and a third son at Churchill), opened The French Presse Linen store in Amagansett Square, NY. Exotic exceptional textiles and designs coupled with a pragmatic pleasure in helping people make their perfect beds drove me to launch the store. Now I am challenged with the goal of bringing this personal, tactile and intimate experience online.Watch our website grow (https://french-presselinens.myshopify.com) as we take on this task.
I have been in media since I graduated from college. I moved to London right after graduation and went door to door with my resume (those were the days before LinkedIn) until CBS News hired me for an unpaid internship. At night I waitressed to pay the rent. Luckily I was a good journalist, because it turns out I was a terrible waitress.
I stayed at CBS for 17 great years. Years spent working overnight, over weekends, overseas. I did stories in prisons and hospitals and state capitals. Then I moved to NBC News where I was the number two in charge. Then I spent a fascinating 18 months consulting with start-ups and digital media companies. Currently I am the Head of Video at Yahoo! where I oversee a team creating original stories and shows in sports, finance, news, lifestyle and entertainment. The word “pivot” gets thrown around a lot in Silicon Valley. I realize I’ve been pivoting all my life and really enjoy it.
In a short time, The French Presse store has built a reputation offering a wide and unique assortment of fashion forward bedding styles drawn from all over the world. Designers and architects have discovered the store and our services—"finding that perfect blue linen in 5 different hues” is exactly the kind of task I cherish. I have customers who found us in Amagansett and have called on our expertise from Texas, Aspen, Germany and Florida to send us photos of our products that would work in their homes. We’re open all year. Feel free to stop by, email me at email@example.com or call 917-864-9711. Summer is just around the corner!
Sarah de Havenon-Fowler P ’09, ’11, ‘19
Alex Wallace Creed P’19
In 2009, I tumbled from an errant horse. My elder one was in KG at A-S, and on safety walk later that year, I met a lovely mom who shared her gift of meditation. She assured me I could reduce my pain medications if I practiced continually. Hooked, now I run a program that teaches spirituality, yoga and meditation to over 150 NYC kids. With a quiet mind and so much satisfaction, I took time to become involved with the A-S PA, Admissions, School Store, Annual Fund and CL+D.
Much like the kids, our company has grown really fast. Our personal approach to our target audience is on track to blossom to an online presence soon!
Maha Omar P ’17
I now serve on the Boards of Children’s Hope India and Chinmaya Mission New York. Kush's service trip to Costa Rica ties together how it really is true that you end up where you belong. Thanks to Allen-Stevenson for bringing so much richness and texture into all our lives.
Aditi Gugnani Malhotra P ’18 & ’21
As a family, we’ve always loved to travel, often times to hard to reach places. With 4 young children in tow, we needed to be sufficiently prepared to tackle illnesses as well as hungry tummies. As pharmacists, Sharif and I always packed plenty of medication and nutritious food options. We became acutely aware of the challenges families faced in having access to quality, affordable medicinal and nutritional products. It wasn’t long after that our pharmaceutical and nutritional company Liptis was born. Today we provide a variety of prescription medicines and infant formula to 13 countries across Africa and Asia. Our goal is to expand our global presence and erase the divide that separates us as a people.
"Look beyond what is obvious and then decide what truly moves you —that's your invitation." This was our mantra being raised in a joint family being shuffled between New Delhi, India and Roslyn, NY till the age of 17. Business school at Wharton and 16 years spent
It is exciting to take part in a child’s development and gratifying to help individuals and families lead healthier lives by educating communities on the importance of proper nutrition and providing physicians with the latest research needed to help their patients, all while improving access to the necessary tools.
As the “smallest” player on the University of Rochester’s football team, I was always trying to bulk up. This meant I was constantly eating and eventually started working in local restaurants to offset the cost of all those all-youcan-eat wings. What started out as a means to pay for dinner, turned into a passion for cooking. I’ve spent the last 20 years cooking in some of the finest restaurants in the world such as Restaurant Daniel in New York City and Mary Elaine’s at the Phoenician in Scottsdale, AZ and have been awarded for my efforts with the culinary industry’s highest accolades such as Food & Wine Best New Chef 2004 and a James Beard Award: Best Chef - Southwest in 2006. In 2009, I left the kitchen to start my own full-service restaurant consulting business, Bellyfull Hospitality so I could have more flexibility and time to spend with my newborn son. At Bellyfull, we offer concept and menu development, kitchen design and staff training (front and back of the house). I’ve been very fortunate to have my talented team at Bellyfull help me grow my company and successfully open restaurants worldwide. I now have the time to share my passion for food with my kids in my own kitchen.
Bradford Thompson P ’25
lamplighter_spring 2017_11_Layout 1 5/8/17 12:02 PM Page 51
THERE ARE MANY WAYS TO BE A BOY.... AND THE ANNUAL FUND SUPPORTS THEM ALL
Please make your gift today and support the Allen-Stevenson Annual Fund by June 30, 2017! Questions? Contact David Smith, Director of Development, at 212-933-5214.
lamplighter_spring 2017_11_Layout 1 5/8/17 12:02 PM Page 52
THE ALLEN-STEVENSON SCHOOL 132 East 78th Street, New York, NY 10075-0381
In Sophie Dwyer’s reading group, each boy read National Geographic’s–Great Migration: Butterflies, selected ten unique facts from the notes and created butterflies. Photo by Louisa Wells
Non-Profit Organization U.S.Postage Paid New York, NY Permit No. 757