February 2020
Atrium in the World
INSIDE ATRIUM Dear Atrium families, In Chapter 8 of A. A. Milne’s wonderful first Winnie the Pooh book, Pooh opens by singing a song (about honey, of course!) and then wonders aloud, “What do we do next?” “We are all going on an Expedition,” announces Christopher Robin. “Going on an Expotition?” said Pooh eagerly. “I don’t think I’ve ever been on one of those. Where are we going to on this Expotition?” All the animals from the Hundred-Acre Wood (including Rabbit’s friends-and-relations) gather together for the journey. Uncertain about exactly what an Expedition is, they set off “to discover something”—in this case, the North Pole. They achieve this noble goal, unexpectedly and quite by accident—but the experience itself is the true purpose. Along the way, differing visions of how to travel must be hashed out. Provisions must be consumed to keep up their strength. There is great excitement and peril at “a stream which twisted and tumbled between high rocky banks.” In a moment of carelessness, Roo is swept over a waterfall and must be rescued in a collaborative effort. As Milne writes it, “Everybody was doing something to help.” Ultimately, it is Pooh who saves the day, moving far downstream and extending a long pole into the water. Roo grasps it safely as he joyfully sputters, “Look at me swimming!” This rescue pole is ceremoniously repurposed and dubbed the “NorTH PoLE DICSovERED By PooH” and everyone heads home happy, with Pooh “feeling very proud of what he had done.” I love this particular story, and it reminds me of an important and frequent way we learn at Atrium: through direct experience, out in the world. From our PreK
students using all their senses during regular trips to Mt Auburn Cemetery, to our 8th graders expertly guiding each other through the historical monuments of Washington DC each spring, Atrium students are always venturing out onto engaging expeditions into the “real world.” This is by purposeful design. These Atrium experiences are not mere field trips, which tend to be highly scripted. Rather, our students are consistently doing field work, solving unexpected problems in authentic contexts. They make repeated visits to ecosystems, and climbing gyms, and social service agencies, developing the kind of deeper understandings and community relationships that can only occur with repeated contact over time. The world comes to us too—musicians, dancers and actors vigorously engage younger students not just with performance, but in extended arts “residencies” nested across all our classrooms, while the Middle School Clusters program bring experts in digital media, STEM, and dramatic performance for intensive “deep dive” experiences. To visit a classroom during these frequent sessions is to witness immersion, exertion, deep reflection and the resolution of unexpected dilemmas. Every day, there is the shared excitement of powerful breakthroughs. What is the result of all this experience-based education? Atrium learners do not wait for the world to come to them. They learn to confidently and proactively seek out new ideas, opportunities, challenges and delights. They are accustomed to—and highly skilled at—engaging in learning wherever and whenever. Here, there is no false boundary between “school” and the so-called “real world”; rather, life is learning. Warmly, Marshall
Bringing the World to PreK
Mia Bullock and Kristin Botnen, PreK teachers In the Originator classroom, it is our belief that learning should be based in children’s experiences, both real and imagined, individual and collective. Our daily conversations are often based on what students are noticing in the world around them. And students’ imaginative play often parallels their real world experiences, providing them space to make sense of the world they live in. As teachers, we set out to create a classroom space that is safe but open for exploration. Students bring in stories and ideas from their home community that we navigate as a class. We fill our classroom with found materials so it becomes an extension of the natural world. Using their five senses, scientific tools and art, students can connect with these materials on a deeper level. When a child is wondering about something in the world, we bring in experts, books and even stories that will help them shape their understanding. The Originators also take time to step out of the classroom into the world. Each month we walk through Mount Auburn Cemetery noticing, discussing and drawing the changes we observe. These routine excursions allow us to meet new people, like those who work in the greenhouse; learn new things, like plants native to New England; and experience new wonders, like a pond completely covered in green algae. Based on student interest, we have travelled by public bus to Harvard and Kendall Square, spending afternoons exploring museums filled with interesting art, science and history. In recent years, we have visited local businesses, like Deluxe Diner and Matilda’s, building relationships in Watertown. Through trips into the world and intentional curriculum that brings the world into the classroom, students are learning through experience––building an understanding of their identity within the larger world, and realizing that learning happens everywhere.
Middle Schoolers Learn Through Service An important element of Middle School life at Atrium is the opportunity to participate in service learning. Each year, Middle Schoolers choose between four local organizations: Friends of Mt Auburn Cemetery, Brigham House, Watertown Health Center, and Stepping Stones Child Care. Students then go monthly to their chosen volunteer opportunity to offer their services. At the beginning of each year students can choose a different option, or they can remain with the same organization through their entire Middle School tenure. For a number of students, service learning is meaningful because it allows them to see their own usefulness in the world and the impact their time and energy have on others. Mira, a 7th grader, chose to volunteer at Friends of Mount Auburn, where she helps to plant and transplant flowers at Mt Auburn Cemetery. Students’ work assists the cemetery gardeners in making floral arrangements. “I feel good about helping people,” Mira said. “We make arrangements so that people can bring them to their loved ones.” Building a community outside of Atrium is an invaluable experience for students. For many, service learning is a chance to discover more about history and their community while making important social connections. Eighth grader Teddy spends his service learning time at Watertown Health Center, a local nursing home. Teddy explained, “It’s a time to connect with seniors: to play games, or do art. I’ve made connections there and opened up and told stories. The people there have great stories: one was in a band like me, one was a guitar teacher, and one was born on the other side of the country. Their stories are really cool. It’s nice to know I am loved and they are happy to see me.” Students say service learning gives them the opportunity to interact with people they might not normally encounter.
Atrium Begins Basketball Program Middle School students at Atrium enjoy many co-curricular options once the school day ends. Science Olympiad draws in many students through the winter, as do the fall musical and the spring dramatic play. The fall crosscountry running team and the spring track and field teams are favorites as well. Our Middle School co-curricular choices are scheduled thoughtfully, so that students can participate in as many as they wish to. This, in turn, strengthens bonds across grade levels and encourages kids to try out multidimensional pursuits. This winter we’ve added a basketball team to these exciting options! Coached by 5th grade teacher Sam Bloch and alumni parent Laurie Crane, this new venture has been a resounding success. Nearly 20 students participate, practicing together twice a week at Boston Sports Club’s basketball court at the Arsenal. The team looks forward to upcoming games with Cambridge Friends, Fayerweather, Rashi, and Park Schools.
“We’ve seen every kid come and play hard,” said Coach Laurie. “Each week, we see the kids improving. They are having fun, and they are eager to learn.” The players echo their coach. Sixth grader Chris notes how teammates “communicate and work together towards a common goal.” His 7th grade teammate Hannah appreciates “getting to know different sides of people you might not otherwise know.” Atrium’s basketball program welcomes players of widely varying skills and experience with the game. Coach Sam captures Atrium’s approach to teamwork: “It’s been exciting to see how more experienced players who play a lot of basketball outside of school bring what they know to newcomers to the game.” For example, 8th grader Gus C. was recently elected team captain, and “likes to have the chance to be in a leadership role like that.” Hard work, an emphasis on skill development and teamwork, and a great deal of fun—all a success in the first basketball season in Atrium history! Eighth grader Virginia spends her learning time at Stepping Stones Child Care, which she chose because of the work with younger children. “I love little kids; they’re my favorite. They’re funny without knowing they’re being funny. It’s nice to get the sense of knowing younger people.” An unusual advantage to service learning is the essential––but sometimes uncomfortable––socialization skills it encourages. Through service learning, students must step out of their comfort zones. Charlotte, an 8th grader, has rotated through all of the options and said, “One of the things that’s good about service learning is the socializing. I don’t like to interact with people I don’t know, but this exposed me to being with people I don’t know.” While service learning has countless benefits, it’s clear that Atrium students are grateful for the opportunity to have the chance to volunteer at school.Virginia explained, “Service learning is very special––it’s a big privilege. A lot of my friends at other schools are stuck in class all day, but we get a lot of movement and interaction.” “I’m so glad service learning is valued here,” Teddy added. “I hope to continue this work in high school next year. Atrium’s service learning programs are great opportunities to know other cultures and people and do good work in the world.”
2nd and 3rd Grade Curriculum Cultivates Changemakers by Alyssa Fucci, 3rd grade teacher Each year, the Trailblazer and Explorer classrooms unite as one to do good for our surrounding community. Whether it is gathering items for our backpack project to deliver backpacks with essentials to give to the homeless, volunteering our time helping to clean up the Charles River, or researching an important topic about our world and how to help, the 2nd and 3rd grade students learn what it means to be a positive part of a community by helping others. This year in Social Justice the 2nd and 3rd grade classes began to study water scarcity. They learned about developing countries and their lack of access to clean water. They were shocked and saddened to learn that many children are not able to attend school because their responsibility to walk up to 20 miles––each way––to fetch water, that is not even clean to bring back to their community. They do this each day, not leaving time for schooling or even play. We also learned about the continuing water crisis that Flint, Michigan is still facing today: a community right here in the United States that still does not have clean drinking water and needs to rely on bottled water. The 2nd and 3rd grade cohort will host a Bake Sale at the upcoming Freedom and Justice Assembly on February 14th from 2:00-3:00. This year we will be raising money for Charity:Water. Charity: Water is a non-profit organization bringing clean and safe drinking water to people in developing countries. The monies raised will go to a village in Tigray, Ethiopia, which will aid them in funding a well for their entire community. Doing so will allow many children to attend school to get a proper education, which they deserve. Bringing clean water to this community would mean that young girls and women in the village would be freed from a lifetime of walking all day to fetch water. Each year the Trailblazer and Explorer classes also support an organization called Cradles to Crayons. The organization is driven by a focused and all-important goal: to make life better for children in need. Recently, the 2nd and 3rd graders lent a helping hand once again to volunteer their time in order to help others. This year, we learned that about 250,560 children under the age of 12 in Massachusetts live in a low-income or homeless situation. Our students take this opportunity seriously, checking clothing and asking an adult if they are not sure if a shirt would feel right to someone going through a tough time. This year, our volunteer time of two hours helped 163 children in need. (Continued on next page) We asked fifth graders
What have you learned at Atrium that you use in the world? Alex
“We learned about fractions in math, which is useful in the world because I bake a lot and now I understand proportions.”
“If someone is not so nice, and you are nice to them, eventually it will come back to you.”
Olivia
Erica
“We are learning about checks and balances in government and now I understand that you need people and power to impeach a president.”
“When I came to Atrium, I was really scared to make new friends, but people helped me go together. I always think of that when I meet new people.”
Jordan
Changemakers continued
7th Graders Take Action at Climate Strike Two days before September’s Climate Strike, 7th graders mobilized to bring an Atrium contingent to the protest. Spearheaded by a student, the plan began with a simple conversation between the 7th grade cohort. Inspired to take action, the students talked to Laura, their science teacher, who went to Marshall, the head of school, to see if the class could attend the protest. Two days later, the class took public transportation to the Climate Strike. Rachel, the student who led the movement to attend, explained,
“I am invested in my own future and climate change is a huge existential crisis and our future is in question. I don’t want to wake up every day wondering if an extreme natural disaster will end my life or the lives of people I love.” Because Rachel was a new student at Atrium, she didn’t know the systems in place to organize an Atrium contingent at the Strike. Fortunately, her fellow 7th graders were motivated by her passion and helped her through the process.
Finally, we participate in a program founded by Jane Goodall called Roots and Shoots. Roots and Shoots’ mission is to empower young people to affect positive change in their communities. The students find books pertaining to their topics in our school library and at their local libraries. They find relevant articles in the news and other studies. By the end of their research, we hold a museum gallery walk where students present their findings. The purpose of the gallery walk and all of their hard work in researching is to teach others about the many devastating things happening in our world today. On display are poster boards with everything they have researched and learned about their selected topic, what they think a solution may be to help the cause and a diorama depicting the problem. Students also have the opportunity to tap into their creativity in which they display their information. Some choose to do a small iMovie, draw, write a poem and so much more. We hope by understanding where we fit in this world, and how important we are within it, and what good we can do, that we can continue on a path in which we can make the world a better place. One is never too young to make a positive difference––no matter how big or small it may be.
“It was important for us to go, because it showed Atrium has a presence, that Atrium cares about climate change, “It was interesting to see how we were able to get us as a environmental justice, and social justice-related issues,” whole class to unite in a short amount of time to go into Rosa added. the world and make an impact,” said Rosa, a 7th grader. “It was surprisingly easy to get everyone to rally around Seventh graders left the Strike invigorated by their own the idea. We all have common interests that are geared action and the passion of the people they saw at the toward social justice.” protest. They were also empowered by the fact that their movement to attend the Strike had been heard and Rachel was comforted to know that the class’ trip to respected by school administration. “I was so impressed the Strike allowed all of her fellow students to attend, with how fast the administration turned it [our request to because without an official school group, many students would not have been able to go. She said that it felt good attend] around,” Rachel said. “There is a lot of space for student voice here. It’s very important.” to bring more people and make a bigger impact.
News From Around Campus Atrium is honored to be selected as a research site by Project Zero at the Harvard Graduate School of Education! Through an international project called Pedagogy of Play, Project Zero
researchers will observe mathematics instruction in grades 1, 5 and 7 through winter and spring 2020, and interview teachers and students about their work. Specifically, this project focuses on questions like “What is the relationship between play and learning? How do leaders, teachers, students, and families shape a school culture that supports a playful pedagogy?” The research at Atrium builds on prior research carried out at schools in Denmark and South Africa. Welcome to Atrium, Project Zero!
For the second year, Atrium is partnering with Girls on the Run, a national network that inspires girls to be joyful, healthy and confident. The 10-week after school program for Atrium girls in 3rd–5th grades utilizes cross-country running to strengthen the vital connection between physical and emotional health. Girls participate in a 5K for a tangible sense of accomplishment, affirming a confident and goal-oriented mindset into motion. Our team is coached by Atrium teachers Alyssa Fucci, Kristin Skelton, Julia Schroeder and Mia Bullock.
Fund-a-Need 2019 supports multicultural visiting artists and performers across Atrium classrooms this year, and winter brings rich experiences for our students! Actor Ivy Ryan is working with students in grades PreK–5 on Readers’ Theater productions, helping our students explore literature and characters in expressive and improvisational ways.
Atrium alumna and professional dancer Victoria Awkward is currently working with Grades 2–5 to create a dance piece inspired by the legendary Alvin Ailey. Along with fellow dancer Yasiri Sanders,Victoria helps students develop an original piece based on themes like justice and empowerment. The dance will be performed at the Freedom and Justice Assembly on February 14.
Beloved African drummer Brother Stone returned to Atrium last week to teach Grades PreK–8, and shared joyful rhythms at Friday Assembly. In March, Acoma Native American potter Evelyn Ortiz comes to Atrium to work in clay with students across all the grades. A dear friend of Atrium’s founder Ginny Kahn, Evelyn’s visits are always special. In January, a film crew and staff from Facing History and Ourselves spent a day in Middle School, capturing Paul Capobianco as he taught a Facing History lesson to 8th grade students. Paul is a longtime member of Facing History’s Teacher Advisory Panel. The completed film will be shared with thousands of teachers nationwide as a model for effective instruction of Facing History’s compelling, justice-driven curriculum. This particular film focuses on students preparing to learn about the Holocaust by hearing direct testimonials from survivors’ children.
Once again, Atrium School will join the Boston LGBTQ Pride Parade, on Saturday June 13! Our enthusiastic participation last year drew dozens of Atrium families who marched with thousands from Copley to Downtown Boston. Details on how to get involved will be shared later in the spring. For now, save the date!
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