The Good | Winter 2018 | Volume 6

thegood CAMPBELL HALL MAGAZINE

WIN TE R 2018 I VOL . 6

ON TH E COVE R

To educate students both intellectually and emotionally, they must explore learning that stimulates the process of self-discovery. Campbell Hall’s more than 30-year tradition of experiential education encourages students to learn about the natural environment, to learn about themselves and others, to bond, to face new challenges individually and together, and to allow them to see struggle as opportunity.

Cover photo courtesy of faculty member Sabrina Pozzi taken during the 10th grade Joshua Tree trip.

Masthead photo courtesy of Vienna Webb ’19 on the 11th grade Moab trip.

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FROM THE HEADMASTER

By The Rev. Canon Julian P. Bull

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EXPERIENTIAL EDUCATION: Moab + Joshua + Canyon Creek

8 10 12 14

HARBIN TO SHENZHEN

By Carolyn LaGaly

A VOICE FOR CHANGE

By Courtney Behrenhausen, Esq., Psy.D.

TAPPING INTO A “COMMON LANGUAGE”

By Robin Frank

OUR K-12 COMMUNITY

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FROM THE BOARD Q&A with Board Chairman J Barnes Headmaster’s Blog Sustaining our Future By Roy P. Disney Beyond our Gates By Susan Edelstein, M.D.

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VENICE + ROME + FLORENCE + PARIS Experiencing Art and Music History

By Allison Shrage + Erik Koski

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EXPLORING ART THROUGH TECHNOLOGY New Applications of STEAM at Campbell Hall

By Greg Williams 24

CAMPBELL SCHOLARS PROGRAM Experiential Education Trip

By Jonny Rodgers 52

FROM ADVANCEMENT The Campbell Hall Annual Fund Advancement Update By Marcia Berman Bagpiper’s Ball

thegood CAMPBELL HALL MAGAZINE

good vibrations

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PERFORMING ARTS Campus Events

Piano Phenom Sam Glicklich ’18 good sports

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ATHLETICS

Varsity Athletes Fall Season Highlights Grades 4-12 good times

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45 friends for good 46

HOMECOMING CARNIVAL GOLF & TENNIS CLASSIC HALLOWEEN LA FAMILIA CELEBRATION HERITAGE FAMILIES KICK-OFF ALUMNI Spotlight: Katie Blomquist ’01

Events Class Notes

credits

Editors + Designers Hilary Palmer Rehder ’94 Catherine LaGaly ’09 Suzanne Turpin Contributors Danny Baker/Epic Imagery Marcia Berman Vivianne Fernquist Shauna Johnson Carolyn LaGaly Sabrina Pozzi Photography Aubrey Rakoski Parent Photographers Student Photographers

FROM THE

headmaster

BY TH E R E V. CA N ON JUL IA N P. B UL L

I am excited to teach a World Religions senior seminar second semester. The class will include field trips to various houses of worship, which should be a new experience for most of the students. Even though we are an Episcopal school, most of our students’ families would characterize themselves as spiritual but not religious, and familiarity with religious services is dwindling. Yet there remains a curiosity about religious traditions and rituals, a curiosity that is both academic and also a hunger to explore that deeper dimension of the human spirit. Many of our students are what are sometimes called “seekers.”

The seekers’ anthem is U2’s 1987 song, “I Still Haven’t Found What I’m Looking For.” Its antithesis might be Peggy Lee’s cynical 1969 hit, “Is That All There Is?” Good schooling needs to honor the deeper curiosity and desire to explore inherent in all children but so often snuffed out by traditional education. Honoring the spirit of adventure and wonder in students is a matter of both innovative programming and also fresh approaches to traditional material. You’ll find the pages of this issue of The Good filled with examples of new trips and electives but also innovative methods designed to keep core academic classes lively and relevant.

T. S. Eliot famously wrote that “We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.” The goal of a Campbell Hall education is to learn math and science and to study the forces of world history (including religion), yes; and to pick up life skills and experiences in soccer and debate and dance, of course; but the ultimate goal is to discover oneself. Our goal in all of our programs is to help students become their best selves.

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“The goal of a Campbell Hall education is to learn math and science and to study the forces of world history (including religion), yes; and to pick up life skills and experiences in soccer and debate and dance, of course;

photos by Sabrina Pozzi

but the ultimate goal is to discover oneself.

Our goal in all of our programs is to help students become their best selves.�

campbell hall magazine I WINTER 2018 5

Experiential Education: Moab + Joshua Tree + Canyon Creek

photos by Sabrina Pozzi, Karl Frank, and Kyle Clower

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NEVER STOP EXPLORING campbell hall magazine I WINTER 2018 7

Harbin to Shenzhen: Bringing International Perspectives to Campbell Hall

BY CA R OLY N L A G A LY, H IG H S CH OOL PR IN CIPA L

Exploring the world allows us the opportunity to understand ways in which we are similar to and different from others as we open our eyes to the variety and wonder the world has to offer. During my own college adventure of studying in Madrid for a year, the mutual exchange of experiences and ideas among American and fellow Spanish students deeply impacted all of us and certainly helped form the young adults we were becoming.

At Campbell Hall, we are committed inside and outside the classroom to introducing students to a range of ideas and opportunities as they broaden their perspectives and participate in the world around them. In recent years, we have explored the idea of providing a handful of international students the opportunity to study at our campus because we know how valuable it is for our students to learn from others in the same way those students can learn from us.

“One’s destination is never a place, but

rather a new way of looking at things.”

—Henry Miller

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As part of this effort, I was lucky to have participated this fall in a tour to China offered by Gateway Education, a company our Campbell Hall admissions department works with to help identify qualified international students to study here in our high school program.

While our Campbell Hall students were away exploring on their experiential education trips, I joined eight other Los Angeles area schools in traveling to admissions agencies and schools throughout China. Our group of nine schools and two tour directors traveled to six cities via plane, van, bus, and train to interview prospective students and their parents and to meet with Chinese schools and their staffs over 12 days.

This was a great opportunity to introduce Campbell Hall abroad, to make connections with those far outside our community, and to learn more about China itself by experiencing some of this beautiful country.

Harbin The northernmost point on our tour in this city with Russian architectural influence, Harbin was certainly the coldest of our stops. During our day-long stay, I was quickly warmed by the delicious dumplings the city is famous for as well as two delightful students I interviewed, one of whom has traveled extensively in the United States and “loves Stephen Hawking, Kobe Bryant, and Einstein’s Theory of Relativity” (not necessarily in that order).

Ningbo After a three-hour flight from Harbin, our Los Angeles group met students and their parents at a local education agency where each of us provided a short introduction to our school and program and then settled into individual interviews with students interested in hearing more about our campuses. This came to be the standard presentation/interview practice throughout the trip. As was also typical throughout the tour, students, all well-prepared academically, came with a range of English-speaking skills and a shared earnestness in their desire to study abroad mainly in America or England. I had a wonderful conversation with Simon, a student who has a passion for all things coffee: roasting, grinding, and brewing. China apparently has a growing coffee culture, and so perhaps Simon represents a new wave in a country already sprinkled plentifully with Starbucks concessions.

Hangzhou How fortunate we were to spend three full days in this capital of the Zhejiang Province. Here we enjoyed a full day of sightseeing, the highlight of which was the West Lake Cultural Landscape, a breathtaking UNESCO World Heritage Site that includes an enormous lake, gardens, temples, and pagodas. At the end of our day spent wandering through the ancient area, a local merchant generously set up an impromptu tasting of Longjing (or Dragon) Tea, a pan-roasted green tea grown and harvested throughout Hangzhou and the surrounding area. Here, we made our only school visit to Greentown, a private, primarily boarding, school of 2,400 students that felt much like a college campus. This was also the largest group of students we interviewed as we were met by a multipurpose room of 100 or more 7th and 8th graders interested in an American high school experience. Among others, I met Selma, who writes short gothic and magic novels; Richard, who spends his free time practicing calligraphy; and Collin, whose favorite area of study is computer programming.

Shanghai A short stop on our tour, Shanghai and its skyline, an interesting mixture of neon-lit modern and stately turn-of-the century buildings, were just magnificent as were the beautiful red-lit bridges where plenty of couples posed at night for their wedding photographs. The financial district boasted huge, silvery, modern skyscrapers including the tallest building in China and the second tallest in the world.

Shanghai’s students were equally as inspiring with their love of Shakespeare, J.K. Rowling, Roald Dahl, and their desire to study in a school environment where they hoped to explore their wide-ranging interests in a way that many students felt was difficult to accommodate in their current educational system.

Guangzhou After a morning of sightseeing at Baiyun Mountain and a delicious Cantonese lunch, a cuisine that our Chinese guides bemoaned was too bland for their own northern tastes, we met some intriguing students and their families at a local agency. Saxophonist Eva, who used to attend an American school in China and whose brother attends UCI, founded the school’s band, loves woodworking, and describes herself as a “risk taker.” Her colloquial command of English I certainly found impressive.

Shenzhen At our southernmost point of our trip, we spent our last two days in Shenzhen. After taking in an amazing evening neon light show near the modern, futuristic library and art museum complex, we headed for a boat tour down the Shenzhen River with Hong Kong on one side and mainland China on the other. The next morning, I was delighted to meet young Jean at a local agency, who is a member of the choir club, loves science experiments, fencing, and visual art, and finds it most unfair that girls at her school are not permitted to participate in the robotics program.

After an extensive and inspiring trip that including interviewing more than 35 students individually, meeting many larger groups, and traveling more than 2,000 miles in China, I came away with a renewed excitement about the personal growth that international experiences can offer us all. It’s something I hope every student enjoys the gift of at some point. campbell hall magazine I WINTER 2018 9

A Voice for Change 7th Grade Research Project Ignites Passion for Making a Difference

BY COUR TN E Y B E H R E N H AUS E N , E SQ., PS Y.D., D IR E CTOR OF E D UCATION A L SUPPOR T SE R VICE S + M ID D L E SCH OOL E N G L ISH TE A CH E R

On a sunny Thursday morning in 7th grade English class, Emily Schreiber ’23 and DJ Sall ’23 reviewed notes in preparation for their presentations on multiple sclerosis and Puerto Rican hurricane relief. Having just completed reading I Am Malala, students were inspired to research and educate others about a cause close to their own hearts.

variety of formats including videos, websites, posters, and speeches. Students enjoyed having the freedom to express themselves creatively. Mathilda DoucetteZappa ’23 created a cartoon for her project. “I liked having the opportunity to draw for this project. Drawing is the best way to for me to express myself about a topic that I am passionate about.”

Student projects covered a wide range of subjects from cancer research to cat adoption. Many students chose topics that have affected them personally. “I picked my topic because my Grandpa had multiple sclerosis, and I wanted to bring awareness to it and how it can impact people and their families,” said Emily. In contrast, DJ was moved by hurricane relief in Puerto Rico. “It is important because there are three million Americans suffering in Puerto Rico, and our government is not doing enough to support them.”

After spending several weeks researching and creating, the students were eager to present to their classmates and help raise awareness for the causes. Many of the projects covered some difficult issues. After the presentations ended, Alice Connelly ’23 noted, “It was kind of sad learning about the many problems in the world. I had never heard of sickle cell disease before and now I know what a big problem it can be.” Lela Haro ’23 also felt closer to her classmates as a result of the process.

“I learned a lot of new information from the presentations, but I also learned a lot about my classmates.”

The students’ creativity was on display as students took advantage of the opportunity to present in a wide 10 campbell hall magazine I WINTER 2018

I learned a lot of new

information from the

presentations, but I also

learned a lot about

my classmates.�

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Tapping into a “Common Language” Tools to Help Students Solve Social + Emotional Challenges

BY R OB IN F R A N K , E L E M E N TA R Y SCH OOL PR IN CIPA L

The underlying message isn’t, ‘I’m here to fix you because you’re a broken kid’; it’s ‘let me tell you about the resources you have inside you that you don’t even know about.’” —Bonnie Benard, Author of Resiliency: What We Have Learned Bonnie Benard’s quote is the premise of a new social and emotional learning program adopted this year at the elementary school. This research-based program is called “Toolbox” and incorporates 12 “tools” that work towards creating resiliency, self-mastery, and empathy for others. The Toolbox curriculum was developed by Dovetail Learning and founded by educator, carpenter, and psychologist Mark Collins. All of the elementary school administrators, teachers, and childcare team have been trained in the program.

Toolbox honors students’ innate capacity for managing their own emotional, social, and academic success by giving them tools that empower them. At Campbell Hall these tools not only support students’ social and emotional learning but also provide another opportunity to stay true to our school’s mission of nurturing decent, loving, and responsible human beings. The Toolbox posters have become our playground “rules” and guide conversations regarding conflict.

It is a powerful experience to review the 12 tools with a child and ask that student to “choose three tools that could have helped you make a better decision.”

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The Toolbox curriculum teaches 12 simple yet powerful tools: 1.

Breathing: I calm myself and check in. Awareness of breathing brings immediate calm.

2.

Quiet/Safe Place: I remember my quiet/safe place. When we have a place of solace, safety, and quiet, then creativity, imagination, and self-expression emerge naturally.

3.

Listening: I listen with my ears, eyes, and heart. Listening with one’s heart is the key to strong relationships and conflict resolution, and that encourages empathy.

4.

Empathy: I care for others. I care for myself. Empathy is the root of tolerance, kindness, and forgiveness.

5.

Personal Space: I have a right to my space and so do you. We all have an indelible right to our personal space and the responsibility to give others the same right.

6.

Using our Words: I use the right words, in the right way, at the right time, for the right reasons. By learning the importance of words and how they impact relationships, we can practice conflict resolution.

7.

Garbage Can: I let the little things go. Enough said.

8.

Taking Time: I use time wisely. There are many useful ways to use time for one’s wellbeing and the wellbeing of others.

9.

Please and Thank You: I treat others with kindness and appreciation. Expressing gratitude and giving thanks are basic principles of kindness and generosity.

10. Apology and Forgiveness: I admit my mistakes and work to forgive yours. It takes self-esteem and inner strength to admit a mistake and do the right thing. Forgiveness requires equal strength and the letting go of anger and judgment.

11. Patience: I am strong enough to wait. Patience develops our capacity for tolerating situations that are not in our control.

Children learn patience when we model it.

12. Courage: I have the courage to do the right thing. Courage is having inner strength and bravery to do the right thing especially when it is difficult.

The common language and Toolbox methods have allowed our students to adopt quickly the tools and use them with autonomy and effectiveness. As expected, our fifth and sixth grade students have let us know that the words “toolbox” and “tools” feel a little too young for them. “Do you seriously think we are going to say, ‘Use your breathing tool’ to each other?” We anticipated this type of response from our older students; with this in mind, the focus for them has been identifying the tools as common values, essential skills, and mindfulness practices. Our younger students have responded to the program enthusiastically and, in fact, we have had many parents share stories of their children using the tools at home.

“My daughter went to bed this evening stretching her arms apart while deeply breathing. She said, ‘Mom this is one of my new tools my teachers taught in class today. It's a tape measure that we use to take deep breaths. It will bring peace to our mind and bodies. Try it out!’ I did and so did her three year old brother until they both fell deeply and peacefully to sleep. It was beautiful and helpful!”

“This morning at breakfast my kids were going through the list of tools in the Toolbox that I could use for my meeting at work - they told me I needed my breathing tool, my courage tool, my empathy tool, my listening tool, my using our words tool, and my garbage can tool. The funniest part was that my son got up from the table and left the room and came back with his noisecancelling headphones and handed them to me and told me that these were for my safe place tool. It was such a sweet moment and reminded me of why we love our school so much.”

To learn more about the Toolbox, you can visit the elementary school class webpage titled “Toolbox Foundations” to find resources, research, and videos to better understand the program. campbell hall magazine I WINTER 2018 13

Our K-12 Community Each year, the 13-year students visit their former kindergarten classrooms to introduce themselves to the youngest members of our community and reect on the value of their 13-year experiences at Campbell Hall.

from the board

with Board Chairman J Barnes B OA R D CH A IR M A N + PA R E N T OF A LUM N US

S E N IOR VICE PR E S ID E N T A N D IN VE S TM E N T COUN SE LOR , CA PITA L G R OUP PR IVATE CL IE N T S E R VICE S

When you were looking at schools as a parent, what drew your family to Campbell Hall?

My wife Sarah and I sought a school for our son Nicholas ’09 that offered a scope of programs large enough to remain challenging as his interests evolved and a school environment small enough to emphasize friendships with students and access to faculty and coaches.

We were also seeking a school with “heart” – an intangible quality that to us meant the right balance of compassion, humility, grit, enthusiasm, and faith. We found that at Campbell Hall.

Why did you become involved with the Board of Directors?

I became involved with the Board because I was asked by a friend of mine named Mike Kerr. He was serving on the Board and was Chair of the Finance Committee. Mike sought me out because he knew that my wife and I had been very supportive parents at St. Matthew’s Parish School, and he also foresaw that Campbell Hall was about to enter a phase of growth that would require a new financial plan, fundraising for the Arts & Education Center, increased financial support, and community engagement from board members.

How would you characterize the Board’s role at Campbell Hall?

The role of the Campbell Hall Board is to be the steward of the Campbell Hall mission. It’s a complex function that demands a formal, organizing structure and a transparent operating relationship with the school’s leadership. My colleagues on the Board offer advice, approve financial plans, donate their money and time, and are ambassadors for Campbell Hall to the public and our internal communities.

A phrase in the Campbell Hall mission statement refers to us Vikings as “a community of inquiry.”

The role of the Board is to persistently ask questions of school leadership that seek to ensure for our students, faculty, families, and alumni safety on campus, excellent faculty for all the programs we offer, modern and environmentally sustainable facilities, financial and operating strength, and the enduring goodwill an education from Campbell Hall creates.

What would you like your legacy to be as Board Chairman?

The successful completion of our $15 million Campaign for Endowment before we celebrate our 75th Anniversary in February 2019. Completing the campaign successfully will provide Campbell Hall with an endowment large enough to offer full scholarships annually to 20 students into perpetuity.

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Headmaster’s Blog As a leader not only in our community but the community at large, Headmaster Bull has launched a blog channel this year to share his thoughts on and insight into a variety of issues facing our nation. The bi-monthly posts can be found on our website at campbellhall.org/blog.

Excerpts from recent posts: The Spiritual Values Implicit in Our Common Life “Willingness to follow the truth wherever it leads requires a level of self-transcendence and vulnerability that is hard to come by without some form of spiritual practice. With our profound commitments to intellectual rigor, spiritual openness and depth, and inclusive community, Episcopal schools have found a formula with particular significance for educating future citizens for our troubled political times.”

The Politics of Patriotism “Patriotism is rightly an expression of humble aspiration and hope, not an aggressive arrogance. My favorite line in any patriotic hymn is the stanza in America the Beautiful, ‘America, America, God mend thine every flaw.’ Surely we can share admiration for our country’s extraordinary achievements, appreciation for the sacrifices made to protect those achievements, and hope to improve in those areas where we fall short.

Our motto as patriots should not be ‘America: Love it or Leave it,’ but ‘America: Love it and Improve it.’”

The War on Democracy in Our Schools “Open letter to the editors of The Atlantic in response to an article

by Erika Christakis, ‘Americans Have Given Up on Public Schools.

Artwork by high school students

That’s a Mistake.’ Erika Christakis is right that ‘We ignore public schools’ civic and integrative functions at our peril,’ but she misses a broader and timelier conclusion: we ignore the civic and integrative functions of any American school, public or private, at great peril to our democracy. Campbell Hall is dedicated to teaching students critical thinking skills for intelligent democratic policy-making than are public schools that prohibit accurate teaching of climate and evolutionary science.”

Social and Emotional Learning at Campbell Hall “What’s different is our radically proactive approach, emphasizing from the first day of kindergarten that as spiritual beings, children have a full breadth of tools and support they need to address all the challenges they may face. The only identity we all share beyond all our political, socioeconomic, ethnic, and religious differences is that we emerge from the same ground of being, and from that are called to love one another and seek out the truth.”

Educating Habits of the Heart for Citizenship “The habits of the heart that we nurture at Campbell Hall–love, compassion, faith, honesty, integrity, love for and careful pursuit of the truth, appreciation for diversity, and the capacity to problem-solve in diverse teams–are the very traits that will make our students better citizens of their city, this country, and the world.” campbell hall magazine I WINTER 2018 17

Sustaining our Future Every act has an impact, so let’s make every act one that keeps the environment at the forefront and models for our children good ecological stewardship.

BY R OY P. D IS N E Y

B OA R D M E M B E R + SUSTA IN A B IL ITY CH A IR + CUR R E N T PA R E N T + PA R E N T OF A LUM N A

I firmly believe that creating a sustainable future is a necessity we must address immediately. And what better place to focus our efforts than a school that embraces forward-thinking initiatives? In fact, Campbell Hall has implemented a number of earth-saving measures over many years, from “Reduced Waste Wednesdays” in the elementary school to the construction of the Arts & Education Center, which is a LEED (Leadership in Energy and Environmental Design) Gold-certified building.

Many of the important sustainability changes on campus have been spurred by students, employees, and parents. Campbell Hall has always encouraged students to advocate for what they believe in and we, as parents, are all raising children who care deeply about the environment. That is why, following an inspirational presentation by four CH seniors in 2015, the Board adopted a new Environmental Policy Statement that laid out directives to create a campus-wide movement to further reduce our carbon footprint and our depletion of natural resources. This, in turn, led to the Board establishing the Sustainability Committee, further deepening the school’s commitment to a greener campus.

Campbell Hall is spearheading a number of sustainable measures.

The elementary school garden helps our youngest learners connect with and foster a love of the earth. Led by Jonny Rodgers, who serves as the Bishop’s Chair for Spiritual Ecology, high school students who are passionate about the environment embark on a yearly trip to Catalina Island with a focus on learning about and helping the delicate balance of the island ecosystem through service. In addition, through student-led fundraising, two water filtration systems were constructed in Port-de-Paix, Haiti, that provide clean and accessible water to hundreds of men, women, and children every day. This reduces the need for plastic bottles of water and the waste they produce, contributing to the sustainability efforts and education in this area.

High school students formed and now lead two clubs to address 18 campbell hall magazine I WINTER 2018

environmental concerns. The Urban Stewards Club works to increase engagement with the outlying community in promoting environmental interests. The Green Club focuses on ensuring that our campus is green. This group of students led a successful campaign to stop engine idling on campus and continues to focus on eliminating trash and promoting recycling. Faculty have also joined with a group of parents to form their own Green Team to support sustainability.

Every facet of our daily life is being explored to make sure we are doing our absolute best to ensure a vibrant and lasting environment. While on campus the other day, I noticed stickers that the Green Club students put on paper towel dispensers to remind users that, “These come from trees.” This one simple sticker helps promote mindful consumption of natural resources and can potentially save up to 100 lbs. of paper every year at each dispenser.

It is these small changes that, when coupled with big ones, make the greatest difference. Some other initiatives include: • Campus-wide change to LED lighting • Abundance of drought-resistant landscaping throughout campus, including a sustainable garden in the elementary • Charging outlets for electric vehicles in the AEC parking structure • E-cycling event at Big Sunday • Battery collection and recycling • Receptacles labeled to indicate clearly trash that is headed for the landfill • Reusable mugs, dishes, and silverware in faculty kitchens to reduce paper waste • Irrigation systems changed to drip systems in many parts of campus • Encouragement of bus and carpool options • Ongoing thermostat upgrades to digital, programmable systems using energy efficiency software

from the board

Beyond our Gates Campbell Hall’s committment to serving public school students through our Public Partnership programs

CREW: Creative “wRiting” Enrichment Workshop

BY SUSA N E D E L S TE IN , M .D.

B OA R D M E M B E R + PUB L IC PA R TN E R SH IP COM M IT TE E CH A IR + CUR R E N T PA R E N T

The Public Partnership Committee was born out of a desire on the part of Board members and caring Campbell Hall parents to support the school’s commitment to strengthen and grow our outreach to public schools. Teaming with underserved neighboring schools, Campbell Hall provides a variety of after-school, summer, and college access programs that range in scope and size. In essence, we are leveraging that which Campbell Hall does best–providing students with paths to achieve their full potential.

“Our whole city is served by breaking down barriers,” Julian Bull, headmaster.

Getting the word out about Campbell Hall public partnerships is key to the success of these programs. There are a multitude of opportunities for our students to engage with these programs whether as participants or mentors.

When I see our own students sharing their passions, talents, and skills, and in turn being inspired by their counterparts, it is clear that the authenticity and richness of these experiences are critical to their development as citizens of the world.

We are so fortunate to be in a community that shares important core values and beliefs.

Campbell Hall’s public partnership programs speak to me on a fundamental level. Creating an even educational foundation for students is a goal we can all strive for and a dream that we can attain together.

We encourage you to watch the new public partnership video at campbellhall.org/pp.

Action! Film and TV Summer Workshop

Speech & Debate program at Executive Prep Academy under direction of Damon Glymph ’94

We explored city streets, tried local cuisine, and walked in the footsteps of great composers and artists.�

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Venice + Rome + Florence + Paris Experiencing Art and Music History

BY A L L IS ON S H R A G E , H IG H S CH OOL A R T H ISTOR Y TE A CH E R + E R IK KOSK I, SE CON DA R Y M USIC TE A CH E R

Wandering through the Colosseum on a beautiful summer day with our archaeologist tour guide, Lucia, students could imagine the throngs of Roman citizens cheering on a gladiatorial battle in Rome’s most famous amphitheatre. As we passed the Arch of Constantine and meandered through the Roman Forum, students learned about the centuries of history discovered in the ruins. Earlier that week in Vienna, students attended a concert featuring Mozart and Strauss in the gilded concert hall known as the Musikverein. Composers such as Mahler, Bruckner, and Brahms once performed on the 147-year-old stage just two rows in front of us.

Art and Music History are both semester courses in the high school, and both are graduation requirements. Students often elect to enroll in one or both courses over the summer in order to make room for other courses in their schedules during the school year. This new, combined version of Art and Music History allows students to complete both in just three weeks and explore four of the most incredible cities in Europe while doing so.

Both travel enthusiasts, we had talked about a combined European version of our two courses for years. Our rationale was simple: Instead of mere Powerpoint slides and documentary

snippets, students would have the opportunity to learn about the history of musical and artistic beauty while experiencing it in person. Reviews from students seemed to agree: “A picture will only show you so much,” Taylor Kamamoto ’19 reported to the Piper, Campbell Hall’s student newspaper. Jackson Eick ’18, one of two seniors on the trip, remarked, “I was absolutely blown away by the age of such beautiful art. Looking at rock and marble carved over 2,000 year ago was mind-boggling.”

The course began with five days of on-campus instruction before departure and continued with 14 days of European travel. Having covered the foundational concepts of both art and music history on campus, students enriched their knowledge through hands-on, experiential learning in Europe. We travelled with 16 students and our knowledgeable tour guide Marguerite through the four cities most featured in our curriculum: Vienna, Rome, Florence, and Paris. A custom itinerary allowed our group to move at its own pace and to make slight changes along the way. Most days started with morning lectures at the hotel. We explored city streets, tried local cuisine, and walked in the footsteps of great composers and artists. Afternoons and evenings were spent exploring museums, attending concerts, and taking guided tours of famous sites such as the Vatican, Chartres Cathedral, and the Vienna State Opera House.

As we told families before we departed, “For students, any kind of travel is education.”

The course was a resounding success for both the new Student Travel and Exchange Program and the performing and visual arts departments. For now, the course will be offered every other year, with the next offering set for July 2019.

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Exploring Art Through Technology New Applications of STEAM at Campbell Hall

BY G R E G WIL L IA M S, K- 12 S TE A M COOR D IN ATOR + H IG H SCH OOL S CIE N CE TE A CH E R

Famed photographer Ansel Adams said, “In wisdom gathered over time, I have found that every experience is a form of exploration.”

Students and teachers are expanding their educational experiences through innovative applications of Campbell Hall’s new STEAM equipment. When the use of these cutting-edge tools meets the intent to create meaningful art, true exploration is taking place.

In October, Campbell Hall’s Pointe Variations class, a ballet course taught by Lee Wilhoite, used a virtual reality (VR) system in an innovative way to help students visualize various ballet movements and choreography.

One of the applications of the VR system is a 3D-painting program. With this amazing STEAM tool, a person wears a headset and becomes immersed in a 3D environment in which he uses controllers (a virtual paintbrush in one hand and a virtual pallet in the other) to paint in mid air and in three dimensions. Imagine entering a pure environment in which most external stimuli are minimized leaving only you, your imagination, and the flow of your body to create art. It’s an incredible marriage of technology and visual art that offers students a new medium in which to be creative.

For this particular project, we put the goggles aside and simply had a dancer hold the VR paint brush controller in one hand. The dancer then went through part of her variation while a stream of virtual paint followed the motion of her hand and traced her movement exactly. The spectacular patterns that emerged were both beautiful and artistic, and we were fascinated as we admired them on the computer screen. But even more impressively, by putting the VR headset on, a dancer could walk back through her routine, analyze it from any angle, and see exactly what the motion of her dance looked like. This provides a surprising new opportunity for dance students to perfect their moves in a detailed, visible way.

We didn’t stop there. With a bit more help from technology, the digital designs in the VR program were converted into a file type that could be 3D printed. Such intricate designs would have been difficult to create on common desktop 3D printers, which extrude melted plastic through a nozzle, layer by layer. Our two new stereolithography printers, however, use a much different method of prototyping objects. SLA printers build each layer of the print in a tray of liquid resin, which is then cured with a laser. This method is particularly well-suited for high resolution prints and prints like the ballet patterns that have complex or intricate features.

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One of the designs after being 3D printed on the SLA printer

There’s something truly remarkable about being able to take a dance movement and turn it into something tangible. These incredible motions happen daily in the dance studios at Campbell Hall, and to have captured even a small part of it is extraordinary. To hold a piece of it in your hand seems almost unreal.

A dancer holding the VR paintbrush mid routine

There was one specific night when we all stayed up later than usual and stared at the stars. We all saw shooting stars at least twice. It was my

first time seeing one, and it was truly amazing.

Everyone’s reactions were priceless, and it couldn’t have been more memorable.”

photos by Jonny Rodgers

— Campbell Scholar

Campbell Scholars Program Experiential Education Trip

BY JON N Y R OD G E R S, H IG H SCH OOL D IR E CTOR OF COM M UN ITY S E R VICE + B IS H OP’S CH A IR FOR S PIR ITUA L E COLOGY

For a week this past June, students of the first cohort of the Campbell Scholars Program, a college-access program for underserved, high-achieving students, ventured to the isolated and beautiful Kings Canyon National Park in the Sierra Nevada Range of California. They spent five days camping in tents, hiking tough trails, seeing the world's biggest trees, swimming in lakes, spotting wildlife, and learning about the history and science of their surroundings.

For most, this was a challenging trip because everything was so new. They experienced so many firsts: first-time camping, first time being in a forest, first time seeing a waterfall, first time swimming in a lake, first time walking up a river, and the list goes on. They took everything in stride and really bonded together as a cohort in the face of these new experiences and challenges. Each night, sitting around the campfire, students had the opportunity to reflect on their day. This was extremely valuable for everyone because it opened students up to parts of themselves they might not otherwise have revealed.

Their shared vulnerability forged a bond among all group members, and that bond allowed for further self-expression. The experience revealed how strong and capable they could be, especially together.

“Every night before we were sent off to our tents, we gathered around the fire and talked about our day. Everyone participated and was heard. We all shared our ups and downs and our experiences. There was one specific night when we all stayed up later than usual and stared at the stars. We all saw shooting stars at least twice. It was my first time seeing one, and it was truly amazing. Everyone’s reactions were priceless, and it couldn’t have been more memorable,” said one Campbell Scholar.

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good vibrations

Middle School Catacombs • High School Fall Production “The Madwoman of Chaillot”• Repertory Dance Company Winter Concert “The Nutcracker” World Music Concert • Popular Music Concert • Elementary School After-School Programs Winter Wonderland • Choral Concert

good vibrations

good vibrations

Piano Phenom Sam Glicklich ’18 First-Place Winner of the 2017 Seattle International Piano Competition Sam Glicklich ’18 has been active in the Campbell Hall music program for the past six years, playing both piano and bass in the middle school and high school orchestras. Sam hails from a very musical family as both of his parents are professional musicians. Beyond Campbell Hall, Sam is aiming to study piano performance next fall at one of the major conservatories.

He recently sat down with his music teacher Jim Whiting to discuss his passion for piano music.

Mr. Whiting: When did you start playing the piano?

Sam: I started playing the piano when I was four years old; however, I did not decide to become a musician until I was 15.

Mr. Whiting: What do you enjoy about playing the piano?

Sam: I have always loved classical music. Playing the piano is not only a way for me to express my own feelings, but it also gives me a clearer understanding of the music I have always loved.

Mr. Whiting: Tell us about the 2017 SEATTLE INTERNATIONAL competition you just won.

Sam: People from all over the world came to compete at this solo competition, and I was shocked that I won 1st prize! This was my first competition that was not in California, and I was very nervous. However, for me, winning first place was not my main goal. My own personal goal was to play a great concert and to just have fun while I performed.

Mr. Whiting: What are your plans for the future?

Sam: I plan to continue my studies at a major conservatory in the United States and maybe Europe in the future. After conservatory, I would love to perform as often as possible—my dream would be to play numerous concerts throughout the world. However, I also find it very rewarding to teach. I know for a fact that, without my music teachers, I would not be where I am today. I would love to share what they have taught me with my own students in the future. campbell hall magazine I WINTER 2018 31

Vikings Ever Brave and Bold Representing our 17 Varsity Teams

good sports

Fall Season Highlights

BY SH AUN A JOH N SON , ATH L E TIC COM M UN ICATION S COOR D IN ATOR

4th Grade Football

Elementary School Athletics

5th Grade Football

4th Grade Basketball 5th Grade Basketball

4th Grade Football, coached by Elan Buller and Michael Buller, had two outstanding teams that showed tremendous improvement and really began to grasp the knowledge of the game. The Blue team went 3-2 on the year and had great starts to their football careers.

5th Grade Football, coached by Elan Buller and Michael Buller, had one team go undefeated this season. Fifth grade Blue team finished first in their division after beating all-league teams this year and received the coveted first-place trophy. The boys passed well, ran faster than other teams, and pulled flags rapidly in order to keep their opponents from scoring. The Gold team was a strong group of players that knew their roles perfectly, contributing to the strong team dynamic. All 5th grade Vikings were locked in throughout the season and walked away from 2017 with better knowledge of the game.

6th Grade Football, coached by Elan Buller and Michael Buller, saw two great teams make the playoffs. The Blue team lost a heartbreaker in the semifinals on a tiebreaker to Faith Baptist. But it was neck and neck the whole game, and it capped off a great season for the hard-working Vikings. The Gold team made it to the championship against Buckley but lost a very competitive game to the Griffins. After such a successful final elementary school season, the young Vikings are looking forward to bringing their winning ways to middle school.

4th Grade Girls’ Basketball fielded three teams this year–the most number of teams in elementary. The Gold and White teams were coached

by Chris King, with the Gold team finishing third in their division, just learning the basics of the game. The Blue team, coached by Sydney Velasquez, worked hard finishing first in the division and delighting all Viking fans.

5th Grade Girls’ Basketball had two teams that worked hard all season.

The Gold team, coached by Chris King, building on skills learned in fourth grade and throughout the year, finished first in their division. The Blue team was coached by Wes Radulovich and performed as a team at a high level.

6th Grade Basketball

6th Grade Girls’ Basketball brought home the San Fernando Valley Private School League Championship. The Blue team, coached by Alex Canty, beat Heschel 20-4, a team that had beaten the Vikings by 9 points earlier in the year. Vikings Blue Girls’ Basketball finished 6-2 overall and played with strong focus and competitiveness throughout the season.

The Gold team, coached by Sydney Velasquez, worked hard all year, and parents and fans were able to witness tremendous skill development.

good sports

Middle School Athletics

Middle School Football, coached by Anthony Fullerton, had a very successful year going 6-2 and finishing third in the Delphic League. The Vikings were an offensive powerhouse at times this year, scoring over 40 points four different times this season. The most exciting win came in a 43-0 victory over Viewpoint at Homecoming. There were passing touchdowns, run-in touchdowns, and even defensive touchdowns after a couple of recovered fumbles by the Viking defense. Middle School Football carried on the strong Viking tradition as it continues to build the program.

Middle School Cross Country, coached by Steve Kilroy, had one of their best years in recent history. The Vikings finished third in the Delphic League and saw improvements in every meet. Third place was a strong finish for the Vikings because the League was made up of 15 teams.

Improvements came in personal records and stronger kicks to finish the races. The Vikings showed continued toughness throughout the year, especially when it came to more challenging terrains. Middle School Cross Country looks to keep a strong presence in the Delphic League and send future high schoolers to our Gold Coast League-winning Varsity team.

The Middle School Girls’ Volleyball teams had very strong finishes to their 2017 seasons. The 8th grade team, coached by Daniele White, swept Immaculate Heart 2-0 in the second-to-last game of the season.

Viking 8th graders made solid passes and had strong, winning rallies to push for the victory. The 7th grade team, coached by Pono Kahale, went 9-3 in league and had an even stronger finish to their season, landing second in the Delphic League. The Vikings beat Brentwood 2-1 in the wild card game and beat Marlborough 2-0 in the semi-final game but came up just short to Chaminade in the finals. We look forward to the strong talent in middle school volleyball continuing into our high school programs.

Middle School Girls’ Tennis, coached by Melissa Detwiler, repeated as the Delphic League Champions. The Vikings took first place in dramatic fashion, going undefeated on the year. It took a 6-0 win over Marlborough in the semi-finals and a 5-1 win over Chaminade to hold that championship trophy high once again. Presley Panaro ’22 had a repeat performance of her own when she beat teammate Emily Redwood ’23 in the Delphic League Singles Finals. Panaro was the Singles Champion in 2016 and 2017. It is well-known how strong the Viking Tennis program is, and looks like these young Vikings are ready to carry on the tradition.

Middle School Cheer After a year off, the Middle School Cheer team, coached by alumnae Jenna Marshall ’11 and Holly Haworth ’11, returned with great enthusiasm and interest from a growing number of girls. Sixteen Vikings led the crowd and rooted on Viking Football. The highlight of their season was the halftime show of the Homecoming Football game. Middle school cheerleaders contributed to the nearly 10-minute show with high leg kicks, proud cheers, and synchronized dancing. Middle School Cheer looks to keep this strong tradition going in the future. campbell hall magazine I WINTER 2018 35

good sports

High School Athletics

JV Football, coached by Art Yanez, fielded an eight-man team in 2017 with a solid core of freshman starters. The team’s talent was no more evident than when the Vikings traveled to Faith Baptist and beat the Contenders 28-14. The group of seven freshmen started on the line, caught and threw touchdown passes, and played shut-down defense to give the Vikings the win. With the help of some upperclassmen, the football team had a great season and are looking to join the strong tradition of Varsity in the coming years.

JV Girls’ Tennis, coached by Nicole Robbins ’85, had the strongest season then they have had in three years. The Vikings’ overall record was 5-5, but many of the losses were close matches that could have gone either way. The Vikings had three strong victories this season including a 12-6 win over Crossroads, an 11-7 win over Windward, and a 14-4 win over Archer. Rachel Spirer ’19, Katie Shelly ’19 and Beiqi Wang ’20 all won their first sets this season. But it was Lily Ashbrook ’19 and Stella Frank ’19 who led the team as captains and motivated the team during the season. With such a strong showing, the JV Tennis players are looking to contribute to Varsity’s success in the years to come.

JV and Frosh/Soph Girls’ Volleyball both had a year of tremendous development and success. Every game in 2017 saw improvement in all aspects–serving, passing, communication, and winning points by getting the ball over the net. For both teams, this was clearly evident when the Viking Volleyball program had a clean sweep of Paraclete in October.

Frosh/Soph, coached by Rose Haworth ’09, led the day with an easy 2-0 victory over the Spirits. Serving and passing were vital to the Vikings’ win.

JV, coached by Khatara Steen, followed suit by also sweeping Paraclete, 2-0. Several spikes over the net by Ann Nelson ’21 and Kathryn Tarango ’21 solidified the win for the Vikings. Varsity also beat Paraclete that day, making for a dominant Viking performance. With continued hard work, these JV and Frosh/Soph players will make vital contributions to Viking Volleyball in the years to come.

Varsity Football, coached by Dennis Keyes, posted another winning season, going 7-3 for the second year in a row behind a senior class of 12. It was a battle for that winning record, though, for Coach Keyes’ team.

Against Viewpoint, the Vikings were down 30-14 going into the fourth quarter. A quick touchdown put the team within 10. Viewpoint then fumbled on their goal line, and the Vikings quickly countered with another touchdown, making the score 30-27. A third fumble forced by the Viking defense was followed by the winning touchdown; the final score versus Viewpoint was 33-30. Viking Football made a similar fourth-quarter comeback to finish the year against McCauliffe. Senior quarterback Lucas Bahner ’18 hit junior Jonny Garnett ’19 for a dramatic touchdown with just two minutes to go in the game giving the Vikings the 17-14 win.

Griffin Fields ’18 and Jonny Garnett ’19 were named first team all-league, and Andrew Villeneuve ’18 and Omar Arzate ’18 were named second team all-league. The 12 Viking seniors leave behind a winning legacy and looking for future classes to carry the torch of Viking Football.

Congratulations to Sean Maruyama ’18. Surrounded by family, classmates, teachers, and coaches on the high school quad, Sean signed a National Letter of Intent to play on the UCLA Men’s Golf Team.

good sports

Varsity Girls’ Tennis, coached by Steve Kuechel, won the Gold Coast League Team Championship for the seventh year in a row. Not only did the Vikings dominate the team title, it was an all-Campbell Hall Doubles Final for the GCL when Rachel Wagner ’19 and Lisa Wagner ’19 beat freshmen Devyn Hunter ’21 and Devyn Marinos ’21. Senior Samantha Zwillinger ’18 represented Campbell Hall in the Singles Finals but came up just short, finishing second in the GCL. Coach Kuechel, who is in his 34th year as head coach, and the Vikings were unable to repeat as CIF Champions in 2017, losing to University High School in the quarterfinals, a team they had beaten 9-9, 81-80 on points earlier in the year. Zwillinger was named first team all-league in singles, and the Wagner twins were named first team all-league in doubles. As usual, though, the Vikings walked away from 2017 with many awards to show for their hard work.

Varsity Girls’ Volleyball, coached by Robe Roberson, had an influx of young talent that helped the Vikings to a .500 record in the Gold Coast League. Freshmen Tess Riordan ’21 and Danna DeKay ’21 dominated at the net, helping the Vikings to a four-game winning streak over Windward, Crossroads, Viewpoint, and Paraclete. Coach Roberson reached the playoffs for the second year in a row but ran into a tough Quartz Hill team, who eliminated the Vikings from playoffs. The future looks bright for the Vikings, though, as we graduate one senior, Abby Mapes ’18, and retain the rest of the young Vikings. Mapes was named first team all-league and Riordan, DeKay, and Zoë Almanza ’19 were all named second team all-league.

Varsity Cross Country, coached by Will Cullinan, repeated as Gold Coast League Champions. The Vikings were led by senior Jamie Moreland ’18, who took the GCL Individual Championship for the second year in a row.

Coach Cullinan had a close call this year, just barely beating out Viewpoint for the top spot by half a point. Following the first-place finish, the Vikings went on to CIF Prelims, finishing third in their heat. This propelled them to CIF Finals where they competed against 24 other teams for Cross Country Southern Section supremacy. Moreland was named League MVP, Matias Marroquin ’19 and Daniel Kelly ’18 were named first team all-league, and Keith Grossman ’18 and Liza Jacoby ’18 were named second team all-league.

Equestrian, coached by Itzzia Cohen, competed strongly in their two shows this season. Denia Graham ’19 had the best Viking score for Varsity, and Pilar Schrage ’19 and Naomi Wegner ’22 had the highest Campbell Hall scores for JV. The Viking riders are looking forward to even stronger scores in the third IEL show in January.

Cheer was equal parts hard work from alumna coach Jenna Marshall ’11 and the Viking cheerleaders. With a mix of new faces and solid returners, the Vikings showed tremendous ability to rile up a crowd at football games. The culmination of their season was during the halftime show of the Homecoming Football game. Varsity and JV Cheer dominated the nearly 10-minute show with high leg kicks, synchronized dancing, stunting, and tumbling that was refelective of their talent and dedication to the squad. Varsity and JV Cheer will continue their hard work during the Winter Basketball season.

Homecoming Carnival More than 2,500 Vikings attended the inaugural all-school event.

Golf &Tennis Classic Over $83K raised to benefit The Endowment Fund for Financial Aid

Halloween Students show o their creative costumes during our Halloween festivities.

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campbell hall magazine I WINTER 2018 43

La Familia Celebrates Día de los Muertos La Familia, a K-12 affinity group for Latino/Hispanic families, aims to support school programming that increases cultural awareness of Latino/Hispanic heritage within the Campbell Hall community while also creating opportunities for families of Latino/Hispanic heritage to connect and foster unity within the school.

This past October, La Familia hosted the annual Día de los Muertos altar-building party.

Adults and children alike made crafts for the community altar, arranged flowers, and decorated sugar skulls while the group enjoyed an afternoon filled with food, music, games, and face painting.

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Heritage Families Kick Off Year with Welcome Party The Heritage Families, an affinity family organization that connects African American/ Black families across grade levels, held their annual kick-off event this past September at Campbell Hall. Families new to Campbell Hall were warmly welcomed and introduced to the group. Students in grades K-12 played icebreaker activities and enjoyed a variety of games; everyone delighted in an afternoon of food, fellowship, and fun.

campbell hall magazine I WINTER 2018 45

Katie Blomquist ’01 G OIN G PL A CE S FOUN D E R + E XE CUTIVE D IR E CTOR

Philanthropy has always been in my blood.

While growing up and attending Campbell Hall kindergarten through 12th grade, I was first influenced by my mom, Ann Blomquist, who works in the Campbell Hall high school office. For years she volunteered at Operation School Bell, which provides underprivileged children with clothing, toiletries, and toys. As a child, I distinctly remember cleaning out my room and taking bags of clothes and toys I no longer used to Operation School Bell where I also helped organize all the donated items. Seeing firsthand how incredibly excited a child was to pick out a toy that I had donated has always affected me. At that moment, I was able to see a toy that once brought me so much joy bring someone else that same joy.

All through elementary school, I remember how involved the school was in giving to children at our Haitian sister school.

Chaplain Richards made such an impact on me in the way he described how little those kids had, and he made sure we understood, at a young age, how lucky we were.

In high school, I was co-president of the Highlanders Club, a service organization whose mission was for students to give back to the community. I also served on the “teenage version” of a 46 campbell hall magazine I WINTER 2018

Board of Directors for Camp Harmony where I was a counselor each summer for underprivileged kids from inner-city schools.

The camp was a way for children to escape from their normal day-to-day lives.

I am now living in Charleston, South Carolina. In my fifth year of teaching elementary school at a low income, high poverty school, I decided to create a GoFundMe campaign, which I called, “Every Kid Deserves a Bike.” My initial goal was $65,000, which would provide every single child in my school a new bike, lock, and helmet.

This project was inspired by a little boy from my class, Jawan, who was having a difficult time and needed some extra attention that his grandmother, who was raising him single-handedly, couldn’t always provide. We spent time at museums, sporting events, and performances. On his birthday we ended up at Walmart, where I let him pick out some gifts, and this is when he asked me for a bike. I could not afford to buy him one, but it got me thinking about how many other kids in my class and school didn’t have a bike either. It was something that I couldn't get off my mind, and it really bothered me knowing so many kids were probably growing up without the joy of owning a bike.

alumni spotlight

website GoingPlacesNonprofit.org facebook @GoingPlacesNonprofit

instagram @Going_Places_Nonprofit twitter @GoingPlacesNP

email katie@GoingPlacesNonprofit.org

I didn’t want to leave anyone out, so I decided to set a goal of buying not only Jawan but all 650 students in my school a brand new bike. That’s when I started the GoFundMe campaign, and soon Affordabike, a local bike shop, jumped on board. Little did I know how fast this campaign would take off–it went viral almost immediately. Countless news stations across the nation reported on it, some shows had me as a guest, several organizations made generous donations, and one news program even visited for the big reveal of the first bike distribution at my South Carolina school.

At the end of the 2016-17 school year, the tremendous success of the “Every Kid Deserves a Bike” campaign led me to form the 501(c)3 nonprofit Going Places so that I can further this work on a much broader level. I made the very difficult decision to leave teaching in order to work full time as the executive director of Going Places since it needs my attention and dedication in order to accomplish all that I envision for it. My heart is still very much with these students, and I know through Going Places that I will be able to positively reach hundreds of thousands of them.

Our immediate goal is to get all 33 low-income, high-poverty schools in the Charleston County School District bikes, locks, and helmets within the next eight years. The next school that will be surprised with new bikes, locks, and helmets on May 1, 2018, will be all 300 kids at Mt. Zion Elementary School on Johns Island, SC, where 85%-90% of the children live at or below the poverty line.

Going Places needs to raise $40,000 to get all 300 kids bikes, locks, and helmets. 1 lock = $1, 1 helmet = $8, 1 bike = $100 Going Places is also teaming up with another local Charleston nonprofit, I Got Legs, to create the program, Going Places’ Got Legs, to provide every wheelchair-bound child, four to 18 years old, within the Charleston County School District, with a wheelchair handbike. More on that to come!

campbell hall magazine I WINTER 2018 47

friends for good Annual Thanksgiving Alumni Meet-Up Over 80 alumni, from classes of 1959 – 2015, gathered at Laurel Tavern the night before Thanksgiving.

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Alumni Class Notes PROJECTS

BABIES

Aaron David Gleason ’97 released a new album called Wry Observer now available on Spotify and iTunes. Gleason reflected, “My time at Campbell Hall is indelibly etched in my mind and soul; after all, I was a student from first grade through graduation.

So many brilliant teachers helped me put into words my observations of the world. Well, I grew up, but I didn’t lose their lessons. I’d be so very honored to share my new record with you.”

Crystal Carlsberg Beecher ’00 and Brian Beecher welcomed their first child, Soleil Chapman Beecher, born June 30, 2017.

Molly Lumsden ’16 and her friend Bridget, two college students at The George Washington University, just launched their business, Beam Team, with the goal of spreading feminism, self-empowerment, and self-love to college students and young adults via monthly subscription boxes. They are already working with several artists and a range of brands to improve the value of the products featured in each box. All profits will be going to a variety of organizations that support human rights issues. Find them on instagram @beam.team.co and on Etsy.

Erin Roth Mara ’97 and Ryan Mara welcomed their first child, Riley Rose Mara, born October 19, 2017.

Alexander Arntzen ’09 scored a short film for Lionsgate promoting the movie Wonder, released in theaters on November 17, 2017.

Oliver Ressler ’10 opened The Press Shop, a high-quality sandwich shop in New York City.

Check out their menu at thepressshopnyc.com.

Gensler Design Director Brian Glodney ’00 is working with Los Angeles real estate developer Hackman Capital Partners to convert a historic aerospace plant near LAX into a creative office campus. In an article by The Los Angeles Times, Glodney comments, “Our designs will celebrate vestige industrial keepsakes — bridges, catwalks, railway corridors, and exterior stairs.” Pictured with wife and fellow alum Kate McClafferty Glodney ’00, their son Nixon, and Frank the French bulldog.

LET US KNOW WHAT YOU’RE UP TO! Email alumni@campbellhall.org to include a class note in the next issue of The Good.

Lizzie Kerner Fox ’03 and fellow alum Jeremy Fox ’00 welcomed their first child, Miles Ernest Fox, born September 3, 2017.

John Pollak ’95 and Rachel Pollak welcomed their third child, Lilah Bernice Pollak, born October 13, 2017.

And lastly, congratulations to our Alumni Director Aubrey Rakoski and Noah Rakoski on the birth of their first child, Arlo Ace Rakoski, born November 22, 2017.

friends for good

WEDDINGS (counterclockwise from top)

Jeff Lynn ’03 and Mele Ihara married in Los Angeles, CA, on July 15, 2017.

The groomsmen were fellow alumni Mark Werts ’03, Michael Wegener ’03, Devin Johnson ’06, and Jon Jerez ’03.

Mallory Perryman ’05 and David McFarland ’07 married in Los Angeles, CA, on June 10, 2017.

Katie Evans ’09 and Kyle Cooper married in Los Angeles, CA, on July 1, 2017.

Kelsey Irene Lucas Berglund ’08 and Mikael Udén Heyman married in Malibu, CA, on July 8, 2017. Fellow alumna Jessica Henkel ’08 was a bridesmaid.

Christina Cleveland ’10 married Dennis Perepelitsa in Highland Park, CA, on October 28, 2017.

Ethan Alpern ’07 and Meredith Sheren married in Washington, D.C., on September 10, 2017.

Matt Kelson ’00 and Chelsea Levine married in Los Angeles, CA, on October 7, 2017.

Andrew Sahn ’05 and Jenna Marine Sahn married in Beverly Hills, CA, on September 3, 2017. Fellow alumni Amir Bassiri ’05 and Sam Handler ’05 were groomsmen.

Josie Adams ’06 and Traver Tischio married in New York City, NY, on October 21, 2017. Photo courtesy of Chellise Michael Photography.

Ariana Brown ’08 and Keegan Hornbuckle ’09 married in Santa Barbara, CA, on September 30, 2017.

THE CAMPBELL HALL ANNUAL FUND The CH Fund is the school’s highest fundraising priority, supporting all aspects of campus life and directly impacting each and every student.

Academics

Over 60% of our budget goes toward faculty and staff salaries and benefits so that we are able to attract and retain the best teachers.

Technology

Keeping pace with the latest advances in technology is vital to building core skills.

The Arts

277 dancers 628 musicians 56 performances 22 secondary visual arts classes

Campus Improvements and Security

Maintaining, improving, and securing our beautiful 15-acre campus ensures an optimal learning environment.

we are all vikings. together we row.

This year’s goals

$3.1+ 100% million

Athletics

participation from every Viking

Financial Aid

631 student athletes 95 athletic teams schoolwide

1 in 4 students receives financial assistance.

Public Partnership Programs

Sustainability Program

110 CH students are mentors in 7 programs, serving over 300 public school students across Los Angeles.

From drought-resistant plants to LED lighting, CH prioritizes the environment.

Advancement Update

BY M A R CIA B E R M A N , D IR E CTOR OF A DVA N CE M E N T

Ahmanson Foundation Grant Awarded We are pleased to announce that Campbell Hall has been awarded a grant in the amount of $500,000 from The Ahmanson Foundation for the renovation of three high school science labs, which were completed this past summer. The school is exceedingly grateful to the Ahmanson Foundation for their long-standing support of and commitment to Campbell Hall.

We are equally grateful to the following foundations for their continued dedication and support: Joseph Drown Foundation RAR Foundation W.M. Keck Foundation Angell Foundation I.N. and Susanna H. Van Nuys Foundation Roy E. and Patricia Disney Family Foundation Rose Hills Foundation Capital Group Foundation Robert & Lisa Margolis Family Foundation Thank you Campbell Hall community for your participation in the CH Fund, which is evaluated by foundations prior to awarding grant support. Your contribution and participation enable us to reach out to foundations for additional funding to benefit our students and strengthen our mission.

Elementary Diversity Inclusion Fund (EDIF) A diverse community is part of the mission of Campbell Hall. Started by two elementary families, the Elementary Diversity Inclusion Fund addresses the great need for financial aid for elementary school families with a goal of increasing ethnic and socioeconomic diversity in grades K-6. EDIF provides financial support to two deserving elementary students each year who could not otherwise afford an independent school education. Having students from diverse backgrounds creates a vibrant environment where each student’s learning experience is enriched by others’ unique perspectives. The endowment campaign supports the long-term health of our financial aid programs while EDIF provides immediate impact—both are vital to a diverse elementary school. We are thrilled to report that the impact of EDIF is already being felt as the school was able to extend the first EDIF scholarships to two incoming families for this 2017-18 school year.

The Rev. Canon Norman Hull Endowed Scholarship Fund A generous lead gift to establish The Rev. Canon Norman Hull Endowed Scholarship Fund has been received from Hal and Lisa Reynolds (Elle ’13, Will ’15, and Margaux ’23) to celebrate the tremendous impact Chaplain Hull has had on our community. Once the fund reaches its $1 million goal, Campbell Hall will have the opportunity to offer a full scholarship to an elementary school student.

The Campbell Hall Legacy Society Recently reinvigorated by Campbell Hall grandparents Ron and Sally Burns, the Campbell Hall Legacy Society was created to recognize and thank the generous donors whose bequests and planned gifts continue to expand the mission of the school. By including Campbell Hall in their estate planning today, Legacy Society members ensure a strong and sustainable financial future for the school. Our Legacy Society members are those who demonstrate exceptional commitment to our community through their future financial and philanthropic plans. This honorary group is made up of current parents, grandparents, alumni, board members, board emeriti, parents of alumni, faculty, and staff who celebrate a common bond of generosity, visionary leadership, and dedication to nourishing the Campbell Hall’s continued success.

It is your generosity of spirit that allows us to continue offering an academically innovative education. It would be my pleasure to answer questions you may have about these initiatives or any giving opportunities. Please contact me at 818.505.5303 or bermanm@campbellhall.org.

Thank you for your ongoing support.

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