The Good | Winter 2023 | Vol. 15

A FACULTY/STUDENT COLLABORATION

See page 12 for full story of how CH faculty and the student-led Green Team club transformed a hillside slope on campus. The above landscape plan was created and illustrated by Secondary Visual Arts teacher Elizabeth Tremante.

The Gift of Transformation

BY THE REV. CANON JULIAN BULL

Change is central to human experience. Some changes are the natural course of the aging process, often occurring so subtly we do not notice they are taking place. We watch in wonder as children bloom into adults, but may be a little less joyful when we see signs of getting older ourselves. There may be physical, mental, or spiritual changes we actively work on like losing extra pounds, finding new ways to deal with anxiety, incorporating mindfulness into our routine, or practicing gratitude in our daily lives. Finally, of course, there may be the slow-paced growth that marks our evolution into a more complex species.

Transformation, however, is less common and certainly more dramatic, entailing a near complete overhaul that requires intention and focus to complete. The notion of transformation can be intimidating, even scary to some among us. As much as change is a part of life, we can also be creatures of habit, nestled in the comfort of what we are familiar with. Katie and I are renovating our bedroom right now, and I am amazed how changing mundane daily routines can throw me off! But transformation is often the mark of creativity - reimagining what is and seeing the possibility of what could be.

As we enter the new year, transformation is top of mind for all of us at Campbell Hall. We have embarked on CH NEXT: The Campaign for The Viking Center, an ambitious project that will reshape campus and elevate our athletic, fitness, and wellness programs and resources. The Tennis Center, with its 5 championship tennis courts and lights for evening play, is now underway as the first stage of this exciting plan.

This will be the second major campus transformation during my tenure. The launch of the Spielberg Family Arts and Education Center marked a pivotal time in the school’s history. While we faced some uphill challenges, including having to raise funds during the Great Recession, one of the greatest economic declines in U.S. History, our community rallied as it always does. We successfully completed the project - a gorgeous building complex that today benefits CH students by offering best-in-class resources for performing and visual arts - on time and under budget. It’s hard to remember or even imagine what the campus was like before its construction. It’s like welcoming a child into your home - it seems as though they have always been there, except you know your life is now so much richer because of their presence.

At Campbell Hall, growth is not optional but intentional and integral to our mission. CH students are our north star and every decision we make is centered on enhancing their daily educational experience. This next phase of transformation, The Viking Center, is a testament to this commitment. We know, just as with previous projects, that our community will partner with us the whole way and, just as with the Spielberg Family Arts and Education Center, we will one day find it hard to remember Campbell Hall life without The Viking Center!

FROM THE head of school

“CHANGE IS INEVITABLE. GROWTH IS OPTIONAL.”

—John Maxwell

11th grade experiential trip to Moab.

Photo by Karl Frank

With the opening of the Spielberg Family Arts and Education Center in 2012, we completed Phase I of the school’s master plan that was developed by the Board of Directors and approved by the City of Los Angeles in 2009. Phase II of Campbell Hall’s master plan, The Viking Center is a transformational project anchored by a new 54,500 square foot facility that will promote student wellness, elevate our athletics program, add classrooms, and increase community engagement. This project will also beautify the heart of our campus, while moving cars to the periphery for a safer, simplified traffic flow and student drop-off.

Expanding our athletic facilities will allow student-athletes to train and compete at the highest level. Today, over 60% of Campbell Hall’s 1,150 students play on one or more of the school’s 95 teams. Adding the new Viking Center gymnasium with its flexible layout that will allow 2-3 simultaneous practice courts and seating that will accomodate over 900 cheering Viking fans means that CH students of all ages will be able to enjoy more practice and play time. Construction of the CH Tennis Center with its 5 championship courts and lighting for evening play is now underway and will give our championship tennis teams the best-in-class courts they deserve!

A new dining hall, fitness center, and yoga/Pilates studio will promote the wellbeing of every student. Additional classrooms, including a new elementary music room, dance studio and 6th grade wing, as well as academic classrooms for secondary students, will provide premium educational spaces. The construction of a new building has also proven to be a tremendous opportunity to reimagine campus — a new green center of campus will promote community connection by providing outdoor spaces in which to rejuvenate and socialize.

The Viking Center is as visionary as the founding of the school itself; it will transform our campus and the lives of our students. To learn more or to get involved in CH NEXT: The Campaign for the Viking Center, visit chnext.campbellhall.org.

AERIAL VIEW OF THE VIKING CENTER

WORLD-CLASS GYM WITH SEATING FOR MORE THAN 900 SPECTATORS

Marta has been a regular volunteer with the elementary and middle schools including two stints as class coordinator. As a certified yoga instructor, Marta has also provided weekly yoga classes to CH faculty and staff for several years. Ed has served on the CH Board of Directors since 2017, and is now taking on the role of CoChair. At different points during his tenure on the Board, he has been a member of various committees including Executive, Governance, Advancement, and Finance and has served as Chair of the DEIJ Task Force.

TRANSFORMATIONAL GIFT

ED + MARTA HAN

“Campbell Hall is an amazing school that lives out its mission every day,” says Ed. “This upcoming campus transformation is a testament to the importance our school places on student health and wellness.”

Ed serves as a co-chair of the Capital Campaign Steering Committee, and together Ed and Marta have generously committed $1 million for the construction of a state-ofthe-art fitness center within The Viking Center that will be named in their honor. The fitness center and the yoga/Pilates studio will give students access to best-in-class facilities and equipment to train, condition, and enhance mobility and flexibility. As Marta says, “We are tremendously excited to help create a space dedicated to fitness for all students, whether you’re an elite athlete training for a particular sport or a student focused on improving your personal fitness as part of a healthy lifestyle.”

Campbell Hall’s bold and innovative plans to transform the campus sparked the imagination of Ed and Marta from the outset. So many aspects of the project resonated for them. The Viking Center will revitalize the heart of campus, creating a nature-filled open green space, free of cars, in an area that is currently dominated by parking and traffic. The construction of a new significantly larger dining complex will provide a greater variety of delicious and healthy food options for students as well as more spacious and comfortable areas for students to eat, relax, and congregate. The new best-in-class gymnasium, together with Garver Gymnasium, will greatly increase access to space for practices and games for all grades.

Ed and Marta have prioritized being involved in The Viking Center project because it’s a way to continue Campbell Hall’s long established tradition of giving back. As Ed explains: “Today, our kids can use spaces like Garver Gymnasium and the Spielberg Family Arts and Education Center because of the generosity and work of so many unsung heroes who came before us and made those facilities possible. I think we now have the opportunity to return the favor, to give back not only for current students but to help future Campbell Hall generations. We hope that others will join us in supporting The Viking Center.”

Rebecca Rowland

Since joining Campbell Hall in 2016, Ed and Marta Han, parents of Ethan ’27 and Martin ’29, have been active members of the school community.

“This upcoming campus transformation is a testament to the importance our school places on student health and wellness.”

The Viking Center

A look into Campbell Hall’s new center for the Community

Community, support and spirit are the top three things new Athletic Director Kris King hopes to bring with his title and upcoming plan for the Viking Center. The official unveiling for the plan came on September 24, 2022 when the entire school learned about what is in store for the future. The Viking Center, in short, is a plan to redesign what is currently the student store, grove, small gym and parking lot and transform it into a multi-use hub for the community.

“We have tremendous student athletes that work extremely hard at their sports, and I think we, as a community, should just do whatever we can to support [them]. So just getting the excitement around school to support our student athletes is priority number one.”

As King hopes to boost school spirit in many different ways, it’s not just for students, but also for families and the community as a whole. Although the Viking Center is not yet built, King’s immediate action plan is to try and do whatever he can with what is in his direct control.

“One goal is that we have been doing everything in our direct control to boost spirit. For example, something new we’ve been working awfully hard on is the app so students can view game schedules and more,” King said. “We have also been making more merchandise for our community, further boosting spirit,” King said. “We also have great cheerleaders, and we’ve got a lot of them. Utilizing our cheer team, partnering with our performing arts and all of our wonderful musicians on campus and getting them involved with the games will really help get everyone in the community involved in spirit rather than just sports.”

As spirit continues to build, King notes that the actual space for the Viking Center will not simply benefit athletes but also faculty, staff, parents and non-athlete students. King believes that the space will have something for everyone, no matter what their interests may be.

“It includes everything from new theater tech space to regular classrooms [and] a whole new indoor/outdoor dining space, new yoga and pilates studios and medical training facilities,” King said.

King believes the new rooms the center will provide will not just stand on their own, but will also provide further abilities for the school to become more prominent in the sports community. The space will also be able to be used far more often than the gym in place.

“Practices can be [finished] much earlier with the addition of using the weight rooms and gyms in the morning for more than one team, which will in turn get our student athletes home earlier,” King said. “We will also be able to host tournaments, and we will be able to use the center 12 months out of the year. The space will also be used by students who don’t participate in athletics. So anyone who’s interested in fitness or just wants to workout will have their own Equinox on campus.”

The center will also give way for new types of classes and courses that the school has never been able to offer.

BY GEORGIA B. ’23

With more student activities to be held, King hopes, the more excitement and spirit the school will be engulfed in. Furthermore, the center will increase teams’ sense of camaraderie and teamwork. With specific rooms designed for teams to work on plays, game plans and overall strength, King believes that Vikings will be more prepared than ever for the future of high school sports.

“With the new weight room we will be able to train two teams at a time,” King said. “Our locker rooms will allow our teams to meet in one place, so overall it’s going to transform our athletics to keep pace with our competitors.”

With state-of-the-art equipment, 3,000 square feet of weight rooms, and locker rooms allowing multiple teams to meet, King hopes that the Viking Center will make Campbell Hall athletics live up to its reputation and name. Though King also notes that beyond material items, the Viking Center will further enhance what Campbell Hall is all about.

“The Viking Center is going to continue to tell our story of community and inquiry because that has always been the thread of our mission,” King said.

Piper student newspaper is published seven times a year and investigates and presents relevant and important topics to our school community.

The

A DREAM GREEN TEAM

BY ELIZABETH TREMANTE, SECONDARY VISUAL ARTS TEACHER + KARL FRANK, HIGH SCHOOL SCIENCE TEACHER AND SUSTAINABILITY COORDINATOR

On December 10, an enthusiastic contingent of high school students and parents joined together outside the Ahmanson Library to participate in a Native Plant Gardening Workshop hosted by the CH Green Team, a student club that tackles initiatives on campus with the intention to improve sustainability and reduce the school’s carbon footprint.

This year, the club has undertaken several ambitious projects and the Native Plant Gardening Workshop was a collaborative effort between club leaders and Secondary Visual Arts teacher Elizabeth Tremante and High School Science teacher and Sustainability Coordinator Karl Frank. Ms. Tremante has a wealth of experience and knowledge about native plants and has a stunningly beautiful and diverse native plant garden at her home. She and Mr. Frank are working with the landscape designers for The Viking Center to select and plant exclusively native vegetation in the garden beds outside the new building. These new gardens will include teaching and demonstration gardens which will enable the community to learn handson about the ways in which native plants are critical to our ecosystem. The Campbell Hall Sustainability Plan was created by CH alum Evan Bowser ’15 two years ago. It calls for increasing biodiversity on campus, sequestering carbon in our soils where possible, and reducing water usage. Native plant gardens help achieve all three of these objectives. A recent global analysis of insect population trends found that more than 40% of species are declining and a third are endangered. Replacing non-native planted areas with natives can help curb this loss.

During the planting workshop, the hardworking volunteers moved three cubic yards of leafpost into the garden and mixed it in thoroughly with the native soil to improve aeration and drainage. During a short break, Ms. Tremante explained the design of the garden and gave the group a chance to ask general questions about native plants, after which the effort switched to laying the new plants out in the garden according to the design. Once all plants were in place, Ms. Tremante showed the group how to properly put native plants in the ground. This includes creating a natural berm around the downslope side of the plant to help it retain water, especially during the earliest stages of its development. HIgh School Computer Science teacher Jason Mills and his wife Wyndie provided additional help with placing four cubic yards of mulch around the new plants which helps improve soil moisture.

One exciting aspect of the new garden design is that there will be something in bloom by the Library during nearly every month of the year. While some of the plants go through a period of dormancy in the winter or summer months, others will stay active and even produce flowers during our colder season.

With so many busy hands, the difficult work went quickly and soon each of the 75 new plants had been planted and watered in. Fortunately, a storm system came through LA that weekend to provide a thorough watering of all of our newest members of the CH community!

Native gardens provide critical food and habitat for insects, birds, and other animals that have coevolved for millennia with our local flora. Native plants sequester carbon and fight climate change. Although California makes up only 4.3 percent of the total US land area, it is home to 32% of plants found in the US. Over one third of its native plants, some 2,153 species, are endemic to the state, meaning they are found nowhere else on earth. 96% of all cultivated landscapes in LA are non-native. According to the Critical Ecosystem Partnership Fund: “Human population pressures have rendered California one of the four most ecologically degraded states in the United States of America. Native grasslands and vernal pool habitats in the hotspot have been reduced to about one percent of their original extent by the conversion of natural lands to agricultural fields and livestock pasture, urban development, and the invasion of exotic grasses.”

More and more, individual people, communities and schools are gardening with native plants in California and indeed around the entire country as a means of re-connecting with the land, encouraging pollinators to return, and helping air quality and soil nutrients to improve. In doing so, they are fighting back against climate change by dramatically increasing numbers of invertebrates and microbes in soils. These organisms all contain carbon. Increasing soil carbon is one of the most promising and invigorating means of curbing climate change. It is something that nearly everyone can participate in. As part of this effort on campus, students in CHAI Environmental Science honors will work with CSUN Associate Professor of Geological Sciences Dr. Scott Hauswirth (husband of CH Science Department Chair Dr. Amanda Dye) to monitor soil carbon on campus over time.

For more information on sustainability in action at Campbell Hall, visit campbellhall.org/sustainability.

“It felt very good being able to help not only our school but our ecosystem!“ —Miller O. ‘24

“...a really fulfilling experience knowing that the work I did will have a permanent positive effect on campus...”—James K. ‘23

“The best part of my experience definitely was meeting so many different people I’ve never really connected with before. There were kids from every grade there and we all just connected as a group to plant new plants and make the campus a more beautiful environment.” —Parker V. ‘24

“...can’t wait to see our impact from that one workshop continue to expand.”

—Grace G. ‘24

NET ZERO

GOING SOLAR

CH received a grant from LADWP to install solar panels on the roof of the Garver Gym and Theatre building.

CARBON-FREE IS KEY

CH is collaborating with the Los Angeles Department of Water and Power (LADWP) sustainability team to reduce energy usage over time (aiming for 100% carbon-free energy production by 2050).

BAMBOO IS BEST!

All campus toilet paper and paper towels have been replaced with 100% biodegradable and sustainable bamboo paper.

Sustaining our future

growing for good

More than 700 pounds of lettuce have been grown and harvested by students for the North Hollywood Interfaith Food Pantry and MEND since CH installed 8 vertical hydroponic gardens, a micro-farming system that utilizes 90% less water than traditional gardens.

BUTTERFLY WAYSTATIONS ARE WAY IMPORTANT

Campbell Hall planted native milkweed to serve as waystations for migrating Monarch butterflies which, as caterpillars, feed exclusively on the leaves. Monarch butterflies embark on one of the world’s longest insect migrations, flying from Southern Canada to Mexico each fall. Waystations such as ours provide resources to allow this species to produce the next generation of butterflies and continue their important work of pollination.

POWER DOWN

Two eGauges were installed on the Garver Gym and AEC buildings in order to carefully track energy usage and explore modifications to power consumption with the goal of reducing our purchased electricity. They serve as valuable learning and research tools for both the CHAI Environmental Science Honors curriculum and collaborative projects with Oakwood School.

turning green matter into black gold

Using green bins on campus, a significant amount of the school’s organic waste is transported off-site and turned into compost, something many gardeners refer to as “Black Gold.”

PLAY IS INSTRUMENTAL The Elementary Music Program

From an early age, CH elementary music teacher Kristina Turpin was involved in all aspects of performing arts — playing piano, acting, and dancing. She even trained with legendary choreographer Patsy Swayze and musical theater icon Bill Edwards. As a young student, she tested out of every level under the Certificate of Merit and Guild program for Piano. Kristina went on to earn a B.A. in Theater - Design from the University of California, Santa Barbara where she learned the craft of costume, lighting, sound, and set design. She also served as a director, designer, and choreographer in university, high school, and community theater musical, theatrical, and dance productions.

Kristina’s extensive arts background both onstage and behind the scenes informs her cohesive and comprehensive approach to teaching. Starting in Kindergarten, Kristina and elementary associate music teacher Susan Black-Smith, introduce the basics of music theory and with each successive grade build on this foundation, folding in progressively challenging music concepts, singing arrangements, and musical instruments. Kristina also incorporates a number of teaching methods and strategies into the curriculum to accommodate every type of learner. The Orff Approach to music incorporates singing, dance, drama, and movement and engages a child’s sense of play to encourage improvisation and creativity. The Kodály Method is a kinesthetic approach to music that helps students internalize music through movement and sight reading of rhythmic patterns and notes through the use of solfège.

At the heart of the elementary music curriculum is play. Students are not always aware that the games and activities they are participating in are geared to help them learn; they are just having fun with the process. Music centers set up around the elementary classroom keep students engaged in a variety of hands-on activities from a Creation Station where students work on musical STEAM projects to playing instruments to a music tech lab. On “Fun Fridays,” students can volunteer to perform anything from improv to dancing to singing to playing an instrument, allowing them the opportunity to gain confidence performing in front of an audience as they build community with their peers. “Whether interviewing for a new job, public speaking, or making a presentation, the skills students learn while performing can help them throughout their lives,” Kristina explained.

Beginning in 2nd grade, instruments such as ukuleles, jumbie pans, keyboards, xylophones, and glockenspiels become an integral part of the music program. Choral lessons are strung throughout the

“Standing here it’s all so clear I’m where I’m meant to be.”

—I See the Light from the movie Tangled~ first song sung by Kristina in Elementary Chapel

K-6 music experience, incorporating movement which helps some students with lyric memorization. In 5th and 6th grade, students begin to work with the recording application GarageBand in the elementary school’s own recording studio which Kristina helped design. Half the group composes or covers a music selection that is then printed out as sheet music that the other half of the class plays and then they rotate groups. Kristina has also created a music webpage through Google Sites and Padlet that allow students to access the curriculum anytime, anywhere so they can continue their exploration beyond the classroom with grade-level, supplemental lessons, music appreciation activities, and music and choreography videos.

Interwoven in the music curriculum is special attention to social emotional learning. “Children have needs beyond the classroom,” noted Kristina. “We always have books available that teach about music as well as different languages, cultures, and lived experiences.” This semester, students learned songs in Hebrew and Spanish and Kristina shared with her students that she speaks two dialects of Chinese: Mandarin and Shanghainese. Through a diverse music curriculum, students are able to connect to a variety of cultures that help them expand their understanding of the world and build their own identity. Kristina’s background in working with students with learning differences also helps her recognize and work with children who may have additional needs. “We are aware that all of our students are at different levels,” said Kristina, “so we meet them where they are and move them up the ladder as much as we can.” This individualized attention also helps those students

who may be more advanced by providing supplemental material to keep them engaged.

The combination of these techniques and skills prepare elementary students for the next leg of their musical journey. With this solid music foundation, students will then have the option to choose any number of choral, vocal, or instrumental programs in middle school.

ukuleles jumbie pans keyboards xylophones

Looking ahead, Kristina shared that she is excited about Campbell Hall’s new capital project The Viking Center which will include a new elementary music room. Unlike the current facility that was originally constructed as a multipurpose space, the new facilities will be designed specifically to meet the needs of the burgeoning program.

Kristina’s passion for music is infectious. Her innovative programs that keep play central make learning fun and engaging for every elementary student. It’s no wonder that she was chosen as one of the top 25 semi-finalists (out of more than 30,000 nominations) across the United States for the 2014 Grammy Music Educator Award.

“Campbell Hall is a very special place and music is everywhere on campus every day,” Kristina said, choking up. “The first song I sang in chapel was ‘I See the Light’ from the movie Tangled because it encapsulated how I felt about joining this community. I feel at home.” The lines that seem most fitting from the song: ‘Standing here it’s all so clear I’m where I'm meant to be.’”

THE POWER of PARENT ED

BY SARAH HUSS, DIRECTOR OF PARENT EDUCATION

Emerging from the depths of the pandemic, and more specifically, a radical shift to our everyday circumstances, we are all changed human beings although admittedly in very different ways. Some families thrived in ways that “normal” life did not allow — spending quality time and connecting like never before. Others suffered mightily from personal loss or emotional turmoil. Many of us experienced some of both.

■ The elementary counselor Alex Stern and I shared the importance and relevance of social and emotional learning;

Sarah Huss

When we experience profound challenges— and for some, trauma, it is normal to just want to get the heck out of there: “hurry up and go back to ‘normal’!” became our plea to the world. But the reality is that we will do better for ourselves and our children if we slow down and take some time to reflect. Where are we now? Where are our kids, emotionally, academically, psychologically? What did they learn? What coping mechanisms became habits? What impact has this had on our sense of self? What about our relationships? And maybe most importantly, are these changes positive for our and our kids’ healthy development? If the answer is no, we may need to not just “return to normal,” but instead to reset.

Pundits have weighed in on the changes the pandemic brought to our lives by offering their simple narratives, “there is huge learning loss,” “kids stopped developing,” “they missed out on too much.” While these things may be true for some, these sound bites fail to capture the nuanced and multi-faceted impact of this time and, in fact, we may not be able to know its full effect for years to come. When this year’s Parent Education planning began, I knew that looking more closely at this universal human experience and its myriad impacts in nuanced ways would be vital to parents, guardians and all of our students’ caregivers if we were to continue to show up for them in the ways they need. It would be important to create the time and space to reflect on our experiences and hear from experts about the ways that we could best support and nurture our children’s health and wellbeing as they made their way through this unprecedented time. In doing so, we:

■ We doubled down on our relationships with local and national experts on all major aspects of child development in order to create a full slate of targeted parent education programming on the issues of health and wellness;

■ A Parent Education Speaker series was specially designed for parents and guardians of our K-6 students to address some of the most pressing parenting concerns;

■ Nationally renowned educator and author Deborah Roffman presented practical information on how to talk to young children about topics related to their sexual development;

■ Local internet safety expert Lori Getz shared insights on the perpetual question of how to parent in the age of technology and social media;

■ I also paired up with the 9th grade dean, Leticia Sanchez, to create a unique series for our 9th grade students, parents, and guardians as their relationships transitioned in important and sometimes unsettling ways;

■ All of our speakers in this series spoke to our students during the day and then to parents and guardians in the evening to help facilitate important conversations at home;

■ Speakers included:

• local expert Casey Weinstein who spoke on social anxiety,

• Doug Rosen who covered drug prevention strategies, and

• Lori Getz who shared high school-specific strategies for supporting safe and healthy social media and technology use;

■ We rounded out our health and wellness programming with:

• Jesse Carmen (eating disorders and body image) and

• Casey Weinstein (mental health issues) who delivered practical and important advice in broad strokes to our K-12 families; and

■ Our series will conclude with parenting expert and author Lisa Damour (March 7) who will present on her newly released book, The Emotional Life of Teenagers. We hope that all of you can join us for this final event of the year.

Parenting is always a challenging endeavor. Parenting through a pandemic has reminded all of us that it takes a village to raise healthy and thriving kids. The goal of our Parent Education Speaker series is to remain a vital service and source of support for all of you as you engage in the most important job of your life. From my vantage point at the lectern or on Zoom as host of these presentations, it has been a true wonder to watch this community continue to embrace our beloved village in order to show up and nurture our children in the ways they deserve.

#LOVEo f LEARNING

DR. MARINA KHEEL, ASSOCIATE HEAD OF TEACHING AND LEARNING

TELL US ABOUT YOUR NEW ROLE AT CH

My role is to drive Campbell Hall’s mission through the lens of teaching and learning, help ensure progress towards our strategic goals, and support the Head of School. I strive to create experiences of meaning and connection for our students, teachers and parents. I oversee the elementary and high school principals, student support services, and the health center. My passions include creating a culture of learning in school communities, mentoring others in their professional growth, and asking critical questions that guide reflection. I love to create student-centered programs and apply new ideas to our community. I also teach one section of 7th grade human development.

WHAT ARE SOME OF YOUR GOALS?

To foster the most innovative, rigorous, and purposeful programming at Campbell Hall. I am excited to use data, best practices, and research to nurture best in class programming for our students. I hope to clearly articulate our unique academic brand and highlight all of the amazing experiences happening on our campus. My short term goals are using our recent Challenge Success survey to inform initiatives that speak to what students are interested in and passionate about, revising the faculty evaluation system, and refining our approach to assessment.

WHAT’S HAPPENING NOW IN TEACHING AND LEARNING?

I am constantly blown away by the quality of our teachers and the experiences of our students. A huge strength of our program is the rigor of teacher expectations and the crafting of high level experiences for our students. I am so excited to see students engaging in hands-on projects where they are solving problems, prototyping solutions

to real world issues, writing opinion pieces, or expressing their emotions through the arts. Our students are so lucky to have access to experts in the discipline through guest speakers from writers, to scientists, to dancers, to photographers. I love seeing how our high level curriculum also engages students to collaborate with their peers and with students in different grade levels, really giving them a sense of ownership, pride, and connection.

RAPID FIRE QUESTIONS

You are called to teach something you have never taught before. What is the first thing you do?

Connect with students. Relationships are not only one of the great joys of life but the foundation for meaningful learning.

Fill in the blank. Teaching is ——. Teaching is inspirational, humbling, and a great way to stay young!

What is something people often get wrong about you?

That I am an extrovert. I crave quiet, nature, and time at home.

What is the last show you binged and loved?

Sex Education on Netflix. It is a comedydrama about a teenage boy whose mom is a sex therapist. I love it because it is hilarious, showcases teenage issues in a real way, and highlights the importance of giving kids honest information and authentic connection.

What is a concert you will never forget?

My first concert was seeing Bruce Springsteen’s Born in the USA in Paris. I was in 8th grade and it was the first time in my life I felt like I could do grown up

things. I will also never forget CH middle school choir concerts. They make me cry every year with their raw emotion and adolescent energy.

What is your favorite meal?

Spaghetti with mussels. I eat it every day when I am in Italy because the clams there are the best.

What is on your nightstand right now?

See No Stranger by Valerie Kaur (be sure to come see her on March 22 at CH!), Rise and Shine by Anna Quindlan, Identity Safe Classrooms by Dorothy Steele and Becki Cohn-Vargas, and Land of Stories by Chris Colfer (which I read to my son every night).

Give us a snapshot of an ordinary moment in your life at school that brings you great joy.

Leading council with my 7th grade Human Development class. Hearing young people speak and listen from the heart, connect with one another, and be vulnerable enough to share stories about anxiety, identity, and gratitude is an inspiration.

What is one thing you are deeply grateful for right now?

My family. My husband and two children remind me of the most important parts of life and to stay present in the moment, whether it is at family dinner each night, going on a hike, or working on creative projects together.

Q&A WITH

Marina Kheel

There’s No Debate About It:

GIVE US A BRIEF OVERVIEW OF YOUR BACKGROUND BEFORE CH

I grew up in Kansas, and have bachelor’s degrees in Political Science and History from Iowa State University, and a J.D. from Washburn University in Topeka, Kansas.

Doug Miller

I have taught in Illinois, Missouri, Kansas, South Florida, and Orange County throughout my career. I have been involved in Speech and Debate for 25 years, both as a competitor and teacher/coach.

CAN YOU PLEASE EXPLAIN SPEECH AND DEBATE FOR THOSE NOT FAMILIAR WITH THE PROGRAM?

Speech and Debate is a competitive co-curricular activity which runs throughout the academic year, wherein students compete for accolades at the local, state, and national levels. Campbell Hall competes in multiple formats of debate, with topics focusing on significant issues like economics, politics, international relations, and military affairs. Campbell Hall also competes in a wide array of different speech events, which cover a range of performance formats, including solo and duo acting pieces, prepared speeches written by the students, and limited-preparation speaking events.

WHAT ARE SOME OF YOUR GOALS FOR THE SPEECH AND DEBATE PROGRAM?

Our primary goal is to help foster our core values in our students. These include:

Q&A WITH SPEECH AND DEBATE COACH DOUG MILLER TEAMWORK EMPATHY Depth

We support each other, share all of our research, and assist each other in the growth process.

Success in Speech & Debate is based upon being able to view the world from differing perspectives. We debate both sides of every topic we have, so we cannot simply develop tunnel vision on any particular argument. We need to understand how our audience thinks in order to know what will be most persuasive. We need to understand what our opponents think in order to be able to more effectively respond to their arguments. And we need to be able to view the world from the perspective of our debate partners in order to foster effective long-term working relationships.

This is important not merely in debate rounds, but also in their daily lives as students and human beings.

This is important not merely in debate rounds, but also in their daily lives as students and human beings.

In a world where surface-level understanding of complex issues dominates our national discourse, we choose to focus on achieving a deeper understanding of the issues that we debate. This requires learning how to research beyond a simple Google search, and understanding the strengths AND weaknesses of both our own arguments, as well as those of our opponents.

Speech & Debate is first and foremost a growth activity. If we focus on doing things the right way by engaging in authentic learning and working hard, competitive success will be the natural outgrowth of that process.

of understanding the importance of process

students to advocate for themselves

—

CAN YOU SHARE SOME HIGHLIGHTS OF HOW YOU PRACTICE AND COMPETE?

Speech & Debate tournaments take place on weekends, and the season begins in late September and runs through March, with various state and national championships contested as late as mid-June. When a student attends a debate tournament, they will compete in anywhere between three and ten distinct debate rounds, each against a different team from another school, and debating both sides of a single topic throughout the tournament. We routinely attend multiple tournaments locally in and around Los Angeles. We will also occasionally travel to larger tournaments in the region and across the country, in locations such as San Diego, the Bay Area, Arizona, Chicago, and Kentucky.

Follow the Speech and Debate Team on Instagram @CampbellHallDebate.

In a world where surface-level understanding of complex issues dominates our national discourse, we choose to focus on achieving a deeper understanding of the issues that we debate. ”

DOUG MILLER

Art History Trip No Longer a Thing of the Past

European Voyage Returns from Pandemic Pause

BY JENNY BEALMEAR, COMMUNICATIONS MANAGER

Boating down the Seine, listening to the sounds of the Musikverein, Vienna’s famed music hall, and seeing some of the most renowned artwork in the world epitomize the magic of the 2022 Art History in Europe trip.

Following a two-year, pandemic-induced travel hiatus, this program saw the triumphant return of its European trip last summer. Students spent a week on campus learning foundational art history concepts before embarking on the voyage of a lifetime to immerse themselves in the artistic and cultural richness of Paris and Vienna. Splitting their weekand-a-half trip evenly between the two cities, 16 students and their accompanying chaperones set out on city tours, visited museums and major monuments, and even had time for an amusement park outing.

The Paris sojourn offered a look at a wide range of art from the medieval period through the modern era, and provided the opportunity to conduct in-person artwork analyses in the Musée d’Orsay, the Musée Marmottan Monet, and the Centre Pompidou, among others. This part of the stay was punctuated by a side trip to explore the architecture of the Cathédrale Notre-Dame de Chartres, which students attempted to replicate with their bodies (not an easy feat!). In Vienna, students continued their experiential learning with visits to Belvedere Palace, the Secession Building, and the Leopold Museum. Studies focused on the late 19th and early 20th century, and included a visit to the Holocaust Memorial. Students absorbed not only the history of the art they were viewing, but also the history of the places they were experiencing.

By participating in this accelerated, three-week summer offering, which is designed as a survey course of a sampling of historical art periods, students earn a semester elective credit. But the true benefit is reflected in a lifelong skill that doesn’t appear on transcripts. Allison Shrage, High School Art History Teacher and trip organizer, paints it simply: “Seeing and experiencing works of art in person is the best way to understand art.”

Families participating in the Financial Aid Program at Campbell Hall are eligible for a subsidy to assist with the cost of the Art History in Europe trip. Please contact financialaid@campbellhall.org for more details.

For a firsthand account of the trip’s impact – plus a peek at a few favorite pictures and encouragement for future globetrotters – we caught up with some newly-minted art history buffs:

Paolo P. ’23

This is my favorite picture because it highlights the amazing relationships I was able to make. It was truly a once-in-a-lifetime experience and I wouldn’t trade it for the world.

The trip enhanced the classroom learning because we were able to see the works of art we had been studying in person. Along with that, we were able to experience a completely different culture which helped us understand how the art came to be.

Abigail H. ’23

I had a hard time choosing just one picture. I love all of them because they look so different from regular Los Angeles and I think each one has a memory and an emotion.

If you haven't taken Art History, this trip will be absolutely life changing. This course felt more tailored to the students in the class. We were learning the same things in the same way. We were the only ones having that specific experience, and that just made it so special.

Annabel B. ’23

This trip was as fun as it was because of the people I was with, and all of our faces in the photo accurately depict the carefree and silly atmosphere.

Learning about art history in a classroom setting is effective, but seeing these monumental pieces in person is another level of amazement. Seeing an artist’s brushstrokes, or marks of a chisel, in person is truly enlightening. Also, seeing a piece in proper lighting and all available angles really enhanced my understanding of the message the artist was truly trying to convey.

Lila M. ’23

This photo was taken during our boat ride along the Seine. I love this photo of us because it captures the essence of the trip: travels with friends. The Eiffel Tower was the perfect backdrop for the photo and it almost looks like we photoshopped our faces onto a postcard (we didn’t).

Actually seeing what we had studied at school was like the pot of gold at the end of the summer school rainbow. Getting to explore Europe with my friends while being exposed to another culture was the highlight of my summer and a trip I will remember forever. You must go!

Ella M. ’23

I took hundreds of photos while on the trip, but this one stuck out to me as one of my favorites, because it captures both my friends’ excitement and the majestic Eiffel Tower in the background. Photos like this one will forever memorialize the trip and accompanying memories for me.

If you have the opportunity to go on this trip, absolutely take it! Being in Europe for almost two weeks with your friends, teachers, and classmates is a magical experience in itself, not to mention the amazing food, cultural and historical education, and the ability to see some of the best museums and works in the world.

How Campbell Hall Prepared Me for College

BY MAGGIE CHIAPPETTA-UBERTI ’22

While I would say there was some self-induced pressure in high school, I never felt that pressure from the Campbell Hall community. I grew up being taught by my elementary teachers that I could do anything: Mrs. Kempf told me I could be a singer; Mrs. Kainz instilled the belief that I could thrive in STEM subjects, despite struggling in math; and Mr. R, my fifth-grade teacher, invested himself in my athletic endeavors years after I graduated elementary school.

physicians. My passions weren’t squandered; they were celebrated. I never felt limited in my capabilities at Campbell Hall, much like how I feel now at Harvard.

Coming to college, I was overcome by the brilliance of not simply my professors and the vastness of opportunities afforded to me, but mostly my classmates. Each person I met was so interesting and knowledgeable and they all had such unique experiences. One thing many of my classmates shared in common, however, was the highpressure environment that they were surrounded by in high school. They discussed the ongoing competition among their classmates and the work culture of their schools. Most notably, they mentioned the pressure to focus solely on one thing.

Many people outside of my school community told me that my myriad of passions would not hold once I reached high school — that I would need to narrow down my focus in order to prioritize excelling in one thing. But what’s so special about the Campbell Hall community is that it fosters a space for students to grow outside of what one may see as the “conventional path.” In high school, I was able to participate in track and field and volleyball, while also singing in choir. I was able to write in our school newspaper, while also investing myself in the Young Doctor’s club and getting to shadow

Most importantly, as I have left Campbell Hall and transitioned to college, I have realized just how incredible the support from the community is. The support at Campbell Hall is like no other. When I auditioned for acapella groups at Harvard, Mr. Enright and my high school choir were there for me every step of the process, giving me the confidence to continue through each round. When I go on morning runs with the Harvard Running Club, Coach Selkirk still provides me with running advice. Dr. Gaul reminds me to stay curious, acknowledging the inequities present on this campus. Campbell Hall is a family that extends far past our 13 years together. It has provided me with not only the skills and drive to pursue my passions here at Harvard, but also has afforded me the privilege of a community of incredible people that you truly can’t get anywhere else.

Maggie with her twin sister Gracie ’22 on the steps of Widener Library at Harvard University.

Maggie ’22 sings in her first concert with Harvard’s oldest all-gender acapella group, the Harvard Opportunes.

VIKING ROBOTICS

BY DR. AMANDA DYE ROBOTICS TEAM COACH + HS SCIENCE TEACHER

Campbell Hall’s robotics program gives high school students the opportunity to design and build cutting-edge robots. This year’s Viking Robotics team is composed of 20 9th-12th grade students. Last year was our first year competing in VEX Robotics, previously competing in FIRST Robotics Competition (FRC). The framework of the VEX program is different - competitions begin earlier and are more frequent, with teams building multiple robots instead of one. Therefore, we spent much of last year learning the program and finding our identity within the new format. Ultimately, we built one robot and entered one competition last year. In having more knowledge of the VEX program this year, we have created three robots in time to compete in four competitions.

In VEX Robotics, teams design, build, and program robots to compete at tournaments. Teams participate in qualifying matches where two randomly chosen alliances of two teams each compete for the highest team ranking. In each match, alliances try to attain a higher score than the opposing alliance by scoring goals and completing tasks worth a set number of points. So far this year, the Viking Robotics team has competed in one competition, the Chaminade Showdown in November. Both of our competing robots made it to finals, with one robot going to the quarterfinals.

Team practice is an essential element to prepare for competitions and the members meet three times weekly to brainstorm, build, and test different design elements. They go through this iterative process to design the most effective robot possible.

“

It’s never a dull moment in the robotics room, from talking about string shooters to discussing students’ probable futures.”

—Robotics team member Claire L. ’25

student accomplishments

Practices are also used to prepare tools and part kits for upcoming competitions and to practice driving the robot. In addition to the robot’s mechanical abilities, the robot’s success depends on the human driver’s skills.

To be a robotics team member, students must be interested in robotics and willing to learn. No background knowledge is necessary as the team shares expertise and mentors new members. “What we love to see from a new team member is a hardworking student who has the drive to spend time in the robotics room and collaborates with the team. It’s never a dull moment in the robotics room, from talking about string shooters to discussing students’ probable futures,” said team member Claire L. ’25. “We learn valuable skills of brainstorming with our peers and collaborating before and after competitions in order to improve for the next time. But, most importantly, we learn how to make practices fun and exciting!”

In coaching the robotics team, I better understand my students by witnessing their depth of knowledge, kindness, and drive. Despite the long hours we spend together, there is never a dull moment. We learn and laugh together as we recuperate from failures and celebrate successes.

Follow the team on Instagram @chviking_robotics.

The Buckley Program at Yale University recently ran a nationwide essay contest for high school and college students on the topic of Milton Friedman’s economic theory of The Free Economy and its relevance in today’s world. The Buckley Program’s mission is to promote intellectual diversity at Yale and is the university’s largest student group. David D. ’24 and Daniel D. ’24 both entered, with David winning second place. Both attended the Buckley annual conference and the awards ceremony at Yale on Dec 2, 2022.

A TRIP OF A LIFETIME CONNECTING

WITH NATURE, PEERS, AND SELF

Camping under the stars, hiking to gorgeous vistas, making new friends, engaging with nature, helping the environment — these are all experiences high school students can expect to have during Campbell Hall’s optional outdoor service-learning trip to Big Sur.

Led by Jonny Rodgers, High School Yoga teacher & Director of Community Service and Outdoor ServiceLearning, the trip is a four-day, three-night excursion the weekend before Thanksgiving into the beautifully rugged stretch between the Santa Lucia Mountain range and its equally splendid counterpart, the sandy beaches of the Pacific Ocean.

High school students who attend the trip experience the breathtaking landscape as they hike and camp in the forest filled with ancient redwoods. They learn about the land by getting up close with some of its tiniest inhabitants like the prolific ladybug and larger creatures like the more sparsely populated Steelhead Trout fish that is on the threatened species list, and by hearing directly from indigenous peoples. Trip chaperone Kevin Kelley, High School Mathematics and Economics teacher, notes: “Mr. Rodgers invited a member of the Esselen Tribe, Stephen, to speak to the group about the history of the Big Sur area in relation to his tribal ancestors, giving details on how the Esselen lived in close connection to nature and each other. They lived off of the land and relied on each other for all things.”

The trip also has an important service-learning component during which students give back to the larger community. This year, the group was tasked with removing Smilo Grass, an invasive species that can overrun native plants and disrupt the ecosystem in Pfeiffer Big Sur State Park. The students filled trash

bags to the brim with the plants, careful to include their seeds to prevent the spread of the grass. State Park officials were impressed with CH students’ work ethic as they completed the job early and thoroughly.

Given our urban setting, outdoor trips also help to nourish an understanding of and respect for the natural world. Faber E. ’24 notes, “I feel that many people are disconnected from nature and spending time up in Big Sur was a nice break from the hectic city of LA.” An expansion of students’ perspective is one of the greatest goals and outcomes of the trip. “The program is in place to foster a connection between the students and the Earth, so they fall in love with the Earth and want to protect it,” explains Mr. Rodgers. “During trips such as these, students often come to the understanding that when they protect the Earth they are also protecting themselves and the people they love.”

On the last night of every Big Sur trip, participants sit around the campfire and share what treasure they are going to take home — it could be a memory, lesson learned, something tangible, or just a feeling. “What I’ve noticed is that the students all seem to have found something really special about the time they spent in nature with a group of people who also wanted to be there — connecting with each other and the space,” says Mr. Rodgers.

Students deepen relationships in ways that are not always possible during the course of everyday campus life. Abigail H. ’23 and Avery A.’23 began attending the Big Sur trip as freshmen. As seniors, they look back with fondness, reflecting on how these trips brought them together. “It became a tradition to go on the trip, hang out, and tent together, which became a part of

our friendship and bond,” notes Abigail. Avery adds: “Even as we’ve both grown in our respective ways, the trips always bring us back together because of our common interest, respect, and love for nature. When we are on these trips, I find that we often become advocates for each other. Also, because of the spiritual grounding I know we both feel in nature, I believe we get closer to the most authentic versions of ourselves on these trips. Experiencing each other in this way has definitely created a bond with each other that has only gotten stronger throughout the years.”

Participants on the Big Sur trip appreciate more than just the beautiful landscapes before them — they also appreciate those they are with. “This thoughtfully designed trip allows students to slow down and take a break from their busy lives so that they can meaningfully connect with nature, their peers, and themselves,” explains High School History teacher Dr. Valerie Jiménez who was a chaperone on the trip. “It also exposes them to other ways of engaging with the world by meeting with a member of the indigenous Esselen Tribe and they leave with a renewed sense of gratitude, which seems especially apropos in the weekend leading up to Thanksgiving."

Other Campbell Hall service-learning trips include tent camping in Catalina, backpacking on the TransCatalina Trail, and spending a day in Tijuana to work with members of the nonprofit organization Corazon to construct a home for a deserving family. Families participating in the Financial Aid Program at Campbell Hall are eligible for a subsidy to assist with the cost of the trip. Please contact financialaid@campbellhall.org for more details. To learn more about service-learning trips, visit campbellhall.org/osl

PHOTO CREDITS: Ayden G. ’23, Jonny Rodgers

The Importance of Affinity Groups

Rosetta Eun Ryong Lee, educator and professional outreach specialist with more than 15 years of experience implementing affinity groups at schools around the nation, led training and programming for our student and family affinity group leaders on September 20, 2022.

Rosetta’s work in the student affinity space developed organically. When she first started as a science teacher at Seattle Girls’ School, she ate her lunch, which often consisted of Korean food, in a multipurpose room where students congregated as well. Soon, a number of Asian American students joined her, first intrigued by what she was eating and then by Rosetta herself. For many, Rosetta was the first Asian American teacher and role model they had. As she continued in conversation with the growing number of students at her makeshift lunch table, Rosetta realized that they craved a space made up of people who shared a similar identity with similar life experiences, leading her to help establish the school’s first affinity group.

Her work as a diversity speaker and trainer, combined with her research-driven experience in launching her own school’s affinity groups, gave Rosetta a unique perspective on the needs of schools and helped establish her as a leader

in the field. Over the course of her career, she has helped hundreds of schools set up and grow affinity organizations.

These spaces are so important because when members of historically marginalized groups join together, there is a sense of critical mass, relieving the burden on each member that they are not “the only one” or one of only a few. “Wellrun affinity spaces can create a sense of belonging where participants can share experiences and concerns,” explains Rosetta. “They learn to speak up, ask critical questions, and advocate for what they need both individually and collectively. It may also be a chance for participants to process and learn how to navigate hurtful situations.”

Affinity groups offer a safe space in which participants can gain support from those who share an identity and have similar journeys.

■ For students, this can also mean that they have adult role models within the group that they can look up to and who may offer guidance.

■ For parents and educators, this can lead to more robust advocacy on behalf of young people

“Being a part of such intentional, unapologetically affirming spaces can build confidence in all aspects of participants’ lives,” Rosetta notes. “There is a correlation between participating in affinity groups and a strong sense of self, including cultural identity, as well as high academic

“There is a correlation between participating in affinity groups and a strong sense of self, including cultural identity, as well as high academic achievement. Students learn to really be proud of who they are and feel like their voice and presence truly matter.”

—Rosetta Eun Ryong Lee

achievement. Students learn to really be proud of who they are and feel like their voice and presence truly matter.”

Rosetta also adds that students who gain this selfconfidence in their own identity connect across differences more authentically, also strengthening bonds with those outside the affinity groups.

Because each affinity group is not a monolith, it’s also important to recognize the diversity within each organization. “When we don’t have those celebrations of diversity within the group as well as solidarity of experience, then oftentimes harmful mythologies continue to shape people’s experience of identity,” Rosetta says. “Challenging these assumptions and allowing each individual member to have a voice strengthens the group as a whole.”

Rosetta trains affinity group leaders to help recognize and appreciate such differences as well as facilitate discussions. Within each group, there is typically a wide range of how participants view their own identity depending on their unique life experiences, so she teaches facilitators to be mindful that such a spectrum can exist in the room and how to hold space for individual voices. “It’s important to have an understanding of the diaspora of the whole group experience by recognizing and supporting each individual,” says Rosetta. “In this way, young people will learn to productively interact with one another.”

Rosetta also emphasizes that it is very powerful when students feel like their peers and the adults around them are supportive of their participation in affinity groups. Sometimes it can be difficult for those not in historically marginalized groups to understand the need for such spaces because they have never experienced a sense of otherness.

Campbell Hall’s mission-aligned K-12 student and family affinity spaces offer participants the opportunity to connect, celebrate, and support fellow members. To learn more, visit campbellhall.org/deij.

“My hope is that one day we won’t need affinity group spaces,” Rosetta says, “but right now we have to acknowledge the fact that there are some communities that don’t always feel that sense of belonging. I hope that we would all want that sense of belonging for our friends, peers, and fellow community members.”

BY CHRISTOPHER DENNIS ASSOCIATE HEAD OF COMMUNITY ENGAGEMENT

As a community of inquiry, our faculty and staff devote a significant amount of time to learning how to provide the best atmosphere for learning. This commitment to professional development happens in many ways but in June, we host three signature programs for faculty and staff. One of which is known as the Inclusion Institute which faculty and staff participate in once every 3-5 years.

The Inclusion Institute has been a longstanding multi-day intensive where our faculty and staff exchange, unpack, and learn more about themselves and others. This year’s program focused on a number of areas under the theme of “Centering Counter-narratives to Disrupt Bias and Increase Belonging.” Our work built upon division meetings and training from the previous year to further implement sustained growth in our equity practice.

Through case studies, small group discussions, and crosscultural dialogue, participants were able to expand their capacity to support themselves and others in our school's commitment to anti-bias education.

Promoting Justice through the INCLUSION INSTITUTE

Agenda items included:

I’m extremely proud of the depth of knowledge our faculty and staff have cultivated within our school. Our continued ability to expand our skills within our equity practice demonstrates the health and vitality of our school’s mission and commitment to Diversity, Equity, Inclusion, and Justice (DEIJ). Not only do our faculty and staff spend time examining ways to uphold an anti-bias community, we also spend time unpacking and disrupting our own beliefs that may have limited our own understanding over time. The process is simultaneously personal and intellectual.

As a collective, we’re able to provide our community with a high level of support and high accountability, the hallmarks of a just society.

Follow DEIJ on Instagram @campbellhalldeij.

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Father and Daughter Keep Indigenous Traditions Alive Through Dance and Prayer

Quilatzli P. ’24 along with father and CH alum David Partida ’95, gave electrifying performances of Xiuhcoatl Danza Azteca in Dia de Los Muertos Chapels this past November and gave blessings in the indigenous Nahuatl language of Aztecs between the performances to celebrate LatinX Heritage month.

“The dances we perform are hundreds of years old dating back to pre-colonial days,” said David. “We’ve managed to retain our indigenous customs and language which is known as ‘Nahuatl My daughter’s name, Quilatzli is Nahuatl as well as my other daughter Malinali. The dances/prayers are representations of cosmic movements whether they be planetary, animal, or the elements.”

David was integrated into the indigenous culture following

his graduation from Campbell Hall in 1995, and his daughters have been raised in the culture since birth. “My parents didn’t prioritize these indigenous ways because they were too busy working and they felt it would be better for us to be assimilated into American culture,” continued David. “Looking back, my parents now understand this was wrong. I now lead a group based out of El Sereno just east of Chinatown. We are part of a bigger network of dancers that number in the thousands including all over the US and Mexico. We gather throughout the year celebrating different events that we follow in our pre-Columbian calendar. Everything we wear and play is made by us, there are no stores or online platforms to find such things. We feel it’s our obligation to keep these traditions alive for future generations.”

La Familia built Dia de Muertos La Ofrenda.

Students contributed names of loved ones to altar.

A Celebration of Love

BY JOSH ADELL

On a Saturday evening in November, the high school cast of the Campbell Hall fall production Standing On Ceremony: The Gay Marriage Plays stood in a circle and took deep breaths. We began to reflect on and speak about the past seven weeks of rehearsal. One student’s comment resonated.

But first, a little bit about Standing On Ceremony. During the 2008 primaries gay marriage was hotly debated. Democratic candidates including Barack Obama and Joe Biden leaned on the concept of civil unions while stating that the term “marriage” should be reserved for heterosexual couples. This political backdrop inspired Brian Shnipper to ask a number of renowned writers like Jose Rivera (The Motorcycle Diaries) and Moises Kaufman (The Laramie Project) to create tenminute plays about gay marriage. Because the group of plays includes writers of diverse voices, our cast, crew, musicians, faculty, and audience were able to lean into various nuanced and deeply human perspectives while collectively celebrating the right for every person to express love. Brian Snipper attended our Saturday matinee and told our group of over fifty students that Campbell Hall is only the second high

school to ever produce his collection of plays.

“When I heard the news that the fall production would be several plays about gay marriage, it never struck me as something out of the ordinary.” I am paraphrasing the student's comment, but her point was clear. Campbell Hall is a school so committed to our DEIJ mission that our theatre students accept our culture of inclusion, not as “counterculture,” or “extremely progressive,” but just as “the way things are.” Not that we don’t have more work to do, but that moment in the warm-up circle showed us that Campbell Hall is moving in the right direction.

It is an honor to know that our community is a place where students feel safe to engage in artistic material that honors the diversity of the human condition. At the same time, we produce artistic material like Standing on Ceremony as a reminder that we must never relax in our efforts to make sure equal protection truly extends to every member of the LGBTQ+ community here at school, in our city, and our country.

Cast of Standing On Ceremony: The Gay Marriage Plays

faculty news

The Mental State, a play written and directed by High School Theatre teacher Josh Adell for Campbell Hall in 2015, has been adapted into a feature film. The story centers on a high school senior and his family who struggle to cope with the true identity and intentions of a dangerous town shooter. Featured in film festivals across the U.S. including Newport Beach, Kentucky, Syracuse, Boston, New Jersey, and Portland, The Mental State won for Best Feature Film at the 2022 Catalina Film Festival. If you’re interested in more of Josh’s work, his latest play Foxhole Circuit, about an all-female jazz band touring with the USO in the Pacific during WWII is published and available on Amazon.

Gabriela Ebel, who works in CH’s Childcare and Elementary Dance, performed in the Dance Ensemble of the Encanto Live - Film to Concert Experience at the Hollywood Bowl along with 49 other performers, live orchestra, and the original voice cast of the film!

The Campbell Hall Annual Fund provides our students with the resources they need today, so they’re prepared for bright futures tomorrow.

Your donation impacts every student’s daily educational experience! CH NOW supports financial aid, our world-class faculty, innovative academic programs, the arts, athletics, technology, and other areas of need.

Give or pledge today at campbellhall.org/donate

PLANNED GIFTS

Impact Campbell Hall’s Future

John Rue, Executive Director of the Campbell Scholars Program, joined Campbell Hall as a High School English teacher in 2009. In addition to his teaching role, he worked with students to create the school’s first and only satirical magazine, The Campbell Soup. Much loved by the community, the publication ran for several years.

John’s passion for equity in education soon led him to develop a public partnership program that leverages Campbell Hall’s resources to help underserved students in the San Fernando Valley along the college and career pathway. Launched in 2014, the missionaligned Campbell Scholars Program (CSP) is now firmly entrenched in the school, with many CH students, alumni, and faculty working in the summer enrichment portion of the program. The program’s impact is borne out by the success of its participants, with scores of Scholars from the initial cohorts on track to graduate from college and scores more positioned to follow their lead.

Because of his belief in the mission of Campbell Hall and desire to further the impact of the Campbell Scholars Program, John designated the school as a beneficiary on a life insurance policy he obtained from TIAA CREF. This simple gift planning strategy allowed him to allocate future funds, at no additional cost to him today, to a charitable organization of his choice.

“I chose to work at Campbell Hall because it’s a school with a soul,” says John. “Central to our mission and purpose is social responsibility to the broader community. I am most proud of CH for its commitment to helping underserved students through the Campbell Scholars Program (CSP). The enduring work of this program impacts not only the participants, but their families as well, creating lasting generational change. Knowing this program and Campbell Hall would endure, I wanted to leave a legacy for the school and the community to demonstrate my belief and confidence in an institution that is building something of meaning for the future.”

DID YOU KNOW?

Some insurance companies donate funds on behalf of a client to a charitable organization of that client’s choice as part of the policy and at no additional cost. Contact the Advancement Office for more information about making a planned gift at advancement@campbellhall.org.

I wanted to leave a legacy for the school and the community to demonstrate my belief and confidence in an institution that is building something of meaning for the future.”

good times

Blessing of the

The Rev. Canon Julian Bull and The Rev. Canon Norman Hull performed the Blessing of the Animals, a long-standing tradition at Campbell Hall that honors Saint Francis of Assisi, the patron saint of animals and ecology.

K-6 Halloween parade

good times

CLASS OF 2023

Senior Key Chapel is a longstanding CH tradition that presents the senior class to the high school community in recognition of their leadership of the K-12 community. Ryan L. ’23 and his mom Stephanie Schwarz LaPedis ’87 show their senior keys.

ASTROCAMP

5th Grade students enjoyed science adventures and bonding as a class at AstroCamp

HOMECOMING HOMECOMING HOMECOMING

MIDDLE SCHOOL GRANDPARENTS’ & SPECIAL FRIENDS’ DAY

We ♥ ♥ ♥ CH Grandparents!

Magic Workshop for Grandparents and Grandkids

Grandparents’ Committee Meeting

led by Middle School Drama teacher, magician, and Magic Castle member Jason Rowland.

EXPERIENTIAL EDUCATION

11TH GRADE MOAB

Through Campbell Hall’s experiential education program, students have the opportunity to connect the curriculum to the broader world, engage with nature, deepen friendships, and create memories that last a lifetime.

Deck The C H A L L S

Parent volunteers festively decorated campus for the holidays, trimming trees with beautiful ornaments crafted by students, hanging signs and banners, and festooning railings with ribbons and garlands — all of which brought cheer to the whole community.

GOOD VIBES

good vibes

SOUNDS OF THE SEASON

WORLD MUSIC CONCERT

good vibes

SOUNDS OF THE SEASON

EVENING OF JAZZ CONCERT

POPULAR MUSIC CONCERT <

good vibes

THE NUTCRACKER >

vibes

Behind the Curtain: Spotlight on Theatre Tech

BY LUIS DELGADO, SECONDARY PERFORMING ARTS TECHNICAL DIRECTOR

Campbell Hall’s Theatre Tech program offers students a hands-on experience engaging in the elements of producing, design, construction and stage management. 31 students worked on the Theatre Tech Crew for our high school fall play of Standing On Ceremony. The crew is involved in all aspects of the technical process including the scenery, lighting, sound, props, costumes, hair and makeup, publicity, and stage management. In the two weeks leading up to the show, students put in 60 hours of work preparing our production.

The set, lighting, props, sound, hair, and makeup are all designed by students for each production. They learn the elements of theatre construction and design beginning in middle school Theatre Tech class, and then in High School in Theatre Tech I, Theatre Tech II, and Advanced Stage Design classes. The students construct and prepare all the elements of the production in our workshop and dressing rooms, which include woodwork, metalwork, painting, props, costuming, and electrical work.

There are unique requirements with every production and the students build most of the scenic elements from scratch. This past fall in Standing On Ceremony, the crew incorporated foam to carve a lightweight casket and built a bed that quickly folded up to fit on and off stage. Some unique pieces from the past few years include a chandelier circuited to light up and drop in from the ceiling in Urinetown (Spring ’22), the wall of color changing light boxes in Blood Wedding (Fall ’21), and clear plexiglass props cut with our Campbell Hall laser cutter in The Tempest (Fall ’19).

Students regularly volunteer their time and experience to be technical support and backstage crew for The Nutcracker, Spring Dance Concerts, as well as many of the other Performing Arts productions throughout the year. In The Nutcracker, they are key in operating our 30’ tree, moving Mother Ginger’s dress, and making it snow. Last year, the crew was essential in helping us perform the show outside!

GOOD SPORTS

ELEMENTARY SCHOOL FALL HIGHLIGHTS

A great time was had by all during the Fall Elementary Sports Season! We had many new 4th graders competing on our school teams for the first time. It was a pleasure to watch the growth of our student/athletes as they learned new skills, new rules of the game, as well as learned to play together striving towards a common goal.

good sports

MIDDLE SCHOOL FALL HIGHLIGHTS

7th Grade Flag Football advanced to the semi finals. 8th Grade Flag Football advanced to the semi finals. Girls’ Tennis placed 2nd place in league. Cross Country - Middle School Cross Country runners James I. ’27 finished 9th + Watson E. ’27 finished 14th out of 231 athletes in the league finals.

HIGH SCHOOL FALL HIGHLIGHTS

VARSITY FOOTBALL

The team advanced to the second round of playoffs in the CIF Quarterfinals, finishing the season with an impressive 9-3 record.

VARSITY GIRLS’ VOLLEYBALL

The

VARSITY CROSS COUNTRY

Reilly

B. ’24 + Mia S. ’24 qualified in the CIF-Southern Section Prelims.

team reached the CIF Finals and CIF State Playoffs Setter Althea M. ’24 and outside hitter Mila M. ’24 were selected for All CIF-Southern Section.

good sports

HIGH SCHOOL FALL HIGHLIGHTS

VARSITY GIRLS’ TENNIS

GIRLS’ GOLF Girls’ Golf took 3rd place in the inaugural Gold Coast League Championship.

EQUESTRIAN Sophie S. ’26 took home two 1st place rounds and two 2nd place rounds at the Desert Holiday II Equestrian Show in December.

The team won the Gold Coast Championship and reached CIF finals and CIF State Playoffs. In Individuals, (pictured below l-r) Katarina V. ’23 placed 2nd and Sophia W. ’26 placed 3rd in League Singles, and Grace R. ’25 and Samantha H. ’25 took 2nd place in League Doubles.

friends for good

SPOTLIGHTS

Updates from Campbell Hall Alumni

Jabarari Walker ’20 was drafted as a Power Forward by the Portland Trail Blazers of the National Basketball Association (NBA). Jabari played college basketball for the Colorado Buffaloes where he was named All-Pac-12 First Team as a sophomore in 2021-22.

Pamela Shamshiri ’89 of Shamshiri Studios was featured in Architecture Digest for the full-scale renovation on the stunning A. Quincy Jones’s Smalley House (1969–73) in Holmby Hills, one of the architect’s largest single-family residences which is owned by gallerist Shulamit Nazarian. Shamshiri deftly added contemporary elements while maintaining the integrity of the home’s original architecture. Quintessential modernist architect A. Quincy Jones’ firm also designed Campbell Hall’s elementary classroom and Administration buildings (1951-1955), high school complex (1965), and the two-story addition on the middle school (19791980).

Pamela Shamshiri ’89 Designer updates a classic

Jabari Walker ’20

Basketball player is drafted by the NBA

friends for good

Josh Cuevas ’21

Division I football player spotlight

Tight-end Josh Cuevas ’21 is having a great season as a redshirt Freshman on Cal Poly’s Division I football team. He’s using his skills, some of which he honed on the CH football field, to help the Mustangs achieve victory.

Melissa Hanna ’05

CEO of maternal healthcare platform receives recognition

Goldman Sachs recognized Mahmee’s co-founder and CEO Melissa Hanna ’05 as one of the Most Exceptional Entrepreneurs of 2022 at its Builders and Innovators Summit. Mahmee helps address inequities in maternal healthcare through a nationwide workforce of providers that can deliver personalized maternity care at scale.

Singer-songwriter Nina Shallman ’14 (Niina Soleil) released a new video for her latest single, “Flowers on Fire.” Nina says: “Lyrically, ‘Flowers on Fire’ is about passion and tension, suspense and release. It’s also sort of a challenge, a ‘your move,’ kind of song.”

Troian Bellisario ’04 stars in Doula, a witty comedy about a pregnant couple that reluctantly hires a male doula. Troian talks about the film and her acting career which began as a young child, on the online entertainment site uInterview.

Nina Shallman ’14 (Niina Soleil) Singer-songwriter releases video for latest single

Troian Bellisario ’04 Actress shines in new role

Carley Lake ’08

Tech professional launches sustainable slow fashion app

Carley Lake ’08 has an extensive background in the tech industry. As one of the first 500 employees at Uber, she co-launched Uber Eats and was a senior product marketer for Uber’s global safety work. Her love of the slow fashion industry which produces trendless clothing made from long-lasting, sustainable materials under fair working conditions, led her to co-found Lucky Sweater, an app which allows users to trade slow fashion pieces while building community.

Steve Lee ’10 and Daniel Lee ’13 Mental wellbeing app helps millions

Named one of Forbes’s 30 under 30 in 2022 for their Social Impact, cofounders of Aura Health Steve Lee ’10 and Daniel Lee ’13 have raised millions of dollars for their company from venture capitalists and are now in the first community investment round. Aura Health, a mental wellbeing app with over 7 million users, offers a large library of expert-created audio wellness tracks, ranging from mindfulness meditations, life coaching, cognitive behavioral therapy, hypnotherapy, breathwork, sleep tracks and more.

Esther Hong ’15 Business of sports award recipient

Esther Hong ’15, CRM (Customer Relationship Management) analyst for the San Francisco 49ers, was selected to receive a 2022 Front Office Sports Rising 25 Award, one of the most competitive and prestigious awards in the business of sports. In addition to helping manage the 49ers’ CRM system, Esther supports sales and service-related initiatives and works closely with the marketing team to test content opportunities and analyze brand engagement trends.

FOR MORE INFORMATION about these and other CH Alumni Spotlights, visit campbellhall.org/alumni.

campbell hall alumni CONNECTIONS

Dr. Erica Rozmid ’10 and Elizabeth (“Lizzy”) Small ’14 have a lot in common, but it wasn’t until recently that they reconnected and found out how much. They knew each other as children, having met in a dance class outside of school. Lizzy, who by that point had appeared as a series regular on the Discovery Kids/TLC show Hip Hop Harry, met Erica in dance class as she was preparing for her upcoming bat mitzvah. While their sisters also shared a friendship, the age gap between Erica and Lizzy meant that when they each joined Campbell Hall as 9th graders, their time in high school didn’t overlap. So, while they were mutual acquaintances, their friendship didn’t have a chance to develop as young people. However, both Erica and Lizzy had their passion for mental health ignited in an AP Psychology class at Campbell Hall. Both decided to pursue this field of study and work upon graduating CH.

After receiving her Ph.D. in Clinical Psychology from Palo Alto University, Erica began working as an attending Psychologist at UCLA, providing care for teenagers with anxiety and mood orders. While she loved the collaborative environment, she was frustrated that she was not able to provide continuous care in an outpatient setting to her patients. For

this reason, she soon established her own clinic, Clarity CBT & DBT Center, to treat children and adolescents who struggle with anxiety (including selective mutism, OCD, and panic attacks) and depression (including those who have self-harming behaviors and suicidal thoughts) utilizing Cognitive Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT).

Meanwhile, Lizzy was making her way through college and grad school while also pursuing her acting and

into my practice,” says Erica. “Campbell Hall instills values of excellence and I’m proud to be connected and network within this community for exactly that reason.”

Lizzy also knew she could expect high standards from a fellow CH alum. “I was initially drawn to Erica’s practice because of the exceptional supervision and mentorship she offers, preparing me for my work in a way that no other practice offers,” explains Lizzy.

music career. As she neared the completion of her Master of Social Work degree from the University of Southern California, she began thinking about how to launch her career. As luck would have it, she received an email about a CH alumni event and noticed that Erica was listed as a member of the Alumni Board. The two connected through social media and, over time, formed a warm friendship. “We realized that we had a common value of prioritizing mental health and a shared perspective on therapy,” says Lizzy.

When Erica decided to hire an associate for her practice, she knew Lizzy would be a great fit with her clinic. “Our shared Campbell Hall background made me feel very comfortable about bringing Lizzy

Erica and Lizzy still laugh about their hip hop combo days. While their acquaintance could have ended there, their current working relationship is rooted in their continued connection to fellow CH alumni and their alma mater. “I was working in New York and decided to attend a CH Alumni mixer,” notes Erica. “I was able to reconnect with some classmates and meet Aubrey Rakoski, Associate Director of Advancement for Alumni Relations, who stayed in touch with me after the event.” When Erica moved back to Los Angeles, she decided to get more involved in the life of Campbell Hall. She joined the Alumni Board and was a featured speaker at a CH Parent Education event on adolescent mental health. Lizzy stayed connected through CH social media platforms, reaching out to fellow alumni to grow her network.

Now, Campbell Hall offers even more formalized networking opportunities through the Viking Career Connection where CH alumni can share job and internship opportunities. Attending CH events, such as Homecoming, Alumni Mixers, and Reunion are also great ways to connect and even potentially find your next work opportunity!

Visit campbellhall.org/alumni for more information.

Dr Erica Rozmid ’10

Elizabeth Small ’14

ALUMNI CLASS NOTES

BABIES

Ana Maria Pacuraru (Dobra) ’16 welcomed Liam Mihail on August 13, 2022.

Ethan J. Alpern ’07, his wife Meredith Sheren, and daughter Jane Amelia welcomed Mia on August 31, 2022.

Mari Klein Griefer ’09 and her husband Maurice welcomed Ellie Sloan on July 26, 2022.

Daniella Garcia Lorido ’06 and husband Steven Borrello welcomed Violette Rose on October 18, 2021.

Lauren Accordino ’05 and her husband Mike welcomed Bella Grace on August 16, 2022.

Julia Bruckner Oskey ’08 and her husband Justin welcomed Camryn Shae on November 17, 2022.

Aaron Labowe ’09 and his wife Rachel welcomed Levi Jacob on October 10, 2022.

friends for good

CH

Katie

Liam

WEDDINGS

Esther Mugwanya ’14 wed Trent Huckaby on July 23, 2022 in Plano, TX.

Holly Haworth ’14 wed Matthew Levy at the Causeway Coast in Northern Ireland on April 6, 2022.

Alumni in attendance: Rose Haworth ’11 (Maid of Honor and CH Volleyball coach), Alexis Zampas King ’14 (CH Cheerleading coach), and Bobby King ’14.

Danielle (Smith) Powell ’06 wed Travis Powell on December 4, 2022 in West Hollywood, CA.

Charlotte Barrielle ’15 wed Brian Kinnally on October 8, 2022 in Cayucos, CA. The two met while deployed to Iraq as military officers. Campbell Hall thanks you for your service!

Dominik Garcia Lorido ’02 wed Michael Doneger on July 9, 2022 in Los Angeles, CA.

Janea Huerta ’10 wed Ryan Jackson on October 21, 2022 at Ethereal Gardens in Escondido, CA. The officiant was CH classmate David Walla ’10

Rose ’10 wed Alexander Reeser on September 17, 2022 in Los Angeles, CA.

Kerr ’14 wed Mélodie on October 15, 2022 in Cape Cod, MA. Ryan Newman, the former CH chaplain, was the officiant over the nuptials. (far right)

ALUMNI STAY CONNECTED

Jason Lee Bruns, Jim Meade and David Turner met up with Kyle Kovalik ’12 at Laurel Tavern.

David Partida ’95 and his daughter Quilatzli P. ’24 gave electrifying performances of Xiuhcoatl Danza Azteca in MS and HS chapels. More info on pg 33.

Claire Arndt ’19 and Gina Rafael ’19 joined Allison Shrage for dinner in LA.

Ashley Baker Dolieslager ’00 on campus; pictured with Spanish teacher Elizabeth Santonastaso

Harold Sylvester ’94 and Alex Lopez ’94 joined an alumni basketball game.

Graham Bousley ’07 on campus; pictured with Director of Athletic Operations + P.E. Dept. Chair Juan Velazquez

Joanna Paul ’91 and Virginia Duplessis ’91 on campus.

Margaret LaGaly ’14 is now 2nd Grade Associate teacher for Cela Lim’s class. Here they are for the first day of 2nd Grade in 2003 and the first day of school in 2022!

Japanese teacher Yuriko Sakamoto enjoys visits from Mia Phillips ’22 and Caitlin Jones ’22 on Sports Day and a Fryman Canyon hike with Zach Chapman ’14

friends for good

ALUMNI STAY CONNECTED

Email alumni@campbellhall.org to include a class note in the next issue of The Good.

Over 70 alumni attended the 8th Annual Thanksgiving Mixer held at Laurel Tavern on Wednesday, November 23. It was so great to have everyone back together.

Girls’ Soccer Alumni Game with the high school team.

CH alumni connected at a special reception prior to the CH Next launch event.

Andrew ’02 and Sarah Mulkeen enjoying CH Homecoming with their children Connor ’33 and Charlotte.

friends for good

—with co-workers at a farewell luncheon—

Oscar Sanchez operations

Sandoval facilities 15 years of service