Cannon Magazine - Winter 2015

CANNON WINTER 2015

People:

Our Greatest Resource

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MAGAZINE

> Engaged Learning People: Our Greatest Resource................................................................................................... 4 New Technology Space Inspires Creativity.............................................................................. 6 Little But Mighty .......................................................................................................................... 8

CANNON MAGAZINE WINTER 2015

Cannon Magazine is published semiannually by the Office of Advancement. Send address changes to rriemersma@cannonschool.org.

EDITORIAL STAFF EDITOR Beth Levanti Director of Marketing and Communications

> Arts Art, Music, and Technology: How Cannon is Taking Creativity to the Cutting Edge ....................................................................................................................10 Jacquelin Harris, Dancer and Math Major, on Her First Year with Alvin Ailey ............12 Curating a Lifelong Love of the Arts ......................................................................................13

> Athletics Cannon School’s Wyatt Proves to be Devil of a Long Snapper..........................................14

ASSOCIATE EDITOR Amy Reiss Marketing and Communications Manager

Jena Metwalli is Off and Running to the University of Michigan....................................15

CONTRIBUTORS Lynda Abel, Siobhan Burke, Matt Gossage, C. Jemal Horton, Beth Levanti, Amy Reiss, Mike Savicki, Caroline Smith, and Mimi Wahid ’17

Growing Leaders: How Cannon is Developing Student-Athletes, On and Off the Field..................................................................................................................................17

ADMINISTRATION

Illuminate the Fog .......................................................................................................................18

HEAD OF SCHOOL Matthew E. Gossage HEAD OF LOWER SCHOOL Michelle Alexander HEAD OF MIDDLE SCHOOL Carla M. Moyer HEAD OF UPPER SCHOOL Debra Otey DIRECTOR OF ADMISSION William Diskin DIRECTOR OF ADVANCEMENT Todd W. Hartung Jr. DIRECTOR OF ATHLETICS Dr. Patrick J. Moyer DIRECTOR OF BUSINESS AND FINANCE Whit G. Brown DIRECTOR OF COLLEGE COUNSELING Anne Shandley DIRECTOR OF INSTITUTIONAL TECHNOLOGY Bill Donovan

The Case for Healthy Kids.........................................................................................................16

> The Big Picture > Community Thank You, Cannon Families and Friends..............................................................................20 Mrs. Suzanne Howard: Making Cannon Feel Like Family.................................................23 Cannon School’s Reaccreditation: A Labor of Love............................................................24 The Cannon Fund by the Numbers.........................................................................................25

> Alumni Alumni Spotlight: Ashley Rivenbark ’10................................................................................26 Class Notes....................................................................................................................................27 It’s All in the Translation............................................................................................................29 Alumni Flashback!.......................................................................................................................30 Alumni Photos.............................................................................................................................31 COVER: At Cannon School, we believe people are our greatest resource. Pictured on the front cover are some of the amazing people who make up our school community. Shown from l-r: Ben Wyatt ’16, who has committed to play football at Duke University, Jack Stewart ’29, who is Ben Wyatt’s Junior Kindergarten Buddy, Mrs. Suzanne Howard, who greets everyone at Cannon’s main entrance with a smile, Jena Metwalli ’16, who has committed to run track and cross country at the University of Michigan, Ms. Melissa McDaniel, Cannon’s Director of Visual Arts and Dance, Fiona Chen ’23, a member of the Middle School Brainy Yaks Robotics Team, and Mr. Leigh Northrup, Middle School Dean of Innovation and Technology.

Photo courtesy of Emby Taylor Photography

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In This Issue

Letter from the Head of School < < < < < < < < < < < < “I have found from working at Cannon that our school’s greatest resource is the critical mass of competent and caring people who know how to get along and who actually relish working together because of what is accomplished and what is learned about the other.”

Dear Cannon Families, Mark Wrighton, the Chancellor of Washington University in St. Louis, often speaks of the critical mass of talented people working at and affiliated with the university who truly set the school apart within the nation and the world. He will say that buildings, projects, and programs are either secondary to or a direct result of the talented people within the university community.

I agree with Chancellor Wrighton that it is always the people within the place that define the institution. But I want to build on the Chancellor’s concept. I have found from working at Cannon that our school’s greatest resource is the critical mass of competent and caring people who know how to get along and who actually relish working together because of what is accomplished and what is learned about the other. Talent needs a relational context and focus.

This edition of Cannon Magazine is all about our greatest resource, the people working at and affiliated with Cannon School. You will have the opportunity to read and learn about people new to our community along with people who have been here awhile who will be doing new things at our school.

You can learn about the people associated with the incredible beginning of education that children at this school experience; you can learn about our students at the conclusion of their experience at Cannon. You can learn about children and faculty all along this broad spectrum of learning and even a thing or two about those who have concluded their education here and have returned to be re-engaged in one way or another.

Matthew E. Gossage, Head of School

I love the focus of this edition. It is the focus and the fuel of daily life at Cannon. It is what sets us apart in the world of independent schools. Enjoy your time reading about the people at Cannon School.

Sincerely,

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People: Our

Greatest Resource Whether it’s in the classroom, on the playing field, or just having fun—the people who make up the Cannon community are our greatest resource. But don’t take our word for it. See for yourself !

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Page 4, clockwise from the top. 1. Too cool for school. 2. Letâ&#x20AC;&#x2122;s figure this out together. 3. Middle School knows how to party. 4. The world is our classroom.

5. With a little help from my friends.

Page 5, clockwise from the top. 6. Together Everyone Achieves More. 7.

Lower School teachers will do anything for a laugh. 8. Teddy bears are people too. 9. Nothing like a warm welcome on the first day of school.

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New Technology Space Inspires Creativity Middle School students imagine, invent, and collaborate in the ThinkTank.

Imagine creating sculptures that move with the help of a microcontroller, generating a robot that can kick a soccer goal, making a video game controller out of glasses of water, or designing jewelry that incorporates LEDs. Sound like fantasy? Not for Cannon School students who use the newly constructed, state-of-the-art ThinkTank, a place which literally puts cutting-edge technology into their hands—as well as their minds.

The newly built facility integrates science, technology, engineering, and math with media arts and academics, empowering students to become creative problem-solvers who can practice critical-thinking skills across a range of disciplines. The lab is equipped with circuitry, 3-D printers, sensors, a green screen, iPads, iMacs, and Chromebooks. This gives students an outlet to explore project-based learning in areas such as computer graphics and simulation, robotics, multimedia, and coding.

Mr. Leigh Northrup, Middle School Dean of Innovation and Technology, said the idea for the space originated with the understanding that there was a need to create a place that would allow students to nurture collaboration skills, readying them for the twentyfirst century workplace. “We wanted to produce an environment where kids know how to work together,” said Mr. Northrup.

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Also important is teaching students to work with their hands. “Thirty years ago, we had classes like Industrial Arts and Home Ec. When we ushered in the digital age, we got rid of classes like that because we no longer saw their worth,” Mr. Northrup said. “But the opposite is true— we’ve learned that kids need to work with their hands in conjunction with skills like coding and graphic design.”

Middle School teachers have brought classes into the space often, integrating curriculum to make it a more hands-on experience. For example, sixth-grade science students in classes with Mrs. Wendy Benz and Mr. Donnie Hayes were introduced to the 3-D printers early this year when they designed and created letters of the alphabet by converting measurements and entering them into the Tinkercad online software program. Students sent their designs to the printer and in a matter of minutes had created their own three-dimensional models. Mr. Jeremy Mattsson’s fifth graders also took advantage of the space when they were studying atomic structure. Pairs began by using software to design atomic models which included a certain number of holes relative to the atom. After sending their designs to the 3-D printers, they used straws to combine the three-dimensional printed atoms to form molecules such as carbon dioxide and water.

But classes use the space for more than just the 3-D printers. Mrs. Benz and Mr. Hayes recently taught their students soldering techniques to create robot pins with LED lights for eyes. The activity illustrated different melting points and how heat added to a substance can change its state. It also helped prepare students for an upcoming Rube Goldberg machine project in which they will use soldering tools to create circuits which work with Arduinos, which are digital devices and interactive objects that can sense and control the physical world.

Mr. Northrup hopes that at some point, students will be able to use the space independently during study hall or lunch. “Kids learn best when they can figure things out by themselves. If a student is able to create, invent, and learn in a space that is conducive to imagination and collaboration—that’s what lights them on fire.”

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Little But Mighty Cannon’s Early Childhood Program celebrates our youngest students.

It is a crisp October morning, and Kindergarten Teacher Mrs. Emily Davis is drowning in apples. They are scattered all over her classroom— green ones, yellow ones, some shiny, others bruised. Today is “Apple Day” in Kindergarten, and students have spent hours investigating the fabulous fruit. They have compared and contrasted colors, shapes, and sizes. They have estimated weights and placed each fruit on a scale to discover the accuracy of their guesses. And of course, no Apple Day would be complete without a taste test. Children happily munch and announce their preferences to anyone within earshot.

This morning may be special, but it is also typical here in Cannon’s early childhood classrooms. Each day finds Junior Kindergarten and Kindergarten students celebrating learning in fun, unique ways.

According to Head of Lower School Michelle Alexander, Cannon’s Early Childhood Program is characterized by four hallmarks: nurturing curiosity, cultivating autonomy, inspiring learning, and celebrating each child.

Nurturing Curiosity JrK and K children love to ask the question, “Why?” Mrs. Alexander explains, “As they observe the world around them, they are working

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to find meaning and understand everything’s inner-workings.”

Cannon’s faculty encourages questions, values students’ wonderings, and affirms that inquisitiveness is a vital part of the learning experience. Cultivating this curiosity early creates children who are invested in the learning experience and who make the most out of every learning opportunity.

Cultivating Autonomy Autonomy occurs when students feel a level of ownership in their learning and classroom environment. This is honed through self-direction, choice, and voice. “Our children are given a set of responsibilities that can be as simple as independently completing their morning routines or freely navigating learning centers,” says Mrs. Alexander.

“They have choices in how they tackle their work, how they demonstrate their learning, and of course, in how they play. By celebrating the choices they make, JrK and K students feel their voices are heard within the classroom environment. It builds self-assurance, motivation, and an understanding of one’s abilities.”

Inspiring Learning There is a joy that comes from learning. It spurs the imagination, engenders excitement, and leaves one thirsty for more. “It is our responsibility to nurture this joy in every one of our students and present them with the gift of learning that they cannot wait to unwrap,” says Mrs. Alexander. Cannon’s early childhood faculty creates unique learning experiences that are child-centered and meet the needs of different types of learners. Many are hands-on, collaborative, experiential, and multi-sensory.

Cannon’s curriculum builds a strong academic foundation in reading, writing, and math. Students are challenged with the proper support which promotes their growth as learners and critical thinkers.

Celebrating Each Child Each child is unique. Therefore, Cannon does not take a one-sizefits-all approach to teaching and learning. Teachers are dedicated to knowing and understanding each child, both as a learner and as an individual. There is an understanding that children develop at different paces and grasp concepts in a myriad of ways. Differences are celebrated, building children’s confidence so they feel comfortable handling new situations that come their way.

The feeling of family, warmth, and energy is undeniable in our Junior Kindergarten and Kindergarten classrooms. We hope that the next time you are at Cannon, you stop by and see for yourself. Who knows? Someone might just offer you an apple.

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Art, Music, and Technology:

How Cannon is Taking Creativity to the Cutting Edge When you hear the words “art” and “music,” what are the first images that come to mind? Framed paintings and instruments?

As we prepare for the future, we may want to add a word to our arts vocabulary—“technology.” In the past, technology and the arts have appeared to be two seemingly unrelated disciplines. However in today’s digital age, the disciplines are more intertwined than ever, making creative processes easier and more innovative.

Cannon School is incorporating technology into our art and music programs in cutting-edge ways that reflect today’s contemporary philosophies. As a result, students are engaged as never before.

State of the Art You have to “hand” it to Sami Eagle ’18 and Myranda Reed ’18—they know how to make an impression. The two are currently painting the hands of students in Mr. Logan Arthur’s freshman advisory and then pressing each handprint onto individual pieces of paper.

Sound like a preschool project? Not exactly. After the paint dries, Sami and Myranda scan each one and pull them into Photoshop. The yellow handprints join dozens more that the girls have collected for a project they have created in Mr. Nate Rogers’s Studio Arts class. Each one is carefully resized and arranged inside a Cannon Cougar logo that has been uploaded to Photoshop. The goal is to have the handprint of every Upper School student captured and merged into a cohesive piece of art created through both traditional and modern channels.

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“Integrating more technology into the art studio allows for a lot of exciting possibilities. We are able to connect with more students who love the tech, but are less excited by traditional media. At the same time, our students who love traditional media are able to edit and manipulate their traditional pieces digitally in ways never possible before,” said Mr. Rogers, the Upper School Art Department Chair and JrK - 12 Visual Arts Curriculum Lead. Of the 118 students enrolled in the Upper School Visual Arts Program this year, ninety-seven will be doing digital work. Some will use programs like Adobe Creative Suite, while others will utilize modeling software and 3-D printers to create objets d’art.

Another exciting opportunity students now have is to use the new digital painting workstations to create art. Students use graphics tablets and software, as well as a pen that can act as a variety of brushes, charcoals, pastels, or markers. Students can mix colors or mediums the same way one would traditionally.

Mr. Rogers cannot reveal this year’s yearbook cover design—but he can attest to the fact that it is being created using a combination of traditional art techniques as well as digital painting. The two mediums are scanned and combined, resulting in art that is truly unique.

Under the new umbrella of Visual Foundations, students will work in the studio, and then the Media Arts Lab to see how what they have created can translate to different arenas. With the fields of illustration, animation, and graphic design experiencing enormous surges in popularity, the hope is that Cannon’s program will continue to evolve technologically as well.

The Music Technology class is designed for people who do not have music experience or background, but who with some lessons early on, can get off the ground with technology and quickly start making music of their own. The class began with learning some music theory that includes reading basic rhythms, understanding chords, and studying musical form. Then students picked a cover song they loved and began working with it in the GarageBand app. “We start by finding the chord changes of the tune and input it into the program. Then GarageBand allows you to create the drums, create the bass and guitar, get the rhythm section track all laid down, then add vocals,” explained Mr. Davis. Some students did a replica of a song; others completely changed the genre and instruments.

Smells Like Teen Spirit Lyrics to the song “Creep” emanate from an iPad in Mr. Brad Davis’s classroom. A guitar wails, a keyboard hums. But the talent behind this song is not the band Radiohead—it is Cole Lippincott ’16. He has recorded the song using the app GarageBand as part of Cannon’s Music Technology class.

GarageBand is the centerpiece to the Music Technology class, which is a new addition to the Upper School roster this year. “For years, we had a piano class for kids who wanted a music credit but had not played an instrument before. But the more I thought about it, the more it seemed like an antiquated model. I’d go out in the hall and see kids with their tablets and computers and think, ‘If we want to reach out and grab these kids, we have to get them where they live. And they live in technology,’” said Mr. Davis, Director of Upper School Band, Jazz, and Music Technology.

As the class progresses, students will move away from cover versions and begin creating their own completely original material. Some will work on constructing music to be used for “in-house” projects like the Upper School announcements. Others will begin producing pieces in collaboration with Mr. Mark Dunn’s spoken word class, The Voice.

“With that, we hope to listen to those kids’ original poetry and stories, get a vibe off of it, and match the mood and flow of the piece with original music that both supports the text and reacts to it,” Mr. Davis said. All the students throughout the course of the class will continually learn how to play piano and add that element into their music as well.

“My goal with this class isn’t to create a bunch of musicians, but to create informed consumers of music. If I can get them to interact with music on a deeper level, then I’ve done my job. I’d love it if six months or a year from now when they hear a tune on the radio they like, they’ll now have the tools to sit down and create their own version.”

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Jacquelin Harris ’10, Dancer and Math Major, on Her First Year with Alvin Ailey By: Siobhan Burke, The New York Times Jacquelin Harris is a Cannon School alumna from the Class of 2010.

Not many dancers spend their days dashing between rehearsal and multivariable calculus class. But that was college for Jacquelin Harris, one of the newest members of Alvin Ailey American Dance Theater.

“At freshman orientation, I raised my hand and said, ‘I’d like to double major in engineering and math,’ ” Ms. Harris recalled. “And they were like, ‘That’s probably not going to happen.’ ” As a student in the rigorous B.F.A. program offered by Fordham University and the Ailey School, Ms. Harris would also be dancing for about seven hours a day.

She settled for one major (math) to accommodate all that studio time and, come senior year, a position with Ailey’s junior company, Ailey II.

Ms. Harris, 22, grew up in Charlotte, N.C., taking classes at her local competition studio. Though most of her peers stopped dancing after high school, her teacher, Denise Britz-Clarke, encouraged her to continue. Since joining Ailey II and, last summer, advancing into the main company, she has lightened her academic load but hasn’t slowed down. With her uncommon blend of equanimity and drive, she has performed more featured parts than usual for a first-year company member in works including Alvin Ailey’s “Pas de Duke” and Christopher Wheeldon’s “After the Rain.”

If Ms. Harris is at all daunted by the pressures of her new job, it doesn’t show. Between rehearsals for Ailey’s Lincoln Center season, which wraps up this weekend, she talked about her first year of fullfledged company life. These are excerpts from the conversation.

How did you find out you’d been promoted to the main company?

It was a complete shock. At the audition, I was just having a good time. We had to learn the choreography in 10 minutes, so we were all fumbling through it together. They asked me and two other girls to stay, then they looked at me and were like: “Welcome to the company.

When can you start working?” My jaw dropped. I was just staring. I know I looked crazy. I couldn’t wrap my head around it!

What’s been most challenging about the first year?

Probably the workload. We’re on the road for six to eight months out of the year, and we’re dancing a lot, which is a blessing, but it’s taxing on the body. You have to find the right balance of rest and hard work.

You’re performing “After the Rain” this weekend. What’s that like?

It’s nice to move slow. It’s so different from a lot of our other rep. You can just allow your body to be as languid as the music. But you really have to center yourself. Right before the curtain goes up, the stage manager asks everyone to clear the stage so you and your partner can have a moment to yourselves. That really helps.

It must be tricky switching between styles.

It is. But that’s what’s most fun about this company. In any performance, you could go from something totally jazzy to African to hip-hop, back to “Revelations,” classical modern. It keeps you on your toes.

Does your math background help you with dancing?

Definitely. Especially with this season’s new Robert Battle piece, “No Longer Silent.” It’s all about counts and rhythms, very number-heavy. This part is in fours, then it turns to threes, then sixes and eights. I like to think about things logically. Like, if I want to do four pirouettes, I have to spot my head fast enough to get around four times in the amount of time I can stay on relevé. It’s fun to make connections between science and dance. It makes me a little bit of a nerd, but that’s O.K. Are you finished with school?

I need one or two more credits to finish my degree in mathematics, so hopefully soon I’ll get to go back. I’ll do something fun, maybe statistics.

This article, published on June 19, 2015, is reprinted with permission of The New York Times.

Jacquelin Harris ’10. Photo courtesy of NYC Dance Project.

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grades JrK through 12. I work closely with them to make sure they feel supported and have the resources necessary to provide Cannon students with the best possible arts education.”

In addition to her work with the faculty, Ms. McDaniel will advance the Visual Arts and Dance Program within our campus community and beyond. “I look forward to promoting the program within the Cannon community and to external audiences through arts events, marketing efforts, and networking,” she shared. “I’ll work closely with Rob Burlington, Director of Music Arts, and Andy Macdonald, Director of Theater Arts, to raise awareness of the fine arts at Cannon and continue to develop a program that is the best among independent schools in the area. I’m also excited to work closely with Cannon Advocates For The Arts (CAFTA), the Admission Office, the Advancement Office, and College Counseling as part of the position.”

When we asked Ms. McDaniel to talk about the strengths of Cannon’s Visual Arts and Dance Program, her immediate focus was the faculty. “I may be biased, but our team is the best,” she laughed.

“We are like-minded in our vision and our passion for our craft. Each of us is committed to providing a fun and rewarding experience for our students, but we must also maintain high standards and provide young artists with appropriate challenges for them to grow. We are constantly thinking about the next best thing we can offer our students and positioning ourselves for the next chapter.”

Ms. Melissa McDaniel

Curating a Lifelong Love of the Arts

Cannon’s new Director of Visual Arts and Dance shares her vision for the program.

Ms. Melissa McDaniel has taken the lead as Cannon School’s new Director of Visual Arts and Dance as the next step in her ongoing journey with her students, colleagues, and the larger arts community beyond our campus. Ms. McDaniel joined the Cannon community in 2008 as the Middle School and Upper School Dance Director and a Seventh-Grade Advisor. Prior to Cannon, Ms. McDaniel enjoyed a career in marketing and communications but could not ignore her passion for the arts. “After college, I worked in corporate America for eight years, but dance was my entire life from 3 years old,” she shared. “During my corporate career, I always maintained my connection to the arts by performing and teaching part-time. When the opportunity to join the Cannon community came up, I went for it and am starting my seventh year.”

Taking on the role of Director of Visual Arts and Dance was a natural progression for Ms. McDaniel, combining her professional experience in the arts, marketing, education, and leadership. Ms. McDaniel explained, “In my new role, I lead the Visual Arts Team, which includes the faculty for studio arts, media arts, and dance for

And what does Ms. McDaniel see as that next chapter? “I envision a program that is on the frontlines of classroom innovation. We’re already integrating a Teaching for Artistic Behaviors (TAB) format in each of our studio arts and media arts classrooms, and those efforts will expand even more in the coming year,” she explained. “The plan is to evolve into a full TAB program for grades JrK through 12 and be pioneers in this teaching model. Our visual arts teachers have visited other TAB programs and done massive amounts of research in this movement, and we’re poised to be one of the only arts programs in the area that serves our students in this way.”

And based on her own lifelong connection to the arts, it is no surprise Ms. McDaniel is also committed to working with College Counseling to raise awareness of the opportunities for artists after high school.

“I would like to develop a program to educate parents, students, and faculty on the ways knowledge gained in the arts classroom can be used to create a career. Too often, students think that once they’re done with their arts requirement, it’s time to get down to ‘the serious stuff ’ and abandon their arts education,” she explained. “I would like to make an effort to change that narrative and have students begin to think what they can do to incorporate their love of the arts into their life’s work, maybe not as a performer, but perhaps in a related field that allows them to build on the awesome arts education they received at Cannon.”

The Visual Arts and Dance Program is designed to help students explore their creativity and enrich their lives in many ways. As Ms. McDaniel described, “It is our hope that every student who comes through our classrooms, studios, and labs leave with more confidence, more self-awareness, and the ability to express their thoughts, feelings, and ideas though the visual arts and dance.”

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He’s going to do well at the next level. I know he had some options, and he ended up choosing Duke. It couldn’t be a better situation for him – to play football and to get a great education.”

Wyatt’s ascent on the national long-snapping landscape has been swift. After Price introduced him to the position, Wyatt began regularly attending the prestigious camps held by former UCLA long snapper Chris Rubio out in Lewiston, Idaho. Before long, Wyatt began earning high positions on Rubio’s national rankings, and college coaches began their pursuit.

Wyatt was chosen to attend the prestigious Top 12/Event Elite National long snapping camp in Los Angeles this summer. According to Rubio Long Snapping, Wyatt currently is the fifth-ranked long snapper in the country.

Other schools Wyatt considered before choosing Duke included North Carolina, West Virginia and Stanford. He committed to the Blue Devils during a visit to the Duke-Northwestern game last week.

Ben Wyatt ’16

Cannon School’s

“I actually really didn’t know going into (the trip to Duke),” Wyatt said. “I was leaning a little bit toward Duke, but when I got there and Coach (David) Cutcliffe took his time to spend time with JUST me when there were all these other recruits who stood out, I just really felt at home. I decided to pull the trigger. I told him, ‘I want to end it here and commit to Duke.’”

Wyatt will be a preferred walk-on at Duke, but he has high hopes for when he matriculates to Durham.

Wyatt Proves to be Devil of a Long Snapper

“I’m going to redshirt at Duke and hopefully go into a scholarship,” Wyatt said.

By: C. Jemal Horton, The Independent Tribune

“A lot of people can long snap, but I think the things that make a person different is the consistency,” he said. “It’s the speed of the ball from the snap to the punter, accuracy and also the mental game.

There are some guys who are phenomenal snappers, but they just crack under pressure. But that’s one thing I pride myself in – I do my best when the pressure’s on the line.”

Two years ago, snapping a football was one of the farthest things from Ben Wyatt’s mind.

Back then, Wyatt was more into tackling people and avoiding wouldbe tacklers as a two-way player on his Cannon School football team.

But as the season neared a conclusion, graduating senior Thomas Price approached Wyatt about replacing him as the Cougars’ long snapper. “(Price) just told me, ‘Come out, and I’ll teach you some things, and I’ll tell you about this camp that I go to,’” Wyatt recalled. “It turned out that I really liked (long snapping).”

The transition helped make Wyatt the most recruited football player in Cannon’s history, as several high-profile college programs began courting Wyatt.

On Saturday, Wyatt made his decision, agreeing to play for the Duke University Blue Devils in the Atlantic Coast Conference.

The 6-foot-1, 235-pound Wyatt said he will use the same approach that helped make him one of the nation’s best high school performers at his position.

But Wyatt isn’t just a standout long snapper for the Cougars. Entering tonight’s homecoming game against Northside Christian, Wyatt is the school’s all-time leader in tackles. This season, he ranks first on the team with 39 tackles. He also is a hard-charging fullback for Cannon.

“It’s going to be tough sledding after this year to lose a guy of his caliber,” Hoover said of the senior. “He’s a great young man on and off the field. We couldn’t ask him for more.”

Wyatt, who has a 3.95 GPA, will major in either biomedical or mechanical engineering at Duke. He said he doesn’t take the opportunity for granted.

Cannon currently has Blake Brewer (Charlotte 49ers) and Jason Willix (Stetson) playing football at the level formerly known as NCAA Division I, but Wyatt is the first to join a major conference.

“I’m very fortunate,” Wyatt said. “Honestly, if Thomas Price didn’t tell me to long snap, I probably wouldn’t be here today. (Being Cannon’s first major college recruit) is something to be kind of prideful in, but I just feel very blessed to be playing at such a high level.”

“It’s awesome,” first-year Cougars coach Brad Hoover said. “I’m excited for him, and his family’s really excited. He’s a big asset to us.

This article, published on September 25, 2015, is reprinted with permission of the Independent Tribune.

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Jena Metwalli is

Off and Running to the University of Michigan

A crowd gathers at the finish line of Cannon School’s final cross country home meet of the season, buzzing with anticipation to see who will round the last corner leading into the home stretch. Word has floated in from the course that Jena Metwalli ’16 has separated herself from the pack early on and is poised to break the course record.

Sure enough, Jena appears around the bend with no one else in sight.

She crosses the finish line at a full sprint, never breaking stride, and collapses and waits for officials to deliver her time. Her coach, Mr. Russ Campbell, checks with them and then calls out three words to her: “You got it.”

Jena did have it. She crossed the finish line setting a new all-time course record of 19:04. And it is far from the only record she has set during her time at Cannon. Jena was named an All-State cross country runner in 2013 and 2014, took second place in the NCISAA state championships in 2015 in the 1600m and 3200m races, was CISAA All-Conference in 2013, 2014, and 2015, and the CISAA Cross Country Individual Champion in 2014 and 2015. She holds seven Cannon School records in cross country and track and field.

Jena has committed to run track and cross country at the University of Michigan next fall.

Jena’s story is not typical for most young athletes since she did not discover running until she was in the eighth grade. A friend, Carrie Schauder ’16, approached her about being on the cross country team.

Jena was a longtime soccer player who had never considered the sport, but since it did not conflict with soccer, she figured she would give it a try.

Her start was not exactly auspicious. She was hurt the fall of her freshman year and then eschewed spring track to play varsity soccer.

In her sophomore year, she decided to quit soccer and try track, which was what Jena described as an eye-opening moment. “It was like, hmm—I could really do this.” From that point on, she was off and running—literally.

Even as Jena’s athletic career flourished, she never broke stride academically. “Being a student-athlete—student still comes first,” she said. “You can’t rely solely on being an athlete; there has to be balance.

You can’t just be one or the other.”

In addition to cross country and track, Jena also plays basketball and feels that these sports have built her work ethic over the years. “As a runner, you have to run almost every single day. If you take three days off, you lose what you’ve built up, and it’s really hard to build that again. It’s the same with school—you can’t just push hard on one day and assume you’re going to perform well the next.”

Jena’s cross country and track coach, Mr. Campbell, feels that Jena is a terrific example of a student-athlete. “Jena is an incredibly focused and determined runner, and she is balanced in the way she approaches being a student-athlete. She has accomplished a tremendous amount during her time here at Cannon, but she is still just scratching the surface of her full potential, which will allow her the opportunity to thrive in the college training environment at Michigan,” he said.

Jena Metwalli ’16

Although Jena looks forward to the next chapter of her life at the University of Michigan, there is much she will miss about Cannon. “Athletics here has always been fun and supportive, and I’ve been surrounded by people who believe in me and believe in what I do,” she said.

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The Case for Healthy Kids

Brad Hoover is up to the challenge.

By: Mike Savicki, Lake Norman Currents When Carolina Panther fullback Brad Hoover retired from the NFL he could have done just about anything. Or nothing if that’s what he wanted. The scars he carries from surviving a decade of weekly mauling by ball and bloodthirsty defensive mongrels more than paid his admission price to living out his days in any leisurely way he might choose.

But Hoover isn’t the type who (A) likes to sit still for long and (B) shies away from challenges, so it came as no surprise that he found his way back to the gridiron, albeit in a new, and arguably more challenging role as a coach.

His new challenge isn’t winning a Super Bowl; it is far more difficult.

As the younger generation becomes more sedentary, Hoover has been tasked with creating not simply new football players, but healthy, active young adults.

“I tried a couple things after retiring because I knew I had to stay busy, but it was different, and I struggled,” says 38-year-old Hoover, still looking like he could run through a wall if the end zone were on the other side.

“Then it hit me like a ton of bricks. My path came back to football, and specifically high school football, because football had always been a part of my life since I was a kid, and my high school coach was such a big part of my life. I wanted to impact kids like he impacted me.”

As for challenging, I wondered if coaching kids could be tougher than playing in the NFL. Patrick Moyer, Cannon School’s athletic director, gave me the answer.

“Our kids like all others, are consumers of their time,” Moyer explained. “And what they have become better at, especially in the last few years as they have been given more choices, including many away from athletics, is being a consumer.”

By being a consumer, I deduced Moyer might be referring to the fact that kids are, in general, now more sedentary, their hands wrapped around electronic gadgets and gizmos, instead of living healthy, active lives.

Moyer nodded in agreement, adding, “Kids, especially, want to be part of something meaningful. So if they are becoming more sedentary, as is the national trend, it’s because you haven’t given them something worthwhile and meaningful to be a part of. It is our role as adults, parents and coaches,” he continued, “to create an environment where when you see it you say, ‘I want to be a part of it’ and you are pulled into it on your own rather than being pushed. Athletics is no different than anything else, push a kid into something, and he likely won’t be there for long.”

So when Hoover was announced as Cannon’s head football coach last March, walking onto a campus that boasted a new, synthetic turf playing field, an accompanying field house, and a state-of-the art

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From l-r: Head Football Coach Brad Hoover, Director of Athletics Patrick Moyer, and Strength and Conditioning Coach Shawn Powell strength and conditioning center, I argued, the new amenities would be all he needed to buck the trend.

Cannon’s strength and conditioning coach, Shawn Powell, set me straight, stating, “I’ll tell you what, it’s simple, the facilities help, but changing the culture is the real foundation.”

Powell then went on to describe Cannon’s philosophy for creating an athletic culture. He used words like trust, encouragement, passion, courage, integrity, challenge, support, and relationships. He never once said wins or losses.

“Basically,” he added, “the words we use have meanings that extend beyond the playing field and into a home. What we are trying to do here, in our home, whether it is the training room or a playing field, is to create a family where the kids feel empowered to try their best, fail, and know they will be supported. That’s how you change a culture.”

So right now, Hoover’s new family consists of 34 kids. That’s it. There are no Heisman Trophy or Pro Bowl stars lining up alongside him.

There are no junior varsity or freshman teams either. It’s just one group of young men and a new coach on a shared path of trying to build a culture together.

“That’s fine with me,” says Hoover, “because that’s a great start. I have asked the players the same thing every other coach here has asked their players, too, and it’s what I hope parents ask their kids to do when they introduce them to athletics, to trust and stay with it and to make it a part of your life. Because athletics has a way of staying with you, that’s the culture of it, and the lessons you learn when you are active will never leave you.”

This article, published in October 2015, is reprinted with permission of Lake Norman Currents.

Growing Leaders: How Cannon is Developing Student-Athletes, On and Off the Field In the realm of athletics, what does it mean to be a leader? It’s a question that Director of Athletics, Dr. Pat Moyer posed to his student-athletes earlier this year at the first-ever Cannon Athlete Leadership Academy in August. The event brought out more than 200 Upper School athletes and more than fifty parents, and set the tone for this year’s focus on leadership.

The day included a presentation from Performance Coach Jeremy Boone of Athlete by Design. Student-athletes were introduced to “The Great Eight Standards of Cannon Athletics,” which have become the cornerstone of the culture Dr. Moyer and the coaches are working to cultivate.

The Great Eight Standards 1. I trust that my coaches know the game well and they want the best for our team and for every person on our team within the concept of TEAM. 2. I trust my teammates. I care about them and for them, and I have confidence in them at all times.

3. I recognize the importance of representing myself and Cannon School with integrity and sportsmanship at all times.

4. I understand the value of skill work, strength, conditioning, and nutrition in helping me to become a successful and competitive athlete and in helping my teams be as successful as possible. Hard work!

5. I understand the commitment and sacrifice necessary to become a successful and competitive athlete and to make my team competitive; including attendance at all in-season practices and games as well as off-season workouts whenever possible so that we can all grow together. I realize that my coaches and teammates are counting on me to honor this commitment.

6. I value and enjoy the success of my teammates and my team as much as (if not more than) I value and enjoy my own personal success.

7. I strive to compete as hard as I possibly can—that is, I want to identify, confront, and attack the biggest challenges possible athletically, and in life.

8. I want to have fun with my teammates and my coaches.

One way Dr. Moyer has worked with developing these standards is through monthly student-athlete leadership lunches. “Our leadership luncheons have all started with the student-athletes coming up with their own definitions of what leadership should look like at Cannon School,” said Dr. Moyer.

“The seniors and juniors converged on what I would consider to be an excellent definition of a leader: someone who can inspire, influence, or unite a group of people to achieve a shared, common, positive goal. I love their idea of inspiring or influencing others, as opposed to directing or commanding them. And I love the focal point of a shared, common, positive goal.”

The process of student-athletes learning to lead is not without its rewards—or its challenges. Growth is not always comfortable, but Dr. Moyer believes that opening the dialogue at these lunches has helped the process. “I believe that student-athletes are realizing that because of the emotion and public theater of athletics, true leadership in that arena is not easy,” he said.

“Leadership starts with the example they set every day, all day, that they have opportunities to lead, and their voices matter if they truly want them to. They are taking away specific strategies and tools to use when leadership opportunities present themselves. Our conversations have centered on language, specific examples on their teams, and some role playing exercises,” said Dr. Moyer.

“I know that I’ve benefited in that they’ve courageously shared their insights and experiences with me. I’m thankful for the opportunity that we all have to learn from each other and to share the journey together.”

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Illuminate the Fog This atmospheric photo of Randy Marion Field in the early morning mist reminds us of a quote by artist Henri Matisse, “Derive happiness in oneself from a good day’s work, from illuminating the fog that surrounds us.” Our brand new turf field is yet another campus space where Cannon students can work hard and play hard—and we will cheer them on with the utmost Cougar pride. Go Cougars!

Photo courtesy of Chris Edwards.

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> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >

CANNON MAGAZINE | WINTER 2015 | 19

The Big Picture

Thank You,

Cannon Families and Friends!

Thank you to the families and friends of Cannon School whose generous support enabled us to complete three construction projects for the 2015-2016 school year. These projects include a new turf field dedicated as Randy Marion Field, the Dining Hall Expansion, and an enhanced Middle School, which is the final piece of the Building Bright Futures Campaign. We remain deeply grateful to the families, friends, alumni, faculty, and staff who supported Building Bright Futures, enabling us to complete the Cannon Performing Arts Center,

Randy Marion Field Twenty families and friends (including the Cougar Club) gave $650,000 to the Turf Field Project which adds a professional look to our athletic area, saves the school funds for field maintenance, allows for use in different weather conditions, and expands the ability for all students to use the field for athletic events and PE classes.

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the Andrews Strength and Conditioning Center, the Randy Marion Family Field House, enhanced locker spaces and coaches’ offices, and the Central Green in 2014.

These spaces—fully funded by Cannon families and friends— encourage Cannon students to show their Cougar pride, gather together, and innovate, and for that, our entire school community is thankful!

Dining Hall Expansion Twenty-two families and friends (including Cannon Connections and SunTrust Foundation) gave $330,000 to the Dining Hall Expansion which adds an additional 175 seats, provides a covered, open air seating area, allows all Cannon students to enjoy a more reasonable lunch break, and gives our teachers more time to be creative with their classroom schedules.

Middle School Expansion Our enhanced Middle School is the final piece of the Building Bright Futures Campaign. The expansion includes a collaborative classroom and technology space known as the ThinkTank, a science lab that houses hands-on equipment, a large community room for gatherings and presentations, a conference room and staff offices, and a library with flexible furniture and presentation capabilities.

Learn more about how Middle School students are inventing and collaborating in their new technology space on pages 6 and 7.

CANNON MAGAZINE | WINTER 2015 | 21

Building Bright Futures Campaign From 2012-2014, more than 400 families, friends, alumni, faculty, and staff raised more than $7.4 million for the Building Bright Futures Campaign. Together, the Cannon community created new opportunities for Cannonâ&#x20AC;&#x2122;s artists, athletes, and scholars with six construction projects including the Cannon Performing Arts Center, the Andrews Strength and Conditioning Center, the Randy Marion Family Field House, enhanced locker spaces and coachesâ&#x20AC;&#x2122; offices, the Central Green, and now, an expanded Middle School.

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Mrs. Suzanne Howard: Making Cannon Feel Like Family By: Mimi Wahid ’17 There is comfort in familiarity. Knowing that the same face will greet you each morning and the same voice will answer your calls provides stability. For the faculty, students, and parents at Cannon School, this comfort and stability comes from Mrs. Suzanne Howard. Situated in the lobby of the Snyder Building, where she has been for twelve years, Mrs. Howard offers warm greetings for visitors, support for students and staff, and daily welcomes for everyone who passes by her desk.

Mrs. Howard works at Cannon’s main entrance as an Administrative Assistant. Explaining her position, Mrs. Howard said, “The most important thing to me is to make sure that whoever comes through that front door is welcomed, and they get what they need, or go where they need to go, and that the children coming in the front door are happy and can get to class okay—and letting them know I’m there for them.”

Mrs. Howard jokingly describes herself as the mother of the school. She said, “I just take care of everyone and make sure they are okay. Even the teachers are my children! I do my best to ensure everyone is happy, and if I can’t help them, then I find someone who can.”

Mr. Bill Diskin, Director of Admission and Financial Aid, attested to this and said, “Mrs. Howard, I believe, is one of the main reasons so many people say that Cannon School feels like a family. She welcomes

every child, parent, and visitor with a genuine and warm greeting that simply makes people feel good. She goes out of her way to answer questions, solve problems, and help every child she meets feel special.”

Mrs. Howard is a native of Concord and attended Peace College. She returned to Concord, and years later found herself at Cannon School because she was looking for a job. Mrs. Howard said, “They took a leap of faith and hired me, and I started out helping in the front office. I’ve been here ever since.” Over the years, however, working at Cannon has become much more than just a job for Mrs. Howard.

She said, “At first I came here because I needed a job, but Cannon gets your heart. It becomes a part of you, and I can’t imagine being anywhere else now.”

Mrs. Howard cares for more than just her “family” at Cannon. She is the grandmother of seven grandchildren ranging in age from seven months to 20 years old. Mrs. Howard said, “They are a ton of fun.

Family is the most important thing to me.” In her hours away from school, Mrs. Howard enjoys the arts. “I love painting,” she said, and she has adorned the walls of her grandchildren’s rooms with beautiful murals. She also wrote Cannon’s alma mater, “O Cannon,” that can be heard each spring at graduation.

In her twelve years at Cannon, Mrs. Howard’s front-desk view has allowed her to see the school change in many ways. “There are the obvious physical changes,” Mrs. Howard said. Since 2003, she has seen the school expand with the addition of new buildings, athletic fields, classrooms, and more. However, the most important progression Mrs. Howard noted has been in the school’s approach to learning. She said, “There is freshness in the change I’ve seen over the years. There are new ways of approaching students. There are new ways of teaching those students. There’s a new excitement in the teachers. They constantly make it more than just ‘going to school’ for the students. It’s an impactful experience. That’s what I’ve seen grow and change over the past twelve years, and it is absolutely amazing.”

Mrs. Howard’s favorite part of her job is getting to interact with the Lower School students. “Seeing the little ones in the morning—they are so excited and so happy. That smile first thing in the morning, or a pass in the hallway where they stop and give you a hug, it makes it all worth it.” Mrs. Howard admitted that her job can at times pull her in many different directions, but she always remembers to keep her focus on the needs of the students, parents, and staff. “There are some tough days, and there are some stressful days, but there is never a bad day.”

Mrs. Suzanne Howard

Though her surroundings have changed, and she has watched first graders become college students, Mrs. Howard’s smile and willingness to help others have remained constant for the Cannon community.

As both the first impression of Cannon School that new families encounter, and the backbone that students, parents, and faculty rely on, Mrs. Howard plays a vital role in the school’s operation. And without her, Cannon would be short in both supplies and smiles.

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Cannon School’s Reaccreditation: A Labor of Love The Cannon community is commended for its mission and relationships.

In the world of academia, there is no shortage of distinguished looking crests, watermarks, and seals punctuating our websites, documents, and walls as if to proclaim, “Learning takes place here.”

While these symbols are expected, we do not always take time to understand what they mean. And there is one such mark that signifies the exceptional work of many in the Cannon community that we want you to know more about—our accreditation logo from the Southern Association of Independent Schools (SAIS).

Reaccreditation is a voluntary journey upon which a school embarks every five years, and the process itself requires more than a year’s worth of commitment from all of the school’s key stakeholders— faculty, staff, administrators, board members, parents, and students.

And taking on the herculean task of leading the Cannon community through our recent reaccreditation in 2015 were Mr. Fabio Hurtado, Upper School Dean of Academics, Mrs. Nancy Rogers, Associate Director of Admission and Early Childhood Coordinator, and their Steering Committee (pictured above).

With the intent of rigorous self-evaluation and continued selfimprovement, the reaccreditation process required Cannon to meet a set of standards evaluating all major aspects of the school, perform a self-study, and host a visiting team of educators on campus for a peer review. As SAIS explains on its website, “Self-study and planning indicate that the school is committed to a growth mindset as it actively engages with current realities and future aspirations through the lens of its mission.”

Following the campus visit by a five-member visiting team comprised of independent school educators selected by SAIS, Head of School Matt Gossage received word that Cannon not only achieved reaccreditation, but left a lasting impression. As Mr. Gossage explained, “The report from the visiting team about what they saw and felt during their visit was affirmation about what has been going on at our school for the past five years.”

For example, excerpts from the visiting team’s report include: “Students demonstrate a sincere sense of respect and caring for each other and for their teachers, and faculty members, staff, and administrators exhibit a deep concern for knowing each student as an individual.”

“A high importance is placed on risk-taking, self-reflection, curiosity, and flexibility, to name just a few of the elements of Adaptive Expertise, and values such as kindness and integrity are central to life at Cannon.”

“An atmosphere exists at Cannon such that students can create with autonomy and take ownership of what and how they learn while staff and faculty can innovate and contribute to a culture of continuous improvement.”

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Accreditation Steering Committee. Front row from l-r: Mrs. Emily Davis, Kindergarten Teacher and Grade Lead, Mrs. Nicole Diskin, Middle School Administrative Assistant, Mrs. Nancy Rogers, Associate Director of Admission and Early Childhood Coordinator, Mrs. Sue Ramsey, Dean of Students and Upper School English Teacher, and Mr. Fabio Hurtado, Upper School Dean of Academics.

Back row from l-r: Mrs. Krista Johns, Lower School Art Teacher, Mr. Jeremy Mattsson, Fifth-Grade Science Teacher, Mr. Alex Segura, Associate Director of College Counseling, and Mr. Eric Ruddy, Upper School Dean of Academic Technology.

While every visiting team ends their report with a major commendation and a major recommendation, we could not help but be proud that a team of seasoned educators recognized what sets Cannon apart—our relationships with one another. As their report summarized, “The visiting team commends the school for the genuine relational spirit by which it operates, and the care extended to all members of the community. Rarely, in an educational setting is the level of compassion—indeed, love—for the work and the people so palpable.”

And for their major recommendation to inform our continued self-reflection over the next five years, the visiting team shared, “We recommend articulating a compelling vision for the future, harnessing the energy of the present to live into whatever future direction Cannon deems appropriate.” To that aim, Cannon looks forward to deepening our commitment to Adaptive Expertise, nurturing our greatest strength—our faculty and staff, building upon a community committed to living our core values, and earning the trust of every prospective family and student.

As Mr. Gossage noted, “We have reached a moment in our history where we believe we can seize this incredible momentum, take advantage of the talent of this faculty, and focus in on who this school is going to be for the years to come.”

Investing in our students. Every family. Every year.

The Cannon Fund is made up of hundreds of gifts from parents, grandparents, faculty, staff, alumni, and friends.

WHAT DO CONTRIBUTIONS TO THE CANNON FUND HELP SUPPORT?

1,000

TOTAL CANNON STUDENTS

118 full-time faculty

art studios

on campus

NEW CANNON ATHLETICS JERSEYS needed each year

COLLEGE

student-athlete uniforms

COUNSELORS

worn with Cougar pride

libraries on campus STUDENTS

with 23,667 books

ACCEPTED TO

earning

COLLEGES &

in scholarships

UNIVERSITIES

737 are eBooks IPAD PROGRAM

in seventh and

eighth grades

2015-2016 CANNON FUND GOALS:

525,000

PARENT PARTICIPATION

PLEDGE BY

DECEMBER 31

Collectively, every gift made to the Cannon Fund shows your support of our teachers and provides opportunities for every child to discover and pursue his or her passions in the classroom, on the field, on the stage, and in our communities. Every gift matters, and every gift helps shape our school and our students. Make your gift or pledge today! www.cannonschool.org/thecannonfund

CANNON MAGAZINE | WINTER 2015 | 25

Alumni Spotlight Ashley Rivenbark ’10

study trip to Costa Rica with the Chair of the Upper School World Language Department, Mrs. Haley Todd. This amazing opportunity was a springboard from which I dove into Latin American studies.

To which countries have you traveled so far?

Over the years, I have connected with family in Germany and Greece.

I embarked on a tour of Spain and France in Middle School with Cannon. I have toured South Korea with my Tae Kwon Do academy and had the chance to explore Japan through a scholarship with the High School Diplomats Program. I studied Spanish in Costa Rica for a summer with Mrs. Todd and studied Asian history and culture in Singapore, India, and Brunei through a scholarship from UNCChapel Hill. I have explored Aztec ruins of Mexico, and thanks to UNC’s Weir Fellowship in Asian Studies, I was able to study and intern in Beijing.

Any thoughts on what you hope to be doing in five years?

Ashley Rivenbark ’10 (right) Ashley graduated from the University of North Carolina at Chapel Hill in 2014 with a Bachelor of Arts in Asian Studies and Romance Languages and is earning her Master of Arts in Business Management at Wake Forest University. She was most recently a programming intern at the World Affairs Council of Charlotte and a substitute teacher at Cannon School. Ashley is also a master Tae Kwon Do instructor at Black Belt USA in Charlotte.

When did you first become interested in exploring other countries and cultures?

Since I can remember, my parents have taught me the importance of learning about the world’s many cultures, languages, and peoples and leading a life of open-mindedness and respect towards their ideas and beliefs.

If I could pinpoint an “aha moment,” it would be when I was a sophomore traveling with Cannon students and teachers to Tianli International School, Cannon’s sister school in the city of Luzhou, China. We arrived at Tianli International to a flurry of trumpets, banners, and student cheers welcoming us. We decided to reciprocate by putting on a talent show, and I decided to sing a Chinese song with my friend Riley Craven ’10. As I began to sing the words, the Tianli students began to cheer and clap their hands to the music. I was in awe of how much my effort to learn their language excited them, and I remember thinking to myself, “If I can make the students this excited by memorizing a song, imagine how much I would be able to connect with them if I learned to speak their language.”

From there, I embarked on a journey to learn the Chinese language and culture. As I immersed myself in Chinese, I also began passionately studying Spanish, which led me on an unforgettable

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From my experience in teaching Chinese students about American culture and diversity and teaching American students about Chinese language and society, I have learned that educational diplomacy and creating greater cultural awareness and interest can contribute immensely to developing greater social, economic, and political ties between our nations in the long run. I have an immense interest in sharing human narratives through visual and digital media and have just begun a Business Management master’s program at Wake Forest University, so I would like to integrate these two concepts. I hope to create or manage a company that uses educational media as a tool for diplomacy and connection, not just between China and the United States, but between nations all across the world.

What advice do you have for students interested in becoming global citizens?

Travel, travel, and then travel some more! There are many funding sources and scholarship opportunities that can help you get there— you just have to look. If you are unable to travel, there are countless opportunities for global engagement in your own community. Host a Tianli student when they come to Cannon School and learn about them and their country. Attend UNC-Charlotte’s annual international festival. Learn a language and develop a relationship with a pen pal. The possibilities and lessons that you can learn are endless!

Do you have a favorite Cannon memory?

One of my more influential memories was during my sophomore year at UNC-Chapel Hill. I decided to meet Mrs. Laura Huffman, Chair of the Upper School History Department and one of my favorite Cannon teachers, for lunch. I had just been selected as a Weir Fellow at UNC-Chapel Hill, meaning that I would have the opportunity of traveling fully-funded to Beijing, China, for six months to pursue intensive Chinese language studies and an internship. It was the chance of a lifetime, and the decision seemed like a no-brainer. But I was unsure. I was terrified at the prospect of leaving. I remember sitting there with Mrs. Huffman, explaining the situation, doing my best to hold back tears. After a few moments of silence, she looked at me and said six words that changed the course of my life: “Ashley, you need to do it.” At that moment, despite all the fear and uncertainty, I breathed a sigh of relief and made my decision then and there to go.

Alumni Board President Eddie Alcorn and Sarah van der Horst are excited to be getting married in May 2016. They are enjoying their new house in Chapel Hill, NC. Eddie works in strategic planning at UNC Health Care and teaches courses at the UNC Gillings School of Global Public Health.

Following his graduation from NC State last December, Miles Brown caught up with several Cannon School friends. Royden Goode ’10 drove him down to Austin so Miles could start his first day at work with Public Consulting Group, an international healthcare consulting firm. On their road trip, they made pitstops in Tuscaloosa, AL, to catch up with Kevin Leach ’10 and in Dallas, TX, to visit Pat Hennigan ’10. Currently, Miles and his brother Daniel Brown ’08 are exploring the live music scene in Austin and trying to discover innovative concepts they can bring back home to enhance the Barnstock experience.

Lyndsay Cooper is currently Creative Director for the online boutique for Elsa Fine (elsafine.com), Graphic Design Chair for the Young Affiliates of the Mint Museum, and Graphic Designer for #WTFwevote (We’re the Future, We Vote civic engagement project).

2008 Daniel Brown finished up his M.B.A. in International Business earlier this year down under in Adelaide, South Australia. He moved back to the U.S. just in time to help produce Barnstock ’15 in July.

2009 Meredith Frazier was the recipient of the Ann Bernard Martin Award at the Vanderbilt University Department of Biological Science’s annual retreat on October 15, 2015. The award is given annually, as described on the Vanderbilt website, to “a third-year graduate student who has demonstrated exceptional promise in research and scholarly activities in the early stages of his or her graduate career in biological sciences.”

Lyndsay Cooper ’10

Seve Gaskin ’10 speaking at Cannon’s Commencement in 2015

Elizabeth Hyde ’09 at NC State College of Veterinary Medicine

Elizabeth Hyde is in her third year of vet school, where she has declared a focus in zoological medicine. She has spent this summer building her resume. She is involved in research projects with Duke Lemur Center and the North Carolina State University College of Veterinary Medicine’s Turtle Rescue Team. Other highlights include spending a week with a sea turtle research vessel off the South Carolina coast and returning to Carolina Raptor Center for a two-week externship.

After graduating from the University of North Carolina at Chapel Hill with degrees in economics and public policy, Seve Gaskin started working for Triage Consulting Group—a healthcare consulting firm in Atlanta. Despite traveling for work frequently, Seve still finds the time to make it back to North Carolina, as he did in May of 2015 for Cannon’s graduation. Seve and the rest of the Gaskin family were honored to be part of the 2015 graduation and give the commencement address; albeit, Seve felt very nostalgic being back on the graduation stage five years later. He is looking forward to December 2015 when the Class of 2010 will have their five-year reunion at Red Rocks in Birkdale.

>Class Notes

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Alumni

2010

> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >

Eddie Alcorn ’04 with Sarah van der Horst in Elizabeth City

2004

Rianna Das is currently living in Louisville, KY, where she just finished her first year teaching sixth-grade science at an all-girls public magnet school through a program called Teach Kentucky.

Hayden Keziah graduated from Appalachian State University on December 13, 2014 with a degree in healthcare management, a minor in sociology, and a focus on gerontology. She has begun her one-year Administrator in Training Program at Sharon Towers in Charlotte.

Recording Studio with the collaboration of fellow alum Chris Pope ’12 as audio engineer. Also a triathlete, Cameron finished first place in the recent Outer Banks Triathlon’s Olympic Individual category and ran on Mr. Coggins’s team in the October 2015 Tuna Run Relay.

Nicole Newman graduated from the College of Charleston in December 2014 (in three and a half years) with a B.S. in Psychology with honors. She is applying to dental school at MUSC and is now working as an AB therapist with autistic children for the South Carolina Behavioral Clinic in Charleston.

Kevin Leach graduated from The University of Alabama on May 2, 2015 with a degree in finance, management, and real estate. Two weeks after graduation, he started to hike the Appalachian Trail at Springer Mountain in Georgia with a friend from college. They hiked the entire 2,189.2 miles to the northern terminus of the trail at Katahdin in Maine. The trip lasted four months and six days and was a once-in-a-lifetime experience. After the trail, he Kevin Leach ’10 on his four-month returned to Tuscaloosa, AL, to hike of the Appalachian Trail utilize the career center at the university. Shortly after his job search began, he accepted a position with a commercial real estate firm in downtown Atlanta.

Cassie Calvert ’12 and Coach K

Brooke Matherly is excited to be living in Wellington, NZ, for the upcoming year after a year spent traveling around New Zealand!

2013

2012 Cassie Calvert interned this summer in the media department for the Washington Wizards and Mystics. Cassie completed her second year as the student host of Duke Football Coach David Cutcliffe’s ABC TV show, and she was the Vice President of Philanthropy for her sorority, the Delta Gammas. Cassie is a senior at Duke University.

In February, Katherine Sherrill passed the board exam to become a board certified Music Therapist. Katherine now works as a Music Therapist for Life in Harmony, LLC, a music therapy private practice in La Crosse, WI. Katherine works primarily with children and adults with neurological impairments and psychological disorders.

2011

Barclay Sparrow ’13 (second from left) at a school supplies fundraising event with agents and casting directors as part of her internship with Telsey + Company Casting

This summer, Barclay Sparrow worked at Telsey + Company Casting, one of the most successful casting agencies in New York City. She got to work directly with casting directors and members of creative teams for Broadway shows such as Wicked, The King and I, An American in Paris, and many others. She also assisted with upcoming commercials, films, and television series.

2014 A team of Cannon alumni, faculty, and friends ran in the Tuna Run Relay in October. Pictured back row from l-r: Shelby Sipperly ’11, Cameron Cook ’11, Savannah Sipperly ’09, Monty Coggins (Cannon faculty), Ben Markey ’07, Ben L., Chris Taylor (Cannon faculty), and Eric K. Front row from l-r: Hayley Dane ’12, Carson Coggins ’09, and Eddie Alcorn ’04.

Cameron Cook graduated from UNC in May with a degree in music.

He recently completed an east-coast tour, playing at venues from Chapel Hill to Boston with musical colleague Matt Phillips. Cameron is about to begin recording his debut EP at the Appalachian State

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Jake Flynn, a sophomore in Clemson University’s Department of Industrial Engineering, was selected to receive the 2015-2016 Daimler Scholarship based on his outstanding academic performance.

The annual scholarship award is presented to two juniors studying either mechanical or industrial engineering by a scholarship committee within the College of Engineering and Science.

It’s All in the Translation Lizzie Lovett ’13 pairs self-expression and collaboration to reach her audience.

On any given day, you will find Lizzie Lovett ’13 sketching, sewing, painting, filming, writing, video editing, or prop making—or doing all of these things as she works with deep focus on multiple projects. Lizzie honed many of these skills as a techie for Cannon Theater Company (CTC), leading costume design for their productions of The Odyssey and Beauty and the Beast, and as an aspiring filmmaker for her Senior Capstone Project and in her free time with her CTC friends.

When we asked Lizzie how her creative pursuits have evolved in her college career, she shared, “In college, much of the artistic work I have done is creating marketing materials for events. In making these materials, I have to allow the perspectives of other people into my creative process—both the client I’m creating the designs for, and the intended audience. It is art, yes, but it isn’t only self-expression.

In this way, I am a translator; I take what a client wants to say and put it in a visual form the audience can understand.”

Lizzie’s passion for creating has continued and deepened in college.

She is a junior at the University of North Carolina at Wilmington majoring in film studies and theater. She was recently awarded “Best Designer” by the UNCW Student Media Program for her poster and banner designs advertising the student-run Flicker Film Society’s Reel Teal Film Festival. This design work landed Lizzie a job with the Campus Activities and Involvement Center producing designs and marketing materials for other student organizations.

And her class work in a theater costume craft course caught the eye of a professor who invited her to assist him with wardrobe for the opera, Rigoletto, presented by Opera Wilmington.

And where does Lizzie hope her creativity will lead? “While I have familiarized myself with many kinds of artistic expression, my favorite is creating costumes and props for films. In my classes and independent projects, I want to learn as many techniques in this craft as possible. Much like my work designing marketing materials, pursing a career in costume and prop design will require the ‘translation’ of someone else’s thoughts into a visual form. I feel very lucky to have had the experiences I have, largely because of my education at Cannon. And while I work hard where I am, I could never have gotten there without the help of my parents, teachers, and individuals who see value in what I do.”

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Alumni Flashback!

In January 2015, Isabelle Powell ’08 contacted the Alumni Office with the suggestion of adding an event where alumni would gather in their respective cities to celebrate and reminisce about their time at Cannon School.

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“I got the idea from my mom, who attended Rollins College in Florida. Like Cannon, one day each year, Rollins canceled Isabelle Powell ’08 classes and students were able to partake in a day of fun and little responsibility. As adults, Rollins alumni have started joining in on Fox Day in their respective cities, taking half-days and meeting at a designated restaurant in the area for catching up and networking with fellow alums.”

It sounded like a great idea for a new event to be added to Cannon’s existing lineup of class reunions, sports scrimmages with varsity teams, Homecoming, Alumni Jazz Café, and holiday gatherings. With input from the Alumni Board, the name Alumni Flashback was chosen for the event as a tribute to the ongoing title of Cannon’s yearbook.

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The inaugural Alumni Flasback events took place on the last Friday of April to coincide with Cannon’s Senior Week—a weeklong celebration for current seniors to enjoy time together prior to their graduation. Isabelle reached out to alumni friends in Atlanta and Washington D.C. to host events, and Alumni Board members Jeremy Miller ’10 and Juliana Sirois ’14 hosted in Chapel Hill at TRU Deli + Wine. Isabelle coordinated the Charlotte-area gathering at Thomas Street Tavern. “It was great to catch up with alumni, and it was beautiful weather to sit outside and chat.”

1. Atlanta host, Katie Regnery ’08, brought Flashback to an alumnafriend’s wedding in Florida. From l-r: Julia Simonini ’08, Kelci Deddens ’08, Katie Regnery ’08, and Virginia Goode ’08. 2.Chapel Hill hosts, Jeremy Miller ’10 and Juliana Sirois ’14, had a nice crowd at TRU Deli + Wine. Back row from l-r: Tom Aumuller ’12, Mason McClanahan ’12, Jeremy Miller ’10, and Eddie Alcorn ’04. Front row from l-r: Megan Hunstad ’11, Juliana Sirois ’14, Rai Swick ’14, Lauren Hunstad ’10, and Sterling Swygert ’10. Not pictured: Larkin Felker ’14. 3. Each host was sent a “Cannon in a box” party kit.

Alumni Flashback 2016 Plans for Alumni Flashback 2016 are underway for April.

The list of city venues and hosts will be announced on the Cannon School Alumni Facebook page and at www.cannonschool.org/alumni.

If you would like to host an event in your city, please contact Alumni Relations Manager Lynda Abel at label@cannonschool.org.

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1. Alumni Board appreciation event at the U.S. Whitewater Center in August 2. Alumni Soccer Team in August 3. Cannon Theater Company alumni enjoyed Little Shop of Horrors at the Old Courthouse Theater. 4.

Alumni vs. Varsity Lacrosse Game in May 5. In September, Boston area alumni (from l-r), Jake Marchant ’12, Christian Wilson ’14, Lucie Randall ’12, Derek Gordon ’15, and Jessica Randolph ’12, met with Upper School students who were visiting colleges in the area.

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