Letter from Head of School Mike Drew
As I wrap up my first months on campus as Head of School, I am prouder than ever to be part of the Cannon School family. Since last summer, I have spent time engaging with countless students, parents, educators, alumni, and supporters who see Cannon as more than a school—they see it as their community. Time after time, I have listened to people share stories about the core values, acts of service, and human connection that they see radiating from our people every day.
This issue of Cannon Magazine shares just a few of these uplifting stories that characterize the values of Cannon. From educators leaning into their craft to alumni returning to mentor the next generation, these stories paint a picture of a community both familiar and familial. Like alumna Olivia Osborne ’11 recently said on a return visit to campus, “Being at Cannon feels like coming home.” I couldn’t agree more.
In the coming months, you may notice that you are starting to receive more mail and communications from Cannon. Hearing from us regularly is an intentional approach to keeping our community well-informed and engaged with all the great things happening on campus and beyond. We hope you’ll enjoy reading our news and stories and drawing connections to your own experiences here and the enduring relationships you have with the Cannon community.
Cannon is—and will remain—your community. We hope our stories always remind you of coming home to people that welcome you with open arms.
Sincerely,
Mike Drew Head of School
EDITORIAL STAFF
Elizabeth Isenhour
Writer and Chief Editor
Sarah Sooklal
Editor
Cannon Magazine
Winter/Spring 2025
Ché
Bratley Editor
Lynda
Abel Editor and Contributor
Hal Cline Guest Contributor
Wendy Watkins Guest Contributor
Cannon Magazine is published by the Advancement Office. Address changes should be sent to advancement@cannonschool.org.
John Cooke listens to
Margo N. ’31 gets
in the Think Tank.
A group of sophomore students takes a break from construction during a Winterm trip to Costa Rica.
Building Community
A Parent’s Volunteer Journey at Cannon
For 19 years, Wendy Watkins has been a cornerstone of the Cannon School community, balancing the roles of an involved parent and an active volunteer. With all three of her children attending Cannon from Junior Kindergarten through 12th grade, she found countless ways to contribute—whether by organizing major events, assisting in classrooms, or creating cherished traditions like the Junior Kindergarten/Senior Buddy program. Driven by a desire to stay connected to her children and inspired by the collaborative spirit of Cannon’s faculty, staff, and fellow parents, Wendy built lasting friendships and a deep bond with the school. Now, as their youngest prepares to graduate, she reflects on nearly two decades of cherished memories and meaningful impact.
What inspired you to become an active volunteer at the school, and how has your involvement evolved over the years?
I have always chosen to stay super involved in everything my kids have been part of because it allows me to stay connected to them and their activities. Cannon made it easy to jump right in! Everyone there—faculty, administration, and parents—was so collaborative and appreciative of my time and efforts. I always felt like an equal part of an amazing team. With three children attending Cannon from Junior Kindergarten through 12th grade, I had the opportunity to stay involved for 19 years. Over that time, I built meaningful friendships that motivated me to remain active. Once my kids reached Upper School and became more independent, my involvement decreased, but my deep connection with the Cannon community kept me engaged. I always felt a part of the school, even when my direct involvement lessened.
Can you share a memorable experience or event during your time volunteering that highlights the connection between parents and the school community?
One of the most memorable events I organized was Cannon’s 40th Birthday Party in 2009. Matt Gossage asked me to lead this effort, which involved over a year of planning. With a dedicated team, we created an unforgettable celebration that included a birthday cake float, a plane flying over campus with a birthday message, and games and activities for all ages. It was such a rewarding experience to work with people from the early days of Cannon School and bring the entire community together.
Another proud moment was creating the Junior Kindergarten/ Senior Buddy program around 2008 while serving on an admissions board. Seeing my three children benefit from those sweet relationships has brought me so much joy. The program has evolved over the years, and I am incredibly proud of its lasting impact.
How has your relationship with the school staff, teachers, coaches, and other parents influenced your experience as a volunteer and parent?
One of my favorite volunteer opportunities was working with teachers in the classroom. Being in the classroom gave me valuable time to build relationships with teachers and my kids’ friends. My children loved having me there, especially during their Lower School years. Those experiences fostered a strong bond with many staff members, and I am grateful to maintain friendships with many of their past teachers. The support and connections I built through volunteering enriched my experience as a parent and made me feel deeply rooted in the Cannon community.
The support and connections I built through volunteering enriched my experience as a parent and made me feel deeply rooted in the Cannon community.
Amy Kurtz, Wendy Watkins, and Amy Lovett atop the float they created to celebrate Cannon’s 40th birthday.
Savannah Watkins ’19 and her Junior Kindergarten buddy in 2018.
In what ways do you think parental involvement impacts students’ learning and the overall school environment?
When children see their parents actively involved in their education—whether through volunteering, building relationships with teachers, or staying informed about school activities—it positively impacts their success. For my kids, knowing I was present and involved at Cannon reinforced their sense of support and connection. From the school’s perspective, parental involvement fosters open dialogue beyond academics, strengthening relationships between parents, students, and staff. This collaboration creates a thriving school environment where everyone feels invested in student success.
With your youngest child graduating this year, how does it feel to be wrapping up your time as a current parent at the school, and what lasting impressions will you take with you?
It’s bittersweet to close this chapter at Cannon. While I feel sad that my time as a current parent is ending, I am also excited about what lies ahead. My children received an outstanding education at Cannon, which prepared them not only for college but also for graduate school and I have no doubt that Grant will be successful as well. The foundation Cannon provided shaped their lives, and we have countless cherished memories. I will always carry with me the sense of community, the relationships I built, and the pride of being part of a school that truly “Goes Beyond.”
Volunteering at the Egyptian Festival, a grade-wide Social Studies event.
From the school’s perspective, parental involvement fosters open dialogue beyond academics, strengthening relationships between parents, students, and staff.
What advice would you give to other parents who are considering getting involved in school activities or volunteering?
The time, energy, and resources we invest in our children’s education become even more valuable when we actively engage in the school community. Volunteering at Cannon enriched my family’s experience and deepened our connection to the school. There are so many opportunities to get involved, whether it’s helping in the classroom, assisting with events, or supporting programs. I encourage parents to jump in—it’s a decision that benefits everyone and allows you to be a meaningful part of your child’s journey.
Wendy Watkins and daughter, Avery, at a classroom party in 2008.
There are so many opportunities to get involved, whether it’s helping in the classroom, assisting with events, or supporting programs. I encourage parents to jump in—it’s a decision that benefits everyone and allows you to be a meaningful part of your child’s journey.
The Watkins family attends a school concert in 2009.
Full circle moment: Grant Watkins ’25 (above) as a Junior Kindergarten student with his senior buddy and Grant today with his own Junior Kindergarten buddy Riley A. ’38.
RESPECT
A Day in the Life of a MS Teacher
“Young
people must know they are valued and respected. That you see them for who they are, not necessarily what you want them to be. Kids know if you care about them. And they keep me young as you never know from day to day what they will do or say that makes you laugh.”
–John Cooke
Social studies teacher John Cooke “gets” middle schoolers. After all, he’s been teaching and learning with them for a long time.
As Cannon’s longest-serving faculty member, Cooke has spent over three decades teaching, observing, and supporting middle school students in nearly all facets of their lives. Cooke joined the team at Cannon in 1996 when it was still Cabarrus Academy. After three years teaching in Charlotte-Mecklenburg schools, he knew it was time for a change and was encouraged by two trustees he met at a church dinner to visit Cannon. “I met with the headmaster Dick Snyder and by the end of the day, I was hired as a 6th grade teacher,” recalls Cooke. “I would be allowed to teach the way I felt was best and to take risks to enhance student learning. The rest, as they say, is history.”
Cooke loves working with middle schoolers because of their desire and capacity for growth. “I am part of a profession that has a responsibility to steer these young people in a direction that will benefit our nation, perhaps the world, in unforeseen ways,” says Cooke. “Every action I take or word I speak carries with it a sacred responsibility. I take this very seriously. We can all remember the teachers we loved and the ones we did not.”
Teaching middle school requires listening, empathy, and above all, flexibility. Here’s a peek into what Mr. Cooke’s typical day at work entails.
7:10 a.m. I’m in the classroom getting ready for the day, which includes making sure that the schedule for the day is up and the lessons and technology are good to go. A collective zen moment where you tell yourself, regardless of how you feel or what may be going on in your life, that it’s game time and the show must go on. You have a smile ready and waiting. A positive mindset for the excitement each day brings is important as you prepare for the day.
8:05 a.m. Meet with my advisory group of 10 7th grade boys for 20 minutes at the start of each day. This time is devoted to discussing school announcements and helping students prepare for their day. Over the course of the school year, this group will bond through shared routines, team building activities, and of course, group participation in the Middle School Advisory Games.
9:05 a.m. Planning period to grade, plan the next lesson, debrief, and reflect on how the first class went. I also teach a wellness block once a week, Model United Nations. I may have a meeting to attend or be needed to help another teacher or cover a class.
10:07 a.m. G block history. Today students are competing to earn a spot for their team in the middle school Geo Bee. From four teams (one from each class), I am narrowing it down to just one team that will represent 7th grade against grades 5, 6, and 8. We just wrapped up our exploration of life in the colonies, which included some heavy parts, so this activity is a welcome transition between lessons.
10:55 a.m. Team meeting where our Dean outlines information we need to know, and looks ahead at the calendar and upcoming events. Discuss important matters related to class, the school, and the community.
11:40 a.m. Lunch period with 7th grade.
12:05 p.m. Outdoor recess and supervision of activities. Duties range from supervising activities and catching up with students to dodging or ducking from an incoming ball!
12:25 p.m. C block history
2:05 p.m. Planning time to catch a breath, rest, or just enjoy the silence. People take silence for granted. Quiet moments are precious because they are often few and far between. You have to take a moment when you can or you will burn out.
2:36 p.m. Study hall. Duties range from helping students with homework to keeping them organized and on task until school dismissal at 3:00 p.m.
4:15 p.m. I usually leave about 4:15 unless I am staying to support students at sporting events. And then of course we sometimes have concerts and performances that you try and make. Every season is full at Cannon!
The Big Picture
Upper School students return to class after a community meeting.
Uniting Creativity Across Divisions
Cannon’s Makerspaces Break the Mold
Eli C. ’30 puts finishing touches on a gingerbread architectural replica for math class.
At Cannon School, the learning spaces that encourage innovation and hands-on creativity aren’t quiet— at least not in the traditional sense.
Walk into any of the school’s three makerspaces—the Idea Lab for Lower School, the Think Tank for Middle School, and the Mill for Upper School—and you’ll immediately notice the buzz. These are places where collaboration, energy, and yes, even noise, are a part of the process. After all, creating something new doesn’t always follow a straight path. It’s often messy, full of surprises, and maybe a few mistakes—but that’s where the magic happens.
“Everyone feels welcome here, no matter their ability,” says Leigh Northrup, Dean of Innovation and Technology and founder of the Think Tank. He’s referring to the welcoming environment in the Think Tank, a space designed to inspire and foster creative problemsolving. Northrup helped establish the Middle School makerspace 10 years ago when engineering spaces for kids were still a novelty. He saw a need to provide students with the chance to use their hands, experiment with new ideas, and build things from scratch—and thus, the Think Tank was born.
But what makes these spaces even more remarkable is how they connect with and build upon each other. As students progress from one division to the next, they carry with them the skills, experiences, and mindsets fostered in the makerspaces that span the Lower, Middle, and Upper Schools.
THE IDEA LAB: SPARKING CREATIVITY IN THE LOWER SCHOOL
With a newly appointed maker teacher at the helm, the Idea Lab serves students in Junior Kindergarten through 4th grade. Led by Lisa Nussbaumer, a lifelong educator and passionate maker enthusiast, the space is designed to introduce younger students to the world of handson problem-solving. Here, students engage with a variety of challenges that integrate engineering design thinking, allowing them to define problems, brainstorm solutions, and build prototypes.
“Prototyping is my favorite phase of the process,” says Nussbaumer. “It’s where the real learning happens. Students get to adapt, make mistakes, and find new solutions. It’s okay to fail here—it’s part of the journey.”
The Idea Lab is equipped with a wide range of tools, from basic hand tools like scissors and hammers to more specialized items like soldering kits and a laser cutter. As students work through design challenges, they build not just their technical skills but also an understanding of perseverance and collaboration—values that are core to the Cannon community.
Top: Mrs. Nussbaumer shows Taylor H. ’36 how to safely use pliers in the Idea Lab.
Bottom: Margo N. ’31 sands a piece of wood as part of annual safety training and certification in the makerspace.
Nussbaumer is also excited to see how these young creators will interact with the Make of the Month challenges. These mini-projects are an opportunity for students and their families to get involved in the making process from home, further strengthening the culture of creativity at Cannon.
THE THINK TANK: MIDDLE SCHOOLERS TAKE IT TO THE NEXT LEVEL
As students enter Middle School, they move into the Think Tank, where the possibilities for creation expand even further. Established by Leigh Northrup, the Think Tank provides students with a space to experiment with a variety of materials and technologies, such as basic woodworking tools, robotics kits, and 3D printing. Here, students are encouraged to collaborate and think outside the box, working on projects that range from simple machines to more advanced tech designs.
“The Think Tank is all about fostering a mindset of exploration,” says Northrup. “We introduce challenges that allow students to make mistakes and learn through the process of creation.” He takes a hands-on approach to teaching, offering students opportunities to try out new ideas through Make of the Month projects and open lab hours.
While the Think Tank is designed to be welcoming to all, it also pushes students to think critically and become independent problem-solvers. By the time they leave Middle School, students have learned not just how to build something, but how to iterate and refine their ideas— skills that will prove invaluable as they progress into the Upper School.
THE MILL:
ADVANCED CREATION IN THE UPPER SCHOOL
By the time students reach the Upper School, they are ready for the high-tech possibilities of the Mill, a space that opened in 2018 to continue the hands-on learning experience that began in the Think Tank. Led by Mush Hughes, the Mill is a creative outlet where students are encouraged to push their ideas to the limit through creating, making, and problem-solving.
“The focus in the Mill is to let students own their learning,” says Hughes. “I’m here to help them when they get stuck, but I don’t solve their problems for them. The real learning happens when they push through challenges and keep going.”
At the Mill, students engage with advanced tools like 3D printers, laser cutters, and CNC machines to bring their projects to life. It’s a place where students can work on projects that align with their passions and explore new ideas—whether that’s designing a functional robot or prototyping a new product. Hughes emphasizes the importance of failure in the creative process, noting that it’s not about getting things right the first time but about learning from mistakes and adapting.
By the time they graduate, students leave the Mill having created something they’re proud of, having learned valuable skills in design, engineering, and resilience.
“Everyone feels welcome here, no matter their ability.”
Leigh Northrup, Dean of Innovation and Technology and founder of the Think Tank
Nolan H. ’31 and Brody H. ’31 create a step stool in the Think Tank.
A SEAMLESS PATHWAY OF CREATION
What’s remarkable about the three makerspaces at Cannon is how they build upon one another as students move from one division to the next. The skills learned in the Idea Lab serve as a foundation for the Think Tank, where students begin to engage with more complex materials and technologies. By the time students reach the Mill, they are ready to take on advanced projects that require not only technical skills but also critical thinking and leadership.
Across all three spaces, the core philosophy remains the same: students are encouraged to take risks, collaborate, and, most importantly, embrace failure as a stepping stone to success. Whether they’re in the Idea Lab, the Think Tank, or the Mill, students are learning that creation isn’t always neat, tidy, or predictable—but that’s what makes it exciting.
At Cannon, the journey from novice maker to seasoned creator isn’t just about learning how to use tools. It’s about developing the mindset of an innovator—one who’s not afraid to make mistakes, try new things, and collaborate with others along the way.
Fostering a Culture of Innovation
The Idea Lab, Think Tank, and Mill are more than just rooms filled with tools. They are vibrant spaces where students are empowered to think, build, and grow. As they move through each division, students aren’t just building projects—they’re developing the skills, mindset, and resilience they need to thrive in an ever-changing world.
At Cannon, the makerspaces provide the perfect environment for students to explore their creativity, pursue their passions, and discover what it means to be an innovator.
Addy C. ’33 shows off a haunted house she designed to reinforce area and perimeter lessons.
Assisting with the
Celebrating the Positive
Dean of Students Tom Booker
Cannon staff and faculty chaperone a senior class trip to Disneyworld in 2022.
Members of the Upper School Dean Team: Paul Borowicz, Michelle Zelaya, Tom Booker, and Joe Trojan.
Honor Sword ceremony helps Tom recognize students for their integrity.
Tom embraces daughter Kate Booker ’23.
“Being innovative is in Cannon’s genetics. It’s not just rinse and repeat.”
For 19 years, Tom Booker has been the steady hand shaping student life at Cannon School. As Upper School Dean of Student Life, he sees his role as not just to enforce the student code of conduct, but to champion their successes and lessons learned. His influence has been a quiet force in shaping Cannon’s young people into thinkers, doers, and leaders.
At the heart of Dean Booker’s approach is the belief that true leadership is rooted in integrity—doing what’s right, even when no one is watching. He instills in his students the importance of honesty, accountability, and staying true to their values, knowing these qualities will guide them in both their academic and personal journeys. Instead of merely addressing student infractions, he works to cultivate an environment where students are recognized for their good deeds and for exemplifying Cannon’s core values. His passion for catching students doing the right thing has earned him the affectionate title of “celebrator in chief.”
Booker’s journey into education began in the halls of Charlotte-Mecklenburg’s Northwest School of the Arts, where he taught science to a diverse group of students. It didn’t take him long to realize that he craved more autonomy in the classroom, prompting a move to Cannon to teach biology in the early 2000s.
When the Dean of Students role was first envisioned in 2005, Booker saw it not just as an administrative title, but
as a unique opportunity to shape the culture of the school. And that’s exactly what he did. His approach goes far beyond just keeping order—he believes in recognizing and rewarding good behavior as much as addressing the bad. It was his idea to start celebrating students’ good deeds, a practice that remains front and center as student recognitions are published daily in the Upper School’s e-newsletter. Booker’s vision was clear: build a community where students are encouraged to shine as much as they are held accountable.
In Booker’s eyes, the role of Dean extends beyond discipline—it’s about developing the whole person. As the world shifts from a knowledge-based to a skills-based economy, he understands that students need more than just academic knowledge; they need leadership skills, selfawareness, and character development. Booker takes a handson approach to nurturing these qualities, working with students to hone strengths and learn from their challenges.
What truly excites Booker about his work at Cannon is the school’s commitment to innovation. “Being innovative is in Cannon’s genetics,” he says. “It’s not just rinse and repeat.” In a world that can sometimes feel stuck in tradition, Dean Booker finds joy in helping students explore new ideas, take risks, and chart their own paths. For him, it’s not just about guiding students—it’s about creating an environment where they can thrive, innovate, and build their own futures in ways that are uniquely their own.
Nurturing relationships with students and alumni is at the heart of Tom’s work.
KINDNESS Learning Through Caring for Others
Mrs. Stavenger’s first grade class enjoys hearing about Calvin Jr.’s adventures
As any parent knows, taking care of a baby involves a lot of responsibility, patience, and love. Lower School students in first grade learn those qualities firsthand when they must care for a class mascot for a week, leading to many lessons learned and adventures along the way.
At the beginning of the school year, every first grade class is introduced to a class mascot, which arrives in a mystery box with a letter to the class. A different student is picked each week to take the mascot home and care for it outside of school. “This is a great chance for students to practice responsibility as they care for something that belongs to the whole class,” says teacher Jamie Stavenger, whose class received a stuffed cougar they named Calvin Jr. “We talk about responsible pet ownership and align the discussion with our core values and good citizenship.”
First grader Emily Chichetti ’36 recently took Calvin Jr. home and documented his activities in a class journal that accompanies him on his travels. “Emily was thrilled to have her special week with Calvin Jr. and was mindful of keeping him safe and including him in her activities,” said her mother, Amy Chichetti. Their time together started with a special reveal and introductions to the family, including their dog, Charlie. Check out the highlights of Emily’s week caring for Calvin Jr.!
EMILY’S WEEK CARING FOR CALVIN JR.
Emily packed up Calvin Jr. and took him on a bike ride to a neighborhood park. She loved swinging him in the baby swing, a special moment to her because this was where she experienced her first swing as a toddler. She showed kindness in talking Calvin Jr. through the experience and offering words of encouragement.
Calvin Jr. loved using the slide. Emily had a great time letting him slide by himself and made sure he was safe with mom catching him at the bottom.
Emily’s favorite experience with Calvin Jr. was including him in preparing a meal for the Mecklenburg Community Church “Fill the Freezer” service project. These meals are made available to foster families in the community. Emily and Calvin Jr. made a “healthy” mac and cheese!
“We talk about responsible pet ownership and align the discussion with our core values and good citizenship.”
Emily read the Box Car Kids with Calvin Jr. at bedtime and was excited to catch him up on the chapters he missed. She loves how innovative the kids in the story are at solving problems and working together.
Emily and her mother Amy also enjoyed reading the accompanying journal, in which students documented their adventures, complete with pictures of their special moments. Seeing how others spent their time with Calvin Jr was impactful in that it generated questions and ideas about her classmates that created fun conversation!
Emily introduced Calvin Jr. to one of her best friends who lives next door and took him to a classmate’s birthday party!
“It was such a wonderful experience, and Emily was passionate about doing a great job and making her time with Calvin Jr. special! She wanted to create a unique experience to share with her classmates and it was very important to her that her journal entry was written well, using all the grammar tools she has been learning in first grade. This event has been a highlight for her, and she felt confident and excited sharing her experience with her classmates. ”
The Quiet Champion
PAT WHISENANT’S LEGACY AT CANNON GOLF
For 18 years, Program Director Pat Whisenant has been the heartbeat of Cannon’s golf program, steering both the boys’ and girls’ teams to an unparalleled level of success. With 13 state championships and a track record of having over 70 percent of his players earn college golf scholarships, his coaching legacy at Cannon speaks volumes—even if he prefers to let his results do the talking.
As a life member of the PGA of AMERICA, Whisenant brings his passion for teaching and coaching the greatest game he has ever played. Whisenant is a coach who doesn’t need the spotlight to make an impact. His philosophy is rooted in respect— for the game, for each other, and for the discipline it takes to succeed. “Hard work is everything,” Whisenant says, emphasizing that consistency in practice is what separates good players from great ones. His players know that success isn’t handed to them; it’s earned, one putt at a time.
Coach Whisenant’s attention to detail is most evident in his approach to the short game. “Many people think that distance is the biggest factor, but putting makes up 43 percent of the game,” he emphasizes, underscoring its importance. His commitment to helping players perfect their short game has been central to Cannon’s dominance at the state level. His methodical teaching ensures that players don’t just hit long drives—they master the skills that often determine the outcome of a
What sets Cannon golfers apart, according to Whisenant, is their humility. In a sport where ego can take center stage, Cannon’s
players maintain a grounded, team-first mentality. This humility, combined with Whisenant’s carefully curated playing schedule and his ability to connect players with prestigious golf tournaments and courses like Pinehurst #2, has fostered a culture of success that’s unique to Cannon.
Whisenant’s ability to set up an elite-level schedule is a testament to his deep roots in the golf world. Through his connections, Cannon golfers are given the rare opportunity to compete in some of the most coveted tournaments. His strategy for choosing which teams to compete against, and where to play, isn’t just about challenging his players—it’s about giving them the exposure they need to continue their careers beyond high school.
Whisenant’s influence doesn’t stop when his players graduate. One of his former players—Will Gordon ’15—is currently competing at the professional level, while others like Anna Redding ’15 and Annie Collom ’15 have gone on to coach at the collegiate level. Watching his players improve, both on and off the course, is what Whisenant finds most rewarding. Watching these athletes work hard and seeing them accomplish what we set out to do is one of the most fulfilling parts of coaching,” he says.
Under Coach Whisenant’s leadership, the Cannon golf program has earned its place as the “winningest” in the school’s history, setting a standard of excellence that continues to inspire future generations of golfers. Through his non-nonsense coaching, commitment to discipline, and respect for the game, Coach Whisenant has made an indelible mark not just on Cannon’s golf program, but on the sport itself.
Coach Whisenant and members of the 2024 girls’ golf team.
This past January, ten sophomores from Cannon School embarked on an unforgettable Winterm trip to Costa Rica, where they had the unique opportunity to combine service learning with cultural immersion.
This past January, 10 sophomores from Cannon School embarked on an unforgettable Winterm trip to Costa Rica, where they had the unique opportunity to combine service learning with cultural immersion.
Under the leadership of Upper School World Languages teacher Paola Rubio and with the invaluable support of Pablo Garcia, lead educator of the Glocal Perspectives class and chaperone for this trip, the group traveled to Chomes, a small city in Costa Rica, to partner with TECHO, a youth-led nonprofit organization dedicated to overcoming poverty in Latin America. Over six days, the students engaged in a hands-on service project that changed lives— both theirs and the family they helped—and enjoyed the natural beauty and culture of Costa Rica.
The purpose of the trip was twofold: to give students a chance to support a family in need and to explore Costa Rica’s rich biodiversity through ecotourism activities. While the students’ Spanish skills varied, the language barrier was no obstacle as they communicated with enthusiasm and an open heart, learning from everyone they met along the way.
The service project itself was nothing short of extraordinary. The students worked under the guidance of two members of the TECHO local team to build a
TEAMWORK
group finish the floor on the first day of construction— until meeting our Cannon students! Their enthusiasm and teamwork exceeded all expectations, setting the tone for the entire project.
While the students were hard at work, they were warmly welcomed by the Rojas family, who prepared lunch for them every day. The Costa Rican hospitality didn’t stop there. One afternoon, an impromptu invitation led the students to a local home where they shared coffee, “frescos,” and arepas with a community member—a moment that exemplified the generosity and warmth they experienced throughout the trip.
Beyond the service component, the trip also included exploration of Costa Rica’s natural wonders. The students traveled to Monteverde, known as the “jewel in the crown of cloud forest reserves,” where they ziplined through the forest canopy, hiked to scenic lookouts, and even had the chance to see sloths! A visit to a local coffee plantation added to the experience, giving students a deeper appreciation for Costa Rica’s culture and commitment to sustainability.
Throughout the week, the students demonstrated a level of curiosity, enthusiasm, and passion that Rubio described as exceptional. Their willingness to engage fully in every aspect of the experience, from building to exploring, earned them the nickname “TECHO troopers.” The group’s teamwork, dedication, and open-minded approach to learning were an inspiration to all who witnessed them.
What made this Winterm experience even more impactful is that the students will continue their support of TECHO long after they return home. As part of TECHO’s mission, they are establishing a new chapter of the organization at Cannon School, ensuring that the work they started in Costa Rica will have a lasting impact both locally and globally.
For these 10 students, Winterm was not just a chance to explore new experiences—it was a chance to make a tangible difference, build bonds, and experience the power of service and community. Their Costa Rican adventure proved that when Cannon students come together with a heart for service, they can truly build something that lasts.
IN THEIR OWN WORDS
Students and teachers share what they learned from their Costa Rican experience.
“Seeing the poor housing situations that some people face made me incredibly grateful for everything I have at home. I’m so glad that I could be a part of improving a family’s living conditions.”
— Linden Sonnefield ’27
“The people of Costa Rica were so friendly and welcoming. Even though I could barely communicate in Spanish, everyone’s warmth and kindness toward us helped me communicate on a deeper level. I was impressed by the level of hard work and teamwork that I saw.”
—Sally Woolwine ’27
“My experience in Costa Rica humbled me and helped me gain a new perspective. Seeing the unsafe conditions that some people lived in helped me think of others and inspired me to be kinder to others because you never know their circumstances.”
— Carlos Garcia ’27
“As a Cannon teacher, there is nothing more satisfying than to witness our students embody the core values we strive to instill in them. This group thoroughly did!”
— Pablo Garcia
“This trip gave our students the opportunity to step into a world where they could experience and address global challenges like housing and poverty. Building a home for a family in need was more than just a project—it was a life-changing experience. Seeing our students gaining a deeper understanding of different realities and realizing their ability to make a tangible impact in the world was incredibly powerful!”
— Paola Rubio
Science Meets Art with Olivia Osborne Colbert ’11
Colbert passes around a sheep brain for students to observe during Winterm.
Olivia Osborne Colbert ’11 has always demonstrated a unique fusion of creative expression and scientific curiosity. Her journey began in sixth grade at Cannon, when she enrolled and began exploring the arts through the integrated arts offerings within the curriculum. Her art teacher, Belinda Armstrong, played a pivotal role in shaping her path.
“Mrs. Armstrong allowed you to explore ideas freely and without limitations,” Colbert recalls of her teacher. “This approach transpired into developing as a professional and taking risks.”
Armstrong not only nurtured her student’s love for art but also instilled in her the valuable lesson of bravely embracing mistakes as part of the creative process—a mindset that has guided her ever since. “Mrs. Armstrong taught us that you never really mess up in art,” says Colbert. “You may have to go in a new direction and adapt to the change, but your art is always evolving.”
This foundation in artistic freedom paired seamlessly with Colbert’s academic pursuits after graduating from Cannon School, leading her to major in Biological Sciences and Art History as an undergraduate at the University of North Carolina at Chapel Hill. She later received a master’s and doctoral degree in Biochemistry & Molecular Biology from the University of Miami, where she studied post-stroke recovery in mice affected by cerebral amyloid angiopathy and Alzheimer’s disease. Her experiences led her desire to develop something for humans that would benefit them after stroke.
In 2022, Colbert co-founded the biotech company NeurOn Therapeutics, a venture that allowed her to blend her passions for science and creating. NeurOn Therapeutics develops therapies for the treatment of cognitive disorders of the central nervous system. By digitally mapping responses of the human brain, Colbert hopes her company will accelerate digital neurotechnology for personalized medicine, transforming the landscape of neurological care.
Her burgeoning scientific career hasn’t slowed down Colbert’s deep appreciation for the arts. Recently, she and her husband Brett Colbert founded the Pneuma Art Foundation, a foundation dedicated to supporting aspiring artists, helping them gain the resources and mentorship needed to succeed in
Your Brain on Art
In January, Olivia (Osborne) Colbert ’11 returned to Cannon School to co-teach a Winterm course called “Your Brain on Art.” Winterm is an weeklong learning program that engages Upper School students outside the traditional classroom and challenges them to think critically, to serve others, to embrace experiential learning, and to consider their place in the world in which they live.
In “Your Brain on Art,” Colbert and art teacher Ellen Loflin led a weeklong course on how art influences the brain and how the brain processes creative experiences. By studying the neural mechanisms involved in creating, perceiving, and responding to art, students discovered the unseen connections between artistic expression, brain function, mental health, and overall well-being.
“I made sure to show students that my research endeavors are artistic in the way I portray data and create a comprehensive story, similar to art for the sake of art,” says Colbert. “One day I gave a short presentation called ‘Art in Science’ that demonstrated how digital art, graphic design, and creativity are essential for scientists in communicating their data to a broader audience.” Students were amazed at the connections they made between different fields.
“Both art and science require a willingness to explore the unknown through experimentation, to push boundaries, and to embrace uncertainty.”
Colbert hopes more students will learn to think of themselves as artists and as scientists. “Science and art aren’t so different–both require creativity, attention to detail, and a desire to explore,” she notes.
“It’s important to know that being creative is essential for anything you do in life.”
Colbert’s work exemplifies the powerful intersection between art and science, two fields often seen as distinct but deeply interconnected in their pursuit of discovery and innovation.
their careers. Inspired by the Renaissance spirit of rebirth and enlightenment, Colbert says of the foundation’s origins: “It became clear to us that, in order to create more art today with the techniques and inspirations of the masters, we needed to support these early-career artists during the transition from student to professional.”
Last fall, Pneuma Art Foundation presented its inaugural exhibition, In the Light of Florence, showcasing the work of 31 talented emerging artists in Florence, Italy and attracting over 4,000 visitors in just three days. While this exhibition was a major milestone, Colbert says it is only the beginning of the foundation’s journey. In October, Pneuma will debut a new exhibition, The Path to Paradise, which will showcase artists’ reinterpretation of Ghiberti’s bronze panels from the Gates of Paradise alongside the replicas from the Baptistry. With plans to establish a permanent home for the foundation in Florence and the upcoming exhibition, Colbert is deeply excited about the path ahead.
Colbert’s work exemplifies the powerful intersection between art and science, two fields often seen as distinct but deeply interconnected in their pursuit of discovery and innovation. Both art and science require a willingness to explore the unknown through experimentation, to push boundaries, and to embrace uncertainty.
For Colbert, this shared mindset has been crucial in her career, as she constantly draws inspiration from both worlds. Whether it’s developing new technologies in her company or supporting emerging artists through Pneuma, Colbert recognizes that risk-taking is essential in both realms—blurring boundaries between science, technology, and art. Her belief in the value of taking risks has allowed her to navigate both fields with confidence, fostering an environment where creativity and innovation can thrive together.
Colbert meets with Cannon faculty Kaitlin Bumgarner, Krista Johns, and Ellen Loflin during a visit to campus.
Olivia returned to campus this fall to discuss partnership ideas.
Students ponder a neuroscience approach to studying the learning brain.
A Cannon education prepares our graduates for a world filled with possibilities and opportunities to serve others, while exploring their interests, and creating pathways where none existed.
Scan the QR code to see some of our Alumni in action.
Stay Engaged
Class Reunions
Join us on campus for class reunions for all alumni celebrating each class every five years.
Magazine Class Notes
Submit your life updates—including weddings, babies, job changes, and awards— to be featured in Cannon Magazine ’s latest issue.
Homecoming/ Alumni Weekend
Come cheer on the Cougars with friends and faculty!
Distinguished Alumni Awards & Athletic Hall of Fame
Celebrate your fellow alumni being honored with these awards.
Affinity Games
Come back to see teammates and enjoy scrimmages.
Campus
Drop-In Events
Visit campus for a casual drop-in event to catch up with beloved faculty and other alumni.
Support the Alumni Campaign
Make a gift to the Cannon Fund to support current students and teachers.
Alumni Bridges
Mentor Sign-up
Bridge the gap between past and present through mentorship.
Alumni Events
CLASS REUNIONS
Alumni reunion weekend, held December 20-21, brought together Cannon graduates from across the years, with a special focus on the classes of 2004, 2009, 2014, and 2019. The weekend was a vibrant celebration for alumni of all generations, offering a variety of events, including campus tours, athletic games, and a Saturday evening gathering at Cabarrus Brewery. Alumni were delighted to reconnect with former classmates and teachers, spending the weekend reminiscing and celebrating their shared history.
SEND US YOUR UPDATES
We’d love to hear from you! Share your exciting updates and milestones with us to be featured in Alumni Class Notes. Whether it’s a wedding, baby, new job, or reconnecting with classmates, we want to celebrate your news. Send your updates to alumni@cannonschool.org – we can’t wait to showcase your achievements!
CABARRUS ACADEMY CELEBRATES
50 YEARS OF MEMORIES
Fifty years later, members and friends of Cabarrus Academy gathered for a heartfelt reunion at Gianni’s Trattoria in December, where they came together to reminisce, share stories, and honor enduring friendships. Those in attendance included: Bill and Ann Cannon, Allen and Janet Craven, John and Peg Morrison, Hugh and Mary Margaret Morrison, Dick Snyder, Hal Cline, and Joey Wright ’74. A highlight of the evening was the long-awaited presentation of an honorary diploma to former student Hal Cline, marking a significant and emotional moment for all. The night was filled with laughter, reconnection, and a celebration of memories that have withstood the test of time.
Echoes of the ’70s
A Cabarrus Academy Alumnus Reflects on Upper School Days
Alumnus Hal Cline proudly displays his honorary diploma alongside Director of Community Engagement Sarah Sooklal.
Upper school is a time of exploration, friendships, and other adventures that round out the student experience.
Sometimes just seeing an old photograph evokes vivid memories of days spent learning and socializing. Alumnus Hal Cline ’75 shares the roller coaster ride of his high school years at Cabarrus Academy. When the school decided to discontinue high school courses in 1974, Hal switched schools his senior year and was not able to graduate from Cabarrus Academy. This winter, the Cannon Alumni Office presented him with an honorary diploma to commemorate his learning journey at Cabarrus Academy.
“Back in the 1970s, I attended this private school called Cabarrus Academy. It was small. My class size was nine people. I mean, nine! That’s not a class—that’s a dinner party where you’d still have room for a medium-sized dog. And this wasn’t just any small school—it was located in the old Cannon mansion on North Union Street in Concord. Picture this: a grand, old house surrounded by ancient oak trees that harkened back when North Carolina was just a vast forest teeming with angry squirrels.
Now in those days, Concord was tiny. You could throw a rock and hit everyone in town—probably twice. But we, as Cabarrus Academy students, felt like we were the elite! Why? Because we knew people from across the border of Cabarrus County. My class had students from as far away as Salisbury and Charlotte. Back then, having friends in Charlotte was like saying you had friends in Paris or Tokyo. It was practically international. And we thought we were so sophisticated because we knew people who lived more than 20 miles away. That was the teenage equivalent of being a global ambassador.
Lunchtime was when we really flaunted our high society lifestyle. We’d walk all the way from school to downtown Concord — one block away—and have lunch at Bill Slowe’s “Snack Bar.” This place was the local equivalent of a Michelin-starred restaurant. They served the finest ham sandwiches, fried bologna sandwiches, and fried livermush. And, if you were feeling especially fancy, Bill might even add a dab of mustard. It was pure culinary decadence.
The only blot on our high school experience was the day we found out Cabarrus Academy high school was closing. This was a disaster! How were we supposed to impress
people without our prestigious private school and long-distance friends from Mecklenburg? Naturally, we did what any group of enterprising young minds would do—we faked it.
We enlisted the help of our math teacher Mr. Dan Blalock, who also happened to own a camera. Back then if you owned a camera, you were basically a superhero. We got Mr. Blalock to take photos of us in different classrooms, and we created a whole yearbook full of clubs that didn’t really exist. “All those who want to be in the French club, sit for this picture. You don’t need to know French; you just need to look like you do.” “Want to be in the math club? Just stand here and pretend you’re passionate about quadratic equations.”
By the time we transferred to our new high school in 1974, our resumes were packed with fake clubs and accomplishments. We were members of the French club, the math club, the sandwich appreciation club—if there was a club, we were in it, or at least we had a picture to prove it.
And there we were, a bunch of kids from a tiny town, thinking we were the elite, eating ham sandwiches at a place called the Snack Bar and pretending to be world travelers just because we had friends in Charlotte. But hey, when you’re 15 and you’ve got a yearbook full of made-up achievements, you’ve pretty much peaked in life, right?”
Hal shows his high school ring to Head of School Mike Drew.
Class Notes
2008
Manny Provenzano and his wife Ashley welcomed son Rory to the world in September.
2019
Congratulations to Harrison Burton for his Daytona victory in August—he gave Wood Brothers its 100th Cup victory in overtime! He is engaged to Jenna Petty ’20.
2011
Congratulations to Winston Felker and his wife Meghan on the birth of a baby girl Margaret in September.
2014
Taylor Bunten married Nathan Lauback on June 2. The two wed at the historic Carolina Grove in Hillsborough, setting a stunning backdrop for what Taylor called “a perfect day.”
2018
Jackson Welsh graduated from the University of Tennessee School of Law in May, where he served as Executive Editor of the Tennessee Law Review. Jackson is practicing family law at Cavanaugh, Hamrick & McCarthy in Charlotte.
2020
Lia Carnes recently got engaged to Bradley Earnshaw, brother of faculty member Annie Earnshaw. Lia and Bradley met in Mr. Mattsson’s advisory group in sixth grade. Although Bradley later changed schools, the two stayed close and the rest is history! Lia is currently pursuing her Master’s degree in Integrated Marketing Communication from UNC-Wilmington.
In May, Holly Springate graduated with distinction from UNC-Chapel Hill, where she earned a Bachelor of Science in Business Administration from Kenan-Flagler Business School, complemented by a minor in Entrepreneurship through the UNC Shuford Program in Entrepreneurship. She recently started her career journey as a Global Human Resource Analyst at Bank of America.
Manny Provenzano
Winston Felker
Taylor Bunten
Jackson Welsh
Harrison Burton
Lia Carnes
Holly Springate
Alumni Board Members
Carrie Allen ’11
Elizabeth Barnes Poole ’04
Curt Black ’09
Santiago Castaneda ’24
Ryan Chen ’22
Lauren Conners ’10
Dallas Disbro ’08
Annie Earnshaw ’17
Hailey Foreman ’13
Ashley Goldstein ’05
Thomas Goode ’13
Kaitlyn Grane ’05
Hillary Gruce ’08
Trey Hoover, III ’06
Kathryne (Katie) Joseph ’08
Hayden Keziah ’10
McKenna Koch ’20
Myles Martino ’13
Patrick Murphy ’11
Anthony Oddo ’07
Shannon Ondecker ’03
Virginia Ourisman ’08
Lydia Pinto ’19
Chandra Pridgen ’21
Joshua Reynold ’21
Brandon Wade ’15
The “Alumni Bridges” Program is a unique mentorship program connecting fellow alumni, as well as fostering mentorship of the senior class when navigating the college and career landscape. We believe in the power of community and shared experiences. Alumni provide career insights, college guidance, and essential life skills, supporting both each other and students. Join us in bridging the gap between past and present, paving the way for a brighter future through mentorship and mutual growth.
To find out more, scan the QR Code:
We asked community members to share their “why” at Cannon. Here’s what they had to say.
Natasha Hemmingway
Parent of Kash ’32
“Being a minority family, it was the school slogan ‘You Belong Here’ that drew us in. It was important for us to belong to a school where we feel like part of the community and share the same values. We found that at Cannon. There’s a feeling, an energy, an experience associated with being here. It’s a place that truly wants you to belong. They want to see you on campus getting involved.
As a new parent, I take advantage of all the volunteer opportunities where I can: PAC events, book fair, community meetings, and Parent Ambassador Network. I feel like it’s incumbent on all of us to do our part to create a community where kids can thrive. Even being part of the MS parent book club has had such a positive impact in aligning values taught at home with those taught at school. There is a mutual benefit to being involved here, and not just for parents. I see Cannon as a gift to our family, and reciprocally, sharing my child is a gift to Cannon.”
Jim Adams
Substitute teacher
“I started subbing at Cannon in 2003, mainly in the Upper School. After a long business career, I retired early and was looking for something fulfilling to do. I’ve always enjoyed children, and this was a great way for me to stay connected with young people.
The aspect that I first noticed when I started subbing here was the family environment. The interactions with students and teachers were friendly and genuine. Everyone laughed at my jokes and were interested in me as a person, and vice versa. It was a big change from subbing in county schools where the class sizes were too big, and you ran into discipline problems. After a year subbing for the county, I transitioned to become a full-time sub for Cannon. The experience has been great. What brings me the most joy is seeing the transformation that these kids undergo during four years of high school. It is such a blessing to watch them blossom and that keeps me coming back at 83 years old.”
Alice Moore
Alumna ’06
I attribute my Cannon experience to who I am today and am fortunate to call myself part of the alumni community. My ninth grade English teacher Mark Dunn changed my life. I was, as he mentioned, a kid who was trying to figure things out, and it was hard. He believed in me and was the first person to tell me I was smart. Some years later I can describe myself as the global head of something at one of the largest banks in the world. It’s been some time since I’ve had an interview, but the first thing I say when I am asked to describe myself is that ‘I’m intelligent.’ Turns out when you believe in yourself, others do too and you grow exponentially. I would not believe in myself if it wasn’t for him. Teachers change lives and no one sets the standard on impact to lives quite like him.
Because of my school experience, I am passionate about mentorship and leadership, as it is wholly about meeting people where they are and learning how to leverage their strengths to bring their own unique perspectives to group and individual success. Within my professional role, I serve as a mentor in the YearUp program, which serves to bridge the gap in ability and opportunity for the emerging workforce.
Melissa Cooler
Parent of Banks ’31, Reid ’29, and Tripp ’27
“We initially chose Cannon for several reasons— its size, community, and emphasis on developing the whole child. We continue to stay at Cannon for all those reasons, but they are even stronger now. Cannon’s community is remarkable. The faculty and staff truly know our children and us. It truly feels like a three-legged stool of school, kids, and parents. We are in this together, and we all support each other. That is priceless, and it’s imperative to have that connectivity in today’s world.
It’s the people who make Cannon what Cannon is. We believe in and trust those people, and we want to demonstrate this belief and commitment far beyond just paying our tuition dollars. The faculty and staff at Cannon are not only topnotch educators, but top-notch human beings. We fully support them and demonstrate that commitment through volunteering our time to assist them or through supporting the Cannon Fund. Many of these opportunities also provide organic moments to develop more personal relationships with the people who are educating our children, and this enriches the overall experience for both us and our children.”
Fall and Winter Highlights
The 2024-25 school year kicked off on August 15 with excitement and smiles from students, faculty, and parents.
Although heavy rains from Hurricane Helene canceled classes, the sun came out in time to watch our Cougars celebrate Homecoming with football and a new homecoming court.
Parents, faculty, and staff gathered on the Bryant Green to toast to Cannon’s past, present, and future, and welcome Mike Drew as our 8th Head of School.
The JrK Senior Buddies program pairs our oldest students with our youngest newcomers to build friendships and create memories together.
Middle School class trips this fall took students to place like Williamsburg, Charleston, and Camp Hanes.
Lower School welcomed grandparents and other beloved grownups to campus for performances, games, and activities on Grandparents and Special Friends Day.
Student artists had their work displayed in a seven-week exhibition at the
Museum Uptown.
Our Cannon community collected three truckloads full of canned goods, bedding, diapers, bottled water, and other necessities to help areas devastated by flooding in western NC.
For Project Wrap-In, all students wrapped and donated over 1,000 toys with 100% participation to help bring a smile to families in need over the holidays.
Students and families explored holiday celebrations and customs from around the world at the second annual Winter Wonderland presented by Cannon Cultures.
Heading into winter break, our Lower School students and their parents joined forces to race, hop, and tug-of-war their way to victory at Gold and Maroon Day.
Cannon Theater Company’s fall play “Witches?! In Salem!?” featured moments of deep laughter, reflections, and powerful emotion.
Upper School students dressed in house colors and competed in friendly competitions during House Games, with the victory going to House Animus for the fourth year in a row.
Mint
You are Invited
Homecoming Weekend
Established in 2019, the Cannon School Athletics Hall of Fame was created in partnership with Cannon School’s Office of Alumni Relations and Athletic Department to honor Cannon School athletes, coaches, teams, and contributors who have made a positive impact in Cannon Athletics, either through excellent athletic achievement or excellent athletic program contributions while exemplifying the core values of Cannon School.
Join us in celebrating our newest Athletics Hall of Fame inductees at the 2025 Homecoming game! We’re proud to honor their exceptional achievements and commitment to excellence both on and off the field.