The Cape Cod Academy
CURRENT November 2014
Weaving seminar with Mrs. Tanzer
Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014
CURRENT
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in “School Life” CCA website
CURRENT BOARD Emily Nuss ‘15 Rosie O’Keefe-Hoek ‘15 Tenzin Pelzom ‘15 Caiming Samuels ‘15
Katie Bailey ’15, writer Miao "Jasmine" Long ’15, writer Rebekah Nicolas ’15, writer Kevin Pan ’16, writer Nick Stoner ’18 writer Ben Ayres, CURRENT chief editor Lawrence Brown, contributing writer and photographer Suzanne Adler, copy editor, printer Shannon Mott, web consultant
cover photo of Gretchen Tanzer’s weaving class by Ben Ayres published and printed at Cape Cod Academy
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Cape Cod Academy's CURRENT Magazine âœŚ issue vi âœŚ November 2014
Weaving seminar !
This soothing classroom this energy in our hands is an ancient dance.
Listen to the loom
the yarns are now combining our minds focusing. ! -Ben Ayres
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Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014 The CCA Service Learning program begins.
CONTENTS weavers’ poem 3 faculty milestones 7 A magical lectern 8 Shelter funds allocated 9 coffeehouse 11 staging a charity concert in China 13 Puzzle Pieces by Sarah Van Sciver ’09 15 service learning and entre preneurship 27 Speaker Series: Stanley Kowalski,entrepreneur 30 Mr. Bellamy publishes Apolcalypse 33 Halloween 38 The musical Lemonade with video 40 book review: The Lost Tavern: A Pirate’s Odyssey 42 Jasmine’s necklace story 45 Sophie’s African photos 49 pros and cons of homework 54 teacher talk 61 Daniil's book talk on Jackson Pollock 64 Second Grade illustrated poems 65 Faces at the Faire by Lawrence Brown 74 Sandy Neck photos by Richard Bellamy 76 Page !4
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Homecoming
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photos by Ben Ayres Page !5
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Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014
Special Assembly Observes Faculty Milestones
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Head of School Phil Petru called the whole school together for a special assembly to honor Gretchen Tanzer and Mike Nolf in particular and the whole faculty in general. As has long been our custom, faculty and staff are recognized for their length of service to the school. Gretchen has been teaching at CCA for 25 years. Mike Nolf is responsible for keeping the grounds and the entire physical plant running and beautiful. He’s been here for 20 years. While we were at it, the entire faculty gets up on stage. 29 teachers have been with us for at least 10 years; 10 for over 20 years. Irene Santos is our champ with over 30 years at CCA. How much total experience was there onstage? 658 years of teaching experience, and mind you, many of our teachers have had years of experience teaching in other schools before coming to this one. We have a few teachers teaching the children of former students. Aaron Crowell ‘86, Rachael Ledwidge ’07 and Michelle Lifton ‘89, current faculty and staff, started off here as students. It’s always fun when we do these each year. We’ve got kids sitting on the floor listening whose parents were still in grade school when some of their teachers were already on the faculty here. There’s a sense of continuity (and love) in this that’s impressive and warms the heart. -Lawrence Brown
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New Lectern is Rather Magical
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It’s only a few days into the n e w s ch o o l ye a r, a n d already the eighth graders are debating, weighing pros and cons, philosophizing, deciding yes or no, forming opinions… all of it helped along by a magical looking lectern that Mr. Brown built by hand in his garage over the summer.
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It’s a thing of shiny, varnished beauty and it is flanked by poles saying yes and no. Let the readings and speakings and opinions begin!
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(The word lectern is derived from the Latin lectus, past participle of legere, "to read.”)
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-Ben Ayres
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photos by Ben Ayres
Shelter Funds Allocated
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Diane Casey Lee (top center) is the head of the Cape Cod Council of Churches. Four years ago, she declined to be a recipient of Shelter funds, saying the vets needed it more. This year, SHE needed it more for the Council's homeless programs - and the kids voted her 4,000 out of our 9,500 dollar moneys. As I told the kids, there ARE saints among us - and Diane is certainly one of them. She's taking care of strangers from the moment she rises till her head hits the pillow. -Lawrence Brown, faculty advisor to the Shelter concerts
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CCA’s Shelter concert brings in record amount! Every February, CCA student members of People-to-People International and Barnstable County's Human Rights Academy organize a benefit concert called SHELTER FROM THE STORM. It doesn't only feature CCA performers. The concert invites the best singers, dancers and musicians from high schools across Cape Cod. Result: A fantastic concert and some 60,000 dollars raised for the Cape's veterans and its homeless in the last 7 years. For the last 3 years, our student team has voted to use the Shelter proceeds to fund a Stand Down for Cape veterans. The event is organized by the Hyannis Veterans Outreach Center and the Duffy Health Center. In August, our campus hosts the event, gathering 32 different agencies to offer a full spectrum of services to our vets - and all for free. This year-long cycle: the Shelter from the Storm concert in February, followed exactly 6 months later, by the Stand Down, has won the project 5 Congressional Citations in 3 years. Last year's concert raised more money than the Stand Down cost, so as advertized, the rest will be devoted to food donations or assistance to the homeless. Here's what was accomplished: The Stand-Down was completely funded. Duffy Health Center received $1,500 for its In-from-the-Streets program. (After 3 years of working with Duffy, we're really impressed.) The services for homeless, prison ministries and their Baby Center offered by our Council of Churches really impressed our students, who voted the Council 4 thousand dollars. Champ House and the homeless work of M25 will receive $1,000. Two food pantries, one in Harwich and one in the Hyannis Vet's Center will receive $500 each. Noah Shelter’s food operation will receive $1,000. Homeless not Helpless will receive $1,000 specifically for food. Finally, CCA's Pink Ribbon Club that funds breast cancer research and local treatment, received $500. The kids are holding a benefit coffee house this Friday (Oct. 24th for Pink Ribbon, so they're hoping to have raised over $1,000 for them. While putting the 2015 concert together, our team will be working with a sister school, possibly several, to produce a YouTube video explaining how to put on a Shelter Concert. (Schools may be competitors in sports - but not in helping people.) Our ultimate aim is to see Shelter from the Storm benefit concerts spread through school districts across the country. There is talent everywhere. There are homeless everywhere. We know what kids can do. -Lawrence Brown
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CCA students raise $1,000 for local breast cancer treatment. A host of CCA performers from 8th grade to seniors – plus 3 faculty – put on the year’s first benefit talent program on Friday October 24th. The goal was to support our Pink Ribbon Club’s efforts to support the Cape Cod Health Care breast cancer diagnostic Fund for needy Cape Cod women. It was a rainy night but an enthusiastic audience chipped in – and wolfed down the Pink Ribbon pastries – to bring the total donations to $500. People-to-People International, another CCA group will match that from funds raised from last year’s Shelter from the Storm concert, bringing the total gift to $1,000. Rachael Ledwidge (once a CCA performer, now our 3rd grade teacher) sang a duet with Mr. Brown. Mr. Wilcox (another new teacher) brought a bass player and wailed on the sax. And we had student singers, dancers, musicians and poets all night long, plus a Sturgis dancer who came to audition for the Shelter concert. (Fantastic – and she’ll be in it.) For a small school, Cape Cod Academy has always had a deep fund of performing talent… and a big-hearted tradition of doing things for others. Both were in full force last Friday night. -Lawrence Brown
Catherine
Mariah
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Talent show (coffeehouse) performers top row: Brother Girardin, Brianna, Andrew, Melissa middle row: Eli, Emily, Russell Wilcox, Maria bottom row: Tory, Kristina, Katie, Jasmine
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Staging a Charity Concert in China by Jasmine Long ‘15
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On July 14th, we held a charity concert in Chengdu, China in order to raise money for SOS Children’s Village in China. (This organization basically helps children who lost their parents, and there are volunteer mothers to take care of them. Donations are mostly used for school supplies, food, and clothes.) Performers in the concert were seniors in high school in Chengu, China. There were various instruments, including violins, Cellos, Saxophone, piano, erhu (Jasmine’s instrument) and zither. In addition, two school bands and some great singers participated. One of the most exciting performances was a B-Box. An audience of over 200 joined our concert, and donated clothes, books and money to help SOS Children’s Village. Through this concert, we wanted to let more people pay more attention to those poor children without parents, and endeavor to help them in many ways. Last year, my friend and I started a club at school to work with lower school kids to make rainbow loom bracelets. Afterwards, we sold those bracelets inside and outside school, and all profits were donated to the SOS Children’s village in China. I was actually moved by those kids at the club. They had compassion about other poor children in other countries. I was very thankful for all the people who helped us through the complex process. I learned that things are actually harder than they appear to be. The preparation of the concert is long and time-consuming, but it is totally worth it! I am very happy that I have assisted those poor children in my own way.”
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Jasmine Long has been a performer at CCA’s coffee houses and at the Cape’s Multi-cultural Festival held every year at the Community College’s Tilden Arts Center. She plays beautifully on the erhu – a two stringed ancestor of the violin. You can hear her perform at CCA’s fall coffee house on October 24th and at our next Shelter from the Storm concert at the Tilden Arts Center.
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photos by Jasmine
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Sarah Van Sciver, CCA ’09 has a new album out, cut in Philadelphia. The title song, Puzzle Pieces signals a shift to music about relationships: Oftentimes late as I try to sleep/ I can’t shake these memories No I can’t shake these memories/ It’s like trying to shake down leaves off of springtime trees. The music is excellent, in lyrics, melodies, and mixing. Papa Harry Van Sciver is on drums, Sarah does vocals, piano, and keyboards, Jay Edelman is on bass, and Steve Kuzmicki on guitars. The ensemble is to be commended for this catchy stew with its variety of pop, R&B, and country overtones. Sarah reports to CURRENT that her favorite moment in making or mixing any record is “the first time you hear the 'master,' also known as the final version of the CD as a whole. The outline of the making of most albums is as follows: recording, overdubbing, mixing, then mastering. Mastering is my favorite aspect because it's when you bring together all of the tracks so that the whole record sounds unified in terms of dynamics, mixing, panning, effects, and feel. Mastering is the last step before the CDs are manufactured - it's like having your final draft of a novel edited, formatted, and ready to be printed and bound. “One of the toughest parts about making a record is choosing which solos or improvised passages of a song to use in the final mix. Incorporating improvisation and solos when you have lots of great options as I was lucky enough to have with such a tight band - can be tricky. “I am pursuing a Performer-Composer MFA at the California Institute of the Arts (a.k.a. CalArts). It's a 2-year program, and I'm loving it, so far.”
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If anyone would like to listen to Puzzle Pieces, just pop into the library with your headphones. The album’s available on iTunes and many other music stores. You can check out Sarah's music and projects at sarahvansciver.com.
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-Ben Ayres
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Fall Sports
photos by Ben Ayres and Jeff Conlon
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In the Swing of Things
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CURRENT interviewed CCA 8th grader and golf team member Christina Thimme the other day to find out how her golf game is going. “It’s going alright,”she told us, stifling a little yawn. We’re thinking maybe Christina is shooting mostly bogeys with an occasional double. As if reading our minds, Christina comes in with a little report of her nine-hole round the day before at New Seabury… of 37 ! OK, Christina, you have our attention now. After a bit of further questioning we find out some things. This girl is friends with Tiger Woods, is a member of the junior LPGA and played about fifty rounds of golf last summer!
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Patrick Wyeth ‘15 - the State Champion
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by Kevin Pan ‘17
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photos by Ben Ayres
Patrick Wyeth started playing tennis when he was six and his dad was his enlightenment tennis coach. Now he is the Massachusetts boys champion. As he grew up, he played tennis more often in high school and he persistently practiced 12 hours a week. Because of the great effort and his talent, he achieved the championship. Patrick has played at least 300 matches so far in his life, losing less than 50 matches out of those 300 matches. The strongest player with whom he has played was James Blake and his favorite professional player is Novak Djokovic. Patrick uses Babolat Aeropro Drive as his racket in his matches. His favorite shot is the backhand slice and his first serve is the slice serve and the top spin serve is his second serve. He does not hit flat serves very often. In the future, Patrick hopes to go to Boston College and play college tennis.
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photo by Dorothy Wyeth
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photos by Ben Ayres
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Entrepreneurship Program Lifts Off
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Our new Entrepreneurship program started the year off with an age-old design project: making paper airplanes!
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9th graders: This CCA Upper School class will be unlike any you have taken. The business/entrepreneurial focus is both a goal and a pretext for developing many abilities outside the usual academic experience. In essence, the course is a crossroad between creativity and practicality. The year will start with “crazy” ideas and finish with group-generated startups looking for a smart venture capitalist to buy in.
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Although the course ostensibly focuses on implementation of solutions through real-world problem-solving, there is significant emphasis on life skills, such as working in a group, making a quality presentation, and thinking "outside the box.”
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We will use elements of the Steve Blank, Lean LaunchPad methodology in the final phase of the course.
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-Amanda Packard and Aaron Crowell, CCA faculty
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The Entrepreneurship seminar is under way in this October scene. The students are designing wallets and once done will film advertisements for their products, with Mr. Crowell and Ms. Packard.
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9th grade Entrepreneurship seminar
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Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014 https://vimeo.com/home/myvideos/page:1/sort:date/ format:video
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Click above to access video of Mr. Kowalski’s presentation. Contact us for password.
The Speaker Series continued in October with a visit from Stanley Kowalski III, an entrepreneur from Wilbraham, Mass. Stanley is CEO of Flo-Design Corp. He spoke about his development as an entrepreneur and about venture capital and other concerns. Ms. Packard and Mr. Ayres got to know Stanley at the Innovators to Educators conference in Boston last fall.
Stanley Kowalski III Visits CCA by Kevin Pan ‘17
Recently, a new type of windmill was designed by Flodesign Wind Turbine Corporation. This windmill generation looks no longer like the old windmill with three giant wings, instead it looks more like a jet engine. The advantage of the new windmill, obviously, is the convenience of transportation and manufacture and it even has a higher efficiency than the old windmill generation. The Massachusetts Technology Collaborative, therefore, has decided to support Flodesign Corporation and convertible loans the company five hundred thousand dollars to build the prototype. Stanley Kowalski III is known as the chairman of the Board for Flodesign, Inc and he is one of the original designer of the Wind Turbine. Actually, he also serves as the director at Flodesign Wind Turbine Corporation. Stanley Kowalski graduated from Western New England College at the degree of the bachelor in Mechanical Engineering. And he worked in a contract engineering company for 11 years after graduating from college. Then he created Flodesign Wind Turbine Corporation in 1990. “During his leadership, he led us that won the ICE and CEEP competition totaling $300K and subsequently total investments of $50M in 18 months. Stanley has also worked as an engineer on the Comanche suppressor system, which won UTC’s MEAD award for the most outstanding engineering achievement at United Technologies.” his team wrote. Stanley also speaks at the high schools and colleges. He talks about his personal experience and shares his point of view of education. In one of his interview at Academy Hill, he said “If you make a mistake, Don’t give up! Keep going, you will get there.” (flodesign.org)
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Service Learning Program Starts Up by Ben Ayres What is the meaning of service learning? The service learning site at Colorado State University says it well: “Service learning…can be meaningful to students, teachers and the community. For decades, service learning programs have provided hands-on applications that increase the relevance of academic knowledge. “The program will accommodate different learning styles, interaction with people of diverse cultures, meaningful involvement in the school and local community, and moral and ethical growth. Instructors benefit from servicelearning through an enhanced teaching repertoire, increased contact with students, new perspectives on learning and increased understanding of how learning occurs, increased awareness of community issues and their relationship to instructors' academic interests, identification of current trends and issues that might inform research, potential for interdisciplinary collaboration. “The community benefits from service-learning through increased awareness of and ability to articulate community issues, access to campus resources, relationship opportunities with academic institutions, opportunities to contribute to the educational process, opportunities to foster future active community members.” http://writing.colostate.edu/guides/teaching/service_learning/acadben.cfm accessed by CURRENT 9.10.14. Says Amanda Packard, CCA program director, “Students will practice citizenship by engaging with community problems that challenge their assumptions and require them to integrate multiple points of view.”
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“Service Learning at CCA begins with team building so that students refine their skills in problem solving in small groups. Then, they tackle solving a problem or improving a situation at CCA. Finally, they partner with community organizations in an effort to help; in the process they become more aware of community issues.” — Amanda Packard, English dept. Director of Professional Development and Academic Initiatives
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Publishing house acquires rights to Richard Bellamy’s play, Apocalypse
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Our English Department Chairman, Richard Bellamy has not only been teaching here for 28 years, he’s been producing and directing plays with the drama club – a play each year – for all that time. Titles include Macbeth, Titanic, Around the World in 80 days, The Mouse that Roared, and The Worst High School Play Ever.
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Several of our plays have been written by our Mr. Bellamy but Apocalypse is the first one to have been picked up by a national publisher, The Dramatic Publishing Company of Woodstock, Illinois. Now, the published script will be available to be performed by schools, colleges and theater groups across the country.
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Apocalypse starts off tame enough. We open with a typical American family, but soon (War of the Worlds – style) bad news appears on the TV. Then even worse news – then the screens go blank. Soon, things fall apart. We’ve got civil anarchy, even zombie - vampires… but meanwhile, among our survivors, love hangs on. It’s a play with lots of room for a wide variety of ages and experience-levels to find useful roles. In short, it’s perfect for schools like ours – and now for everybody.
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“In my mind,” says Mr. Bellamy, “Drama Club is all about having fun. That’s the way the cast members always feel too! In writing Apocalypse, I made sure to appeal to my performers’ sense of fun by adding elements they love – comedy, action, parody, monsters, zombies, aliens, disasters, love triangles, and being a teenager in today’s world.” No wonder our young actors love it – and many of them continue acting in college. CCA does a play every winter, and a musical every spring with Mrs. Fachada. Performing arts is a tradition here. Mr. Bellamy is organizing his 28th performance right now and is looking for middle and upper school talent. No previous experience necessary. Just come out; learning how is half the fun. (Performing is the other half.) -Lawrence Brown
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Spanish immersion with Signora Paloma Mcardle photos by Lawrence Brown
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What’s inside a pumpkin?
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LS pumpkin dissection 11.28.14
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Lots of gooey things!
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photos by Ben Ayres
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Halloween
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Halloween
photo by Ben Ayres
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https://vimeo.com/110939806
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Click to access a 24 minute video of Lemonade. Contact us for password.
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LEMONADE the Lower School musical
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On November 3rd and 4th, a group of Lower School thespians treated audiences to the musical Lemonade, a musical for young singers by John Jacobson and John Higgins. Everyone has heard the phrase, “When life hands you lemons, make lemonade.” It’s a valuable lesson for children of all ages to learn and remember. This musical attempts to teach and remind us of that valuable lesson by taking a look at the problems of some of our favorite make-believe characters and examining how a very bad day or series of events can be made better with a positive outlook and attitude. Hopefully some of these important concepts will stay with our fabulous cast and audience for a lifetime. Within the drama workshop the students learned about musical theater stage-craft through games and through the process of learning this show.
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-Pam Wannie, Music dept., LEMONADE director
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8th graders attend Chewonki in Maine
photos by Jan Rapp, Aaron Crowell
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BOOK REVIEW by Ben Ayres
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The Lost Tavern by CCA teacher-emeritii Kerry Brown and Chris Kelly
When young Maria Hallett
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meets the worldly Sam Bellamy and they fall in love, the stage is set for heartbreak, a tragic betrayal, the wreck of a fabulous pirate ship, and a fiery conclusion. Set in colonial America and ranging from Boston to Cape Cod to the Caribbean, The Lost Tavern, a historical fiction, encompasses in 250 pages the worlds of two lovers, pirate crews, and an evolving New England culture of merchants, seamen, and already vanishing Indian tribes. “All of these worlds come together in one way or another at Samuel Smith's island tavern, which was rediscovered and excavated in the 1970's. During the excavation a shattered skull was discovered in the basement, a det ail that figures prominently at the end of the novel. “The tale is based on the legendary escapades of the notorious p i r a t e , S a m B e l l a m y, a n d h i s relationship to his young lover, but it employs a large canvas.” (amazon.com)
The Lost Tavern is full of imagery, poetry, action, and the people and customs of Cape Cod in olden times when Indians and settlers lived together. Here is a taste of Brown and Kelly’s writing: “Dusk had turned to darkness, and Isaac was weary. He had watched
the tavern steadily fill with men and women, Indians, whalers, and local farmers as well as pipe smoke, the smell of cooking goose, the heat of human bodies, and the sound of rising voices. At nine o’clock Drifting Goose entered the tavern with a large hour glass and planted it conspicuously on the bar… “ Page !42
Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014 “As he was talking, the whales had submerged, but then, only moments later, they detonated from the water, twisting and arching as they did so, their great forms transforming the water on their bodies into shimmering tinsel that hung for several instants in the warm, equinoctial air.” “During that morning and the ensuing days, the beach was awash with shadowy, ghostlike figures mingling with friends, strangers, people coming and going and returning; with wagons and wheelbarrows; with horses, mules and beasts of burden; with terns, gulls, and hovering ospreys; and with lovers meeting and departing. And all the while — and for days to follow — the sea winds blew ceaselessly, driving the sand on the beaches indiscriminately, lashing the skin of those busy at their work and burying those who could no longer feel the sting.”
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While the book at over 250 pages is long, its romance, history, drama and nature writing keep it bubbling. I would recommend it for reading by sixteen year olds and up, especially those interested in historical fiction.
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The Lost Tavern
By Kerry Brown and Chris Kelly Reviewed by Michael Metz ‘16 Set in colonial Cape Cod, The Lost Tavern tells the stories of multiple intertwined lives over the course of more than half a century. Encompassing many adventures, both exciting and perilous, this novel brings to life the world of the 18th century for readers in the modern day. Overall, while the author’s writing style does not deviate far from the norm, it still manages to fully engross the reader in the story through the descriptions it provides of scenes, places, and people. Throughout the story you will feel strongly attached to the characters and their struggles. The novel also does a fine job of providing extraneous information about characters, which helps to bring them even more to life without feeling like the story is going off on a pointless tangent. Altogether, this two-hundred and fifty page narrative is an easy choice for people interested in a well fleshed-out story about life in pre-revolutionary Massachusetts and the life of pirates on the high seas.
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A sample of clubs and seminars: pottery, weaving, hammered jewelry and chess.
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The Necklace By Miao "Jasmine" Long ’15
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“Where were you last night?” I shouted at Eric.
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is my new neighbor, an extremely strange person with a weird face. His eyes are in different sizes, and his mouth is crooked as well. He is always wearing an old blue shirt with several patches on it. Moreover, he is indifferent to anyone so he doesn’t have any friend. I don’t like him at all because of his odd face and patchy clothes. Eric and I are neighbors but we haven’t had a conversation yet. We live in an apartment building that is completely filled with malodorous gases and quantities of mosquitoes in summer. People are all poor here, but he must be the poorest one, I think. I am always thinking I am superior than him in many ways; therefore I always complain to my husband about this odd neighbor. It is a massively unfortunate thing to have him as my neighbor. I am considering moving out of here in several days, however, because something unexpectedly bad happened yesterday. My pearl necklace was stolen!!! It is the one I cherished the most and it must be the most valuable item of all. I put it on the desk several days ago. What’s worse is that my husband left for a business trip this morning so I was panicked when I found it missing. I was devastated. Then my neighbor Eric’s face flashes in my mind due to his status and strange behaviors, but it is only my hypothesis. I have no evidence. I knock on his door but he doesn’t answer. I wait for him in front of his door until he comes back. When he comes closer, a pearl falls from his pocket. That’s my pearl! I shouted in my mind. I am assured that he is the thief who stole my necklace. That was the scene in the beginning. “Where were you last night?!” I shout at him with furiousness. “um...I ...I went to a...fri...friend’s home,” he answers in a low voice and with little confidence in his face. “Friend’s home? Which friend’s home? Tell me his name and take me there, or... tell the truth.” I stare at him sharply. “Um...he is my relative...and his name is ...G...George.” He replies with unsurely eyesight.
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Then I just push him and almost fight with him. He tries to explain, but finally he just keeps silent. No matter what I ask, he refuses to say another word. Therefore, I hurriedly call the police to take him to the police station. He is silent the entire time since I called the police. Strangely, he also refuses to answer any questions from the police. The policeman, named Mike, is an experienced man and he promised that he would deal with this crime carefully. He will also let me know the result as soon as possible. With plenty of questions, I decided to go back home. I can’t fall asleep because I care a lot about the return of my missing jewelry and I am extremely worried right now. I pace in my room anxiously for a long time. Suddenly, I see a very beautiful box under my desk. It is intensely alluring, my intuitiveness whispers to me that I need to open it. With curiousness, I pick up the box and I am in shock! My necklace is inside! I am extremely confused and I just don’t know what has happened. Suddenly, I remember that my husband told me yesterday that he had a surprise gift for me. Obviously, it was this elegant box for my necklace. “Oh my gosh! I misunderstood him. Eric is innocent! What did I do to him? I behaved badly towards him and shouted at him. The worst thing is I sent him to the police station! ”I feel so sorry for him, I don’t know what’s happening to him at the police station. However, I am concerned that if I admit I was wrong to Eric and the policemen than I’ll be the one in trouble. I struggle a lot with this decision. I know that he is innocent but for the sake of my own reputation--everyone saw me treating him rudely and fighting with him. Therefore, I decide to hide the truth and pretend I don’t know anything. I work and eat as usual with guilty deeply inside, but there is still a question in my mind. If he didn’t steal my jewels, why did he seem guilty and why wasn’t he at home last night? I am confused. Page !46
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in a dilemma. I don’t know what to do. There is a fight going on in my mind. I want to tell the truth so badly, but I cannot since I am afraid of the serious punishment I’ll potentially receive I know I am selfish, but there’s nothing wrong that I want to protect myself first. I do know it’s wrong but I believe anyone would do the same thing in this situation. Several days later, I feel that the guilt is going to kill me. I can hardly stand it. I cannot eat well or sleep well because I am always thinking that I have done something so wrong. Finally, I decide to go to the police station with courage and tell the truth about Eric. It was me that misunderstood him and did the wrong thing towards him. I encourage myself to tell the truth. However, when I go to speak, the policeman says ”He is a murderer.” “What?” I answer, shocked. “He is a murderer.” He repeats. “Eric?” “Yes.” Then Mike, the policeman, tells me that he was dealing with a murder and he found a gun with Eric’s fingerprints on it. He killed a woman that day. If he had stolen my necklace that night, he would not have enough time to prepare for the murder. Besides the fingerprints, Mike got several clues to prove that he was the murderer. I suddenly understood why he behaved so strangely. He couldn’t tell me where he was that night because he had been out, committing his own crimes. “So, he didn’t steal your jewel.” “....Exactly, I am so sorry that I didn’t tell you the truth sooner. I found my necklace several days ago. Today I am coming here to tell you that. ” Page 4! 7
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“I know, I am really sorry for that. When I lost my necklace, I saw a pearl fall from his pocket!” “It belongs to the woman who he murdered. According to what Eric said, he got the pearls during fight.” “Oh my god! I thought it was mine!” It is a coincidence, obviously. “Yes, it is.” “But why Eric killed that woman? He doesn’t seem like a murderer.” I ask. “They are married. His wife has a lover and wants to divorce with him. When he found out the truth, he was furious and killed his wife.” “That’s ridiculous! I cannot imagine having a husband like him. It would be terrible.” “You are correct.” “So congratulations to you, officer! You have solved a big crime.” “Thank you. ” Finally, my world is back to peace. My husband came home and didn’t suspect a thing. I won’t tell him anything because I don’t want him to worry about me. This unusual experience has taught me a lesson about keeping calm no matter what happens; being bold can only be less than useless in most cases.
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10TH
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GRADER SOPHIE STOCKWELL PHOTOGRAPHS WILDLIFE IN TANZANIA As told to CCA faculty member Lawrence Brown… all photographs by Sophie Stockwell Last summer, Sophie’s family joined Jim Heck (EWT Explorers World Travel) on a safari to Tanzania. Sophie is a young photographer with an obvious talent, as you’ll see from her work in the accompanying photo essay. Sophie shoots with a Nikon D5 300 SLR camera with an 18-140 zoom. “It wasn’t what I expected,” Sophie reported. “You’re given a 35 pound weight limit of what you can bring. That’s like… maybe two pair of shorts and shirts. But the lodges we stayed in were very nice – and the tents had wooden floors and really nice beds. ‘Glamping,’ they call it… glamour-camping.” But once indoors at night, it’s best you stay indoors. The big predators are out at night.” Sophie explains. “Maasai warriors with spears guard you at night and escort you with flashlights if you need to go out. Shine the light into the tall grass and the glowing eyes of lions are watching your every move. That’s creepy.” Safari Toyota Land Cruisers carried the family from place to place. With a pop-top roof, you can stand up in them. Sophie got her photos that way. The lions will peacefully go trotting alongside as you bounce down the dirt roads – but you wouldn’t want to get out. She got to see elephants. Soon, there won’t be so many at the rate Africa’s going.
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The Safari looked for them but Sophie saw no black rhinos. I asked Sophie if the trip had changed her in some way. “Yes it had,” she said, but she couldn’t put into words exactly how. She was thankful to her parents for the chance to see the wild life… and the villages. The Maasai hung beads around her neck and asked her to join them in dancing, bobbing up and down. The kids ran after the vehicles with big grins. “But it was sad, too, she added.” “There was lots of sickness… people coughing all the time. Their huts are so smoky inside from the fires. The kids chew sugar cane – and it’s rotting their teeth. And when they’re finished chasing you and smiling and waving, all excited, then they beg for money.” Sophie got to see the face of tourism from both sides. In the end, she got to return home to the Cape and CCA. For the African kids, the tourists are all they have, maybe the only chance they’ll get. They say once you’ve been to Africa, you’ll want to go back. And so it is with Sophie. “I definitely want to go back – at least once more. And so should you. It was the trip of a lifetime.”
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Homework: a CURRENT Inquiry
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“Like mowing the lawn or taking out the garbage, homework seems to be a fact of life.” Etta Kralovac. The End of Homework
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Research indicates that homework correlates with success in school. Among students, parents and teachers, most are in favor of homework. Yet there are some who feel that homework can negatively affect students, in part because it can compromise family time, in part because it can lead to burnout.
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Homework can have a large effect on the time and energy and stress levels of everyone involved. As such, we thought it would be interesting to inquire about it.
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CURRENT board members Rozi and Tenzin
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Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014 Pros and Cons of Homework: A CURRENT Survey
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Mrs. Bellamy (English) reports that she uses homework for reinforcement of concepts learned in class. Homework gives the opportunity to work at your own pace. In English, at least, there would simply be no way to cover all the material without homework. “I sometimes post power points I have created on the class website for homework I might also post an article to read or a link to an interesting website. I usually grade small homework assignments with a check, check plus or check minus. It is important to note whether it has been completed and its general quality.” Mrs. Bellamy tells us, “I know it takes time that they or their parents might prefer they spend on other things.” Mr. Bellamy reports that “All assignments are significant and worthwhile. I grade all significant pieces of work—reading quizzes, essays and tests. I do not grade little things that enrich the class.”
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Mr. Scott Andrews (history) reports to us that “The benefits of homework are many. Homework can lay the foundation for what we discuss in class. It can also reinforce or illustrate some of the principles that students are working to master. Homework also helps students develop proficiency at budgeting time and prioritizing responsibilities, skills that serve them well in college and beyond. “The drawbacks of homework have mostly to do with time. There never seems to be enough time in the day and homework accounts for a significant chunk of time, especially in upper school. Students sometimes have difficulty balancing their commitments to academics, extracurricular activities, family, and friends. Students are not alone in this, as it represents a challenge for teachers in much the same way. “I do use online resources and I have my students utilize them as well. News sources like the BBC are vitally important for following developments in world events. Right now my students are using internet sources to research certain aspects of poverty on Cape Cod. It is a vast ocean of information but they are learning to navigate it.Homework is sometimes graded when there is some form of product to be turned in. I sometimes do not grade homework simply because they need to do it to participate fully in class activities and discussions. I consider it to be part of their job. If they have not done their homework it is apparent and their class participation grade will suffer, as will their enjoyment of the class. Flipped classroom is a useful approach to consider whenever there is information that can be delivered to a student without a teacher needing to be present. Watching videos, online lectures, and other modes of communication can free up valuable class time for more interactive lessons.”
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Mrs. Sue Vandemoer (5th grade) writes:
“In fifth grade students are just learning what it is to have homework more consistently. They are also learning to keep a plan book and be responsible for the lessons and books that need to go home if they have any homework. I do not give home work as "busy work" I assign homework especially, in mathematics that allows a child to practice what they have learned in class that day. This is when they realize they do understand the work or they are still not sure and will come to class and ask for more teaching, help.
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I feel homework should be used in this way, not simply to give more and more work. Students need to get out and play, have friends over, relax, then maybe sit down just before dinner and check in to what they covered in class that day. Homework can be practice for those students who need to keep learning a procedure or I may use homework to challenge a student to think beyond the daily lesson.
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Fifth graders are also learning to use time wisely i.e. Space out long term assignments such as weekly spelling tests. They learn to budget their time, working a bit each night or working one night but because of a sports commitment not working the following night. This way homework helps a child monitor his or her own time.
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Right now I do not use very much on line teaching; later in the year I use more. I grade math homework, I check to see that a child does his work nightly and he is graded that his homework is completed, the grade is rolled into the all over math grade for instance.
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I do not use the flipped method. At this age I want to see how the student is learning, and reasoning. I need to hear the discussions and help to encourage the children to speak up with their opinions. If they go home to watch a lesson I think I will lose some of the conversation plus one needs to make sure they are understanding the material. The conversations are critical. I would certainly use [flipped learning] in higher grades and spend more time in the classroom utilizing other learning skills.”
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Ms. Paula Wiley (Math) told us: “The benefits of homework include the opportunity to “practice, practice, practice.” But homework should not be busy work. It should take no more than an hour a night, from a mathematics perspective.”
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Ms. Lindsay Oliver (French) told us:
“Homework is beneficial to students in that it gives them a chance to work in solitude and at their own pace on specific material. This independent time completing homework allows each individual student to create a direct and personalized relationship to the work. It’s also a time for the student to find out how his or her brain best processes problem-solving, analysis, the formation of personal beliefs and arguments, and the articulation of thoughts in writing.
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“Since the student must struggle and succeed on his or her own to finish the work, a valuable opportunity for growth for the student ensues. When there is no immediate help available to the student (i.e. from a teacher who is present in the room), the student must find a way, under a healthy amount of pressure, to find solutions to problems or to analyze literary passages and elaborate thoughts in an essay. This experience develops self-confidence (and humility, depending on the level of difficulty of the assignment), self-reliance, and diligence under stress. All of these qualities are crucial in the development of a strong student and person.
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“Homework does have its drawbacks, however. If a teacher or professor gives too much homework, then some students overwork themselves and get burnt out quickly, while others give up entirely on trying to succeed in that class or discipline. Young students especially need proper amounts of sleep and mental and physical rest in order to operate in top form. Too much homework reduces the valuable hours of sleep and mental “down time” that students so clearly need. Busy work, as in work that delivers little opportunity for learning after a certain point but takes up enormous amounts of time, is another issue in many classes; it causes more detriment than benefit.
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“The key to homework is balance. Frequent assignments that are reasonable in length and effective in giving the students practice at home are best. Of course there is always a time and place for heavier assignments, such as lengthy essays and longer exams; the key here is to provide students ample time to prepare and spread out the work over many days or weeks.” CURRENT: Do you use online resources for teaching and/or homework? Which ones?
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“In French class, we stick primarily to the textbook, but I always urge my students to use the website Wordreference.com when they need an online foreign language dictionary or resource for French expressions and verb conjugations.
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Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014 “In certain cases I will collect and grade homework on either a “check/check plus/check minus” basis or in the case of longer writing assignments on a scale ranging from around 10-30 points. Other times, I will ask students to complete an assignment that we will simply go over all together in class; even if I do not collect it, this type of assignment really serves students in that it prepares them for upcoming tests and assessments. They need to learn to be independent and responsible with this kind of assignment. “If I’m not collecting it, they could certainly choose not to complete it, but then they would feel behind and caught off guard in class, and they would have denied themselves a great opportunity to keep up with the material and prepare for upcoming assessments. This type of assignment brings along with it a lesson in maturity and
personal responsibility.” CURRENT: Please comment on the efficacy of the flipped classroom method.
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“Occasionally I have students teach material to the class, for example if we are reviewing chapters previously covered; this process can feel a bit awkward for students, but it gives them a chance to see the classroom from a different perspective. As the old adage goes, ‘To learn, read. To know, write. To master, teach.’”
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“While I do not give the students online lectures to watch at home, I frequently use class time for the students to do “class work,” either alone or in groups. This class work is often the same as homework material, but the students have the chance to talk with the teacher about certain issues or work with their peers, either receiving or offering help. It’s a nice way to make sure that class time is used productively, towards student engagement and learning. It’s also a nice way to shift the educational dynamic so that every class does not follow the same, rote, daily routine.”
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6th grade teacher Dorothy Wyeth comments that homework is beneficial because it reinforces what’s taught in class. A drawback, though, is that it can be stressful for students and parents. Ms. Wyeth uses the Nellie Bly website and Encyclopedia Britannica online. She grades some homework, including math, to determine if she needs to be meeting with students individually to review skills. She thinks the flipped classroom makes instruction more purposeful.
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Pros and Cons of Homework: Some Upper School students’ answers to five questions: • What do you like most… and dislike most about homework? • Do you use the internet for homework? • How much time do you spend on homework on average per night? • Do you prefer books to screens or screens to books? • Compare learning from videos to learning from books and screens.
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Ben reports that he likes to practice problems and pace himself but he doesn’t like it when too much is assigned… and sometimes how its collected. He usually sticks to the textbook rather than going on line, and says that he thinks videos are valuable because they can be more current than books.
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Michael likes independent reading assignments and dislikes repetitive assignments. He uses the internet to look up things he doesn’t know about. He prefers books to screens because they are easier on his eyes, and books to videos because it’s easier to stop and read over something in a book.
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Brianna likes homework because it gives the opportunity to review what’s just been studied in class. She likes books better than screens because she can more easily physically see where she is in the book. She prefers books to videos because with a book she can go at her own pace.
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Kevin likes math homework because he likes making calculations. He sometimes uses the internet to check his answers. He thinks videos are more interesting but more difficult than print media. Henry dislikes homework because it takes up all of his free time, but homework does help him prepare for tests. He likes video because the information and points are clearer and stay in your memory.
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Diehl thinks homework can be tedious and take up too much time. However, he says that he is motivated to do homework because it helps you do well in class. Sometimes it seems to Diehl like reading a screen makes time go by faster. Using videos is good, says Diehl, however it can be more difficult to refer to specific things in a video as compared to a book.
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Tenzin tells us that she likes the reinforcement of homework; on the other hand, she reports that homework takes too long and sometimes can be stressful. She uses online resources to double check assignments and with research papers and practicing math. She likes books over screens because she likes to annotate and highlight.
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One student tells us that homework can be helpful when it comes to doing well on tests. “I use the internet to find my homework. I use it for research projects. I prefer reading books. Screens tire my eyes out when I am reading text. When you learn from a video you have the opportunity to see things demonstrated in real time. When you read print you can analyze the text which can give a little leeway to put your own identity into it.” Another student tells us, “I like when it gives me a little extra practice on what I learned that day but I dislike homework when there is too much. I do use the internet for research. I like a book more than a screen because you are holding the actual thing and can turn real pages. Videos show you how to solve problems while books give you the steps written out. Both are helpful for different things.”
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Teacher Talk On the Importance of What We Teach (an ongoing column with different teachers interviewed each issue)
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Signora Jones: Spanish is the second most spoken language in the United States and it has been projected to surpass English as the first language in this country in the near future. The Latino population has been steadily increasing in all parts of our nation and knowledge of Spanish can only enhance our education.
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Students with conversational ability in Spanish will find a multitude of applications in the career world. You can work for international companies around the world. You can work as a translator, an interpreter, a travel professional or a teacher of Spanish. Lawyers and health professionals will benefit from speaking Spanish to communicate with Spanish speaking clients and patients.
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Spanish is spoken not only in Spain but in Mexico, Central and South America. Your travel to these destinations will be enhanced by the ability to speak Spanish and a knowledge of their culture. ¡Vamos a hablar español!
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Mr. Bellamy: Drama Club provides students with ways for them to build up their selfesteem and develop their performance skills. The chief goal of Drama Club is to have fun while producing a full-length stage play. Often, the plays challenge students to broaden their skills and to push themselves over barriers of shyness and fear. In addition, students form friendships, discover new strengths, and develop new interests. The culminating performances provide students with the ultimate rush. There is nothing more exhilarating than appearing on stage and joining other performers in bringing a dramatic story alive.
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Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014 On the Importance and Relevancy of Learning the French Language By Lindsay Oliver, French teacher at Cape Cod Academy
Pourquoi parler français?
Why speak French? C’est toujours à la mode de parler
français. It’s always in fashion to speak French. Pourquoi? Il y a tant de raisons. There are plenty of reasons why speaking, reading, and writing in French enhances one’s life. For me personally, I’ve always been drawn to the beautifully melodic sounds of French and the incredible cultures of art, fashion, literature, and good living that are so blended into the language. As a student, learning French for me meant becoming a bit French, absorbing some of that effortlessly cool je ne sais quoi and wearing all of those chic outfits en noir (along with a necessary burst of red somewhere, punctuating that all-black outfit – and a scarf, of course – but I digress). Studying French meant reading French novels in French and sitting in cafés talking about them with my French literature friends. It meant not just speaking a new language, but entering into an entirely new way of living and seeing the world. Learning French also meant that traveling abroad and living in Paris for a time would become a reality. And it did. My junior year of college, I did live in Paris. It opened my eyes, made me grow, and proved to be every bit as amazing as I thought it would be. In addition to my French and economics studies, I was an avid student of art history, and the French Impressionist and Post-Impressionist painters were my favorites. The beautiful architecture of French buildings took my breath away. I was also fascinated by the history of France and its relationship to the United States in our country’s nascent years. And did I fail to mention the immense allure of that high art form known as French cuisine? But that’s my perspective. For those of you who are wondering why else a person might want to speak French, allow me to enumerate: 1. French is an international language, spoken in around 50 countries in Europe, Africa, North and South America, and elsewhere in the world. 2. French is an important diplomatic language, having once been the official language of diplomacy and having since become one of the five official languages of the United Nations and one of the two main languages of the European Union. 3. France is a world leader in art, fashion, literature, and culture. For over 400 years, Paris has been an important cultural center, attracting artists and writers from around the world. France evokes the essence of style and elegance. When people think of haute couture, or high fashion, street style, beauty products, perfumes, sumptuous décor, the art of living well, or gourmet cuisine, they think of France. There’s a reason for that.
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Cape Cod Academy's CURRENT Magazine ✦ issue vi ✦ November 2014 4. France is a technologically advanced country. Historically, French scientists have made significant contributions to the advancement of science. Today, France is a leader in aerospace technology, high-speed transportation, automotive design, and medical research. 5. France is a prime tourist destination. Millions of people visit France every year, and speaking French while visiting there turns a great trip into a sublime one. 6. Knowing French will enhance your comprehension of language in general. Studying a foreign language makes you approach the entire concept of language differently. As you search for the correct words in attempting to express yourself in French, it makes you understand the importance of choosing the right words when speaking and writing in English as well. Additionally, your vocabulary will increase dramatically; many French words are used in the English-speaking world every day, and today over one-third of all English words are derived from French. Studying French will also provide you with language-learning tools that will enable you to learn any language with greater ease. 7. Knowing French will help with your university studies. University admissions officers search for candidates who have invested themselves in foreign language. Research by the College Board has shown that the longer students study foreign language, the higher their math and verbal SAT scores. 8. Knowing French will be useful in your career. Many jobs require the knowledge of another language. France and Canada are major trading partners of the United States, and about 1,000 French companies have subsidiaries in this country. Here are a few examples of jobs and fields that use French: French teacher; French Translator-Interpreter; Multilingual Editor-Proofreader; Travel, Tourism, and Hospitality; Foreign Service Officer; International Organizations. Want to work for Chanel or Vogue? Want to work abroad as a diplomat or for the CIA? Want to work for a major marketing firm that’s headquartered in Paris? Want to work for an engineering company based in Switzerland (where, yes, French is one of the major languages spoken)? The possibilities of using French in your future career are endless. Alors, n’attendez pas! Allez-y, apprenez à parler français! So don’t wait ! Go ahead, learn to speak French !
! Sources used: 1. Valette, Jean-Paul and Rebecca M. Valette. Discovering French Today ! Orlando, FL : Holt McDougal, 2013. 2. Lawless, Laura K. “Jobs Using French (or Other Languages).” About. 29 Sept 2014.
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Daniil's book talk on Jackson Pollock included having second graders create an action painting while dancing to jazz. Enjoy a short video! -Barbara Brown, teacher Click here: https://vimeo.com/111924051
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Beau%ful Fall Trees shedding like Golden Retrievers. Colorful leaves like a beau8ful pain8ng. Callie Fall Leaves. Leaves falling. You jump in leaves. I love fall!
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Pine cone turkeys And birds flying away To a warmer place.
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by Daniil
Things to Do in Fall Leaves turning colors. Leaves slowly falling. Flowers fading. Birds flying south.
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Baseball World Series. Hockey rules! Go BRUINS!! Football is awesome. Basketball.
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Halloween trick-or-treating. Witches riding on brooms. Vampires. Ghosts ready to say BOO!!!!!!!
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Jumping in leaves. Apple cider. Apple picking. Apple pie. Pumpkin pie. Fall!!!!!!!!!!!
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by Harrison
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Autumn Summer is ended. School is starting. Leaves are falling and changing color. Leaves are brown, yellow and red. Baseball has ended. Hockey is about to rule the world! Halloween is coming again. Stores are stocking up with candy. And ghosts say… BBBBBBBBBBBOOOOOOOOOOOOOOOOOOOOO!!!!!!!!!!!!! by John Page !66
Cape Cod Academy's CURRENT Magazine âœŚ issue vi âœŚ November 2014 Dazzling Fall Jumping in beautiful leaves! Leaves changing colors. Trees bouncing like big baboons. Pumpkin picking. Birds singing. Squirrels climbing. Football throwing. Hockey sticking. Soccer kicking. Baseball pitching. Halloween is a scaring time!!!! Halloween is a fun time. Friends scaring friends. Candy is falling!! BOO!!!!!!! by Justin
Fall Summer stopped. School started. Football. Basketball. Sports in fall. Blowing wind and leaves falling. Pine cones everywhere. Pumpkins shining. Halloween is starting! by Kameron
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Fall Things Summer has ended. School has started. Leaves are changing colors. Leaves are falling. Leaves are crunching. Jumping in leaf piles. Playing soccer. Getting goals. Hitting homeruns. Families celebrating. Eating turkeys. Halloween is coming with a big welcome BOO! by Lili
Fall Summer is ending. Leaves are changing colors. Leaves are falling. Leaves are in the wind. Jumping into leaves. Halloween is coming. Turkeys are gobbling. Beautiful fall. by Maria Page !68
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Fall Forest Leaves falling. Rain dripping. Hawks gliding like kites. Birds flying south. Animals storing food for winter. Getting colder. Bears hibernating. Wolves hunting. Time for winter.
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by Nate
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CAPE COD ACADEMY’S DRAMA CLUB PRESENTS
TWO TALES:
RUMPELSTILTSKIN A Grimm’s Fairytale Retold
AND
A Dramatization of the Short Story
January 29, 30, and 31, 2015
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Parting Shots
photo by Barbara Brown
photo by Lawrence Brown
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photo by Lawrence Brown
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photos by Lawrence Brown
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photos by Lawrence Brown
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Photographed by CCA humanities teacher Lawrence Brown at King Richard’s Faire, Carver, MA September 2014
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Sandy Neck photos by English Chair Richard Bellamy
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