Pages: The Far Hills Magazine, Winter 2019

WINTER | 2019

the Far Hills magazine

STRENGTH OF

COMMUNITY

| HEADLINES

HEADLINES “I hope you see yourself in our students’ faces— eager, inspired, optimistic and curious.”

Tom Woelper, Head of School

Far Hills is more than your school; it’s your family– where students are known and loved, supported and stretched. As such, we remain committed to raising a new generation for success in our ever-evolving world. Our faculty is rooted in a commitment to inspiring responsible and caring citizens and imparting their love of learning to their students through innovation and inspiration.

We are excited to present our newly redesigned issue of Pages that reflects the vibrancy of our community and classrooms. The new design of the magazine is more than just aesthetic—we’ve also revamped our approach to editorial content, delivering great feature stories that keep our readers connected to the familiar and excited about the future, an ineffable combination that makes Far Hills special. In this issue, we celebrate things new and old. Present and Past.

Technology and time-honored traditions.

Our students develop the habits and skills necessary for the 21st century job market as noted in our feature story, “Make Room for Brain Space.” This space

serves as a springboard for design thinkers (as young as PreK) to think critically and creatively and hone their problem-solving skills. In another feature, one of Shakespeare’s plays is rebooted. “Modern Love and the Art of Digital Storytelling” highlights how creative students collaborate—leveraging technology and emerging media to captivate their target audience.

As you look through these pages, I hope you see yourself in our students’ faces—eager, inspired, optimistic and curious. The ties that bind our community are deep and strong. Our commitment to root our students in our pillars is stronger than ever. After Far Hills, our alumni embody our values and apply lessons learned here to high school, college, and life beyond. Far Hills is a special place, where I am inspired daily by our students, faculty, staff, parents, and alumni. You will be, too, I am certain, as you read this edition of Pages.

Far Hills is more than your school; it’s your home.

Best,

PAGES | WINTER 2019 | 1

FEATURED:

TECHNOLOGY

6

MAKE ROOM FOR BRAIN SPACE

A Lower School curriculum engineered for 21st century skills.

STUDENT WELLNESS

DIGITAL STORYTELLING

ALUMNI SPOTLIGHT

12 14

16

26

TAPPING

IT OUT

MINDFULNESS

Self-care strategies for students

and teachers.

2 | FAR HILLS MAGAZINE | GO FAR

SHAKESPEARE FEST

Romeo and Juliet meets modern media—oh, the drama!

L ESLIE HYDE

On finding purpose as a chaplain.

ON OUR COVER: Samar Gaglani, Grade 8, and Director of Instructional Technology Patty Sullivan lend the PAGES editors a hand in exploring possible cover shots for our feature story about the Shakespeare Festival (page 16) using the green screen in our new Brain Space (featured on page 6).

HIGHLIGHTS:

DEPARTMENTS:

PE | ATHLETICS

HEADLINES

18 19

FANCY FOOTWORK

FALL '18 TEAMWORK

1 A LETTER FROM TOM WOELPER CAMPUS NEWS

4

WHAT’S NEW

PERFORMING ARTS

21

THE ART OF PROJECT BASED LEARNING

SERVICE LEARNING

29

A CULTURE OF COMPASSION

FACULTY NEWS

10

NOTABLE FACULTY

PERSPECTIVES CURRENT PARENTS:

22 Pamela Surak and Laura Brucker 23

YOUNG ALUMNI: Ella Gehrmann GRANDMOTHER AND TRUSTEE:

24 Colleen McCloskey ALUMNI NEWS

28 CLASS NOTES | NEXT UP

ABOUT PAGES: Executive Editor & Design | Stacy Ducharme PAGES is published bianually for the alumni, parents and friends of Far Hills.

Please direct comments or questions to pages@fhcds.org. To contribute notices of weddings, births, and personal and professional accomplishments to Alumni News, please send an email to alumni@fhcds.org.

PAGES | WINTER 2019 | 3

| CAMPUS NEWS

WELCOME TO THE FAMILY

levels. He has a particular interest in the benefits of that curriculum for students and has attended the Henry Ford Institute's Design Thinking for Educators Workshop in Detroit.

Meet Daniel Sussman, the Next Director of the Lower School at Far Hills We are pleased to announce the appointment of Daniel Sussman as the next Director of Lower School.

Mr. Sussman is currently the Head of Lower School at The Lexington School in Lexington, Kentucky. Like Far Hills, The Lexington School is a Mission Skills School, which quantifies a school’s success in building character in their classes.

During his time at The Lexington School, Daniel has made it a priority to be in the classroom interacting

Daniel Sussman, his wife Jori, and sons Levi and Andrew will join the FH community in July.

with students, a practice he plans to continue at Far Hills. This year, he is co-teaching Creativity and Design Thinking classes to students in Grade 4 and an accelerated reading group in Grade 1. In previous years, he has taught Design Thinking classes to various grade

A former teacher in Grades 2 and 4, Daniel purposefully moved from the classroom, knowing he could affect more young lives as he implemented collaborative vision from an administrative position. He has served as a curriculum specialist and resource teacher in the past. He is a graduate of McDaniel College in Westminster, Maryland. He received his master's in Educational Leadership/Instructional Design from Baltimore's College of Notre Dame.

Daniel grew up in Berkeley Heights and is excited to return home to New Jersey.

CELEBRATING DIANE FRUSTACI Mark your calendar for May 23, from 7–9 p.m., to celebrate the retirement of Director of Lower School Diane Frustaci.

Current and past families, Board members, faculty and staff are encouraged to help us honor Diane’s many years of service and love to the FH community. Stay tuned for more information.

AWARDS AND ACCOLADES rs’ Items

Collecto

2017

Far Hills

Ishaan Dhankar, Grade 7, won the ninth annual FH Spelling Bee on January 11, by spelling “Xanadu” correctly in the thirtieth round.

4 | FAR HILLS MAGAZINE | GO FAR

Grade 8 student William Turner won the Annual GeoBee. Q: What is the Norwegian word for an inlet created by an iceberg?

A: fjord.

The 2018 Far Hills Yearbook, Journey Beyond, was awarded the 2018 Walsworth Gallery of Excellence Award for superior theme, coverage, design, photography and copy.

Country

ol

Day Scho

In 2018, the American Scholastic Press Association presented a first place award to Collectors’ Items.

The magazine also earned the Most Outstanding Middle School Literary-Art Magazine award.

| CAMPUS NEWS

BETA TESTERS

The Salvadori Center, an innovative non-profit organization specializing in STEM education, has recruited a cohort of Grade 8 Far Hills students to pilot a new hands-on, physical engineering product BEFORE it goes to market. As a Salvadori partner, our team of students has been asked to put themselves in the role of the targeted learner for whom this new product is designed. By providing invaluable feedback, our Beta Testers are helping a real non-profit educational partner identify, brainstorm and redesign this product before its release to the marketplace.

GREEN SCREEN FUN I screen, you screen, we all screen for Green Screen!

SUMMER FUN

Kindergarten used the green screen to add a multimedia dimension to this year’s signature Kindergarten Playwrights productions.

Students wrote the scripts, created the set designs, designed their costumes and performed The Zany Zoo School and Under the Sea...

Who Could He Be?

The Tech Department hosted a green screen station at our holiday admission event. The day focused on “kindness” and area families were invited to visit stations to create gifts for loved ones, including keepsake footprint ornaments, and a digital photo featuring a festive winter background.

Check out the fresh new look of the Far Hills Summer Camp logo!

And check out the exciting new programming, including a summer theater production of High School Musical, Jr.” at fhcds.org/camp.

Far Hills Summer Camp is open to the public.

PAGES | WINTER 2019 | 5

FEATURED: TECHNOLOGY

T

he new Far Hills Brain Space is a unique learning environment for the Lower School, a home for cross-curricular lessons, critical thinking, emerging technologies like robotics and coding and innovation. The Brain Space is a natural outgrowth of Far Hills’ adoption of the Design Thinking program (now in its third year) and the room boasts copious design surfaces where teams can collaborate, brainstorm, communicate, test, prototype and try again, as needed.

The Brain Space houses an all new, inquiry-based curriculum for PreK–Grade 4, specifically designed to create modern learners from the start. We equip our students with the International Society for Technology in Education (ISTE) skills that enable them to solve real-world problems and thrive in the complex and evolving world.

By tying in Science, Technology, Engineering, Arts and Mathematics (STEAM), students become empowered learners and use a cross-disciplinary approach to move from understanding the problem to designing a unique solution using modern tools and human collaboration.

ISTE SKILLS PREPARE STUDENTS TO BE:

DIGITAL CITIZENS, EMPOWERED LEARNERS, CREATIVE COMMUNICATORS, COMPUTATIONAL THINKERS, INNOVATIVE DESIGNERS, KNOWLEDGE INSTRUCTORS

6 | FAR HILLS MAGAZINE | GO FAR

FEATURED: TECHNOLOGY

In October, Grade 4 Teacher Peter McBride discusses Mind Brain Education at our Expert Series: Steam Team Challenge hosted by the Admission Office.

Director of Technology Cathy Varga explains, “Being successful in the modern world will require amazing technological and academic skills married with robust interpersonal skills. Our program and our mission strive to develop both.”

A DESIGN THINK TANK The space itself features a mobile green screen, 3D printers, a flat screen, and whiteboards on nearly every surface. Colorful tape marks the floor in geometric patterns that will soon be traced by student-coded Dot, Dash and Code-A-Pillar robots. A large colorful graphic depicting the steps of the Design Thinking Process is always at the ready for students’ reference.

Each group was given a different Design Thinking challenge with a box of mystery materials to create a product that fills a need or solves a problem.

Patty Sullivan, Director of Instructional Technology, created a Design Thinking physical challenge for Grade 4 based on Goldilocks and the Three Bears. Read more about it on page 8.

One of our students’ favorite Design Thinking projects was based on Goldilocks and the Three Bears, a familiar fairy tale. As students unpacked Goldilocks’s situation, they become creative communicators retelling elements of the story they had previously never considered. They began to empathize with her and the challenges she faced. They defined the problems that she encountered and there were many. When they entered the ideate phase, the students thought about possible solutions for each problem and considered the tools they had available to them—a 3D printer might build a better porridge bowl, a virtual reality tour of the woods might prevent her from getting lost again. (Read all the Design Thinking steps Grade 4 followed to build a better chair on the next page.)

In addition to being engaging and incredibly fun, this type of curriculum allows our students to control their learning and to determine how they will share their voices to demonstrate mastery of the subject. They must use all of the tools they possess—online and in the physical world—to help them get the information they need to be successful. And, most importantly, as they are developing these skills, they are required to interact with each other and enhance all their social-emotional skills as well.

PAGES | WINTER 2019 | 7

FEATURED: TECHNOLOGY

PROBLEM SOLVING WITH GRADE 4 AND GOLDILOCKS EMPATHIZE: Goldilocks is in a bit of trouble. Lost and alone, she tries to survive in an unfamiliar environment.

DEFINE: Identify the challenges Goldilocks experiences in the story: lost in the woods, porridge temperature, need for a sturdier chair.

IDEATE: To scale the project, students decide to build a chair for Goldilocks’s stuffed furry friend.

Students brainstorm about what features the chair should have.

PROTOTYPE: Project materials were limited to three sheets of newspaper, unlimited tape and scissors.

TEST: Students test the prototypes and then tweak as necessary—some chairs needed more support, some needed more tape. Continue to test until the chair is just right.

IMPLEMENT: Upon the completion of successful tests, the students reveal their proposed solutions for Goldilocks’s dilemma.

8 | FAR HILLS MAGAZINE | GO FAR

READY, SET, CODE! PREK IN THE BRAIN SPACE At Far Hills, PreK students team up to race Code-a-Pillar robots in the Brain Space.

The spacious floorplan is the optimal environment for coding partners to discuss the steps needed to build, test and race these engaging learning robots. The lesson begins by explaining the concepts of sequences (sets of directions) and problem-solving (how many step and turns will it take your robot to get from the start to the finish line?) Next, each coding team adds robot segments—the correct number and in the correct order—to meet their team goals. They must plan, test and retry if the original plan fails. When all systems are go, the teams wait for the green flag! It’s ready, set, Code-a-Pillars to the finish!

PreK students must determine how many segments of the Code-A-Pillar are needed for the unit to stay the course and win the race!

This activity fosters 21st century skills like curiosity, experimentation and problem-solving. Students engage in hands-on, open-ended discovery that helps them become lifelong learners.

PAGES | WINTER 2019 | 9

| FACULTY NEWS

NOTABLE FACULTY TEACHING, LEARNING, AND RESEARCH

Director of Teaching & Learning Jennifer Phillips and a nine-person faculty team attended a week-long intensive Mind, Brain and Education (MBE) conference at the Center for Transformative Teaching & Learning at St. Andrew’s School in July that focused on the neuroscience of how the brain learns. Attendees: Cathy Cirrotti, Kathy Iuliano, Jill Tuazon, Gemma Keremedjiev, Emily Seelaus, Peter McBride, Adele Marky, Christina Sopko, and Georgia Zaiser.

Lower School faculty attended a primary-level handwriting conference called “Learning Without Tears” that incorporates new research in neuroscience regarding memory and the learning connections in fine motor skills.

BUILDING COMMUNITY

Director of Enrollment and Placement Ed Thompson was a member of a panel of presenters at The Association of Boarding Schools Conference in November, “Admission, Financial Aid and Enrollment Management: Beyond the Bells and Whistles: Finding Fit and the Successful Revisit.”

In November, members of our community—administration, faculty, trustees, alumni and current parents—attended “Widening the Lens,” a conference inspiring diversity programs focused on building inclusion and creating environments in which all community members feel a sense of belonging.

10 | FAR HILLS MAGAZINE | GO FAR

STUDENT WELLNESS

In October, Far Hills hosted over 130 members of the New Jersey Association of Independent Schools for a symposium called, “Don’t Worry. Be Happy! Promoting Health and Emotional Wellness in our Schools.” Five faculty members presented the following workshops for their peers: “The Power of Words” and “Tapping It Out: A Powerful Tool to Manage Stress” Christina Sopko “Promoting Social-Emotional Learning through Folk Dance, Music and Movement” Amy Burns “A Strategic Approach to Developing School Wellness” Natalie Young

Grade 2 Teacher Sue Miller is completing the 300 hours of her Certified Mindfulness Instructor (CMI) at Mindful Schools. The program focuses on the development of mindfulness and heartfulness— teaching ways to manage stress, regulate emotions and strengthen interpersonal skills.

TECHNOLOGY

Cathy Varga, Director of Technology, participated on a panel at the STEM Career Day and Robotics Workshop for students hosted by eBorg Robotics.

PROFESSIONAL LEARNING COMMUNITIES

“Developing Empathy and Motivating the Desire to Learn through ProjectBased Learning” Kathy Rubin and Sue Miller

Athletic Director Ron Sansone attended a positive coaching conference in June 2018 called “Way of Champions: Transformative Leadership and Culture Development in Sports.”

Assistant Head of School and Upper School Director Georgia Zaiser and Jennifer Phillips presented “Grit Gratitude and Grace: Preparing Today’s Students for Tomorrow’s World” at the National ERB conference in Nashville, TN.

In January 2019, 18 teachers attend the Mindfulness PLC.

Teachers collaborate and refine their craft every month at FH. They self-select an educational topic like Digital Storytelling or Mindfulness and meet every month to share research and instructional practices with their peers. These Professional Learning Communities are known as PLCs.

“...the key to improved learning for students is continuous job-embedded learning for educators.”

—Richard DuFour, EdD, prolific author, consultant and PLC advocate

| FACULTY NEWS

NEW FACES FIRST IMPRESSIONS We put our new faculty on the spot and asked them to tell us how they describe Far Hills students to their friends and family.

“Joyful, Resolutive, Independent”

“Respectful, Fun, Curious”

“Inquisitive, Creative, Focused”

“Lovely, Lovely, Lovely”

Rosario Bernabeu (Fernández) US Spanish Teacher

Maria Saba LS Spanish Teacher

Jennifer Scott Kindergarten Assistant

Grace Lin Stern US Chinese Teacher

NEWSWORTHY EVENTS

Amy Burns appeared on Caucus New Jersey with Steve Adubato to discuss arts education. The TV show airs on PBS stations in the tri-state area.

In January, Director of Athletics Ron Sansone presented “Your Youth Sports Game Plan,” a discussion of positive coaching, as one of the Far Hills Expert Series presentations.

Over 600 fans watched the live stream on Facebook.

Independent Teacher magazine published “Learning Empathy Through the Arts” authored by Visual Arts Teacher Kathryn Brower and music educator Amy Burns.

CELEBRATING SERVICE We are thrilled to acknowledge the milestone anniversaries celebrated by our faculty and staff this year.

Patty Sullivan celebrates her 25th Anniversary at Far Hills and Brian Junger celebrates his 15th year.

Thank you for your dedication to our students and the Far Hills mission.

Patty Sullivan Director of Instructional Technology

Brian Junger Director of Auxiliary Programs

PAGES | WINTER 2019 | 11

When the going gets TOUGH

12 | FAR HILLS MAGAZINE | GO FAR

FEATURED: STUDENT WELLNESS

Students start TAPPING “Tap it out Mrs. Sopko,” my students suggest with smiles and an occasional giggle. They make this brilliant suggestion to help diffuse a moment of stress. I immediately “tap it out” and feel relief and relaxation wash over my body. My head becomes clear and I quickly gain perspective.

The expression “tap it out” refers to Emotional Freedom Technique (EFT). This strategy was founded by Gary Craig in the early 1990s. He refers to it as “...a universal healing tool that can provide impressive results for physical, emotional and performance issues.” EFT has many proven benefits that include: stress reduction, improved focus, reduced anxiety, increased confidence, better sleep and, in school settings, a decrease in bullying. EFT is being adopted by many schools because of the profoundly positive impact on students.

It is remarkably adaptable to a school setting because it uses a simple tapping motion on head, neck and chest meridian points that are easily learned. My childhood friend who introduced me to EFT, stress relief expert, Lauren E. Miller, has taught me that tapping is an effective strategy that can be used in a multitude of situations. Students can use it for any situation that arises in which they feel overwhelmed.

Anxiety about taking tests or forgotten homework, worry about getting in trouble or social situations are some of the many reasons my students have practiced EFT. The goal is to push students away from their fear and into a sense of peace and calm.

Christina Sopko teaches Grade 5. Last year, the eighth grade dedicated the yearbook to Mrs. Sopko and remarked: “...we will never forget how to tap it out!” She hopes this technique is serving them well in secondary school.

EFT is a bit of a juxtaposition within the working of the brain. To begin the process of EFT, a statement of self-acceptance in the situation is made. This positive acceptance of a negative situation sends a new message to the brain and changes old response patterns.

After the statement is made, gentle fingertip tapping begins on the meridian points while vocalizing the concern at hand. I then teach my students to assure themselves that all will be well with a statement such as, “I got this.” Tuning into the issue while tapping calms the amygdala part of the brain, which senses danger or threats, and creates a fight, flight or freeze response. This ultimately reprograms the brain’s reaction to a stressful situation. Calm overpowers worry, quickly.

Extensive studies have proven the neuroplasticity of the brain adapts and changes the way thoughts, memories and patterns of behavior occur. This may be the reason EFT has become such an effective method of stress relief. My hope is to reach students as early as I can to provide them with this tool that will empower them to help themselves. Many of my students remember that they always have the option to “tap it out.”

“

Mrs. Sopko, I was so nervous about a speech I had to make at graduation. I didn’t know what to do. So I figured I’d just tap it out...and it worked!”—Recent Grade 8 Student PAGES | WINTER 2019 | 13

FEATURED: STUDENT WELLNESS

TAPPING IT OUT: TRY IT!

To begin EFT, state the issue of concern and then make a statement of acceptance of yourself. Do this while tapping on the edge of your hand under your pinky finger. An example of a statement is: “Even though I’m afraid to speak in front of my history class, I fully accept myself as I am.”

1. Begin by tapping lightly with your fingertips on the top of your head while stating the issue in a simple form, like, “I’m stressed about speaking.” Keep repeating the issue at each tapping point.

2. Next, tap with both hands above your eyebrows.

3. Move to the side of your eyes.

4. Tap below your eyes on your cheekbones.

Remember to keep repeating a phrase of acknowledgment or solution as you tap. Your phrase may change as you tap and your stress starts to relieve itself.

5. Next, tap under your nose.

6. Tap on your chin.

7. Move down to the top of the collarbone using both hands.

8. Last in the cycle is tapping is under your arm.

Repeat the cycle 2X.

TAPPING POINTS Side of Eye Under Eye

Top of Head

Eyebrow Under Nose Chin

Collarbone Under Arm

In Lower School,

MINDFULNESS MATTERS “WHAT EXACTLY IS MINDFULNESS?” Jon Kabat-Zinn, a professor emeritus at the University of Massachusetts Medical School, defines mindfulness as “paying attention in a particular way, on purpose, in the present moment, non-judgmentally.” ”Mindfulness is the practice of being in the present moment.” Kabat-Zinn began working with mindfulness in connection with stress reduction in 1979. He found a lot of success in practicing mindfulness with a variety of people (military personnel, business people, and school children) who needed stress reduction for a broad range of reasons.

Studies show that tools like EFT and mindfulness strengthen students’ self-regulation, a key skill for success in school and in life.

In PreK, children practice a variety of breathing techniques, including this wintertime favorite where they “cool off” hot chocolate.

These days, one hears about mindfulness in the media more and more—from TED Talks and NPR to major daily newspapers, even celebrity talk shows. Like EFT, mindfulness is a practice that can benefit anyone and help them cope with pressure, stress, anxiety or recover from trauma. In the field of education, it has been implemented as part of social-emotional learning, school counseling and as a positive replacement for detention. But many of us are left asking,

14 | FAR HILLS MAGAZINE | GO FAR

There are three qualities to practicing mindful awareness: set an intention to pay attention, be open and honest about what is happening in the moment and observe what is happening rather than trying to control it. The main tool for doing this is the breath. It is the basic foundation for a formal mindful practice.

MINDFULNESS IN THE CLASSROOM Students today are overstressed and anxious. There are so many demands placed on even our youngest children, with after-school sports, extracurricular activities, family issues and homework. We need to be able to give our children the tools that they need

MINDFULNESS: TRY IT!

The simplest way for beginners to practice mindfulness is to simply sit with your breath for a few minutes.

1. Sit as upright as possible (eyes open or closed).

2. Just breathe in and out through your nose steadily.

3. Try and focus on the breath. Do you feel it in your nose or your chest?

4. Notice if your mind starts to wander. This is going to happen and it is not a sign that you’re doing something wrong—acknowledge that your mind wandered and then bring yourself back to the breath again. Try not to judge yourself.

Mind-wandering is normal. In many ways, it is good for us.

It is a space for creativity and it helps us feel less bored.

There are also some negative consequences of mind-wandering. It decreases our memory and it can be associated with negative emotions. By learning to be present in the moment, we are creating more positive spaces for ourselves and our brains will remember that positivity the more we practice it.

“Mindfulness means that you can control your feelings when your brain can’t. I use mindfulness when I think something is NEVER going to work. Then, I take deep breaths and I KNOW I CAN DO IT!”

—Penelope Maher, Grade 3

to cope. The world isn’t going to slow down to meet their needs, so we need to step in and help.

At Far Hills, we find ways to include both a formal mindfulness practice and informal mindfulness activities in our daily Lower School schedule. Most classrooms begin each day with a morning meeting.

As part of that gathering, many classrooms do a quick breathing session to start the day off with a moment of peaceful reflection.

Our Lower School lunch periods end with a “mindful minute.” In Grades 1 and 2, the mindful minute is teacher-led and all of the students participate.

Grades 3 and 4 practice a mindful minute at their lunch as well; however, these children are now the leaders of their peers. Each day, one child is empowered to choose a favorite mindfulness technique and lead the whole cafe in this practice.

Back in the classrooms, the lights are dimmed and mindfulness continues for another 5 to 10 minutes.

On a daily and weekly basis, we practice mindful sitting, body scanning, mindful coloring, guided visualization, heartfulness (also known as loving kindness meditation) and mindful listening. The children respond well to these daily experiences.

Mindfulness practice is expanding in Upper School as well. Many teachers at Far Hills are beginning to practice mindfulness themselves and are bringing bits and pieces of it into their classrooms. As Lower School students, who have practiced mindfulness for three years, transition to Upper School, mindfulness becomes a part of the culture of our whole school.

Many children stop me in the hall to tell me that they’ve invented a new type of mindful breathing or that they’ve been teaching their families how to do mindfulness. It is very exciting to see how this life-changing skill is becoming second nature.

Sue Miller teaches Grade 2. She also leads a monthly Professional Learning Community of 18 FH faculty members focused on mindfulness.

PAGES | WINTER 2019 | 15

FEATURED: DIGITAL STORYTELLING

MODERN LOVE and the Art of Digital Storytelling

“Tybalt, Call me an Uber.”

—Romeo The tragic story of Romeo and Juliet has withstood the test of time; but, in our ever-evolving and distracted world, how do you keep an audience engaged? By evolving with it!

For many years, Far Hills Grade 8 English classes have experienced the treasure of Romeo and Juliet by diving deeply into the classic text of the two young lovers and their ill-fated relationship. This academic adventure culminates with the “Shakespeare Festival,” where small groups of students perform scenes in front of an audience of their families and fellow students.

TRADITION MEETS TECHNOLOGY The Festival began to evolve several years ago when the student groups added short films to portray classic scenes with a modern twist.

Students must fully comprehend

16 | FAR HILLS MAGAZINE | GO FAR

the extant text in order to retell it as digital storytellers.

This additional element has become one of the greatest strengths of the project—students are able to add and change the performance to reflect their interests and strengths. It is this stamp of originality that makes this project a favorite among the students and their audience. This year, students used their tech savvy and imaginations to create Vlogs, reality TV parodies­—think “Keeping up with the Capulets,”—music videos, slideshows, newspapers and comic books to complement their performances.

Studying Shakespeare in the classic manner offers students an invaluable opportunity—through memorizing lines, exploring alternative versions of the play and acting

out sword fights—to find his or her voice in the classroom. When our actors took the stage in late January, dressed in black, using props to represent characters in the play and performing in a Globe Theater-inspired Performing Arts Center, Shakespeare came alive for the Far Hills community. It is the interpretive pieces, however, that highlight the students’ deeper understanding of the play and keep our young audiences engaged.

Emily Seelaus is the US English Department Manager and has produced 15 Shakespeare Festivals throughout her teaching career.

FEATURED: DIGITAL STORYTELLING

For the first time ever, students performed in the FH version of the theater-in-the-round in the PAC. Parents and fellow students were captivated by the actors and the new experience.

Two centuries collide: This text video delivered devastating news to Juliet.

On this episode of The Bachelor, Romeo and Juliet have made a real connection. But will it last?

The editorial team of The Verona Times reported details of a grisly “street fight.�

Students composed an original hip-hop song to highlight thematic elements of the play. They then produced a music video of their song.

PAGES | WINTER 2019 | 17

FANCY FOOT WORK When Physical Education Teacher Linda Houghland watched the inspirational documentary “Mad Hot Ballroom” in 2005, she knew she needed to bring the program into the Physical Education curriculum at Far Hills. For almost 15 years now, Grades 3–5 spend a few weeks during the winter learning classic dances that include the Cha Cha, the Tango and the Salsa.

Grade 2 is introduced to the world of dance with high energy line dances.

This year, Upper School Spanish Teacher Señora Bernabeu, a professionally trained ballroom dancer and Spanish native, added authentic Spanish flavor to Grade 5’s salsa instruction.

18 | FAR HILLS MAGAZINE | GO FAR

TEAMWORK

With 23 athletic teams, our facilities—4 athletic fields, 3 tennis courts and the Athletic Center—are busy. Of particular note this Fall, the cross country team had a fantastic year! Our athletes, a mix of experienced and new runners, worked cohesively as a group during the daily practices.

With each meet, all runners improved their race strategies and personal records. It was great to see all of our athletes support each other and have fun, while also working hard during their practices. The two highlights were at the invitationals. At the Pingry Invitational, Shelton Shieh (Grade 8) took fifth place in the boy’s race and our fabulous Grade 6 students took home four medals! Addison Rodriguez was first, Kayla Davi was second, Isabella Pizzo was eighth, and Abby Werbel twentieth. At the Gill Pumpkin Run, Shelton Shieh took ninth place, and Addison Rodriguez and Kayla Davi took third and eighth, respectively.

ONCE ON THIS ISLAND, JR. HAIRSPRAY

A Falcon first! The Field Hockey A Team entered a two-day tournament and placed third among 8 area middle schools. Emily Mrotchek, Grade 7, stepped up to play in the tournament and all A and B games of the season—either as goalie or on the field. The B team celebrated an undefeated season. Well played!

PAGES | WINTER 2019 | 19

ANNUAL GIVING: ENDLESS OPPORTUNITIES

Far Hills students are dreamers, visionaries and believers in their potential to make the world a better place. Their determination, combined with an outstanding education and a strong culture of philanthropy, is what makes those dreams come true.

Create endless opportunities for our students to change the world.

Make your gift today. fhcds.org/donate

Grade 8 students immerse themselves in the Great Barrier Reef using virtual reality technology.

THE ART OF PROJECT-BASED LEARNING

T

he curtain rose on the Kestrel House production of Once on this Island, Jr. in December. This hit musical originally opened on Broadway in 1990 and won the Tony Award for Best Revival of a Musical in 2017. Over twenty Far Hills student performers in Grades 5–6 embraced this project with a commitment to learning the script, songs and choreography in order to tell the beautiful and heartbreaking story of Ti Moune. After months of dedication, collaboration and teamwork, the cast’s success was confirmed when the show closed to authentic, thunderous and resoundingly positive feedback.

In March, Peregrine House actors will bring the sights and sounds of 1960s Baltimore to our Performing Arts Center in the widely acclaimed hit show Hairspray, Jr! An ensemble musical makes all cast members rely on each other for the success of each show. Hairspray, Jr. is a perfect ensemble piece that allows each actor to shine.

Hairspray, Jr. is set in a racially charged time period.

In order to do justice to the meaning of the original show while making the themes current, the show will run with a race-blind cast—our audience was asked to suspend disbelief and understand that the ideas behind the show are much greater than the appearances of the individual actors. High energy choreography and joyful songs, like “You Can’t Stop the Beat,” combined with the feisty heroine’s successful campaign for inclusion will captivate an audience of any age.

PAGES | WINTER 2019 | 21

| PERSPECTIVES

We asked PreK Parent Pamela Surak and Grade 8 Parent Laura Brucker to give us a glimpse of their family’s journey to date.

ENJOYING THE RIDE “We meet each child exactly where he or she is.”

This was the Far Hills mantra that resonated with us during the admission process. I am delighted to report that now, in our second year of PreK, our experience has been exactly as advertised. I remember leaving our first conference filled with a sense of peace that these teachers truly knew Nate. They gently scaffold the development of his weaknesses, while going out of their way to create amazing opportunities for him to stretch his strengths. I will never forget this winter when his teachers worked with him to design his own “Quest,” based on Aaron Becker’s book. He was beaming in his crown and sash, leading his classmates on a treasure hunt around school in search of magical crayons. Just like that, what had begun as a reading lesson, blossomed into one in writing, problem-solving, leadership, social skills

and public speaking—all the while disguised as the most fantastic play! That is not only meeting my child where he is at, that is taking him to the next level on a flight of his own imagining! With Kindergarten on the horizon, I am keenly aware that with each passing year, the play will fade a bit further into the background to make room for greater education al exploration. But as I stand at the precipice of my first child’s formal educational years, I am confident, that with these amazing teachers in his corner, this is just the beginning of his “quest,” one that will be filled with growth, self discovery, hard work, and joy—and, of course, just a little bit of magic. At this tender stage, I’d be a fool to claim I had any idea where this quest was going to take us, but we plan to thoroughly enjoy the ride. And whatever he chooses to do, whomever he turns out to be, wherever he decides to go, I am certain that he will GO FAR! Above: Pamela, Zachary, Nate '28 and Charlotte Surak.

Photo courtesy of Juliet Macey Photography.

CHANGING LANES

Above: The Brucker family includes Paige '19, Hank '85, Jack '18 and Laura, President of the Parents Committee.

22 | FAR HILLS MAGAZINE | GO FAR

Far Hills is Forever. From the moment our children walked through the new Jayne Geiger Lower School doors, to the moment they walked over their final “bridge” and into the Upper School…Far Hills has provided them with learning experiences that will last a lifetime. Since 2006, we have seen our son and daughter grow in character and intellect. The teachers and administration often go the extra mile to shape Far Hills students into confident team players with thoughtful intentions. If education is the best investment you can give your children, Far Hills has paid off.

From the Adventure Trips to the Ropes Course to the Eighth Grade Expo, our children have benefitted from both the traditional and experiential learning offered at FH. We will recall fondly all of the special traditions at Far Hills, including the Holiday Concert’s “Christmas is a Feeling,” the Bridge Ceremony’s “Hey, Look Me Over,” and Field Day (Go White!). But perhaps the greatest gift we received beyond the classroom has been from the Far Hills community. The friendships our entire family has formed will last far beyond our years at Far Hills. It is bittersweet to see our youngest graduate this year, but Far Hills will be with us forever.

| PERSPECTIVES

JOURNEY BEYOND In 2018, the Far Hills yearbook was titled “Journey Beyond.” We decided to check in with Ella Gehrmann, Class of 2018 and now a freshman at Kent Place School, to learn about her journey beyond Far Hills.

How was your transition to Kent Place?

I was nervous. After eight years at Far Hills, it was hard to imagine going to school anyplace else. But, most of the girls at Kent Place were in the same situation. Once we all realized that, it was easy to make friends. In terms of schoolwork, it took me a couple of weeks to adjust to the workload of high school. But, Far Hills definitely prepared me academically, both in terms of content and study skills. I was ready to work hard and confident I would do well.

How did FH prepare you for high school?

Oh, gosh. In so many ways. Upper School teachers really helped us develop good study habits and time management skills, which are so important in high school. The Grade 8 Expo project was very helpful in teaching us how to conduct a successful research project. Also, I’m comfortable talking to my teachers if I have a question or a concern or a different opinion.

That is definitely something I carry from Far Hills. We were always encouraged to advocate for ourselves and our ideas—respectfully, of course.

What memories of FH do you hold dear?

Three things come to mind—first, my Grade 8 Expo project on the differences in ACL injuries between male and female athletes. I’m interested in being an orthopedic surgeon, so I put a lot of hard work into the Expo.

Second, our undefeated volleyball season with a shout out to Coach Kramer and my teammates. And third, something I didn’t even know was coming— at the end of second grade, our teacher, Ms. Rubin, had us write letters to our future selves. I had totally forgotten about it until she mailed them back to us after graduation. It was so cute and so special, and definitely something I will keep.

Ella was named the 2018 Most Valuable Player on the junior varsity soccer team at Kent Place School.

What advice would you give to future Falcons?

Try a lot of different activities. Make a lot of friends. Work hard and have fun. Your time at Far Hills will go by so quickly.

Cherish it!

PAGES | WINTER 2019 | 23

| PERSPECTIVES

COLLEEN M c CLOSKEY A Natural-Born Leader, Experienced Negotiator and Lifelong Learner, Colleen brings a host of coveted skills and experiences from her 35-year corporate career to her roles on the Grandparent Steering Committee and as a new Far Hills Trustee.

Colleen has been a leadership donor since 2011 and a member of the FH Grandparent Steering Committee since 2013, where she oversees the Grandparent Reading Week each November when grandparents of students in PreK–Grade 1 serve as guest readers in the classrooms. “I wish you could bottle up the kind of love you see that week. When a grandparent enters the classroom, the grandchild is so thrilled and delighted—they truly light up,” said Colleen. “And visiting your grandchildren at FH allows you to see them in a different way— one where they are ‘in control’ and able to show you how everything works.”

Understanding that not all grandparents live in proximity to Far Hills, Colleen recommends being present when you can. “If you are interested in the Grandparent Steering Committee, let us know.

24 | FAR HILLS MAGAZINE | GO FAR

RESPECT, LEADERSHIP, KINDNESS, HONESTY, and RESPONSIBILITY are the foundation for how Colleen McCloskey (GP '19, '23, '26 and '29) embraces life, family and all the challenges that cross her path. Colleen is pictured above with grandaughter Livy '26.

Getting involved allows you to get to know the teachers, develop a respect for them and to understand firsthand why your grandchildren adore them. It is an easy way to be a part of our community and does not require a lot of time.”

Colleen is excited about her new role as a FH Trustee, as well as serving as a member of the Lower School Director search committee—and Far Hills is grateful for her efforts and commitment. Both positions allow Colleen to be intimately involved with shaping the future of FH. She is passionate about ensuring the school’s commitment to diversity in all of its forms and recently joined a cohort of FH faculty, parents and administrators at the “Widening the Lens” diversity conference, where participants explored ways schools can continue to evolve as a community that embraces diversity. Colleen credits

her career at Verizon for cultivating her awareness and providing her with the training to recognize and champion new diversity initiatives.

Before becoming part of the FH community, Colleen had a 35+ year career in the technology industry—beginning at New Jersey Bell and later with telecommunications leader Verizon—in a variety of roles that ranged from engineering to marketing to government affairs.

“I was hired at New Jersey Bell through a college program geared at placing new hires in nontraditional roles. At that time, this meant placing women in network management roles. I first worked with, and later supervised, mostly longtime employees who had worked their way up from construction positions into management. I had to earn the respect of people who knew much more about the business than I did.

| PERSPECTIVES

“I learned the very important lesson of how to lead without authority . . . how to show respect in order to gain it.”

Colleen persevered at New Jersey Bell and its merger with GTE which resulted in the formation of telecommunications giant, Verizon. After holding numerous other positions at Verizon, as well as earning an MBA from Rutgers University, Colleen oversaw Verizon’s public affairs and government relations division, working with her staff and lobbyists to collaborate with all 50 state governors’ offices and legislatures to adopt new laws and regulations around the quickly evolving technology sector. Colleen relied on her own integrity and strong strategic planning and project management skills to navigate this sometimes murky landscape. She also applied key lessons she learned at the beginning of her career: treat everyone with respect, always find common ground and use good judgment.

Colleen pressed “stop” on her career in 2012 to spend more time with her family. Since relocating from Japan in 2008, stepdaughter Katie Novak, her husband Teru Mishima, and their children Tora '19, Audrey '23, Livy '26 and Quinn '29, live with Colleen and her husband, Bill, in Bedminster. “In the Japanese culture, multi-generational families are not unusual. Sharing a home with Katie, Teru and the kids allows me to be very involved with my grandchildren and pinch hit for Katie as needed,” explained Colleen.

As a person who has always embraced and instilled strong character values, Colleen is thrilled by the Far Hills Five Pillars and the positive values it promotes. She has observed their positive effect on her grandchildren and other FH students.

“Last year, one of my granddaughters brought home an envelope from Grade 3 teacher Ms. Coombs that contained a handwritten compliment from each of her classmates. I was delighted to see that the compliments were character-related, (i.e., ‘You are a leader,’ and ‘You help everyone who needs it,’) rather than focused on appearance or interest in a shared activity. This shows me that not only are FH students nurturing and developing a strong character, but they are also learning to value those traits in their peers.”

When asked what she hopes to accomplish during her tenure on the Board, Colleen stated that she hopes to build on her family’s appreciation for the faculty and Leadership Team. She also intends to work with the Board to ensure that the school’s commitment to its mission is well supported for future Far Hills families.

“A chaplain’s purpose

isn’t to preach or to convert, or tell people what to believe. It is simply to create a space to allow people to find and show feelings,” explains Leslie Hyde, Class of '69.

She puts this mantra to use every day as the Police Chaplain in Yarmouth, Maine.

26 | FAR HILLS MAGAZINE | GO FAR

FEATURED: ALUMNI SPOTLIGHT

A SENSE OF

PURPOSE As the 50th Reunion for the Far Hills Class of 1969 approaches, we shine our Alumni Spotlight on Leslie Hyde, Class of '69, who is living a life fulfilled in Yarmouth, Maine.

Embodying the Far Hills pillars of Respect, Responsibility, Kindness, Honesty and Leadership, Leslie Hyde '69 was, and is, a jack of all trades. She has a background in publishing, religion and civic duty, but found her true calling three years ago when she became a chaplain in Maine.

Leslie hails from an intellectual and athletic family of tennis stars—she and her mother, Condict “Cockie” Freeman Hyde '40, competed in the finals of the 1973 National Mother-Daughter Tennis Championship the same year that her older brother, Hugh, Jr. '68, and her father, Hugh, Sr., won the Father-Son National Championship. Leslie was also awarded the Far Hills Girls Sportsmanship Award in 1969 and was captain of her college tennis team.

A graduate of Miss Porter’s School and later a theology major at Trinity College, Leslie recalls always wanting the answers to big questions—even at an early age. She knows that asking those tough questions has changed her and helped shape who she is today.

Declining a scholarship to attend Yale Divinity School, Leslie entered the publishing industry and later moved to Maine where she helped start a church when her daughter was just six months old. She spent seven years as a Court Appointed Special Advocate (CASA) in Portland and was elected town councilwoman in Yarmouth. In 2015, Leslie was ordained by the Chaplaincy Institute of Maine (ChIME)— one of only thirteen recognized interfaith schools in the United States.

In her role as Yarmouth Police Chaplain, she has witnessed tough experiences with people that are in crisis and those who are overwhelmed.

“I’ve seen that we can learn the most powerful lessons when we are struggling. We all have wounds and scars that have the capacity to teach us our greatest life lessons.”

—Leslie Hyde

PAGES | WINTER 2019 | 27

In her spare time, Leslie also runs Yarmouth Care About Neighbors (YCAN), a non-profit that meets community needs (i.e., transportation, clothing, food, fuel, holiday gifts) by connecting available resources with people who need them.

In July 2018, Leslie became a first-time grandmother and spent much of the summer visiting her daughter and new granddaughter in Washington state. Now back in Maine, Leslie resides in a 300-year old tavern that has five fireplaces and wide pumpkin pine floors. The home was part of the Underground Railroad, featuring a tunnel that connects her basement to the Royal River leading to an escape to Canada. The house reminds her of her childhood home in Far Hills. “It’s cozy and welcoming, and like me, it’s showing its age. But this house teaches me to embrace the imperfections of age and remember what stands the test of time.”

Leslie Hyde (in front) is pictured with Katharine Hardin '69, Maria Farnstrom DeLalla '69, Mr. Denny Emerson and Lisa Smith Lawrence '69.

With her 50th Far Hills reunion around the corner this spring, Leslie remembers her Far Hills experiences fondly.

“Far Hills taught me that curiosity is good.

Knowledge gives me choices. I began a lifelong love affair with learning at Far Hills...

19 20

Join us! Plans are underway for the Class of 1969’s 50th Reunion. For more information or to be involved, contact Linda Corcoran, Director of Alumni, at alumni@fhcds.org.

M a y 3 1 – Ju n e

2,

and Betty Noling and her pop quizzes taught me the importance of always being prepared!” she also exclaimed.

She treasures the power and value of the friendships she made back in elementary school. “My very best friend to this day was my great friend at Far Hills, Lisa Smith Lawrence.

How many folks can say they cherish and celebrate a friendship that rewarding for sixty years?” Leslie remarked.

The Hyde Family in 1962, including Jenifer Armand Delille '64, mother Condict “Cockie” Freeman Hyde '40, Brook Hyde Goode '66, Leslie Hyde '69, Hugh Hyde, Jr. '68 and father Hugh, Sr.

28 | FAR HILLS MAGAZINE | GO FAR

Lisa Smith Lawrence '69 mirrors Leslie’s sentiments. “I can’t remember meeting Leslie (in Kindergarten), but I can’t remember not being best friends with her. We used to play paper dolls, reenact the Nancy Drew series—Leslie always had to be Nancy Drew because she had blond hair, while I had to be George—and bike around Far Hills’ dirt roads for hours and hours together. Leslie is the most genuine, constant person I know. She gives 110 percent in everything she does, whether for her family, friends or community. And she has a wonderful sense of ridiculousness—she makes me laugh until my lungs collapse.”

CONCERNED CITIZENS

The Far Hills Service Learning Club Continues the Legacy of Compassion

SERVICE LEARNING

By the Numbers

BY THE NUMBERS Service 33% Choose Learning as an

Of Grade 8 Students Elective

15 Partner Organizations Service Learning at Far Hills spans across all grade levels, promoting empathy and encouraging community-minded stewardship in students of all ages. From making applesauce for the Morristown Soup Kitchen in Grade 1 to planning school-wide drives and initiatives in the Upper School, students learn from an early age that giving back is a part of what it means to be a Falcon. Leading the charge is a group of driven Grade 8 students who communicate with local partners, manage donations and logistics and serve as ambassadors to the Lower School for service learning initiatives.

Gifts 162 Holiday Delivered

of Shampoo Items 31 Gallons 636 Food Collected Collected

September through December 2018

100 Children's Books Donated

Care 240 Personal Bags Delivered

September through December 2018

ALUMNI NOTES

In December, we were happy to welcome home over 25 young alumni.

Back row: Riaan Dhankhar '17, William Scott '16, Ivan Scotto '16, Scott Takacs '17, Corey Downey '16, Scotty Martin '16 and Jack Blanco '17.

Middle Row: Ada Rose Wagar '17, Olivia Dillon '17, Lauryn Repollet '16, Jake Brennan '17, Nate Rygh '17, Andrew Reale '16, Niko Agathis '18, Alejo Woelper '18, Jack Reale '18, Matthew Westlake '18 and Jack Brucker '18.

Front Row: Grace Morais '18, Tess Hanlon '18, Caroline Lewis '18, Kristin Bednarski '18, Alexandra Mueller '18, Mackenzie Lawson '18, TJ Hanlon '18 and Graham Abramo '18.

A cherished FH tradition continues as alumni join students on stage to sing “Christmas is a Feeling� as the 2018 Holiday Concert closes.

30 | FAR HILLS MAGAZINE | GO FAR

Ethan Werbel '18 returns to campus to participate in the Trick or Trot 5K in October. Ethan is currently a freshman at The Pingry School.

Assistant Head of School Georgia Zaiser and Portsmouth Abbey freshman Caroline Lewis '18 cheer on PAS junior Christopher Zaiser '16 at a football game.

NEXT UP

Class of 1969 50th Reunion

May 31–June 2, 2019 All members of the Class of 1969 are invited to participate in the weekend-long reunion, with on- and off-campus festivities. Invitations with event details will be sent shortly.

2019 Golf Classic

Monday, May 13, 2019 Hamilton Farm Golf Club Invitations will be mailed in March.

#FieldDayofGiving

Class of 1994 25th Reunion

Friday, June 7, 2019 All members of the Class of 1994 are invited to participate in our Graduation procession and join us for lunch afterward. Invitations will be mailed in March.

May 23–24, 2019 Share your #FalconPride. Join us for this 24-hour day of giving in support of Far Hills. If you would like to help us spread the word as a social media ambassador, please contact Linda Corcoran at lcorcoran@fhcds.org. More details to follow.

Class of 2015 Reunion Picnic

Monday, June 10, 2019 All members of the Class of 2015 are invited back to campus for a fun evening of reconnecting with old friends and former teachers.

Invitations will be mailed in May.

IN MEMORIAM Far Hills Country Day School honors the memories of our community members who have recently passed. We extend our deepest condolences to their families and friends. We are grateful for the time we shared together.

Walter Bowen January 8, 2019 Grandfather of Zachary Benko '21 Robert “Stretch” Gardiner November 3, 2018 FH Trustee Emeritus (Board President), stepfather of alumni H. Stuart Valentine IV '79 and E. Glynn Valentine '81, and grandfather of alumnus and current students Harrison '14, Chloe '22 and Winston '22 Valentine Lewis Geiger September 6, 2018 Father of former FH Head of School Jayne Geiger and grandfather of alumni Jason '94 and Jordan '98 Wyatt

Douglas Paterson December 30, 2018 Grandfather of alumni and current students Emily '15, Molly '18, Lily '20 and Sally '24 Walker

Stretch Gardiner, wife Liz, and Stuart Valentine ‘79 at the 2017 Crossing the Bridge Ceremony

Eugene “Gino” Montrone July 13, 2018 Father of alumna Gina Montrone '97, and husband of FH Trustee Emeritus Vincenza Montrone

Paul Ramseur, Sr. December 27, 2018 Father of Trustee Emeritus Paul Ramseur, Jr. and grandfather of alumni Natalie '14 and Paul '18 Ramseur Christie Wagar August 12, 2018 Mother-in-law of FH faculty member Jennifer Wagar, grandmother of alumnae Ada Rose Wagar '17 and current student Samantha Wagar '21

PAGES | WINTER 2019 | 31

Far Hills Country Day School

Non-Profit Org. U.S. Postage PAID Chester, NJ Permit No. 241

697 US-202 Far Hills, NJ 07931 fhcds.org

GO FAR...

BUT STAY IN TOUCH! Download our New App! Optimizing connectivity for nearly 500 users!

Follow us on Social Media to watch your fellow Falcons GO FAR!