GFA Magazine Summer 2018

GFA

GREENS FARMS ACADEMY MAGAZINE | SUMMER 2018

Charlie Hall ’92 WAR ON DRUGS DRUMMER BRINGS HOME A GRAMMY

Bob Whelan:

WHY I BECAME AN EDUCATOR

Time Matters:

GFA UNVEILS INNOVATIVE NEW SCHEDULE

Athletics:

AN ALL-AMERICAN YEAR

MISSION GFA engages students as partners in an innovative, inclusive, and globally minded community to prepare them for a life of purpose.

Contents DEPARTMENTS 8 CAMPUS NEWS

FEATURES 2 A MESSAGE FROM BOB WHELAN

15 FINAL LETTER FROM JANET

16 REIMAGINING SERVICE

32 ACADEMICS

20 TIME MATTERS

40 ATHLETICS

26 COMMENCEMENT 2018

46 THE ARTS

52 CHARLIE HALL ’92

62 CLASS NOTES

We know that when kids feel connected and engaged as partners in a dynamic learning community like Greens Farms Academy, they lead different lives as a result.

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Why I Became an Educator A MESSAGE FROM GFA'S NEW HEAD OF SCHOOL, BOB WHELAN

Possibility is a powerful concept. One could make a pretty good

and love of learning — are among the essential lessons of life. These

case that those of us who work in schools are really in the possibility

are concepts that are not learned quickly, nor in lecture format.

business. The Greeks have a word, Arete, that means virtue or

They become ingrained though repeated positive experiences in

excellence, or more specifically, living up to one’s highest potential

an atmosphere of support and high expectation, an environment of

from moment to moment. The pages of this magazine are filled with

warmth and rigor.

examples of the ways in which members of our community set ambitious goals and then find the courage to meet them. I consider it

There’s a Zulu word sawubona that means, “We see you.” We

a great privilege to partner with young people at such pivotal points

really see you. And for a young person, that’s particularly powerful.

along their educational journeys as they engage in the challenging

I went to a pretty good-sized public high school before going to an

work of identifying who they can become. Within these halls,

independent school, which was an experience that changed my life.

classrooms, stages, and fields our students are deciding what world

I found myself in a community where I was indeed seen and known,

they will create.

and my teachers and coaches had higher expectations for me than I could ever imagine for myself.

I draw energy from a profession that I find inspiring. I feel profoundly grateful to have the opportunity to make a positive difference in the

Tom McGraw saw me. He was an English teacher and basketball

lives of others.

coach, and one of the main reasons I am an educator today. He taught us about art, The Odyssey, punk rock, and basketball. Mr.

I am motivated to help create opportunities for young people, in

McGraw instilled in me a sense of possibility. We would play one-

part because my teachers did the same for me. So many of the

on-one after practice and he played with the kind of abandon that

lessons learned during youth — resiliency, compassion, self-respect,

challenged me to raise my game. It was an environment where it was Summer 2018 | 5

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At GFA we incubate that concept of possibility. Here, students are known and deeply valued by the adults. We are not strangers to “making it happen.”

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okay to try something new — it was encouraged. He knew my love of

schedule (see page 20), there is a culture of continuous improvement.

music and he encouraged it. His mantra was: “Make it happen.” I know

GFA stays nimble — always looking for the next opportunity to be

there are many Tom McGraws among our faculty members today.

the best possible place for students. Innovation is not a buzzword at GFA it is a hallmark. Here, thoughtful progress travels alongside a long

At GFA we incubate that concept of possibility. Here, students are known and deeply valued by the adults. We are not strangers to “making it happen.”

tradition of achievement.

During my four, carefully orchestrated visits to campus this spring, I witnessed several moments of great possibility. During Upper

One of the many inspiring comments I heard during the interview

Schoolers’ presentations at World Perspectives Symposium, I was

process came from a longtime administrator and parent. He said that

awed by the confidence exhibited as students explored a year’s

while GFA is a school rooted in tradition with an unimpeachable

worth of thoughtful and detailed research. I was wowed by the joy

legacy, it is always looking for opportunities to innovate. From

of the Middle School production of Lion King, Jr. (page 46) and deeply

seemingly small decisions made every day in the classroom to

touched by the reassurance of an administrator’s soothing “you got

broader, forward-thinking curricular advancements like the new

this” when stage fright struck during the Lower School talent show.

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I was inspired by the toughness and teamwork I observed on the playing fields this spring, and at an electric Pack the House this winter. That grit and tenacity spoke volumes about the persistence required to be one’s best.

The building blocks of a life of purpose are often revealed in some of the “main stage” moments as well as some of the seemingly smallest human exchanges. We know that when kids feel connected and engaged as partners in a dynamic learning community like Greens Farms Academy, they lead different lives as a result. Impressive and diverse lives, too, as exhibited by our alumni community from War on Drugs drummer Charlie Hall ’92 (page 52) to filmmaker and activist Chris Temple ’07 (page 60).

Kids make me laugh — every day. They surprise me with insights, ideas, and questions that I hadn’t considered and they regularly see the world quite differently than I do. PreK and Lower School students make me smile with their unbridled joy, creativity, and curiosity. Middle and Upper School students help me remember that I need to continually grow and evolve. They challenge me, which I deeply value. And what I enjoy most with all students is when they are sharing what’s most important to them — music, popular culture, relationships, sports — and what they so keenly observe in the adults around them.

I consider it a gift to work alongside people who are drawn to education not because it is a job, but because it is a calling.

Teachers with the latter profile had a transformative impact on my life — they still do. Looking back, there were common themes shared by those educators; they were unwavering in their commitment to developing strong relationships with their students, they were passionate about their craft, they had high expectations, and they were empathetic. I recognize now that they almost all modeled a growth mindset, well before that concept was developed.

Youth is a time of such amazing possibility and hope. A young person, sustained by a supportive and innovative learning community, will be positioned to generate new ideas, relationships, and avenues of understanding. Cultivating the next generation of lifelong learners and leaders is one of the most important contributions we can make toward an unwritten future. I cannot imagine a more worthwhile endeavor.

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B OA R D O F T RU ST E E S EXECUTIVE COMMITTEE David Durkin, P ’18, ’22, ’23, Board Chair Samantha Rorer Mooney, P ’18, ’20, Vice Chair Stephen Lawrence, P '10, '20, Treasurer Arlene Howard, P '19, '21, '23, '25, Secretary

SANDRA FROST

2018-2019

Shelley Goldsmith, P '15, '17, '20 Michael Greenberg, P ’19, ’21 Michael Rintoul, '84, P '15, '17, ‘19 Henry A. Backe, Jr., MD, P ’11, ’16 Vani Bettegowda, P ’22, ’25 Michael Blitzer, P ’24, ’27

DR. DERRICK GAY

Roger Ferris, P ’18, ’18, ’20, ’28

Richard J. Canning, P ’19, ’20 Carolyn Cohen, P ’14, ’17, ’19, ’21 Stephanie Ercegovic, P ’20, ’23, ’25 Sandra Frost P ’25, ’29 Derrick Gay, Ed.D. Ward K. Hor ton, P ’24, ’28

TOM MURPHY

Elizabeth Koldyke Boolbol, P ’17, ’18, ’20

Lynne Laukhuf, P ’95 Tom Murphy P ’19, ’21, ’22 Kim Raveis ’88 P ’23, ’25, ’28 Kate Roth Ed.D., ’90, P ’20, ’23, ’27 Peter Tauck, P ’15, ’17, ’19, ’21 Emily Von Kohorn ’96

EMILY VON KOHORN ’96

Bob Whelan, Ex Officio

KIM RAVEIS ’88

Kristen McDonald, P ’21, ’23, ’25

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Welcome

T O OU R N EW B OA R D M E M B E R S

Sandra Frost graduated from Southern Connecticut State University with a B.A. in graphic design, though her undergraduate studies began at Eafit University in her native Colombia. After working as a freelance designer with clients such as Schick, The Hour newspaper, and the SONO Arts Festival, she founded small businesses in skin care and apparel. She has served on the board of Trinity Parish Nursery School in Southport and co-chaired their fundraising campaigns. Frost is an active parent volunteer at GFA and current Membership co-chair on the board of The Fairfield County Hunt Club. She lives in Fairfield with her husband Steve and their three daughters.

Dr. Derrick Gay is an international consultant on issues of diversity, inclusion, and global citizenship. Currently he collaborates with thought-leaders to cultivate cultural competency, promote empathy, and deepen inclusion. His work spans educational, philanthropic, and business sectors, both domestically and abroad, and has been featured in the New York Times, the Washington Post, The Huffington Post, and on NPR. Also, he has produced two TEDx Talks, in addition to having worked internationally. Gay currently serves as senior advisor of content and curriculum at Sesame Street, is an adjunct professor at The University of Pennsylvania, and consultant to KIPP Foundation and other philanthropic organizations. He serves as a board member for The Caedmon School and The National Guild for Community Arts Education. Gay has taught Spanish, French, and music at a number of independent and boarding schools. He holds a B.A. from Oberlin College, a B.M. from The Oberlin Conservatory of Music, an M.A. from Columbia University, and a doctorate in education from The University of Pennsylvania.

Tom Murphy graduated from Colgate University with a B.A. in economics and Stern School of Business at New York University with an M.B.A. in finance. Murphy is managing director and CFO at General Atlantic, a leading global growth equity firm based in New York. As chief financial officer, he is responsible for the firm’s finance, accounting, and tax groups and has shared oversight of firm administration. Prior to joining GA in 1994, Murphy was a senior accountant with Deloitte & Touche in their Financial Services division. Murphy served on Colgate’s Alumni Council and was awarded a Maroon Citation in recognition of his service and contribution over the years to the university. He currently serves on the board of the Darien Soccer Association and is a past board member of the Darien Nature Center. Murphy and his wife Sophie live in Darien, have been members of the GFA community since 2012, and currently have three children at the school (four in the fall). Murphy also served three years on GFA’s Advisory Council.

Kim Raveis is a graduate of Boston College with a B.A. in education. She worked in the software and management consulting industries providing strategic counsel to chief executive officers and senior executives in the consumer packaged goods and retail segments. She chose to leave her most recent position with BearingPoint (formerly KPMG) to raise her children. As a graduate of GFA, Raveis values the importance of giving back to her alma mater. She has served in the roles of co-president of the Lower School Parents Association, an inaugural member of the Advisory Council, parent-teacher for five years in the “Learning to Look” art history program, and class parent for multiple grades. Raveis lives in Fairfield with her husband Chris and their three children Laci (’23), Charlotte (’25) and Will (’28).

Emily Von Kohorn attended GFA from kindergarten through graduation. She holds a B.A. in history and literature from Harvard College and an M.B.A. from Columbia Business School. She is the co-head of the Global Real Estate Practice at Sheffield Haworth, a financial servicesfocused executive search firm. Prior to becoming a search consultant, Von Kohorn worked primarily in real estate finance, with an interlude in education. While living in Istanbul, Turkey, from 2011–15, she worked as the founding director of advancement for the Hisar School, a bilingual PreK–12 independent school. She has remained a member of the school’s Advancement Committee. She is thrilled to bring her experiences and passion for GFA to the role as a second-generation board member, following her father, Henry Von Kohorn, honorary trustee. She lives in Manhattan with her husband, daughter, and son.

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New to GFA SHANELLE HENRY

Director of Equity and Inclusion An educator and leader in her field, Shanelle Henry has spent much of the last 20 years working on issues of equity, diversity, inclusion, and social justice in independent and public schools, colleges and universities, nonprofit, corporate and law enforcement agencies and corporations. Most recently, Henry inaugurated the role of Director of Diversity and Multicultural Affairs at Friends Academy (New York) in 2011.

“I felt welcomed the moment I stepped through the courtyard,” she said. “The air was filled with curiosity and excitement regarding possibilities for future equity and inclusion work at the school. I was greatly impressed with the community's desire to learn how to raise questions of equity and justice and engage in open and courageous conversations. It is truly an exciting time to be at Greens Farms Academy and I am humbled to be a Dragon!”

JENNIFER CAMPBELL Chief Finance and Operating Officer Jennifer Campbell came to GFA from New Canaan Country School where she had been CFO since 2013. She will be overseeing and directing all business operations, including finance, human resources, facilities, buildings and grounds, financial aid, risk management, transportation, and dining services.

“I could not be more excited about the opportunity to join the GFA community,” Campbell said. “In my visits to campus this spring, I was consistently impressed by the talent and commitment of the faculty and administration, and just as importantly by their warmth and compassion. I look forward to getting to know each of them, and of course the students and their parents, and can't wait for the next school year to begin.”

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CAMPUS NEWS

Pop 2K Raises $2K With "Pop2K"-themed performances, this year’s Harmony for the Homeless raised $2,000 for victims of last fall's devastating storms in Texas, Puerto Rico, and Florida.

Harmony for the Homeless, an annual musical fundraiser, featured songs from the 2000s — by artists like Destiny's Child, Spice Girls, Backstreet Boys, Green Day, and U2 — performed by an ensemble of Upper School singers and musicians.

Choral Music Teacher Betsy Bergeron said the event is a real opportunity for our community to exhibit empathy. "It is easy to get caught up in our owns struggles and our own worlds," she said. "I like to think of Harmony for the Homeless concerts as a gentle reminder for us to not forget."

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Ginny Balser

English Department chair Ginny Balser retired after 12 years at GFA. This year's Penumbra (student literary publication) was dedicated to this "beloved teacher," noting, "to know her is to know a woman of strength, drive, and leadership, which manifests in all that she does." Many members of our community wanted to share their good wishes; here are just a few:

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I cannot adequately explain how grateful I am to have Ginny Balser as one of my mentors. She has been an unwavering support system, a trusted colleague, and an amazing friend ever since I arrived at GFA. She is always looking out for people, and my biological mom even refers to Ginny as my school mom! In all seriousness, I think we will all miss Ginny’s determination to do the right thing and her ability to revel in the joy of teaching, but her influence and impact will surely remain.

Michaela Pembroke Upper School English

Ms. Balser is a genuinely kind person who radiates pure compassion and love for learning. Her passion for what she does is so evident in her everyday class life. I remember the tenth grade beginning-of-the-year trip during which Ms. Balser, a group of kids, and I backpacked through NYC. Ms. Balser explained the reason she had volunteered to embark on that trip with a group of 16-year-olds was because she wanted to prove to herself that she was capable of continuing the search for adventure, which she had always so loved in her past. This goal of hers speaks to her character which revolves so heavily upon appreciation of adventure and the search for uncharted ground. She is an incredible teacher, but an even more incredible human.

Andy McIlvaine ’19

It’s hard to imagine Ginny’s not being at the end of the hallway in her warm and colorful classroom filled with translations of novels from around the world, the walls papered with New Yorker covers and literary terms. I

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will miss her warmth, her intelligence, her energy, and her practical good sense. Happy Trails, Ginny!

Gail Greiner

Upper School English

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CAMPUS NEWS

Grandparents and Special Friends Day Starting in the GFA Performing Arts Center with musical performances, Grandparents and Special Friends Day gave our guests a chance to sneak a peek into Lower School life — from arts to athletics to education — and it gives our students a chance to introduce their school community to the special people in their lives.

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Dragon Dash Beautiful weather contributed to a record turnout for the annual Parents Association Dragon Dash, a 5K road race that winds along Long Island Sound, and a kid’s half-mile Fun Run. GFA parent Tim Brown finished first for the second year in a row.

Another annual tradition, Spring Sports Saturday invited younger laxers to the turf for a lacrosse clinic with our varsity athletes. Elsewhere on campus, the Earth Day celebration brought students, faculty, and parents together to plant a new no-mow demonstration garden and a food forest behind the squash building.

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CAMPUS NEWS

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THE SPRING

It was truly a year of celebration, as the entire community came together to applaud the 15-year tenure of Head of School Janet Hartwell. Special ceremonies took place throughout the year, with highlights including a special Faculty TGIF (an invention of Hartwell’s) at Fairfield’s Penfield Pavilion, year-end divisional celebrations from the students, and the 2018 Spring Gala, “A Night in Celebration of Janet Hartwell.”

At the gala it was announced that the Board of Trustees unanimously voted to name the Performing Arts Center in her honor, to be known going forward as 16 | www.gfacademy.org

the Janet Hartwell Performing Arts Center.

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There is much about GFA and this community that I will carry with me. It is the warmth, authenticity, and palpable sense of community from both faculty and students, that I will always cherish. I believe a unique aspect of GFA is that our students thrive within a climate of close, almost familial, relationships between teacher and student, and through the quality of these relationships develops selfesteem, trust, and a comfort with the adult world.

We have a magical, special school and I will keep it in my heart for many years.

Thank you to all our alumni, faculty, students, and families for creating and being integral to our community.

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GFA has a long tradition of community service. For generations, the school has partnered with organizations in Fairfield County and

Reimagining Service YEAR ONE OF OUR NEW SERVICE LEARNING PROGRAM

By Chris Kolovos

around the world, with students in the lead: volunteering at area eldercare facilities and Bridgeport elementary schools, maintaining trails at the Audubon, biking for Hole in the Wall Gang Camp, sharing their talents at the annual Harmony for the Homeless fundraiser. Community Service Coordinator, Sue Wilchinsky, has supported these efforts, firm in the belief we all share: there are no more important lessons and habits for young people than the ones they develop through service.

GFA is also a restless place, in all the best ways: we go from good

Quisque

Associate Head of School

idea to implementation very quickly — a testament to the school’s growth mindset. As a result, not only does our curriculum and

pedagogical approach serve our students extraordinarily well, but

the school is quickly gaining a national reputation as a model 21st century school.

Service is not immune from this culture of constant improvement.

Last winter, faculty from all divisions and students from the Upper

School Community Service Board did some blue-sky thinking about the way we approach service. Proud of the tradition of community

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service, but convinced that we could improve, the group asked

work was in some way tied to the core curriculum at school?

three central questions. The first, “How is service tied to the school’s mission?” was easy. Service is a manifestation of our motto: “Quisque

That was the beginning of what would become the new PreK–12

pro Omnibus — Each for All,” and furthers our mission of preparing

Service Learning Program, complementing the traditional community

students for “a life of purpose.”

service efforts. Service learning, like its cousin, community service, asks students to engage in volunteer activities to learn empathy and

The second question: “What do we want our students to learn

citizenship, while building lifelong habits and improving the community.

through service?” Put another way, “Why do we do it?” We reached

But service learning adds a connection between service and work in

a clear consensus that service helps students practice empathy,

the classroom. When those links are present, and when the service is

understand citizenship, and begin a lifelong habit of service.

sustained over a period of weeks and months, when there is time for preparation and reflection, and when the partnerships are built on

Those guiding goals helped us tackle the third and most important

mutual respect and benefits, that’s when deeper learning happens.

pro Omnibu question: “What kind of program would best help students achieve those goals?” The answer: A program that engages all students in

This year, for the first time, every student at GFA, across all three

sustained, repeated experiences in mutually beneficial partnerships,

divisions, has been engaged in regular, sustained service learning, headed

doing meaningful work linked to the school’s curriculum. For

by divisional service learning coordinators, and we are already thinking

understandable reasons, schools sometimes organize service efforts

about ways to improve for next year. In the end, though, while the

into isolated, one-off affairs. Students fan out around the area to

methods are slightly different, we are doing what we have always done:

volunteer their time. And those experiences can be valuable. But how

finding the best way to raise responsible, empathetic citizens who can

much more would students learn if rather than one isolated volunteer

live our motto, “Quisque pro Omnibus — Each for All.”

experience, they returned to that same site several times, building

lasting and mutually beneficial relationships in the communities they are serving? And how much more could they learn if the service

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LOWER SCHOOL

By Sofi Kurtz LS Service Learning Coordinator In the Lower School, themes for service learning vary by grade level. As part of the science curriculum, each third grader chooses a local songbird and researches the bird’s identification, behavior, and life cycle. Volunteers from the Fairfield Senior Center create wooden sculptures of those birds. Students then visit the center to have lunch with their senior partners and paint the birds together. The seniors later visit GFA, to place the carved birds in the front hallway for display. Using an augmented reality smartphone app (part of the technology curriculum), each student’s finished bird triggers a short video showing the birds behavior and song. One senior commented, “Since I don’t have any grandchildren, I look forward to this project every year. It is such a wonderful way to connect and learn science with a younger generation.”

And one of our third graders noted, “I saw a junco out my window this morning and I knew it was my bird because I learned about it from my buddy at the Senior Center. It was so fun to learn the local birds, so now I know who is at my bird feeder at home.”

MIDDLE SCHOOL

By Meghan Chew MS Service Learning Coordinator In the Middle School, service learning takes several forms. In advisory and in class, students engage in conversations about sustainability, poverty, homelessness, and equity and inclusion. These discussions provide a forum for students to explore prejudices, find commonalities, and imagine what life would be like walking in another person’s shoes. As students build a greater capacity for empathy, they in turn gain a stronger capacity for action. In Mr. Gott’s sixth grade English class, students embarked on a letter-writing project. They began by choosing issues that are important to them and to their communities, for example: the development of a shuttle service to the Fairfield train station, a craft fair to benefit a local charity in Darien, and the creation of safer conditions for bicyclists in Weston. After some research, they wrote thoughtful, persuasive pieces that relied on sound arguments and examples. The majority of students in the grade received responses, and many continue to reach out and try to effect change in their communities.

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UPPER SCHOOL

By Sue Teyan US Service Learning Coordinator This past year, Upper School students traveled off-campus in advisory groups each week to work with various community partners. At the Westport Senior Center, GFA students and seniors engaged in dialogue about current topics such as relations with North Korea, sexual harassment and the #MeToo movement, the suspension of Russian athletes from the Winter Olympics, healthcare, global warming, and the value of protests such as “March for Our Lives.” The topics connect with the school’s curriculum in international relations, history, environmental science, and other courses. By generously sharing their own stories, the Westport seniors illuminated current events, imparted wisdom, and made meaningful cross-generational connections. Students have noted that they genuinely looked forward to their visits to the Senior Center each week and that they built a reciprocal relationship of respect and real interest in one another’s lives and perspectives.

COMMUNITY SERVICE (PREK-12)

By Sue Wilchinsky Community Service Coordinator The new and evolving Service Learning Program complements many of the community service efforts that have long been GFA traditions. The annual Middle and Upper School Angel Tree gift drive and Lower School mitten, hat, and coat drive are just a few examples. This year, after hearing from a member of our cafeteria staff about one health center’s efforts to help newly arrived refugees from Puerto Rico after the hurricane, Middle and Upper Schoolers dedicated this year’s annual Angel Tree drive to the center, supplying holiday gifts for children and families affected by the storm. The fourth grade chipped in, too, collecting items from their annual mitten, hat, and coat drive to donate. Seventh graders had a chance to visit the clinic, and the fourth graders heard from a representative of the center in assembly.

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TIME MATT E RS A SCHEDULE FOR OUR (STUDENTS’) TIMES

By Chris Kolovos Associate Head of School

What would it look like to build a school schedule that really works for kids?

One that takes into account everything that researchers, doctors, and kids are telling us about sleep, stress, and health? And one that creates the space for teachers and students to do the kind of exploratory, authentic, inquiry-based work that we know will serve them well in the 21st century?

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Those are the questions that our faculty and students started with last spring. The result of those conversations is an innovative academic schedule, set for rollout in the fall of 2018. Parents, kids, and teachers are excited about the change and it will go a long way to putting the needs of students right at the center.

A little history. Most of us grew up with a middle or high school academic schedule that looks something like this: five academic classes that each meet every day for about 40 minutes, in a day punctuated by bells and starts and stops. We did our homework for all of our classes the night before, and each class stayed in its neat bucket. That system, which has been around for well over a century now, is based as much on the factory system as it is on educational theory.

That model, if it ever did, no longer works for most of our kids.

Stress, Sleep, and Student Health For one, the expectations on our young people have changed. In many schools, five courses are no longer the norm; as we strive to offer richer course loads and more elective experiences, the day is packed with six, sometimes seven class meetings. We want our kids to learn engineering, coding, environmental science, media literacy, international relations, research, and hands-on independent studies, but in most cases, have not taken anything away. Trying to meet our expectations and feeling the pressure from colleges, students take on heavier loads, which means more homework and fewer breaks in the day.

All the while, the demands outside of school have grown, too. Where a generation ago playing soccer outside of school for a sixth grader may have meant a few hours with a town team at a field in the neighborhood, now it often means several hours a day in a club program, with travel and tournaments over the weekend. For older students, the pressure to fill a college rĂŠsumĂŠ leads to even more specialization outside of school, whether in sports, arts, service, or internships.

The result is a national crisis in student health among our highest-achieving students and at our most

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demanding schools. With all of these competing pressures on kids, sleep is the first thing to go. Pediatricians and researchers have been telling us for years that adolescents need between eight and 10 hours of sleep per night. Research shows that on average, high schoolers report getting approximately six hours of sleep per night, often less at least one night per week. In a survey of our own students, we found similar results, with seniors reporting an average of six hours of sleep per night, with at least one night that week (a particularly heavy homework night) falling significantly below that six-hour mark. Those numbers are, unfortunately, the new norm across our schools.

And the impact on kids is sobering. The academic literature on the connection between sleep, stress, and emotional and physical health is, and should be, a wake-up call. Researchers studying undergraduates in America’s college and universities (there is excellent work being done by the Higher Education Research Institute at UCLA and the American College Health Association) report shocking increases in the numbers of students reporting depression, anxiety, eating disorders, and feelings of being overwhelmed. Our secondary schools are in a similar position and are responding by, among other things, increasing the resources we devote to mental health support and education for students and parents both. But, by and large, we are not getting to the root of the problem.

That sense among America’s students of being unable to handle the demands on their time has also led to disengagement. Ironically, as we offer the students more and more opportunities academically and outside the classroom, we are making it harder and harder for them to enjoy what they are learning. Students at GFA — in partnership with the Center for the Study of Boys’ and Girls’ Lives at the University of Pennsylvania’s Graduate School of Education — have been studying academic stress. One of the findings, based on student focus group data, is that while our students love their subjects and feel connected to their teachers, they often only have time to complete the task in front of them. The result: joy of learning is losing out to the need for completion.

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21st Century Learning There are many things we don’t know about what our students will or will not be doing as they move on into the world. Likely they will be doing jobs that do not currently exist, using technologies and business models that have yet to be invented. But there are some things we can say for sure. Today’s learners are much more likely to be collaborating across networks and long distances, working in diverse teams in a global economy. They will have mountains of data available at their fingertips, placing a premium on their ability to analyze data and distinguish the good from the bad. They will live and work in a world of increasing automation, in an economy that will value most those skills that cannot be done by a robot or computer.

And they will inherit local and global challenges that call for systemsbased, interdisciplinary, collaborative solutions.

What does this mean for schools? Howard Gardner, a professor at the Harvard Graduate School of Education, in his book Five Minds for the Future, talks about the habits of mind students will need to be capable and constructive members of their futures, not our past. Researcher and writer Daniel Pink, in his book A Whole New Mind, offers a similar list of six senses critical to success for the next generation. The categories vary from writer to writer, but there is an emerging consensus about what skills and habits kids most need from school: collaboration, creativity, interdisciplinary thinking, synthesis, ethical thinking, empathy, analyzing data, critical thinking, effective communication, and cultural competency.

The problem is not that teachers do not understand these priorities.

Or that they do not know how best to help students achieve them.

The problem is that our schedules are not designed for that kind of learning.

To build the habit of collaboration, students need the time and space in school to work together on authentic projects, work that is often

interrupted by a bell in a 40-minute period. To practice empathy

Sixty-five-minute academic periods in the Middle and Upper

and gain cultural competency, students need to get out of their own

schools, which meet three times per week. Those long blocks of

communities, both digitally and physically, and engage in meaningful

time allow for the kinds of hands-on, project-based, engaging work

work with new friends and partners; that too is hard, perhaps

that will build the habits our students will need. And with classes

impossible to do in a traditional class period. Our siloed system of

meeting three times per week, rather than four or five, that will

subjects makes true interdisciplinary learning very difficult, leaving

reduce the number of classes students have to prepare for each night

students with the false impression that the disciplines are distinct and

and bring the homework load to something rigorous, but healthy.

we miss the opportunity to attack a problem from multiple angles.

We need a new model.

Leveraging what we know from academic literature and from our

Flexible, open, multi-hour blocks in the middle of the week to allow students and teachers time to get off campus in the interest of service learning, community engagement, research, or whatever other kind of immersive activity we think will help them grow.

own experiences, we have crafted more than a new schedule, rather, a new structure of our academic program for the 2018–19 school

More open times during the day for students and faculty to work

year, which places the energy and bandwidth of students’ minds at

together outside the classroom, cementing skills and building lifelong

the forefront. We believe this is a major step forward in addressing

relationships.

concerns about student well-being, while at the same time facilitating 21st century learning. Those two things are not in tension. In fact, they

A late start (9:00 AM) on Thursday mornings, at a point in the week

are mutually reinforcing.

when students are most tired and need to catch up on sleep or

A Way Forward Here are some of the key features of our approach:

work. With faculty meetings scheduled for Thursday mornings, that also frees up more slots in the afternoon for students and teachers to meet for extra help and to build the relationships so critical to learning.

Summer 2018 | 25

Moving away from a dedicated review and exam period at the end of the year. The most precious time we have is the time teachers spend with kids, but we, like many

HEALTHY HOMEWORK SCHEDULE

schools, currently devote roughly two weeks to review and exam time. And the research shows that cramming for an exam has next-to-no impact on deep, long-term learning. Peter Brown makes that case compellingly in his book, Make It Stick, and schools have found the same; in one instance, a school re-administered an exam in September (on which students had earned a B+ average in the late spring). The new average? An F. Our plan is to recapture those class days, while still giving the students the benefit of a culminating experience. There is great value in students having the chance to demonstrate mastery of the core skills and to synthesize what they have learned, which we can

SERVICE LEARNING COMMUNITY ENGAGEMENT

do in the normal flow of the school year. And colleges are already moving in the same direction.

We are building in “mini-term� intensive courses, lasting between one and two weeks. During mini-terms, other classes pause, and students explore one topic in depth with a teacher. It is a chance for students and teachers to dive deep into a subject, do some hands-on work, get off campus, engage in place-based learning, and learn in a new way.

EXTRA REST

These are not all new ideas. Schools around the country and around the world have experimented with directions like this for years, and we have learned from their experience. We are excited about the opportunity to put all of this into practice as part of one reform effort and harness the synergy. Most importantly, we are putting the needs of the students first.

FACULTY/STUDENT INTERACTION

PLACE-BASED LEARNING

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Summer 2018 | 27

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t n e m e c n e m Com 2018

Summer 2018 | 29

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We can count on one another for support, just as much as we can count on … our entire class to unapologetically be themselves day in and day out.

"

MOLLY MITCHELL ’18

Summer 2018 | 31

W

“We can count on one another for support, just as much as we

sunset where the rest of our lives waits patiently for us to find it

can count on … our entire class to unapologetically be themselves

and bask in its ease and comfort, but that’s not the way it’s going to

day in and day out,” promised salutatorian Molly Mitchell in her

be,” he predicted. “But would we really want it that way? Imagine a

Commencement remarks. “It is the shared experiences, memories

life without challenges, without obstacles, without anything to work

and stories that have brought us all closer together.”

toward. And imagine how boring that would be. Fortunately for us, our lives will not be so simple.”

The tight-knit community of 82 seniors stepped out onto the lawn June 7 for the last time as GFA students. They’ll now move on to

Commencement speaker Ophelia Dahl, in her second visit to the

colleges across the country, West Point, and the U.S. Naval Academy.

school, remembered when she was trying to chart her own path in

Speaking to his fellow graduates, valedictorian Teddy Gartland agreed

life. Through her own journey, she came to know this truth: “The most

that through shared experiences they have emerged as strong,

important thing you can do is to choose to do the work you love,

capable adults ready to face down the next challenge.

not the work you should do.”

“I’m sure we all wish that we were done with all the hard stuff, that

And the way to chart a path toward what you love, she said, is “less

we could celebrate here today, and tomorrow move off into the

charting, more paths.”

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Summer 2018 | 33

STEAM

COLLABORATING

ACROSS CULTURES

Level Up Village is taking the idea of the pen pal to the next level.

Its mission, “to globalize the classroom and facilitate seamless

students connected with a school in Nigeria to learn coding.

collaboration between students from around the world via pioneering Global STEAM enrichment courses,” came to life in our

In their collaborative project with a school in Mexico, the PreK Global

Lower and Middle School divisions this year, as students in PreK, third

Scientists learned about the water cycle, aquifers, and water filtration

grade, and eighth grade made connections across continents. Through

to better understand how water systems can be polluted and

videos, email, and virtual chatting, Level Up Village participants create

purified. Through a series of video messages, the students completed

a global classroom that utilizes technology to connect students

a variety of water chemistry experiments and activities.

around the globe in collaborative projects.

“Access to clean water is a significant topic of study,” said Bayzick.

Three of GFA’s faculty incorporated Level Up Village into their

“The guided interactions with our partner school allowed the

classrooms this year: Sarah Bayzick’s PreK students partnered up with

pre-kindergartners to learn about the lives of others, share their

a school in Mexico for a project called “Global Scientists,” to design

scientific findings, and discuss the real-life application of their learning.

and build a water filtration system; Lower School Spanish teacher Eva

The result was a meaningful global collaboration and an enhanced

Verduzco’s third graders partnered with a school in Mexico to work

understanding of the world.”

on language skills; and Middle School French teacher Claire Bouyssié’s

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Summer 2018 | 35

"

Level Up Village provided opportunities for students to participate in a language exchange creating an equal learning environment for both classes.

EVA VERDUZCO, LOWER SCHOOL SPANISH

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"

For Verduzco’s group, the interactions happened in a variety of ways. Students from both classrooms partnered up and right away they began communicating through a series of instant messages and self-recorded videos. Prompts were provided to get the conversation started, but they had the freedom to ask their own questions, and the two groups found they shared a similar third-grade curiosity. Questions like: “¿Cuál es tu color favorito /What is your favorite color?” and “¿Cuál es tu animal favorito/What is your favorite animal?” were frequent starting points. Then they moved on to more in-depth questions about family and everyday life, organically sharing ideas across cultures.

Verduzco said, “As an educator of young children and a world language teacher, this program is what I had dreamed of. The Global Language Lab course with Level Up Village provided opportunities for students to participate in a language exchange creating an equal learning environment for both classes.”

One assigned video project asked the students to share information about an object that is special to him or her (“It doesn’t have to be your first favorite thing. It can be your third or fourth favorite thing,” one third grader pointed out). The students were asked to explain to their partner what makes that object so special, an interaction that allowed them to see how they are similar — or different — and most importantly it created a true connection.

“It’s a good idea to be able to ask questions and talk to people that speak Spanish,” said one third grader, Amelia. “I like that we get to interact with other people around the world, and I wonder if they are thinking the same thing.”

The partnership with Level Up Village has been especially meaningful for the GFA faculty, as they feel it aligns nicely with our own mission — to engage students as partners in an innovative, inclusive, and globally minded community to prepare them for a life of purpose — and they are looking forward to utilizing this program in more classes next year.

“Exposing students to another culture allows them to identify common social traits while encouraging empathy as they learn of cultural differences and similarities,” Verduzco said.

“They have the opportunity to begin building the foundations of global citizenship by looking at others through a lens of commonality, differences, curiosity and, most importantly, mutual respect.”

Summer 2018 | 37

WORLD PERSPECTIVES PROGRAM

Middle Schoolers trekked to Iceland during spring break as part of the World Perspectives Program (WPP) travel opportunities. During their week in Reykjavik, they immersed themselves in Icelandic culture: observing “geysirs” (Icelandic spelling) and the aurora borealis; walking inside volcanic craters, on top of glaciers, and behind waterfalls; exploring Viking ships; watching geothermal sustainability practices in action; and taking in the picturesque landscape.

“Even though the weather was not perfect, it was still a beautiful sight and constant rainbows all day!”

Middle Schoolers Santy and Matt wrote on their WPP blog of the trip. “We were so amazed that Icelandic natives took this sight as no big deal.”

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AND Summer 2018 | 39

HUMAN ECOLOGY AND SUSTAINABILITY

T

ree agging

By Tom Barry

Head Grounds Manager, Field Care Specialist

Last year we performed an inventory on the larger trees around school, which included identification of the tree species, age class, risk rating and economic value. Until recently, this information was primarily used by the Grounds Department to prioritize tree work and to reduce the risk of falling trees. The inventory, however, has always been seen as an educational opportunity for students to learn about trees and their importance in the landscape.

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TRY ME

Throughout the year, students from the Regenerative Landscapes

The process is a little lengthy, and there are more than 300 tags to

class teamed up with the Grounds and Tech departments to make

make, so the project will be a work-in-progress. In the meantime,

this information accessible to the community. Since the tree data is

keep your eye out for areas where the tags have already been

collected and posted to a website, we were able to share links to

posted, and then take a little time to get to know your campus a little

information on each tree by creating individual QR codes, and posting

better!

them on each tree in our on-campus arboretum.

The collaboration between departments and place-based learning The process begins by working with the Tech Department to burn

opportunities that this project has offered the students has been

the QR codes onto a tag (made from recycled maple wood) using

exciting. Also, the future educational opportunities offered by a

the school's 3D laser printer. The tag, when scanned by an observer

working arboretum on campus are unlimited. The students have

(using a QR code reader app or with the camera on an iPhone),

come up with some additional exciting ideas, including signage as

takes the viewer to the website containing all the data collected on

well as a wood chip path that delineates a walkway to explore the

that tree.

arboretum. Stay tuned!

Summer 2018 | 41

DRAGONS

SPRING It was a season of success for the GFA spring athletes, with every team earning post-season play. It was also a year of firsts: girls golf completed their first-ever season, with sophomore Clare Foley finishing ninth in New Englands, and girls lacrosse hosted Day One of the first-ever New England Invitational Tournament.

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WINTER

Junior Griffin Seyfried joined the ranks of wrestling elite, as he was named All-American this winter — the first from GFA since his coach, Jack Conroy, earned All-American in 2005. Seyfried (at 120 pounds) and freshman Nico Provo (at 106 pounds) both won New England championships, and Conroy was named New England Coach of the Year.

Boys squash team placed third at the U.S. National High School Squash Division V tournament. Read about Seyfried's wrestling success (and keep up with Dragon athletics) at www.gfacademy.org/DragonNation!

Summer 2018 | 43

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, s n o g a r D r o FSuccess is on Track

By John Nash Athletics Communication Coordinator

The Greens Farms Academy track and field program is only four years old.

And, technically, it doesn’t even have a track to practice on.

Still, those who proudly represent themselves as Dragons shine once they get on a track, and some have risen to the top of their class on a New England regional level.

“I’m definitely happy,” varsity track coach Glen Colello said.

“We've got some athletic kids and having a track might bring in some more interest, but not having a track hasn’t slowed down the kids who are part of the program.”

While the GFA program does train at area facilities on certain days, much of the training happens right on campus.

This past spring, Kyra Inston ’18, who has established school records in her three events (discus, javelin, shot put), finished as New England runner-up in the discus.

This effort comes on the heels of GFA having Olivia Sullivan ’17 winning back-to-back New England championships in the high jump.

“I think [GFA athletic director Tauni Butterfield] is open to adding some things; a long jump strip, the high jump pit,” Colello said. “There will be additions as we go.”

Considering four years ago the program was nothing but an idea, the Dragons have come a long way in a short time.

In the fall of 2014, a group of student-athletes approached Butterfield with an idea: starting a track team. The athletic director, in turn, approached her cross-country coach, Colello, to take the reins.

“The school year had already started and there was no talk of a track team,” Colello recalled. “I think as the pressure mounted from the kids, she asked me to coach. Selfishly, I thought it would be a great pre-season for the crosscountry team, but it was nothing like that.”

Summer 2018 | 45

Instead, Colello found his program would draw a mish-mash of athletes who didn’t have a spring sport.

“Track is a sport where if you get an athlete, you’re halfway there,” the coach said.

This season, Colello took 20 athletes, half of whom went to the New England championships, a percentage and effort that impresses Butterfield.

“I’m very proud of what the student-athletes of GFA have done in building our track program,” Butterfield said. “The future looks bright and we’re going to do what we can to help them get better in the future.”

That might include some new equipment and training facilities on campus to help the program grow and succeed, she added.

“For now, the kids are having a great time and are doing well,” Colello said. “It’s a young group, but again they’re all athletes. We didn’t get the cross-country kids — they were playing tennis, baseball, lacrosse — but it’s turned into a sport of its own and it’s been fun.”

The future is looking bright, as well. Two of GFA’s top performers this past spring season — Samantha Freeman and Tim Northrop — were just freshmen.

“I’d love to have some more bodies and I’d love to be able to get to New Englands and maybe get the team into the mix,” he said.

“It’s an exciting, fun sport to watch and it’s only at its inception. We’ll continue to grow.”

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SEAN MINSON

A co-captain of both her varsity squash and lacrosse

A two-season varsity athlete all four years in cross-

teams, Mackle earned MVP honors in squash for

country and tennis, Minson was credited by his coaches

multiple years.

and peers as a “team-first” athlete. For example, after earning a varsity tennis singles spot freshman year, he

Mackle carried a 4.06 GPA, and according to Butterfield,

gave it up to play doubles to help the team. His junior

“She sets high standards for herself and her dedication

year he played No. 1 doubles, going undefeated in

and diligence help set the standards for her peers.”

league play.

In addition to completing AP courses in the five core

Minson also distinguished himself in the classroom,

academic disciplines (earning 4s and 5s), she was named

completing all of GFA’s advanced offerings in history,

to two language honor societies as well. An active

math, and technology, and this spring graduated with a

volunteer both inside and outside school, Mackle has,

concentration in STEAM.

according to Butterfield, set herself apart as “a talented athlete, a compassionate leader, a diligent, curious, and

According to Athletic Director Tauni Butterfield, “He is

engaged scholar, and a global and involved citizen with

an exceptionally kind person who is ever-mindful of the

impeccable character and integrity.”

needs and interests of others. He relentlessly pursues excellence in character, integrity, and academics.”

Mackle, an Academic All-American, will attend the U.S. Naval Academy starting this summer. Read more about Mackle's journey to the Naval Academy: www.gfacademy. org/news

Minson will attend Georgetown University in the fall.

SCHOLAR ATHLETES

KATIE MACKLE

Summer 2018 | 47

The

Art of Collaboration

In the spirit of collaboration, the Upper School had a starring role

works for the stage. Everything on the stage needs to be bigger,

— in a way — in the Middle School musical Lion King Jr. Students

bolder, and broader.

from Lisa Waldstein’s Upper School Intermediate Studio Art Class designed and built the elaborate masks for which the stage

“The hardest part was giving the face dimension,” sophomore

production is well-known. The central cast members donned the

Annabel Roth said.

masks at the opening and closing of the show each night.

“And making its appearance significant enough to be seen from far The six-week project proved to be a good

away,” added sophomore Vicki Stuart, adding

learning experience, as the art students

that spray painting was her favorite part.

found success from initial failure. After trying out various combinations of card stock and

For inspiration, the students turned to a

painter’s tape, the group ultimately realized

variety of sources, including Philadelphia artist

the masks were still too flimsy. They finally

(and former Waldstein student) Carla Weeks,

settled on a chip-board-and-hot-glue combo,

nature programs, geometric shapes, and

which worked great, but set them back three

Disney itself.

weeks.

“I wanted to look at Disney images because There was an added layer of difficulty —

Zazu has such cartoon-like features,”

particularly for artists who have never created

sophomore Adriana Foster said.

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"

In addition to having a visual impact, the pieces had to be functional for the actors who would be wearing them. This is where the class had a chance to experience the joys and frustrations of collaboration, as they worked closely with the Middle School theater crew to find solutions to their performance needs.

"

The group also got inspiration from alumna Callie Fellows ’17, who

as they worked closely with the Middle School theater crew to find

stopped by the class during her winter break from Mount Holyoke to

solutions to their performance needs.

give them some pointers.

Overall the class found the project challenging, but rewarding: they In addition to having a visual impact, the pieces had to be functional

got a glimpse at another way that their artwork could be showcased,

for the actors who would be wearing them. This is where the class

utilized, and appreciated.

had a chance to experience the joys and frustrations of collaboration,

Summer 2018 | 49

FACULTY PROFILE

'Home is What You Make of It'

V

Visual Arts Teaching Fellow Sahar Al-Sawaf has an incredible story to tell. It’s so important to her that as a filmmaker and animator she is

“I wanted to truly erase my immigrant voice — to conceal my

inspired to tell it again and again in different ways. But it wasn’t always

true identity,” she explained. “It is alarming to look at the news

a story she felt comfortable telling.

and constantly see my home country of Iraq being destroyed and

When she was six years old, Al-Sawaf came to the United States with

redacted from history. My background is not something I feel safe shouting out to the entire world.”

her mother. Those details alone aren’t especially compelling, as far as the story goes, but in this case, they are critical. The pair arrived from

Even now, years later, and on the other side of the country, she is at

Iraq mere days before of the start of the Persian Gulf War.

times uneasy talking about where she is from. “When I tell them I am from Iraq, the conversation screeches to a halt and the subject is

Born in Saudi Arabia to Iraqi parents, she lived in Lebanon when

immediately changed,” she said.

she was very young. But as bullets and missiles landed around her grandmother’s apartment building with increasing frequency, it

And from the Iraqi side, she is sometimes seen as “avant-garde.”

became too dangerous to stay. They fled to Iraq to live with family

While she respects her culture and observes many of its traditions,

there, but once again it became too dangerous to stay. It was 1990,

there are also ways in which her life has branched from tradition, and

and war was looming.

not everyone she encounters is comfortable with that.

When Al-Sawaf and her mother arrived in California, they spoke very

It isn’t that Al-Sawaf is ashamed of where she’s from; she is

little English. She was placed into ESL classes, and soon found herself

extremely proud of her rich cultural heritage. She just wants to

successfully pulling off a California accent, complete with too many

change the conversation. She wants to fill the void of understanding

“likes” and “awesomes,” she joked.

that she senses whenever she answers that question: Where are you from?

She learned to talk and dress like an American with the intent of assimilating into her new culture as quietly, seamlessly as possible.

That’s where her work comes in. “I make films, paintings, drawings,

Other Arab students in her school seemed to be taking this approach

photographs, textiles — all very different media — but they come

too: they had an unspoken agreement that they would not use their

together to represent who I am,” she said.

native language.

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"

It always goes back to those experiences of being young, a stranger in a new land, not having anything, and the added struggles of growing up.

It really affects me. ... I don’t want another student to feel like that.

"

But that’s not the whole story. It is just as important for her to create

was so important that she eat the meal, even if (she guessed) it was

ways for people from varied experiences to discover common

the only food they’d have for the rest of the week. For the woman,

ground. “Making that connection with each other, that is what’s most

it was more important in that moment — despite her decrepit

important to me. Especially with my students, my goal is to show

surroundings and refugee status — to feel like a perfect hostess.

them other people around the world who are going through the same things they are,” she said.

“People still have that sense of community and values despite the fact that they don’t have anything,” Al-Sawaf said. “You realize that people

Her work also allows her to positively depict areas of the world that

who are struggling like that, for a moment they want to feel what it’s

are frequently mischaracterized. In her experience, Middle Eastern

like to be normal.”

countries face this problem frequently. “My work has allowed me to shed insight into this often misunderstood and opaquely veiled

“It always goes back to those experiences of being young, a stranger

world.”

in a new land, not having anything, and the added struggles of growing up. It really affects me,” she said. In the U.S. she had many good

As a result, her films tend to center on the Middle East. By focusing

teachers, but she also had some really tough experiences in school

on these conflict-laden areas she finds a way to act as a sort of

for a variety of reasons: lack of financial status, celebrating different

mediator. She can depict aspects of innocent daily life — the stuff

holidays, different dietary restrictions. “I know what it’s like to be an

you don’t see on the evening news — like the foods they eat, their

outsider. I don’t want another student to feel like that. I want them

furniture, or where they shop. She can also point to the extremes

to know that it’s OK if you feel different things and do things that are

— from dinner with a royal Dubai family to a meal shared with Iraqi

not the norm within the community.”

refugees in Jordan atop a pile of newspapers on the floor.

Now living with her husband on the East Coast, Al-Sawaf said her In the latter example, the meal was delectable — kabobs, eggplant,

travels throughout the Middle East, Africa, and Europe have taught

even a little Sprite — but far too extravagant for the resources of

her something important: “I accept my home anywhere in the world. I

a single mother with five children. And yet, Al-Sawaf explained, it

think your home is what you make of it.”

Summer 2018 | 51

UPPER SCHOOL THEATER presents

Rosencrantz and Guildenstern are Dead Rosencrantz and Guildenstern are Dead, by Tom Stoppard, is one of those bellwether plays: a unique combination of homage to and parody of what many consider to be the greatest play in the English language. Acclaimed as a modern masterpiece, this existentialist play is the fabulously inventive tale of Shakespeare's Hamlet, as told by two of its most minor characters. The title characters were played, respectively, by Owen Lawrence ’20 and Nikki Farber ’20. As sparring partners on-stage, the two began to experience their characters in every-day life: "In the halls or in acting class, we have that same tone of little arguments and silly quips," Lawrence joked.

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"

Kids challenge each other, and they draw in other talented students.

REX CADWALLADER, PERFORMING ARTS CHAIR

"

Scene and Heard: GFA Performing Arts PreK Theater

Introduction to Theater

In their theater unit, our PreK students have the unique opportunity

Introduction to Theater offers eighth graders a chance to learn a

to see a real theater in action! In addition to learning about

variety of acting techniques and encourages creativity. Students get

storytelling and performing, they get a behind-the-scenes look at

a chance take their skills to the next level with the annual Middle

costumes, scenery, and lighting as well.

School musical (see p. 46).

Four th Grade Strings

Music Technology

GFA was among the first and remains one of the only schools in the

Offered to Upper School students, this hands-on course allows

area to offer a fourth grade strings program, which has served as a

students to compose a variety of sound pieces using the latest audio

feeder program for the robust Middle and Upper school orchestras.

technology. Students in this class collaborate with The Lighthouse Guild School for the visually impaired to record books on CD, accompanied by their original compositions.

Summer 2018 | 53

charlie HALL

’92

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Charlie Hall of THE WAR ON DRUGS: GFA graduation year 1992 College of William & Mary, B.A. Music/Psychology

Even in the very rough, almost shambolic early days when things were, shall we say, quite loose, I thought that this band was really

How did you originally get involved with the band? What were you doing

special, that the potential was there for something really amazing.

before that?

Adam has always had a very unique vision and way of creating sonic landscapes. It’s music that always felt bigger than the environments in

I lived in San Francisco for a while, and there I had been splitting my

which it existed then — bars, clubs, art spaces, and venues that one

time between teaching high school by day and playing in various

might affectionately refer to as “dumps.” It’s fun now to see how the

bands by night. I moved to Philadelphia in the fall of 2003. I was

music really can resonate on a larger scale, in theaters and arenas. It’s

initially reticent to make the move, as our roots in the Bay Area

tough to pinpoint a moment where it came together, but just after

had gotten deep and I loved it there. But I immediately found the

“Lost In The Dream” came out in early 2014, we went out for six

music community in Philly to be really interesting and creative, with

weeks of shows in the U.S. followed by a month in Europe: it became

bands really supporting each other and building a scene. It seemed

clear that the music was resonating with people in a pretty deep way.

like everyone played in each other’s bands. Adam (from The War

Shows were sold out and the audiences were diversifying. It had the

On Drugs) moved to Philly around the same time and we met

feeling of expansion, that the music and the spaces and the audiences

pretty soon after because we were both playing in bands that were

were all just working. Maybe selling out Radio City Music Hall was

orbiting the same sort of universe. We became fans of each other

one of those moments. That place is pretty magical. To top it off, the

and then friends. As he developed his own voice as a songwriter and

night we played there I saw Judd MacArthur (GFA class of ’82 — the

bandleader, The War On Drugs evolved as a gang of like-minded folks

first drummer I ever knew, and who I looked up to as a doe-eyed

that helped him realize this vision that he had been scratching away

second grader) there in the front row for a high five as I left the stage.

at — early on I played drums in the band, then later I would come

That was a cool moment.

and go playing guitars and keyboards for special shows, then in 2013 when we made the last record (2014’s “Lost In The Dream”), I came

“A Deeper Understanding” got critical acclaim almost instantly.What do

back full-time playing drums again.

you think made this album different from any other album The War On Drugs has released?

What was the moment when you realized that this band was really something special — that this was really going to work?

Things had been on a natural upward trajectory, but it was anyone’s

"Hall Weathervane session" Photo by John Ryan, Courtesy of Weathervane Music

Summer 2018 | 55

guess how the thing would be received and how things would play

heard, and we’re talking about, basically,

out. I remember saying to Adam, as a friend and a cheerleader,

a 13-minute slow jam. As it finished, I

before the album came out, that he had created something beautiful

recall us saying “Oh it’ll get trimmed

and magical and that he shouldn’t pay any mind to what any music

down, don’t worry,” and our A&R guy

critic or some blogger might say about it. I think it was sort of a

was casually like “What are you talking

preemptive defense mechanism thing. And it turns out that people

about? Make it longer.” That’s when

really loved it. The process of making “A Deeper Understanding”

I knew we were in good hands. To

was a little different in that there was a greater level of comfort:

top it off, it was the first thing by us

we moved into a studio in Los Angeles for a year and had some

that they released. It was a 12” single,

freedom to explore a bit – testing out songs in a way that we hadn’t

which you have to flip over halfway

ever before and figuring out what the right process was going to be

through. A fairly bold move as a first

for actually making the record. We’d all fly out and really do nothing

release. I respected that.

but make music for weeks at a time, with no distractions. I think that having just been around the world for a couple years playing 300

Who are your greatest musical

shows for all kinds of folks gave us confidence to follow our instincts

influences? Who are some of the artists/

and go with the flow. I guess this time there was a greater lever of

bands that you are listening to now?

expectation or pressure on some level because of whatever amount of acclaim had been built up on the previous album cycle. And having

That is such a tough one, though I

signed to Atlantic Records, maybe there was some kind of narrative

know it should be easy. My first great

about “the indie band who went and signed with a major label,” but

musical influence was my brother

honestly that stuff is meaningless in this day and age. Atlantic signed

Allen (GFA class of ’84). He and all his

us because they like the band. Our A&R guy is so cool – he’s such

cool friends like Thea Sullivan listened

a music fan. He toured with the Talking Heads in the ’80s, he signed

to WLIR and the Talking Heads, R.E.M.,

The Strokes to RCA, he thinks our band is great, so what the heck?

and Elvis Costello, and I was always

It’s nice to have someone think that our music can and should reach

just voraciously listening to everything

a vast audience. So we’re just gonna play music, whether it’s to 200

he was into, stealing his records. And

or 2000,000 people. And I know that 2000,000 isn’t a number — just

Dave Perry who taught me about

seeing if Mr. Deitrich was paying attention.

close harmony singing, Led Zeppelin, and being part of a group, which is

What is your favorite War on Drugs album? Song?

as important as any key signature or chord structure. He was the head of

Isn’t it annoying when artists say that their newest album is their

athletics (go figure) and my advisor

favorite. Like when Elton John tries to say that his new album is

starting in sixth grade. He also started

the best thing he’s ever done. Dude, you put out “Tumbleweed

the Beachside Express.

Connection,” “Madman Across The Water,” “Honky Chateau,” and “Goodbye Yellow Brick Road,” all in the span of a couple years!

Then Allen went away to college

And you’re going to tell me your new thing is the greatest?!? So…

when I was in fifth grade and I started to get into some things on

um… our newest album is the best we’ve done. Seriously! If I had

my own, like U2 and Pink Floyd, both of which are still part of my

to pinpoint a song, I’d say that “Thinking of a Place” is particularly

musical DNA. Joni Mitchell and Miles Davis are two others who

special to me. It’s got a heartbeat. It’s sort of ethereal. It’s wistful. We

have continued to inspire me. I could list a bunch of drummers, but

recorded the basic track late one night, right when we’d just started

honestly it’s songwriters who I think about more and who shape

working with Shawn Everett, who engineered the record. It really

my musical concepts. But if I had to say one drummer, it’s probably

captures the band in a moment of purity and, to me, represents the

a guy named Brian Blade, who is as joyful as he is soulful. He’s a guy

sonic palette that defines the record. It’s a song that transports the

who plays with everyone from Joni Mitchell to Bob Dylan to Wayne

listener and has a dream-like quality that I, personally, really appreciate

Shorter and Daniel Lanois. His musicality is off the charts, and though

in music. I’ll never forget the first time someone from Atlantic came

he certainly has chops for days, I’m most interested in drummers

to the studio to check on the scene and see what was up with this

who play with heart and soul and who serve the song and the music.

rock band they signed. “Thinking of a Place” was the first thing they

He epitomizes this.

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"Hall Club Date 1" Photo by Quinton Fletcher, Courtesy of Ludwig Drums

all records that have profoundly impacted me in my life. And there In a way I feel like I can trace my life through the records that

are hundreds of others, it goes on and on. As far as contemporary

have impacted me at any given time. It’s one of the beautiful things

artists go, I’m a huge fan of The Radio Dept. and The Clientele. There’s

about music: there are records that when you hear them you can

a new band called Lo Moon who just put out their debut record

remember exactly where you were when you first discovered them,

which I was honored to be a part of, and it’s really great. I love them

what you were going through at the time, how you felt, what it

so much. And I thought that Slowdive record that came out last year

smelled like, everything. There are too many of these to name for me

was the tops. You’re probably sorry you asked.

personally, but among them would be Joni Mitchell “Hejira,” U2 “The Unforgettable Fire,” Miles Davis “Bitches Brew,” The Blue Nile “Hats,”

Being on tour can be grueling — how do you stay enthusiastic and

Stevie Wonder “Talking Book,” The Cars “The Cars,” Gaussian Curve

motivated? What do you love about being a performer?

“Clouds,” Brian Eno “Discreet Music,” Pink Floyd “Animals.” These are

Summer 2018 | 57

I love everything about my job. It’s a privilege to get to do this, and

is true or not, but I remember hearing somewhere that Bono’s wife

that fact is not lost on me at all. I’m grateful for it every day. I’m as

makes him stay in a hotel for a week when he’s back from tour –

much a fan of music as I am a musician. I’ve waited in line overnight

like keeping the goldfish in the plastic bag when you bring it home

for tickets to see my favorite bands…I’ve gotten googly eyes and

from the pet store to get it acclimated before you drop it in the

felt my heart go pitter-patter when I’ve seen my heroes in real

tank. Again, I don’t know if that’s true or not…but I get it. The flow is

life…I danced to "Thriller" in front of the mirror in my bedroom

different.

for probably 10 of the 12 months of 1983. I made a poster in Mrs. Ford’s art class to bring to a U2 show at the New Haven Coliseum

What’s something that people would be surprised to learn about you?

on The Unforgettable Fire Tour in 1985 (it was an Irish flag with “U2” written on it). To know that I might have some small part in bringing

Hah! Good lord, I can only imagine. Probably something really boring.

excitement or joy or happiness to someone for doing something

You should probably ask Andrew Grosso or Andy Laird. Or Josh

that I love — with people I love — that is really special. I get to go

Fishkin, who has been on tour with the band a bit over the past

across the world to places I’ve never dreamed I’d come to know,

year…that guy has seen behind the curtain. (See sidebar.)

from Japan to Iceland, from Norway to Brazil. To get to spread joy on even the tiniest, dumbest level as that of being a drummer in a rock

Did GFA influence your eventual career path, and if so, in what way(s)?

band, is something for which I am eternally grateful. So that is some motivation right there.

GFA has influenced my career path in just about every way imaginable. The encouragement that Mr. Denes always gave me,

Touring IS grueling. This is true. But I’ll never complain about any of it.

starting when I was in Lower School, had a profound effect on my

What motivates me is coming home to be with my family. The real

confidence and my proactivity in bringing groups of people together.

hero is my wife Anne who, when I’m away for weeks or months on

My years were marked by what band I was going to put together for

end, takes care of everything and everyone day in and day out (not

the annual Variety Show, and Big D was always the catalyst. “BOOM!

to mention that she is a school counselor, on top of it all). It would

Charlie! What’s it gonna be this year?” When I got to high school

be idiotic of me to complain about jet lag or that the catering in

there was no jazz band, so we started one, with the support of

Liverpool stunk or that I have a blister on my thumb or that I couldn’t

the school. Because I always loved school, I knew that I wanted my

hear enough of the keyboards in my monitors one night. So I won’t.

career to somehow be connected to school or education, which is why I went into teaching in San Francisco and then into supervising

But touring is a different pace than being home. I don’t know if this

school-based mentoring programs for Big Brothers Big Sisters here in

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"Hall Blaemire toms" Photo by Adam Amengual

CHARLIE HALL BEHIND THE CURTAIN

By Andrew Grosso ’92 As a kid at GFA, Charlie was already a talented musician and preternaturally kind and mature. So nothing about either his musical success or his continuing to keep his feet on the ground is remotely surprising.

But what might not be obvious is that Charlie's alter ego is actually Martha Stewart. Underneath the artisanal facial hair and rock star facade beats the soul of Martha; from meticulously slicing the perfect cocktail garnish and dicing tomatillos, to hand steaming denim, Charlie is actually an effortlessly talented domestic perfectionist. His text thread is filled with punch recipes.

I'm pretty confident that when he meets Ringo Starr they spend about five minutes on drumstick twirling technique and then secretly swap tips on home decorating and how to keep white rugs stain-free.

Philadelphia. Not a day goes by that I don’t think of one of the many

of a musician than someone who has been singing their whole life

memorable lessons learned in my GFA days, such as Mrs. Johnson’s

or playing the guitar or piano or zither or whatever. A dear friend

kindergarten motto “No less than your best,” or Mrs. Ford’s art room

worked as Obama’s videographer for his entire eight years in office,

motto, tacked up by the sink, “Waste not, want not,” to Mrs. Jessup’s

and she told me that his mantra was always, “Be Kind, and Be Useful,”

all-time classic “Consider the day lost in which you learned nothing.”

as those are things that we all have the capacity do, no matter what.

Every day is a learning process.

And I really love that. And I try to always keep that in mind.

And reflecting on it further, I think that I’ve always been very

I think it’s important also to remember that for every action you

interested in human connections and group dynamics. Music, in my

take, there is a reaction. As we navigate our way through life both

experience, has always been the great connector of people and

personally and professionally, what matters is how you treat others

things. And I also think that growing up in an environment where you

and what kind of citizen you are. There are plenty of drummers out

have occasion to interact with people of such different ages impacted

there in the world…but every job I’ve gotten has been as much

me greatly. I remember looking up to guys like Jimmy Bebon and

about things that have nothing to do with actual drumming. How

thinking they were actually my friends, as if we were on a level or

you treat others and how you build relationships is what is going to

something…meanwhile I was in third grade and he was a senior and

open doors of opportunity. Don’t be a jerk. Mr. Dietrich, who was

I would just see him in the hallway when I was walking to lunch. But

our grade-level dean, called a special assembly one day senior year

there is something about the confidence that came from building

and essentially read us the riot act. His point was basically, “You all are

relationships like that, and usually music was a big part of that.

the leaders of this school right now, and people look up to you and you are acting like a bunch of jerks.” He was probably right. I’ll never

What advice would you give to a student who dreams of a career as a

forget it.

musician/performer?

Everything comes full circle. Just this weekend at Coachella, Snoop My first piece of advice would be to recognize that “what you do” as

Dogg’s dressing room was next to ours. A friend had recently told

your career doesn’t define who you are. How you treat others, how

me about how Snoop and Martha Stewart are, like, full-on super

you spend your energy, how you commit yourself to teaching and

buddies now. I was sitting there hanging with Snoop and I was like

learning in life — those are the things that define you and will open

“Man, when I was in high school, our Concert Choir used to sing at

up opportunities. Just because I happen to have the opportunity

Martha Stewart’s Christmas parties.” What I didn’t tell him is that I’m

to play music and it is my livelihood, doesn’t make me any more

pretty sure Ms. Bergeron is still trying to wrangle that check from her.

Summer 2018 | 59

Doug Aaron ’95:

Return Healing to Health Care

Back in 1995, Doug Aaron, a senior at GFA, included a quote with his

really digging down into their inner workings — from leadership to

photo in the yearbook: “Change can come from the power of many,

day-to-day governance. These experiences continued to draw him

but only when the many come together to form the invincible ... the

into the nonprofit world until eventually he started his own: Care

power of one.”

Cooperative.

The quote comes from The Power of One, a 1992 drama (based on

The seemingly simple mission of Care Cooperative (“to improve

a 1989 novel by the same name) about apartheid in 1940s South

patients’ quality of life and community health by donating needed

Africa, but it could just as easily pertain to Aaron himself. He realized

items to medical facilities”) encompasses a great deal of compassion

early on that when a community comes together, big changes can

in an area that Aaron feels is often overlooked: continuum of care.

happen.

Care should not stop when someone leaves the doctor’s office, yet for many who are underprivileged and low-income, that’s exactly

“That came from GFA,” he pointed out. “When I was there, there

what happens. Why not provide an opportunity for the community

was a strong connection with the outside community. Community

to come together to help fill this gap?

service helped me understand that when you take a small step, you can make a huge impact on other people’s lives.”

Aaron explained: “Among the goals of Care Cooperative is to return healing to health care. I believe that one way of doing so is to focus

After earning an undergraduate degree from Bowdoin, and later a

on patients’ quality of life — not only medically, but also emotionally

graduate degree in Public Policy from Harvard’s Kennedy School

and socially — by ensuring that patients feel dignified and supported

of Government, Aaron knew he wanted to continue working in

throughout their care, regardless of their background or condition.”

the nonprofit space. Early in his career as an investor, he worked with foundations and nonprofits to oversee their endowments and

At Care Cooperative, Aaron and his small team are listening to

portfolios, ensuring that they were in accordance with their mission.

care providers and recipients to figure out what needs are being

After grad school, he found himself returning to nonprofits, this time

overlooked and how to provide them. Frequently in health care, the

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impact of a donation may not happen for months or years. Here’s the

doesn’t afford such a simple solution. What about someone with a

differentiator with Care Cooperative: every item provided by Care

chronic condition who must decide between eating or taking the bus

Cooperative improves patients’ quality of life and community health

to a follow-up doctor’s appointment? Imagine what a simple bus pass

right now. In addition, Care Cooperative empowers you to make this

could do for the continuum of care.

positive impact in minutes, with any donation amount.

Donors can select from a range of price points as well as items Here’s how it works: potential donors log on to Care Cooperative

and services, like: the book Tear Soup for a palliative care unit; music

and view a comprehensive list of goods and services that health care

therapy sessions for uninsured dementia patients; breast pumps

facilities have deemed critical to providing continued care. You pick

for low-income new mothers; cameras to help clinicians document

the item that you want to donate, and Care Cooperative will provide

abused children’s injuries for protective services; support sessions

and deliver the item that same week. And Care Cooperative takes

for caregivers; or camp opportunities for children with emotional,

no portion of the donations. “The greatest measure of respect that

learning or neurological difficulties to play and experience the joy of

we can give to our donors is that 100% of what they give — every

childhood.

penny — is going where they want it to go. We truly deliver that promise,” Aaron said.

Aaron said he loves that this concept — that “the power of one” can strengthen an entire community — continues to thrive at GFA today.

“Care Cooperative enables any individual to have a positive impact

The way that people share perspectives and connect with each other

on someone else’s quality of life or the well-being of a community

to learn makes a difference in their awareness of the needs around

both meaningfully and quickly,” Aaron said. “We’re providing goods

them. GFA, Aaron noted, is a place where students are not only

and services that are greatly needed, and would not have been

encouraged to be aware of those needs, but also to create solutions

otherwise fulfilled.”

to solve them.

Take, for example, a night light — a simple, everyday object that we

He said, “Students are given the opportunity to grow without

probably take for granted. But consider the difference a night light

boundaries or judgment at GFA. It is a community rather than

would mean for your elderly neighbor — prone to falling — who

simply a school, learning together to help each other.”

frequently gets up in the middle of the night, and whose budget

SENIOR TRANSITION LUNCH

It was a mini reunion at the Senior Transition Lunch this year, with a visit from Jonathan Bauerfeld '12 and Julia Lennon '13. Bauerfeld talked with the seniors about life beyond GFA and to welcome them to the alumni community. He’s currently a Manhattan-based musical theater composer, orchestrator, music director, and copyist. See what he's been up to lately: https://www.jonathanbauerfeld.com/

Summer 2018 | 61

WORLD PERSPECTIVES PROGRAM

Kicking off this year’s GFA World Perspectives Symposium in April was keynote speaker Chris Temple ’07, an award-winning humanitarian, activist, and filmmaker who co-directed, produced, and hosted the feature documentaries Living on One Dollar and Salam Neighbor. In his opening speech, Temple encouraged the Upper School audience to stop and ask questions and to take action when they find a cause that speaks to them. But the best way to effect change, he said, is to talk to the people who need help to find out what they need most, instead of making assumptions.

The WPP Symposium, now in its eighth year, is a day of international discourse, with more than 40 students in Middle and Upper School discussing globally significant topics through a series of presentations and panel discussions. Temple also hosted a Q&A session on Salam Neighbor, as well as a workshop on documentary film-making.

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There’s no place like home...

G R E E N S FA R M S AC A D E M Y

REUNION

OCTOBER 12-13, 2018 Register Now. gfacademy.org/reunion

Summer 2018 | 63

Class NOTES

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1951 Ann Merrifield Hoopes Hallelujah! Made it to my 85th. Hope my classmates are doing well too. Wish we were together to celebrate!! Xx Ann

1954 Grace Keffer I spent two weeks in Iceland this March. What a fantastic place for a geologist! Windy, waterfalls (60% of electricity is hydroelectric, geothermal heat accounts for the other 40%). Spent some time in two heated spas. A delightful way to learn about the second largest island in the Atlantic.

1969 Caro Dellenbaugh I moved to eastern Tennessee a few days before my 65th birthday. I bought a house in Elizabethton, where I knew one person. Now I also have a tiny house at Narrow Ridge Earth Literacy Center where I can more fully commit to a sustainable and simple lifestyle. My tiny house is very sweet and comfortable without electricity or running water!

What it does have is abundant stars, quiet and beauty! I am in heaven there, although I also have some new wonderful friends two hours away in Elizabethton. During alternative spring break one of the students from a college in Charleston was born in the same hospital as I was back in Westchester County, NY. It’s a small world and I am happy to be tending a huge garden with others at Narrow Ridge to feed the visitors and volunteers who come to experience an off-grid sustainable lifestyle. Come visit!

1970 Pamela Leister I am living in Walkertown, NC. I am happily retired living with my rescue great danes. I am very much enjoying taking yoga classes and living one day at a time with friends.

1972 Susan Durkee I have been busy with my commission portraiture.

I recently finished three portraits for the Hotchkiss School, two Heads of School for the Emma Willard School, a portrait of Gloria Steinem for the M.S. Foundation and, most importantly, my third commission for Greens Farms Academy: Head of School Janet Hartwell. I will soon be starting my next commission, the Governor of South Dakota, Dennis Daugaard.

1973 Kathleen DeBoer During the past year I have been very busy writing and promoting my work. I published a travel memoir, Last Summer with Sal: A Road Trip to Remember, about my stepfather, which is available on Amazon and makes a great summer read. I recently completed a screenplay that riffs on the Yankees/Red Sox rivalry and am in the process of securing talent and financing, with the hope of going into production in 2019. So I am busy, healthy, and enjoying life. Looking forward to our 45th.

1980 Darcy Chappel Ahl Our oldest, Cort ’08, was married on April 14 in Boca Grande, FL, to his long-time girlfriend Anne Corey. Kemper ’10 served as best man and sister Signe was a bridesmaid. Grandparents Linda ’61 and Buck Margold were also among the celebrants.

1982 Deborah Harrington Conoscente Hello fellow alumni! All is well out here on the West Coast. Still running my business, Cambridge Design, and managing the family, aka children. Cameron just turned 18. He is working and will be graduating high school in May 2018. Bridget is a sophomore at USC and will be turning 20 this summer. We are heading to Sweden in June to visit with relatives and explore the country. Next time I am back East, I hope to meet up with some fellow alums! Blessings to all.

1983 Jimmy Bebon I am looking forward to our 35-year reunion this year! Where did the time go? It’s hard to believe all that time has passed. I will be there on Oct.

Summer 2018 | 65

13 for Homecoming with my wife Jackie (‘84) to celebrate the milestone. I hope all my classmates can attend as well. In the meantime, Jackie and I have been busy raising our four children. We have lived in Easton for the past 24 years. This year our oldest daughter Agnes (‘16) finished her sophomore year at McGill University, while our son James completed his freshman year at Saint Michael’s College. In the fall our son Jack will be a freshman at UC Boulder and our youngest daughter Georgia will be a senior at GFA. With two kids in school up north we find ourselves traveling to Vermont and Canada quite often, and occasionally we catch a NY Rangers hockey game while up north! Go Rangers!

1985 Edward Grey I co-founded a company called CollagenOmix. The company is focused on measuring collagen related gene expression levels.

1992 Josh Cornehlsen Josh and his wife Tamara have a new home in Western Massachusetts where he teaches at a local college and she works as both a

recreational and massage therapist. They are very excited to be expecting their first child in January.

Justin Lacche Last fall Justin finished his sixth season as a practice squatting/BP player for the Salem-Keizer Volcanoes (affiliate of the San Francisco Giants) and was promoted to be Director of Program Management for Nike Technology.

Karima Hassan I got married! My husband, Mark Hopkins, is the sweetest, most patient man alive. We had such an amazing wedding weekend at Hunter Mountain with many GFA alums there to celebrate with us. I even got some “beachers” to come out of retirement to sing a song during the ceremony. They were joined by a few “non-beachers” making their performance debuts. Charlie Hall, Josh Cornhelsen, Prash Akkapeddi, Ariel Waldman, Andy Laird, Andrew Grosso, and Josh Fishkin lent their talents during the ceremony, and Maya Teredesai, Robin Grasso, and Rebecca Brock brought their A-game to the dance floor a little later.

1995 Erica Atkinson Applestein

01

My family (husband Ben, and Bradford (7) and Colton (4)) and I are still loving living in Marin County in the Bay Area. I’m still taking time off from full-time teaching, but I’m keeping busy with the PTA and other school-related boards and volunteer roles.

I’m especially looking forward to running communications for the Kentfield Schools Foundation, which raises over $1 million a year to supplement the state and local funding for our local elementary and middle schools. The boys are thriving: Bradford is a voracious reader (Harry Potter is his favorite), and Colton is working hard to keep up with his big brother in all things.

1997 Thomas Mulligan I’m still living in DC and teaching at Georgetown. In terms of news, my first book, Justice and the Meritocratic State, was released last year by Routledge. And I recently started a consulting firm; we offer decision analysis and quantitative modeling.

2001 Katherine Ghirardelli John and Katherine (Nieroth) Ghirardelli welcomed their second daughter, Madeleine Rose Ghirardelli, on February 7. Maddie

02

03

01 Ann Merrifield Hoopes ’51 02 David Capodilupo ’79 with U2’s Bono and colleagues at MIT: an enjoyable afternoon!

03 The Bebon kids in Canada.

04 The view from Caro Dellenbaugh’s ’69 tiny house.

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05 Deborah Harrington Conoscent ’82 with her children Cameron and Bridget.

05

born at Brigham and Women’s Hospital in Boston. Johnny, Katherine, and big sister Emma currently reside in Charlestown, MA, and are enjoying the chaos of life as a family of four.

Katy (Byron) Poats Katy and her husband Pat are thrilled to share that on September 5, 2017, their son Rutherford Edward (Teddy) Poats was born!

They are all happy and healthy in Hoboken.

Ben Craw Ben and his wife Kate are keeping plenty busy being parents to their son Teo, born in January 2017.

Christine Daley Living in Los Angeles with her pup Finn, Christine started a food delivery service that creates fully-prepared, healthy meals for clients who are looking to save time, eat well and enjoy life while saving money. She has recently partnered with GrubMarket, providing ready to eat options delivered to the doorstep throughout Southern California. If you are in the Los Angeles area, check out Daley Delivery!

Christina Doe In August 2017, Christina Doe married Brian Fellers, her best friend, and was so

glad that Michelle Cole ‘01, Kimmie (Keefe) Smith ‘01, and Hilary Archer ‘01 were there to celebrate. She sends everyone some love and sunshine from Los Angeles!

Kimmie (Keefe) Smith Kimmie is in her second year of Ob/Gyn fellowship in Reproductive Endocrinology and Infertility at Brigham and Women’s Hospital in Boston (one day she’ll be a grown-up with a real job!). She and her husband Roy welcomed a baby boy on February 10, 2017. Roy V is making friends with Caroline Saxe-Cobaugh’s baby, Sebastian, who lives around the corner from them! Baby Roy can’t wait to meet the rest of Mommy’s GFA friends! Let them know if you are in the Boston area — they would love to see you!

Michelle (Levi) Noe Michelle recently returned to Connecticut and is living in Rowayton with her husband, Eric, daughter, Rose and new son, Sam “Sheb.” She is (gulp) working at GFA as the Director of Marketing and Communications.

Dave Mack Dave was on the host committee for the national Dance/USA conference in Los Angeles in June.

01

Sally (Pratt-Heaney) Wu Sally and her husband Matt are enjoying life with their two handsome maniacs: Greyson is three and Cooper is almost two. They’re hysterical, kind, crazy and Sally and Matt’s little buddies. They live in Weston and love that they haven’t strayed far from their roots.

Mike Trofa Last year (2017) was a busy year for Mike Trofa — He completed his training in oral and maxillofacial surgery and moved back to the area to start working in private practice in Norwalk and Westport. He is recently married and looks forward to settling down back in Fairfield County with his wife and German short-haired pointer.

2002 Maggie Moore I am still enjoying Jackson Hole and the vibrant art community that is also connected to nature. I found a way to combine my love of history, research and discovery and started an art appraisal business called Artemis Art Advisory in 2016. It was great to see Willy Franzen when he visited Jackson last summer with his wife and I welcome the chance to connect with any Dragons passing through.

02

03

03 Teddy Poats: Edward (Teddy) Poats

05 Former Beachers (and friends) reunited for an impromptu performance at Karima Hassan’s wedding.

04 Christine Daley ’01 at her food delivery service, Daley Delivery.

06 Karima Hassan ’92 and husband Mark Hopkins on their wedding day.

01 Justin Lacche ’85 02 Madeleine Rose Ghirardelli

05

06

04

Summer 2018 | 67

01

02

03

01

Greyson and Cooper, sons of Sally (Pratt-Heaney) ’01 and Matt Wu.

02

Rich Del Bello ’02 at his wedding with his sisters Meredith Zec ’96 and Andrea Del Bello ’07 (both GFA alums) from his wedding. Peter Chiapetta ’02 also served as a groomsman.

03

Dave Trofa ’03, Jill Greiner ’05, Christian Wakeman ’03, Katie Flynn ’05 at Jill and Christian’s wedding on October 21st, 2017 at St. James Plantation in Southport, North Carolina.

04

Dan Gagliano ’08

05

Gordon Thompson ’08 and friends at his wedding to Alison.

Lisa M. McEnery I am still living in Manhattan with my husband, Philip, and our 8-year old Yorkshire Terrier, Riley, and working as a Vice President in Citigroup’s Mergers and Acquisitions Group. We recently bought two apartments on the Upper West Side and are in the midst of a massive renovation and combination project!

2005 Jill Greiner I got married to Christian Wakeman (’03) last fall in a wonderful ceremony in Southport, NC. They were excited to have some GFA alumni there to celebrate including Dave Trofa (’03) and Katie Flynn (’05) as best man and maid of honor respectively. Currently, we are happily living in Charlottesville, Virginia with our dog, Loken.

Natasha (Rabinowitz) Steele Natasha is currently in her third year of medical school and living in Seattle, WA. Still very much enjoying being on the board of former GFA science teacher Jennifer StapleClark’s NGO, Unite for Sight!

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2006 Krysta Cihi This year I celebrated my five-year work anniversary with the National Symphony Orchestra at the Kennedy Center in Washington, D.C., and I was promoted to Production & Operations Manager. My most memorable project this season was producing a semi-staged concert version of West Side Story as part of the Leonard Bernstein centennial celebration. Outside of work, I’m playing clarinet in a community orchestra, and I recently performed in my first ever tap dancing show.

2007 Peter Kernan In terms of “announcements,” my life has had a few of late. At the moment, I am enjoying coffee in morning one of a new home: a 560 s.f. “Additional Dwelling Unit” behind our landlord’s house in Portland, OR. Earlier this summer, I got married to my long time partner, Caroline, in Leadville, CO, where we had been living together for four years. We just moved to Oregon to be close to family and I’m working at a job related to energy efficiency in homes.

04

05

Life is good, enjoying summer weather and attempting city life by bike!

Lexie Herman Completed her postdoctoral fellowship at the Child Guidance Center of Southern Connecticut, a community mental health clinic in Stamford, CT, in August 2017.

She recently moved to Washington, D.C., where she is working as a Licensed Clinical Psychologist in a group practice. She enjoys staying in touch with GFA as a class correspondent for the class of 2007, and welcomes all news and updates!

Chris “Webby” Webster Chris has continued to pursue his passion as a hip-hop artist that has now bloomed into a lucrative career. Starting from selling mixtapes out of a shoebox in the GFA hallways, he now runs an independent business financially fueled off of music, touring, and merchandise. The fanbase he’s acquired after almost a decade in the industry is as diehard as they come, many of them with tattoos of his logos and lyrics. As an artist best known for his witty wordplay and broad vocabulary, there’s no doubt he picked up a thing or two from GFA English class way back when.

everyone in it.

2008 Dan Gagliano I began taking classes at Johns Hopkins SAIS as a part-time student while teaching high school. I also am planning on invading Westeros.

Andrew Foster I started grad school at MIT in June 2017!

I’m pursuing an MBA and MS in civil engineering. I’m enjoying being back in New England and have already purchased a ridiculously big down jacket in preparation for my first real winter in several years.

Gordon Thompson At the last update, I was just leaving Two Sigma to begin a year off of work. Since then I got married to my wonderful wife, Allison (WOW! I’m lucky). I traveled the country (Miami, LA, Chicago, Ohio, Cape Cod, The Shore, The Hamptons) and world (Italy for our honeymoon, Chile, and Switzerland) visiting friends and experiencing new things.

I flew a plane. I learned Python. I researched macro. I completed a year without drinking, in memory of Willie, who died 1 year ago.

I started lifting and lost 25 pounds. I can finally dunk. We bought a car. We moved out of NYC to the Pennsylvania suburbs.

We’ll move back to NYC in December when I’ll start working with Point72 Asset Management. I’m so grateful for my life and

Rakan Nimr I graduated from Parsons School of Design this past spring with a degree in fashion design. Afterwards, I designed and launched a men’s streetwear brand this summer called Revery and had the opportunity to show at New York Fashion Week 2017.

Margaret Cissel Last summer, I started at Educator’s Ally, a recruiting firm based in New York that helps independent schools with their hiring. In September 2017 I got engaged to fellow GFA ’08 grad, Steve Swett! We are so excited to get married and are so very grateful to The Farm for match making all those years ago! P.S. the fact that Steve proposed while I was sporting a GFA hat was a very happy coincidence! #dragonsforlife Andrew Fried I moved to the great state of Hawaii! I work at a bank and surf in my free time with my new friends I met on the beach. I bike to work and it’s been great! There is an open invitation for a tour of the big island to any Dragon who would like to come visit.

Aloha!

Lauren Rouatt Still living in New Orleans! I’m working as the educator and education coordinator

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Rakan Nimr ’08 launched Revery in 2017

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Margaret Cissel ’08 and fellow 2008 grad Steve Swett got engaged last fall.

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Andrew Fried ’08

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Rob Hill ’08 and Ellen Olson at their wedding last summer.

at Longue Vue House and Gardens, where I facilitate field trips, lead Girl Scout programs, and teach kids’ art and nature workshops in the dreamy educational “Discovery Garden.” I’ve also been diving deep into pottery, which I sell at local art markets.

Rob Hill I just got married last summer in Winter Park, CO, to Ellen Olson, whom I met when we were living in Scottsdale, AZ. We have been happily married now for three months, living in Denver, and can’t wait for the years to come! I also started working for a company called Personal Capital, a startup that provides free software to aggregate all your financial accounts in one place and track your investment performance and net worth.

2015 Isabella Pisano In the summer of 2017 I Interned for Questex LLC under the Marketing Director for the Hospitality Group in New York City.

Page Soper I am currently a junior at the University of Richmond seeking a degree in Leadership Studies. I have developed a strong passion for event planning and this summer I will be interning at the New York Times as their Events and Sponsorship Intern.

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WAYS T O G I V E

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BY CREDIT CARD ONLINE Credit card donations can be made online at www.gfacademy. org/giveonline. If you would like to make your payment over time, you can arrange a monthly or quarterly recurring gift.

A P P R E C IAT E D SE C U R I T I E S Gifts of stocks, bonds, or other appreciated securities allow donors to avoid paying capital gains taxes and qualify for a charitable deduction. Please contact the Advancement Office if you would like to make a gift of securities.

M AT C H I N G G I F T S By taking advantage of your employer’s matching gift program, donors can significantly increase the amount and impact of their gift.

PLANNED GIFTS An easy and inexpensive way to make a gift to GFA is to make a commitment through your will. Please contact the Advancement Office for more information.

All donations to GFA are tax-deductible.

70 | www.gfacademy.org

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