Footsteps spring 2016

footsteps SPRING/SUMMER 2016

Our Mission At Marin Primary & Middle School we make education meaningful, while encouraging pride in self, respect for others, and enthusiasm for learning. we treasure childhood.

We honor and enjoy children’s natural curiosity, competence, and exuberance.

we teach to reach children.

Using teams of teachers and educational methods tailored to how children learn best, we connect with our students, build trusting relationships, and make learning relevant, memorable, and fun. we teach children to reach.

Asking not “how smart is the child” but “how is the child smart,” we guide our students to see their full potential, and we equip them to pursue it with passion and purpose.

we inspire children to make a difference.

We value academic excellence, personal integrity, and community action and encourage our students to become informed, engaged, and ethical global citizens.

c letter 4

Julie’s Letter

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around campus 6

School Happenings

10

Have you Met?

features 12

Design Thinking

16

The Art of Making

Mistakes 18

A Second Home

20

The Importance of

Drama 22

Congratulations to

the Class of 2016

24

Parents Association

Update

alumni 26

From Student to

Teacher 27

Alumni Update

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It is a pleasure for me to send this edition of Footsteps to you as we reach the end of our school’s 40th year and celebrate the growth and accomplishments of our students. You will find photos and stories about school events, along with articles by our specialist teachers that highlight the depth and importance of the programs they lead.

The integration of core academic and specialist programs is an important part of our educational philosophy, and

program and its profound impact on our graduates.

On campus, this time of year often includes visits from

it contributes to the development of our students as

former students. Just as I began writing this letter, the

creative and critical thinkers who are prepared to further

three Schlager siblings paid a surprise visit, stopping by

their educational lives and meet the challenges of the

my office with updates on their post-MP&MS lives. Emma

larger world when they leave MP&MS.

(who just completed her first year at Emory University),

Filled with highlights from the past year, this issue

Sam (a recent Emory grad, heading to medical school

provides glimpses of the annual Art Show, reflecting

in another year) and Noah (off to begin Yale’s graduate

the impact of art teachers Paul and Margot as they

program in Forestry and Environmental Studies) spoke of

inspire students to let mistakes become springboards

the significant impact MP&MS had on their development

to greater creativity (The Art of Making Mistakes). The

and expressed great appreciation of the chance to visit

design thinking process in fifth grade, as described by

and connect with their former teachers. This is exactly

Ferenc (Design Thinking), resulted in the creation of

what Steve and Donna speak to when describing the

a new scheduling board outside my office. Charlie’s

qualities we see in our graduates (A Second Home),

reflections on the drama program (The Importance of

who are well prepared for the challenges of high school,

Drama) were showcased this year in spectacular primary

know how to advocate for themselves as learners, and

and middle school productions, and the extraordinary

demonstrate empathy in interactions with others.

eighth grade presentation of Moliere’s The Imaginary

As MP&MS heads into its 41st year, the sounds of

Invalid. From physical education, library and technology,

construction will again return to campus over the summer

and the garden, to music, art, drama, and projects lab,

as the new science center takes shape (completion early

the specialist programs at MP&MS engage and inspire our

November) and new restrooms are created in the middle

students as they discover and develop their strengths,

school (completed in late summer). We’re excited about

talents, and passions.

the growth in so many areas of the school and look

Late spring often brings the chance to reconnect with alumni and their parents. At the annual JamFest, many of our eighth grade musicians (and a few even younger ones) shared the stage with very accomplished alumni performers celebrating the deep roots of our music

forward to sharing more news with you as our new middle school program launches in the fall.

school happenings on and around campus

Colegio Williams Partnership

Grandparents and Special Friends Day

MP&MS students develop an understanding of their

The special bond shared between grandchildren and

role in the larger global community through interactive

their grandparents and special friends is a marvel. Our

experiences designed to immerse them in other cultures.

annual Grandparents and Special Friends Day on April 25

Our second and fourth grade students use postal and

celebrated this connection by featuring a light breakfast, a

electronic methods to communicate with their penpals

warm welcome by Head of School Julie Elam, a sensational

at the Colegio Williams de Cuernavaca in Mexico. MP&MS

slideshow depicting highlights of our curriculum and

staff were involved in the exchange as well — teachers

culture, musical and dramatic performances by primary

Peter Eldredge, Nora Bailetti, Silvia Vasquez, and Meike

and middle school students, and individual classroom

Wanberg travelled to the Williams School in the fall. They

visits. Grandparents and special friends had the chance

taught a week-long unit highlighting some of the history

to observe students reading, solving math problems,

and culture of American Indian nations. The spring visit of

practicing Spanish, and delivering special presentations.

a group of teachers from the Williams School to MP&MS

This wonderful tradition allows grandparents and special

was one of the year’s highlights. They spent the week with

friends to experience first-hand a day in the life of their

our second and fourth grade students teaching Mexican

beloved MP&MS students.

geography, culture, and Spanish language through a unit that compared and contrasted Mexican and U.S. folktales.

We also had three students from the Williams School in our classes for the duration of the project. The culminating performance gave the whole school a chance to learn from the shared experience.

African Extravaganza

International Day

On May 13, third graders celebrated the culmination of an

What do you get when you combine the celebration of

extensive unit on Africa, which integrated music, art, social

cultures from around the world with honoring our beautiful

studies, technology, language arts, and science. After an

blue planet? International Earth Day! To prepare for the

introduction to the diversity of Africa through literature,

April 22 celebration, classrooms chose a country of interest

geography and videos, students proposed a topic of study

and focused on topics such as geography, climate, food,

and made use of library resources and online resources

language, and traditions. Each class also created a special

to practice and develop new research skills. Then they

presentation to share with the community. The week

crafted presentations using a variety of media to share

leading up to International Earth Day was filled with lively

what they learned. The students also worked with Paul to

lunchtime activities, including writing “green” wishes for our

create a book and with Jason to learn African drumming

planet and a dance party, where students boogied to songs

and songs from Nigeria. Their tireless work came together

from around the world. The day of the big event, the local

in a delightful African Extravaganza, where third grade

weather report looked dismal but the stormy weather didn’t

families were welcomed for a spectacular celebration

dampen the spirits of excited students who beelined to the

featuring informative presentations, music, dance, and

MPR and performed lively songs, dances, poetry, plays, and

performances.

shared country facts. Afterward, everyone indulged in an international buffet that included blueberry crepes from Canada, green papaya salad from Thailand, and Jamaican jerk chicken. This event continues to be a community favorite, and we are already brainstorming exciting ideas for next year’s International Earth Day celebration.

school happenings on and around campus

Hamilton Wetlands

Seventh Grade Medieval Studies

MP&MS families made a difference at the first annual

The seventh grade’s annual unit on Medieval Times featured

Hamilton Wetland Community Service Day! This event

integrated projects incorporating social studies and math.

was a great success and the students had a wonderful

Students created a medieval town, wrote and produced skits

time. Not only did the group help remove invasive Russian

to teach other grades about the era, and explored the study

Tumbleweed and pick up trash along the wetlands,

of castles, visiting Castello di Amorosa in Calistoga. As part

they also learned about the ongoing Hamilton Wetland

of this unit, seventh graders also used their math proficiency

Restoration Project, how to grow native pickleweed, and

to build a castle to scale, produce scale drawings, and make

how to reintroduce plants to the restored wetlands. The

a 3D printed item for their castle. As a perennial favorite, they

group actually got to taste the pickleweed and liked it!

also constructed catapults, which were required to shoot an

They marveled at the different types of trash that were

object of choice fifteen feet or farther. In prior years, these

collected while comparing their finds at the end of the day.

catapults or trebuchets were small, but last year they began

They even got to share stories of different animal bones

growing larger. Students had great fun while learning real life

found during the cleanup efforts. Participants learned

application of important problem-solving skills. As always, this

about different ways to keep trash out of the Bay, and the

collaborative project was one of the seventh graders’ most

Restoration Project staff was very grateful for the help.

unforgettable endeavors!

This project was an inspiring example of community action and global citizenship.

JamFest

Art Show

Current students and alumni took the stage once again to

Art teachers Paul Maes and Margot Koch worked tirelessly

perform at JamFest, a favorite MP&MS annual event. Gifted

to curate the MP&MS annual art show, which beautifully

musicians — from singers and bassists to guitarists and

reflected the wide variety of artistic expression and

drummers — gathered at Sweetwater Music Hall for a fun-

resources available to students through the art program.

filled evening of musical performances for all ages. The event

Paintings, drawings, clay sculptures, and more were on

drew close to 100 guests, who enjoyed dinner while being

display in the primary school building for all to see and

entertained by student and alumni musicians in group and

enjoy. Many of these projects illustrated the integration

solo performances. The lineup this year featured performers

of the arts in academic life at MP&MS. Fifth graders

Anna Albinson, Bea Battelle, Shawn Bolker, Liam Calder,

learned about René Magritte and Surrealism, while the

Natasha Chandra, Cassidy Fragakis, Jonah Glasser, Morgan

kindergarten and seventh grade created large-scale self-

Glasser, Jake Holtzman, Zoe Holtzman, Jeremy Kaplan, Addi

portraits. The variation and depth was stunning, and the

Kuth, Blaze Maier, Erika Mott, Kendra Pollock, Jackson Powell,

students took pride in seeing their finished work on display

Lucille Rieke, Alex Rusbarsky, Miya Schiltz, Cole Schneider, Miles Schon, Marco Tonda, Sophie West, Noah Whitaker, and Sadie Wray.

have you met?

The MP&MS finance office

From left to right: Sarah Westmoreland, Carmen Crockett, and David Brown David Brown, Director of Finance and Operations

recognizing the importance of financial controls is

David is responsible for oversight of all non-classroom

something I appreciate. The product is the kids, and that’s

operations, including internal systems and financial

of real value. I used to have a corner office overlooking the

controls; our risk management program; revenue and

Bay; I looked out over the cruise ships near Fisherman’s

expense processes; financial and operational reporting; HR;

Wharf. But I like having an office across from first grade –

budget planning and control; facilities; annual audit; and

it’s much more entertaining! The funniest thing is when the

numerous other responsibilities.

kids try to guess how old their teachers are.

Q: How long have you been at MP&MS and what do you

Q: What did you do before you came to MP&MS?

enjoy about this job?

A: I was in the investment business on the buy side of

A: Almost seven years. Working in education and

Wall Street for many years. I’ve also been the CFO of a

leadership development company, and I was controller

four years, and now I’m on the Board. We perform three

for a mid-sized university. I like to write; I’ve published

times a year. We just did a piece called Missa Criolla at

a newsletter for book collectors and I’ve also done

First Presbyterian Church in Vallejo.

technical financial writing for businesses. I like to think that I do numbers and words with equal aplomb.

Carmen Crockett, Finance Associate Carmen is responsible for full cycle accounts payable

Q: Any other fun facts you want to share?

and accounts receivable; bookkeeping for the Parent

A: I’m a big fan of the Giants, the Sharks and the

Association account; and multiple other tasks that fall

Warriors. Iguodala is probably my favorite player. I

under the business office, finance, HR and operations.

grew up in Missouri and went to Bowling Green State University. I have a great idea for a book I’d like to write.

Q: How long have you been at MP&MS and what do you

I think I’m really funny, but my daughter would probably

enjoy about this job?

offer a dissenting viewpoint on that.

A: Four years. I came here in April 2012. This job is a dream come true. I love the people. I love hearing

Sarah Westmoreland, Accounts Manager

the kids in the MPR singing when I’m in my office. My

Sarah oversees and processes payroll, tuition, employee

office window has one-way glass, so the kids see their

benefits, other HR, bookkeeping and accounting. In the

reflection when they walk by. They’ll fix their hair or

summer, Sarah focuses on preparing for the annual audit

watch themselves do dance moves right in front of me. I

of the school’s financial records, policies and procedures.

love it!

Q: How long have you been at MP&MS and what do you

Q: What did kind of work did you do before this?

enjoy about this job?

A: Most of my jobs were business oriented, and I

A: It will be ten years in August. I’ve always had

always found a way into positions of accounting clerk

positions in bookkeeping, and I really like the people

or accounting assistant before going back to school to

I work with now, especially being part of a close-knit

get my B.S. in business with a minor in accounting (at

community with a lot of longevity. Working across from

Cal State Hayward in 2000). I took three years off work

first grade is hilarious. One of the funniest things I’ve

while I was going to school full-time. I think the job of

ever heard is Jennifer teaching the students Pig Latin.

stay at home mom is the hardest.

Q: Tell us about your family.

Q: What’s your favorite hobby?

A: I grew up in San Rafael, but my family is originally

A: Dancing! I’m currently taking adult hip hop and my

from England. They still live here, and all my nieces and

daughter is the teacher. We have a recital coming up

nephews are in the area too. It’s fun spending time with

June 4 and 5. I love to dance – it’s my favorite thing to

them. I just saw my oldest niece’s first piano recital –

do. We’ll have our own little dance parties at home. You

she’s 7. I also have two kitties, Mina and Penny. That’s

never know when the music will be turned on.

short for Wilhelmina and Penelope.

Q: How do you spend time with your family?

Q: What are your hobbies?

A: We have a favorite tree at Tilden Park in Berkeley.

A: I like gardening. I studied English and American

We’ve named the tree. We’ll just go and have a picnic;

Literature at UC Santa Cruz and I love to read.

nothing fancy, just a blanket from the truck; we climb

My favorite novel is Poisonwood Bible by Barbara

the tree, hang from it, play catch. Even though my kids

Kingsolver. Choral singing is my main hobby and creative

are older (Ashley is 25 and Jeremy is 18), they still look

expression. I’ve been with the Vallejo Choral Society for

forward to it. Actually, it’s time to go to the tree!

design thinking!

by Ference Dobroyni

What is Design Thinking? Ask any

the ability to make connections with

grade students are grouped into

fifth grader and they’ll tell you, simply,

others. “You’re sad, sometimes I get

a small pod of 3-4 designers. The

“A way to solve problems.” The more

sad, too. Tell me why you’re sad. What

pods choose a name and set out

in-depth response would be that

makes you happy? How might I help

to interview a staff member, also

design thinking is a model for idea

you feel better?”

known as their “end user.” During

creation and refinement that works toward bettering a specific need.

In the classic model, lone inventors

the conversation, students look for

built creations they thought might

several needs the end user might

change the world. But for every light

have. The pods then discuss and

researchers studied the differences

bulb, there are thousands of forgotten

decide which need they will pursue.

between the way scientists and

inventions that failed to find an

designers looked for solutions. The

audience.

Design thinking emerged as

Stanford Design School began to

Through design thinking, groups

Ideation follows, with the pods coming up with as many solutions as possible, building on individual

teach the method in 2005, and the

create multiple solutions for any

ideas, then collaborating to see which

concept has moved everywhere from

given problem. An invention or

possibilities seem the most realistic

big business to kindergarten classes

innovation based on an existing idea

and best suited to their end user.

As designers, our goal is to solve

may not change the world, but it can

The next step is research, using

problems by understanding what

significantly help better one person’s

the many resources available: our

an “end user” actually needs rather

life. Given the nature of our shared

library and librarians, online tools,

than what we think they want. This

information world the solution, with

and interviews with experts in

is achieved through interviews,

tweaks, may immediately help people

the field. As each pod’s ideas and

observation, testing and setting

with similar needs.

research converge, only then does a

aside personal judgment. In light of

In our continuing effort to keep

concrete concept of a solution begin

these elements, building empathy

students creatively engaged and

is at the core of design thinking. A

socially aware, the fifth grade Projects

young student will offer a solution

Lab program was replaced with a

requiring the pods to build, observe,

based on his or her own experience:

design thinking arc this school year.

refine and improve their product

“You’re sad? When I’m sad, I think

The new curriculum builds on tool

three times. Iterations can be

about horses, maybe you should

and design skills acquired during JK

frustrating, as we all hope our first

think about horses.” But if you don’t

— fourth grade Projects Lab classes,

attempt is the best; but this is rarely,

like horses, this is no solution at all.

adding social and emotional learning

if ever, the case. The first iteration

With empathy, young students can

elements for robust personal growth.

may be built from cardboard and

develop a capacity for understanding another’s experience, expanding their emotional palette, and cultivating

to form.

A cycle of iterations follows,

duct tape; the final product should The Fifth Grade Deign Thinking Arc After writing a resumé, fifth

be beautiful, finely finished and personalized for the end user. A reveal

party culminates the arc; pods give a

each pod has license to determine

admitted students. Shifting the focus,

presentation and gift their solution to

its own path, I was sent looking far

they hoped to remind Jennifer Lee-

the end users.

and wide for resources beyond what

Maes that, while part of her job is

is usually available in the Projects

extremely difficult, she also makes

A Deeper Understanding of the

Lab. As a result, the final projects are

many people extraordinarily happy.

Design Thinking Process

widely varied and as unique as each

The initial interview is crucial to the

end user.

process, as students are asked to be

As we look at the final products,

Showing great maturity, students also recognized failures in their own pod structure and

mindful of every detail that comes

could the SEFT pod have guessed

interpersonal relationships. Learning

up, and to be aware of unknown

they would need to become experts

to acknowledge and work through

surroundings for clues to the

on skunk nesting behavior, interview

difficulties within a peer group

personality of the end user. (Attention

a doctor at Wildcare, and work with

may be the greatest realization and

to detail led to the inclusion of a mint

facilities manager Dave Munson to

opportunity for growth that comes

dispenser on the MHO pod’s time

explore the depths of the buildings?

out of the design thinking arc.

management solution for head Julie

Did the SHARK Solutions Group have

Elam, and photos of development

any idea they would need to learn

Social Emotional Learning and

director Yukiko Meadows’ children

how to make animated GIFs as a

STEAM

on her organization board.) By

solution for communications manager

Design thinking has been a natural

interviewing someone they do not

Elizabeth von Buedingen’s quest to

fit for MP&MS as it supports so many

know well, such as a teacher or

be informed about school events?

of our educational and social and

parent, a distance of familiarity must

End user Ashley Ensign’s need proved

emotional learning goals. Social

be bridged and also respected.

too large for the TDC pod to build

emotional learning (SEL) calls for

in a reasonable time, so they crafted

the development of self-awareness,

to conclusions immediately, as the

an architectural scale model using

responsible decision making,

students often offer solutions during

foam core, then pushed their building

relationship skills, social awareness

the interview! But their enthusiasm

further by learning to use SketchUp

and self management. Young

is only amplified through divergent

CAD software to create a virtual 3D

designers are asked to understand

thinking, as they are asked not to

model demonstrating what their

that their ideas will not always be

come up with two or three solutions,

cabinetry would look like.

chosen, to collaborate and support

Of course, a young mind will jump

but 20 or more, and it’s often the

each other, to think of needs beyond

wildest ideas that lead to the most

The Significance of Failure

their own, for others and for the

creative projects.

Understanding and using failure as a

world. STEAM education goals are

developmental tool is crucial to design

fully addressed as students are asked

the traditional heart of the Projects

thinking. Failure is an opportunity to

to conceptualize, innovate, build scale

Lab, as students use the wide array

learn how to overcome obstacles, to

models, test, document, improve and

of hand and power tools on familiar

build grit and determination. Every

make beautiful projects.

(wood!) or any raw materials they

pod faced some form of failure, and

ask for. They must draw and measure

they all learned to acknowledge and

from our first year teaching design

plans before they begin, use recycled

work around it. The AJS group took

thinking, we will look for failures

materials when possible, and create

on the difficult task of understanding

and apply the methods to make

models before beginning to build.

our admission assistant’s great

improvements wherever possible. In

Perhaps the two most exciting

The iteration cycle is nearest to

As we review and assess the results

sadness at having to turn away

fact, our course offering in itself has

developments during the course of

potential students. Unable to find

followed the design thinking method;

the arc are the broad divergence

a solution for such a complicated

the need defined as the promotion of

between original idea and final

emotional dilemma, the pod

student growth and the development

solution, and the creative freedom

redirected their solution to generate

of empathy has been met through

that emerges from having no right

positivity by creating a collage with

innovation, collaboration and

or wrong answer to a given need. As

pictures and messages from newly

determination.

the art of making mistakes Margot Koch, MP&MS art teacher, explains why mistakes are an important part of the artistic process and a source of beauty Every year we walk into our

striving to eliminate or “fix” mistakes

reminds us that limits can “yield

classrooms and find not only

can stand in the way of developing

intensity.” He also quotes Wendell

new students, but ourselves as

a healthy curiosity and more

Berry saying, “The mind that is not

new teachers. There are so many

sophisticated methods for exploring

baffled is not employed. The impeded

discoveries to be made: What is it we

regions of the unknown. Emphasizing

stream is the one that sings.”

want to teach? What is it students

perspectives other than “perfect” in

need to learn? And how do we bring

art may be of increasing importance in

or “mistake” as a source of beauty

those two things together? Endless

the growth of our students as whole,

requires a shift in perception that in

possibilities.

balanced and productive beings.

itself may begin to feel something like

Amidst all these inquiries, one

In Zen there is a saying: To keep a

To recognize the impediment,

freedom — or the “larger pasture.”

subject to which art teachers seem to

horse happy (or a cow, depending on

From this point of view one begins to

return again and again is that of the

what text you read) you must give it

see all sorts of things in new ways. An

“mistake.”

a large pasture. That doesn’t mean no

unintentional mark on the paper may

limits — no fences at all; the enclosure

turn into a leaf blowing in the wind,

techniques, composition and the

Beyond explanations of materials,

or limits should be wide enough to

or a UFO hovering on the horizon.

history and methods of other artists,

still allow the horse (or student) to

A muddied color may become a

we often focus on an agenda that may

explore and play.

tunnel, a hole in the paper becomes a

be somewhat unique to the teaching

With each new project we provide

porthole. And the eraser– that humble

of art: the necessity of seeing the

a basic structure whose parameters

little wad of rubber conventionally

mistake as a window or door rather

students are expected to respect. This

applied to wipe out the dreaded

than a wall.

helps reinforce the lesson that any

“mistake”— suddenly reveals itself

success rests largely on understanding

to be more effective as a tool with

to believe in right or wrong, black

Children have a natural inclination

the basic foundation of the work. Of

which to create a shadow, imitate a

and white, good and bad. These

equal importance is that students

blur of motion, or pick out a spot of

simple designations are so much

explore the very edges of those

light in the depth of the eye drawn in

easier to identify with as guides

parameters, looking for new ways in

charcoal.

through early life than other less well

which to play within them. It’s also a

Mistakes are the tools by which we

defined solutions. So it’s not unusual

pretty good definition for creativity.

learn most in life, and by more closely

for students to eventually come to

In Stephen Nachmanovitch’s

believe that if something isn’t quite

wonderful book, Free Play:

right it must be “wrong.” But merely

Improvisation in Life and Art, he

observing their beauty, we may come to know them by another name.

a second home Donna and Steve Fanfelle have been an integral part of the fabric of MP&MS for nearly 38 years. They met in 1980, when they were both teachers at what was then known as Marin Primary School. Donna began as a substitute teacher in the preschool, then moved on to become preschool teacher, kindergarten teacher, and preschool director before taking on her current role as director of admission. Steve has taught every level from first grade up and is currently in his twentieth year teaching eighth graders and helping prepare them for the rigors and challenges of high school. Married for 32 years, much of Donna and Steve’s lives have revolved around this special place that’s been their second home. Steeped in the character and culture here for over three decades, they have a distinct appreciation for the talents and gifts of the MP&MS student.

The Creative Thinker

Steve’s words, “We want a whole person.” Cultivating this

As director of admission, Donna looks for students who

variety and depth helps keep the MP&MS student body

are a good fit; this means finding different types of

well-rounded. The learning that takes place here is both

learners who are not only proficient academically, but who

meaningful and challenging, so Donna looks for students

are kind, empathetic, and creative. “We value individuality

who have the energy, enthusiasm and potential to meet

and passion,” she says, and “we look for students who

these demands.

are eager to learn, who are willing to take risks, and

“It’s about academic excellence in all kinds of ways,”

who can be flexible and responsible. We want students

Donna emphasizes. “We want students who will be able

who have the potential to become real team players.” In

to think outside the box.” With critical thinking skills being

fostered at every level, students learn how to ask questions

in herself. I think the fact that students feel accepted for

and solve problems. Adds Donna, “Students can thrive

who they are makes such a difference here.”

and really enjoy school” when they’re in an environment that’s not just rigorous but interactive and integrated. As

The learning that happens at MP&MS reaches far beyond

students begin to understand how they learn best, whether

the classroom. “We help students build a foundation of

that’s auditorily, visually, or kinetically, they can become

core values. We want to send out into this world a person

more effective learners throughout their academic lives.

of character who has empathy and who can self-advocate,”

In Donna’s words, “We embrace differences and

says Steve. The eighth grade curriculum reflects and

we value creativity and innovation.” In every area from

supports this pursuit with themes that center around the

projects lab, to language arts, to science and math,

idea of “self” vs. “other.” For example, through literature

students are encouraged to meet their highest potential

and history, students are taught to think deeply about

individually and as a team. Donna and Steve recognize that

questions such as, “When is it about me? When do I realize

the curriculum supports students as they find the courage

it’s not about me? How do I fit into the bigger picture?”

to explore, make mistakes, and discover solutions. This

On both personal and global levels, this self-exploration is

educational experience centers around the critical thinking

central to the development of empathy, and it shows in the

process which requires a depth of inquiry that generates

way the students develop critical thinking and compassion.

intellectual curiosity and personal growth.

A Lasting Imprint Relationships and Core Values

When students move on, it’s clear that the imprint of an

When prospective students come to a visit day, they

MP&MS education is enduring and powerful. Says Steve,

participate in academics, specialty classes, and other

“We’ve heard feedback from countless high schools that

activities that provide a sense of how they might integrate

after just a week into a new school year, they can tell

into the environment. Donna recalls one prospective

which students are from MP&MS because they’ve already

student who wasn’t thriving at the school she attended.

demonstrated the initiative and confidence it takes to

“When she came for a visit day, she jumped into the class

advocate for themselves.” Without question, MP&MS

and participated right off the bat.” The teacher remarked

graduates are fully prepared to fly academically, having

at how engaged the child was.

learned how to find their voice while being sensitive to the

Later that day at pickup, the child’s mother asked how it went. “I learned so much more today!” exclaimed the

experience of others.

To Donna and Steve, the education offered at MP&MS

girl. To Donna this was not a surprise; she is certain that all

is set apart by its depth of engagement on cognitive,

kinds of learners can excel here. From her standpoint, the

emotional and creative levels. Best practices, combined

challenging academic environment is accompanied by a

with innovation and compassion, result in a unique kind

fundamental warmth and energy. The exceptional way in

of learning that touches the heart of a student’s potential.

which MP&MS teachers interact with students engenders

Accomplished college students from across the country

active learners by promoting collaboration and teamwork.

return often to visit their former teachers and share their

Walking down the hall and seeing teachers and students

experiences, ranging from graduate school plans to service

sitting cross-legged on the floor together, fully engaged in

work in developing countries to pursuits in STEAM.

learning, never loses its appeal and meaning for Donna.

“The research shows that strong relationships with

Closer to home, Donna and Steve’s daughter Mackenzie, MP&MS Class of 2003, is busy pursuing her interest in the

adults can help students take greater risks as learners,”

sciences after graduating from the University of Arizona

she remarks. “Here, we get to know each other well. We

and working in marketing. This fall she’ll go to Kansas City

know who’s having a hard day, and we know how to tell

to begin an accelerated program in nursing. “The alumni

each other what’s going on.” Students build a sense of

come back again and again telling everyone, ‘I learned it all

themselves while connecting with others in a mutually

here.’” Steve says this is why he has been teaching here for

respectful way. “I remember one student who was too shy

37 years. “MP&MS allows me to teach on so many levels,

to participate in her first visit day, so she had to come back

and the reward is that we send these students off not just

a second time and try again. Years later, in middle school,

with an exceptional academic foundation, but as balanced,

she ran for student council. I remember watching her up

empathetic young adults with internal core values that will

on stage making her speech, totally confident and secure

last a lifetime.”

the importance of

DRAMA

by Charlie Queary

What Do Students Learn Through the Study of Drama?

a discipline that includes voice, diction, argument and

Drama is a remarkable force in the education of young

persuasion, oral interpretation, and physical expression.

children from junior kindergarten through eighth

Analysis, evaluation, interpretation, and performance

grade. Through teamwork, drama nourishes trust and

of rhetorical material encourages problem solving and

communication skills while promoting acceptance and

develops critical thinking skills.

encouragement among all types of learners. Drama provides an experiential element to the learning of social

The Eighth Grade Drama Program: A rite of passage

skills, behavioral boundaries and language arts. It nurtures

and culmination of drama education at MP&MS is the

self-esteem as it promotes confidence, self-expression, and

eighth grade production of Moliere’s “Imaginary Invalid,”

discipline at every grade level.

where the entire class takes on all aspects of a theatrical production. It is a study course in theatre practicum.

The Primary Years: Primary school students learn the skill

Students read and discuss the play, its history, and its

of storytelling in drama. Starting with simple exploration of

relevance to its own age and to ours. They rehearse and

movement and vocal expression, junior kindergarten and

perform the play and are responsible for their costumes,

kindergarten children quickly find themselves pretending

the sound, the lights and the programs. This production is

to be characters in archetypal stories they all know, such

a true highpoint in the drama program at MP&MS.

as “The Three Pigs” or “Little Red Riding Hood.” In first grade, they begin to adapt, stage and perform classroom

Theatre Productions: For students who want to further

literature with pertinent social and emotional themes.

explore the study of drama, After School programs in both

By second grade children apply their understanding of

the fall and spring culminate in highly polished theatre

narrative structure to generate original stories. Group

productions. Each year, MP&MS performs and produces

effort, and the necessity of building consensus, teaches

two shows with age-appropriate themes and speaking roles

empathy, cooperation and collaboration. Students discover

for each participant. Over 50% of second through eighth

the value of teamwork through their exploration of drama.

graders participate. The primary school shows off its talents in the fall; the middle school mounts a full production in the

Drama in Middle School: Our middle school drama

spring.

program prepares students to be effective communicators.

Improvisation exercises are introduced in fifth grade and

Making a Difference: MP&MS students graduate with

are designed to help train students to stay focused and

confidence and poise, able to articulate and present their

responsive; to pursue their character’s intentions and

thoughts and ideas in public. Of course, most students

objectives; and to explore the scope of their individual

may never again perform in another play; some may

emotions. In sixth grade, the acting skills gained from this

never again find themselves making a public appearance;

work are then applied to the study of scenes from realistic

however in part due to their exposure to the performing

plays. This year also features an overview of western

experience, they will have the confidence to know they

theatre history that often dovetails with language arts

can do it. At a formative time in their lives, within the safe

and social sciences curricula. Seventh grade rounds out a

and supportive environment of their peers and teachers at

rigorous drama education with an overview of elocution,

MP&MS, they will have tapped into their limitless potential.

CONGRATULATIONS On Thursday, June 16 our accomplished MP&MS eighth graders sat center stage at MP&MS for their eighth grade graduation.

2016 GRADUATES! Our graduating eighth graders are a talented group with varied academic interests and goals for their next educational experience evidenced by the impressive list of high schools they will be attending in the fall: The Bay School • The Branson School • Casa Grande High School • Convent of the Sacred Heart • The Drew School • Marin Academy • Marin Catholic High School • The Marin School • Redwood High School • Sonoma Academy • St. Ignatius College Preparatory • Tamalpais High School • University High School

parents association update

On March 5, the MP&MS community came together again for a night of fun and fundraising at the 40th Birthday Bash.

We dined, we danced, we bid and, most importantly, we celebrated 40 years of our school. With the California Academy of Sciences as our backdrop and record attendance, we were able to truly celebrate the spirit of our school.

This year, we were also proud to introduce the Founder’s Award as a means of acknowledging special contributions from members of our community who have helped to shape and further MP&M’s mission.

The inaugural recipient was Roberta Heath Bradshaw, whose vision led to the creation of Marin Primary & Middle School. It was an honor to have Roberta join our birthday celebration and to see how far we’ve come!

Thanks to your generous donations and those from our community partners, we were able to raise almost $300,000 in support of our school, including almost $100,000 earmarked for the new science lab during Raise the Paddle!

Congratulations to the entire Auction Committee for putting on such a fun and festive event, and thanks to our generous donors and bidders, and thanks to all of you who celebrated 40 years of MP&MS!

From Student to Teacher: Reflections of an MP&MS Graduate MP&MS benefits from the experience and insight of teachers who are new to the school as well as those who have been here for years. Seasoned educators who are rooted in the school’s history bring a sense of belonging and continuity, while new minds and innovative philosophies give a fresh perspective on learning. This combination underscores the balance and depth of the educational atmosphere at Marin Primary & Middle School.

Here, both vantage points come together in a unique

This culminated in our eighth grade trip to Washington’s

outlook from Alessa Kutten, Class of 1998. Alessa received

Olympia Peninsula, a highlight I’ll never forget. I remember

a B.A. in art history from the University of British Columbia

crying after eighth grade graduation; little did I know then

and is currently earning her masters in speech-language

that friendships built here would remain in my life and

pathology through California State University at Northridge

heart!

while teaching preschool at MP&MS. Many of our current teachers and staff were working at I deeply love Marin Primary & Middle School. As a former

MP&MS when I was a student here. They have watched

student, summer camp counselor and leader, substitute

me grow into the person I am today, and their ongoing

teacher, and now preschool teacher, I have been involved

support and respect is a very special part of my life.

with the school since the summer of 1993 when I was just

Some of these teachers include Claire Charbonneau, Mark

nine years old.

DeRango, Paul Maes, Steve Fanfelle, Donna Fanfelle, Dave DeMartini, Chris DeMartini, Jennifer Lucas, Jon Hull, Susan

Once I learned I was going to be joining fourth grade

Humphrey, Joy Abesamis, Dan Harrison, and Rhonda

with teachers Steve Fanfelle and Sheila McBroom, my

Jones. Thank you to each and every one of you for your

whole life changed. It meant leaving the public school I

meaningful presence in my life!

had attended since Kindergarten and saying goodbye to everyone I knew up to that point. I was filled with nervous

Naturally, the school has changed over time, yet the heart

anticipation. Despite my apprehension, I loved every day

and soul of MP&MS has remained the same. It continues

at Marin Primary (as it was called when I arrived). Our

to be a place that honors relationships and treasures

fourth grade classroom was located in the current eighth

childhood first. As a student who benefitted from the love

grade classroom, and our teacher Sheila brought her dog,

and support offered at MP&MS, I can honestly say this

Larry, to school every day. When we went to Yosemite that

school is a magical and special environment. I thank my

spring, it was the first time I had ever seen snow!

lucky stars that I had the opportunity to be a student here, and I am blessed to be part of the lives of the students

As an MP&MS student, I thrived on the small group

who are here today. Thank you for the gift of time with

projects, creative teamwork, and nurturing atmosphere.

your children. It is an honor and a privilege to be part of this community.

Our graduates’ college choices reflect the strength of their academic preparation. MP&MS students apply to and are accepted by leading institutions around the country and abroad. MP&MS graduates from the last four years are attending a variety of institutions, including:

American University

Middlebury College

University of Arizona

Babson College

Northeastern University

University of British Columbia

Berklee College of Music

Oberlin College Conservatory

University of California, Berkeley

Boston College

Occidental College

University of California, Davis

Brown University

Oregon State University

University of California, Irvine

California College of the Arts

Otis College of Art and Design

University of California, Los Angeles

Cal Poly, Pomona

Parsons School of Design

University of California, San Diego

Cal Poly, San Luis Obispo

Pitzer College

University of California, Santa Cruz

California State University, Chico

Pomona College

University of Colorado, Boulder

Central St. Martin’s College

Queens University, Canada

University of Denver

Chapman University

Reed College

University of Massachusetts Lowell

Claremont McKenna College

Regis University

University of Miami

Clemson University

Rhode Island School of Design

University of Michigan

Colby College

San Diego State University

University of New Hampshire

Colorado College

Santa Clara University

University of Oregon

Columbia College, Chicago

Santa Monica College

University of Puget Sound

Cornish College of the Arts

Savannah College of Art and Design

University of San Diego

Dartmouth College

Scripps College

University of San Francisco

Dickinson College

Seattle University

University of Southern California

Embry-Riddle Aeronautical University

Skidmore College

University of Victoria, Canada

Emily Carr University of Art & Design

Smith College

Washington and Lee University

Emory University

Southern Methodist University

Washington University

Exeter University, England

Southern Oregon University

Wellesley College

George Washington University

Stanford University

Wesleyan University

Hamilton College

Syracuse University

Whittier College

Harvard University

Trinity College

Willamette University

Humboldt State University

Tufts University

Worcester Polytechnic Institute

Lewis and Clark College

Tulane University

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Marin Primary & Middle School 20 Magnolia Avenue Larkspur, CA 94939