Park School Anthology 2018

The Park School Anthology 2018

Many whose writings and drawings appear here will be surprised to see themselves in print. Still others who have nothing in this anthology will be disappointed. Only a part of what I received could be included and I regret I had to exclude so much. To select short stories, poems, and drawings for an anthology spanning writers who range from ages three to fifteen is not easy. By the selections which appear here, I have tried to reach for both diversity and excellence.

John Shaw Founding Editor Park School Anthology 1966 Faculty Editors: Liga Aldins and LaToya Downing-Peltier Special Thanks to: Kate LaPine, Lyn Williams, Christian Porter, the Librarians, and the Technology Department

Susan B. Anthony Susan B. Anthony was an American women’s rights activitst. She played a key role in the women’s suffrage rights movement.

Thank you for allowing me to go to school.

Thank you for allowing me to survive in the world.

Thank you for allowing me to get respect from men.

Thank you for allowing me to strive.

Thank you for allowing me to live with my family in peace.

Without you, Susan B. Anthony, I wouldn’t be who I am today.

Thank you.

“Wherever women gather together, failure is impossible.”

Naya Powell Grade VIII

Courage tempera Andrew Hsu Grade I Rippling Kindness Take a Ripple out of Kindness.

Use it wisely. Make some more.

That is how the stream will flow.

Will the Kindness make the kind deed good?

That is how it shall happen.

Don’t waste your Ripple; it is precious.

Keep it with you at all times, And your Ripple can never be put back again.

So remember, keep it kind.

Cover Artwork Statue of Liberty tempera and marker Violet Largay-Bown Grade I

Justice tempera Brian Heist Grade I

A Song Hazel Harmon Grade I

The 2018 edition of The Park School Anthology is dedicated to Judy Hale A consummate visual thinker and talented, devoted teacher, Judy Hale has been a guiding force and generous mentor in teaching art to ar st e ts si e . t is tr l i s iri to thi o her lasti i fl e e o i artists oth ast a rese t. he ows her students well and loves to share not only stories about their creativity but also samples of their artistic endeavors. In her designated lassroom o the ottom floor o the orth i wel omes her st e ts with a e tle oi e e o ra i them to e lore a to create their next art projects. Thanks to her meticulous preparation, each child feels well-supported to experiment and to develop their creative ideas. Judy often stays late into the afternoon, organizing the classroom, documenting the students’ artwork, and preparing materials for the next day. She has ably lead the Art Department team as Head for many years. In the past at Park, she has also served as an Upper Division advisor, art teacher, and long-time faculty editor of the Anthology. tsi e o s hool ot o l s time to work privately with students who are eager to pursue their interest in art, but she is also a capable artist in her own right, with a personal passion for watercolors and printmaking. It is with great respect, gratitude, and pleasure that we honor Judy Hale this year.

Pearls The Old Radley Place fascinated Dill.

(Quote from To Kill A Mockingbird)

Pearls li er flash They spin and spin And spin The fli er i the li ht And make my sight Go bright

Sentence Diagram tempera e i er o Grade VIII

Leo Constellation (Stories in the Stars) mixed media Macy Sweeny Grade VI

Lightning smash oom, ash thunder then the lightning so scary

Austin Jeyes Grade II

Hercules Constellation (Stories in the Stars) mixed media Leo Bene Grade VI

Lightning pencil Jamesy Benenson Grade II 1

First Paragraph of My Book e miss s hool. e the wor s were o t o m mo th the flew a around my bedroom; I was pretty sure I could see the “I” hiding in my open drawer, laying low amidst the mountain of white t-shirts. “Miss”, in contrast, was sitting patiently on my yoga ball. If words could have expressions, it would have its jaw hanging in a perpetual laugh. Finally, “school” was jumping along the keys of my keyoar ha ha ar l o i rom a low to a hi h flat i a is or a t arrh thmi manner. The words all came back to me, swirling around my head before forming a e a as a row as hear m rie re s oi e i m ear s. The e ite beeping in the background told me that he was wearing his Apple earbuds instead of an actual headset meant for gaming as we drove around in Grand Theft Auto V. erio sl o miss s hool o l hear the str le to stifle la hter i his oi e.

Okay, maybe it wasn’t such a struggle. He chuckled a bit as he spoke, and I immediately felt stupid for saying that. “I don’t,” my other friend Devin chimed in nonchala tl . o o as e e i . rolle m e es. That mi ht so a it r e o me but everyone in our group constantly gave each other the third degree - sometimes to the point of getting people to log off just to cool down. It might sound harsh to outsiders t that s st how we were. e were rett ti ht so s all it wo l e or i e a or otte i a matter o ho rs. h wo l o miss school?” Joshua asked. hea e a si h. The real estio was h i e er sa a thi at all m sick of just playing games all day, every day. Camp is over. Summer is just getting boring.” You could almost see the shrug from how I delivered the sentence. “Then go out!” Devin, Joshua, and Joey insisted. They didn’t get it. My parents required three to e si ess a s to let me o a thi esi es la as et all i m a ar .

“That’s not how it works with my family.” I replied mysteriously, but by that time they’d been focused on their game of Rainbow Six:Siege. “Oh my GOD, why did your team kill me?!” Devin screamed. I winced from the sharp pain delivered to my ears. “You ran in my way!” Joshua giggled as he spoke. But it was too late. “I’m leaving,” Devin announced before I saw a message in the upper left corner of my screen: “xXSoccerbeast101 has left the party.” Even I was laughing at that point.

Erick Caridad Grade VIII

School pencil Margot Curry Grade II

Stencil Print block printing ink Henry Saltzman Grade VII

Lampshade Designs paper and cellophane Madison McCaslin Myles Burgess Matthew Allaire Grade VII 2

Moon and Tides Science Festival Question Hadley Laughlin Grade V Dulcimer mixed media Abraham Franco Grade VII

Cooperative Stencil Prints mixed media Grade VII, Section A

I Am The Greatest At Lacrosse mixed media Rebecca Samuels Grade VI

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Ing, Ing, Ing ora ol i s Grade IV

Self-portrait mixed media i oliah am el Pre-Kindergarten

Who Am I? mixed media Berkley Pluhar Kindergarten

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Self-portrait mixed media Xavier May Pre-Kindergarten

Being Straightforward (excerpt) I believe in being straightforward. To me, this world is a place of mumbles and forced interpretations. I like to be straightforward; I like to be clear. I realized the importance of being straightforward when I had to confront a friend. This friend and I were very close, but the way she treated me made it seem as if she didn’t care. This went on for a while before I realized that if I didn’t tell her how I felt, she would never ha e. he tol her how elt i t s ar oat it. i t tr to hi e m eeli s I was honest. I told her exactly how her words and actions landed on me. I could see the shock and anger in her face when I voiced my opinion. I could tell she was upset that I ha ro ht to her atte tio m eeli s. ow o o e s o e to this rie the wa did. Usually, we would tiptoe around the things she did that bothered us. However, I felt that owe it to m sel to e strai ht orwar . er rea tio was e e te . e ar e and didn’t talk for weeks. Yes, this upset me but not once did I regret what I said or wish I had pretended I was okay.

I knew there would be repercussions from me telling her my honest feelings. Howe er these re er ssio s s si e a we ma e rom this rolo e ht. ow a tell her thi s witho t the ear it will res lt i a ht a o r relatio shi is more a the ti . hat i allowe me to e ro t with others. am o lo er a rai to respectfully voice my opinion. ot ei strai ht orwar ri s me is om ort. eel as i m hol i a iet secret grudge. Being straightforward has allowed me to have honest, wholesome relationships. I say exactly how I feel. Yes, I do care about the feelings of others, and I take that into careful consideration when I tell people how I feel. I think that you can be kind and be straightforward at the same time. It truly is all about the delivery of what you’re sa i a alwa s tr to ta e this i to a o t. he eo le are t strai ht orwar it allows for misunderstanding. In some special scenarios, you can’t be straightforward but when you are, there’s no room for misinterpretation, People know exactly what you mea . a times eo le twist m wor s a ha e them to t the i t re the e had in their head. So, when I’m straightforward, there’s no space for them to change my words a little bit or change what I meant.

Being straightforward has allowed me to be free in a way. I no longer bite my tongue for fear of what others might say. Being straightforward has also allowed me to be honest with myself. I don’t deny something that I feel, and I no longer suppress how I feel in hopes that my stubborn opinions and thoughts might change. I believe in being straightforward.

Fold, Stack, Roll Installation Sculpture mixed media Grade I

Quinn Smith Grade VIII

Paddles wood le a ra a i a Grade III

i ole a ar

A Brown Seed mixed media illie oo s Grade IV 5

Please Don’t Read This, Mom and Dad.....

I can’t hold it back I can’t keep it in If I do my heart will surely crack I confess I wasn’t really sick I was acting just a tiny bit he o le t e o e o e too ma sweets And I didn’t really go to sleep stea wat he some etfli And ate a couple of Chex Mix, And never did the reading you asked But this was still such a great blast.

I confess that I broke the window.

I ran from my friends just a tiny bit too fast, And there might have been an eeny, meeny miny crash Right into the heart of the glass That resulted in slightly larger crack That seemed kinda funny But cost a bit of money.

I confess that I ate all the apple pie But if I didn’t I would have died.

It tasted so delicious and sweet I gobbled it down without a squeak O, what a splendid treat to eat Each bit so sugary like a glass of lemonade On a warm summer day.

I apologize for all that I’ve done I may have had a little too much fun, But in the end, I don’t regret a single one....

Eli Falkson Grade VI Egyptian God mixed media Felix Hirsch Grade IV Dear Grade VI C,

African Journey Letter and Scene mixed media Ella Lipsitch Grade VI 6

The visit to the nomads’ tent was so cool, but today I found something even cooler! I saw a sign to Timbuktu, the amazing old city we are learning about. I really want to go there, but for now I am riding a camel through the Sahara Desert! I named my camel Fred. There are so many new sounds and sights, and when you’re high up on the camel s h m it eels li e o re floati . There are mar ets alle so s where you can buy everything - food, clothing, a dentist’s help, and even dried lizards! It was so interesting to wander through. I’m on an eight day trip with a few others to a dried salt lake, and after that, I will go to Timbuktu. I can’t wait!

From, Ella P.S. The food is amazing! They have a special way of making bread, and it tastes much better than regular.....

Pressure in School Sports In sports, there is a lot of pressure. There is pressure to be the best or to be on the best team. As you get older as an athlete, the pressure starts to get heavier and heavier - a lot like school. I am pressured to do everything perfectly and to be the best, especially at s hool. t s hool it har to tr ew thi s or to ma e decisions to please myself instead of coaches and teachers. I am considered one of the best female athletes in my grade along with a o le o other irls. e a se o this it is e tremel i lt not to sign up for a sport each semester. Sometimes I sign up or s orts e e tho h o t wa t to e o that team. he don’t sign up, I have teachers and coaches contantly asking why.

My situation is a lot like peer pressure because if you don’t do something that everyone else is doing, you are judged. I feel that if there were more girls interested in signing up for sports in and out of school, there would be less pressure on the few girls who do play sports in and out of school. A goal I have for myself next year in the eighth grade and years to come is to encourage more girls to play sports out of school and to not give in to “peer pressure” from teachers and coaches.

My Street Eli Berk Grade IV

Zoe Powell-McCroey Grade VII

My Meet Got to the meet al e o to the floor aite or the m si to e i It started I started e t s ill to e t s ill I did everything right al e a o the floor Feeling proud and happy Paloma Rothman Grade II

Stencil Prints block printing ink Caleb Hirschfeld Grade VII

Science Festival Question marker Freddy Dent Grade IV 7

Little Bird mixed media Tess Batchelder Grade V

Penguins modeling clay Grade I students

errific eader Yell Yipee Love Reading? I do Every time I read, I’m so happy Read a book called Lego Batman

Poem My life is like a mockingbird’s, Misunderstood, Unknown, unnamed, A mockingbird in a covered cage People never talk to me It was always me Being blamed.

I never hurt nobody.

A crack in the curtains, A beam of light penetrates My eternal night Lets me see two children ho sta awa rom me I’m the man in shadows That no one knows, I’m the man in the house here o o e oes.

So I wonder, Is a mockingbird Ever as lonely as me?

Ronan Tabor Grade VIII

Terrific Reader pencil Tyler Jacobs Kindergarten 8

Favorite Book Character colored pencil Nick Noon Grade I

Flower paper and paint Julia Black Pre-Kindergarten

Map of Park School colored pencil Jordan Danforth Grade I

Fan paper, wood, marker Oisin Guthrie Grade II

African Mask clay Matthew Conn Grade VI

Favorite Book Character marker laire e to Grade I

Totem Pole mixed media Caleb Beroukhim Grade III

Amaryllis craypas Eliza Roy Kindergarten Helping crayon Rose Lindsley Pre-Kindergarten 9

Southwest Desert craypas Lila Barkan Grade III

Sunny Day

Knee Bowl clay Sawyer Atwood Grade I The Truth (inspired by Robert Frost) My favorite songs the birds still sing in the woods of my youth.

I come here every day and night to here the wellknown truth. s the woo s are lli with lth that oes not belong.

Mother Earth will repay us all with her unforgiving song.

It is a sunny day The warm Sun Like a blooming Flower on a magnolia tree that kind of sun that makes you joyful It is a warm Day in April.

The brilliant Sun, its warm Breeze makes You happy beautiful Sensation om Your heart illiam ielso Grade IV

Zuri Gonzalez Grade IV Earth pencil and marker Margot Murphy-Hara Grade II

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The Water Crisis (Advoc8 Project) pencil and marker Olivier Armand Grade VIII

Spring is....... ri is flowers loomi .

Spring is grass growing.

Spring is leaves on trees.

Spring is animals waking up. ri is a imals fl i orth. ri is other at re etti hotter.

Spring is playing in the park.

Spring is splashing in puddles.

Spring is fruits growing.

Spring is vegetables growing.

Spring is eating ice cream.

Spring is my favorite season.

I love spring.

Mount Rushmore marker, paint, and crayon Cheyenne Levarity. Cohen Johnson, Emily Fair Grade I

Dillan Agrawal Grade II

Me and Eli are playing outside. We turned on the hose. I was trying to get the water in the hose, but it sprayed me. I put my extra clothes on and played in Eli’s room.

I saw an ant and then went out for lunch.

Playing with Water crayon Emily Boyd Pre-Kindergarten

Science Festival Question marker and craypas Mae Myers Grade VI

Penguin paper mâché Jacob Greene Grade V

I’m curious about creatures who live at the bottom where it’s too deep for humans to explore.

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All About Being A Little Sister crayon and marker Miriam Crozier Kindergarten Sometimes it is a pain to be a little sister but sometimes it is nice to be a little sister, and sometimes, I just have to deal with it!

Southwest Landscape craypas Myles Syken Grade III

Monkey paper mâché Ellie Scherer Grade V Remnants of the Past Reflection (excerpt) Experience I: Shoebox Dig I really enjoyed being an archaeologist and digging up Totem Pole artifacts and interpreting what they are used for with the mixed media Sophie Brennan shoe box dig. I noticed that you need to be very patient and er are l a o t what o are oi . he we wat he Grade III that video about being an archaeologist, it looked way easier than it was for the shoebox dig. The video looked easier because I forgot that they were pro archaeologists. e str le at rst e a se we were ar i the we noticed that we were far behind, and after that, we learned that teamwork was the number one thing you need for being an archaeologist. I still have one question - if you are an archaeologist, what happens if you mess up?

Experience 3: Olynthus Project I loved the Olynthus project because you get to see replicas of real artifacts in Olynthus. One part I really loved was whe we ha the hoto s a i o e i t re we saw a athroom. e tho ht it was a i i room a a ter that, we thought it was a living room and we felt super sure it was a living room. A couple days later, we read a couple o arti les a o t o r arti a ts. e ot the T T e tho ht a other ro ha the athroom but we had it, and we didn’t even know about the courtyard e a se it was ot a o tio . e oti e that we ee e to work better as a team and to agree more. One more question that I still have - how do you know what the artifact was used for?

Ben Samuels Grade IV 12

What Machine Am I? crayon and marker oll eilso Kindergarten dodoloo dolodloo the machine goes ring dwing 24th call, you pick it up. Hello Liz Neilson How are you?

Good, and you Put it down Click it goes

Poster of The Giver watercolor and marker Brianna Cadet Grade VI

Poetry Anthology Cover mixed media Paige Hostetter Grade VIII The Rock Splish Splat the mud sticks to my shoes Splat.....pow! a rock slipped out from under my feet on one side it had maroon stripes and on the other rough and sorta gray I’ve never seen such a pretty rock.

Julia Seaver Grade IV

Landscape acrylic paint Maya Cukras Grade III 13

What Do Horses Think About People Riding Them? hat o the thi Do they enjoy it?

Do they not? e e o it t o the All the things we load onto them Saddles, bridles, saddle pads, girths, reins, bits, stirrups and people Is it comfortable?

Is it not?

Is it heavy?

Is it not?

Do they like getting brushed?

Do they not?

Are sugar cubes, apples and carrots really treats?

Do they love the attention, the fresh air and the movement?

Are we friends?

Are we not? e o t ow ow Maybe someday we will For now, all we can do Is hope they love it as much as we do.

Japanese Lantern mixed media Cordelia Loomis Grade VII

Japanese Lantern mixed media Omar Ibrahim Grade VII

Grayson Dolins Grade IV

CAT ATTACK! Science Festival Question marker Sadie Young Grade VI

Ode to Piano The keys Glisten The notes Ring out Into the night.

Like a musical Tree, It’s Strong, sturdy And Beautiful.

The keys Clink!

And spread All around.

The last Chords ring out And the Song is Over.

Matty Jackman Grade IV

Running faster and faster as the cat starts getting Closer and closer The house is drawing nearer just like the CAT! Jump on the porch!

Open the door!

Hop inside!

Shut the door tight! ow we re sa e. ell tho ht so.......

Ahh, the cat’s in the window! ait it s

st a sha ow.

Esmé Goodman Grade II

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Essay Thing (excerpt)

Poetry Anthology Cover mixed media Maggie Myslik Grade VIII

Pride: A Deadly Trait (excerpt) They could’ve gotten away with it. The servant in “The TellTale Heart” and Prince Prospero in the “The Masque of the Red Death” should not have been caught for their crimes, but their enormous pride caused their downfall. The author of these classic tales is Edgar Allen Poe, a short story writer and poet in the early 1800s. Poe knows that pride is a dangerous human trait and explicitly uses it as a weapon in his stories.

In “The Tell-Tale Heart,” the old man has a devoted servant. This servant has a disease which makes him hear voices in “heaven” and in “hell.” This old man has cataracts which make his eye look foggy. The servant loves the old man but his “evil eye” vexes him, and he decides to kill the old man. The narrator is extremely arrogant. He thinks that he can sneak into the old man’s room without him even knowing. On the eighth night, the servant feels like God because he holds the power of life and eath i his ha s. he he ills the ol ma the ei h ors hear a all the oli e t the othi . The arrator ma es them stay a little longer in the old man’s bedroom. The servant would ha e otte awa with the terri le ee t he was o er o e t. hile tal i with the oli e the ser a t lle his hair ri ht o er the floor area whi h o ere the ol ma s o . This mo e ultimately lead to his downfall, as he cannot escape the madness of the heartbeat.

In many Poe stories, the main character has so much pride that it leads to their downfall. How Poe uses pride in his stories will always keep the reader guessing what will happen next, but it is impossible to guess. Poe knows that humans like seeing arrogant people get what they deserve for their crimes, and he does this well in his stories. A story is boring if you know what will happen next, and Poe always keeps the reader in suspense. Poe proves that pride can be just as dangerous as any other weapon if it falls into the wrong hands.

How come Jupiter is bigger than Saturn, and Saturn is less dense than Jupiter? In fact, Saturn is the least dense planet in the universe. It’s less dense than water. The combination of Jupiter’s volume being bigger than Saturn’s and its mass being bigger than Saturn’s really means that Saturn should have less stuff orbiting it. But then, how come it has more moons than Jupiter?

Saturn also has more rings than Jupiter which is very strange.

The same question applies to Mars and Earth. Earth is the e sest la et i the solar s stem a it is si i a tl i er than Mars. And yet, Mars still has two moons and we have one. arth s moo is the th i est moo i the solar s stem a Mars’ moons are some of the smallest moons in the solar system; therefore, Earth has more cubic miles of moon than Mars and lea s s to a other estio . h is ho os o e o the ars moons) slightly bigger than Deimos (another of Mars’ moons), even though Phobos’ orbital period takes only eight hours, the quickest orbital period in the solar system. Since Phobos is so close to Mars, how come Mars’ gravity does not draw Phobos in and make it burn up? That’s one of the many mysteries in the universe that has to do with gravity, and the many mysteries of the universe that have to do with gravity are nothing compared to all the mysteries of the universe!

Henry Furman Grade V

Sentence Diagram mixed media Sylvie Spitz Grade VIII

I am Mahala. I come from a country that was created at midnight. I almost died when it was midday. The world has changed, but I have not.

atha il erma Grade VII

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I Believe in Daisies The ellow flowers a i aro his hea ma e his e es shi e li e the s . e alwa s ha i e es t ow oti e how beautiful they were and how this was the last time I’d see them. The thing was though, he wasn’t the Ury I’d come to know. His fur was greying, his eyes were foggy, and his run was a walk. This gave me closure, in a way, and helped me understand it was time to let o. r ha st t r e . e was ol t he i t ow it. e ha arthritis i his aws a eteriorati m s les i his le s. e knew it was getting close to the time to let go, but we didn’t know it was right around the corner. One night, my dad, Ury, and I were at the ar . e were throwi sti s aro a s li r i the rass. t to ether a small ile o aisies a e a to ma e a row . he ishe rom tl e thro e r . e i t li e it so he shoo it o his hea a ate it. remem er it ei late a putting Ury back in the car. He struggled to walk in a straight line to us and fell over wincing in pain. He was hurting. I helped hoist him into the backseat with my dad. “Dad? How long does Ury have?” I asked. He sighed and told me what he always said, “ Dunno, maybe a year?” “Okay.” I didn’t believe him. I don’t think he believed himself either.

The next day, my dad picked me up from school. My dad was tearing up when he said, “Ury’s at Angell Memorial, and I just want you to know that we might have to say goodbye tonight.” I didn’t respond because what was I supposed to say to that? He held m ha the whole wa to ell emorial. he we ot there the o tor tol s what we alrea ew. m so sorr . o alrea know about Ury’s arthritis and deteriorating muscle, but he also has a brain tumor. Surgery would be too invasive, and I don’t think he’d make it. You have a beautiful dog.” e we t to isit r a seei him l i o a la et o the floor ot e e a le to li t his hea ma e me a seo s. a a ell to o r ees a a e him the lo e he ee e . e i this or two ho rs til the et ame i a as e i we were rea . io sl we were t. o t ow i o a e rea to lose someo e o e lo e o r e tire li e t we sai es. e hel r as the nurse slowly put him to sleep. This isn’t a memory that I want to remember - watching him die. So instead, I’ll remember the daisies, and I think that he will, too.

Mia Bartlett Grade VIII What’s In A Name? (excerpt) To me, a name is the title of an unraveling story. After you say the title, you have to read the book. A name has value; it tells people who you are. A name is the introduction to someone’s incredible narrative. A name is the label of a cardboard box hoping to be opened. A name is unique, even if two are identical, since no two stories are the same. A name is the door to a story waiting to be read. A name is a phrase depicted on our minds and souls. A name is just the beginning to a whole new world. ame is ei i aomi m herita e i tertwi e with m atio alit .

Meiyi is for the ancient ancestors that I respect every year. Meiyi is for centuries o lt re ar e i to m o es. ei i is or two a e traits ea ti l a ri ht. ei i is or the la a e that m ra are ts s o e three iale ts o hi ese a to ese a ari a Taiwa ese. ei i is or the eo le who have come before me. Meiyi is the ancestry that is mixed into my blood. aomi is or the erso that as ire to e. aomi is or the eo le that ha e miss elle m rst ame a o m i e er s lla le e er letter with a mea i . is or ai e is or a eari small is or o ti all halle e is or m si al is or i ter atio all aware. aomi is the ame that s all o . t was the ame that o t ro o e at a e two. aomi is the erso who ha to e lai that Taiwa is t hi a si t two times. aomi is or the reams e alwa s ha . aomi is the rese t a t re.

Yu is the last name that my grandfather adapted from Y-o-u to Y-u. Yu is for “swimming” in Mandarin. Yu is for the many people that bear my surname. Yu is for the lame pun my camp counselor created when I was in fourth grade. Yu is for usually being called last. Yu is the connection I have to my family. Yu is the wisdom I’ve learned from my forefathers. It’s the time and care put into the polished brick base I have on my shoulders. Yu is all three aspects of time: the past, the present and the future. Yu is what I have to be thankful for every year, every month, every week, every day, every hour, every minute, every second, every millisecond, and every division of time after that. ei i aomi Grade VI 16

Awesome Nice Great Unique Superman

Angus by Angus pen Angus Dent Grade II

Landscape acrylic paint Jaxon Fantuzzi Grade III

Name Story (excerpt) ames are a wa to e e e ore someo e e e meets o . o r name is Cupcake then people will make fun of you before you even introduce yourself. Luckily, I was not born Cupcake. rst ame is o ert it mea s ri ht a shi i erma . a t say that I live up to the literal meaning, but I still would never change it because of its personal meaning for me. My “many” great-grandfather was Robert, and he came to the U.S. in 1630. He persevered through tough conditions and started a family. My grandfather and father are also both Robert. o ow me as i holas m mi le ame. t mea s i tor o the people in Greek. I like this meaning because I like things to be fair. The only reason it’s my name is because my mom liked it. I don’t mind this because I can make my own story.

My other middle name is Bolotnick; this name represents my mom’s family side. It’s special because it reminds me of my Jewish heritage. This name was changed at Ellis Island, and I wonder if my great-grandparents knew that a lot of their history would be lost when their name was changed.

My last name is Seaver. I don’t know what it means but it has a lot of amil histor . st lear e that the ea ers o e the rst ro er store in Boston. It is cool being related to people with my last name. The most famous person I am related to is Tom Seaver, the Mets pitcher!

Even if I don’t live up to my name, I think it was fun to write this essay.

I learned lots of random facts about my family history.

Sentence Diagram mixed media Luchi Mascia Grade VIII

Hugo could see everything from his perch behind the clock.

i holas ea er Grade VI

The Power of Giving Back (excerpt) I believe in the power of giving back. My grandfather Pere was an incredible man. He always came to my track meets and my so er as et all a ase all ames o matter what the weather. e wa te to o more tha m a i whi h sa s a lot he e er I was sad, he would comfort me with a special treat like candy, which would drive away the sadness. Over the holidays, he would wait until everyone else had gotten their food. On Christmas, he cared what he got for a gift, but he much more enjoyed the look of ha i ess o others whe the ot a rese t. was so s r rise that someo e was that sel sh.

The he was ia ose with l heimer s. t rst it was t so a . e o l or ot to o some small thi s that were o his schedule like going to get the newspaper or brushing his teeth. As time went on, his memory about life, people, and other things slowly faded away like they were never there. He wan’t interested in eating and he started to forget where things were. Then, one of the most traumatizing things happend. My grandfather pointed to me and said, “Hey you, can you grab that newspaper for me?” I realized that my idol, the person who always cheered me on and the person who was there for me whenever I needed help had just forgotten my name. I was eaten away inside. It was so painful to watch him decline. I was heartbroken. reali e that ot o l was he ha i t so was . e ame i ere t. e ame m h less o e t. e was alwa s there to inspire me, which made me kind, caring and eager to learn new things and to do well in school. Understanding that my grandfather was in the worst shape that he could be, I was mostly concerned about his health. This was probably the saddest experience of my life.

About a month later, Pere was in the hospital, and we would make frequent visits to support him. This was sad but it also taught me to be helpful. Even though this sounds weird, it made me feel good to see him because those visits made me understand that the relationship was switching places. I was helping him get through the tough times and was there for him when he needed it.

The it all sto e whe we ot a all at a.m. that ere ha st asse awa . e were all i es air a o t his eath. t affected my dad the most, since he was his son. A week later we had the funeral; all my cousins, aunts and uncles were mopey and teari whe we t his o i the ra e. This was a a a or me.

The experience of watching Pere’s suffering helped me form my belief about the power of giving back. He taught me through his actions that it’s important to be there for others. I felt like he made me a better person. Even though my grandfather lost his memory, he has me to keep his memories safe.

Jonah Paquette Grade VIII 17

Winter tempera and marker Reid Klevens Kindergarten

Enough How do you repay those who have given you what you never knew you needed?

How do you repay them when they do not even know what they have done for you?

How do you give them enough to show what they’ve done?

You cannot tell them, So you do your best, from the shadows.

An oak tree can give, but can it be enough?

Chewing gum.

Soap dolls.

A medal.

A watch.

Lucky pennnies.

In the winter, I like to make snowballs.

It’s not the same.

The children give life.

How could you return that?

Japanese Lantern mixed media Shahin Aliabadi Grade VII

re o a ol wi ter i ht and a blanket to help.

It’s not the same. ot e o h.

Alone in the night, they almost lose everything.

So, you return the gift they gave you.

They gave you life.

A spark.

And you protected their lives.

Winter watercolor a e atha Kindergarten

It’s not the same. e er the same. ot e o h.

They were always alive.

You live as a ghost until you learned from them.

There may never be enough to thank them.

But they do not need your gifts to understand She learned it, herself.

You should have had more faith that they could understand.

It may never be the same, never enough.

But it is for them, for her.

And that can be enough.

Lulu Pierce Grade VIII 18

Next to the sky crayon Zoe Rizk Pre-Kindergarten

Blue Nude paper Addie Coleman Grade II

That is me standing next to the sky.

Wooden tongs wood Ameen Sheikh, Saunders Haley, Elena Guerra, Lulu Pierce, Hannah Ono, Maya Rabin Grade VIII Cityscape paper Grace Beecher Grade VII

Geometric Art mixed media Aanya Raut Kindergarten 19

Self-portrait tempera Jessie Jin Kindergarten

Woven basket yarn Josie Koulomzin Grade II

I Love ASP! marker Abby Greenhill Pre-Kindergarten

Expectations Olivia always tried to hide the fact that she had expectations. I feel care free without expectations. She wanted to run away from them and lock them away in a closet, but she realized now that all she could do is accept it. From the day she was born Olivia had expectations: to be the best daughter, the best sister, and to live up to her parents’ standards. As she got older, she realized more and more that expectations could never be locked in a closet; they are a part of her life.

Oli Hochberg Grade VII Wooden paddles wood Charlotte Scott Eloise Hochberg Grade III I Know a Lake The fresh pine air awaiting you after a long car ride The soft grass leading you towards the peaceful silence The li ti ee l e water flows there like it has been waiting for my return but then all the silence ruined as my family runs down with my cousins behind them I laugh and yell, ¨ Last one in is a rotten egg¨ After listening to the loons call their call settle ow a eat the eli io s rst i er o or ho s mac and cheese, green beans, and mash potatoes I wake up to the fog that denies vision to anybody The sauna’s heat wakes me up I look at my mom and say, ¨ Come on, let’s jump in!”

Silas Lawrence Grade V

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Island clay Alex Curry Grade II

Half-face pencil Sydney Holzman Grade VIII

Self-portrait mixed media Samira Abdur Rahim Kindergarten Collaborative Mural acrylic Grade VI, Section D

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Half-face pencil Hannah Ono Grade VIII

Sunflowers tempera ia ei sto Kindergarten

My Soul is Fidget Spinner so l is a et s i er I am indifferent, Adults absolutely despise me I come in unique shapes and sizes, As I spin, moving as fast as a jet, I rob people of their money, As they spend cash on watching my tripod turn like a helicopter.

I am afraid that people know they hate, but keep doing anyway, I am an annoying time waster, You would be better off without me, But yet, I steal people’s time, as they watch me spin and spin, and spin...

Graham Lee Grade VI

Mythical Creature mixed media Xander Grossman Grade IV Wooden tongs oo Lily Carter Grade VIII 22

Mummification (excerpt) Embalmers enter the house of a dying pharaoh. He is lying on his bed, whimpering. He dies a few hours later. The workers who were preparing his tomb before he was dead now know that in 70 days, the deadline will be set. The embalmers carry the pharaoh to a puriatio ho se where the wash it. The the e ter a i ere t il i where the start the m mmi atio ro ess. ho ows what the will o to him to ma e him a m mm i o t i this tia essa a o t the m mmi atio ro ess. e ore . . whe the tia s e a to m mmi with the strate that is the most amo s the rst m mm was ma e. ot by any living presence, but by pits, dry sand, and air. The body was in the pit and the air blew the dry sand over the body, and crazily, it preserved the body! After 2600 B.C., the Egyptians found the bodies, and then started preserving the bodies intentionally. ter . . whe the tia s m mmi e i te tio all the tia s i t o the m mmi atio ro ess st to reser e the body. They also did it to keep the parts of the soul or spirit alive and happy. The parts of the soul or spirit were the ka, the ba, and the akh. The ka was a “double� of the person and it existed in the real world tomb. The ba was the soul, and it could be in or out of the tomb, wherever and whenever it wanted. The akh, or the spirit, existed in the Underworld and the Afterlife. other reaso the tia s m mmi e the o is to ma e it so that whe the so l ame o t o the ea o it o l re o i e the o a ret r to it to li e ore er. This is wh the m mmi atio ro ess e iste to reser e the o . owe er it is re the body a little bit, but the Egyptians didn’t mind. mmi atio is a i teresti a as i ati ro ess to reser e the o . ho ew a ro ess with or a remo als a li e o l reser e a o ome eo le it ross. ome eo le it ool. ome eo le it i s iri . or me it is all o these thi s a ho e o this to i as i teresti as o.

Owen Eddy Grade V

Greek Vase mixed media Luca Bene Grade IV

Greek Goddess colored pencil Yael Solomon Grade IV

Greek Vase mixed media Julian Fynn-Thompson Grade IV

Greek Vase mixed media Mohamed Sesay Grade IV 23

Stencil Relief Print block printing ink e a o ale Grade VII Splatter Art tempera Cameron Dawson Kindergarten

Edgar Allen Poe’s Use of Setting (an excerpt) or s ha e o ower to im ress the mi witho t the e isite horror o their realit ar lla oe. o er literat re rea ers that powerfully placed and suspenseful backdrops strike fear in their hearts.

Edgar Allan Poe is one of the most well known writers to explore the human fears and write fabulous short stories about them. During the 18th century, Poe wrote many breathtaking stories and even created the genre ete ti e tio . oe master ll reates setti s oth time a la e which serve as suspenseful backdrops for his stories to unfold, and other suspense techniques to strike fear in readers’ hearts. Especially in two of his best known stories, “The Black Cat” and “The Cask Of Amontillado,” Poe uses the exquisite horror of words to help develop a scary setting.

In “The Black Cat”, Poe creates settings, both time and place, which serve as suspenseful backdrops for his stories to unfold. During the story, the narrator frequently visits a dark tavern where he gets drunk and brings violence back to his wife and pets. The dark and scary tavern strikes fear in the reader’s hearts because the tavern represents the evil and the wine that he drinks represents the demon inside him. After his house gets estro e a re he mo es i to a ol ila i ate il i . he he goes down into his dark, gloomy cellar, his wife stops him from killing his cat and he instead kills his wife. The narrator then hides his wife’s corpse in a dark and musty wall in his cellar. The old dilapidated building cellar represents the dark underworld of hell. Including the cellar makes readers infer that something horrible is going to happen.

African Mask mixed media Ashton Cruz Grade VI 24

Ethan Dhadly Grade VII

Self-portrait tempera o ra aha ori Kindergarten

Me Doll mixed media Ethan Heist Pre-Kindergarten

Self-portrait mixed media a it ows i Kindergarten

Tree mixed media Oliver Kempinski Pre-Kindergarten

Porcupine Pencil Holder mixed media Jace Benjamin Kindergarten

My Guitar Story (an excerpt) I am seven years old, my life is a hill, I am in the wagon rolling downhill. My life is going downhill.

“Sol, time to practice guitar!” my dad reminds me cheerfully.

I mumble and groan to the guest room to my guitar.

I play the chords I know, each of them buzzing with disappointment. I want an excuse to take a break like, “Papi I’m thirsty,” or thi the itar s o t o t e o l t la a thi ri ht. t the itar a i the ase. here it elo e .

“Sol, You just started practi-” I cut him off. a i ta e a ee reath. itar is t ri ht or me m ers alwa s h rt a e er et a thi ri ht.

“But Sol,” he adds “Practice makes perfect and-” he doesn’t go on. e ows this si e o me st or a wea a there is othi he a o to ha e m mi . The i e . ow that is m only talent. si h. hat i he was ri ht wo ere . hat i ra ti e oes ma e er e t t m s ariest tho ht is hat i e er e ome li e m a hat i o t e ome a si er a a itar la er hat i o t a om lish a thi Tho hts swarm in my head about my guitar. I feel like screaming and telling my dad I still want to play. But that’s like surrendering war after you already won. Instead, I cry, a silent cry. I know this is the end. I might think I won. But I realize, nobody won. am te ears ol la i m itar m s ale m ri s m hor s so er e t. lo e it. t satis es me. lo e m a o sti . remem er whe rst saw it. he rst hate it. le h. h i e tho ht. t ot a more. t is ama i lo e how ma famous guitar players started with an acoustic. I practice with my acoustic, and sometimes, with my electric.“Sol, time to go to bed,” m a sa s. o tha s wo l li e to ra ti e a little more “Sure,” he responds.

The remem ere whe was . it. o wa . ot a ai .

I am not what I imagined. I am better. I `strum my riff, E, A minor, A, D, C, and all around again, I play my special riff with the D chord. I put the guitar away and jump on my bed looking out at the starry night. The beautiful black sparkly night reminds me of my guitar. I am happy. I see myself as a singer when I grow up, a guitar player too. I lay in bed happily. I tell myself it’ll be all worth it. Thomas iso i t i e . arr otter i t sa orr . . owli o estsellers or o o o ets a where i i . ers are swelli . ers are swelli to show me wor e har to a . re se to ta e the eas wa o t. o r Life Starts At The End Of Your Comfort Zone. My life just began. Bring it on.

Soledad Belyea Grade V 25

Ribbon and spheres pencil ill ell Grade VIII

Family Portrait colored pencil Scarlett Rea Grade I

Separatist ship (Star Wars) crayon Max Bendett Pre-Kindergarten

The Park crayon Beya Goodman Pre-Kindergarten 26

Pop pop is taking a picture of me and Hedgy and daddy. I am in the park.

Family Portrait tempera Zeke Small Kindergarten

Multicultural Doll mixed media Mikoto Matsuzaka Grade II

Multicultural Doll mixed media Cora Loomis Grade II

S e p a r a t e d but Together He was the general, Determined i e a a thor ishi a book He was also the hawk’s feather, Floating High from the sky And landing right on the pond Creating ripple, after ripple, after ripple e lle m tree with luscious, red apples never once picking one to eat but instead always planting more seeds e share so ma times Sharing our passion For cooking Creating food that with just one whiff Filled our bellies And warmed our insides as we la e and laughed He would whip out a draw 4 and we would laugh even harder, His smile lighting up the whole world And then, one day an apple was taken off his tree And the bare tree swayed in the wind waving Goodbye And although my red apple will always be faded just a little bit I know that now he is the scout for me And together we shall advance

Multicultural Doll mixed media Field Boney Grade II

Multicultural Doll mixed media Giselle DaSilva Grade II

i athiresa Grade VII

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Dear Mr. President, s are re i si e meri a s hools at a rate o a o t o e er wee . meri a also has ha at least mass shooti s si e the beginning of this year, and that is 29 too many. Looking at the current events of our country, I think it is time that you take action. e ee stri ter o trol. thi this e a se it is a ero s ot to ha e o trol there ha e ee too ma s hool shooti s and people would feel and be safer if we had stricter gun control.

Mr. President, we need strict gun control. It is dangerous if we don’t. Think about all the shootings in America’s history. Most of them were because angry, or mentally disturbed people, had easy access to a gun. I know you are thinking about the second amendment. But think about it, the second amendment was written in the 1700’s when people didn’t have police systems, strong militaries, and the things we use now to protect ourselves. Also, initially the founding fathers wrote the second amendment to protect citizens from the rise of a tyrannical government - in their case, Britain. Over time the need for the second amendment has decreased very much, because now it’s just the law that says, ”Sure, you can have a gun.” The way you can change this is if you provide stricter gun control. al reaso that o sho l ta e a tio towar s stri ter o trol is that eo le wo l eel a e sa er. m ot writi this letter for me. I’m writing it for the people who are afraid to go to school because no one cares that someone could easily shoot them there. I’m writing this for the kindergarteners who now have to do lockdown drills because nobody is doing anything to prevent a mentally ill child at their school from getting a gun. I’m writing this for the people who are scarred by guns because you are not doing anything. This is the most amount of mass shootings that have happened in years because you’re letting these people get away with it. I know you are putting them in jail, but that is not the point. They got a gun, brought it to their school, and no one stopped them.

The e alrea o e the ama e. rote t o r eo le. ot s. ow wo l o eel i o were a i a e er a o we t to s hool a o were s are that someo e was oi to shoot o am essi that o wo l eel s are a sa e. ow thi about the people who actually go through that every day. People should not have to worry that someone is going to shoot them at school. Or that one day, they are going to lose someone to a gun. And one thing you can do to help is to give those people stricter gun control.

As you can clearly see, it is dangerous not to have gun control, there have been too many school shootings, and people would feel and be safer with stricter gun control. I for one am lucky; my school has not been in any school shootings. But that does not mean I shouldn’t acknowledge the schools that have been. You were elected because people thought you could make a change. Prove them right.

Sincerely, Hannah Ellis Goodman 5th grader at The Park School

Map of Africa mixed media Keira Zhou Grade VI

Button ra o mar er Cheyenne Levarity and Joe Davies Grade I

Greek Goddess colored pencil Julia Fattaey Grade IV 28

Half-face pencil Guled Adam Grade VIII

Park School Memories Third Grade: wal e i to the lassroom a reete r. ow . e shoo m ha a sai i e to see o a ai a re la he a smile a . i e to see o too sai . was weari re m sister s ar re lasses a a row ha a was sl o er my shoulder. In my hands I held a big book. I looked like a true author. I was 28 years old, and very happy to be back in my third grade class (in reality, I was actually 8 years old, but the whole class was pretending to be 20 years older). I had chosen to be an author e a se a o ess to write still o ow riti was m tale t. asha ate a e e starte a series wa back to the story.) I started to sort through some books on a shelf, organizing them. My eyes sparkled with delight as I thought about what everyone else was going to wear. This is going to be so fun! I thought happily. l e as a tea her ha e me a ri ht re ole. mar he o t o to the est m floor aro the ri htl olore a oles and around the other students watching. Okay, I thought. It’s May Day. It’s the Stick Dance. You’re in third grade, and you’re the star of the show. You can’t mess up now. I blinked a few times. The music started. I turned to the left. Then I started to move. Step, step, step, step, step, step, step, step, step, hop, step, hop, step, step, jump! And repeat another time. After the second round of that, I turned to face my partner across from me. I tapped their stick 3 times, and then they tapped mine 3 times. Finally, we took turns tapping each other’s stick once, and then we tapped them together over our heads. Tap, tap, tap, (pause), tap, tap, tap, (pause), tap, tap, tap, tap, tap, tap, CLACK! Then, I turned to the left again and started the same routine of steps, hops, and jumps. Finally, I came to a different partner a starte the same ro ti e o ta s a ses a la s. si he . This is i a ori . tho ht. ter a lo re eat o the ste s hops, jumps, taps, pauses, and clacks, we were done! I breathed a sigh of relief as I marched back to my seat, returning my bright red sti to a tea her. ow time or the a ole tho ht stari at the tall ree oles with olor l flowers a ri o s wra e around them. I couldn’t wait to get started.

Lauren Kim Grade V

Ceramic Self-portraits mixed media Grade VIII

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The Rose Kennedy Greenway Zipline (an excerpt) ow loo how hi h that is m sister osie sai as we stare i awe at the h e i li e i ro t o s. e were e teri the Rose Kennedy Greenway. I asked my mom if I could ride the zipline, and she said I could. I entered a little house, and a guy helped me put on a safety vest that would connect to the zipline. It was a long way up. Longer then I thought it would be.

I started to worry.

I looked down, and then immediately regretted it. elt so s are . wa te to ar . e itel ha ot ee la i o it ei this hi h it loo e a lot shorter o the ro .

I looked at my mom, and I tried to motion with my arms to tell her that I was scared. But she smiled encouragingly. ow st m o The sai .

“J-jump?” I trembled. I looked down one last time. I jumped.

“Aaaaaaaaahhhhhhhhh!!!!” I was going really fast, right down the zipline, when suddenly the top off my vest hit the black rubbery stuff that was coating the line, causing me to soar upward. or a s lit se o was st floati i the air. ha re o t that this was oi to ha e a ha ee sort o worrie that wo l fli aro the li e t ri ht the reali e that the a le ma e that rett m h im ossi le. The I gently dropped to the ground.

It felt like my heart was beating faster than when I had been on the zipline! And that is saying something, because I was going rett ast. wal e o er to m mom. That was m la ai m mom. o o wa t to ri e a ai “Yeah!” I said. The second time was even better. I could not wait to ride again! I ran as fast as I could wearing that safety vest until I got to the top. I was totally out of breath (remember, those stairs were really high!). “Here I goooooo!”

I glided down the zipline. Then I bounced upwards, but this time, I was ready for it. weeeeeeeeeee the time was o the ro was eami with ri e. ha o e the thi that ha ee a rai o almost m whole li e T was so ro o m sel Anand Koulomzin Grade V Morning is A new sheet of paper For you to write on. hate er o wa t to sa .

All day Until night Fold it up flies awa .

The bright words And the dark words Are gone Until dawn And a new day to write on.

Half-face pencil Robert Feldman Grade VIII

Self-portrait marker Khairi Bowden Kindergarten 30

i sto Grade III

e

oo

Half-face pencil Jean Jin Grade VIII

Self-portrait marker Landon Zhong Kindergarten

Hot Air Safari was s are . ri i i a alloo that was oi to e owere re shooti rom a ma hi e e eet rom me. l i i a ia t as et. fl i a o t eet a o e e a. serio sl l i ow i a ia t as et while some shoots re “You can go in the car with our guide,” offered my mom.

I was torn. I don’t want to miss out on it! And I’ll be really sad when my family talks about it. And Sam will be all, “I don’t see why you didn’t want to do it!” when he obviously knows why! I thought.

Tears poured down my face as the people in front of us started climbing into the top row of the basket. They were lying in the basket, feet over a foam block and hands grabbing handles.

This was like the time I went to the beach on Cape Cod with some family friends. The water had been so, so cold and there had been a scary shark warning sign next to the parking lot. But I really, really wanted that double dessert my “Uncle” Paley had offered to anyone of us who was daring and braved swimming a few feet to him. Everyone knows that Cape Cod has the best ice cream. My fears on this trip had been so different from what I expected. They weren’t, ‘Oh no! That buffalo might impale me!’ This time it felt similar to the camel rides.

“Okay, Em, you have to make a decision. The balloon has to take off soon,” Mom said in a slightly annoyed voice.

The sky was dark because the sun had not come up yet. I guess part of the ride was seeing the sunrise over Kenya. e l ha a rst o mi e o e e a re less ess. mil o a o this. hat s the worst that o l ha e o must do it. Just close your eyes for takeoff! I told myself.

“I’ll do it!” I said, but couldn’t stop my tears. am a om a lim e i to a om artme t. t m li e i to ra i the ha les while a trie to ta e a sel e with the family. erio sl sel e e sho l e hol i the ha les ot lli o t his ho e t o l all whe we ta e o e thi a o t m a is that he lo es sel es. ell s ies o m amil . e oes t loo li e the t e to ta e o e t he takes a lot. Anyway, it was time for takeoff.

The re roare . e. Twi e. Three times. o r. i e. i . ter ma lasts the alloo lle with the hot air a the as et started to stand up. It felt like many strong people were pushing the basket up, but there weren’t any. Just the basket and the full balloon. e starte oi . to the s we rose. The s e a to rise too. stoo a wat he the other alloo s floati aro a o e sa elow. e were risi with the s as it athe the lo s i i li ht. The whole s e e was ea ti l. ear melte away. also wat he the a imals elow s. e ras ra a ross the lai . wat he wil e eest mi rati elow me. e also saw ma cows out before the lions came, when they would be taken back by their owner. There was a GoPro hanging from the balloon, and a o le o times the ilot sa ari i e ha s smile at it or a i t re. ter a while the ilot i e a o e that we wo l e la i soo a that we ee e to sit o the lo s a ai . e also had to put our stuff at our feet. m ... m ... m m ... m . e la e a ot o t. a t sa was all w wish that was lo er was reall eeli more like ‘Land! Finally!’ though I didn’t say it out loud. r i ors i t re alle the ilot. mm. as it reall that a ero s to o hot air alloo i a ti it a metho o tra el that ha ee aro or so lo ell st i it a o t thi m ea so what oes it matter The alloo i t e lo e. i t e lo e. The as et i t t r i to a flami re all o eath a start h rtli towar the earth at a eathl ast s ee . e i t ie o im a t rom the la i . There were o rashes r s ri s hea s itte o eaths from lack of oxygen, tilts at extreme angles, or fallings to death.

I was proud of myself. I had faced my fear.

Emily Lutzker Grade V Woven Basket yarn Lyra Dvorin Grade II

Woven Basket yarn Brandon Eddings Grade II

Abstract Art craypas Stephen Barton Kindergarten 31

Half-face pencil Alexa Kempinski Grade II Half face pencil Ava Scheibler Grade VIII

Self-portrait half-face colored pencil Shyla Ballal Kindergarten

WONDER I wonder what it was pattering at the window I wonder what it was casting a light shadow I wonder what the light was that was left on the right Of your white bureau Take a look at my silk soft fur My roar that is not a pur My vent is not one that has ever been heard My vent is not one that has ever been slurred I am misguided But not nearly as blinded As the one who sits on your front door Or the one who has created Their own moor By being cast under another wonder’s lure Elsa LeStage Grade VII

Half-face pencil Adele Spitz Grade VIII

Half-face pencil Avery Golub Grade VIII 32

Chicken tempura le a er ahe Kindergarten

Chicken tempura Alexander Robbins Kindergarten

Chicken tempera Elodie Masdea Kindergarten

Ode to Chicken Ramen Oh, Maruchan Ramen, You are a blessing.

You are to me a rapidly rejuvenating replenishment he smell o r hi e fla or In my heart you make a dent.

Oh, Maruchan Ramen, You are a quick convenient cup of contentment, Oh, Maruchan Ramen, he ta e m rst si o o r roth I say, “Oh it’s like a dragon” African mask clay Georgia Ryan Grade VI

Oh, Maruchan Ramen, o ll me li e a se e o rse meal You provide me with energy for my day, he sl r o r oo les I scream “Hooray.”

Oh, Ramen, Ramen you are a big hug, Ramen you are a generous friend, he hom o o r heer l hi e I shout, “May this cup have no end!”

Mythical Creature mixed media a hel elma Grade IV

e it ows i Grade VII

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The Colosseum (an excerpt) Located in Rome, the Colosseum could hold up to 50,000 people and has 76 entrances around the entire stadium. The Colosseum is 188 meters long and 156 meters wide. It was used for thousands of gladiator fights over hundreds of years and many men died fighting for the entertainment of Rome. In this essay you will learn all about the gladiators and the amazing Roman Colosseum!

The Colosseum was built over 2,000 years ago and is an amazing building. The idea for this great sports stadium came from Emperor Vespasian in AD 72. He wanted to be popular with the Romans unlike the last Emperor, Nero. Vespasian tore down the old Emperor’s palace and replaced it with the Colosseum, a gathering place for all of Rome to celebrate holidays, gladiator fights, and other important events. Everyone came to the Colosseum, even the poor and the slaves. Vespasian died before the stadium was completed but his son completed it in AD 80.

The plan for the Colosseum was very advanced for its time. Besides all its entrances and size, it had many other amazing features.

For example, it had four levels with arches and columns to support the weight of the massive building. A very cool factor was that it had a huge hidden underground complex which allowed animals, actors, and gladiators, the fighters, to move around quickly and easily. This labyrinth of passageways was called the Hypogeum. This maze also had thirty-two trap doors, which allowed people and animals to appear magically from the ground onto the sandy field. Another interesting element in the design of the Colosseum was the seating. The seating inside the Colosseum was according to one’s importance in society. For example, the emperor’s box was closest to the action and the best view. However, the women and slaves had the worst seats at the very top level of the stadium.

Building the Colosseum was a lot harder than planning it. More than 100 workers specialized in many different jobs like carpentry, cutting up the marble and rocks, and working the cranes. The cranes hoisted up the stones to where they were going to fit like a 3D puzzle. And yes, the Romans had the technology to create cranes! About 100,000 slaves worked on the Colosseum. The Romans also built the stairs and seats offsite and then put them in.

Gavin Zug Grade V

Hotel mixed media Bella DaSilva Pre Kindergarten

Cityscape paper Maya Johnson Grade VII 34

Self-portrait tempera Margot Jennings Kindergarten

Fire Station mixed media ra so e el Pre-Kindergarten

Building mixed media Xavier Clemente Grade II

Zen Garden wood Kyrieh Simmons Grade V

Collaborative structure wood hloe i amo ate lass Grade IV

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House mixed media Angus Dent Grade II

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The Hagia Sophia (an excerpt) Located in Istanbul Turkey, the Hagia Sophia looms over all churches. For more than 1000 years, the Hagia Sophia was a h r h or more tha ears it was a mos e a it is ow a m se m. ith a ome a o t eet i iameter wi ows aro it a ei a o t eet o the ro the a ia o hia a ears to e floati i the air. The a ia o hia has ee ro e tra s orme r e a more. The a ia o hia has i fl e e e ol e a ha e o er tho sa s o ears. t s tr l amazing.

The Hagia Sophia is more than it seems. The Hagia Sophia was built in about 6 years, 532-537 CE. It was designed by Anthemius of Tralles and Isidorus of Miletus, both Greek. As they designed it, they came across a handful of challenges. The main dome is perched on four arches. The arches push down and out making them want to fall to the ground. They’re supported by two semi omes a h e ttresses. The walls were ma e o t o ri a o rete mortar. lso the a t that the ome sits o a s are ase is a major challenge. This was solved by putting pendentives under the dome. Pendentives are triangular supports placed in between the four arch space. This helps transition the dome into a square shape and helps keep the dome upright.

As well as being amazing for it’s wonderful architecture, the Hagia Sophia is known for the cultures that used it. Around the year 500, when Rome was just ending its period of power, the Byzantines took over the area. They brought in a new religion too, Christianity. So the new emperor Constantine named the city Constantinople after himself. Soon a new emperor comes along, Justinian.

Justinian caused riots so a lot of the city got destroyed. This gave Justinian the opportunity to rebuild. The Hagia Sophia was built as art o the ew it . a il e er a ter o. almost ears later the eo le o slam ame to ta e o er. The ttoma s (as they were named) came to the Hagia Sophia to turn it into a mosque. They added minarets for prayer, a huge chandelier, a minbar which was like a pulpit, and a mihrab which shows the direction of Mecca (the center of the Islamic faith). They also added big disks with Islamic calligraphy painted on them. It stayed a mosque for about 500 years until 1935 when the Turkish president made it a museum.

Hannah Crozier Grade V 35

Collaborative mural acrylic Grade VI, Section 6A

Why I Run

I run to. I run away. I run over hills. I run over fences. I run over walls. I run over swamps not letting myself sink in. I run into the wind. I run over ice not sure where it will crack, where I will slip. I run along a road dodging bikes and cars. I run through the slushing mud. I run along a beach hearing the whispering of the waves, hearing the soft thud of my feet, the hard r shi o the ma esti olor l wi . r to see the refle tio o the s rise o the o ea . r alo the earth. r or m li e. r awa rom m li e. r to e ree rom m li e. r to eel that a fl to m wi s. r rom m memories. r to ma e ew memories. r to ar e m ow ath er el ot ari what lies ahea ll o i ri ht thro h.

I run through my wilderness of thoughts. I run to dream. I run through my anger. I run through my sorrow, not waiting long enough for myself to fall. I run from my enemies. I run from my friends. I try to run from myself. I run from my imagination and into reality. I run from reality, from the laughter, from the horrors. I run alone. I run into silence. I run into noise. I run away from darkness. I run to relive history. I run to strike. I run into the sun. I run over the moon. I run into darkness. I run for the color of envy.

I run to hear the music of the forest, the rustling of the leaves, the drum of my feet. I run to see the emeralds and clays.

I run to see the chestnuts, lilies, and bronze leaves. I run to see the desert owl, chipmunk, and snow white fox. I run to see the sparking fresh scented dew on every morning grass blade. I run to see the waterfall of sun seeping through the cracks i the orest a o . r to eel the r shi o e er thi am lea i ehi . r to a hi e alle o the orest.

I run to hear the chirp chirping of the crickets. I run to feel the stinging of the tall reeds against my legs. I run to smell the lila flowers loomi rea i thro h the s ow. r to see the swirli o the lo s too ar awa a et so lose. r to hear the thunder of a waterfall, to feel the mist of it around me. I run to hear the soaring of an eagle as it dives after its unsuspecting prey. I run to see the crystals of the ice on water. I run to hear the plop of an overripe apple as it falls. I run to see the stars twi li i swirli olors rom the e less rea hes o the ala . r to hear the fl tteri o wi s a o e me as a h mmi ir ee s o a flower. r to see the sha ows o the orest the shi ti a the ha i . r to see the s ow white a e ea s lowi i the s mmer s . r to see the strea i o the orther i hts. r to eel the roots elow m eet o the e e ro ro . r to see the s set s refle tio o a s ow mo tai . r thro h esert a i to a el thro h the el a o to a mo tai ow a mo tai a i to a orest thro h the orest a i to a a e the silence, the darkness consumes me.

Maya Rabin Grade VIII 36

Amaryllis mixed media Clara Lawrence Kindergarten

Multi-colored hands mixed media Amaya Millner-Barrios Kindergarten Half-face pencil Phoenyx Peltier Grade VIII

Courage watercolor Annie Harsha Pre-Kindergarten Courage is when you speak up for people that have no voice.

Ceramic Self-portraits Erick Caridad, Brie Doherty, Becca Shaff, Adele Spitz mixed media Grade VIII

Back Cover Artwork Statue of Liberty watercolor and marker Bella Knez Grade I

The Park School

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