Roots & Branches: PHS Alumni Magazine 2023

THE ARTS ISSUE

Editorial

Sarah Gaffney, Director of Marketing and Communications

Adrienne Moon, Director of Development

Graphic Design

Amy Johnson, www.akfdesign.com

Roots & Branches is published by Presidio Hill School annually. Every effort is made to avoid errors, misspellings, and omissions. If, however, an error comes to your attention, please accept our apologies and notify us at development@presidiohill.org. Thank you.

4 | From Head of School Lisa Jeli

6 | Celebrating the Class of 2023

12 | Nurturing Creativity and Empowering Students: Sarah Myers’ Approach to Teaching Art

13 | A Symphony of Education: The Teachings of Joshi Marshall

14 | Striking a Chord: Dan Goldensohn on the PHS Music Program

16 | Where Are They Now? THE

A Word from Lisa Jeli HEAD OF SCHOOL

Dear Presidio Hill Alumni, Families, and Faculty/Staff,

It’s been more than a century since Helen Salz and Flora Arnstein began a profound legacy by creating the Presidio Open Air School. Their shared vision of a learning experience filled with creativity and inclusivity was a novel idea for 1918 and has continued to flourish on our campus in the heart of San Francisco and through you all, our alumni community, as you bring your knowledge and values with you throughout the world.

One of the essential aspects of their vision, still robustly present at Presidio Hill, is the integration of the arts into our curriculum. From Transitional Kindergarten (TK) through 8th Grade, arts education is more than just another subject—it’s a catalyst for creativity, critical thinking, emotional growth, and cultural understanding. It informs learning within and beyond our school grounds, and bolsters curriculum between all subject areas.

Reflect on your own time here, and I bet a wave of memories flood in—painting in the art room, performing onstage at Follies, singing and reciting poetry at May Festival, engaging in vibrant classroom discussions. Those experiences were not just about learning to paint, act, or play music but about understanding the world around you, appreciating diverse perspectives, and expressing your unique voice.

The legacy of our school is deeply tied to arts education. Art, music, poetry, and performance became our medium for championing social justice, fostering a sense of unity, and celebrating the incredible diversity of our community–some of you may even recall the joyous sing-alongs with blacklisted entertainers like Paul Robeson and Pete Seeger, and the sense of pride and unity these experiences evoked in our community. These artistic mediums also allowed us to tie ourselves more deeply to the Presidio–using nature to understand and inform artistic processes–from using natural elements in artwork and playing music under the redwood trees to performing under the willow dome.

Today, as alumni and current community members of Presidio Hill School, we carry this legacy forward. The arts continue to be an integral part of our progressive education, a testament to the powerful impact of our founders’ vision. The school stands, not just as a beacon of learning, but as a vibrant canvas where every child gets to paint their unique story.

Together, we look forward to another century of creativity, growth, and unity through the arts. Presidio Hill’s vibrant history is as much a story of the arts as it is of education. As we celebrate our past and look to the future, let’s continue to ensure that these essential learning experiences remain at the heart of our curriculum for every student.

Warmly,

Lisa Jeli Head of School

Welcome Class of 2023 TO THE ALUMNI COMMUNITY!

On a cool and refreshing June morning, the Class of 2023 celebrated their graduation from Presidio Hill School, surrounded by faculty, staff, friends, and loved ones. Each graduate was honored with a personal tribute from a faculty or staff member, symbolizing the bond shared between PHS educators and our students.

As each graduate stepped up to the podium, their heartfelt reflections underscored the immense value they placed on their time spent at PHS. Almost unanimously, the graduates expressed gratitude for the profound influence their peers and teachers had on their lives. Many recounted the connections forged during overnight trips, while several

acknowledged the unique challenges faced during their 6th grade year of distance learning.

Among the cherished traditions of graduation, a standout favorite is the collective performance of music by the entire class. This year, every member of the Class of 2023 either picked up an instrument or approached the microphone to deliver a stirring rendition of “Imagine” by John Lennon and The Plastic Ono Band.

We take immense pride in the accomplishments of our graduates and are excited about what the future holds for each of them.

The members of Presidio Hill School’s Class of 2023 will be attending the following high schools:

The Bay School

Drew School

Groton School

Lick-Wilmerding High School

Sacred Heart Cathedral Preparatory

San Francisco Waldorf High School

St. Ignatius College Preparatory School

Sterne School

Urban School

Friends, soon to be former classmates: As we set off on roads previously untraveled, my one request is that you don’t forget this place, the teachers in their classrooms, the friends you hangout with after school. Simply, don’t forget this time in our lives.

–Tony Oda

Many of the lessons PHS has taught me have become so inherent to my attitude that they are hard to pinpoint. I don’t know when I learned to feel comfortable talking to my teachers or how to advocate for my learning. I don’t know when I learned why what I’m learning matters, or how I became a confident, self-motivated learner. But I do know where I learned it, and that’s at PHS.

–Elodie Paul

I feel so lucky that I attended a school where I feel welcome and have teachers that really care about their students. In the words of my mother: ‘your time is like diamonds’ and I am so glad I spent them at PHS.

–Chloe Hansbury

Not only the classes which have taught me so much, but also - I experienced community here at PHS in a way I never have before, where every teacher has been a trusted mentor, and every classmate a close friend.

–Maria Isabelle Te

Art & Music at PHS

Art

The PHS Art curriculum incorporates activities that expand upon previously learned skills and recognizes creativity, innovation, and technique-building as essential art skills. Disciplines such as drawing, painting, collage, and sculpture intersect with the Learning for Justice “Social Justice Standards” to guide curriculum development. Students are introduced to diverse art that centers on underrepresented artists throughout the program. Focusing on art vocabulary expands students’ descriptive language, and exploring local ecology through art-making is an overarching theme influencing all grade levels.

Music

The PHS Music program is based on the popular Orff Approach to music education. Most lessons comprise elements of movement and dance, singing, games, instrumental ensemble, and sometimes drama. In the classroom, an atmosphere of respect, support, and good humor is maintained so that students can feel confident in expressing themselves and discovering the joy of making music together. Throughout the grades, students expand on and review previously acquired concepts and experiences. Depending on their age, the class will study xylophone, percussion, and a variety of other instruments and learn to play complex ensemble pieces in the pentatonic scales (major and minor.) In middle school, students can also expand on their extracurricular musical interests, bringing drums, guitar, piano, saxophone, bass, and other musical instruments to their ensembles.

Students perform at two all-school concerts: Follies, a Musical Showcase at the Palace of Fine Arts in the winter, and May Festival, an all school arts and poetry picnic in the spring.

Artwork by PHS students

Arts Field Trips

Arts-oriented field trips build an important foundation for PHS students. These trips provide invaluable experiences that foster creativity, critical thinking, cultural understanding, and personal growth. By exposing students to San Francisco’s incredibly varied and diverse artistic disciplines and venues, such as museums and theaters, regular field trips cultivate an appreciation for art, develop analytical skills, and promote social and emotional development. Through hands-on and immersive experiences, such as drawing at the Museum of Modern Art, creating a mural with renowned urban muralist Diego Gomez, or writing poetry in Muir Woods, students gain a deeper understanding of artistic expression and its role in society, preparing them to become well-rounded individuals in an ever-changing world.

Clockwise from top: Students exploring the 16th Avenue Tiled Steps, Middle School students visiting Lucasfilm Letterman Digital Arts Center, drawing at SFMOMA, Challenge Days project exploring SF Street Art

A History of the Arts at PHS

A commitment to and passion for the arts has been rooted in Presidio Hill School’s history since the school’s very beginning in 1918. PHS’s founders, poet and musician Flora Arnstein, and painter Helen Salz, were driven to create the school by their desire to instill a lifelong love of learning in their students. They emphasized individuality, creativity, and empathy, intentionally weaving art and music into the fabric of the school. This tradition has continued to guide Presidio Hill’s educational approach for more than 100 years.

Since its earliest days, the school focused on a progressive approach to teaching, prioritizing a balanced development of the head, heart, and hand. This was achieved through a variety of methods including gardening, wooden block-building for conceptualizing math, and even printing student poetry on the school’s own off-set printing press. These early practices ensured that the arts were not separate from other forms of learning, but rather interwoven into all facets of education at the school.

Presidio Hill’s commitment to the arts was vividly on display in the 1940s and 1950s. In the 1940s, Paul Robeson, a renowned Black activist, actor, and singer performed at the school, amplifying the connection between art and social issues. From 1942-1945 studio

potter and ceramic artist Edith Heath taught art at PHS before going on to open the transformational Heath Ceramics. During the 1950s, student-created murals were toured across the United States by the American Federation of the Arts. This recognition not only celebrated the students’ artistic talents but also reinforced the significant role that arts played within the educational ethos of the school.

The school’s focus on creative expression as a conduit for socio-political conversations continued through the 1960s. During this decade the formerly blacklisted American folk singer and social activist Pete Seeger was invited to perform at Presidio Hill’s Saturday concerts. He brought the equally renowned singer/ activist Malvina Reynolds with him. The impact of the arts was not limited to music. In the 1970s, after a fire destroyed a sizable portion of the school, renowned dancer and choreographer Anna Halprin choreographed the “Dragon Dance,” which was performed through the streets of San Francisco to celebrate the students’ and teachers’ triumphant return to their rebuilt school. This symbolic celebration through dance demonstrated the school’s commitment to art as an essential part of the school’s identity.

In the 1970s, Follies, one of Presidio Hill School’s oldest and most beloved traditions, was born. What began as an English Language Arts project in Dolores Morris’s class grew into an all-school variety show celebrating music, dance, and drama at PHS. You can read more about Dolores and the creation of Follies on page 17.

As Presidio Hill School journeyed through the 1990s and the 2000s, notable musicians such as Todd Rundgren and Paul Kantner performed fundraising concerts for the school, and the literary arts program got a boost when Rick Riordan, future author of the Percy Jackson & the Olympians series, taught middle school language arts.

In its century-long existence, Presidio Hill School has demonstrated that the arts are an integral part of progressive education. The school’s unwavering commitment to arts education has not only shaped the lives of its students and alumni but has also contributed to the broader conversation about the importance of arts in schools. The enduring legacy of arts at Presidio Hill School serves as a testament to the power of creativity and artistic expression in shaping young minds and creating a more understanding and empathetic world.

Art teacher Aldo Casanova with a student

Ceramicist Edith Heath teaching art at PHS in the 1940s

Nurturing Creativity and Empowering Students: Sarah Myers’ Approach to Teaching Art

Arts education plays a pivotal role in shaping the lives of students, providing them with opportunities for selfexpression, critical thinking, and exploration.

At Presidio Hill School, the Visual Arts program is helmed by Sarah Myers. Born in the U.K., Sarah embarked on a journey to PHS that has spanned continents. After completing her undergraduate degree in Art and Aesthetics at the University of Wales, she pursued a Master’s degree in Painting and Drawing at Ohio State University (OSU) where she had the opportunity to collaborate with acclaimed artist Ann Hamilton. Upon graduation she taught at OSU as a guest lecturer in subjects such as Drawing, Color Theory, and 2D Design before heading to the West Coast and settling in Oakland. After starting her own mosaic business, which allowed her to raise her family while working from home, she “felt the pull to return to teaching”. Her youngest daughter Ginger was transitioning to 6th Grade at the same time so they both joined PHS together. She goes on to say, “It was wonderful that my personal and professional paths aligned, providing my daughter with an unforgettable middle school experience while fulfilling my passion for art and teaching.”

Sarah has designed PHS’s art program to be flexible, reflecting student interests, current events, and diverse topics. And she finds immense joy in “showing a student how art can be a powerful tool for social change and empowering a child to take action…and to find their own voice.” Her curriculum explores various artistic disciplines, including painting, drawing, ceramics, sculpture, textiles, and cell phone photography. She introduces students to underrepresented artists, fostering an appreciation for diverse art forms and perspectives. She also connects what students are learning in art class to what they are

learning in their other subject areas. For example, this year 5th Grade students took a deep dive into the sculptural work of the artist Nick Cave, TK examined how hummingbirds make nests and made their own from found natural materials, and 7th Graders learned how to block print and then sold their pieces at May Festival as a fundraiser for the Association of Ramaytush Ohlone.

“Art reflects history, traditions, culture, ourselves, and others.” says Sarah. “It prompts us to ask questions and provides the opportunity to reflect on who we are and what we believe in. Throughout history, art has been used as an accessible tool for communication, raising awareness about social issues, and affecting positive change, not to mention supporting children with the development of motor skills, language skills, social skills, decision-making, risk-taking, inventiveness, creativity, and fun!”

Sarah hopes to leave her students with a profound understanding of art’s omnipresence. “Art is not limited to museums or galleries,” she says, “but can be found in nature, public spaces, music, dance, literature, and everyday objects.” She aims to instill in her students an appreciation for art’s ability to bring joy, serve as a tool for self-care, and enable a fresh perspective on the world. Art equips young people with the capacity to explore diverse viewpoints, embrace different cultures, and be agents of positive change. To put it simply, “Art can change the world.”

A Symphony of Education: The Life and Teachings of Joshi Marshall

Raised in a household resonating with the strum of guitars and the hum of melodies, Joshi Marshall, a gifted musician, parent, and Presidio Hill TK-8th Grade Music Teacher, has long been living in rhythm with music. With a rock star for a mother and a bass player for a father who performed with Vince Guaraldi on the famed A Charlie Brown Christmas soundtrack, Joshi’s life has always been rich with musical overtones.

Joshi began his own journey with music at the age of 16, joining one of the most renowned high school music programs in the country–the Berkeley High School Jazz Ensemble–as well as diving into the Bay Area Blues scene playing gigs, listening, and learning. His early experiences opened doors to touring with successful bands, playing alongside legends such as Carlos Santana and Blackalicious. However, a shift in rhythm occurred with the birth of his children and Joshi found himself gravitating toward education.

“I’ve always had a passion for teaching,” Joshi reflects. “After years of touring, I found my way into the classroom, working with Oakland Unified School District for seven years, and eventually, Presidio Hill School. I saw it as an opportunity to develop my own curriculum. That call marked the beginning of a new chapter.”

Joshi’s unique approach to teaching music is influenced by his jazz background and the Orff Approach, which focuses on the organic development of musical skills through improvisation and movement. “The synergy between jazz and the Orff Approach is super similar,” he explains. “Both are grounded in improvisation and personal expression. If I had Orff in my schooling, it would have changed my life.”

At Presidio Hill School, Joshi feels supported in his pursuit of weaving music throughout and within the school’s progressive pedagogy, an approach that caters to the individual learning paths of students. Despite acknowledging the challenges faced by arts programs around the world and in San Francisco as a result of the COVID-19 pandemic, he remains optimistic. “The arts have suffered, and programs have been changed,” he admits. “But here at Presidio Hill, we honor our history and traditions, while creating new ones. You can feel the support for the arts in the walls here, in our everyday activities.”

One such tradition is Presidio Hill’s annual May Festival, a music and poetry showcase and all-school picnic that has been a part of the school for nearly a century. But Joshi emphasizes that while Presidio Hill honors the past, we are also committed to moving forward. “In progressive education, you don’t do stuff just because you did it, you do it because it means something.”

For Joshi, this means fostering a love for music and the arts in his students. “They’re super jazzed about the music program,” he says, “and that’s what matters. As an educator, I carry these components to school with me every day… this is my life’s symphony.”

Striking a Chord: Dan Goldensohn on the PHS Music Program

Many of you have fond memories of one of the teachers at the heart of Presidio Hill School’s music program, Dan Goldensohn, who has been striking chords and shaping lives with music at Presidio Hill since 1994. An East Coast native with a degree in government and American history from Harvard, his journey to Presidio Hill might not initially seem musicfocused. But life, as he says, had other plans.

“I stumbled into a wonderful job,” he recalls. “A new idea that was federally funded to get art and science into public school classrooms. I worked…as an artist in residence and learned how to do music with children and loved it.” This ‘music guy’ found his calling, beginning to weave melodies with children’s input and current events for over a decade, all while playing in bands and exploring his own musical journey.

When asked what he loves most about teaching music at Presidio Hill, he explains, “It’s never what I plan.

There’s some human response that’s unpredictable... and usually fun! I learned a lot from people reacting to a particular song or a lesson.” He sees music as an emotional response to life’s offerings. “The lyrics of songs, the feeling of songs... just give people something pretty unique,” he shares.

His music program focuses on that emotional connection. “The idea that singing is for everybody... that’s always been the focus of my work,” he explains. Every year, he writes songs that resonate with current world events, helping students understand a larger context more deeply. Dan’s music is relevant and positive, charged with the idea that students are change-makers and that music can connect and improve the world. “I focus on what’s good for young children…I’m always looking for something that will speak to their experience or will speak to some way of being in the world in a deeper way. And when I can’t find a song in my class library, I write one.”

Dan’s hope for PHS graduates is simple yet profound. “My main hope is that people will feel like music is just part of their lives,” he says. He wants them to connect with music in whatever capacity that might be, whether as a participant or an audience member and to realize the social connection and human experience that music brings to life.

Reflecting on PHS’s journey, he remembers the smaller, more intimate school it once was. “I try to remind people that there are children in the school of all different ages, and they all have something to contribute.”

His vision for the future of music education is clear. “I think that there should be a greater amount of music, just for pleasure and human connection,” he shares.

Dan’s connection to PHS runs deep. His son, Charlie Goldensohn, is a Presidio Hill School Class of 2003 alumnus.

Through his journey, passion, and dedication, Dan continues to shape the next generation of music lovers and creators at Presidio Hill. His mantra is simple yet powerful–music is for everyone, an emotional response to life, and most importantly, a beautiful part of our lives.

Follies 2022 Highlights

Middle School Band: The Sour Patch Kids

5th Grade Play about the Revolutionary War

PHS PERFORMANCE HIGHLIGHTS 2022-2023

JANNA SOBEL

Performing Arts Teacher 1998-2008

During her 10 years at PHS, Janna served as the Performing Arts Teacher for all grades. She played a pivotal role in shaping the creative curriculum, which encompassed playwriting, monologue workshops, live storytelling, and comedic theatrical improvisation. Notably, she contributed to the annual all-school production Follies, collaborating with 8th grade students to write, choreograph, and direct the original musical comedy. She says, “It was a massive project for a K-8 school, and ridiculous fun.” Janna’s dedication to nurturing her students’ creative freedom and collaborative skills laid the foundation for their personal and artistic growth.

Reflecting on her experience at PHS, Janna fondly recalls the supportive environment that allowed her to flourish both personally and professionally. The school’s leadership placed their trust in her, enabling her to develop innovative teaching techniques that she continues to utilize today. Beyond the classroom, Janna formed deep connections with colleagues, parents, and students alike, forging lasting friendships. When asked about her proudest achievements at PHS, Janna humbly acknowledges the impact she had on the students. Witnessing their vibrant growth, creativity, and self-expression brings Janna immeasurable delight.

In 2008, Janna embarked on a new chapter in Chicago, following her passion for acting and improvisation. She says “It was difficult to leave the kids. But I could recognize myself reaching a point in my life where, in order to support other people’s creativity well and honestly, I had to exercise my own for a while.” Over the past 15 years, she has performed, written, and told stories as an actor, storyteller, solo performer, and comedic improviser. Janna has also extended her teaching expertise to The Second City, Chicago Dramatists, The University of Chicago Booth School of Business, and The IDEA Center at The University of Notre Dame, where she instructs and supports writers, performers, comedians, innovators, and leaders. Her commitment to fostering creativity, collaboration, and community resonates through her workshops, coaching sessions, and joyful, playful approach.

“What I love most about my own creative work is the genuine joy it brings me,” she says. “When I’m on a stage, in a rehearsal, or with an audience, I feel like a fish in water. What I love about supporting other people’s creativity is just seeing them melt their defenses and start shining. After they do this work, they start standing up taller, laughing more, and their eyes get sparkly.”

VICKISA FEINBERG Art Teacher 1986-1995

Vickisa has always been an artist and worked as an Art Teacher at Presidio Hill School from 1986 to 1995. During her tenure at PHS, she had the privilege of teaching various art disciplines to students, fostering their creativity and artistic growth. It was a transformative experience and she looks back on those years with great fondness.

After leaving PHS, she continued teaching at a number of schools in Sonoma and Marin. In the early 2000s, she expanded her artistic influence beyond the classroom serving as an art teacher for Project AVARY, a program supporting children of incarcerated parents. She has also worked as an artist with the non-profit art gallery, Gallery Route One.

Outside of her artistic endeavors, she is a devoted volunteer. She has been a volunteer radio programmer for KWMR Community Radio in West Marin since 2002 and has served as an emergency medical technician and firefighter for the Bolinas Volunteer Fire Department since 1983.

“What I find most fulfilling about my work is the opportunity to share my knowledge and creativity with others.” She says, “I like seeing the pride in the students when they complete something and really like it.” Art has the power to transform lives, especially for those facing challenges, and being able to make a positive impact through her teaching is gratifying. She loves running into former students who recognize her and hearing about their artistic journeys.

In terms of artistic inspiration, she says, “I find immense joy in collaborating with others. Being part of a drawing group and working alongside talented individuals at Pataphysical Studios has been a constant source of inspiration. Their creativity, genius, and diverse skill sets have helped fuel my own artistic endeavors. Currently, we are collaborating on a large roomsized time machine art project.”

Vickisa’s work can be found in several private collections and published in books, magazines, and newspapers. You can frequently find her work displayed at Gallery Route One in Point Reyes Station.

In the summer of 1988, PHS student artwork was featured in the exhibition Kids’ Paradise IV at Gallery FACE.

Janna rehearing Follies with PHS students at the Palace of Fine Arts

Janna performing in Chicago

Where are they NOW?

DOLORES MORRIS Teacher and Follies Creator

Dolores Morris is a remarkable individual whose educational career spanned both the classroom and the television industry. PHS had the opportunity to speak with Dolores (and her very engaged terrier Riley) over Zoom this Spring.

Originally from Staten Island, New York, Dolores joined PHS as a 3rd grade teacher in the mid-1970s. She fondly remembers the challenges of managing a split-grade class, predominantly composed of energetic boys and co-teaching with her partners Ernesto and Earl during the Project 76 “one room schoolhouse” experiment. Dolores’s teaching methods were innovative and she frequently married contemporary pop culture with academic rigor in an effort to engage her students in learning. For example, she taught poetry through the lyrics of Stevie Wonder’s music and art by examining rock album covers.

Dolores’s impact at PHS is most felt through the creation of Follies, the all-school musical performance that has been a beloved annual tradition for nearly 50 years. Follies began as an English Language Arts project in Dolores’s class. The students wrote a play - the first one was a murder mystery called “Curtains for Clara” - which they then filmed with the help of a parent’s video camera. The students loved the experience so much that when Dolores offered a filmmaking elective (that culminated in a trip to Hollywood) the students jumped at the chance. Word spread like wildfire amongst the students, so the following year when she decided to do “a musical, we’ll call it ‘the Follies’ and base it on those old 1920s movies with different musical acts,” so many kids signed up that they decided to make it an all-school event! From then Dolores said, “it was kind of crazy. It became almost like a Little Rascals show, the parents wanted to make costumes, the shop teacher wanted to make the sets.” Everyone in the school got involved. They performed it on the last day of school before Winter Break and it was a huge hit. When Dolores returned to school in January she learned that Follies had become “a thing” and an annual tradition had been born.

She didn’t know it at the time, but her decades-long career in children’s television would begin with the creation of Follies. Even though she loved teaching, while speaking to a parent of one of her students (who just happened to be the President of Warner Brothers Records) she mentioned that she’d like to move back home to New York and “get a job in television.” He helped Dolores secure an interview at Children’s Television Workshop (CTW), renowned for producing Sesame Street. Her academic background and classroom experience made her a perfect fit for a job as a story researcher on the new show 3-2-1 Contact, a science program created to get girls and children of color excited about STEM (Science, Technology, Engineering, and Math).

Dolores holding her Emmy for “Outstanding Children’s Program” in August 2006

Dolores’s career continued to flourish as she worked on various programs, including ABC after school and weekend specials. She was later recruited by Walt Disney to be their Vice President of the Disney Sunday Movie. Dolores later joined HBO to establish their family channel and enjoyed significant success. During her career she earned multiple Emmy and Peabody awards for her Primetime Children’s Specials.

Throughout her professional journey, Dolores saw the blending of teaching and television as a natural progression. Her ability to translate complex scientific concepts for young audiences at 3-2-1 Contact showcased her knack for making educational content accessible and engaging. Moreover, Dolores felt a strong connection between her experiences at Children’s Television Workshop and her time at Presidio Hill School. “I think my experience at Sesame Street was as close to being at Presidio Hill as you could experience as a working adult.” The playful and inclusive atmosphere she encountered at CTW resonated with the spirit of creativity and collaboration fostered at Presidio Hill School.

When asked to summarize her remarkable journey, she simply says, “I always say all of this is because of the Follies.”

ALUMNI IN THE ARTS: Interviews by PHS students

TORBIN BULLOCK ‘85, Film Editor and Voice Actor

By Jonathan Z. ‘24

Torbin Bullock ‘85 works as an editor and additional voice actor in dozens of Pixar films. These range from the Toy Story series to my favorite Cars movies. He describes his job as, “I’m just trying to make my colleagues laugh, and they’re trying to make me laugh, and we hope to goodness that someone else thinks we’re funny.” Read on to get an insight on the life of a film editor.

What is your favorite film that you worked on? It is very hard to say, each film ends up having a special place in your heart. If it had to be one, it would be the Disney+ series Forky Asks a Question with [animator and voice actor] Bob Peterson. Part of making these films is about being proud of what you have done and the experience you have had with your colleagues. Filmmaking is a team sport.

As a part-time actor, what are your favorite types of roles? Playing Gerald in Finding Dory was my favorite part. The director came in, and told us that one of the scenes in the movie needed to be funnier. He gave us two days to finish the scene. My colleague went to the artists, and they figured out the animation part of the scene. After they were finished, it was up to me to come up with the dialogue for Gerald. The next day, I went into the recording studio and made funny noises for 15 minutes until my colleagues started laughing. The moral of the story is that filmmaking is about making people laugh.

How did your education at PHS lead to where you are today? My memories of PHS are really like my job. Working as an editor in the film business is all about collaboration, humor, and improv, which was all taught to us at PHS. Being in a small school with only 75 students, 8 per class, it’s really hard to find yourself in a clique. Everybody had to get along with everyone else. It’s how you function in life and the movie business. A lot of my job experience is intrinsic to PHS. To fit in was to be different.

What is your favorite hobby? Role playing games, especially D&D. It connected me more to my friends. I’ve been playing with the same guys for 25 years. It also gives you an opportunity to eat snacks socially rather than sitting in front of a TV. All my hobbies are about connecting with other people who are interested in the same thing.

JENNY GOTTSTEIN ‘99, Game Experience Designer

By Jonathan Z. ‘24

Ever heard of someone who makes serious things fun? Sounds a lot like the faculty members at PHS! Prepare to read about game host and designer, Jenny Gottstein ‘99, and learn more about what game designers do. Jenny’s current project is Beat! That! Heat!, an interactive game show where players contribute to climate solutions.

How did you start your career? In college, I was very interested in studying social movements. On one of my study abroad trips, I went to Chile and witnessed students fighting for education. The most interesting thing was that despite fighting for serious topics, they were having a blast. They hosted soccer tournaments and hosted parties while trying to change the Chilean constitution. I was very impressed by all that which led me to solidify my dream to become a game designer.

If you were to describe yourself in one word, what would it be? Hootenanny: A big chaotic party. I am a game and experience designer. My mission statement is: I design games, parties, and experiences to get people into their “sparkle zones.”

I read about your Zombie Apocalypse Disaster Preparedness Game in SF! How was that? It sounds very exciting! My friends and I were joking that all of us would be the first to be infected during a zombie apocalypse which inspired me to design the zombie preparedness game. The game was hosted all over San Francisco and players from kids to adults could join. Using their phones, the contestants reached different locations to complete assignments like learning how to bandage a wound, or do CPR, or do zombie brain-bashing relays (with zombie piñatas). All the while, actors dressed as zombies chased players around for fun. We later hosted the same game in multiple locations across the nation.

How did your education lead to where you are today? PHS inspired me with confidence and a knowledge that I could do anything. Whenever we were writing, we were given journals. We were told to express ourselves and not worry too much about spelling and punctuation. I have taken that confidence and used it in my life and work.

BIKO EISEN-MARTIN ‘96, Actor, Playwright, Artist

By Amelia Cavander ‘23

Biko Eisen-Martin ‘96 has been defined by art and radicalism since he was a middle school student at Presidio Hill School. As a youth, he performed his own poetry nationally with Youth Speaks including the Youth Against War conference in Bosnia. Today, he works both as an actor AND a painter - two art forms not usually intertwined in one artist. I was inspired when I looked at his website because I quickly connected to his story: he is extremely close to his mother (as am I), loves to paint (me too!), was born and raised in San Francisco (check!), went to PHS (yes), and went to Lick-Wilmerding High School (me too next year!). When we met over Zoom we talked about inspiration, Follies, [PHS classmate and PHS P.E. teacher] Kiah Jeffries, and the incredible work he is doing now. What or who inspired you to start creating art and what has continued to make you feel inspired today? Oh, that’s a big question. I mean, first and foremost my mother and the community that I grew up in encouraged an output for me to create a body of work. Just being encouraged to and being surrounded by it at a very young age and being fortunate enough to have a mother who [introduced me to different art forms and] supported me in all artistic endeavors. If I expressed an interest in something it was encouraged.

Do you think Presidio Hill School encouraged you to be an artist and, if so, how? You know, I think if I knew I was an artist at the time I was [at PHS] it would’ve been encouraged, but I wasn’t really an artist like that when I was in school. You know I did play saxophone and I remember I used to play saxophone in Follies. But I’m a professional actor now and I was not the star of Follies or playing lead roles. That wasn’t my thing at the time. I did write some poetry. I remember there was a poetry project. Carmen Johnston was a teacher’s assistant at the time and assigned us to do poetry and she was really encouraging about the poem I wrote. I didn’t know I was going to be a professional artist when I was in middle school. I was leaning more towards basketball.

I also like to paint a lot, and I found it really interesting how you do both acting and painting. How do you think those two are connected? I mean they’re connected however I want them to connect. So I can paint something inspired by or directly related to a show or even for a show. Recently I did a short film where I played a painter and it was me and this other kid and I was the master painter and he was my student. It was really cool. They made fake magazines, so I was on the cover of all these magazines. So, in that case, it was very connected and I was doing some live painting in some of the scenes. So, in that instance, the two worlds completely collided. Sometimes, they don’t collide at all, they actually can get in the way of each other. I pay my bills by acting, so that usually takes a front seat. Sometimes there may be long periods where I don’t paint because I’m learning lines for auditions or I’m in a show and I’m just really heavy into that at the time. But then sometimes when I’m in a show and then the show rehearsal period is over and I’m just performing every night and my days are off, then I have time to paint.

When you see something inspiring, are you more inclined to paint it or do an acting project based on it? I think this applies to any art you do, I think the thing is just to say “yes” when it comes to your mind. Put a little discipline into making your vision. If there’s a story that I want to write down, especially if it’s something that stays in my mind, and I don’t just forget it an hour later, it behooves me to write it down, to maybe try to spend some time crafting it into a legible story. If it’s a poem I’ll freewrite it, if it’s an idea for a painting, I’ll sketch it. You just keep building on it, and some of these things turn into projects or paintings or plays or short scripts. And some of these things just stay on the notebook. But, the key is to always start with the intention of: “maybe this is something I could actually complete.” I don’t only see things one way. The art only gets made if you say “yes” and make it. When I was your age, I didn’t necessarily understand how much I could create if I just committed to it. And when you do start going with it, you have to take yourself seriously. Sometimes when you’re younger, it’s easy to not take your art seriously, but if you’re doing it, you should be serious about it.

What are some of your current projects? [In Summer 2023] I’m at the Old Globe in San Diego doing [Shakespeare’s] Twelfth Night, playing Orsino, which is cool. I’m painting on the side, scribbling on the side, when I’m not working on that.

What do you do when you feel uninspired? There’s a million ways to catch a vibe. I really like monographs, art books, and museums are always a great place. Good films and TV shows, but it’s such a fine line between watching something that can catapult you into doing something, and then just staying on the couch an hour too long and then it catapulting you into doing nothing. Nature is helpful. Sometimes just walking or moving can kick something off. But then also just doing the work. You might think that you get inspired and then you create something, but sometimes you just have to start creating something, and then the inspiration will come within that. Inspiration means something different to everybody, but for me inspiration is an emotional thing.

Are you still in touch with anyone from PHS and if so, how do you keep in touch? I was at PHS for three years: 6th, 7th, and 8th Grades. I’m in contact with a lot of PHS people. For example, I haven’t seen [former PHS teacher] Tasha for a couple of years but I saw her in New York a few years ago. I saw [former PHS teacher] Siamak semi-recently; he’s an author now. And of course, [fellow PHS alumnus and current PHS teacher] Kiah Jeffries ‘97.

Biko performing as Orsino in Twelfth Night at The Old Globe

ALUMNI IN THE ARTS: Interviews by PHS students

LEIGH MARSHALL ‘05, Playwright and Actor

By Penelope Elliston ‘23

From the moment I started talking to her, I could tell how passionate Leigh Marshall is about her PHS education and how it pushed her to become the intellectual and creative person she is today. Leigh comes from a family of artists, both visual and performing, and knew the ins and outs of the industry from an early age. However, PHS allowed her to hone her craft even more by encouraging her and creating opportunities for her to widen her skill set and work towards achieving her dreams.

How long were you at PHS? I was there from Kindergarten through 8th Grade.

Do you have a significant memory from your time at PHS? There’s probably too many to recount right now. but something that immediately comes to mind is participating in Follies every year, especially in 8th Grade. Being a playwright now and having that as one of my earliest playwriting experiences is something I’m really grateful for.

What was your [Follies performance] about? I don’t know if it’s the same now but we wrote a full length play - two acts with an intermission - that we performed at the Palace of Fine Arts. Ours was about the Great Depression, that transition from the Gilded Age into the Roaring 20s into complete financial collapse. Thinking about that now is really interesting because technically we’re back in the Roaring 20s. It’ll be interesting to see if similar things happen in our era, if history repeats.

What inspired you to go into the arts? My mother is a painter and an archival framer and my father was a filmmaker. I had industry understanding from a young age, but I think PHS encouraging the importance of artistic endeavors such as writing poetry and writing theater really made a difference to me being an actor, theater professional, and magazine editor now.

Do you have any advice for aspiring artists? I would say do as many things as you have the talent and the ability to do. Don’t just focus on one area of your craft but really develop many different areas and participate in different industries as much as possible.

How did PHS help you achieve your goals? Thinking outside the box was something that a PHS education encouraged me to do. Having original ideas was also something PHS encouraged. Those things are obviously very important for any industry that you’re in but being able to bring [intellectual property] to the business of entertainment is really important right now.

What genre of film do you gravitate towards? Genre doesn’t matter too much to me, I think if something is interesting and engaging then it shouldn’t matter what it’s about. That said, I’m not a horror girl, I’m not about the blood and gore so anything but that.

How do you get inspiration for your writing? From being observant of my own life and what’s going on in the world. Also being well informed and doing my research, whether that be about ancient history or current events.

What is a character that you would love to play?

I think it would be really fun to play Mrs. Coulter in the His Dark Materials series because she’s a nuanced force of nature. That said, generally speaking, there should be more roles that are intellectually engaging and bold and daring written for people who do not fit a “Chris Evans-type.” I would love to see more of those roles be created in yet-to-be-imagined original works.

Photo by Umar Timol

EMILY MORRIS ‘09, Actress, Singer, and Vocal Coach

By Penelope Elliston ‘23

Enthusiastic, genuine, and friendly. When I think of Emily Kristen Morris, those are the words that come to mind. She attended PHS from Kindergarten through 8th Grade and coming to PHS as a legacy (her dad attended in the 1960s) only made her love the school more. Even as a young child, she took theater seriously, being one of the only kids in her 1st Grade class at Follies to perform the “Dan originals” in earnest. She recalls that having the ability to perform on stage at an early age set her up for success later on. She loved her years at PHS and will always remember the supportive teachers and loving friends who she is still in touch with today.

Do you have a significant or funny memory from your time at PHS?

My time at PHS were the best years of my life. I loved growing up at PHS and learning at PHS and making friends at PHS. I think it’s a really uniquely wonderful school. My dad went to PHS. I think there was a time that we found him in an old PHS picture. The school is just so special and means a lot to me. In 8th Grade we did this night where we slept over at school and we all brought sleeping bags and stuff. The next morning, our science teacher Jeff decided to pull a prank on us. We awoke at 7:00 a.m. to a man playing bagpipes in full Scottish regalia. Jeff was just standing next to him laughing.

What inspired you to go into the arts?

PHS definitely fostered my love for the arts and we sang all the time at that school; Dan “The Music Man” was a big part of that. I did my first musical at Musical Theater Works when I was in the 5th Grade and I was just hooked.

How did PHS help you achieve your goals?

The biggest thing that PHS taught me was to advocate for myself and to know myself and know my strengths and my weaknesses. I had a learning difference growing up and PHS was such a great help in understanding what that was and what I needed. I think that is a big part of being an artist – advocating for yourself, standing up for yourself, networking, putting yourself out there. PHS really taught me how to stand on my own two feet and take up space in the world while still being kind and compassionate and a good citizen to those around me.

What do you love most about performing?

I love so much about it. I like slipping into somebody else’s shoes. I like challenging myself to connect with characters who have lived experiences that I don’t have. I love the feeling of being onstage, the lights and the adrenaline that hits you and the sense of abandonment when you sort of let yourself do the work you’ve done and live in it for an hour and a half or two.

And I love the sense of community that the arts and specifically theater cultivates. I just love theater people and I love how we create things together and how we build these families together. Once you graduate college people say it can be hard to make new friends because you’re at work and you’re not building these tight bonds that you build when you’re in school. But when you’re a theater artist, when you’re an actor, every project you do, it’s like school all over again and you’re getting so close to these people in a short amount of time and you’re relying on each other. I’m on tour [with Wicked] and I’m currently in Houston. I don’t know anyone in Houston but I have these thirty people [in the show] and we go through it all together.

What advice do you have for aspiring artists?

Finding opportunities outside of your school can be really beneficial. If your school doesn’t necessarily give you all the resources you need, you are in a huge city, you are in San Francisco and there’s so much around you. I started working professionally and semi-professionally in high school doing professional shows around the Bay Area and that’s huge because not only are you filling your musical theater cup, but you’re adding credits to your resume really early, which a lot of kids don’t do until they are in college or out of college.

Emily performing as Elphaba in the National Touring Production of Wicked

ALUMNI IN THE ARTS: Interviews written by PHS students

KHADEJHIA KASSENBROCK ‘06 Musician

By Amelia Cavander ‘23

What inspired you to start playing music and when did you first learn guitar and bass? Why those instruments? I grew up in a household where music was always playing in the background - lots of punk, alternative rock, and 90’s music - so I loved listening to music from an early age. My mom had an acoustic guitar that she would fiddle around on occasionally, and I still don’t really know why, but I was always really drawn to that guitar! After lots of begging, my parents eventually bought me my own kid-sized guitar when I was 8 and I started lessons. After many years of lessons, I started playing in bands with other people, and realized that bass players are really soughtafter in musician circles, and that already knowing guitar makes learning bass a lot easier! When I decided that I wanted to play music professionally, adding bass to my repertoire seemed like a good way to get more gigs, and it worked!

What is one of your favorite memories of the music program at Presidio Hill School? I vividly remember Dan the music teacher having us sing “Why Do Fools Fall In Love” by Frankie Lymon and The Teenagers at MayFest! I had never heard of that group before but I love that song and Frankie Lymon to this day!

What would be the one song you recommend to learn first on bass/guitar? For both instruments, my vote is “Seven Nation Army” by The White Stripes! It’s pretty simple on both instruments, will get you moving around the fretboard quickly, and it was the first guitar solo I ever learned!

What do you love about the instrument? What do you love about music? I love the versatility of guitar - you can play literally any genre of music on it with the right equipment. I also just love how it feels in my hands! I’ve been playing so long that it’s like an extension of my body at this point. What I love about music is that it’s a universal language. I can play with people I’ve never met before, and after 3 hours of playing together, even without speaking verbally, we start to understand each other better. The non-verbal communication that happens when you play with others is just such a cool phenomenon.

How do you think music creates a community? Music connects humans, even when they might not speak the same language, or may come from very different backgrounds. I highly recommend the “Playing For Change” videos on YouTube for a great example of bringing people together through music.

What was PHS like when you went there? It was a really cool little school! I had never been to a school with such small class sizes, where we called the teachers by their first names. The small class sizes enabled my whole grade to become a real community, so much so that we were still getting together and hanging out as a class years after graduation! I have tons of great memories from my time at PHS and made lifelong friends.

ALUMNI IN THE ARTS: Profiles

ANDRE CAMPBELL ‘12, Visual Artist

André Campbell ‘12 never thought he’d end up being an artist “but I guess you have to follow your intuition,” he said. His experience at PHS played a pivotal role in fostering his artistic growth. “PHS always made me feel at home and able to be my most authentic self in the classroom,” André said. “It’s the pride of understanding that we are all unique individuals that encourages me to be an artist.”

Among André’s cherished memories of PHS, the 7th grade field trip to Yosemite National Park stands out. Despite his initial disinterest in outdoor activities, the camaraderie shared with friends and classmates transformed the experience into an enjoyable and memorable adventure. His vibrant memories of his 8th grade Follies performance, where he portrayed a dragon and a “Ken” doll, still evoke a sense of nostalgia and joy.

After graduating from PHS, André continued his education at Urban High School. The academic rigor and support from his teachers at Urban, coupled with the solid foundation he gained at PHS, enabled him to thrive both academically and artistically. While pursuing basketball at Urban, he also enrolled in art classes, igniting his love for the creative process. André went on to attend Oberlin College in Ohio, majoring in anthropology and minoring in art.

Initially driven by dreams of a professional basketball career, the global pandemic altered his path and André found solace in painting. Beginning with a single piece in his family’s garage, he discovered an unexpected talent and passion and went on to create over 50 captivating works of art.

André believes that art creates a sense of community. “Art is vulnerable and when you are willing to be vulnerable in front of others then people can relate to your human experience,” he says. Art attracts like minded individuals who inspire and uplift one another. André draws inspiration not only from revered artists such as Da Vinci, Warhol, and Basquiat but also from his own experiences, striving to depict significant moments and emotions in his work.

While art currently consumes most of André’s energy, he still finds time for a game of basketball. The competitive nature of the game and the opportunity to challenge himself physically and mentally allow him to “escape for a while.” André harbors aspirations to venture into the world of film someday, allowing him to explore yet another avenue for artistic expression.

André with his piece “Justice” commissioned for the 2021 Hearts in San Francisco exhibit at Union Square

ALUMNI IN THE ARTS: Profiles

ALDEN FLETCHER ‘98, Interior Designer

Attending PHS from 3rd through 8th grade, Alden Fletcher flourished within an environment that nurtured creativity and integrated the arts seamlessly into her education.

Reflecting on her time at PHS, she fondly recalls the diverse range of creative experiences she had the opportunity to explore. From learning the art of embroidery while listening to a captivating story read aloud by teacher Lisa Jeli, to painting a vibrant mural on the Roof Yard, and engaging in dramatic arts and set design for Follies, PHS provided a rich tapestry of artistic languages to discover and develop.

One standout memory Alden shares is when her middle school English teacher, Rick Riordan “would tell us stories of Greek mythology and act it out so passionately. It’s no wonder he went on to write the Percy Jackson series. I think when teachers bring their passions to kids, it’s infectious.”

After graduating from PHS, she continued her educational journey at Sacred Heart Cathedral Preparatory and spent the last semester of her senior year at the Oxbow School, a specialized arts-focused program. This immersive encounter paved the way for her next endeavor—a major in Painting and, she jokes, an unofficial minor in ultimate frisbee at the University of California, Santa Barbara.

After college, Alden taught elementary school art, before pursuing a career in interior design. When asked about her path to interior design she says, “I’ve always been drawn to creating beauty and organization around me. When we did that embroidery project in Lisa’s class, I chose the quote, ‘A place for everything and everything in its place.’ But it wasn’t until I began refurbishing furniture for fun, that I was able to focus my creative passions towards interiors. I love that interior design utilizes my imagination (to envision a space differently), as well as my desire to make.”

In the realm of interior design, Alden finds inspiration from the whimsical spaces created by Meta Coleman, who skillfully plays with color and pattern. She’s also drawn to the paintings of Wayne Thiebaud saying, “I love how a seemingly simple shadow has so much color within it.”

MELISSA SHIMMIN ‘74, Creative Director

Based on an interview by Eva Atwood ‘23

Melissa is a creative director with a background in graphic design and art direction. She has worked at a variety of marketing and advertising agencies. Although her journey into creative directing was not linear, her passion for design and art has always been a driving force in her life. Originally pursuing a degree in fashion design, she discovered her true calling during what is called a “foundation year” in college when she switched her major to graphic design. From there, she embarked on a career that led her to become an accomplished art director and creative director.

Melissa’s early artistic inclinations can be traced back to her childhood. She says, “I have loved to do art since before I can remember. Presidio Hill was filled with art activities. So I engaged with all that when I was there, and then it kept growing.” Melissa fondly recalls the vibrant May Festival and the inspiring storytelling sessions led by her favorite teacher, Dolores Morris. She remembers Dolores creating illustrations based on the stories and giving them to students. She also has vivid memories of unique culinary experiences, such as eating whale meat in cooking class. Melissa loved the non-traditional mornings at PHS, where students had the freedom to choose from a variety of activities, including woodworking, cooking, and art projects. This early exposure to diverse creative pursuits helped shape her passion for exploring new avenues of expression and thinking outside the box.

After middle school, Melissa’s family moved to Nashville. Her educational journey then took her to Pratt Institute, a renowned university known for its focus on art, design, and architecture. There, she further refined her skills, broadened her creative perspective, and gained invaluable industry insights.

Overcoming challenges has been an integral part of Melissa’s professional growth. She says, “challenges from a design perspective are always sort of a bit of a puzzle, but that’s what I really enjoy about it. For me, the biggest challenge is working with a lot of different personalities. Creatives tend to not always be the greatest verbal communicators.” While she has always excelled in visual and written communication, she says that she initially struggled with verbal communication. However, through years of practice, she overcame her shyness and learned to engage with people in a relaxed manner, becoming a well-rounded communicator and leader.

Today, as a highly respected creative director, Melissa continues to push boundaries, inspire her team, and create impactful campaigns that resonate with audiences.

JOEL ZAIN RIVERS ‘83

Comic Book Artist and Teacher

When asked about his favorite memories of PHS, Joel enthusiastically recalled the joy of spending time in the Presidio, engaging in thrilling games of capture the flag, and climbing a big tree to hide from friends.

Comic book art was and will always remain his first love. He started drawing his first comics at the age of 5 and pursued a career working as a freelance illustrator. He then moved into storyboarding for film and concept art. When asked about his artistic process, Joel said that he views himself more as a chronicler rather than a creator. He says, “My characters share the faces of real people, of course: family, friends, and my own. They certainly take on a life of their own, they often decide what will happen, what is important to them. I will simply have conflicts for them to overcome. Even the plot and settings are often the stuff of dreams and my unconscious mind.”

Joel attributes his artist journey to his education, particularly his time at PHS. He fondly recalled the opportunity to combine his interests in film, storytelling, science, anthropology, and art for the first time. Prior to PHS, he faced challenges in a public school system ill-equipped to support his learning differences and he was thrilled to transfer to PHS where, “[my teachers] were not just ready to meet me where I was, they differentiated and engaged me, pushing me and encouraging my strengths while supporting me as I developed my reading, critical thinking, and organizational abilities.” It was a transformative experience that fueled his passion for learning.

Today, Joel teaches art and technology in Santa Fe, New Mexico. He says that “there are challenges to teaching, but also too many rewards to list.” He continues, “I also feel like I am paying back some of the teachers at PHS and my other schools as I teach secondary students. Teaching and art are much the same: it is creative and requires problem-solving, storytelling, and connecting with people.”

When asked about how the COVID-19 pandemic impacted him and other artists he says, “The pandemic heightened what was already untenable for many freelance artists, as it brought to the highest relief a lack of support for the arts, artists, and musicians.” But he said it also served as a catalyst for self-reflection, prompting a reassessment of priorities and leading to an epiphany. “Everything I do is art,” he says. “All of it is storytelling and imbibing meaning into the day-to-day. To identify issues/problems and to offer solutions or at least articulate the paradox if there is no clear single answer. I attempt to show my students, especially my artistically minded ones, that they are humanity’s culture bearers.” He continues, “My students, especially the middle school-aged ones, show me that people still dream, dare, challenge presuppositions, and look toward the future with enthusiasm.”

HAZEL ROSE ‘03

Songwriter, Recording Artist, Creative Producer

Hazel Rose ‘03 has carved her own path in the music industry, drawing inspiration from her experiences at PHS. Attending the school from Kindergarten through 8th Grade, she reflects fondly on her time here and credits it for nurturing her artistic spirit. She says, “I felt so supported and encouraged to express myself and my unique passions through my years at PHS. I am so thankful for the inclusive philosophy and focus on creativity that PHS offered.”

One of Hazel’s favorite memories from her time at PHS was the vibrant atmosphere created by her 1st Grade Teacher, Karen. The classroom became a space filled with fun and joy, and Hazel fondly recalls participating in events such as Walkathon, Follies, May Festival, and talent shows. These cherished rituals hold a special place in her heart and left a lasting impact on her artistic journey.

Hazel’s passion for writing and performing music began during her formative years. As an “emo and romantic soul,” she found solace in writing poems late at night. In 8th grade, she discovered Youth Speaks, an organization that became her community and safe haven for exploring slam poetry and music. Hazel also credits PHS music teacher Dan with fueling her passion saying that he “introduced me to meaningful music that told a story and fed the flame of my love of music making.”

Music, says Hazel, has the power to create a sense of community. She firmly believes that humans are meant to share expressive spaces and create music together. From karaoke bars to freestyle cyphers and jam sessions, the magic that unfolds when people come together in musical harmony is palpable. Drawing from her upbringing in poetry spaces, she understands how sharing through art allows individuals to express themselves on a deeper level, fostering connections. She goes on to say, “When we have the courage and vulnerability to share, we get the chance to realize the commonality in our experiences, or at least build true and deep empathy for one another, which is so important when fostering community.”

Beyond music, Hazel has ventured into other creative outlets. In the past year, she founded Peanut Butter Friends, a creative agency that provides branding, marketing, artist development, and social media management services primarily to rising artists, with a focus on women and queer individuals in the music and entertainment industries. Through her agency, Hazel aims to create a safe and transformative space within the industry, sharing her knowledge and skills with fellow artists.

Make Your VOICE HEARD!

ALUMNI ENGAGEMENT SURVEY

Please take a few minutes to complete a short PHS Alumni Survey. As we grow our alumni engagement program, this survey is an important tool for us to understand how our alumni want to interact with PHS and how we can best serve you.

Plus, if you complete the survey by October 15, you will be entered into a raffle for a special prize!

As always, all responses are confidential. If you would like to provide more in-depth feedback than the survey allows, please feel free to contact Director of Development Adrienne Moon at adrienne@presidiohill.org or 415-213-8606.

KEEP IN TOUCH SHARE YOUR STORY

We love hearing from our alumni! Send your news and contact information updates to Niharika Patel, Development Manager, at niharika@presidiohill.org or 415-213-8622.

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2023 Alumni Events REUNION RECAP

Classes of 1980-1999 Mini-Reunion

On Saturday, June 17 Class of 1980-1999 alumni, their families, and former faculty and staff joined us for a mini-Reunion at Pier 23 Cafe on San Francisco’s Embarcadero. We enjoyed beautiful weather and views of the Bay and even better company and conversation. We particularly loved seeing former teachers Ann Meissner and Patty Jepson! This event was co-hosted by Former Head of School Susan Andrews and Current Head of School Lisa Jeli.

Clockwise from Top: Former Head of School Susan Andrews, Former Teacher Patty Jepson, and Kate Davis-Hitchens ‘98; Lillian Gardiner ‘96, Head of School Lisa Jeli, and Former Teacher Ann Meissner; (in middle) Trevor McNeil ‘96 talks with Susan Andrews; Alumni, Parents of Alumni, and Former Faculty catch up

2023 ALUMNI EVENTS

Class of 2019 Senior Send Off

On May 16 we welcomed our Class of 2019 alumni and their families back to campus for Senior Send Off. Guests had the opportunity to catch up with one another and their former teachers, celebrate their upcoming high school graduations, and share their exciting plans for the future.

Class of 2019 Matriculations

Alumni from the Class of 2019 are enrolled at the following colleges and universities:

Bates College

California Polytechnic State University

Loyola Marymount University

Middlebury College

New York University Tisch School of the Arts

Northeastern University

Oberlin College

Pitzer College

Santa Clara University

University of Colorado, Boulder

University of Denver

University of Oregon

Villanova University

Yale University

Meet Two of Presidio Hill School’s Newest Trustees

Alumni Gabriel Mass ‘95 and Robyn Mandel ‘06

Gabriel Mass ‘95 is a finance industry veteran, having worked as a portfolio manager, investment strategist, and trader for 18 years. Currently he runs his own investment firm focused on managing global macro and thematic ESG strategies. Previously he worked at Nuveen Investments for ten years and for two global macro hedge funds. Earlier in his career he practiced law at Jones Day and was a Teach for America Corps member in New York. Gabriel received his JD from Fordham School of Law and his undergraduate degree from Georgetown University. He is also a CFA Charterholder. He feels a deep sense of gratitude to PHS for the core values it exposed him to during his formative years: curiosity, creativity, inclusiveness, and love of learning. Gabriel has lived, worked, and studied in over 30 countries. He currently resides in La Jolla with his wife Alyssa, and two children, Hayden (7) and Skyler (4). He says, “I feel honored to be part of such a distinguished group and am looking forward to working collaboratively with fellow board members to support the PHS community and invest in making our school the leader in progressive education for years to come.”

Robyn Mandel ‘06 is the Admission Director at San Francisco Waldorf High School. She previously was the Admission Associate at Presidio Hill School for five years. Prior to her work at Presidio Hill School, she worked in the Recruitment and Human Resources Department at Kaiser Permanente. In her current role at Waldorf High School she co-chairs the Diversity, Equity & Inclusion committee and is a member of the Multicultural Council. Robyn has a Bachelor’s Degree in English with a focus in Children’s and Young Adult Literature. While at Presidio Hill School she sat on the Hiring & Retention subcommittee of the Multicultural Leadership Team. Robyn has a variety of other professional experiences in event planning, DEIB education, real estate, and other youth programs. Outside of her work in education, Robyn is a singer, theater performer/teacher, writer, avid reader, musical theater enthusiast, and lover of all things creative. She says, “I am so very excited to be joining the PHS Board of Trustees! PHS was a life-changing experience when I was a student and then as an employee for five years. To now be able to give back to the community as a Trustee means everything. I can not wait to continue to help this amazing school continue for another 100 years.”

CLASS REPRESENTATIVE SPOTLIGHT

Niko Asai ‘19

Class Representatives are an important link between PHS and their classmates. They help build a sense of community among their classmates and serve as a key communication liaison between PHS and the alumni community. Niko is one of the Class Representatives for the Class of 2019.

Who was the PHS teacher who had the biggest impact on your life and why? Colt Deese was my science teacher in middle school, teaching me and my class about watersheds, forest fires, and renewable energy, among other things. At least once a week he would take us down to the Presidio to conduct experiments or just simply observe the ecosystem around us. Beyond everything I learned in his classes, Colt taught me that learning should never be confined to the classroom. Whether it was a field trip or a thought that stayed with me once the class was over, these moments fostered my love of learning. It also helped that Colt was our basketball coach, had a sweet corner shot, and was always down to talk surfing in Santa Cruz.

What is your favorite PHS memory and why? Choosing favorites is always tough, but my 8th Grade Follies was particularly memorable. Our class spent a good bit of the day preparing at the Palace of Fine Arts, practicing scenes and testing volumes. Instead of going home before the performance like the other grades, we stayed the whole way through with pizza for dinner and hanging out outside until it was time to go onstage. During those couple of hours it felt like the whole class was one big crew, enjoying our time together before our last Follies as students at PHS.

Where did you go to high school and what are your plans for the future? I went to Urban for high school and am headed to Loyola Marymount University in the Fall.

How do you enjoy spending your free time? If I’ve got some time in the morning and the waves are good I’ll head out for a surf. I also love skating at spots around San Francisco, skiing when the mountains get some fresh snow, and making short videos about everything my friends, brothers, and I get up to. Of course, I also love spending time with my family on walks around the city or hanging outside on our street.

What film, TV show, book, or album are you really into right now? I’m reading the autobiography of Jann S. Wenner, co-founder and former editor of Rolling Stone magazine. I also have been listening to Black Uhuru’s Guess Who’s Coming to Dinner

What talent or skill do you wish you had? I really wish I could play the piano, as I enjoy listening to jazz and classical music and it would be great to be able to play. Some of my friends from high school can play really well, and watching them kill it is kind of the next best thing to being able to do it myself.

What do you like about being a Class Representative? I loved my time at PHS, and any moment where I can give back or assist in bringing people together I am all in. Being a Class Representative isn’t a huge task by any means, but when events or other things come up it’s great to be able to build stoke among my PHS classmates and engage the alumni community.

If you are interested in becoming a Class Representative or if you’d like to learn more about other volunteer opportunities or events, please contact Adrienne Moon, Director of Development, at adrienne@presidiohill.org or 415-213-8606

Get INVOLVED

Alumni are the custodians of Presidio Hill School’s history, invaluable contributors to the School’s future, dedicated mentors to students and one another, and ambassadors to the world at large. There are many ways to get involved no matter your age, stage in life, or geographic location.

EVENTS

We would love to see you at an alumni event! Please join PHS’s Alumni Facebook group or visit www. presidiohill.org/alumni for the most up-to-date alumni event listings and RSVP information.

VOLUNTEER

There are a variety of ways for you to volunteer your time to support current PHS students or our alumni community. We are always looking for alumni to inspire our students by speaking at an assembly, volunteering at a school event, or mentoring our students. You can help support your fellow alumni by becoming a Class Representative, or planning an event or activity for alumni in your area.

IN MEMORIAM

PHS would like to share the news of the passing of the following members of our community:

Mary Sager, former PHS teacher, in April 2023

David Inocencio, parent of Liberty Inocencio ‘14, in July 2023

Every effort was made to capture a complete list of PHS community members who passed prior to our magazine print deadline. If you are aware of someone who was not included, please accept our condolences and notify us at development@presidiohill.org.