Dwight Today Spring 2020

Spring 2020

DWIGHT TODAY A Magazine for the Global Dwight Community

Sparking conversations, learning, and creativity

STUDENT ACTIVISTS RAISING THEIR VOICES TO PROTECT OUR PLANET

HENNING FRIES

JOINING THE DWIGHT SCHOOLS AS GLOBAL OPERATING DIRECTOR

SPARK TANK

ROARING INTO YEAR FIVE

RICHARD HABERSHAM ’92 RUNNING FOR CONGRESS

Dwight is dedicated to igniting the spark of genius in every child. Kindling their interests, we develop inquisitive, knowledgeable, self-aware, and ethical citizens who will build a better world.

HEADING | DWIGHT TODAY Dwight scholar-athletes, circa 1902. Our football squad became champions on the gridiron in the New York Interscholastic Athletic Association for the first time in the school’s history, defeating Columbia Grammar in a shut-out 12-0.

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DWIGHT TODAY

FEATURE STORIES

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9

19

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Marie Nieto Champions Global Scholarship

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22

Richard Habersham ’92 Runs for Congress

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Lion Activists Lead the Roar for Climate Change

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Dwight Celebrates International Women’s Day

Dwight’s Art Collection Every Piece a Teaching Tool

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Alexander Cunningham Guides Seniors Toward Graduation

The Dwight School Foundation Celebrates 50 Years!

Laurie Silbersweig: Editorial Director Emily Chase: Design Director Samantha Roy: Editorial Associate

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Photography: Oscar Brett, Matthew Gilbertson, Stan Schnier, Mike Sheehan, Kerry Tkacik, Chloe Zachmanoglou Copyright © 2020: Dwight School

Dear Dwight Community, This issue of Dwight Today goes to press at an unprecedented time when our world is facing the COVID-19 public health crisis. First and foremost, I hope that you and your families are safe and well.

While each one of our brick-and-mortar campuses has closed, the education of our students has continued without interruption through remote learning and the exceptional dedication of faculty and staff to ensure that children remain engaged, challenged, and thrive. We are delighted with how quickly our students have adapted and with the excitement they have demonstrated in embracing this new method of learning. Our Dwight Global students, veteran online learners, have continued to flourish as well. Along with their teachers, online students have been sharing their insights for success with peers and the larger communities in which they live.

Our community has always been caring and strong, which is why I am proud, but not surprised, by this new level of support and resilience that all of you have shown. The Dwight Family is just that: a family.

As you’ll read about in this issue of Dwight Today, the first half of the academic year was filled with many exciting new developments and achievements. It also marked the beginning of the 50th-anniversary year for The Dwight School Foundation. On behalf of generations of students and faculty — the beneficiaries of the Foundation’s support — I thank the Foundation for its unwavering commitment. I also thank you, generous Foundation donors, who have ignited so many sparks of genius and innovation over 50 years. We look forward to many more in the next 50.

Fondly,

Stephen H. Spahn Chancellor of Dwight School

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DWIGHT TODAY | GLOBAL VISION

Dwight Seniors Take the Mic

in the IB’s First-ever Podcast!

We’re so proud that the International Baccalaureate turned to Dwight — the first school in the Americas to offer the comprehensive IB curriculum from preschool 3s-grade 12 — when seeking insights from students to launch its first podcast, entitled “IB Voices” last fall. Five seniors shared their experiences about how the IB has helped them grow, explore their personal passions, and delve deeper through the ambitious 4,000-word Diploma Program Extended Essay.

Here are the program notes from the IB’s podcast with Isolde Hatgis-Kessell, Charlotte Kabelac, Malvika Someshwar, Leah Payne, and Anish Bardhan.

The students started the conversation about New York City, and how it’s a unique and beneficial place to study an international program, since the city itself is very diverse. Charlotte, for example, is from Germany originally, and was pleasantly surprised by how many different cultures she can experience in one neighborhood!

Malvika, a history buff, agreed, and talked about exploring the various ethnic neighborhoods in the city, tying it back to her HL History class. Since the city itself is rich with history and museums, there are many places she can visit to enrich what she’s learning in the classroom.

Leah is a business-minded junior and loves how there are so many different businesses and organizations in the city that she can utilize as resources for her HL Business class.

But living in the city can be a disadvantage too, since there is so much going on. Therefore, it’s important to learn how to manage time effectively, plan things in advance, and practice self-discipline.

Isolde then added that the IB allows her and her classmates to “create their own curriculum” to pursue subjects they are interested in. For example, Isolde is passionate about refugee and migration policy, so she’s connected that to her internal assessment for her mathematics

#IBVOICES

class by measuring the effect migration has on GDP (Gross Domestic Product). In turn, she now enjoys mathematics more.

Charlotte and Anish, another avid student of history, are liberated by the freedom the IB’s Extended Essay allows as they can dive deeper into subjects they only lightly cover in the classroom.

They all agreed that the IB encourages students to go beyond the material required for classes and discover what you’re genuinely interested in and how that can help prepare you for the future.

For instance, since Isolde has an interest in international relations, that informed the types of IB classes she took. Malvika, on the other hand, wants to be a veterinarian, so she took HL Biology. Leah, a lifelong music lover and performer, enrolled in Business HL to develop her skills in marketing in hopes to one day do entertainment marketing and public relations.

Before the students had to go back to class, they answered one last question: What advice would you give yourself before starting the Diploma Program your junior year?

Malvika: There’s a steep learning curve from the Middle Years Program to the Diploma Program — don’t give up. Persist!

Charlotte: Find a balance, such as working for two hours, taking a two-hour break, and then going back to work. Time management is crucial.

Leah: Take thorough notes! The notes are what help you most when it’s time for exams.

Anish: Choose courses you’re interested in instead of what’s “easy” because it’s easier to perform well in a subject you enjoy.

The IB signed off with: Thank you again to Isolde, Malvika, Charlotte, Leah, and Anish, Dwight School, and Elizabeth Hutton, their incredible IB Coordinator!

GLOBAL VISION | DWIGHT TODAY

Henning Fries Joins The Dwight Schools as Global Operating Director

We were delighted to announce the appoint-

operations across all Dwight campuses. In

which included such major organizations

ment of Henning Fries, Former CEO of

addition, he joined the Board of Governors

as InterContinental, Mandarin Oriental,

Bloom Education, to the new position of

of Dwight School Dubai.

Fairmont, and Starwood. As CEO of Bloom

Global Operating Director of The Dwight

“We are delighted that Henning joined our

Education, he formed five state-of-the-art

Schools this fall. Our global network of IB World Schools bridges continents, extends into the cloud, and unites our campuses in New York, London, Seoul, Shanghai, Dubai, and online as one Dwight family.

Dwight family of schools, adding his 30 years of global experience and strategic thinking demonstrated during our collaboration in Dubai, to our executive team of educators

schools in the UAE with Dwight, Brighton College, and MindChamps. Mr. Fries earned a Diploma in Hotel Management from the Hotel School SBC in Germany and an MBA

and administrators,” says Stephen Spahn,

from Henley Business School in the UK.

Mr. Fries is not new to Dwight! As former

Chancellor of The Dwight Schools, and

“While working alongside Dwight for the

CEO of Bloom Education, the specialist

the longest-serving head of an independent

past three years to open its first campus in

education division of Bloom Holding oper-

school in the U.S. “Henning shares our deep

ating world-class schools in the UAE, Mr.

commitment to excellence, innovation, and

the Middle East, I had the pleasure of seeing

Fries played an instrumental role in the de-

our mission of igniting the spark of genius

velopment of Dwight School Dubai. Bloom

in every child, which empowers students to

and Dwight joined forces to launch Dwight’s

pursue their passions and become innovative

first campus in the Middle East, bringing an

global leaders who can help make our world

unsurpassed level of excellence and innovation

a better place.”

in international education to both the city

A results-oriented executive, Mr. Fries has led

thing Dwight does. I look forward to being

large multicultural teams in Europe, North

part of an inspiring journey to bring a world-

In this new executive management role, Mr.

America, Asia, and the Middle East in the

class Dwight education to as many children

Fries is advancing and harmonizing quality

private education and hospitality industries,

as possible.”

and larger UAE region.

first-hand how truly unique and exceptional the school is,” says Mr. Fries. “There are only a few organizations where the proclaimed ethos is actually ‘lived,’ which is the case with Dwight. The development and well-being of students lie at the center of absolutely every-

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DWIGHT TODAY | FACULTY Q&A

A truly internationally minded educator who has lived on several continents, Marie Nieto brought the World Scholar’s Cup (WSC) to Dwight — and was named 2019 Coach of the Year at the Global Round in Beijing in the same year!

Over the course of just a few short months, she coached our first Middle School World Scholar’s Cup team to success, as they advanced from the 2019 Regional to Global Rounds — and on to the Tournament of Champions. Ms. Nieto, who prepared them all for their big moment, also stepped into the role of Head of Middle School Humanities this academic year.

We sat down with Ms. Nieto to find out more about her connection to the World Scholar’s Cup and her dedication to global education.

WHAT WAS YOUR JOURNEY TO TEACHING? My personal learning journey began in my home country, Scotland, and expanded with my family as my father’s job as an engineer took us through Asia, the Middle East, Europe, and Australia. I am so grateful that I had the opportunity to experience living among so many diverse cultures when I was growing up.

My initial interest before teaching was in writing and I earned a degree in journalism

Marie Nieto

Head of Middle School Humanities

Champions Global Scholarship back in Scotland. Later, I studied international policy and diplomacy in the UK. I worked as a news journalist for a short time before earning a post-graduate degree in education from the Hong Kong Institute of Education.

I went on to teach at international and IB Schools in Hong Kong, and was also an IB examiner for the Language and Literature Diploma Program before joining Dwight here in New York.

WHAT IS YOUR EDUCATIONAL PHILOSOPHY? I believe that education is an individual, unique experience for each and every student who enters a classroom, which fits well with Dwight’s strong commitment to personalized learning. As a professional entrusted with the education of young minds, I aim to facilitate

I truly believe that above all other curricula that I have taught, the IB excels at preparing students for the future.

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learning and growth not only academically, but also personally and ethically, equipping students with the skills to succeed in life outside the four walls of a classroom.

WHAT DO YOU ENJOY MOST ABOUT TEACHING MIDDLE SCHOOL? I love the unpredictable nature of middle schoolers: their humor, their wisdom, and their fresh take on life! I especially enjoy having the opportunity to connect with students over the course of several years — to watch them learn, grow, and mature.

WHAT DO YOU LIKE ABOUT BEING AN IB EDUCATOR AT DWIGHT? I truly believe that above all other curricula that I have taught, the IB excels at preparing students for the future. Developing a global perspective is an essential part of becoming an IB learner — not an afterthought — and I believe that our students need to be equipped with this attribute more than any other to be successful and make a difference in the world.

Dwight stands out as a true international learning community that values innovation

MARIE NIETO | DWIGHT TODAY

from its teachers. Dwight also does so much to support faculty both within and beyond the classroom.

CONGRATS ON WINNING COACH OF THE YEAR! TELL US ABOUT THE WSC. Thank you! It is such an amazing and fun academic competition!

The Cup celebrates learning, brings young people together from around the world, challenges them to think about the bigger picture, builds great teamwork skills, and so much more.

I was the WSC Coach at the school where I taught last in Hong Kong.

Our team did a great job and went on to win the Tournament of Champions competition, so I was quite proud. I saw what an enriching experience it was for students and I knew that our Dwight students would be up for the challenge. And they certainly have been!

HOW DID YOU SELECT AND PREPARE STUDENTS? Students “auditioned� to represent Dwight.

They completed a timed writing piece, an

impromptu speech, and had to be recommended by their teachers to take on the extra workload. Once selected to be on the team, students met once a week to practice skills like debating and to study a whole new curriculum from January through June, totaling six hours weekly.

The World Scholar’s Cup curriculum has six subjects — science; literature; art and music; social studies; history; and a special subject, which was “unsolved mysteries� in 2019 — all of which related to a larger theme: “A World on the Margins.� During study sessions, students worked together to answer questions about specific sections of the curriculum and then we created study notes from their answers.

HOW DOES THE COMPETITION WORK? The Cup draws approximately 9,000 students from top international schools in over 82 countries to a series of competitive rounds.

Regional Rounds take place throughout the year, followed by Global Rounds over the summer. Teams of three face off in collaborative writing, debating, and other contests called the Scholar’s Bowl and the Scholar’s

The top 10% of scholars who do well in the Global Rounds qualify for the Tournament of Champions held at Yale University.

Challenge. Competitors are required to tap into their critical-thinking skills as well as their knowledge to come to a conclusion, rather than relying on memorization, to answer questions. For example, students are asked to consider things such as, “What does it mean for a group to be marginalized? What are some examples of marginalization from your own country?� So these are not yes or no questions; students have to delve deeper and voice their own opinions.

I am so proud of each and every student who competed for the first time on both our junior and senior teams — all of whom won medals — and three who earned an impressive final place in the Tournament. The top 10% of scholars who do well in the Global Rounds

Three Cheers

for Our Tournament of Champions Trio!

Congratulations to our World Scholar’s Cup team of Max Crola ’23, Xuan Stabb ’23, and former Dwight student Vlad Kolotnikov for a phenomenal performance in the final Tournament of Champions at Yale University!

Out of 2,000 competing students from around the world, our squad ranked within the top 100, taking home two golds as Team Debate and Collaborative Writing Champions!

Ranked among the top 150 for Individual Writing, they brought home a silver.

And wait, there’s more ... Max received another gold for Individual Debate and was named a Top Scholar for earning the highest number of points for Dwight!

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DWIGHT TODAY | FACULTY Q&A

qualify for the Tournament of Champions held at Yale University. There, they test their mettle against the very top students from international schools across the world.

WHAT DO YOU HOPE STUDENTS GAIN? It is an amazing opportunity for Middle Schoolers to meet other top students from all corners of the globe, develop their academic

WHAT DID YOU MOST LOOK FORWARD TO THIS YEAR?

WHAT IS A LITTLE-KNOWN FACT ABOUT YOU?

In my new role as Head of Humanities, I

I have seven-year-old twins who keep me on

looked most forward to working with our

my toes!

amazing department faculty and continuing

WHAT IS YOUR SPARK OF GENIUS?

to develop meaningful and fun learning experiences for our Middle School students.

This involves bringing in more guest speakers and expanding collaborations with Dwight’s international campuses. I also aim to connect

My personal spark of genius is being able to adapt to any situation. After having lived in many countries and experiencing many cultures, I think that I have a unique insight into international-mindedness, which I hope I

skills, challenge themselves, and really show-

our curriculum more to the world beyond the

case their abilities on a level they’ve not

classroom and beyond New York City to

bring to the classroom to benefit my students.

seen before.

encourage a truly global vision for students.

We know that Ms. Nieto most certainly does!

2020 WSC

News!

As we prepared to go to press, 27 Middle Schoolers competed in the 2020 Regional Round of the World Scholars Cup with outstanding results! All qualified for this year’s Global Round in Prague. A special congratulations go to eighth-grade Junior Champions Ethan Chiweshe, Hayden Lucas, and Alex Zheng!

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LION ACTIVISTS LEAD THE OAR

FOR CHANGE AT NYC CLIMATE STRIKE

“It felt so empowering to be marching down the streets of New York City with 315,000 people behind us!”– Calvin Yang ’21 Juniors Calvin Yang and Alessandro Dal Bon were on the front lines of the Global Climate Strike in New York last September, helping to carry the first banner and lead the largest turnout of fellow activists in the worldwide protest. Originally expecting 10,000 participants, the duo — two of 15 student Core Committee members of Fridays for Future NYC — had been dedicating their time and energy since July to organize the event and hoping for a successful turnout.

They could not have imagined that the Manhattan protest would set the record for the global strikes, which collectively totaled four million participants!

IT ONLY TAKES ONE TO START A MOVEMENT Fridays for Future was founded by 16-year-old Swedish climate activist Greta Thunberg, the powerful voice and galvanizing force of the mostly youth movement that is calling for immediate action to protect our planet, ecosystems, endangered species, and the future for a generation that sees them all in great peril. Calvin and Alessandro are among the millions Greta has inspired — and were among local teenage activists, including Pada Schaffner ’20 — who greeted her upon arrival in New York in late August.

Two weeks prior, she boarded a solar-powered boat in the UK to reduce emissions from air travel.

Speaking of Greta’s fortitude to media, Alessandro told Time: “She’s not afraid of anyone. She’s not afraid of the politicians, she’s not afraid of the businessmen. She just wants to get her message out there. And she’s willing to do anything for that. She’s willing to cross the Atlantic Ocean for 15 days on a small boat to do that. That just shows you how determined she is.”

FRIDAYS FOR FUTURE COMES TO DWIGHT Alessandro and Calvin launched Fridays for Future at Dwight, and together with Carolina Bueno Silva Arap ’22 and Pada serving as class representatives for grades 9-10 and 11-12, respectfully, rallied fellow classmates around the cause. They forged a large Dwight community in support of the exploding grassroots effort.

Balancing activism and academics isn’t always easy, as Pada, who helped lead Dwight students’ participation in the March 2019 climate demonstration, shared with The Huffington Post: “It can be hard to convince a classmate that going to a strike is more important than turning in whatever they have due Friday, but overall I think this generation does realize how important this issue is, specifically to us.”

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DWIGHT TODAY | GLOBAL VISION

real action regarding the climate crisis. Calvin said: “The world needs to adopt a business-sensical, yet ambitious, program to stop climate change. That includes implementing a cap-and-trade program or a carbon tax in America. Next steps? Global cooperation. We need to help developing nations and third-world countries to actually adopt renewable energy. The Western World needs to invest in the future of these countries.”

Indeed, the issue is of paramount importance to Generation Z, who are more vocal than their predecessors, and more inclined to take action for causes they believe in — against climate change and gun violence, and for LGBTQ rights, among others. Before coming to Dwight, Calvin lived in Canada, where he became concerned about the environmental impact of a new pipeline, prompting him to start an NGO called Climate Youth Canada/Les Jeunes des Climat Canada in Toronto. He told Greenpeace, “As members of Generation Z, we are going to be the first generation that is really going to experience the full impact of climate change .... [propelling] me to strike for climate change, for my own future, and the future of everyone.”

JOINING FORCES BY JOINING THE CORE COMMITTEE Last summer, Calvin and Alessandro volunteered to be on the Core Committee of Fridays for Future NYC, working with fellow students on a litany of organizational and logistical issues, ranging from requesting permits and working with the NYPD to planning workshops to create protest signs — all of which constituted a crash course in civic leadership.

Additionally, they took the helm in raising awareness for the September 20th strike, with Alessandro focused on social media and Calvin on traditional media. Their efforts were significant, and as the countdown to the global event was underway, they were increasingly in the red-hot spotlight themselves.

In addition to media referenced above, outlets around the world included Alessandro and Calvin in their coverage, including three that visited them on Dwight’s campus: CNN’s “Great Big Story;” Italy’s RAI; and Japan’s NHK. The latter filmed them in a roundtable discussion with Pada, Carolina; juniors Matthew Armstrong, Sophie Velichko, Michaela Gary, Apolline Marcel, Jordan Sotomayor; and Eric Dale, Head of Upper School.

CALLS FOR ACTION At events leading up to the strike, including a rally in front of the UN with Greta, Bloomberg asked students what kinds of change they want to see. Alessandro called for a comprehensive bipartisan bill taking

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Core Committee members also attended CNN’s “Democratic Presidential Town Hall: The Climate Crisis” in September, hoping to participate by asking candidates questions. As they’re not yet of voting age, the students were unable to do so. Their frustration echoed the same feeling among many teenagers who are looking to the future — their future — and seeing an absence of sufficient adult action and near-silence in the face of scientific data. They see legislators, politicians, and business and world leaders failing to address the urgency.

As Alessandro told Inside Climate News, “We’re not the ones saying climate change is a problem. It’s the science saying that … We want to be in the newspapers, we want to be in the headlines, until the politicians are forced to hear us.”

Rather than be defeated, young activists are doubling down, rallying, striking, and educating adults about these important issues, including parents. Alessandro spoke to this when a cameraman from CNN followed him on September 20th from home to school and to the strike: “I’m happy about today because I know I’m going to get out there and be on the streets. We’re going to be there striking for what we believe in, and that we’re going to save our planet … My family is really happy with my activism and with everything I’m doing. Knowing that I have my parents’ support is really important for me. They are learning about this just the way I am … I do think actions like these force people to listen. If there are so many people involved in a movement and speaking for what they believe in, then the politicians will be forced to listen.”

STUDENTS LEAD CLIMATE STRIKE | DWIGHT TODAY

EMBODYING IB AND DWIGHT VALUES Dwight is dedicated to educating global leaders who can help make our world a better place; student activism around this issue, and numerous others, certainly brings that mission to light and life.

Mr. Dale amplifies this point, “As an IB School, we encourage students to consider ‘service as action’ — the idea that people can serve their communities in action-oriented ways. While I wish that Dwight students could learn all they can in class, there are certain learning opportunities that teachers are physically unable to manufacture for the classroom. Here in New York, we are so fortunate to live and learn in an epicenter of important international events, culture, and conversation. It’s my belief that providing opportunities for students to use their voices and effect change in the world is an integral part of being a Dwight student.”

While Dwight students of all ages rallied around the cause, 170 Upper School students left campus and marched together. They were joined by faculty members, friends, and family. Across the pond, their peers at Dwight School London did the same.

“It has been wonderful to see Dwight students taking the lead in this important conversation all on their own,” said Mr. Dale. “Many people

see climate change as a political or partisan issue; protecting the planet is a collective human responsibility. How one interprets and acts on that responsibility can result in particular political or partisan stances and processes, but advocating for clean air and water, reducing waste, and promoting the use of sustainable energy are simply responsibilities we should all undertake as good citizens of this planet.

I personally value and advocate for civic engagement.”

KEEPING FOCUS As Alessandro told Fox5NY before the strike: “We have our statement and demands: We want no more fossil fuels, we want to hold polluters accountable, and we want a just transition to a green economy.”

Until that time comes, he, Calvin, and many other Dwight students will continue as climate activists; they participated in the December strike in New York.

“We have to keep on fighting and do more and more because our voices are being heard now. We have to make sure that they continue to be heard,” Calvin asserts.

With youth voices echoing across the globe, change is coming no matter what; hopefully, change for the better.

Timothy House

for Future!

Our Lower School students joined in supporting the Fridays for Future movement at Dwight with hand-made signs calling for the protection of our planet and the animals who call it home.

We are so proud that our students stand up, use their voices, and take action for issues and causes they believe in!

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Learning how to rosin a bow is an essential skill to becoming a virtuoso!

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DWIGHT TODAY | GLOBAL VISION

A Beatles-themed concert performed by a family of Dwight students from our schools in New York, London, Seoul, Shanghai, and Dubai was a night to remember!

It was the culmination of a collaborative music program, which in three years, has quickly become a Dwight tradition: the London Choral Extravaganza.

“Our trip to London was so much fun — I loved meeting students from all of Dwight’s campuses. I felt like we really connected throughout the trip!” reflects Rosalie Stein ’24. She, along with seven other students from New York, traveled across the pond last fall to befriend global peers — or to reconnect with old friends made previously on trips and music collaborations, including last year’s Shanghai Music Festival.

Beginning in fifth grade, New York and London students meet and forge friendships in Dwight’s long-standing exchange program introducing them as “buddies,” through their first overseas experience with classmates.

Lilliana Dellin ’24 shares, “I’m so happy that I got to see my old friends from London and get closer to the students in our New York group, too!”

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LONDON CHORAL EXTRAVAGANZA | DWIGHT TODAY

After all the students had flown in from different corners of the globe, they dove into a series of workshops led by London’s Director of Music, Jan Kraft — who has been igniting the spark of music in students at Dwight for nearly ten years — and music faculty from all The Dwight Schools. The workshops were designed to explore choral singing in a wide variety of ensembles, improve students’ vocal technique, and sharpen their sight-reading skills. Students immediately tapped into their learning as they began rigorous rehearsals for the concert. Rosalie shares, “The rehearsals were amazing with Ms. Thomas and all the other voice teachers who made most of this possible. I felt like the songs were fun and happy, and perfect for the mood that we were all feeling!”

Camille Rondot ’24 adds, “Since I participated in the Shanghai Music Festival, many activities were familiar … and many were new! I loved seeing students from the different Dwight campuses around the world and I really liked rehearsing with everybody — we really felt ready for the concert.”

When their big day came, students took to the stage at the artsdepot, a cultural hub and performance center in North Finchley, where they harmonized and sang their very best. The concert was a smash success and the renditions of Beatles classics known to all brought smiles to the audience, especially during a rousing “Here Comes the Sun.” After taking well-deserved bows, students celebrated with a lively postshow dance party. The next day, they went sightseeing, which included a scenic lunch cruise on the Thames, and lots of walking before they settled in as audience members of a West End show, Big: The Musical.

As they said their good-byes, students knew that they would be seeing each other — and collaborating — again in a few short months at our global music festival in New York!

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DWIGHT TODAY | COMMUNITY

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FALL FESTIVAL & BOOK FAIR | DWIGHT TODAY

Reading, fun, and games were in store at our Fall Festival & Book Fair on Riverside Campus!

A big shout-out of thanks to our Parents Association for making this day special for preschool and kindergarten families!

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DWIGHT TODAY | GLOBAL VISION

The UN Welcomes

Dr. Paul Beresford-Hill and We Celebrate

UN Photo by Eskinder Debebe

His Lasting Legacy We tip our hats to Dr. Paul Beresford-Hill CBE, former Headmaster of the Anglo-American International School from 1976-90, who was named Ambassador to the United Nations, as Permanent Observer of the Sovereign Order of Malta!

Dr. Beresford-Hill’s legacy remains very much alive today at Dwight decades after his term as Headmaster. It was under his aegis that The Franklin School adopted the International Baccalaureate curriculum in 1980 and changed its name to Anglo-American in recognition. He wrote the following message in the yearbook about renaming the school, which we want to share for its thoughtfulness and to preserve its historical significance: Next September, we will assume a new identity, for which we have been preparing these last four years. The spirit, the feeling, the tradition, the sense of purpose and the general humanity that has so long characterized Franklin is embodied in you, and I know it will be transferred and given new life as we identify ourselves as The Anglo-American School.

Benjamin Franklin, after whom this school was renamed in 1912, was a totally international American, probably the first in a long line of Americans who have sought to maintain good relations with Europe and to derive worthwhile and useful things from our friends and relatives across the Atlantic. It is therefore something of a tribute to him that our school is at once both British and American, at this time of international discord. It is fitting that both our countries can attempt, in one joint educational venture, to provide leaders for tomorrow’s world. That was the heritage of our founder, Dr. Sachs. In 1870 in Europe, he witnessed the ravages of the Franco-Prussian war, a forecast of the greater horror to come in 1914, and on his return to New York in 1871 he determined to establish a school “where students will first of all learn humanity and understanding, where they will be intellectually curious and at the same time committed to peace and friendship.” So as we move

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into our 109th year those goals, so eloquently expressed by a Victorian educator, assume new life, new vitality and give us new hope. Floreat The Anglo-American School!

More than a decade later and a few years after Dr. Beresford-Hill concluded his tenure, Anglo-American joined forces with Dwight in 1993. We have continued to champion the academically rigorous IB and its mission of preparing graduates to make our world a better place.

For the past 15 years, Dr. Beresford-Hill has been the Director General of the Mountbatten Institute, which provides graduates from all over the world with a head start in their careers. For the last five years, he has also served as Chairman of the English-Speaking Union, which sponsors the National Shakespeare Competition and is celebrating its Centennial anniversary this year. Dr. Beresford-Hill began the oratory competition in 1983 at Anglo-American with 500 high school participants; today, 50 times as many compete across three qualifying levels: school, local community, and national.

Our own Shakespeare Competition proudly extends Dr. Beresford-Hill’s legacy each year with Dwightonians demonstrating an impressive array of dramatic talent and eloquence. This year, Bernardo Sequeira ’22 became the first Dwight student to advance from the New York City semi-finals to win the final round! He received a $500 prize and is headed to the national finals to compete as one of the top 55 students in the U.S. We are so proud!

Ambassador Beresford-Hill has been honored by Queen Elizabeth twice: first with an appointment as Member of the Order of the British Empire (MBE) in 1991, in recognition of his contribution to British-American education; and in 2018 with an appointment as honorary Commander of the British Empire (CBE) for his contribution to international education and British-American cultural relations.

GLOBAL VISION | DWIGHT TODAY

Dwight Celebrates

International Women’s Day “If there is one message that echoes forth from this conference, it is that human rights are women’s rights....

And women’s rights are human rights.”

This now-famous quote by Hillary Rodham Clinton, when she spoke at the 1995 UN Fourth World Conference on Women in Beijing, remains just as relevant today as it was 25 years ago. It was then that the Beijing Platform for Action, recognized as the most progressive roadmap for the empowerment of women and girls around the world, was adopted.

On March 8, 2020, International Women’s Day, as the global community celebrated the Platform’s 25th anniversary, the UN also took stock of progress made, and launched the “I Am Generation Equality: Realizing Women’s Rights” campaign to accelerate gender equality worldwide.

LEADING WOMEN IN THE IB AND THE DWIGHT FAMILY At this momentous time, the International Baccalaureate Organization — spearheaded by a woman, Director General Siva Kumari — joined in marking the Day by spotlighting women IB educators as inspirational examples to girls and women.

Dianne Drew, Dwight’s Head of School, is proud to be one of those leaders selected.

In addition to her work as Head here in New York, Ms. Drew is Dwight’s Global Academic Director, supporting the academic needs of all our schools in London, Seoul, Shanghai, Dubai, and Dwight Global Online School. In 2015, she was elected to join the IB Global Heads Council,

with the UN and IB

serving in a strategic leadership capacity and advising Ms. Kumari on important IB issues impacting students today. Last year, Ms. Drew became Chair of the prestigious Council, which then made her a member of the IB Board of Governors.

Leader, mentor, and role model, Ms. Drew says, “I have always been inspired by women who have forged their own path and been risk-takers. They have ignored patriarchal constraints and followed their own unique journey both professionally and personally.

Among them, I appreciated the strength of Maya Angelou and she once said something that really resonated with me: ‘Each of us has that right, that possibility, to invent ourselves daily. If a person does not invent herself, she will be invented. So, to be bodacious enough to invent ourselves is wise’.”

Ms. Drew is joined by the other accomplished women in our global network who lead their schools: Allison Cobbin in London, Wang Fang and Brantley Turner in Shanghai, Janecke Aarnaes and Rebecca Skinner in Dubai, and Louisa Childs, who heads Dwight Global Online School.

Additionally, women head up numerous divisions across The Dwight Schools. Each and every one inspires their faculty and students, making our Dwight family a special community dedicated to making our world a better place for all.

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DWIGHT TODAY | COMMUNITY

Our Lion-hearted Community

Roared Loudly in the Spirit of Service!

On posters and flyers around campus, the rallying message was: “There’s no telling how much we can accomplish in just one weekend!”

Indeed, we can — and did — accomplish a great deal together during our second annual weekend devoted to service! Over 170 Dwight Lions of all ages lent a helping paw to a variety of activities designed for the greater good of our local and global communities. Embodying the IB’s commitment to service, creativity, and action, volunteers put their full hearts and creative minds into the two-day event.

This year, Kate Zolotkovsky, Director of Service Learning, passed the torch to student organizations to help lead activities and create a combined Service-Spirit Weekend. “One of my favorite things about Dwight is that our ‘spark of genius’ philosophy doesn’t end at 3 pm.

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The ethos of passionate, personalized learning continues after school with our clubs, arts, athletics, and definitely in service work,” she says. “Our students are deeply involved with many wonderful organizations and Dwight’s Service-Spirit Weekend is a great way for them to engage others, celebrate their work, and spread Lion cheer!”

When Saturday arrived, Dwight volunteers collaborated on a popular painting project: They joined Publicolor students to transform an underserved public school — Bronx Park Middle School — while informally sharing insights about their own educational and career choices. Through creative endeavors like this,

Publicolor engages high-risk students, encourages them to stay in school, and helps them build career and life skills.

On Sunday, hands-on activities continued on campus, coordinated by our: • Upper School Outreach Club, which creates student-initiated service activities, and the New York Common Pantry: Volunteers assembled 250 brown bag lunches — 259 pounds of food — for distribution to hungry and homeless New Yorkers through the Pantry’s Help 365 Program. They also collected three boxes of toiletries for the Pantry’s Project Dignity.

• National Honor Society Chapter: Creative Lions decorated 50 seasonal tote bags for the Pantry, and festive paper jack-o-lanterns for our neighbors at Phelps House.

SERVICE WEEKEND | DWIGHT TODAY

• Parents Association: With fellow community members, the PA crafted 50 Thanksgiving cards for the New York Common Pantry.

• Lower School Caring Coalition, which engages students in meaningful and fun service experiences, and the Wild Bird Fund: Volunteers made six cozy blankets for injured or sick feathery friends being cared for by our neighbors before returning to the wild.

• Fan-tasy Club and the Lumos Foundation: Upper School students with a shared passion for fantasy fiction hosted a character-themed face painting session and shared information about Lumos, an NGO founded by Harry Potter author J.K. Rowling to help unite children from orphanages with loving families.

• WISER Club: The Upper School Club that raises awareness and funds for the WISER Secondary School for Girls in Muhuru Bay, Kenya, which our students have visited, made bracelets with those who wanted to learn more.

• Spark Tank: Hosted Design Thinking in Service sessions, sharing how students develop empathy, better understand the needs of others, and design solutions through the process taught in both the IB curriculum and Spark Tank after school.

There was more! Dwight’s Diversity and Inclusion Committee discussed its mission to actively establish and foster a culture of inclusivity throughout our community; and Elise Bare, Upper School Computer Science and Design teacher, led a voter registration

training session and drive on Central Park West. “From providing direct support to advocacy, and from brainstorming innovative solutions to tough problems to making crafts to brighten someone’s day, our community really did it all,” Ms. Zolotkovsky reports proudly.

As the weekend came to a close, she reflected, “It takes a unique, mission-driven place of learning like Dwight to sustain a series of meaningful events, which are fun and inclusive for all ages and that partner with such a wide variety of established community organizations. This event is a great example of the power of positive service and action, and I hope that the tradition will continue to grow each year as a memorable part of the Dwight experience!”

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DWIGHT TODAY | ALUMNI PROFILE

Richard Habersham ’92 Throws His Hat in the Congressional Ring

Richard Habersham ’92 was back on campus for Alumni Reunion Day last fall to reconnect with old friends and the school, which he credits with dramatically changing the course of his life. The word, “dramatically,” is most apt.

NATURAL-BORN TALENT Richard was a child actor. His mother, in an effort to steer her 12-year-old away from watching too many weekend cartoons, enrolled him in classes at the Amas Eubie Blake Children’s Theater in Harlem. It wasn’t long before Richard’s innate talent was recognized. After being picked to play the male lead in My Fair Lady, the Theater’s Artistic Director, Rosetta LeNoire, who had a successful career in film and TV, suggested that he find an agent.

Richard’s mother took the advice, opening the door quickly for high-visibility casting.

He was picked to be in the Roundabout Theatre’s 25th-anniversary production of A Raisin in the Sun, followed by a stint in the original Broadway production of August Wilson’s Pulitzer Prize-winning play, Joe Turner’s Come and Gone.

While working on stage, Richard met Spike Lee, who cast him as Eddie in the now-iconic film, “Do the Right Thing.” Richard went on to play Whoopi Goldberg’s son in the movie “Long Walk Home,” among other roles that kept him top of mind for casting agents.

With a successful career as a child actor, Richard transferred from Horace Mann, where he

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had been enrolled since kindergarten, to LaGuardia High School for Performing Arts. It seemed an obvious choice to begin ninth grade in an environment where he could hone his craft, “but the tragedy was that I never wanted to be a professional actor; my mother wanted that,” Richard shares. “I wanted to be a ‘regular’ student and go to college. So I didn’t enjoy, or do well at, LaGuardia. I spent too much time playing hooky and not getting good grades for a year and a half. It was during the spring of sophomore year when I realized that if I didn’t make a change, I was going to blow my chances of ever going to college.”

DWIGHT BECKONS Some of Richard’s long-time friends from Horace Mann had transferred to Dwight, so the school was on his radar. Inspired by their experiences — and with a huge amount of his own pluck — Richard took it upon himself to transfer to Dwight as well.

“One day, I woke up, walked over to Dwight, and knocked on the door,” he recounts. “I introduced myself, said that I knew a few students, and asked if I could speak to the headmaster. Not certain of what would actually

happen, I was surprised when Mr. Spahn appeared not long afterward. I almost couldn’t believe it, as I had just landed on the doorstep!

He sat me down and asked me why I was there. I told him that I didn’t want to pursue acting professionally and was concerned that I wouldn’t be able to go to college if I didn’t switch to a school where I could be challenged academically. Mr. Spahn listened and said that he would consider my situation, but that I needed to come back with my parents.”

Encouraged, Richard ran home to tell his mother, who was a public school teacher.

Though quite surprised to learn of his true aspiration, she was supportive and joined Richard for his return visit to Dwight. At that time, the school was located at 402 East 67th Street. They met with Mr. Spahn, who had been struck by Richard’s self-advocacy and intelligence the first time — and even more so by his follow-through the second.

“With my mother’s approval, Mr. Spahn said that he would take a chance on me. He would provide the opportunity I craved. I could

RICHARD HABERSHAM ’92 | DWIGHT TODAY

I really excelled at Dwight, which gave me a tremendous amount of confidence going forward. transfer to Dwight if I caught up via summer school,” Richard explains. “And that was it.

After some remediation, I began my junior year at Dwight the following fall. My whole life changed. I see it so clearly now, of course, that I needed someone at that moment to ‘save’ me — to help me change the course of my life. Mr. Spahn did that and I am forever grateful.”

During his transition to Dwight, Richard turned to his best friend from Horace Mann, Jeremy Loeb, and to other former classmates who had made Dwight their home, including Eric Modell, Andrea Capasso, and Mya Gluckman. “We were all together, and I was happy to be in an academically rigorous environment in which I could thrive,” Richard says.

While acting was no longer his sole focus, Richard continued to work to help pay for tuition, so there was no time for sports or extracurriculars. He went on auditions after school, acted in commercials, and appeared in an early segment of “Law and Order.”

“I really excelled at Dwight, which gave me a tremendous amount of confidence going forward,” Richard shares. Upon graduation, he attended the University of Virginia and majored in American History. “I was wellprepared academically and had been able to achieve my dream of going to college, thanks to Mr. Spahn and Dwight.”

A RETURN HOME Four years later, Richard was back in New York, serving as a public-school substitute teacher in Harlem. “That was the hardest job I ever had because the school was lowperforming and in such bad shape,” he recalls.

“Without a decent school in a community where overcoming odds and obstacles is so often difficult, how can anyone make it?”

He asked this and other pressing questions in a series of articles about politics that he submitted to The New York Beacon, which published them. One reader who was impressed by what he read was Peter Jennings, anchor of ABC News and “World News Tonight,” who brought Richard on board as his special assistant.

“Peter, one of the greatest storytellers, was a true mentor and changed the trajectory of my life. I spent two years working alongside him, learning everything I could. After he died, I became a news assistant at NY1News and then a reporter for ABC affiliates in the Southeast for several years,” Richard says.

New York called him back again in 2003 and Richard became an anchor and managing editor at WHCR News, where he hosted a radio show about real estate issues in upper Manhattan. This was yet another fork in the road that led Richard back to Harlem, where he became a real estate broker for leading firms Halstead and Corcoran until he came face to face with an unsettling pattern in the industry: some long-time, elderly Black homeowners were being exploited to sell below market value, prompting him to focus on just helping them to sell at fair market prices. What emerged was an interest in developing affordable housing, so Richard enrolled in Columbia University’s Graduate School of Architecture, Planning and Preservation in 2007 to earn the knowledge and master’s degree that would propel him further in this direction.

THE BEST LAID PLANS …

Graduating in 2008, the year of the “big recession,” meant that Richard, among countless others seeking jobs, was left in the cold.

With no prospects — and none for his wife, a Yale-educated attorney, who had been laid off — the Habersham family struggled to stay afloat. Ultimately, they were evicted from their home, vividly underscoring on a personal level the need for more affordable housing in Harlem. “This was a very dramatic, dark moment, as it was for so many people,” he remembers “We were fortunate, however, to have a safety net. We stayed with family until we got back on our feet, but too many others were not so fortunate.”

Getting back on his feet included working with the Eagles Foundation, where Richard currently serves as President. The Foundation’s mission is to help develop leaders among victims of injustice and social deprivation, who will in turn develop and inspire contributing citizens. He joined the Foundation’s team ten years ago to work with its founder, John Wareham, a leadership consultant whose work with imprisoned men helps them to refocus their lives. Richard also became President of Diversity Development at Wareham Associates, where he has also worked for the last decade.

TAKING GREATER ACTION Today, the Habersham family, which includes ten-year-old Richard Parnell Habersham III, lives on West 157th Street and Riverside Drive.

With a growing son, Richard wants to do more to give back to the community, which he believes can be stronger, fairer, and have bolder, better leadership. “I’m frustrated that while Harlem is thriving in so many ways, too many residents don’t have access to basic resources,” he asserts. “I want to use my experiences and commitment to bring about change.”

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DWIGHT TODAY | ALUMNI PROFILE

To do that, Richard is running as a Democrat for Harlem’s 13th Congressional seat currently occupied by Adriano Espaillat. He shares, “Ironically, District 13 begins at 96th Street, where I remember being with my mother one day. As we crossed the street at Park Avenue, she pointed out that some of the wealthiest people lived on one side of 96th Street and on the other were some of the poorest in the county.” With that striking demarcation, Richard says, “We need to reach across the divide in a two-way exchange of ideas and imagination.”

Richard wants to reach across several divides, and in so doing, he is aiming high. As a newcomer to politics, he is ambitiously skipping over a run for City Council or State Senate in the hopes of unseating the incumbent in Washington. He believes that his life experiences have prepared him for the job and while it may be a long shot, it’s well worth the effort.

His website, HabershamforCongress.com, says, “As a progressive Democrat, I stand for affordable housing, better schools, quality job opportunities for residents, senior care funding, universal healthcare, and environmental justice. I am ready to bring a new voice to these issues in Congress.”

Richard wants to use that voice to prevent residents from moving out of the community due to the lack of affordable housing; improve schools, which he says, “are failing at preparing our children for the jobs of today, let alone tomorrow; and find solutions to some of the area’s most pressing problems.”

I want to use my experiences and commitment to bring about change.

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Additionally, Richard, who is a Board member of the Classical Theater of Harlem, describes wanting to preserve Harlem’s history. In an interview with The Amsterdam News, which coincidentally boasts a Dwight alumnus, Elinor Tatum ’89, as Publisher, Richard said: “Harlem is at a crossroads and it needs a bolder vision for the future. We are on the cusp of this neighborhood that nurtured the likes of James Baldwin, Tito Puente, Harry Belafonte Ralph Ellison, Ossie and Rudy Dee, Langston Hughes, Adam Clayton Powell, A. Phillip Randolph, and Malcolm X. Parts of it are turning into a museum, or a place where you go where you know history happened, but you can no longer feel it.”

With ambitious goals and lots of passion, Richard is campaigning to represent the community he loves. “Maybe this is what I was put here to do,” he muses. “I want to give

back, and while it’s an uphill battle to unseat someone, I believe that if successful, I will be able to bring something new and needed.”

Richard, whose spark of genius may be to always aspire for something more, has true grit and tenacity. He had that at a young age. When Richard advocated for himself, Chancellor Spahn took notice. “He rewarded me for the grit that drew me to Dwight’s door and for my presumption — determination — to grasp for something better,” Richard says.

“This speaks volumes of the man, who had a tremendous impact on my life.”

GLOBAL VISION | DWIGHT TODAY

Kindergarteners Plant Seeds for a Better Future Our young Lions on Riverside Campus worked together to make a big difference, partnering with the National Forest Foundation (NFF) for the fourth year in a row to help restore our national forests and grasslands!

This fall, kindergarteners began learning about forests and why they are essential for life. After reading The Lorax by Dr. Seuss, they discussed the importance of growing and caring for trees and how we can all make a difference to protect our environment. “I speak for the trees,” says the Lorax — and our kindergarteners listened!

In the weeks that followed, students raised awareness and helped to collect funds for the NFF to plant more trees across the country.

In their language classes, kindergarteners created posters in Spanish, French, and Mandarin to inspire others to take action to protect our planet. From saving water, and reusing bags and paper towels, to planting trees through NFF, our young Lions took action themselves.

For every dollar kindergarteners raised, the NFF will plant one tree.

This year’s effort will result in planting 542 trees, bringing our grand total to 1,297 trees in four years!

Working with the NFF is just one of many opportunities that we provide to students throughout the IB Primary Years Program to foster their development as caring, compassionate individuals who can make a positive difference in the lives of others and in the world around us. Caring is one of ten IB Learner Profile qualities that we strive to develop in all our well-rounded, globally minded students beginning in preschool.

Our kindergarteners are showing that they care quite a lot by planting seeds for a better, cleaner, greener future!

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Our Riverside Campus Parents Association wrapped presents donated to the New York Cares Winter Wishes Program. Our community granted 150 wishes to children who may not have otherwise received gifts during the holiday season.

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Dwight’s Art Collection

Teaching Tools That Inspire Infinite Creative Sparks The Louvre. The Uffizi. The Dwight!

A walk through our Main Campus reveals a remarkable collection of artwork by students, parents, alumni, and world-renowned artists. In addition to adding beauty, these pieces are intended to spark conversations, enhance learning, and inspire the next generation of artists.

With over 200 pieces spanning different media in Dwight’s collection, which Chancellor Stephen Spahn began building in the late 1960s, our School is a living, teaching museum. The breadth is most impressive with pieces ranging from Goya etchings — a complete set of 40 from La Tauromaquia — Audubon prints, Pre-Raphaelite drawings, and antique maps, to sculpture from the 11th Century Angkor period in Cambodia, African masks, Tibetan thangkas — 18th and 19th Century religious paintings on fabric — and so much more from different eras and parts of the world.

Every piece is a teaching tool, including the latest additions by contemporary artist Sharon Horvath. For example, students in grade 2 visited Ms. Horvath’s works installed in the lobby of our new brownstone at 21 West 88th Street and drew inspiration from one in particular, entitled “Out There or in Here.”

Students investigated the composition of this artwork, with particular focus on the use of color (made of pigment and polymer on canvas) before creating their own works aligned with their “How We Express Ourselves” IB unit of inquiry. Using Google Earth, second graders mapped their journey from home

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DWIGHT TODAY | PERSONALIZED LEARNING

!

W PO AMM! WH POP! to school, etched their paths into styrofoam, and made a series of relief prints on paper. For our Fall Art Exhibition, their prints were hung in the Spark Lab nearby Ms. Horvath’s works, for all to see, including the artist herself! She joined us for the event to share some insights into her process and was delighted, in turn, to see what the students had created.

OUR FALL VISUAL ARTS EXHIBITION In addition to the relief prints, a bounty of student artwork was installed for the Exhibition, stretching from the foyer of our new brownstone and Spark Lab to the Quad, illuminating slices of the rich IB visual arts curriculum across the Primary Years, Middle Years, and Diploma Programs. Sample works created by students in every grade showcased what they have been exploring during the first tri-

154 Cans 2 Sculptures

Included in our Fall Art Exhibition were two canstructions — sculptures made of canned food — sparking lots of conversation, just as they were designed to do!

Created by seventh graders, these works were inspired by their field trip to the 27th Annual Canstruction NYC Exhibition, where they saw large-scale sculptures made entirely of unopened cans of food. Canstruction is a design competition held in cities around the world, challenging teams of architects and engineers to build can-structures to raise awareness of hunger and global food insecurity. Following each event, they are deconstructed, so the contents can be donated to City Harvest and local food banks for people in need.

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Literally and figuratively, Justyn Ambrose, Head of Visual Arts, drew inspiration from the works of Roy Lichtenstein when he created our Art Spark logo.

Mr. Lichtenstein, one of our illustrious alumni, graduated from The Franklin School in 1940.

The iconic Pop artist whose works helped to define the 1960s art scene came to prominence through his comic-strip based works. Mr. Lichtenstein combined cartoon characters with abstract backgrounds, which both documented and parodied the comic strip. While these are among his best-known pieces, they’re only a portion of Mr. Lichtenstein’s oeuvre, which spans a

mester. An exhibition guide detailed how they translated or applied what they learned to create their own pieces, and what they hoped to communicate, demonstrating their developing skills across media, traditions, and techniques.

A range of pieces by students in Art Spark, Dwight’s after-school program, was also part of the Exhibition, including individual works and a collaborative hanging sculpture in progress. The latter, made of five laser-cut felt works and entitled “Global Vision,” is installed in the lobby of 21 West 88th Street.

In our Main Campus, six digital photos by Jake Silber ’22 are on display. They’re part of his “Sweet Series,” also developed in Art Spark and showcased at the Exhibition. Two of Jake’s works were recognized

Back in the classroom, using 3-D modeling software, students designed their own structures in Dwight’s first-ever Junior Canstruction and voted on the best design to represent their grade. With so many great designs to choose from, they selected two and quickly got to work to build them using cans donated to our PA Thanksgiving Food Drive.

Students described their inspiration and intent behind each of their can-structures as follows: “The Mario Bros. CAN Do It” made of 92 cans

“Over the course of 36 years, we have been blessed with the multiple games of Mario and Luigi. These

games have been a part of most of our childhoods.

We chose to represent Luigi because he remains an idol who tries to stop the bad guy, which in this game is Bowser, represented by hunger. Bowser steals away Peach, which is those who are food insecure. Mario must save Peach by defeating hunger. That is exactly what we need to do.”

“Empire CAN Building” made of 62 cans Empire CAN Building: The Empire CAN Building shows how big of a problem hunger CAN be — but it’s a huge problem that we CAN fix!

Once the Exhibition was over, the cans were donated to the New York Common Pantry, along with the rest of the food our community collected before Thanksgiving. The creative experience brought interdisciplinary learning to life, fusing art, math, architecture, physics, engineering, and community service designed to have an impact.

DWIGHT’S ART COLLECTION | DWIGHT TODAY range of styles and subject matter, and was created using different techniques and media.

We’re proud that Mr. Lichtenstein is part of our school’s legacy, and for that reason, chose to refer to his visual style when creating a logo for our Art Spark Program. It is an apt way to communicate that we’re igniting artistic sparks of genius in students!

Recently, Art Spark students began creating a mural in the spirit of Roy Lichtenstein as well! Where?

Outside the art rooms in the North Campus, which are named for him, of course!

with a Gold and Silver in this year’s NYC Scholastic Art and Writing Awards! The image that won gold was selected to be part of the Scholastic Exhibition at the Metropolitan Museum of Art! Our Fall Exhibition, just like those in winter and spring, are curated by faculty — Kate Frey, Gabrielle Hanlon, Kevin Rosenberg, Ellen Sayers, and Justyn Ambrose, Head of Visual Arts. Selecting the works to share with the community makes for difficult decisions, as the exhibition can only provide a mere glimpse of the subject matter students study and a glance into their emerging talents.

THE VISUAL ARTS JOURNEY Every Dwight student embarks on an educational journey in the visual arts beginning in Preschool and Kindergarten with exposure to the fundamentals. Young students are encouraged to express themselves

Dwight School

through a range of hands-on learning activities that help them begin to acquire skills in sensory exploration that they will use and expand throughout their years at Dwight. With each successive year, the inquiry-driven IB arts curriculum connects with and extends the transdisciplinary themes and topics that students explore. Students delve deeper into critical studies of the art world, artists, artworks, and audiences from cultural, political, historical, and social perspectives.

Additionally, Dwight students benefit from our location in New York City, which offers an extensive array of some of the world’s finest museums, galleries, and studios in which to study and experience art as consumers.

At all levels of learning, our students are provided with opportunities to make artworks across a wide range of traditional and contemporary expressive forms. As they acquire a range of skills for art-making — sensory, tactile, manipulative, and technical — students see the importance of how meaning is created and represented in their own work and begin to develop their personal styles and expressive voices.

The breadth of expressive forms students explore at Dwight includes: drawing, painting, ceramics, textiles and fiber, photomedia, printmaking, sculpture, graphic design, designed objects, film and portfolio preparation, and mixed- and non-traditional media; along with new media: virtual/augmented reality, laser etching, and CAD/CAM. We couldn’t possibly do justice to everything that students from preschool all the way through grade 12 investigate and learn from our extensive art collection, and through our rich visual arts curriculum and extracurricular activities. What we can say is that they receive a world-class education, have countless opportunities to explore and express themselves — and infinite creative sparks of genius!

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DWIGHT TODAY | INNOVATION

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SPARK TANK | DWIGHT TODAY

Better Than Ever in Year Five!

When we ushered in the fifth anniversary year of Spark Tank, Dwight’s incubator for K-12 students, we introduced some exciting changes to our Spark Tank events. What didn’t change since day one is how innovative their ideas continue to be!

We began in the fall by adding an Expo for students to share their Spark Tank projects with the community. The afternoon venue enabled much greater exposure and interaction among students, faculty, staff, and parents who came to take part — more than we see during evening events. The projects included those in the early stages of development, so that students could get the word out and receive feedback about their ideas; and projects that are further along and ready to implement or sell. And sell they did!

The Expo, held in our new foyer and Spark Lab in 21 West 88th Street, became a pop-up shop, where Aidan Friedson ’21 and Elaine Song ’20 sold their own clothing lines — Aidan’s Daffodils in Paradise apparel and Elaine’s TRANZ waterproof jackets that transform into a bag — and Owen ’26 sold out his cookie supply from his City Kid Pastries line!

They were joined at the Expo by: Isabella, who showcased a prototype for Covered, protective suitcase covers that can be artistically customized and erased; Jonah Saltzman ’23, who shared his idea for a reminder app to help people become more organized; Josh ’26, who brought his video game concept; and Victoria Buendia-Serrano ’23, who introduced Easy Aura, an app for trying on and buying make-up virtually.

Later the same day came the Spark Tank main event, where students presented their projects to the Spark Tank Committee — as they have over the last four years — for feedback, mentorship, and innovation grants. This year, the event was streamlined and the panel included a student guest judge, Jordan Sotomayor ’21. He is a veteran Spark Tank presenter, whose

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DWIGHT TODAY | INNOVATION

experience pitching ideas for several of his own projects, came in handy for providing feedback to those new to the Tank.

Victoria presented her make-up app for the first time, and Logan Gatch ’21 also brought a new pitch for his clothing line called PG-22, featuring signature stitching on the outside of garments.

Elaine, a veteran presenter, updated judges on the refinements she had made to her signature convertible jacket-bag — with custom lining designed using pages from our own Dwight Today magazine! Elaine had sought approval from Dwight administrators to include the jacket it in Dwight’s dress code this year, started selling them through Dwight’s online store in addition to her own, and plans to introduce personalized versions inspired by senior hoodies, which are emblazoned with student names on the back.

In recognition of reaching the final stage in our Spark Tank development cycle — market launch — Elaine later received a $2,500 scholarship from The Dwight School Foundation, which funds all Spark Tank innovation grants. As she finishes her time at Dwight, she hopes to see the jacket continue as part of the Dwight dress code and wants to work with Lower School students to pass on the torch of innovation.

We have no doubt that Elaine’s creative spark will inspire many a young entrepreneur to follow in her footsteps!

Multiplying #DSFLove!

A few of many Spark Tank innovation grant recipients — Isabella and Owen — came together to share their #DSFLove!

There was so much love for The Dwight School Foundation to go around, faculty, including Daniel Bjelis and Shauna Fitzmahan, who receive professional development grants, did the same!

Our community of current and alumni parents, alumni, faculty, and staff also jumped on the #DSFLove train!

We thank everyone who donated to the Foundation’s 2019-20 Annual Fund Valentine’s Day giving initiative. The goal was to raise $50,000 in honor of the Foundation’s milestone 50th anniversary — and we’re pleased to report that it was a success! In fact, thanks to an anonymous donor, who generously pledged to match all contributions — up to $50,000 — $120,000 was raised for the Annual Fund, which supports student financial aid, faculty professional development, and Spark Tank innovation grants.

Thank you all!

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OUTDOORS PROGRAM | DWIGHT TODAY

From the Big City to the

Great “Dwight Outdoors�

In the midst of a crisp, colorful autumn, eight Upper School students and two faculty members embarked on an adventure: They visited the Hudson Highlands for a beautiful and challenging hike along the Breakneck Ridge Trail, inaugurating the Dwight Outdoors Program.

The journey began in the early morning when the group traveled by train to Cold Spring, NY, to minimize their carbon footprint. On board, the experienced faculty leaders, Shauna Fitzmahan and Daniel Bjelis, demonstrated how to tie

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DWIGHT TODAY | BEYOND THE CLASSROOM

some knots useful for outdoor adventuring. When they arrived at their destination, the hikers set out on their steep climb and took in breathtaking panoramic views of the Hudson River and surrounding highlands.

WILD ABOUT NATURE Dwight Outdoors is a new program launched by Ms. Fitzmahan, Head of Social Studies and Theory of Knowledge Coordinator; and Mr. Bjelis, Upper School math teacher. Each has a passion for the outdoors that began in high school. Ms. Fitzmahan’s first backpacking and kayaking experience led to much more; she has trekked trails, deserts, and mountains around the world, sometimes going off the grid. Mr. Bjelis, originally from the UK, undertook a 20-day expedition in Northern India as a student. He hiked to a remote village in the Himalayas, where he helped to build a greenhouse and renovate a Buddhist temple. Mr. Bjelis has since run in trail marathons, taken up rock-climbing, and hiked extensively in the U.S and remote parts of Northwestern China.

Deeply influenced by their life-changing outdoor experiences as teenagers, the two were inspired to create a program for Dwight students. “We envisioned an innovative outdoor program that builds community and fulfills Dwight’s vision to foster the next generation of global leaders who can thrive anywhere in the world,” explains Ms. Fitzmahan. And she really means anywhere! “In the wild, stripped of home comforts and electronic devices, students are challenged to overcome apprehensions and realize that they can do more than they ever imagined. They develop an increased tolerance for adversity and uncertainty.”

Dwight Outdoors kicked off during a year marked by student activism, with Upper School Lions leading their generation in calling for a cleaner, greener future. Mr. Bjelis and Ms. Fitzmahan want to continue empowering students by furthering their education about environmental ethics.

“As trained wilderness first responders and ‘Leave No Trace’ master educators, we discussed how students can help minimize their impact on the environment, so that we all can enjoy our wild spaces for years to come,” says Ms. Fitzmahan. “Our group was mindful to pick up trash along the trail to make it cleaner for those who followed.”

This first hike took the IB to the great outdoors, as students applied service principles and earned CAS hours. After a long day of traversing the wild, they returned to the city with a greater understanding of their impact on the environment and inspired to continue learning how to conserve our natural outdoor spaces. They also found the challenge of the strenuous hike, and spending rejuvenating time in nature with classmates they don’t always see, to be an enjoyable experience.

CLIMBING ONWARD AND UPWARD What’s on the map for the future of Dwight Outdoors? “We plan to integrate overnight Dwight Outdoors trips into student orientations, CAS, and various components of the IB Diploma Program,” shares Mr. Bjelis. “We also hope to initiate the Duke of Edinburgh International Award Program at Dwight — an internationally recognized program to encourage young people to become physically active, experience adventure, and serve their communities.”

As for future Dwight hikes, the faculty duo hopes to take students locally to Harriman State Park, Bear Mountain, and back to Hudson Highlands; and head further upstate to the Adirondacks and the Presidential Mountains of New Hampshire. As the program grows, they would love to take students on outdoor trips around the world.

In the meantime, Ms. Fitzmahan ventured upstate to camp over Spring break; and Mr. Bjelis ventured to Patagonia, Chile, to trek the Torres del Paine National Park!

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DWIGHT GLOBAL | DWIGHT TODAY

Dwight Global Faculty Share Why They

Enjoy Teaching Online

Dwight Global Online School, our campus in the cloud, brings the enriching class experiences Dwight is known for — thoughtful discussions, lively debates, collaborative problem-solving and group projects — to students in grades 7-12 from around the world. Classes meet live, online, where students and teachers come together in video conferences. When not in class, students complete their work independently through Dwight Global’s online portal; and connect with their teachers for additional feedback through a variety of methods, such as email, office-hour appointments, virtual assemblies, advisories, and more.

Our online program is often the choice for students who need more flexibility in their schedules, such as athletes and artists who train, compete, and perform at high levels.

Additionally, Dwight Global is ideal for students who travel, start their own businesses, or anyone who doesn’t want to be confined by the traditional 8 am-3 pm school day. The same is true for many Dwight Global faculty members, who also favor this mode of teaching. We asked them to share their perspectives about the differences between teaching in a brick-and-mortar school and in an online school, and what they like about it. Here’s what they had to say: “I actually prefer teaching online. Teachers and students are fueled by a sense of purpose and urgency in the live classes since we know our time together is limited. As a teacher, I am really pushed to constantly reflect on what I can scaffold for students to learn independently and what essential concepts must be explored together in class. Every minute of class is precious and every student is encouraged to participate. Whether through audio/video, screen sharing, breakout groups, or the chat box, students really engage in the learning process.”

– Koko Lawson, Algebra teacher

“I enjoy the different kinds of challenges online teaching brings and that I can learn from my students, who are so tech-savvy! Class discussions via the chat box are fun and the tangents and ideas raised build a different pace and type of discussion than those in physical classrooms. Quite a lot may be said in fewer words and new connections fly around, creating additional layers to our discussions. This requires students to have a different kind of self-discipline in class, which I respect. Having been an online student myself, I appreciate their personal time frames, choices, and autonomy. In addition to crediting my students, I want to give a shout-out to my fellow teachers and Dwight Global’s administration, who have been truly amazing, too!

– Viki Rudez, English teacher

“The biggest difference is, of course, the amount of face-to-face time I have with students, so I try to maximize every moment and encourage them to participate out loud and via the chat box as much as possible. Online students are quite focused and together, we accomplish a lot!”

“I love how online teaching has no restrictions on individual, geographical, or time differences. It is easy to teach students based on their individual aptitude and teaching online is more flexible than in a brick-and-mortar school.”

– John Drygas, Calculus teacher

– Cynthia Gao, Mandarin teacher

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DWIGHT TODAY | FACULTY Q&A

Alexander Cunningham Brings a Black-belt Level of Focus to His Role as

Dean of Grade 12

From Theory of Knowledge teacher, IB Examiner, and Dean of Grade 12, to Frontier teacher and kickboxing coach, Alexander Cunningham does it all! For six years, he has served as a guiding force for Upper School students, as they take their final steps toward graduation. We sat down with Mr. Cunningham to learn about his philosophy, hopes for students, and diverse talents.

WHAT WAS YOUR JOURNEY TO EDUCATION? I was 12 years old when I started working with kids as a camp counselor-in-training and I haven’t taken a year off since! In college, I worked at a museum and a zoo while simultaneously student-teaching in a high school.

I’ve been a classroom teacher, coach, college professor, theater director, and literary book editor. I’ve discovered that being in a school environment, and specifically working with high school students, is where I belong.

After attending College of the Holy Cross in Massachusetts, where I majored in English, I taught at the high school level for several years before moving to New York City to pursue my Masters in nonfiction writing at Columbia University. I taught at charter schools in Manhattan and Brooklyn before joining Dwight in 2014, where I have taken on additional roles with each passing year.

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WHAT IS YOUR EDUCATIONAL PHILOSOPHY? I believe in holistic and experiential education.

That is to say: I want students to have a range of educational experiences that match the diversity of their skills and interests. When I hear people talk about school as though it’s not “the real world,” I want my students to know that the considerable amount of time spent in school every day is, indeed, very real and meaningful.

WHAT DO YOU HOPE STUDENTS GAIN FROM TOK? Theory of Knowledge (ToK) is a cornerstone of the IB Diploma Program designed to teach students to think critically about thinking.

During the two-year course, students examine the nature of knowledge, learn to question assumptions, and develop a broader understanding of the world in which they live. I see ToK as 50% academic analysis and 50% selfhelp, in that it can help students understand why and how they think when they solve different kinds of problems, work in different environments, or relate to different people.

The course has a great framework from which to begin, and it’s exciting to see how every student’s mind and life impact the dynamic of the course for everyone else in the room. ToK asks students to wrestle with some fundamental questions: What do we know? and How do we know? By answering what may seem like simply stated questions, students reveal a lot about who they are and how they navigate the world through some surprising, personal, and complicated responses.

WHAT WAS YOUR OWN EXPERIENCE AS A SENIOR? I was a high school senior twice! Once in New Hampshire and again in the UK. At the Holderness School in Plymouth, NH, I had a great year in which I pursued a lot of independent work in my classes, while building non-academic skills and habits that have helped me throughout my life. I graduated at 17 and took a gap year to complete my A-Levels at Blundell’s School in Devon, England, where I was a boarding student. I had received a scholarship, so at first, it seemed a great way to travel to another country, but the experience turned out to offer much more. I had only one year to complete a suite of two-year-long courses. That time was a major source of intellectual growth. It truly inspired me in so many ways as an academic, creator, athlete,

ToK asks students to wrestle with some fundamental questions: What do we know? and How do we know?

ALEXANDER CUNNINGHAM | DWIGHT TODAY

and citizen — and allowed me to graduate again at 18.

HOW DOES TEACHING INFORM YOUR WORK AS DEAN? As the main grade 12 ToK teacher, I see almost all of the seniors in my classroom and really get to know them, their personalities, strengths, and skills. This knowledge is extra beneficial both for me and my students when guiding and supporting them as their dean. I also draw on experience I have had teaching 1418 year-olds for many years, so I keep in mind the entire arc of high school — the whole journey — when supporting them as it comes to an end. If there is a common thread that guides my work, it is helping students to understand the power of taking responsibility for one’s actions and efforts, so that they can grow into the people they hope to be.

HOW DO YOU HELP SENIORS NAVIGATE MANY CHALLENGES? The best thing I can do is listen and collaborate.

I try to offer my best advice and perspective, and know that 17- and 18-year-olds don’t lack for people telling them what to do. I try to hear where they are, find out where they are trying to go, and light the way as best I can.

During this challenging year, there are things beyond students’ control at the time they want to be most in control. By having an open door, open ears, a presence in the classroom, a little bit of humor, and a clear set of operating rules, I try to help them understand how they can best use the control that they do have. At the end of the year, when we celebrate all of their achievements, we’re proud to know that we’re sending them off to embark on the next leg of their educational journey as well-prepared as possible.

TELL US ABOUT YOUR PASSION FOR KICKBOXING AND DWIGHT’S PROGRAM. I’ve been doing one kind of martial art or another since I was six years old, barring a

high school pause to play lacrosse, when I learned to use sticks instead of fists. Kickboxing — Muay Thai specifically — is arguably the most intense form of striking martial art.

The discipline plays a large role in my life.

First and foremost, it’s a visceral outlet for the intensity and competitive streak I have, which don’t factor into my work cooperating with and supporting others. Muay Thai is also a thrilling challenge and offers an opportunity for personal growth and learning. I am inspired regularly by the depth, subtlety, and creativity of the experts in the sport.

I have coached kickboxing before at other schools, but the best fit for me is doing so here at Dwight. When I first came, former P.E. teacher and Security team member, Eddie Purovic, had been running an after-school boxing program for over a decade. Despite being much better and more experienced than I am in coaching, Eddie kindly let me take over after a little while. I really enjoy sharing my passion with students, and kickboxing is a phenomenal way for a teenager to learn about him/herself, gain self-discipline and strength, relieve stress, and benefit in other positive ways.

YOUR BIO MENTIONS DOING VOICEOVER WORK …

I sang a lot in high school and college. When I voiced Audrey 2 (the carnivorous plant) in our production of Little Shop of Horrors, I was bitten by the voice-acting bug. I have narrated a few books and short pieces over the years, sometimes professionally and sometimes amateur, on stage, and recorded. Prob-

If there is a common thread that guides my work, it is helping students to understand the power of taking responsibility for one’s actions and efforts, so that they can grow into the people they hope to be. ably my most exciting voiceover job has been announcing Dwight’s global concerts in New York — and getting to hear my own voice through the speakers at Carnegie Hall! It’s been a real honor.

WHAT’S YOUR SPARK OF GENIUS? I’m fascinated by understanding, explaining, and navigating the larger dynamics of whatever context I’m working in. Whether I’m analyzing an essay, mediating a conflict, or sparring in martial arts, I’m always thinking about what everyone’s expectations are ... about how their assumptions align with the standards and rules of a given situation — or don’t. That might sound complicated, but it just means that I like to figure out what the “rules” are wherever I find myself and how to play within and improve those rules if possible.

WHAT’S A LITTLE-KNOWN FACT ABOUT YOU? Perhaps it’s that I’m a native San Diegan. Most people don’t know that, but dude, the long hair, cowboy boots as formal footwear, Baja California accent when I speak Spanish … it seems a little obvious to me!

What is obvious is that Mr. Cunningham is dedicated to lighting the way for seniors, as they finish their high school journey and prepare for all the amazing opportunities that await them!

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We had lots of fun with Augustus, the Dwight Lion, at our annual PA “Dwight on Ice” skating party!

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As the audience took their seats in Dwight’s Performing Arts Center, they also took in a slideshow of images, ranging from typewriters and records, to photos of famous writers, directors, and actors from days gone by.

been real struggles along the way, as there always are, and sometimes those challenges seem overwhelming. It is a testament to the students’ talent and dedication that we have these two comedies to present to our community.”

The visuals transported the audience back in time with cultural references that became clear with the unfolding of All in the Timing and Amateurs. Both plays were on the marquis for our Fall Mainstage Theater production, and bringing them together simultaneously was no small feat!

All in the Timing A collection of six one-act plays by David Ives, All in the Timing explores big themes — language, meaning, time, and place — all with a great deal of intelligence, a bit of absurdity, and lots of wit.

The sketches are peppered with clever wordplay, literary references, and existential ruminations about life. Performed beautifully by an ensemble of mostly tenth-grade actors, All in the Timing proved to be true to its name; each mini-comedy was perfectly calibrated.

To do so, Terry Christgau, Head of Upper School Theater Productions and the Master Theater Program, turned to former faculty member and trusted colleague, Colleen Durham, for her expertise. She directed All in the Timing; Mr. Christgau directed Amateurs — and together, they set the bar quite high for all.

“Doing two shows is harder for us older folks, but our students are hungry for this kind of experience and they make it worth it,” reports Mr. Christgau, who shared more in his program notes: “There have

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“Comedy is, in many ways, harder than drama for the actor because it is as technical as it is emotional,” says Mr. Christgau. “Instinct is not enough to perform comedy successfully; lots of technique is required, lots of repetition is a must, and timing really is everything.

From diction to the ‘music’ of a particular show and writer, students

Dwight Thespians Double Down on Technique for Two Comedic Performances

learned how to be ‘in’ their parts, while still satisfying the demands of technique so that the audience gets what they came for.”

Students were most definitely “in their parts!” From embodying the movements and echoing the sounds of chimpanzees charged with writing Hamlet in “Words, Words, Words,” to dancing a parody in “Philip Glass Buys a Loaf of Bread,” our thespians’ hard work paid off, leaving the house in stitches!

Amateurs Following intermission, the audience was transported into the living room of a cozy suburban home with wood-paneled walls and mid-century furnishings, where a couple is preparing to host a cast party. It is opening night for a musical about undertakers performed by the Timberly Troupers’ community theater company. This gathering is not the A-list affair happening across town; rather, it brings together an odd group of actors and friends, including a ventriloquist and his dummy. One guest is a noted theater critic who normally wouldn’t

review a local (read: amateur) production, but does so as a favor to his old friend, the hostess. When he is ushered out mid-party for a medical emergency, his critical take — a pan — is left behind for the group to discover.

A talented cast of students in grades 11 and 12 took on these quirky characters with gusto in playwright Tom Griffin’s comedy, which melds absurdity, irony, and humor with underlying tensions and bitter truths. Directed by Mr. Christgau, who also designed the set, the play shares some references with All in the Timing, which made the choice ideal.

Work on both shows began a few months in advance. As the performances drew closer, the actors, behind-the-scenes student crew, and adult production team dedicated increasing amounts of time and energy after school and all weekend prior to perfect every aspect of what the audience saw on stage ... and the magic of what they didn’t behind the scenes. The result was two thumbs’ up — times two!

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DWIGHT TODAY | COMMUNITY

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ALUMNI REUNION | DWIGHT TODAY

Back on Campus for

Dwight, Franklin, and Anglo-American alumni gathered to share memories, raise a glass, and reconnect. Classes ending in “4” and “9” celebrated landmark years — and everyone caught up like no time has passed! Special thanks go to our class reps and to all who joined us!

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DWIGHT TODAY | COMMUNITY

2019 FAL

H LI GH TS

Dwight School athletics IG H L

MIDDLE SCHOOL VOLLEYBALL HAD A BLAST WORKING TOGETHER TO DEVELOP SKILLS LIKE STRONG OVERHAND SERVES, CELEBRATED A THREE-GAME WINNING STREAK, AND FINISHED WITH A WINNING SEASON RECORD. JV VOLLEYBALL CLAIMED A WINNING RECORD OVER THE SECOND HALF OF THE SEASON, AFTER A TURNING POINT INSPIRED BY THE SERVING STREAKS OF EMMA LAURENCE ’23, EDEL ’25, AND AMARINA BEARD-GALATI ’24 — AND LONG PLAYS. VARSITY VOLLEYBALL WRAPPED UP A WINNING SEASON BY CLAIMING SECOND PLACE IN THE ISAL LEAGUE CHAMPIONSHIP FINALS!

MIDDLE SCHOOL CROSS COUNTRY EACH MEMBER OF THIS SMALL, BUT MIGHTY, TEAM POSTED A PERSONAL RECORD BEST EACH SUCCESSIVE TIME THEY HIT THE COURSE IN COMPETITION! VARSITY CROSS COUNTRY PLACED SECOND IN THE ACIS CHAMPIONSHIP, AND ALP ALAGOZ ’20, ALEX RICH ’21, MATTHEW ARMSTRONG ’21, FYNN HAAGEN ’21, LUCA GENDZIER-IMPERIALI ’22, AND JACK XIA ’21 ALL PLACED INDIVIDUALLY IN THE TOP TEN IN THE ISAL CHAMPIONSHIP!

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FALL ATHLETICS | DWIGHT TODAY

MIDDLE SCHOOL SOCCER POSTED A POSITIVE RECORD AND STUCK TOGETHER THROUGH EVERY CHALLENGE. JONNY GOLDENBERG ’24 AND GRANT ’25 WERE THE LEAD SCORERS WITH THREE GOALS EACH. BOYS JV SOCCER WITH THE LEADERSHIP OF ENZO PALACI ZANI ’22 AND PLAY FROM LEADING SCORER, OLIVER BARTLETT ’23, THE TEAM MADE A PLAYOFF PUSH AND HAD AN OVERALL VERY SUCCESSFUL SEASON.

BOYS VARSITY SOCCER ACHIEVED SOLID STANDING BY THE SEASON’S END AND HIGH SCORERS DANIEL GUTIERREZ ’23 AND GUSTAV ALWEN ’21 POSTED EIGHT GOALS EACH FOR THE SEASON. GIRLS VARSITY SOCCER THE TEAM MADE A STRONG BID IN THE ISAL LEAGUE PLAYOFFS, AND ISABEL BEIBOER ’22 BROKE A TEAM RECORD BY SCORING IN NINE CONSECUTIVE GAMES.

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DWIGHT TODAY | COMMUNITY

Symphony Space Concert

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ARTS R Coffeehouse

FALL ARTS | DWIGHT TODAY

ROUNDUP Conservatory Concert

Scene Night

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DWIGHT TODAY | COMMUNITY

Celebrating a Half-century

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ARTS | DWIGHT TODAY

A

milestone like this doesn’t come along every day — we’re so proud to have reached our 50th anniversary! We’re also delighted to celebrate our long-standing commitment to the School and its mission of igniting the spark of genius in every child.

Thanks to the generosity of the entire Dwight community, we’re also proud to have grown alongside the School as a partner deeply dedicated to:

Igniting Innovation Expanding Opportunities Connecting Communities

Gifts to the Foundation support:

Student Financial Aid ensuring that Dwight continues to attract the highest-caliber students from diverse backgrounds.

Faculty Professional Development allowing faculty to access career-enriching programs and bring innovation and knowledge back to the classroom.

Spark Tank Innovation Grants fostering innovation and the entrepreneurial spirit in students so they can launch their own businesses, non-profits, and products.

Join us in celebrating — and supporting the next half-century of world-class education — by making a tax-deductible gift at: at gift.dwight.edu or by calling 646.400.0314.

Thank you — and here’s to 50 more years filled with infinite sparks!

of Igniting the Spark!

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DWIGHT TODAY | ALUMNI

A record number of alumni gathered for our 2020 basketball game

Alvin Steingold ’60 writes that he retired as Director of Housing Subsidies for the City of New York in 2001, and is “living quietly in Columbia, SC, with my dog, Figgy. It would be great to see you at our 60th Dwight reunion!”

Vincent reports, “We are an editorial and design studio, curatorial team, artist duo, and experiment-focused publisher. Our purpose is to give small and/or experimental ideas, which could have a large impact, an opportunity to communicate through the print medium.

By initiating, collaborating, and co-creating, The Future publishes ideas through installations, exhibitions, researches, artist-in-residencies, and events, which inevitably lead to printed matter — books, magazines, pamphlets, etc. Based in Amsterdam, we collaborate and distribute internationally.”

Gadi Peleg ’93 and Jacob Hadjigorgeous ’02 were back on campus for a Spark Lunch, entitled “Chef ’s Table,” to share their experiences in the restaurant industry with students!

Brandon Wilson ’14 visited Dwight School Gadi, a Dwight parent, formerly Dubai last October, following volunteer work working in private equity, opened in South Africa, Kenya, and Madagascar. He Breads Bakery in 2013 to pursue his reconnected with his IB Math and Physics lifelong passion for the food business. teacher, Jaya Bhavnani, Executive Director He later opened the modern Middle Eastern restaurant, Nur; and of Dwight Global and IB Coordinator for Lamalo, a casual Midtown spot. Jacob has launched four restaurants Dwight School Dubai. She also served as on the Upper West Side: Jacob’s Pickles, Maison Pickle, Lucky Pickle advisor for Brandon’s grade 10 Personal Dumpling Co., and Tiki Chick. He is also the founder of Jacob’s Digs, a non-profit connecting restaurant industry knowledge and Project! Ms. Bhavnani reports that Brandon shared his Dwight community engagement; and has mentored Dwight sixth graders in experiences with the school community before heading to New Zealand for an outdoor sailing leadership course. Next up: Brandon our Leadership Program since 2016. joins the Peace Corps in Costa Rica.

Vincent Schipper ’03 and his fiancé, We were saddened to learn about the passing of the following alumni: Klara van Duijkeren, visited Dwight and Chancellor Spahn this fall. Vincent is livAbert Stern ’52 Franklin on June 9, 2019 ing in Amsterdam and shared his exciting Richard Scott Winkler ’75 Franklin on November 3, 2019 work with Klara as founders of Studio The Tara Isserman ’90 on January 9, 2020 Future/The Future Publishing and Printing.

Dhelon Raynold ’05 on February 9, 2020

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Send your class notes to Katya Rudnik: krudnik@dwight.edu

AGES 1 – 2.5

with a parent or caregiver

Small Wonder Summer Program June 15 – July 23, mornings | Riverside Campus Art, music, gym activities, story time, and more!

Contact: Lori Taylor, Small Wonder Program Administrator: ltaylor@dwight.edu

AGES 2.5 – 5.5 Riverside Summer Camp

Open to current students in the 2s, 3s, and pre-K programs

June 15 – July 23, 8:30 am – 1 pm | Riverside Campus Creative and performing arts, science exploration, sports, outdoor play, and more!

Contact: Clara Mendez, Summer Camp Coordinator: summeronriverside@dwight.edu

AGES 4 – 5

entering pre-K and K in 2020

Discovery Camp: Pre-K and K

June 15 – August 14 | D wight Summer Camp on Riverside Campus

AGES 6 – 12

Explorers Camp: Grades 1-2 Adventure Camp: Grades 3-6

Sports Camp: Grades 1-6 Spark Camps: Grades 1-6

June 15 – August 21 | D wight Summer Camp at the Dwight School Athletic Center Day passes are available Mix and match weeks — and make summer your own!

Contact: Mercedes Knibbs, Camp Director: campdirector@dwight.edu

Making friends in preschool is easy for two students in our Class of 2034!