October/November
Volume 34, Issue 2
The
Meadows Mirror P hysical Education Edition
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Fall Festival Poster Contest Winners
Reserve Winner: Skylen L. Grand Reserve Winner: Noor K.
On Promoting a Love of Learning by Jeremy Gregersen, Head of School
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he past few years, I have had the opportunity to teach an advanced Upper School seminar called “Moby Dick and the Nineteenth Century Scientific Imagination.” Part of my background is in the study of American literature, so teaching the course is an opportunity for me to share my love for the literature of a particular period with our students. My students, however, often joke that teaching the class is just an excuse for me to read Moby Dick again and again, and they rib me about my overblown love for Melville’s masterpiece.
Indeed, I make no secret of my belief that Moby Dick is not just THE great American novel, but that it’s the finest piece of writing ever produced in English. (This, of course, is the kind of hyperbole that drives teenagers to mock me mercilessly. Heaven forbid they ever posit such a heartfelt opinion, for fear of online mockery and flame wars!) This love of mine for the pursuit of the white whale, I’m sure, is what drove a former student, Elissa L. ’10, to reach out to me last week. It seems she had decided to read Moby Dick for the first time, and she wondered if I could give her some pointers. “Pointers?” I said, “Why don’t you sit in on my class? Students have just read the first eight chapters.” Elissa made time to come to campus the next morning and sat in on my five-student class. She spent most of the hour listening to me and my students, but when she offered an opinion or a suggestion regarding Ishmael or his friendship with Queequeg, it was with a deep understanding of the philosophical underpinnings of the novel. Elissa, after all, has a bachelor’s degree in philosophy.
Front Row: Gia S., Cadence L., Jocelyn C., Tobe E., Tahlia E., Somi S., Rie B., Cade S., and Ava Rose D. Middle Row: Aliana B., Jerrell T., Cameron P., Remi R., Genevieve G., Allyn Marie C., Tatum G., Gabriella P., and Kate V. Back Row: Taylor M., Jacob G., Epiphany S., Patricia D., Anthony T., Tatiana L., Miranda S., Chloe T., and Noor K. Not Pictured: Ryan Z.
In the days that followed that class visit, my students suggested a few things. First, they thought it was interesting to have had the opportunity to share a table with someone who had been in their shoes “so long ago.” They were also a little bit intimidated to have a second “advanced” reader in the room, but got a lot out of Elissa’s contributions. The most important lesson my students could have learned from Elissa, however, is not about Moby Dick at all. It has everything to do with the fact that this alumna, a young woman with a B.A., busily pursuing a Master’s of Clinical Mental Health Studies at Northwestern University, would take the time to read Moby Dick on her own, on purpose.
Front Row: Angeline F., London G., Jack F., Jemma M., Alex R., Ella M., Madeleine M., Zoe G., and Savannah E. Middle Row: Brody B., Sophia L., Zareena K., Bella Z., Ruby O., Evana B., Ella P., Sahej S., and Ava V. Back Row: Chanel C., Siona P., Ella C., Ethan F., Skylen L., Nicolette T., Caroline S., Nina D., and James P. Not Pictured: Charlie A.
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It’s not an easy novel to read, to be sure. But Elissa’s desire to continue to pursue higher academic inquiry is of a piece with what I’ve known about our alumni for over a decade. Graduates of The Meadows School have something special; they have been trained from a very young age to love learning for its own sake,and to understand the joy that comes from bettering themselves intellectually. It’s a part of our mission that I’m most inspired by, and I was pleased to be reminded of just how impressive our graduates are--and how much more impressive they become when they go out into the world as a result of the foundation they build here on Scholar Lane.
Upper School Physical Education by Kim Jacobs, Athletic Trainer
At The Meadows School, we believe that physical education is an integral component of a student’s education and well-being. There are many studies which show that physical activity and “exercise in almost any form can act as a stress reliever. Being active can boost your feel-good endorphins and distract you from daily worries” (MayoClinic.org). To this end, TMS offers Personal Fitness and Sports Medicine courses four days a week in the Key Fechser weight room. These courses are designed to teach students proper weightlifting techniques along with the different types of weight training styles such as machine weights, free weights, kettlebells, stability ball, and body weight training. Students can also participate in team activities which will include ultimate frisbee, volleyball, basketball, and tennis.
TMS’s Upper School physical education courses are available to everyone and are aimed to help our students become more active during their time at the School and, hopefully, to help our students evolve into happier, healthier adults. Please encourage your child to be physically active and to take part in the physical education courses at TMS.
The Sports Medicine course is for students interested in the prevention and care of sports injuries. For example, the discussions include topics such as the anatomy of commonly injured areas of the body (i.e. ankle, knee, shoulder, elbow, etc.). Students will also discuss the types of injuries and rehabilitation needed to return to play. Along with injury rehabilitation protocols, the class learns proper taping techniques. This class is mostly lectured-based though it also includes physical activities such as weightlifting, walking or jogging on the treadmills, volleyball, basketball, tennis, and other team activities.
A Look From Within the Middle School Physical Education Department by Stephanie Heller, Middle School Physical Education/Health Instructor
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iddle School students benefit from daily exercise during physical education class. Health benefits range from stronger muscles and bones, increased coordination, flexibility, and energy, to enhanced skill and fundamental development. In physical education class, we encourage students to demonstrate appropriate strategies, rules, behavior, and relationships during physical activity. Students also learn to identify and apply social concepts and lifelong traits through sport and competition with compassion, honesty, fairness, cooperation, respect, and self-discipline. The Middle School physical education curriculum exposes students to various lifetime sport activities such as tennis, badminton, pickle ball, and ultimate frisbee, just to mention a few. Students are also given the opportunity to participate in other team sports such as basketball, volleyball, whiffle ball, floor hockey, soccer, flag football, and speedball. Physical education instructors introduce the fundamentals of each sport and incorporate lead-up drills specific to each team sport. Each day, our goal is to promote the value of physical activity and its contribution to lifelong health and wellbeing for each student we see in our classroom. Physical education class is an exciting and competitive environment that can give each student the opportunity to develop and improve various physical, social, and emotional traits.
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A Look at the Lower School Physical Education Department by Melissa Wolfbrandt and Catherine McBride, Lower School Physical Education Teachers
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ur Lower School physical education program provides students at various stages of skill mastery the opportunity to enjoy a positive experience while playing many creative games. Individual and group activities provided during our 30-minute classes are designed to improve sports-related skills, cardiovascular endurance, and physical fitness. P.E. is so popular in Lower School that classes enthusiastically cheer when they are given “an extra P.E.” Lower School P.E. is fun, vigorous, and inclusive. Beginning in kindergarten, students learn to play kickball, 4-square, jump-rope, and a Meadows favorite, wall ball. Skill development at all grade levels includes throwing, catching, and kicking a ball. Each year, Mrs. Wolfbrandt challenges her first graders to hit with a tennis ball a target that is 10 to 15 yards away. The target is Mrs. Wolfbrandt. She hasn’t been hit yet. By second grade, students’ throwing and
kicking accuracy improves significantly. Second grade students in Ms. McBride’s class love scooter races in the gym and capture the flag. Kindergarten children enjoy the YMCA dance they learned in P.E. so much, they will continue to ask “Can we do it again?” for months. Importantly, students learn self-governance and the value of fair play. Winning isn’t everything, which means students often do not keep score during lunchtime kickball games. Students learn techniques to resolve conflict including rock, paper, scissors when they do not agree. Social skills learned in P.E. involve winning and losing graciously, taking turns, playing by the rules, and cheering for friends. Most importantly, students enjoy daily physical activity while having fun.
Inspired by the Trick-or-Treat for UNICEF project, Mark ’29, Alena ’25, and Anna W. ’25 organized a lemonade stand to benefit the charity outside of school. In total they raised an additional $179.
Mustangs for Others Since 2004, the Lower School has participated in Trick-or-Treat for UNICEF, an organization that strives to improve the lives of children all over the world through important initiatives ranging from providing clean drinking water to disaster relief. Ms. Brennan’s class coordinates the program in the Lower School with students helping take on the responsibility of tallying the money raised. This year, the class is proud to announce they raised $2,200!
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The Benefits of Movement in School
Creative Movement Class
by Edit Lalli, Beginning School Teacher
by Daryl Gross, Beginning School Teacher
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“S
ccording to the American Academy of Pediatrics, regularlyscheduled physical activity provides benefits in many areas of child development, such as cognitive, social-emotional, and physical development. Research has shown that regular movement breaks can increase focus and attention in children. At the Beginning School, students have multiple opportunities to get out of their seats or classrooms and have movement breaks in addition to the recess and P.E. (creative movement) time. The teachers at the Beginning School recognize the benefits of incorporating movement breaks in their curriculum. Our young children have short attention spans and plenty of energy. We understand that students often learn better by doing. Allowing them to move around helps them to retain information, and it reduces behavior problems in the classrooms. In our classrooms, we allow children to have some time every day in their learning centers that is not teacher directed. During this period of time, they are in control of their movements, their decision making, and their negotiating with their peers.
pecials” occur two times per week in Beginning School. Creative Movement is one of three rotations during “Specials.” We focus on body awareness while teaching gross motor movements such as marching, galloping, skipping, and hopping. Some of the ball-handling skills children learn are bouncing, throwing, catching, and kicking the ball. Four square, throwing the basketball into a hoop, and kicking a soccer ball into a goal are examples of how these skills are practiced. One of the favorite units during the year is yoga! Students learn a variety of poses which imitate animals, plants, and objects in our environment. Yoga, along with learning to walk on the balance beam, helps develop coordination and balance. Games such as duck duck goose, relay races, and “musical” hula hoops are fun activities which introduce the concept of good sportsmanship. The teachers love seeing our students get so excited for physical activity during Creative Movement!
Movement breaks do not require a lot of space, time, or money to implement. Allowing children to be able to move around between lessons can be very beneficial for their learning and their behavior in school. (reference: Fiore, N. (2014) “The benefits of movement in schools.” The Creativity Post.)
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Good Citizen Award Recipients This award is given to students who go above and beyond to show compassion and be productive members of the increasingly global society of the 21st century. The following students were awarded the Good Citizen Award in October. • • • • • •
Siona P. ’26 Emma C. ’26 Lucca S. ’26 Laila A. ’28 Olivia L. ’28 Vivienne G. ’30
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Tristan T. ’30 Melissa B. ’30 Connor A. ’25 Chloe T. ’25 Tatum G. ’27 Olivia E. ’27
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Piper K. ’27 Maia D. ’29 Somi S. ’29 Liliana W. ’29 Holland B. ’28 Sabrina K. ’30
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Madeleine M. ’30 Milly P. ’27 Ryan A. ’27 Tahlia E. ’29 Daniel N. ’29 Dean T. ’29
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Danielle M. Isabella M. Alexander M. Alexanna M. Jacqueline R. Talia S. Claire S. Emma T. Justin V. Vanessa V. Julia W. Tianhao Z. Matthew Z.
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Ainsley F. Justin H. Sofia K. Veena K. Patrick K. Sophia L. Adriana M. Anna M. Jonathan M. Rahul M. Kristine N. Jenna O. Nishelle P. Nashrah Q. Niccolo R. Rachel R. Melanie R. Hailey S. Mathew S. Lyla W. Madelyn W. Luke Y. Erica Y. Lauren Z.
Middle School First Quarter Honor Roll - Honors Class of 2024 • Laura C. • Lian C. • Karolina D. • Skye D. • Yasamin G. • Ryan H. • Cole K. • Brandon L. • Morgan L. • Lana L. • Laasya M. • Lea M. • Reza N. • Gia O.
• Williams Q. • Naveerah Q. • Julian T. • Benjamin V. • Brandon Y. Class of 2023 • Faris A. • Aashman B. • Benjamin E. • Sean G. • Andrew K. • Phillippe K. • John M. • Zack R.
• Brandon R. • Riley S. • Malia T. Class of 2022 • Jaz A. • Elizabeth B. • Alexander C. • Roman C. • Lauren E. • Brooke F. • Julia G. • Raffi H. • Marcus L.
Middle School First Quarter Honor Roll - High Honors
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Class of 2024 • Evan B. • Robert B. • Dylan B. • Meher D. • Jake E. • Alexa G. • Benjamin G. • Isabella H. • Athena H. • Payton H. • Alexander L. • Joanna M. • Raunaq M. • David M. • Ryan N. • Zachary N. • Mizara N. • Rocco S. • Aanya S. • Sophie S. • Zaan T. • Michael T. • Cole V. • India V. • Mariam W.
• Beverly W. • Zoe Z. Class of 2023 • Shazray A. • Joseph B. • Brinley B. • Kyra Leigh B. • David C. • Jasmine C. • Amy C. • Manat C. • Iris C. • Peter D. • Sanjana D. • Elizabeth D. • Emily E. • Chloe G. • Madeline H. • Ashley H. • Sabrinna I. • Mandalay L. • Cody L. • Caroline L. • Sam L. • Leighton L.
• Julianna L. • Sophie M. • Dagny M. • Colton M. • Noor N. • Sierra N. • Campbell N. • Karissa N. • Alberto P. • Dominic P. • Phoebe S. • Bree S. • Sydney S. • Christopher S. • Edwina S. • Ellen S. • Elle T. • Lynsey T. • Lauren W. Class of 2022 • Amanda A. • Jacqueline B. • Elizabeth B. • Amira B. • Corey B.
Congratulations to Veronica J. ’18 On Thursday, November 9th, Meadows Senior and Super Lifer Veronica J. signed her National Letter of Intent with the University of Nevada, Las Vegas. Veronica has been offered a full ride athletic scholarship to play golf for the Rebels beginning in the Fall of 2018. UNLV boasts a Top 25 Division I golf program and hopes to continue that success with Veronica on the roster.
Eliana C. ’13 One of Nine Named Finalists for the 2017 Woman of the Year Award While attending Kenyon College, Eliana earned a 3.96 GPA as a physics major in addition to competing regularly with the Kenyon Swim Team in the 400-yard individual medley and the 200-yard breaststroke. During her time at Kenyon, Eliana was awarded four CSCAA All-America honors, and received the 2017 Stephen E. Bennett Memorial Award
Credit: NCAA
2017-2018 National Merit Semifinalists CONGRATULATIONS TO: Celia A. ’18 Lindsay H. ’18 Jeffrey N. ’18 Joshua O. ’18 Garrison R. ’18
Congratulations to our Varsity Volleyball Team for winning 1st place in the Regional Tournament!
2017-2018 National Merit Commended CONGRATULATIONS TO: Chowdhury A. ’18 Brooke S. ’18
2017-2018 National Hispanic Scholars CONGRATULATIONS TO: Lindsay H. ’18 Daniel P. ’18 Gina R. ’18 Talia S. ’18
Congratulations to our 5th/6th Grade Boys Flag Football Team for winning the league championship!
Congratulations to the Newest National Junior Honor Society Inductees!
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Shakespearean Fun For All !! by E’Dawn Severance-Burris, Theatre Teacher
The Meadows Theatre Department traveled to Cedar City, Utah for the USF/SUU Shakespeare Competition on Friday, September 29. Upper and Middle school students departed for a two-day Shakespearean experience. Over 3,000 students from Utah, Arizona, California, Idaho, Wisconsin, and Nevada competed at this year’s event held on the campus of Southern Utah University and the new Utah Shakespeare Festival grounds across the street. The girls of Encore shared a swing rendition of “A Lover and His Lass” for the Minstrel portion where they received a 1, being the highest rating a group can receive. Theatre performers competed in monologues, duo scene, or group categories and were judged by professional actors and directors who spent time after each round leading feedback exercises on the pieces presented. The Upper School collectively scored high enough to receive a 3rd Place Sweepstakes Award in the Essex Division which consists of many performing arts high schools. When the competition concluded, Meadows students were able to sit, relax and enjoy the USF production of The Tavern, a fun and farcical way to end a very full weekend endeavor. Upper School, ESSEX DIVISION 3rd Place Sweepstakes Team!
Duo & Trio Scene: A Twelfth Night, Olivia by Alexis J. ’19 & Viola/Cessario by Anna A. ’19 Othello, Desdemona by Sire P. ’20 & Emilia by Bentley J. ’20 Group Scene: A Midsummer Night’s Dream, Oberon by Julius S. ’19, Puck by Giselle K. ’20, Helena by Samantha S.’18, Demetrius by Tanner R. ’19, Hermia by Katie O. ’18, Lysander by Justin B. ’19 Minstrel: A Lover and His Lass, song by Cesira Cook ’21, Amelia Heimerman ’21, Isabella Monroe ’21, Grace Reidy ’21, accompanied by Michelle Luh ’21 on the melodica Middle School, STRATFORD DIVISION Monologues: Romeo & Juliet: Juliet by Peyton H. ’24 Duo & Trio Scene: Much Ado About Nothing: Hero by Anna M. ’23, Ursula by Maddie H. ’23, and Beatrice by Nishelle P. ’22 Group Scene: Much Ado About Nothing: Don Pedro by Sophia L. ’22, Hero by Talia S. ’22, Balthasar by Oliver S. ’23, Margaret by Melanie R. ’22, Benedick by Luke Y. ’22, Beatrice by Jacqueline R. ’22, Ursula by Veena K. ’22, Antonio by Nishelle P. ’22, Claudio by Justin V. ’22, Borachio by Jordyn F. ’23, Don Jon by Aashman B. ’23, and Leonato by Emily E.’23
Monologues: Henry IV, Joan of Arc by Samantha S. ’18 Richard III, Queen Margaret by Korie O. ’18 Richard III, Richard III by Justin B. ’19
The Meadows School 8601 Scholar Lane Las Vegas, Nevada 89128 www.TheMeadowsSchool.org
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Vol. 34. 2, Physical Education Edition