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No Roadmap Required: Exploring Passions in Capstone Lab
The Capstone Lab experience at Peck is a microcosm of the real world: eighth-graders are invited to try something new for which there may be no roadmap.
“The Capstone Lab is an invitation to try to articulate what kids are excited about,” said Chris Weaver, Peck’s director of curriculum and faculty development. “It’s also a chance to go beyond articulating and do something about it. That’s something we don’t often ask eighth graders to do.”
Students spend one 45-min class period per week for their entire culminating year at Peck engaged in the Capstone Lab. The lab is a space that provides opportunity for experimentation, observation, and practice. Participants are asked to contemplate how they can make a difference, solve a problem, or grow as learners throughout the development of a big project. Students set their own classwork and homework, write their own report cards, and enlist the help of a number of people outside the class.
“During this project I learned to set more realistic goals,” said Christina Silva ’22. “I set out to animate an entire film and in the beginning that was daunting, so I didn’t get much done. Mr. Weaver taught me how to make a step-by-step plan, set more manageable goals, and to keep moving, which is a really useful thing in life.”
Alex MacVicar ’22: Writing the First Draft of a Novel
Alex, an avid reader and writer, decided to use the creative freedom afforded by Capstone to write a 100-page draft of her first novel. Alex said before she could sit down and write, she had to research how to make dynamic characters and how to craft natural dialogue. Her capstone project has taught her that when she’s faced with writer’s block, it’s always better to stop, take a break, and come back towriting later.
“I definitely have a lot more respect for authors than I did before. I didn’t consider how challenging it was going to be. I knew it took authors years to write, but I didn’t understand the process.”
Sahil Shah ’22: Understanding Cryptocurrency
Sahil put his money where his mouth is when he researched and invested his own money in cryptocurrency. Sahil said he learned a lot about how crypto companies compare to more traditional investments, like the stock market, in returns and volatility, especially during a time of crisis. While some capstone projects have a clear beginning, middle, and end, Sahil said his adventure with cryptocurrency may just be beginning, as he believes crypto is the future of money.
“The capstone project really sparks your interest in something.”
SOPHIA KANOWITZ ’22: Coding an App: Mood Music
Sophia Kanowitz set out to build a mobile app, and that’s justwhat she did. While originally intended as a game, Sophiaresearched, coded, and tested an app to play music based onmood. A longtime tech enthusiast, she said she found thecapstone experience challenging yet rewarding. The processof entering code can involve a lot of problem solving when theprogram doesn’t work and it’s unclear why. Sophia is consideringcontinuing work on her app prototype next year as a student atthe Morristown High School STEM Academy.
“The capstone project is really rewarding because you get to learn something that you wouldn’t typically learn in class. That’s really valuable, especially when it’s something special to you.”
THOMAS IOSSA ’22: Peck Athletics Uniform Design
Thomas Iossa, working closely with the Athletics Department,designed new uniforms for both the coeducational ice hockeyteam and the boys lacrosse team. While several sports at Peckhave had uniform upgrades in the past few years, Thomas felt hecould optimize the gear for hockey and lacrosse with lightweightmaterials. Thomas said he learned a lot about what it’s like towork with clients on a design project.
“I learned a lot about how to meet the needs of a customer while still staying true to my own design style.”
SADIE BOLTON ’22: Bon Voyage
Sadie Bolton, who has been sailing since age seven, designed acapstone project that incorporated her love of the water and thesport of sailing. Sadie took used sails from her family’s garageand taught herself how to sew them into a variety of items suchas pillows, bags, wallets, and seat cushions for wooden stools.Through this endeavor, Sadie said she not only learned a greatlife skill in sewing, but she also learned about sales, marketing,and some of the barriers to starting a business. Sadie also plans todonate one of her stools to Peck for students to enjoy for yearsto come.
“The capstone project really helps you in the real world because I not only learned how to sew, but I learned how to market my products.”
CHASE CIGNARELLA ’22: Fostering Kittens
Chase Cignarella has always had cats. A few years ago, Chaseand his family began fostering kittens after they discovered acommunity of feral cats in their neighborhood. When it cametime to choose a capstone project, Chase said he immediatelythought about fostering again. Partnering with St. Hubert’sAnimal Welfare Center in Madison, Chase is currently fosteringthree kittens and their mom until they are ready to be adopted.He also said he plans to continue fostering in the future.
“Fostering kittens is challenging because there’s usually always something medically wrong with at least one or two kittens, having been born feral and not taken care of. It’s also really hard to say goodbye to them when they get adopted!”
