The Willows Voice Magazine Summer 2013

discovery Discover Your World

Global Learning Discover Yourself

Self-Portrait Photography & Painting Discover Your Environment

Earth Day Celebration www.thewillows.org

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S U M M E R 2 0 1 3 | D I S C OV E R

The Willows winter summer2013 2013

discovery table of contents 1

Message from Lisa Rosenstein Head of School The Joy of Discovery

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A Journey of Discovery Lessons in the Writing Process

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Discover Your World

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Discovering Together Family Nights and Professional Development

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Discover Yourself Self-Portrait Photography & Painting

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Discover Your Inner Maker Fifth Graders and the iCreate Challenge

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Meet Our Design Team Designing The World of The Willows

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Discover Your Body...And How It Works Kindergarten—A Hands-On Experience

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Discover Your Environment Earth Day Celebration

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Discover Your Passions Enriching Lives with Enrichment Classes

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Discover Your Strengths A Middle School Q & A

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Alumni Spotlight

20

Alumni Now & Then High School Acceptances, College Acceptances

Education doesn’t need to be reformed-it needs to be transformed. The key is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.

Sir Ken Robinson, PhD International Leader in Education

the joy of discovery

DISCOVERY

MESSAGE FROM LISA ROSENSTEIN, HEAD OF SCHOOL

Aha! the joy of discovery

T

he “aha moment”—the gasp of recognition, the feeling that everything is suddenly in focus, the sense that, finally, you “get it.”

Lisa Rosenstein Head of School The Willows Community School

“The art of teaching is the art of assisting discovery.”

–Mark Van Doren American Writer

Watching students experience their own moments of discovery—whether they’re learning to read, solving a math problem, composing a song, or shooting a basketball— is so rewarding to an educator. Willows’ teachers regularly share their stories of students’ exciting aha moments.

Keep in mind that you can’t have an aha moment without what comes before: challenge, struggle, confusion—and hard work. You need grit to power through the effortful work of learning. So, for teachers, this is our challenge: how do we make the process of discovery as joyful as the “aha moment” itself?

One strategy is to change the way we think about intelligence and learning. In her book Mindset, Stanford University professor and educator Carol Dweck presents two frames of mind that she labels the “fixed mindset” and the “growth mindset.” Children with a fixed mindset believe intelligence is a “yes or no” option: you either possess it, or you don’t. Your success in school is due to your innate abilities rather than your own efforts. If you answer a question wrong, it’s because you’re not smart; there’s nothing you can do about it. End of story.

Children with a growth mindset, on the other hand, believe that with focus and hard work, they can make themselves smarter. In Dweck’s words, they understand that people are “in charge of their own intelligence. Being smart—and staying smart—is not just a gift…it is very much a product of what they put into it.”

We believe a growth mindset is essential to learning. Children who believe that hard work will bring them success are more likely to persevere, to struggle—and to experience joy not just in the “aha moment,” but the process of discovery. A growth mindset gives students the strength to discover, to try, to stumble but rise with the determination and resilience that leads to success.

Willows’ teachers assist daily in this process, designing projects and hands-on experiences like working with Bee-bots (programmable robots) in kindergarten or creating new inventions in the iLab in fifth grade. Our teachers mentor, guide, and support—they know when to give just enough space so students can struggle, become more independent, and learn from their mistakes.

In this way, we help our students become lifelong learners, who think critically and solve problems creatively—but who also see learning as a process of discovery that brings them joy and a true sense of accomplishment.

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A Journey of

Discovery Lessons in the Writing Process

A Guide to Minecraft

The Basic Book of Horses

Stupendous Sticks

Don’t try to find these books at your local Barnes and Noble, or even at Amazon.com—yet. These books are only available in The Willows’ second and third grade classrooms. Why? Because they were written by our very own students.

An explosion of writing has occurred in the Lower School classrooms as our teachers seek to broaden and deepen the writing program. “Writing has always been an integral part of our language arts curriculum,” says Lower School Director Terri Baird, “but the teachers were inspired this year to make writing even more relevant to our students’ lives.”

Last summer, Lower School teachers Dakota Smith and Samantha Pack attended a weeklong course at Columbia Teachers College focusing on Lucy Calkins’ “Writing Workshop” approach.

Lucy Calkins is the Founding Director of the Teachers College Reading and Writing Project, as well as the Robinson Professor in Children’s Literature at Teachers College, where she co-directs the Literacy Specialist Program. Dakota and Sam discovered strategies to further develop young writers and brought these tools back to The Willows to share with their colleagues.

“The goal of the Writing Workshop approach,” says Sam, “is to foster lifelong writers. “We want our students to make writing a priority and to focus on the process more than the product. We also want students to write about their own lives, and about topics that matter to them. If they care about what they write, they’ll become better writers.”

#1

The first—and most important—step: make time for writing! In second and third grade this year, teachers are devoting a significant part of the school day to writing: 45 minutes a day, four times a week. Teachers zoom in on specific writing units addressing different genres of writing, such as personal narratives, fiction, and informational writing.

#2

Another important factor for students: choose what you want to write. “We don’t tell them what to write,” Sam explains. “The students brainstorm seed ideas—it’s important to give them that agency.” When second and third graders wrote informational books on a topic, for example, teachers encouraged them to select topics reflecting their personal passions and expertise—hence, kid-friendly titles: bracelet making, horses, football, Minecraft—and yes, sticks.

#3

The third tool: use a consistent writing process.

The Writing Workshop approach emphasizes the phases of writing—from brainstorming and journaling to drafting and revising—so students will gradually internalize these steps as they become more independent. “We’ve spent a great deal of time this year helping students understand what it means to revise and make big changes,” Dakota says. “All kinds of tools are available for revision: sticky notes, colored pens, and we’ve encouraged students to literally cut and paste as they modify their work. It’s become a badge of honor for their rough drafts to look completely messy, with stickies and arrows and stars.”

Writing Workshop is also an exciting and absorbing process for our faculty. Teachers formed a “writing inquiry group” that meets regularly to identify new ways to integrate the program across grades.

“We’re examining the key topics to cover in each grade, so we’re looping without being repetitive,” Dakota says. “The goal is to build skills progressively so student writers gain independence and their work becomes more sophisticated.”

Most importantly, says Dakota, “it’s about making a commitment to writing every day, so our students understand that writing is a process. We want them to understand that the first pass at an assignment isn’t ‘it’—it’s just the beginning.”

Developmental Kindergarten Super Hero Comic Strips

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As part of their Super Hero unit, DK students choose a name and a super power for themselves and create comic strips using the software program Comic Life. In preparation for their comic strips, students observed and discussed the differences between comics and stories and read fiction and non-fiction books such as The Adventures of Sparrow Boy by Brian Pinkney and My Dad is a Super Hero by Lily Lexington. Then students dictated their comic strip focusing on a beginning, middle, and end and using phrases for each frame such as “In the beginning,” “and then,” and “finally.”

the joy of discovery

DISCOVERY

“ Children not only deserve daily opportunities to write something that exists in the world—they also deserve opportunities to write for someone—for readers who will respond to what they have written.”

– Lucy Calkins, Founding Director of the Teachers College Reading and Writing Project

The Willows summer 2013

Discover Your World Each year, The Willows is home to a thriving African marketplace, where students taste savory foods, listen to folktales, see traditional clothing, and learn more about the diversity of cultures and people living on the African continent.

The marketplace, completely designed and operated by seventh graders, is a highlight of the school year and just one example of global learning at The Willows.

What is Global Learning?

Global learning is, by definition, a big idea! As Head of School Lisa Rosenstein explains, “No one lives in a vacuum. Our students will be part of many different communities throughout their lives—their family community, their geographic community, their cultural community, the world community,” she says. “Young people need to understand how different communities

work in order to appreciate interconnectedness and an individual’s impact.”

Global learning differs depending on the age of the student.

Most importantly children need to learn about their world in a developmentally appropriate way that offers perspectives relevant to their own lives.

Chinese New Year Celebration with Lion Dancer

the joy of discovery

DISCOVERY

“The voyage of discovery is not in seeking new landscapes but in having new eyes.”

- French author and essayist Marcel Proust

African Marketplace

Native American Photographic Portrait Study

Overnight Field Trip

City Hall – Third Grade Study of Famous Landmarks

Expanding Horizons For our youngest students in DK and Kindergarten, the world beyond begins with home and family, which explains why the kindergarteners’ unit on homes is so successful. “The students are curious to learn how their classmates live and to discover different kinds of homes around the world,” says Lower School Director Terri Baird. To culminate the unit, kindergarten students design and build a “dream home” that reflects their personal interests and passions.

In first and second grade, horizons expand as students observe the natural world through units on insects and ocean life.

Second graders also “tour the world” by looking at international folktales, exploring the ways cultural groups practice traditions.

In the middle years, students expand their horizons as third graders become experts on the city of Los Angeles. Living in urban L.A. provides numerous opportunities to discover the world beyond from close to home. Field trips to Watts Towers and Olvera Street (a Mexican marketplace in the oldest part of Downtown Los Angeles) introduce students to the huge range of cultures within our city community.

As fourth graders, students explore California history and geography; their investigation into the state’s natural habitats and wildlife expands the notion of “community.” “As students’ critical thinking skills develop, their ability to understand the role as an individual within many different kinds of communities increases,” Terri says. “This focus makes each unit of study more meaningful.”

Global Learning and Leadership The seventh grade African marketplace project exemplifies how our teachers use hands-on projects to personally connect students to their learning. The seventh grade students explore Africa through two lenses—the continent as a geopolitical organization of countries and as a set of distinct cultural groups. For the marketplace project, students collaborate in small groups to deeply focus on a specific group of African people and aspects of their history, religion, economy, traditions, and culture.

Seventh grade teacher Steve Futterman points out that the interactive element makes the marketplace so successful. “The students are responsible for facilitating each other’s learning in a ‘jigsaw’ format,” Steve says. “As each group creates its own marketplace booth, the students must consider the essential elements of each group’s culture that can be shared through “tangibles” like food, clothing, and artifacts, as well as presentational aspects like music and dance.”

This year, Steve introduced a leadership element to the unit.

Each marketplace group selected a folk tale from their region, adapted it as a short play, and presented it in the Lower School classrooms. The performances were followed by discussions with the younger students about the message and moral of each story.

“The seventh graders were so excited to share their knowledge,” Steve says, “and to model this kind of critical thinking for the younger students.”

To view Steve Futterman’s Interview on The Willows website visit: http://www.thewillows.org/about-us/faculty/meet-our-faculty/ index.aspx

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The Willows summer 2013

Family Nights & Professional Development

Family Nights at The Willows!

The joy of discovery isn’t just for students—it’s for families, too! During our traditional Family Nights, faculty share teaching resources and strategies in a setting where the learning process is exciting.

At our inaugural Family Latin Night in January, families were treated to a host of hands-on historical experiences. “Our goal is to make the study of Latin come alive for parents and siblings, just as we do every day for students in the classroom,” says Latin teacher Kyle Smith.

Sixth graders costumed as heroes from Greek mythology circulated through the crowd telling their stories, while eighth graders portrayed characters from the Roman Empire. Other students manned booths introducing guests to varied aspects of Latin study.

Activities included interactive Latin learning stations in the iLab, a booth featuring the Certamen test taken by The Willows’ Junior Classical League team, and a catapult showcasing Roman engineering. Guests interested in a “full-immersion” experience could don togas and use green screen technology to take photos in the simulated Roman Forum. There were also opportunities for Roman-style recreation, including Roman dice games, storytellers—and of course, delicious Roman pizza!

At this year's Family Arts Night, Willows families celebrated student achievements in visual arts, music, and dance. Visitors enjoyed galleries of student art including painting, sculpture, and photography, and they were invited to take part in hands-on art activities designed to give visitors a “taste” of a Willows art class.

Highlights of the evening included a drum circle led by Dana Hamm, teacher of the Enrichment Class Drum and Percussion Program, the debut performance of The Willows Lower and Middle School String Orchestra, and performances from The Willows’ musical ensembles and Dance Company—whose dancers wore student-made light-up costumes (story on page 10).

“These evenings are such an entertaining way to build the home-school connection.” says Head of School Lisa Rosenstein. “We hope families come away with a deeper understanding of how students learn at The Willows—and perhaps the discovery of a new interest!”

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To read an interview with Latin teacher Kyle Smith visit The Willows website: http://www.thewillows.org/about-us/faculty/meet-our-faculty/index.aspx

the joy of discovery

DISCOVERY

Professional Development Update Willows teachers continue to discover together through The Willows’ in-house professional development program, Willows Academy: Teachers Teaching Teachers, where teachers share strategies and expertise.

Small groups of teachers have been gathering regularly for Learning Lunches, a monthly program where teachers watch an education-related presentation and discuss its classroom applications.

Lower School teacher Jo Ben Whittenburg reports that the meetings are a great opportunity for teachers to stay current on educational issues and trends. “Usually we watch an education-related TED Talk such as the talk by 2013 TED Prize Winner Sugata Mitra,” he says.

“We normally have 10-12 participants, with attendance from teachers from DK through eighth grade,” he adds, “which generates interesting conversations about how these ideas apply to various age groups.”

Willows teachers also continue to research by participating in Teacher Inquiry Groups to address common issues and questions that affect the learning taking place in their classrooms. One group, made up of Jo Ben, kindergarten teacher Sarah Marcus, and an occupational therapist, is designing small-group interventions for kindergarten students who struggle to develop fine motor skills.

Another group of six teachers is examining the Lower School writing program, exploring ways to incorporate the Lucy Calkins Writing Workshop approach across the grades (story on page 2 of this issue) to ensure that students are building skills steadily as they progress from grade to grade.

“Our faculty loves these opportunities to grow,” Jo Ben says, “and teachers who participate comment that they see immediate changes in how they work with students in the classroom. The teachers really embrace the time to explore new perspectives and approaches.”

To learn more about Professional Development visit The Willows website faculty page: http://www.thewillows.org/about-us/faculty/index.aspx

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The Willows summer 2013

Discover Yourself:

“Painting

is self-discovery.

Every good artist paints what he is. ” – Jackson Pollock, American artist

the joy of discovery

DISCOVERY

Self Portrait Photography & Painting “ No one remains quite what he was when he recognizes himself. ” –Thomas Mann, German writer

*All artwork by Willows students.

The Willows summer 2013

Discover Your Inner Maker T Fifth Graders and the iCreate Challenge

hink of something you’d like to make or build for the first time. Then imagine you have a lab space filled with supplies and a team of mentor teachers ready to help you make your plan a reality. Now…

Go make it!

Our fifth graders recently faced this very challenge. They spent the year immersed in a project teachers dubbed “iCreate,” with the goal of fostering student creativity, problem solving, and design thinking.

In collaboration with Technology Director Amy Dugré, the fifth grade teachers set aside a block of time each week for students to gather in The Willows’ iLab space to imagine, plan, build, and test their creations.

Fifth grade teacher Alex Wolfe explains that the initiative was inspired by the “project time” Willows students have in first and second grade and the Reggio Emilia approach to teaching, which suggests that children benefit from blocks of time to explore and express themselves. “First and foremost, we want students to create— and to make time for something they didn’t already have time for in their lives,” she says.

The teachers launched the project by presenting a slideshow of “stuff,” from simple structures to more complex inventions, and left the field wide open for the budding inventors to decide what and how to create.

The results reflect a broad range of interests and passions. One group used Google Sketchup, a 3D modeling program for architects and engineers, to design a catapult. Another student used green screen technology to make her own movie.

Interestingly, while iCreate took place in The Willows’ iLab, many student projects were not focused on digital or electronic technology. One group learned how to do needle-felting, one chose woodworking, and one created a Willows-inspired “Clue” board game, to name a few.

“The project was less about the materials students were using and more about their critical thinking and problem solving skills,” says Amy Dugré. “The design thinking process—generating ideas, creating plans and prototypes, testing and revising, and working collaboratively—involves skills that students can apply to all aspects of their lives.”

“ The design thinking process — generating ideas, creating plans and prototypes, testing and revising, and working collaboratively — involves skills that students can apply to all aspects of their lives.”

“ Discovery consists of seeing what everybody has seen, and thinking what nobody has thought.”

-Albert Szent-Gyorgyi, Hungarian Physiologist

Light It Up!

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Design thinking is also quite literally a “bright spot” in the Middle School program. Recently, Director of Technology Amy Dugré offered a new middle school elective–“Light It Up!”–where students worked with circuit boards and LED lights to create some ingenious gadgets–including illuminated clothing!

The class evolved as faculty prepared for this year’s Family Arts Night.

Amy was inspired to have students design and create space-themed costumes for the Willows Dance Company using technology to light the costumes.

A group of students jumped at the opportunity, and with faculty guidance, they learned to use pre programmed micro-controllers to control the solid and blinking lights.

Then onto the costumes! The students hand-sewed thin, luminescent tubes onto black leggings and deconstructed and re-constructed Rave gloves. Students soldered wires and determined how to use a microcontroller to make the circuits work.

The process allowed students to see an entertaining, real-world application to programming and design, and it highlighted the amount students learn when faced with engaging problem-solving challenges. “This project was hard!” Amy says. “The students were required to think in three dimensions and continually adjust and refine their designs—but they loved it. They worked on their own time to see the project through, and when they finished, they begged for the class to be a double elective next semester!”

the joy of discovery

Clockwize from top left: Woodworking Enrichment Class; Making Music in Electronic Music Class; Problem-Solving in the iLab; Needle-Felting in iCreate Class

DISCOVERY

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The Willows summer 2013

“ After years of planning and designing, our vision of exciting new learning spaces is becoming a reality. A special thank you to all our collaborators who have made this amazing growth possible.”

-Lisa Rosenstein

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Lisa Rosenstein Head of School The Willows Community School

Dwight Long Principal Architect, Pfau Long Architecture

Kevin Conger Landscape Architect CMG Landscape Architecture

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I first got to know The Willows by touring with another school client in 2006, and was impressed with the energy of the school’s community, as well as the potential for a really unique campus resulting from the contrast between the internal warehouse building environment and the open spaces between them. The Willows has an incredibly fun vibe to it, and from the start we wanted to enhance the facilities and landscape to match that quality.

The campus is designed with rich and varied landscaped spaces, providing a wide range of environments for socializing, play and discovery. The faculty and staff have articulated a clear vision for our design team to translate into a campus design.

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There is a great synergy between the nature of the warehouse buildings and the gestalt of the school. The design team’s vision was to make the buildings and the outdoor spaces between work together to create a rich, connective, and fun campus.

A major feature of the design was to move the fantastic but chaotic energy of the current play yard away from the center of campus, and in its place create a more connective and social heart of the campus. This central outdoor space in turn becomes a hub for the enhanced strategic programs of the school now housed in the surrounding buildings–the Media Center/Library, the Innovations Lab, athletics, art, and play.

The Willows has been a lot of fun to work on over the last two years, and the design team is excited to see the vision become reality. http://www.pfaulong.com

The central courtyard, which will be the active heart of the campus, will remain as the center of play activity, with a much-improved interactive playground. The new terrace, gardens, and social spaces will add a diversity of spaces to attract children of all ages. With Lisa's vision and passion for outdoor environments, the play area has evolved into a design rich in textures and experiences.

The school staff has programmed the recreation needs with great care, and the campus design reflects these ambitions. The new recreation courts will allow for more organized sports with less conflict with other activities.

The seating and gathering areas around the courts promote the important social interaction that goes hand-in-hand with recreation.

The school staff has programmed the recreation needs with great care, and the campus design reflects these ambitions.

The food gardens are a priority for the school, and the expanded and improved garden area will keep this great program front and center.

While the team focused primarily on creating spaces for children, we also have kept in mind that the campus needs to work well for parents and events. With lush gardens and new trees, beautiful paving and furnishings, and elegant lighting, the campus will be a wonderful space for school and community events.

Betsy Burnham-Stern The Willows Board of Trustees and Alumni Parent, Principal Designer, Burnham Design

When I was a Willows parent, I found the continual life and growth of The Willows both gratifying and exciting. The Willows has always been a creative place that embraced change and opportunity. Now as an alumni parent, I am amazed by how much farther we have come, even in just the past two years.

As a trustee and member of the Capital Campaign Committee, I am proud to be a part of the campus redesign process. I have benefited so much from being on board during the conception and now the execution of the Master Plan. It has been such a lesson in community, as well as dreaming big, staying on task, and getting the job done. It has also kept me in The Willows’ loop and connects me with the current parent body, which I love. As a designer, I have had the opportunity to weigh in on design decisions such as concrete colors, wood finishes, and lighting ideas. I love the choices that have been made from the selection of Pfau Long to lead us architecturally to the timeless modernism of the new design. Pfau Long is a creative, forward-thinking, incredibly Willows-esque team, who has taken great care in getting to know and understand our school. As a design professional, I truly appreciate their attention, which is above and beyond the scope of the job. My family’s bond with The Willows, which has been, and always will be, an important part of our lives, motivates me in my work for the school. I’m proud to have been a part of the process thus far, and to continue working on behalf of the school.

the joy of discovery

DISCOVERY

Meet our Design Team

Designing

the world of The Willows

Wendy Amster Middle School Teacher, Technology Integration Specialist,The Willows Facilities Committee Member

Denise Gutches The Willows Chief Financial Officer

Rita Illig Liebelt, President, Illig Construction Company

I see this process from three different perspectives: my role as a teacher, my serving on the board's facilities committee, and my familiarity with the student perspective. From the early stages of campus design, I have always felt the teacher's voice was valued and incorporated into the vision. Brainstorming sessions encouraged faculty participation in the process and highlighted the school's commitment to curricular desires and developmental needs.

The planning process during both faculty and Facilities Committee meetings mirrored the mission of the school and the collaboration we encourage and foster amongst the students. Perhaps most exciting for me was involving middle school students in the process through two intersessions courses: Designing the Future in 2009, where students envisioned the possibilities for Willows V and created blueprints, 3D models, and pitch presentations for their ideas; and a science class assignment in 2011, Designing an Illuminatingly/Acoustically Awesome Media Center Space, where teams of students created scale blueprints and 3D models for one particular space using the principles of light and sound and measuring both using digital probes. These links to the curriculum involve the students in our campus redesign with a realworld connection and show them how what they learn now can relate to future job possibilities.

Making it happen! Pulling it all together!

After two years of planning, I am thrilled to see the vision for our campus brought to life by our enormously talented team of architects and general contractor!

It has been an incredible journey developing a plan that began with Lisa’s vision and then engaged the entire school community in the process. Our Master Plan is the result of a genuine collaboration.

This vision will transform our campus into a beautiful urban oasis that will serve students, faculty, and our entire community for years to come. For me, from behind the scenes, this project has truly been a quintessential Willows experience of flexible thinking, the willingness to take risks, and a true team effort.

“Illig Construction Company is thrilled to be Willows’ construction partner! Our vision is to deliver a well-crafted, sustainable project that exceeds Willows objectives, and to accomplish this in close collaboration with our fellow project team members: DKG Consulting, Pfau Long Architecture and CMG Landscape Architecture. We strive to build lasting relationships and value the expertise of each project partner.

Together, we are a great team!”

Rita Illig Liebelt, President, Illig Construction Company. http://illigconstruct.com/

STEVE RUTH The Willows Board of Trustees, Alumni Parent and Founding Partner, Perkowitz+Ruth Architects

As an architect, Board member, and alumni parent, it gives me great pride to see the growth and expansion of the Willows campus both in the upcoming improvements and in the future phases. We have a great team, and it was my desire to provide a big picture perspective to the planning and historical components of the Master Plan that has been created. Having been involved in the remodel of several previous Willows projects, I also worked toward bringing a history and knowledge of projects prior to the Master Plan.

The 20-year vision is a vital part of the process. We want a campus that is fully integrated including flexibility, quality and aesthetics that will serve our community well into the future. This Master Plan has achieved those goals.

I love the new playground equipment that we tested for P.E. It was very modern.

–Charlotte F., 5th grade student

Willows students testing new playground equipment.

The Willows summer 2013

Discover Your Body...

And How It Works

Kindergarten—A Hands-On Experience Tell me, and I will forget.

Show me, and I may remember.

Involve me, and I will understand.

K

—Confucius 450 BC

indergarteners experience how the brain, lungs, heart, and other organs work as part of their Human Body Unit, filled with science projects and hands-on activities.

The importance of the digestive system, a balanced diet, nutrition, and exercise is also emphasized.

Children trace and cut out their body and attach body parts, bones, and organs.

Next, while constructing papiér

mache vascular vests and brain helmets, students discover the functions of the heart and lungs, and how the brain controls balance, thinking, breathing, and the five senses.

These hands-on activities in kindergarten engage the brain in imaginative ways and ensure the apprehension and retention of knowledge. The Kindergarten Body Unit is one example of how experiential and academic learning literally go “hand-inhand” at The Willows.

the joy of discovery

To acknowledge Earth Day and discover more concerning environmental issues and building a sustainable future, a school-wide Earth Day Fair and Earth Week Celebration took place on The Willows’ Campus.

difference and protect our planet. Carnival-style booths—all created and manned by students—featured a clothing swap, a fundraiser selling plants, DIY (Do-it-Yourself) wildflower seed bombs using recycled materials, and more.

Each grade contributed to the fair by creating displays, murals, dioramas, charts, and posters to highlight an environmental issue and what we as individuals and as a community can do to make a

Earth Week Spirit Days highlighting ways to protect our environment and world followed the Earth Day Fair.

DISCOVERY

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The Willows summer 2013

Discover Your Passions

Enriching Lives with Enrichment Classes “ With an orchestra you are building citizens, better citizens for the community.”

Gustavo Dudamel | Director, Los Angeles Philharmonic

Willows students, and our community as a whole, have been enriched by the creation of the first Willows String Orchestra this year. In the spirit of collaboration and creativity, students are making their own music in one of our newest enrichment classes: Violins, Violas & Cellos, which is also a Middle School elective. Each Wednesday Lower School students in the enrichment class and Middle School students taking the String Orchestra elective tote their particular string instrument through our hallways to play a classical string instrument and practice as a group. The musical pieces range from

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Mozart classics to Adele and the Beatles.

The class started the year with six students in the fall and now has 14 participants. The orchestra has performed this year at Family Arts Night and Grandparents’ and Special Friends’ Day. “Being a part of an orchestra not only gives students the skills to play an instrument, but also teaches teamwork and collaboration by playing together as a group,” says Ameena Maria Khawaja, Willows’ String Orchestra teacher. “It is an essential part of any child’s musical education.”

the joy of discovery

Ameena is a professional cellist and vocalist with over 20 years of cello training and voice instruction.

She has performed classical, romantic, and modern repertoire as a soloist and collaborating musician throughout Germany and the U. S. and at the renowned Spoleto Festival in Italy. She plays and sings with both orchestras and rock bands and has performed live with numerous musicians including the Trans-Siberian Orchestra, Spacehog, Marc Antony, and Rain Phoenix. She is also a cello instructor for the Youth Orchestra Los Angeles and the Harmony Project.

DISCOVERY

The rhythmic pounding of drums can also be heard on The Willows’ campus in our Drum and Percussion Program taught by Dana Hammond, a multifaceted artist, composer, producer and musician.

This program teaches students music vocabulary, how to read music, and the basics of playing a percussion instrument from beginning to advanced levels.

Enrichment classes include a wide range of pursuits enabling our students to discover their individual passions. The orchestra is just one example of how these classes enrich the students’ lives and deepen the experience of our community.

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The Willows summer 2013

A Middle School Q&A

Discover Your Strengths

What’s your passion? What’s your purpose? With a wide range of core classes and electives in math, science, humanities, technology, visual arts, music, drama, and dance, our middle school students seize the opportunity to explore new interests, discover their strengths, and develop skills to build a foundation for further exploration in secondary school and beyond.

Leonard Murray: Drama and Athletics Q// What do you like about the drama program at The Willows?

A// One of the best things about the drama program is my

relationship with the directors. I love how the community gives me the courage to do my best without having to worry about looking silly.

Q//What do you like about athletics at The Willows?

A// I will miss so much about sports at The Willows after I

graduate: the coaches, my teammates, the practices and games. When I started after-school sports in fourth grade, I was nervous and didn't know what to expect, but I had nothing to worry about. With the help of my coaches, I developed the courage and skills to play and have fun.

Q// How have your coaches/PE teachers helped you improve in sports?

A// Fourth grade is the first year at The Willows when you can

play sports, and the coaches and PE teachers make the teams seem inviting and fun. So I started in fourth grade and have played ever since! By middle school, the competitive edge

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kicks in. You play kids who are older and bigger than you, and the coaches always have wise words for you before a game that help you play with more confidence.

Q//Favorite drama moment at The Willows?

A// In sixth grade, my class did a production of The Sound of

Music. I was cast as Captain Von Trapp, and I had a great time performing with my classmates. I was nervous about having to sing, but I figured out that the worst thing that could happen wouldn't happen, because the stage was a safe place to be. After my solo, I was surprised that I hadn’t stuttered and my voice didn’t crack. I really enjoyed the moment.

Q//Favorite athletics moment at The Willows? Why? A// No moment tops winning back-to-back championships for

the boys’ basketball team! In the sixth grade, we lost by one point to players who were bigger and older than us, but that didn't stop us from going to the championship two consecutive years. Our victories proved to me that if you keep trying you will eventually be proud of the outcome.

the joy of discovery

DISCOVERY

Avery Bush: Visual Arts and Technology Q//How has your expertise in technology improved your art?

A//Last year, I explored using an iPad application called

ArtRage and quickly realized how I could create detailed drawings using only my finger. It allowed me to layer, rotate, zoom and move whatever I created, giving me the flexibility to create what I had in my mind. I've used similar applications for almost every project over the past two years.

Q// What do you like best about

the technology/arts program at The Willows?

A//I really love how open and supportive all of the teachers are about incorporating technology into projects and how they constantly provide opportunities to do so. Steve (Steve Futterman, Middle School Core teacher) encouraged me to start using technology to create art and has really supported me along the way. I have also learned a lot from Amy (Amy Dugré, Director of Technology) who

taught me how to create things using the 3D printer and introduced me to gadgets involving lights and simple circuits.

Q//Favorite art/tech project at The Willows?

A// The graphic memoir assignment allowed me to be creative within a set structure, and all of the artwork in my memoir was created using an iPad.

David Mendieta: Latin and the Junior Classical League Q// What sparked your interest | in Latin?

A// I was first introduced to Latin when I

came to The Willows. I grew interested in the subject, and my desire to learn more kept expanding.

Q// What do you like about the Latin program at The Willows?

A//I love that the Latin program is

designed to reach every student. Even though the class is mainly focused on the language itself, we also study the religion and history of Rome. So, everything ties together: when we translate a passage about Caesar saying “Veni, Vidi, Vici,” after the Battle of Zela, we know the context.

Q// What do you like best about the way Latin teachers Kyle & Ryan teach?

A// Let's face it: most kids want a teacher who is funny, smart, and

friendly. Kyle and Ryan are all of these things. If a student doesn’t understand the material, they take the time to thoroughly explain it and make sure the student understands,

The 2013 Pacific Basin League Tennis Champions-The Willows Middle School Boys Tennis Team

while making the activities fun and memorable.

Q// Favorite moment from the Junior Classical League (a national organization of students interested in antiquity and Latin)?

A// I was so happy when I

won my third and final Certamen round for The Willows. I had worked so hard over the past three years and accomplished this amazing feat with my friend and teammate, Max K. I cherish that during all those years, Max and I became great friends while trying to make history for our team.

Zoe Darmon placed 1st in all three events she entered in the Pacific Basin League Swim Finals

The 2013 Pacific Basin League Basketball Champions-The Willows Middle School Boys A Basketball Champions

The Willows summer 2013

Alumni Spotlight Exploring the World in D.C. and Beyond: Q&A with Harrison Diamond '04

“ At The Willows, I learned to curiously explore the world around me and to treasure the personal connections I make along the way.”

Q

Willows Alum Harrison Diamond is pursuing a career in international affairs in Washington, D. C. focusing on communications and public relations aspects which unite his double major of International Political Economy and Psychology. He is currently interning at Chlopak, Leonard, Schechter and Associates, a mid-size communications consulting firm specializing in public relations, reputational management, and international affairs. Harrison started at The Willows in kindergarten in 1995, graduated from the Windward School in 2008, and graduated in 2012 from the University of Puget Sound in Tacoma, Washington. He spent a year in Amsterdam studying global affairs at the Universiteit van Amsterdam and interned in the D.C. office of California Senator Barbara Boxer.

Tell us about your internship at Chlopak, Leonard, Schechter and Associates Harrison>> As an intern, and I’m

tasked with tracking and reporting media mentions for specific accounts, conducting research, helping to craft op-eds that we place in national media publications, and various other supportive activities. What’s great about the smaller scale of CLS is the ability to work closely with senior partners and actively participate on high profile accounts. My time at CLS has inspired me to push harder and strive further. Working for such high profile clients and with such intelligent, well-connected professionals has strengthened my resolve to break into this sector and climb my way to the top.

What has inspired you to pursue this career?

Harrison>>Trying to identify a professional sector that reconciled my double majors of International Political Economy (IPE) and Psychology felt like a lofty task given their seemingly unrelated subject matter.

Communications integrates these two frameworks, utilizing messaging to shape public opinions and perceptions for clients that play substantial roles in international economics and governance.

What is it like living in D.C.?

Harrison>>Living in DC has been unbelievable. It’s full of young, smart, and ambitious professionals that come from diverse backgrounds and hail from all over the world. Walking around the National Mall still produces the feeling of awe that I remember from my first trip to DC with my class at Willows. It never gets old.

What was working for Senator Barbara Boxer like?

Harrison>>Working for Senator Boxer was as exciting as it was surreal. Even though I spent the whole summer walking through the

Discovering Your Talents: Porter Hesslegrave '10 Porter Hesslegrave, a Willows alum from the Class of 2010, discovered his passion for fencing while participating in an enrichment class at The Willows. Today Porter competes internationally, fencing with an epee blade on the cadet circuit.

He recently placed fifth for his age group in the FIE Junior World Cup Fencing Competition in Gothenburg, Sweden.

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“ I lend my success in fencing to The Willows for exposing me to a sport that I would have never tried,” says Porter. “The Willows environment fostered my drive to follow through and succeed in anything I put my mind to.”

Porter is currently a junior at the Crossroads School.

Capitol and running around congressional office buildings, the feeling of excitement and awe from walking down halls that have played host to monumental historical moments never diminished.

Did your experience at The Willows influence where you are today or who you are today?

Harrison>>Absolutely. The Willows provided a foundation for creative thinking and fostered openness to novel and diverse viewpoints. These skills have been my keys to success in everything I have pursued, whether it be conceptualizing an out-of-the-box theory that separates my academic paper from the rest of the class or personally connecting with someone during a job interview.

Did your experience at The Willows prepare you for high school or college?

Harrison>>The Willows laid the foundation for the ways in which I approach learning and academic involvement, especially in the areas of critical thinking and self-expression.

I’m thankful to have been taught that learning can be fun if approached correctly. The Willows taught me that the process of working through any given issue is as, if not more, important than the ultimate solution. Learning this at a young age has given me the confidence to tackle anything that might come my way, no matter the apparent difficulty.

" The Willows inspired me to dream big and to pursue any challenge no matter how daunting."

DISCOVERY The Willows Class of 2013 Secondary School Acceptances the joy of discovery

Alumni Then & Now

We are proud to share the success of our eighth grade students.

Congratulations to the Class of 2013 as they continue their journey at these schools: Archer School for Girls Buckley School Campbell Hall School Crossroads School Harvard-Westlake Holy Family School Immaculate Heart High School LACHSA (Los Angeles County High School for the Arts) Loyola High School Marlborough School

The Tin Men play on...

Noah Morayniss, Evan More, and Dylan Jones-Tuba, all Class of ’08 are still performing together. All are sophomores at Kenyon College in Gambien, Ohio and are continuing the “Tin Men” tradition that started here at The Willows. Photo on left: Dylan and Noah at The Willows. Photo on right: all three at Kenyon.

Marymount School Milken Community School New Roads School Notre Dame School Oakwood School Pacifica Christian School Pacific Hills School St. Monica's High School Van Nuys Magnet Vistamar School Waverly School Wildwood School Windward School

Abby Bergman ’00 had an article entitled "My Two Moms: A 17-Year-Old’s Take on Prop 8 and DOMA" recently published in the Huffington Post Teen Section. Abby is currently a junior at Vistamar High School. To read Abby's article visit: http://www.huffingtonpost.com/abby-bergman/california-gay-marriage_b_2981219.html Photo on left: Abby on the 8th grade Colorado River Trip. Photo on right: Abby with her family now

The Willows Class of 2009 College Acceptances Congratulations to the alumni from the Class of 2009 on their college acceptances: Bard College Bard College Berklee College of Music Boston University Brandeis University California Institute of the Arts California Polytechnic State University, San Luis Obispo California State University, San Diego Carnegie Mellon University Claremont McKenna College

Louis Murray ’00 still playing football.

Photo on left: Louis playing football at The Willows Photo on Right: Playing football at Stony Brook

Colorado College Columbia College Cornell University Franklin College, Switzerland Lafayette College Mount St. Mary’s College New York University Northwestern University Oberlin College Pitzer College Santa Monica College Sarah Lawrence College St. John’s University

Alumni Panel

Alumni Reunion

University of New Hampshire University of Oregon University of California, Los Angeles University of California, Santa Cruz University of Chicago University of Colorado, Boulder University of Michigan University of Pennsylvania West Los Angeles College

NONPROFIT U.S. POSTAGE PAID LOS ANGELES, CA PERMIT NO. 1494

Celebrating 18 Years of Innovation & Excellence

“ We help our students see learning as a process of discovery that brings joy and a true sense of accomplishment.”

www.thewillows.org

-Lisa Rosenstein