Village Magazine Spring 2019

THE MAGAZINE OF VILLAGE SCHOOL

SPRING 2019

In 2nd Grade Science, students investigate the human body and its systems. Students explore the heart and circulatory system through a series of hands-on centers. Learning that our hearts pump blood throughout our bodies, students next discover what makes up blood—red blood cells, white blood cells, platelets, plasma—and how they keep us healthy.

Unlocking Imagination

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hat could be more

exciting than preparing today’s students to become the global

leaders of tomorrow? In my book, absolutely nothing! Our work requires the imagination to envision the future and to anticipate

the academic, social and emotional skills

that will best prepare extraordinary leaders.

We are inspired every day by bright and

eager young students and we embrace the

opportunities to develop and deliver exciting and challenging programs for them.

I invite you to enjoy the insights into Village School’s innovative spirit and practice

presented in the following pages. You will be treated to a glimpse into a few of the

projects that propel our STEAM program, our community’s commitment to diversity

and inclusivity, and the leadership potential of every Village School student.

Nora Malone Head of School

SPRING 2019

F E AT U R E S 10 12 14 15 16 17 18

STEAM TEAM SCIENCE—Environmental Impact SCIENCE—Planet Walk TECHNOLOGY—Client Design ENGINEERING—Cardboard Challenge ART—Art is Everywhere MATH—Math Lab Innovations

D E PA R T M E N T S 2 8 20 24

Around the School Voices Alumni The Big Picture

ON THE COVER This issue features Village School’s STEAM (Science, Technology, Engineering, Art, and Math) curriculum. The chalkboard illustration, drawn by Kindergarten assistant teacher Blake Ahalt and featuring first grade student Harley, touches on various articles and themes found throughout the magazine.

VILLAGE SCHOOL MAGAZINE | SPRING 2019

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AROUND THE SCHOOL

Barn Dance

Do-si-do Your Partner!

See-saw Your Neighbor!

Promenade!

Fourth graders showcase their newfound dance steps at the annual barn dance.

The above calls are just a few of the unusual instructions Village School 4th graders hear every year during our barn dance week in February.

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ur study of the Westward Movement to California during the Gold Rush is one of the most anticipated units of the year. An important part of this includes learning traditional American dances, such as old-time squares, New England contras and Appalachian, Southern, and Midwestern big circles, which are all taught by cultural historian Evo Bluestein. This immersive curriculum culminates in a barn dance, which the entire Village School community is welcome to attend.

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Early on in his career, Evo performed in the Bluestein Family band and is now considered one of this country’s most accomplished Appalachian-style autoharpists.

He is equally respected as both a performer and teacher of old-time fiddle, accordion, and banjo. His repertoire of contra dance and square dance includes a spirited selection of American folk songs.

Included in every activity is Evo’s commitment to teaching the 4 Cs of courtesy, cooperation, concentration, and community. There’s a clear feeling

among students of the camaraderie that develops when learning the new language of the calls. They gain important social tools while developing spatial/motor skills, getting a healthy workout, and having a wonderful time.

Students spent the week learning the origin and purpose of dances from the era. As one 4th grader put it, “Dance was used back in the old days because people used to dance to celebrate when they finished building a barn or if they saw a relative from far away. It was used to tell stories, express people’s feelings, and bring communities together.” Many of the traditional dances they learned have charming names, including Sashay the Donut, Frog in the Bucket, Push Ma Shove Pa, Duck for the Oyster,

Breaking Stereotypes

by Increasing Awareness The ability to look into various aspects of our society and see our individual identities positively reflected back is crucial.

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Many of the traditional dances they learned have charming names, including Sashay the Donut, Frog in the Bucket, Push Ma Shove Pa, Duck for the Oyster, and Dive for the Clam.

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and Dive for the Clam. The Virginia Reel and the waltz were two of the better-known dances that students were taught. They also learned about a dance called Juba that AfricanAmerican slaves performed to express how they felt about their poor treatment.

At the end of the week, everyone was encouraged to enter the spirit of the pioneer days, donning traditional western attire for the big event. The largest dance was Skip to my Lou, in which parents and students from other grades joined in and skipped in the circle to choose a new partner. The afternoon closed with a traditional waltz. Fifth and 6ht graders who recalled their time with Evo were enthusiastic participants in all dances.

Something unique and special happens at the barn dance. Our Village community has a chance to bond with one another in a very real way. We see older students dancing with younger ones, teachers dancing with students, mothers and fathers dancing with their children. These are lifelong memories being made and the sharing of this annual event is something we all look forward to each year.

—Vicki Rea-Gaskill 4th Grade Teacher

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isibility is important, and authentic representation matters, for it is through these opportunities that all identities have access to the mirrors and windows of vivid portrayals of various cultures. To see oneself, one’s history and one’s life experiences reflected back is increasingly important in today’s social and political climate. One need only look at the popularity and success of Black Panther, Crazy Rich Asians and the K-Pop music group BTS to witness how eager underrepresented populations are to see themselves as protagonists, heroes and positive, active participants throughout the arts and media.

When our students look at the world, are they seeing meaningful and positive images of themselves and other identities reflected? Often, our students witness stereotypes and one-dimensional caricatures. Recently, the 5th graders watched a collection of toy commercials and searched for moments when stereotypes were either perpetuated or broken. They also began to notice if and how people of color were represented as well as whether people with disabilities were even included. As a group, the students had open discussions about how stereotypes can lead to feelings of internal oppression as well as internal privilege. Through class discussion and individual journaling, our students thoughtfully reflected upon what they observed as well as their own personal experiences with stereotypes.

Afterwards, the fifth graders created a Breaking Stereotypes In Media project in which each student created an individual print advertisement for a product, toy, or business. In that advertisement, they were asked to either break a stereotype or include an underrepresented identity. Watching the students think of ways to include people with disabilities, people of various gender identities, and people of color was as refreshing as it was heartening. Each student was passionate about creating an ad in which all identities were reflected and respected. They were also eager to share their ads with each other for it gave them an opportunity to vocalize their desire for social justice.

At a time when diversity, inclusivity, and social equity are more important than ever, it is imperative that our students not only recognize moments of stereotyping but are also given the opportunity to break those stereotypes through their voices and actions. They begin to see how one’s thoughts, words, and actions can blend together to either harm, heal, or make a change. It is through discussions such as these that our students become the voices of positive social change beyond our Village School walls.

Recently, 5th graders “watched a collection of

toy commercials and searched for moments when stereotypes were either perpetuated or broken.

They also began to notice if and how people of color were represented as well as whether people with disabilities were even included.

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—Eric Wlasak, Diversity and Equity Coordinator

VILLAGE SCHOOL MAGAZINE | SPRING 2019

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AROUND THE SCHOOL

Vikings Volleyball

Speed…Power... Agility…Balance These athletic skills seem to suggest a mature and accomplished athlete competing at the highest level, but they can also describe an elementary school volleyball player about to blast a serve over a seven-foot net, putting pressure on the opposing team’s defense.

And BOOOOM, a 6th Grade volleyball player slaps an ace past the opposing team with her teammates cheering at the top of their lungs, “Aceace baby!” These fundamental skills are not built during those memorable moments; they are developed over time, with hard work and practice.

Since 2002, the Village School Vikings volleyball teams have won ten Coastal League Championships and have had 12 undefeated seasons at the 4th, 5th and 6th grade levels.

Volleyball helps to develop friendships, respect, self-esteem and a

love for physical activity; all of which have benefits that reach beyond the sport. Volleyball is a cutting edge sport that builds sportsmanship, teamwork, and fundamental skills. It is one of the top ten sports in the world, and is growing each and every year. So pick up a balloon, beach ball, or volleyball and begin bumping it around, even with the youngest of your children. There is no guarantee, but volleyball just might end up being the perfect sport.

The excitement that our students feel, knowing that they can play volleyball while representing their

school, gives them a common purpose and motivates them to be the players we see on the court.

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Since 2002, the Village School Vikings volleyball teams have won ten Coastal League Championships and have had 12 undefeated seasons at the 4th, 5th and 6th grade levels.

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ne student in particular, Sofia, has been developing her craft for five years. Sofia plays volleyball on the 6th grade volleyball team as well as with her club team.

MR. EMERSON: Sofia, you’ve been playing volleyball since

you were eight years old; what part of the sport sparked your interest?

SOFIA: When I was younger, I didn’t really have a sport I was passionate about. I tried basketball, soccer, and swimming, but nothing really stuck. When I started playing volleyball, I really enjoyed practicing and started appreciating the teamwork, sportsmanship, and hard work that is involved in the sport.

MR. EMERSON: As a sixth grader, what takeaways do you

have from your final season as a Village Viking?

SOFIA: The final season was an incredible year. I enjoyed the positive and supportive environment with my teammates. Each player on the team cheered for one another and added something special to the team. I am so proud to have been a part of the 6th grade Village Volleyball Team. I remember a time when we were down 12 to 18 against Brentwood. We kept on fighting and ended up winning the game. That is a game I will always remember, especially considering that it was one of my last games I played for Village School.

—Wayne Emerson, Co-Athletic Director

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VILLAGE SCHOOL MAGAZINE | SPRING 2019

Academy Award winner Eric Roth discusses screenwriting with Upper Division students.

Learning About Screenwriting with Academy Award Winner Eric Roth

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cademy Award winning screenwriter, Eric Roth (Forrest Gump, A Star is Born), stopped by the Upper Division writing class in January to talk about adapting screenplays and the screenwriting process. The entire 5th and 6th grade classes gathered in the classroom for an informal discussion, a table read and a Q & A session at the end.

Grandfather of 5th-grader, Jordan, Mr. Roth discussed the process of adapting a screenplay from a novel (Forrest Gump), short stories (The Curious Case of Benjamin Button) and even news reports (Munich). You could hear a pin drop as the 60 plus students listened to how to effectively adapt a work into a script and some behind the scenes stories. His adaptation of Forrest Gump would also lead to him earning his first Academy Award for Screenplay Adaptation.

Eric Roth got his start in the film industry winning a writing contest, which led to landing an agent. “Screenwriting is kind of a craft,” said Mr. Roth, downplaying his genius. “But it’s not as sophisticated as writing a novel or play. You get to use dialogue and prose,

but you have to do it in a very precise manner.” Village 6th graders had just completed a screenwriting unit with much success, which Mr. Roth found very impressive. Midway through the discussion, students read aloud a scene from Forrest Gump: the scene where young Forrest first meets Jenny. Mr. Roth was impressed with 5th-grader Vahe’s performance reading the part of Forrest. Afterwards, students watched the scene from the film to see how well it was translated to the screen.

Mr. Roth’s visit left an indelible impact on all who attended. He inspired young writers to keep writing and to never leave a project unfinished. Heeding those words, two 6th graders are currently writing screenplays of 50 pages and counting. During the Q & A session, when a student asked what his favorite movie was that he had written, he said, “I really like Benjamin Button. It’s close between that and Forrest Gump, but Benjamin Button says a lot of things that I wanted to say about life.”

—Rob Traegler, 5th Grade Assistant Teacher

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AROUND THE SCHOOL

Connecting

Each Other Through Community Service

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hen students get involved in CFCS it is our hope that they can help others in meaningful ways—while expanding their worldviews and developing empathy and leadership skills. With this year’s projects they heard from their teachers how their work is making a difference.

In December, CFCS grades 4th–6th decided to support Make A Wish Foundation by selling Do It Yourself Soap Kits. Ms. Eaves, Innovation and Academic Technology Coordinator, has a special family connection to Make A Wish. Her father, Police Officer Jim Eaves, was one of the organization’s founders and one of the first people to “make a wish” come true. CFCS parent leaders Jennifer Wallace, Jessica Terpstra and Dana Temple invited Ms. Eaves to a CFCS meeting to share her family’s story. At that meeting, students eagerly listened and asked meaningful questions. Ms. Eaves shared a message from her dad: “everything we do has a ripple effect.” He never expected when he helped make the wish for a seven-year-old boy to be a police officer come true that it would start something so big!

As a school we found an impactful and appropriate way to support victims of the Woolsey Fires through an UnBake Sale. CFCS TK–3rd grade parent leaders Kerri Keslow, Karie Fleischmann, and Leanne Richardson were working with the UnBake sale student volunteers when the idea of supporting Camp

grade teacher “Ms.Second Jacobson knows Camp Harmony well as a volunteer with the organization for many years, which made for a truly wonderful tie-in for students to see they support an organization that is special to one of their teachers.

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Harmony popped up in conversation.

Camp Harmony, which provides a camp experience for underprivileged students in the Los Angeles area, had suffered great losses to its resources during the fires. Second grade teacher Ms. Jacobson knows the organization well as a volunteer with Camp Harmony for many years, which made for a truly wonderful tie-in for students to support an organization that is special to one of their teachers.

CFCS meets once a month and welcomes students to join in at any point during the school year. There is always room to help make Village School, the Pacific Palisades, and our world, a better place.

—Sara Singsank, Director of Development

First grade students wait in line at the UnBake sale.

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Volunteering

Builds A Community

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any of you recall the feeling of sitting at Back-to-School Night or at a New Parent event wondering, “Where will I fit in and how can I contribute at Village School?” Most parents start by looking for volunteer opportunities in the classroom—and then something happens; a friend or a Village School Parent Association (VSPA) committee member invites you to join them at a meeting or an event.

Volunteering at Village allows you to work with so many wonderful people from various grades and backgrounds whom you may not have known unless you volunteered. Every year, it is such a great pleasure to see how true friendships evolve. It’s these friendships and the commitment to being involved at Village that make up our special community. The support system amongst the community is incredible; it is the intangible that we all feel at Village. It is not about an elevator speech or buzzwords, but about being able to come together for a common goal and help each other. You can be involved as much as you are able or you can ask to run a major event. The message is, everyone contributes something.

These elementary school years are a special time. You won’t regret making memories, lifelong friendships, and “growing up” as a parent. Immerse yourself into the Village School community by finding ways to volunteer in whatever capacity is right for you and your family. We are here to help you find that place and build those connections—a genuine partnership between home and school.

—Sara Singsank, Director of Development

I have found volunteering within the “Village School community to be incredibly

fulfilling not only for myself but also for my children who internalize and appreciate my involvement. There are no words to adequately describe the feeling of watching your child’s face light up as they pass you in a school hallway. As a parent of a graduating 6th grader I sincerely wish I could just bottle it up.

—Sam Firestone, VSPA President

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VOICES

STUDENT VOICES Service + Leadership = Student Council

by Annie Block Director of Secondary School Placement, Administration Manager, and Registrar

Independent schools thrive on inspired teaching, vigorous curricula, and dedicated parent volunteerism. This collective passion springs from the desire for the highest caliber of education for our children. We see it manifested in the daily lives of motivated and engaged students—in classrooms, laboratories, and arenas, on stages and daises, and in the immediate and broader communities through service leadership. Student Council is a prime example of the benefits associated with a supportive and nurturing community, where youngsters feel confident, empowered to embrace opportunities to affect change for good.

Student Council meets twice a month; agendas include

events, lost and found, assemblies, food drives, and Village Value awareness. Mr. Loeber advises the group, emphasizing: “Student leadership is so important!”

Twenty 3rd–6th grade representatives serve as

liaisons between class and council, ensuring healthy lines of communication and a regular influx of fresh ideas, all of which our council officers encourage and respect. VS student leadership bodes well for the future!

VP Addie likes being a leader and representing others so that, “their voices are heard.”

She loves being part of something, saying Student Council is, “even better than I expected; we work on spirit days, St. Patrick’s Day, VS Values—for example, we’re each working with three different grade level

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VILLAGE SCHOOL MAGAZINE | SPRING 2019

Village School’s 2018–2019 Student Council includes students from grades 3–6.

reps on a [storyboard/comic book] project representing a VS Value; ours is responsibility.” In fact, VS Values have been significant for Addie since Kindergarten; “one of the first things I remember about Village is [VS Value] fairness—like being fair at recess, not excluding people, asking them to join us.”

Secretary Zach has a sound appreciation of his role: “My job is to make sure people get along well. At meetings, I make sure everyone gets introduced. I like making people feel more comfortable—especially on the bus, when someone’s new. VS is safe, and all the kids here are nice and caring; there’s not much arguing but if there is we talk about things.”

PARENT VOICES Recovery

by Kate Briscoe Village School Alumni Parent

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n June 2016, just as my daughter Juliet was finishing fifth grade with Mrs. Pogach, I took her to an ice-skating competition at the Toyota Center in El Segundo where I collapsed from a burst brain aneurysm. While in a coma, I also suffered a stroke on the right side of my brain. In addition to the world-class medical attention I received from Cedars Sinai, I attribute my continued recovery to the incredible support group of friends from Village that kept my spirits and motivation up.

This wonderful group of friends scheduled regular visits to the hospital, keeping me company and monitoring my slow but steady exit from my coma. The visits continued once I returned home over 9 months later, with lunches, mahjong sessions, and much needed company and connection to the real world.

My physical and neurological recovery continues to be hard. My left side (arm and leg) are debilitated and I have some continuing neurological issues that make it very difficult for me to organize things and be independent. But it is made all the more bearable knowing that I have a core group of friends that continue to stick by me and my family. They have organized swim therapy, meal trains, helped my younger daughter apply to her new school, organized car pool, and even sourced the best caretakers for me at home. All these things have allowed my husband to continue to work, and my daughters to continue to thrive at school and beyond.

Overall, the Village friends have been and continue to be as critical as the help we receive from our families who are 6,000 miles away in Europe. The truth is, I think that’s how I got Emilia off the waitlist for Village all those years ago. I remember writing a letter to Barbara Ruth-Williams saying how we were looking for a family away from home. I am so grateful to the school and to my friends. They are truly an extension of my family at this point, and I truly believe those friendships saved my life.

President Libby says, “I love this school so much and feel great representing it; it’s my second home. I love the sense of community. I was scared when I ran for secretary but now I’m used to the process; even if you don’t make it, it’s important to try.”

Alum moms Laurie Rosenthal, Kate Briscoe, Kate Pearce, and Paulina Smith take a break from a game of Mahjong.

VILLAGE SCHOOL MAGAZINE | SPRING 2019

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THE

STEAM TEAM VILLAGE SCHOOL TEACHERS SHOW SIX CREATIVE WAYS TO INTEGRATE SCIENCE, TECHNOLOGY, ENGINEERING, ART, AND MATH

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3 1 2 4 5

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FIND OUT HOW ON THE FOLLOWING PAGES...

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THE

STEAM TEAM

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Fourth Grade students investigate the impact of lead in Flint, Michigan’s water supply.

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VILLAGE SCHOOL MAGAZINE | SPRING 2019

Investigating Our Environmental Impact

by Gabrielle Goodbar, Science Teacher

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he funny thing about a “carbon footprint” is that it is more tangible and more immediately recognizable than the metaphor would suggest. With the goal of creating a purposeful connection between our Science classroom and the environment, students in 4th grade have embarked on two research projects within our Life and Earth Science studies.

In no small feat, students have had to consider the existence of multiple truths. In many ways, we are responsible for environmental changes like global warming. Likewise, with understanding of the science behind these environmental changes, we have the informed power to create change. As with all project-based learning in our classrooms, it is our students who carry us to greater understanding through their collaboration and willingness to engage with challenge.

In mid-December, 4th grade classes began “Operation: Save That Waste,” an exploration of the impact of food waste on the environment. Following our studies of energy roles in ecosystems, and the unique role of decomposers, students learned of the growing impact of food waste on global warming, including the emission of methane, a greenhouse gas. Further, students learned how earthworms could help in composting, turning uneaten food into nutrients for soil. In teams, fourth graders took “field trips” to our lunchroom garbage cans to investigate our food waste at Village. Then, following the design process, teams devised solutions to minimize our collective carbon footprint. Among the solutions: color-coded bins, student-led assemblies, and of course, worms! That’s vermicomposting, for those in the know. According to one fourth grader, “[The process] changed my perspective of how much food I waste. In the future I will be more conscientious about what I eat.” Another student took stock of her family’s food waste at home too, and she feels empowered to make a positive change beyond Village.

Most recently, 4th grade students have commenced team-based research on topical “Issues in Water,” tracking with our studies of Earth’s water and the water cycle. Understanding that a small percentage of our planet’s water is potable, students have been able to see water crises in the U.S. through scientific and humanitarian lenses alike. One research area is our recent drought in California,

including its impact on food security.

A second research area has asked teams to consider the health impacts of flooding caused by storms like Hurricane Irma in Puerto Rico. Our third research area has asked students to investigate the man-made water crisis in Flint, Michigan and its lasting impact on that community.

In researching and writing scripts via our Science Google classroom, and in recording “podcasts,” student teams have worked together to answer critical questions about equally critical issues. Seeing the lasting impact of lead in Flint, Michigan’s municipal water supply, one student reflected, “In Flint, people are paying for water that is unsafe to drink. Now I don’t just think of water as a drink. I see it as a thing that you can’t survive without.”

Ultimately, there’s something refreshing about recognizing ourselves as both the problem and the solution—to see our carbon footprint in the food and water we use, and to call it what it is. If our 4th grade environmental investigators can celebrate this dichotomy and do their parts to better the environment, we surely can too. ▼

recently, 4th Grade students have commenced team-based research “Moston topical “Issues in Water,” tracking with our studies of Earth’s water and the water cycle. Understanding that a small percentage of our planet’s water is potable, students have been able to see water crises in the U.S. through scientific and humanitarian lenses alike.

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STEAM TEAM

2 Sixth graders plot the solar system on their planet walk at Will Rogers State Beach.

Sixth Grade Planet Walk

by Landon Loeber, STEAM Coordinator

“

In this classic exercise for visualizing how BIG our solar system really is, the Earth was represented by a tiny peppercorn, and our Sun by a foam ball eight inches in diameter.

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magine walking from our Sun all the way to the outer planets, reaching Neptune. How many paces would it take to reach the last planet in our solar system? Village School 6th graders experienced this first hand, no space suits required, following their studies of Earth and its place in a universe that is very large, very old, and constantly changing. For this specific inquiry, we had to leave the four walls of the science lab and head to Will Rogers State Beach. In this classic exercise for visualizing how BIG our solar system really is, the Earth was represented by a tiny peppercorn, and our Sun by a foam ball eight inches in diameter.

Once arriving at the beach, students placed the sun on a rod, and took ten paces to Mercury, counting in unison. From there, Mercury was sunk into the sand and off to Venus we went, nine paces more. Earth was only seven more steps away.

Easy so far. Mars took us by surprise as 14 more paces were counted on our galactic journey. As we concluded with the inner planets, binoculars and

VILLAGE SCHOOL MAGAZINE | SPRING 2019

squinting eyes looked back at what looked liked tiny dots on a stick. A shocking jump was the 95 paces to Jupiter, and even more surprising was 112 paces to Saturn. What caused the most gasps and disbelief was that the last three planets were over 200 paces from each other. Once in the outer planets and now almost 1,000 yards down the beach, we had to use binoculars to see the dowels upon which the tiny planets were placed.

Finally arriving at Neptune, we took a moment to rest as traveling through the solar system can be a lot of work. While there, we took a look at the tides only a few feet away. Based on their knowledge of our planet’s high and low tides, students then calculated when the next low and high tide would be, given our location and time of year.

On the way back along the beach, students docked at each planet, receiving a bit of solar system information trivia, truly appreciating the vastness of our universe. ▼

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Coding For Clients, iDesign C

by Christine Eaves, Innovation and Academic Technology Coordinator

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he 4th grade students recently completed a course called “iDesign C3” (Create, Code, & Commerce) in Technology class, in which they designed and programmed games using MIT’s Scratch for their kindergarten clients. The 4th graders spent time interviewing their assigned clients so they could design a game that would be most appealing for them to play. This interaction between the 4th graders and the Kindergarteners presented, almost incidentally, the most beautiful opportunity for empathy and sensitivity between children of different ages and grade levels. I’ve never seen students show more integrity in their work than these students demonstrated for this project. They cared deeply about pleasing their “client” and did their very best to produce a game their client would love. The 4th graders pushed way beyond the expectations and requirements of this project by showing immeasurable integrity in their work and by coming in voluntarily during lunches, recesses, and after-hours to work on their games or get assistance with the more advanced coding their expanding ambitions required.

Planning an idea from scratch, especially a complex and abstract idea like designing a multilevel game, requires a concept design strategy called “sketchnoting.” The students were given Idea Journals to sketchnote their ideas in a way that would allow them to think more abstractly. When you are writing an essay, for example, there is most definitely a beginning, middle, and end that require a linear, outline method of planning. Information is introduced, elaborated upon, then summed up in a neat conclusion. Designing a game is much different. There are, quite often, endless directions the game can head in depending on the choices a participant makes. Coding for all those choices requires many more dimensions and directions that only a graphical plan can allow for.

Once their sketchnoting was completed and approved, the game designers had to learn how to use MIT’s Scratch, a fantastic coding program that allows people to make games ranging from the simple, to the very complex and professional games. They designed from concept to creation around their client’s specific requests and personalities, putting many, many hours into coding to perfection. People who don’t code are probably not aware that even the simplest game requires a lot of coding to make it work properly.

Even one little mistake in coding can impact the success of the whole game. It’s a very logical, creative, and useful skill of precision to acquire and carries over into many other areas of life. Once you learn to code, you can create anything your mind imagines. Our games were meant to be easy enough for a Kindergartner to play without getting frustrated, so these may seem like fairly simple games, yet they required many hours of planning, coding and debugging. Once completed, the games were published to the Scratch website and listed on our school’s Symbaloo page under a tab called “4th Gr. Games 2019.” Be sure to go play them and let a 4th grader know you enjoyed it. ▼

Fourth Grader Kaitlin shares her keyboarding game that she designed for her kindergarten clients, Quinn and Chloe.

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STEAM TEAM

4 Community CARdboard Challenge

by Darin Turpin, Lead Technology Teacher

At a recent Let’s Party “STEAM-themed event,

current students and their families created a three-quarter scale reverse engineered Jeep Wrangler entirely from paper-based products.

During the event students and their families used templates to trace and cut out cardboard parts for the Jeep. Once parts were cut out, assembly began.

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VILLAGE SCHOOL MAGAZINE | SPRING 2019

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ecently we organized a Village School community Let’s Party event for current students and their families highlighting the STEAM program. This event was coined the CARdboard Challenge and its purpose was to create a three-quarter scale reverse engineered Jeep Wrangler entirely from paper-based products. During the event students and their families used templates to trace and cut out cardboard parts for the Jeep Wrangler. Once the parts were cut out, assembly began. Families also had the chance to utilize a plethora of materials from our maker station and design their own creations.

Families created their own cars or trucks, houses, and even an amazing cat play house!

Village School’s tight knit community is built upon personal interactions that promote strong support from parents and community members. This event showcased the collaborative spirit of our school community on a beautiful Saturday afternoon. The completed CARdboard Challenge Jeep Wrangler can be seen on display at our Village STEAM Expo on May 23rd along with all the other amazing STEAM projects. A special thank you to Alison Mckee, Sara Singsank, Landon Loeber and the entire STEAM teaching team for their hard work and dedication which made this amazing event possible. ▼

above: The completed CARdboard Challenge Jeep Wrangler can be seen on display at our Village School STEAM Expo on May 23. below and right: Students, faculty, and family members work together to make parts for and to assemble the CARdboard Jeep.

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Art is Everywhere

by Yvette Davies, Art Teacher

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conic pop artist Keith Haring proudly declared that “Art is Everywhere” and this year students at Village School have truly embraced his mantra. Traditionally it’s easy to think of “Art” as a painting in a guilded frame hanging in a fancy museum, but thankfully through our study of our featured artist of the year, Keith Haring, we have been challenged to see Art as part of our everyday, for everyone, everywhere!

In fact Keith Haring is best known for his artwork not hanging in museums but rather his New York City subway chalk drawings. His murals are all over the world as well as his graffiti and street art. Students have loved seeing the images of Haring, and his POP ART mentor Andy Warhol, replicated in many unexpected places like restaurants and cafes and even on pencils, clothes and shoes!

In the spirit of these artists 4th grade students are currently embracing Haring’s words as they design and paint their own sneakers, using various artists and influences studied in class. They will proudly be able to wear them everywhere! Second grade students have just completed ceramic “dog” bowls inspired by Haring’s infamous “DJ Dog” icon and TK students will soon be displaying their life sized painted body pillows. Kindergarteners have also been working with fabric paint and have created fabulous “emoji” cushions to reflect the different sides of their personality.

Because Art is everywhere it has been fun to cross over with other classes and combine learning and skills.

study of our featured artist “of...through the year, Keith Haring, we have been

challenged to see Art as part of our everyday, for everyone, everywhere! ...

Kindergarteners worked collaboratively in groups to design a pattern made up of geometric shapes using their emerging math knowledge and are now working in technology to complete these projects.

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5 In January Sixth Grade students visited the Yayoi Kusama installation (above) at Marciano Art Foundation. They were also fortunate to view the “Life Cycle” exhibition by artist and activist, Ai Wei Wei.

Kindergarteners worked collaboratively in groups to design a pattern made up of geometric shapes using their emerging math knowledge and are now working in technology to complete these projects. Third graders have created wonderful 3D plaster “smiling flower” sculptures which correspond with their study of plants in science.

Whilst museum visits are essential to inform the practice of Art making, they are also important to see how Art reflects life. Early in January 6th grade students finished their semester of Art visiting the Yayoi Kusama installation at Marciano Art Foundation (MAF) and were also fortunate to engage with the “Life Cycle” exhibit by artist and activist, Ai Wei Wei. They were particularly impressed by the way the artist’s work blurs the boundaries between social commentary, political protest, and visual art.

In a recent NYT article by Perri Klass M.D. he quoted British psychology professor, Dr. Paul Sowden, who described arts education as a chance to build resilience and determination in children, as well as to help them master complex skills. All required attributes for the future! ▼

Explorations in Math Lab

by Dr. Kenzo Bergeron, Math Teacher

Kindergarten students are, by all accounts, natural mathematicians.

Prior to any experience with formal math instruction they already possess a uniquely mathematical disposition grounded in curiosity, inventiveness, and resilience.

Don’t believe me? Ask a kindergarten student to split a cookie evenly between friends and watch fair share division principles in action.

At the Village Math Lab, we foster the mathematical intuition that students already possess. These classes do not replace daily math instruction but rather complement them with a specific focus on the foundations of mathematical proficiency, which includes five categories: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition.

Many of our activities begin with estimation, a vital component of all five foundational skills. Through a series of Esti-Mysteries, we offer our kindergarten students interactive lessons to help them conceptualize and mentally manipulate numbers. We use

Kindergarten students complete a lesson titled “Foot Parade” adapted from Stanford’s youcubed curriculum. In this session, students choose animals to model different ways to make ten by totaling the number of feet in their parade.

Esti-Mysteries to teach students how to determine the reasonableness of answers, to use mental math more flexibly, and to estimate beyond the basic operations and extend estimates into units of time and distance.

In February, Kindergarten students participated in a Hot Wheels Center where they raced cars, graphed data, and analyzed the results to see if they could accurately predict the winning lane on a track. Our students were so engaged and excited to see that mathematics is useful, valuable, and rewarding, not to mention fun.

We use Choral Counting, an activity where students count aloud together by a given number, to build a robust web of connections and

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Through a variety of “mathematical games, we

are also able to encourage strategic competence, which is the ability to make sense of, represent, and determine solutions to mathematical problems.

Math games involve a variety of problem-solving skills that support the development of reasoning and necessitate that students shift unsuccessful strategies when needed.

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representations of mathematical concepts. Students do not merely practice rote counting but engage in reasoning, predicting, and justifying— all elements that contribute to the development of procedural fluency.

Through a variety of mathematical games, we are also able to encourage strategic competence, which is the ability to make sense of, represent, and determine solutions to mathematical problems. Math games involve a variety of problem-solving skills that support the development of reasoning and necessitate that students shift unsuccessful strategies when needed.

We are in the midst of a learning revolution; fueled by new scientific evidence of the brain, we are at a watershed moment in mathematics education that is changing the way that math is taught and learned— kindergarteners in the Math Lab being a perfect example. The additional time that our students spend in the Math Lab allows us to tailor the curriculum to focus on more than counting principles and basic computation, and to create innovative lessons that stimulate creativity, original thinking, and ingenuity, all while encouraging collaboration. ▼

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ALUMNI

ALUMNI PROFILE ALEX STONE graduating from Archer I went to CU Boulder. I loved Colorado—it’s so beautiful. Boulder is such a great town, and I had the best experience there.

What was your major?

Communications.

What inspired you to work in education?

I’ve always loved kids and being around kids. After I graduated I worked at an ad agency, but something wasn’t clicking. Throughout college I always had in the back of my mind a feeling that I could really be happy working in education. After I left the ad agency job and heard about the opening at Village, it all sort of came together and I knew after the first week this is where I am supposed to be.

Alex Stone takes a break with her first grade students in the Learning Garden.

Has your Village School experience had a lasting influence on you?

interview by Alison McKee, Director of Advancement

I definitely think so. I loved my time at Village. My little sister went to Village too and we both have really fond memories. I feel like this is a second home. Margot Mandel was my art teacher, and her quote was “there are no mistakes just happy accidents.”

That is something that has carried me throughout my entire life. Sometimes I’ll just stop and tell myself that.

Village Alumna Alex Stone joined the school in 2017 as the After School Care Coordinator. Alex now works inside the classroom as one of the Assistant Teachers in First Grade.

When did you graduate from Village?

I graduated in 2006.

What are some of your fondest memories?

I really loved having a Kindergarten buddy. I remember my World’s Fair and the 5th grade trip to Williamsburg, which was so much fun. I really bonded with a lot of my classmates.

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Tell me more about your buddy when you were in 6th grade?

Do you still keep in contact with some of your friends from Village?

My little buddy was Henry Carr, and he was great. Even in 6th grade I liked hanging out with the little kids.

They’re funny, unpredictable and say whatever they want—I get a kick out of it.

I do with a couple of them. It’s crazy to think about how long it’s been.

After Village where did you attend secondary school?

After Village I attended Archer. After

What advice would you give to current Village students?

Take advantage of all the opportunities that you have at Village and don’t take these opportunities for granted. ▼

ALUMNI NOTES 1981

1| Adam Fox was a part of the very first class at Village School. Since then he went on to graduate from Palisades High School and then from Boston University. Adam worked in the entertainment industry briefly after college and then moved to New York City where he started an interior design and construction company. Adam then got married and had two beautiful boys who are now teenagers. He lived in Oregon for some time, but now lives in Marin County, just north of San Francisco. Currently, Adam is a managing partner at Canard Vineyard in Napa Valley where he produces nine single vineyard estate wines each year. They still have great friends in the Palisades.

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2006

2| Leland Frankel recently celebrated the launch of the world’s first Indian-American scripted podcast, “Masala Jones,” which he co-created with actor Venk Potula. This new comedy series features performers from “The Walking Dead,” “How To Get Away With Murder,” “Last Comic Standing” and more.

It was recently featured on The AV Club’s list of 13 Podcasts To Listen To This Week, and is now streaming on all major podcast platforms.

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2008 Billy Wilson is living in Boston and working as a Case Assistant at Seyfarth Shaw following his graduation with honors from Brandeis. Billy played tennis for Brandeis, but still really enjoys a good pick-up game of basketball.

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2009

3| Angelica Harrop is graduating from UC Berkeley this spring with a double major in English Literature and Society and Environment.

2010

4| Bella Hogan, a current student at LMU, is studying in London for her spring semester. Her major is Communication Studies and she is interning at the U.K. skincare brand Aurelia Probiotic Skincare.

Julia Zimmelman, a current FIDM student, is working in London at Galvan, a luxury and modern women’s clothing line. The two have been traveling together and can be seen above in Amsterdam and Horsham.

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ALUMNI

2010

ALUMNI NOTES

5| Katie Frizzell is approaching her senior year at Wesleyan University.

She was elected captain for the fall 2019 season. After battling through ACL surgery her senior year of high school, Katie and her teamates are now all extremely determined to end their upcoming season and soccer careers at the top of the NESCAC league.

2012

6| Village Alumni and college freshmen Brian Boltiansky (George Washington University), Charles Donahue (University of Notre Dame) and Addison Button (Indiana University) celebrate spring break together in South Carolina.

2013

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7| Emily Kurtin has earned her Girl Scouts Gold Award during her senior year of high school. She held fundraisers, including a home run derby with her softball team, to raise money to purchase computers for a school in Belize. Emily also organized a booklet of free educational websites with instructions on how to best utilize them. In the fall, she traveled to Belize to deliver the computers and booklets in person. She set up the computer lab and trained the teachers and students. Emily loved working with the students as they tried out the websites. Both the students and teachers were so excited to have access to the computers and booklets.

The teachers are using the computers for research and preparing presentations, and the students are practicing their math and English skills and are working on research projects. This project was a gratifying way to wrap up her Girl Scouts experience that began in second grade at Village School.

For more information on her project, please visit Emily’s website https://sites.google. com/view/computersforbelize/home.

2013

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8| In February 2019, Charlie Meenaghan took the stage at the Walt Disney Concert Hall where the LA Philharmonic premiered his orchestral composition. Charlie is a Harvard-Westlake senior, and in the fall, he will be off to New York to study at Columbia University and Juilliard.

2015

9| Class of 2015 friends honored to be included with their classmate Jennifer Epstein supporting her sister Hannah as a new Bat Mitzvah on March 9, 2019.

2017

10 | George Lazenby graduates this year from St. Matthews. He has helped St. Matthews win the league championships in both flag football and basketball. He is playing #1 singles for the Falcon tennis team’s spring season.

George performed as Roger in the musical Grease at school. George is a JDRF Youth Ambassador, helping raise awareness and funds for Type 1 Diabetes research. Just like he was sad to leave his Village School friends two years ago, he once again is preparing to graduate, and take his talents to high school where he plans on being a student athlete, playing basketball and tennis.

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2018

11 | Ben Weiss landed the lead in Brentwood School’s Middle School Musical, James and the Giant Peach. As a 7th grader he was accepted into the Theater Department and has performed in several productions this year. Ben has also been enjoying new experiences at Brentwood such as Debate, Mandarin and Cross Country. Outside of school he also recently played “Young Mello” in Marshello’s latest video “Flashbacks.”

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2018

12 | Hallie Haim, a 7th grader at Brentwood School, was recognized for her outstanding achievement while participating in the Junior High Volleyball Delphic League. Brentwood’s Team went undefeated, 5-0, during the regular season.

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2018

13 | Sydney Ginestro and Phoebe Swartz, who have been close friends since Kindergarten, currently are 7th grade students at Windward School. ▼

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THE BIG PICTURE

Gathering

This year every class has had a chance to dig into our STEAM program through a variety of hands-on and engaging projects. Here’s a a quick look at some of this year’s projects.

SCIENCE

In 5th Grade Science, students discover more on how living things interact with and impact their environments. Our “Plants and Plastic” project focuses on how students can specifically repurpose and reuse, to do their part in positively impacting the environment, with common materials that might otherwise go to waste.

TECHNOLOGY

Kindergarteners program “BeeBots” to interact with vinyl story-maps, an interlocking foam practice arena that contains obstacles, bridges, houses, and roads built with wooden blocks. Here, you see Nieve programming her BeeBot to drive a course she created with road tiles.

ENGINEERING

TK build skyscrapers out of carboard materials. The exploration of building-block skyscrapers provides a learning experience that naturally generates problem solving and mathematical thinking.

ART

Third grade students created their own fabulous version of Andy Warhol’s famous “Flower” series first exhibited in 1964. These students successfully translated their pencil sketches of spring blooms into a block print that they were able to reproduce four times over a leafy background.

M AT H

Fourth grade students participate in choral counting by fourths—choral counting routines encourage students to look for and reason about patterns and structures of number when counting by a given number (in this case skip counting by one-fourth).

The goal of this activity is to engage children in reasoning, predicting, and justifying.

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M I S S I O N S TAT E M E N T Village School is an inclusive and dynamic learning community that prepares its students for success.

We engage children in a challenging academic curriculum that balances developmental and traditional principles of education and embraces a comprehensive and diverse enrichment program.

Village School fosters each student's sense of self and inspires social responsibility by integrating character education into a stimulating learning environment. We value the strong connection between home and school that characterizes our community.

VILLAGE SCHOOL MAGAZINE E D I T O R I A L S TA F F Alison McKee Director of Advancement Chris Gonyaw Director of Communications and Creative Media Photographer Sara Singsank Director of Development Annie Block Director of Secondary School Placement, Administration Manager, and Registrar Caroline Byfield Principal Tina Turbeville Design

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