Windward Magazine: Spring 2019

WINDWARD MAGAZINE

Building our Future

From the Ground Up

2019 SPRING

ADVANCEMENT OFFICE CONTRIBUTIONS

TA B LE OF

DAWN BARRETT

CONTENTS

Chief Operating Officer

WHITNEY BURKE

Director of Communications and Public Relations

From the Head of School 01 A Letter from Tom Gilder

JEFF GILDER ‘08

Director of Alumni Relations

Community

ASHLEY GOODMAN

02 Tales at the Table: Our Stories, Our Community 04 Spirit Week 2018 06 Ties that Bind: Grandparents and Special Friends Brunch 08 Shirley's Slams 'n Jams

21st Century Learning

10 From Plato to Gaga: AP Literature at Windward 12 Windward Robotics 13 A Gift for Gab: Windward's Performing Arts Podcast 14 Graphic Novels in the Classroom 16 Outward and Onward: Sophomores Find Their Way 17 Maui Simon '18 Earns Prestigious Cum Laude Award

Entrepreneurship

18 Budding Entrepreneurs Take Flight 20 From MyWindward to MyCrypto

Parent Perspectives

21 Windward Fencing Club: Not for the Feint of Heart 22 Charting Their Own Course: Senior Capstone 24 Buy it on the Bridge: Captivating Young Entrepreneurs

Performing Arts

26 Guys and Dolls 27 Bringing Down the House 28 Their Time to Shine 29 A Crime of Passion

Visual and Media Arts

30 Corita Kent: The Alchemy of the Moment is Happening 32 From Street to School: Graffiti Artist Helps Students Find Their Voice

Director of Service Learning

LINDSAY KNAUB

Director of Development and Special Events

Athletics

34 Fall Sports Update 36 Seniors Sign at College Commitment Ceremony

Service Learning

38 Life Unscripted: W!T Teaches Neighborhood Youth 40 The Season for Giving

Windward Fund

42 Donor Roll Update

Windward Fund at Work

48 The Stanford National Forensic Institute 49 No Longer Binary

Windward Network

50 Mentor Spotlight: Pamela Schwab 51 Student Spotlight: Deviana Sood ‘19

Alumni Updates

52 Matt Davidson ‘02 54 Jenny Johnson Jordan ‘91 56 Val McCallum ‘81 58 Young Alumni Luncheon

JEFF LAKE

Digital Communications Specialist/ Webmaster

SUSAN MARX

Associate Director of Advancement

JAMEY McELVAIN-WHITMAN Graphic Designer

ROBIN PICKETT

Director of Windward Network

ERIC WELLER

Associate Director of Windward Fund and Parent Relations

AMANDA WESTRICK

Associate Director of Special Events

ADDITIONAL CONTRIBUTIONS Brad Pomerance Meghan Bloome Bishop Cicek Bricault Julia Coley Dr. Jean-Paul deGuzman Drue Metz Aaron Marquette

PHOTOGRAPHY Paul Antico / Creative Antics Kevin Chan Joe Lester Photography Jenna Schoenefeld Stephen Zeigler

DESIGN Kevin Chan Multimedia Design

F RO M T H E H E A D O F S C H O O L

A Letter from

Tom Gilder

W

hen thinking about the direction of our School, I always come back to our guiding light, Shirley Windward, who envisioned Windward as a place you instinctively call your second home. Reflecting on the incredible successes we have already seen in 2018-19, particularly in regards to creating a sense of belonging within our community, I believe we’re closer to that vision than ever.

At our opening assembly in August, I charged students and faculty with fostering a community where everyone feels truly welcomed, valued, and respected. By weaving this focus throughout the entire fabric of our campus culture—from our all-school events to our academic endeavours and student assessments— our nurturing, inclusive community has been front and center this year.

All around us, our community is engaged, and it shows. Windward Prefects have supported the student body by working alongside administrators all year, further deepening our bond as a community.

In November, we teamed up with the Inclusivity Parent Committee to create Tales at the Table, our most intimate Fall Welcome event to date. It was a special evening filled with deeply moving conversations among students, faculty, and alumni.

Our Windward Fund campaign has raised nearly $2.5 million, well surpassing our goal of $2.15 million, and we’ve seen 96% participation from our parents. This community focus extends to our Spring Event, which on May 4 will feature a new format designed to promote a sense of belonging among all Windward families.

We are also focusing on next steps in our Strategic Plan—better understanding emerging core competencies and teaching the essential skills Windward graduates need to succeed in college and beyond. The Windward Network Internship Program, which received a record 166 applications from 95 students and alumni at 40 companies and organizations in Los Angeles for Summer 2019, has been instrumental in supporting this goal.

All of these achievements are a testament to the strength of our community. The pages that follow reflect and celebrate our School’s commitment to a dynamic, engaging education and a nurturing, inclusive community. Collaboration is at the core of our School’s philosophy, and during these exciting times at Windward, the adage, “it takes a village,” certainly rings true. As we look towards expanding our stateof-the-art facilities this Summer, we thank you for your generosity and support of our past traditions, our mission, and for embracing our role as an innovative leader in education. I have never been more excited to be a member of this community. The future is bright for Windward.

TOM GILDER Head of School

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Tales at the Table Our Stories, Our Community

O

n November 1, Windward was home to a stunning display of fellowship and community as the School hosted its first ever Tales at the Table. The event, introduced as part of our ongoing commitment to diversity and inclusivity, featured a number of guest speakers, including students, alumni, and members of Windward’s faculty.

Together, they spoke freely of their own personal experiences with culture, identity, and how Windward helps them to feel like they belong. Set to a gorgeous Southern California skyline, and featuring a delicious assortment of multi-cultural dishes from our CulinArt team, the evening offered a truly memorable and heartwarming display of unity, acceptance, and, as made evident by the number of moving speeches throughout the evening, family. The event culminated with a story shared by special guest Andre’

Above: Jazz Sudds '22 shares her story with the Windward community.

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Withers, Assistant Head of School at The Madeira School.

“Tales at the Table came to be through conversations across every layer of our Community, which helped make it such a special event. Our students spoke so eloquently about their lives at Windward and beyond, our faculty added an authentic perspective about their truth and the importance of friendship, while Tom and the alums added a historical perspective. Again, a true collaboration,” said Tyrone Powell, Co-Director of Diversity and Inclusivity.

“Thank you Christie Carney, Jennifer McPherson, Tricia Matuszak, and Andre’ Withers for their partnership and Tom Gilder for his support to make Tales at the Table such as success!”

Ashley Goodman, Co-Director of Diversity and Inclusivity, added, “The Tales at the Table event epitomized our theme of the year, “sense of belonging.”

We see this event as the foundation for all of the great work that our students, faculty and larger community will do this year and beyond the area of Diversity and Inclusivity. It was a special night and a display of the Windward community at its best!”

COMMUNITY

An event like this wouldn’t have been possible without the amazing Windward community, both on campus and off.

We’d like to extend our thanks to the following groups and individuals for making this inaugural event such a brilliant success.

Diversity and Inclusivity Parent Guild Committee Nadine Bell Christie Carney The Cunninghams Dr. Jean-Paul deGuzman Vince Dolcemaschio—Class of ’19 Karriann Farrell Hinds Darius Gangei Tom Gilder Ipek Goktan—Class of ’20 Toni Goldsobel Erika Johnson-Brooks Geraldine Loveless Tricia Matuszak Jennifer McPherson Drue Metz Robin Pickett Andreia Minasian Silvera Greg Simon, Alumni Class of ’85 Dr. Dahlia Setiyawan Chris Smale Jazz Sudds—Class of ’22 The Spear Family Maja Starcevic Nick Webster Eric Weller Andre’ Withers Windward Communications Windward Events Windward Operations Windward Facilities To download the Tales at the Table Community Cookbook, scan here.

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D R A W ND

e r a We

WI

COMMUNITY RALLIES TOGETHER FOR SPIRIT WEEK 2018

he Windward Wildcats kicked off Spirit Week in mid-October, and it did not disappoint. From class colors to doppelgangers to Hawaiian shirts, each day was filled with smiling faces and excitement as students showed their incredible Wildcat spirit.

The week came to an exciting end with an energetic pep rally, all-out class competitions, and a Varsity Football victory over Flintridge Prep.

Spirit Week would not have been possible without the dedication and enthusiasm of parents, students, faculty, and staff. We are incredibly grateful for everyone who contributed to an amazing week.

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COMMUNITY

SPECIAL THANKS TO THE FOLLOWING: Carol Cheng-Mayer, Pam Reynolds, Raina Rosenblum, Nadine Bell, Michelle Taub, Janel Ablon, Denise Faye, Angela Armitage, Tanya Baron, Shannon Callan, Christie Carney, Denise Contis-Walter, Kate Coppola, Rosanne Cunnigham, Emily Doyle, Kori Dworkin, Elizabeth Kaye, Joyce Mickelson, Randee Motzkin, Sue O’Connor, Dana Pachulski, Chelsea Patterson, Guilda Peykar, Talia Rimokh, Aimee Rosenbaum, Amy Russo, Sharon Stanley, Karyn Weber, Leslie Wimmer, Patricia Zanuck, Lorraine and Joe Berchtold, Dana Pachulski, Jenny Gordon, Davina Grossman, Samantha Hannan, Jaime Schwartzberg, La Donna Wertlieb, Lorena Barrientos, SLC, SLB, MSLC, Spiriteers, Jazz Ensembles, National Art Honor Society, Visual and Media Arts, Diversity and Inclusivity, GSA, SPECTRUM, W!T, Windward Dance Crew, Girls Volleyball, Tennis, Flag Football, Varsity Football, Matt Kessler, Bruce Eskovitz, Tony de Los Reyes, Jeff Miller, and Natasha Arnold.

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Ties that Bind WIN DWA R D CEL EBRATES G RANDPAREN T S A N D SP E C IA L F RI ENDS BRU N CH

T

he Grandparents and Special Friends Brunch on Saturday, November 10, was a beautiful occasion with almost 300 attendees! Guests traveled from as far as Brazil for the chance to visit Windward and join their Grandchildren for breakfast.

They heard from Senior Justin Williams and Junior Sofia Pirri, who shared their Windward experiences, and were treated to spectacular music performances by The Chromatics and the Advanced Jazz Ensemble.

Following the Brunch, Grandparents and Special Friends enjoyed touring the Windward campus with their Grandchildren. It was delightful to see the two generations enjoying spending time together.

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COMMUNITY

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08 - C O M M U N I T Y

s ' y e l r i Sh

COMMUNITY

S

hirley’s Slams ’n Jams was created as a way of honoring the enduring legacy and creative spirit of our founder, Shirley Windward.

On January 25, students, parents, and faculty took to the stage and filled the seats for yet another lively celebration. From snap-worthy poetry recitations to stirring duets to gut-busting comedy sketches, our talented performers proved again that Shirley Windward’s inspirational legacy lives on.

This year brought a host of new talent to the stage, and they each knocked our socks off in equal measure. Student performers included: Naomi Rubin ‘19, Teagan French-Saleh ‘21, Hudson Brown ‘23, the Windward Varsity Girls Basketball Team, Naomi Daneshgar ‘23, Ben Knepper ‘20, Ashley Renselaer ‘23, Noa Yamashiro ‘20, Justin Williams ‘19, Raphael Daneshgar ‘24, Noah Cohen ‘23, Jaden Anselmo ‘23, Truman Pauley ‘23, Wyatt Peers ‘23, Phoebe Eskovitz ‘21, and Ally Reynolds ‘21.

We would also like to extend our sincere appreciation to the Shirley’s Slams ’n Jams parent volunteers, led by Committee Chairs Dana Baer and Lydia Oppenheim: Dorrie Markovits, Marnie Altman, Chris Smale, Marie Krueger, Jennifer Gordon, Tamy Cohen, Julie Marsh, Kelly Peers, Shoshana Hilberman, Susan O'Conner, Rochelle Siegel, Mikki Kane, Cori Morris, Linda Solomon, Dawn Forrester, Lynn Iezman, Rosanne Cunningham, and Angie Fikre.

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From Plato to Gaga: W AP Literature at Windward

riting at the university level can be the one of the most intimidating parts of one’s Freshman college experience. Writing required in college courses is often different from anything students have ever encountered in their high school English careers. But Windward’s AP English Lit course, From Plato to Gaga: World Literature and Philosophy, is designed exactly with that challenge in mind.

a monograph/book published by the National Council of the Teachers of English titled “Critical Encounters in High School English: Teaching Literary Theory to Adolescents,” by Deborah Applebaum.

One of the texts the material referenced was “Hamlet,” a piece of literature that was already being taught in the Windward Over the course of the year, Maja Starcevic, curriculum.

Emily Miner, and Damon van Leeuwen teach a complex, forward-thinking As part of the curriculum, students must curriculum designed to prepare students read and respond to literary criticism for writing and critical thinking skills and try on different “critical lenses”—i.e. necessary to be successful at a college level. apply various schools of thought such as “Literature, when taught at the secondary level, is often very one-dimensional, and it is not always reflective of the academic discipline of literary studies, which is actually very vibrant and diverse. Most high school curricula are still teaching the New Critical or formalist approach to literature, which was in vogue in the 1940s and 1950s, and which focuses only on the form and content of the text. So while the world has changed and shifted dramatically since then, the teaching of literature has not,” said Maja.

When first researching ways to introduce high school students to different critical approaches to reading, Maja came across 10 - 2 1 S T C E N T U R Y L E A R N I N G

Formalist, Feminist or Gender criticism, Marxist criticism, Psychological criticism, or Post-colonial criticism to their readings to gain a deeper understanding of “Hamlet” and its context and to strengthen their critical thinking skills.

To introduce these critical approaches, or lenses, Maja wears large brightly colored glasses in the classroom to represent the many critical lenses the students can choose to use in their analysis.

“What I found is that it connects so well to responsive teaching. You are allowing students to come to a text through something that interests them, so it is being responsive to students on several levels:

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“In a real academic setting, you’re never working in isolation. You are always responding to someone else’s writing, so we work with the students on summarizing others’ opinions and how to enter that academic, critical conversation by having them come up with an original thesis,” said Maja.

Come May, the students are able to write complex analytical essays to prepare themselves for university-level writing assignments. This includes responding to students are able to choose based on their interests and because some approaches are more demanding than others, students may choose an additional challenge by working with a lens (and later, a scholarly article) that is harder to unpack,” said Maja.

“Some students just want to take that extra step. They ask for more, and it is so wonderful because they do it on their own.

It’s a really beautiful thing to see.”

As students are first encountering the lenses, Maja starts with something they know well to ease them into this new approach. They are first asked to apply two critical lenses of their choice to a TV show episode, a book they like, or even a music video or music lyrics. It is only after this that they are ready to start applying the lenses to a difficult literary text like “Hamlet.”

As students read (and watch) Shakespeare’s play, they start building a bank of evidence in finding answers to the typical questions posed by their lens of choice, a process that is meant to mimic how scholars read and annotate texts they want to write about. After grappling with the play on their own, students read a scholarly article from a critic applying the same lens and write an essay that both responds to scholarship on “Hamlet” and proposes a unique contribution.

the arguments of others, addressing the opposite view, and formulating their own argument.

Over the years, Maja has received feedback from students that by learning how to write this very complex, sophisticated, substantial piece of writing their Senior year, they have felt fully prepared for college-level English courses.

“Students are required to read secondary sources and respond to them in college, so this helps prepare them for that task. And if we don’t prepare them for that, they have a huge learning curve. Our alumni have written to me from college or told me in person when they visit that ‘my classmates were struggling, but I knew what to do.’

It’s so nice to hear that we’ve prepared them fully for the college writing experience,” said Maja.

The students round out their year of study by re-reading the reflective pieces on the learning and progress they have written throughout the year, and are asked to write a letter to their future selves summarizing some big takeaways from the course that they think would be relevant to them in college. Maja sends these letters to her students right before they start college.

Below is an excerpt from one of these letters, reflecting the student's understanding of her own learning: “Perhaps the greatest thing that I’ve taken away from this class is that for each issue in the world, there are multiple perspectives on it. This holds true for both the fictional world and the real world (…)Part of inhabiting this world will be learning to accept the validity of others’ beliefs and perspectives, whether or not you choose to accept them as your own.”

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W I N D W A R D

ROBOTICS

O

n December 15, the Windward Omnicats rose bright and early to travel to Hesperia one third and final time for the Desert League VEX Robotics Championship. By event's end, the Omnicats had walked away with the best performance in the School's VEX Robotics history!

After inspection, 14 teams selected their alliance partners for a 28 team single-elimination tournament to determine the tournament champion. The first seed team from Burros Robotics chose our team 5871c, OccelottaProblems! The third seed team, our very own team 5871f—ClawshankRedemption— chose Windward team, 5871a— GenericCatPun. This left teams 5871g—Purrrrrrgatory, and 5871b— CarelessWhisker. Purrrrrrgatory chose CarelessWhisker when their time to choose came up.

Before the final match, a preliminary awards ceremony was held. Windward took home the Think Award for the best programming, and the Teamwork Award.

The final match held the audience rapt.

The two highest ranked teams were titans of flag scoring, while the alliance of ClawshankRedemption and GenericCatPun possessed one excellent flag scorer and one excellent cap scoring robot. With one match, any mistakes made a huge impact.

While 5871a’s autonomous cap scoring delighted everyone in the previous three matches, it failed to succeed in the final match. Coupled with the climbing performance of the Burros bot and the flag execution of 5871c, the autonomous went to the Burros/5871c alliance.

By the end, the victory went to Burros and 5871c. Teams 5871f and 5871a would leave with semi-finalist trophies. Team 5871c, by winning the tournament, simultaneously qualified for the State Championship, which took place March 1 in LaVerne, Cali, as well as the National Championship to be held in Omaha in April.

5871c and the alliance of 5871a and 5871f dominated the quarterfinal and semifinal rounds. Both soundly defeated their foes in each match. In one case, the opposing alliance was completely routed with a score of 39-0.

These victories set the stage for a final match between Burros with 5871c, and 5871f with 5871a—three of the teams Excellent showing, Omnicats! in finals came from Windward!

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A Gift for Gab:

A

WINDWARD’S PERFORMING ARTS PODCAST

t Windward, innovation is key. While teaching her Chamber Music Ensemble, Intermediate Instrumental Ensemble, and Advanced Instrumental Ensemble music classes, Performing Arts Teacher and WCME Director Lisa Weinstein had a realization—her students were already engaging in spirited discourse in class, so why not share what they’d learned with their fellow classmates in a way that’s both accessible and modern? From that thought, the Windward Performing Arts Podcast was born. Tasking each of her classes to come up with a single segment related to what they were discussing in class, students

contributed by creating talking points, generating content, and then ultimately recording their thoughts, sounds, and insights over a weeklong period.

The students immediately took to their new assignment, with most never having had the opportunity to use Windward’s state-of-the-art music studio equipment.

For many it was also a treat to record and hear their own instruments and voices, particularly in such a popular and widelyused format.

Though the podcast’s first installment focused solely on Windward’s Music Department, Lisa and her students already see the potential for a broader Performing Arts focus going forward.

To listen to the Performing Arts Podcast, scan here.

“With this format, our students realize that the possibilities are limitless as far as what they can create,” said Lisa.

“We’d love to feature interviews from all our Windward performers, teachers, and wide array of guest artists. Dance, music, and theater—with so many options, we can’t wait for the next episode!”

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A RESPONSIVE APPROACH TO TEACHING

I

t’s a whole new twist on the classics.

For the first time in Windward 7th Grade English Class, a new form of text was front and center on students’ desks this Fall—the graphic novel.

The students began their unit by reading "American Born Chinese," a graphic novel by Gene Luen Yang, and excerpts from "Understanding Comics: The Invisible Art," by comic artist Scott McCloud. McCloud discusses in detail how comics work, from how they are composed and read to the technical components and terminology surrounding them.

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which enabled them to understand the core skills involved in literary analysis.

The overall goal of the unit was for students to create their very own graphic novels.

“My favorite types of units are the ones where the students are actually creating something, and they see themselves reading text in order to fuel their abilities as writers,” said English teacher Whitney Wood.

There are many benefits to using graphic novels in the classroom.

They are multimodal texts, which facilitates and supports students’ ability to visualize and understand complicated ideas, which is an important 21st century literacy skill.

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When creating their graphic novels, students were tasked with utilizing the techniques they had learned about writing comics to develop a plot that tells an engaging story.

The students had the choice to use a classic narrative, create their own story, or combine two stories into one.

“As I was looking for classic stories, I finally decided on "The Boy Who Cried Wolf" because I realized that the story would look great in a comic form due to all the action involved in the story. I also thought the story had a very important life lesson in it,” said Misha Sharif ‘24.

Empowering young students with choice is a great example of Culturally Responsive Teaching, something Windward has incorporated over the last few years, which allows faculty to serve as facilitators of learning and students as engaged participants in their learning. This approach allows for the needs of a diverse classroom of students to be met and supported through different types of assessments

to demonstrate the mastery of materials.

Responsive teaching begins with eliciting student engagement, which is exactly what Whitney and fellow English Teacher Dawn Robinson's graphic novel unit did.

“For me, the most exciting thing about this unit is that it feels more like an apprenticeship model—they are doing this authentic work that is going to have a real audience. They were also doing this hard-hitting critical work without even realizing it,” said Whitney.

“Students often start the year with highly developed visual literacy— they are often adept at breaking down what they see in an image. It’s exciting to start the year with a unit that activates these skills that they will later apply when looking at a more traditional text. We can invite them to find and analyze similes or metaphors in fiction or poetry by referencing the great observations and analysis they were doing with the more visual graphic novel form at the beginning of the year,” said Whitney.

To complete their project, students made flipgrid videos to give a tour of their project. In the videos, students explained to/for their peers the intentional choices in their artwork and how it contributed to the message or meaning of their story.

At the end of the unit, students received individual feedback from Whitney and Dawn, another example of responsive teaching at work.

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O U T WA R D A N D O N WA R D : Windward Sophomores Find Their Way

S

OPHOMORES AT WINDWARD inhabit a sweet spot of sorts. Settled into Upper School, but not yet looking at college, 10th Graders are the “big kids” of the Prep Division, who have become more confident, more independent, and more comfortable with their peers. As they become more self-aware, they are ready to practice skills in relating to each other, working with each other, and understanding each other. 9th Grade Seminar ended a year devoted to exploring what it means to be a Windwardian, a student, or a citizen, with Pop Up Magazine, where students presented a story about themselves that showed something important about them.

As students transition from their first year of high school into the next chapter of their academic and personal lives, Windward’s Prep Division continues to offer engaging opportunities outside of the classroom to support the development of their skills, talents, and growing sense of self.

The 10th Grade Retreat in October invited students to look outward. Unlike 9th Grade retreats, students stayed on campus even as they broke out of the routine. The Retreat included outside guests and Windward faculty and staff who are not academic teachers in the core curriculum. Motivated in part by the fact that

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Sophomores are newly eligible to participate in Summer internships through the Windward Network, the focus of the 10th Grade Retreat brings together self-understanding and finding ways to connect to others.

Last Fall’s Retreat offered several interactive workshops, which focused on group dynamics, public speaking, and communicating across differences.

Students wanted to develop and explore relationships with peers. The Game of Life, with psychologist and Windward teacher Phaizon Wood, and How to Show Up, with Pepperdine Title IX Coordinator LaShonda Coleman, provided very different formats for students to learn about themselves and classmates.

Students honed their public speaking skills through Improv to Connect with Performing Arts teacher Natasha Arnold.

The day Retreat helped students uncover their interests and build confidence and skills to communicate in various settings.

Students wanted more opportunities to ask questions and to hear from diverse fields, so panels were assembled and facilitated to pair lively and moving personal stories with useful advice.

The Retreat included two different career panels, during which students heard the following common threads: there is no single path from school to career; being curious and open will lead you to where your values, interests, and skills intersect; mentors are everywhere; and experience and feedback are invaluable.

Retreats, like Advisory, Seminar, assemblies, and orientations, create opportunities for students to take time out from their routine to learn and practice important skills that may not be as easily explored in academic classes. They provide new perspectives and establish new skills and are “low-stakes” and ungraded so that students can be more relaxed and have fun with each other.

“The largest takeaway from the day was that there are multiple ways to find your path in life.

Certain paths may not always reveal themselves at the beginning and exploring interests through internships is a wonderful way to begin to unearth those paths,” said Julia Coley, Director of Windward’s Prep Division.

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Making History Maui Simon ’18 Earns Prestigious Cum Laude Award

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ach year, members of Windward’s Senior class participate in a Capstone course of their choosing, culminating in a final project presented at the Senior Capstone Colloquium. For most, the Capstone represents the chance to learn new skills in advance of the college level, the semester-long project requiring multiple drafts and copious amounts of research. For Maui Simon ’18, however, it meant something far grander—the chance to have his hard work recognized nationally as an awardwinning Cum Laude Society Paper. Out of over 380 Cum Laude School submissions, Maui’s thesis was selected as one of six district winners, awarding him a $1,000 prize. This is the first time in the School’s history that a student has received such an honor.

Maui’s paper—“A Pretense of Change: South African Sports Following the International Sports Boycott of the 1960s and 1970s”— stemmed from his love for sports, as well as his interest in political history. Following a viewing of the film “Invictus,” Maui was inspired to base his paper around rugby in South Africa, and more specifically, the interconnectedness of sport and racism that permeated South Africa during the apartheid years and those that followed. As Maui collected research and gathered sources over the course of the school year, History Capstone instructor Dr. Dahlia Setiyawan quickly realized that Maui had something special in the works.

Encouraging him to elevate his paper even further, Dahlia steered Maui towards introducing primary sources to his argument. He combed through databases housing South African newspapers and political documents of the era, using the newly found sources to craft an in-depth historical analysis, including a comprehensive literature review. As Dahlia explained, “The most difficult part of writing a paper is the literature review, because if its done poorly it's just a list of works.

Maui did it beautifully—you can see how he really takes those works, tells us why they’re

valuable, tells us where there are limitations, and then shows how his work will build on the existing scholarship. It’s a very sophisticated understanding of things.”

Determined that she not be the only witness to the work and detail put into Maui’s paper, Dahlia looked for a way to grant it further exposure.

That came in the form of The Cum Laude Society Paper, a national challenge whose purpose is to “recognize and celebrate outstanding academic achievement by submitting a paper or other class assignment that gives evidence of superior scholarship and original thought.”

Said Maui, now a Freshman at Berkeley, on the honor, “I was completely taken aback upon receiving the news. It is a huge honor to have my paper recognized by the Cum Laude Society, especially considering all the other incredible works submitted. As daunting as it was, Dahlia and the CTL staff did a tremendous job of guiding me and the rest of my classmates through the research process and teaching us the requisite skills for writing a paper of this length.

While at times I definitely felt overwhelmed and unmotivated, the skills I accumulated in my Capstone were definitely rewarding and have translated perfectly to writing at the college level.”

Congratulations to Maui on this incredible achievement!

To read Maui's awardwinning paper, scan here.

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BUDDING ENTREPRENEURS TA K E F L I G H T

T

hink Differently: Fundamentals of Entrepreneurship is an 8th period Upper School elective class, which gives students

the opportunity to take a deeper dive into the world of entrepreneurship. The class, taught using an experiential learning approach, included a hands-on case study with the growing start-up Bird this past Fall.

On October 4, Windward students visited Bird Headquarters in Santa Monica, where they met with Bird employees Evan Sawyer '09, Hudson Lofchie '08, and Claudia Marie Hellstrรถm '14, as well as Bird COO Stephen Schnell, for a tour, presentation, and Q&A. The Bird team shared their roles within the company, described the projects they were involved with, and explained the challenges the start-up is facing.

Students were asked to process the information they received, determine any additional information or data points needed to help them understand the issues, and ultimately develop viable solutions to the challenges posed. In an effort to support students in this endeavor, the class welcomed guest speakers, many of whom were Windward parents and alumni, to familiarize students with key concepts relevant to their case study presentations.

Guests helped the class make an effective pitch, realize the importance of teamwork, practice public speaking with the Toastmasters organization, learn how to create a user persona, and understand the significance of critical thinking in the life of an

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ENTREPRENEURSHIP

entrepreneur. One of the biggest lessons continually

Equipped with this information, the class divided

reinforced in the classroom was that failure is not to

into smaller teams, chose what areas of Bird most

be feared, but expected and embraced. Once failure

interested them, and worked on their presentations

is embraced, entrepreneurs can learn from their

to prepare for their respective pitches. In December,

mistakes and use it as a catalyst for growth. This idea

the class hosted the Bird team on campus to present

began to crystalize for students as they listened to

their findings and offer solutions on how to navigate

the stories of challenge and failure that each speaker

the various issues facing the company during their

experienced at one point in their past.

rapid expansion.

W I N D W A R D M A G A Z I N E - 19

ward

d From MyWin

o t p y r C y M o t

C

ryptocurrencies: Whether you’re an expert or a newbie to the term, one thing’s for sure: the industry is becoming a global phenomenon.

Three years ago, Junior Jai Bhavnani caught wind of Ethereum, a decentralized platform for applications that run without a middleman. After much research, he concluded that cryptocurrencies and blockchain as a whole have the ability to replace the institutions that we trust.

"There is no reason to trust a subjective bank with your money or Facebook with your data, when instead you could just trust code that could be read by anybody."

Once he began investing the money he’d earned from previous app ventures into the cryptocurrencies, he realized that the learning curve was high and many of the exchanges were not intuitive.

That’s when he set out to create the easiest-to-use exchange to change American dollars into cryptocurrencies.

But he couldn’t do it alone. Jai enlisted the help of Seniors Jack Lipstone and Richter Brzeski to tackle the monumental challenge.

So how exactly did the team come to be?

Jai and Richter became fast friends after being invited to Apple’s annual Worldwide Developers Conference in 2017. And Jai and Jack first got connected during the Bain Consulting Challenge at Windward.

The two worked extensively with each other on this project, so they knew they’d work well together for future tech initiatives.

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Meet The Team (From Left to Right)

Jack Lipstone '19, CMO of Ambo and now Director of Business Development at MyCrypto Jai Bhavnani '20, CEO of Ambo and now running Strategy at MyCrypto Richter Brzeski '19, CTO of Ambo and now Software Engineer at MyCrypto

Jai and Richter created Ambo, a platform that enables users to acquire and hold their own assets, in December 2017, onboarded Jack six months later, and the rest is history.

The team also enlisted the help of Zane St. John ‘22 during the busy Summer months.

As the company began to take flight, they began doing a lot of flying of their own.

"The fact that we can take this anywhere we want—that ambiguity is awesome," said the team.

"In July 2018, we took a private jet to San Francisco, where we met up with a bunch of companies and found ourselves at the Coinbase headquarters—the behemoth of Cryptocurrencies—asking how they could help us," recalls Jai.

"Bain at Windward really helped us with our presentation skills—when we went to San Francisco we were pitching to the top Cryptocurrency companies, and we learned those interpersonal skills through Bain," said Jack.

Before they knew it, they had multiple offers for Ambo’s platform, one being Los Angelesbased MyCrypto. The company acquired Ambo in 2019 and will launch their products under the MyCrypto umbrella.

Because you never know who might be eyeing your product.

"Being based in LA was a huge plus. They told us they wanted us to stay in school because they value education. They wanted us to continue our everyday lives," said Jai. The trio plans to keep working on the app, even as Jack and Richter head off to college in the Fall.

So what is their advice to other budding entrepreneurs? 1) Become friends with the right people. 2) It’s more than just having a LinkedIn. 3) Networking skills are vital.

"When I was in Prague, I saw someone I recognized from online, so I introduced myself. Literally three nights later, they were trying to acquire us, and they flew us out to Colorado. They ended up becoming one of our biggest mentors," said Jai.

PA R E N T P E R S P E C T I V E S

by Meghan Bloome Bishop, Parent of Grant '22, Kyra '22, Brody '19, and Jared '19

NOT FOR THE FEINT OF HEART

E

very Friday at 3:30 p.m., a group of dedicated Windward students pull on mesh helmets and white protective gear to learn the ancient sport of fencing. Open to all Windward high school students— even if they have no fencing experience—the Fencing Club provides a serious workout in an enjoyable, supportive setting.

Under the guidance of expert coach Jaake Castro, club members start each two-hour meeting with general conditioning and stretching. Physical fitness is a critical element of fencing and Coach Jaake said this group has made huge strides in their strength, balance, and speed. After they are warmed up, students work on footwork, techniques, tactics, and drills. The last hour of class consists of club members fencing each other.

With preparation through participation in the Club, Windward fencers have competed in several weekend fencing tournaments. In addition to getting the club members in good physical shape, one of Coach Jaake’s chief goals is to “raise the kids’ confidence at tournaments.

With this group, they needed to increase

their self-assurance in a competitive sports environment. I want the kids to feel braver and braver—more and more confident.”

For Senior club member Zachary Leete, participation is “a leisure activity that we find enjoyable. We get some exercise and have fun with a very nerdy sport. It’s casual and very welcoming. The Club makes fencing—which can be daunting—more accessible.” That said, he noted that “Coach Jaake has more of a competitive side and we do get more competitive when we fence against each other.”

The benefits of fencing may even extend into the classroom. As Coach Jaake points out, “fencing is incredibly taxing on your mind.

It’s a martial art. When kids fence, their problem-solving skills increase.” Zachary might agree with this observation, noting that “fencing is just as much of a strategy game as it is an athletic game. Maybe more.”

The Fencing Club is the brainchild of Windward parent Courtney Schaberg, who initiated discussions with the Windward administration in 2015. Under the supervision of the Windward Athletic Department, the

Club started meeting in September 2016.

Courtney and her son Lucas Schaberg, now a Senior, knew that several other students were interested in learning to fence. “The Fencing Club offers another athletic option for students to participate in,” says Schaberg, “and is a good workout in a fun and casual environment.” Currently there is no fee to participate, and the Club has equipment that newcomers can borrow to get started. Kids who come each week often choose to purchase their own equipment.

Meghan Bloome Bishop is the parent of four Windward students. Grant and Kyra Bishop are in 9th Grade.

Brody and Jared Bishop are Seniors. Jared participates in the Windward Fencing Club. Meghan has a Masters in Public Health and formerly worked as a health policy researcher, grant writer, and non-profit program manager.

W I N D W A R D M A G A Z I N E - 21

CHARTING SENIOR THEIR OWN I COURSE:

CAPSTONE CONTINUES TO GROW

By Brad Pomerance, Parent of Ivy ’20 and Paige ’22

n 2018-19, Windward proudly ushered in its third year of the Windward Honors Senior Capstone Program. At Windward, Capstones are yearlong courses that are not independent studies, but rather are designed to ensure that every Senior participates in an in-depth research experience in a selected area of passion guided by a dedicated Windward teacher. Dr. Dahlia Setiyawan currently teaches a History Capstone focused on the 20th Century. “On this journey, the teacher acts as the first mate, while the student is the captain–finding their sea legs, doing the steering,” said Dahlia.

N E

W S

Toward the end of Junior year, all students meet with their college counselors to decide which Capstone would best align with their individual interests. During the current school year, seven Capstone courses are being offered: Collaborative Arts, Innovative Design for Real World Problems, Leadership, Psychology, Social Justice & Civic Engagement, Spanish, and 20th Century History. All Capstones involve research and many include experiential and entrepreneurial components, interdisciplinary work, artistic expression, collaboration, experiments and analysis, and/or service learning.

Prior to the 2016-17 school year, Windward offered Seminars to Seniors that were not mandatory. Around this time, the CTL and accompanying faculty members began to collaborate over how best to build out that Seminar Program.

They engaged in intense research, conversed, and ultimately crafted the Capstone Program that exists today.

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PA R E N T P E R S P E C T I V E S

in World Literature, Rachael commented, “the course was a welcome challenge, allowing me to bring together and synthesize ideas from other classes.

I appreciated the opportunity to independently explore and further my own intellectual interests.

The skills I developed through the Capstone Program definitely made me feel more prepared in my current courses at NYU.”

Currently, all Windward Seniors are required to complete a Capstone course to graduate. Jill Bush, who serves as the Associate Director of the Collegiate Division, commented on the now mandatory nature of the Capstone class. “It’s required because the faculty values it. We value academics, rigor, deep thought, and challenging students to view themselves as thinkers and scholars– the Capstones allow for this.”

Kevin Newman, who leads Windward’s Collegiate Division, added, “the feedback from colleges and universities on our Capstone Program has been very positive. They see Windward’s Capstone Program as a valuable, intellectual experience, which creates tremendous growth for our students, allowing them to walk into university with a college-level experience beyond APs.”

The Capstone courses culminate in May with a community-wide celebration of research and learning to highlight the intellectual curiosity of our Senior scholars. The final projects can range from a collaborative presentation to a solo, expansive research paper.

Kevin Newman noted that “our Seniors have this wealth of knowledge and experience of the Windward education.

And with the Capstone, they are pulling this all together in a single moment,” Jill Bush elaborated, “We are giving our students the opportunity to think as scholars, present as scholars, and be viewed as scholars.”

The Third Annual Senior Capstone Colloquium will be held on Monday, May 20, 2019 and is open for the entire Windward community to enjoy.

Brad Pomerance is father to Ivy, Class of 2020, and Paige, Class of 2022. He is currently hosting a history-driven television program, Uncovered in the Archives, for PBS station KVCR – www.kvcr.org/uncoveredinthearchives

Apparently, the program is working. Rachael Griswold, Class of 2018, is currently a Freshman at New York University. In reflecting back on her Capstone, Perspectives

W I N D W A R D M A G A Z I N E - 23

Buy It On The Bridge, Cultivating Young Entrepreneurs

By Cicek Bricault, Parent of Melise ’22 and Destin ’24

T

hree times a year, Windward offers a marketplace to students called Buy It On The Bridge (BIOTB), where budding entrepreneurs have the chance to sell their wares to fellow students and faculty on campus.

From edible cookie dough to the latest bracelets in vogue, whether they bake, buy, or make their wares, these sellers (like all entrepreneurs) must organize, manage, and take on risk. Will they lose money or make a profit?

Taking it one step further, Windward incorporates BIOTB into select projectbased curricula. With entrepreneurism on the rise, the timing is ideal. According to a recent study by the Global Entrepreneurship Monitor, nearly 14% or 27 million working-age Americans are starting or running new businesses. This

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PA R E N T P E R S P E C T I V E S

is a record high for the study, now in its 16th year, according to Inc.com.

In the Windward Middle School elective, Are You An Entrepreneur, Ashley Goodman and Emily Dawe challenge students with a monthlong BIOTB project. Students use “design thinking” to brainstorm ideas, then survey peers and faculty across campus for feedback on customer demands. “They join this class to make money,” says Ashley, and “since they get to choose their product, they’re so engaged. That’s what we’re looking for.”

The teachers guide students along the way, as they assess costs of goods and other logistics. Teams pitch ideas in “Shark Tank” style presentations, then move on to create prototypes.

After all, keeping that lemon slushy cold enough could make or break profits. Class grades are weighed on process and level of engagement as opposed to the final product. While Forbes says that 90% of all startups fail, self-assessments at the end of class assignment allow students to understand where they might have

failed and what they can do differently next time. That’s the gem they get to take away.

At the Upper School level, Juniors and Seniors enrolled in Mya Caruso’s Advanced Algebra with Financial Applications course also create projects around BIOTB. They use equations to analyze cost, revenue and profit for goods they choose to sell.

With the goal of maximizing profits, students conduct surveys and create a demand function. “They incorporate that with the cost of items they want to sell and (…) figure out what they should charge and their maximum profit,” says Mya. Plotting curves and graphs, students discover trends such as the higher the price, the fewer the number of buyers. “I give each group $100 so they know their budget, and I have them sign a contract,” Mya says. All she wants back is her initial investment.

They get to pocket the profits, further motivating them to manage risk, a key to the entrepreneurial mindset. Risk is

fundamental to any new venture, as is failure.

The more experience these young entrepreneurs gain and the deeper their insights on supply and demand, the more seasoned risk-takers our students naturally become. They will swerve and pivot around obstacles and hey—who knows what they will come up with next?

Cicek Bricault worked for a decade managing online communities and producing content for tech startups. She loves to tinker in her maker studio and is currently writing a middle grade novel that explores balance between nature and technology.

Cicek’s daughter, Melise, is a member of Windward's Class of 2022. Her son, Destin, recently joined Windward’s Class of 2024.

W I N D W A R D M A G A Z I N E - 25

Guys and Dolls

By James Patric Moran, Windward Musical Director

L

IFE IS A GAMBLE, IS IT NOT? Love is a gamble. Friendships and relationships are a gamble. Our professions are a gamble.

Unleashing our true selves is a gamble in the face of rejection. All aspects of life are truly a gamble, and if we don’t lay it all on the line and “Let it Ride” we will never know the glory of possibly winning it all.

Guys and Dolls, set in New York City in the 1950s, is a joyous Tony Award winning musical based on the short stories "The Idyll of Miss Sarah Brown," "Blood Pressure," and "Pick the Winner," by Damon Runyon, which depicted the lives of New York City’s underworld and its interweaving with formal society. Throughout Guys and Dolls, each character in essence is putting themselves on the line of failure in order to build a fuller life. Several female characters, notably Sarah Brown and Adelaide, at first glance seem to be abiding by the societal gender norms of the 1950s, but are progressive in not letting their invested vision for their lives fall to the wayside for the men they love. Sarah and Adelaide challenge their male counterparts, Sky

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Masterson and Nathan Detroit, to self-reflect and grow in order to receive their love.

As a director, it was important that I challenge our student actors with a classic, period piece, in order for them to understand how the art form has evolved, as it is always beneficial to look to the past to inform the present. The cast was charged with the task of challenging issues like gender norms of the 1950s. Our student actors have been working on fighting for their characters' recognition of status, and not reconciling with what might be expected of them in the time period. Is it possible that the “The Hot Box” performers were not there for the entertainment of men, but to reimagine their lives, and push boundaries outside of the norms?

This experience has been a gamble. I have had the honor of watching each member of this ensemble throw themselves in the middle of uncharted waters with courage and intensity. They have bravely put themselves on the line. They, like their characters, know that in order to win big in life, one must risk big. To me, they have already won.

P E R F O R M I N G A RT S

Bringing Down the House

W

ith a variety of original tunes, covers, and duets ranging from Sinatra to Little Shop of Horrors and flanked by the Middle School Choir, Upper School Choir, Chromatics, Advanced Jazz Ensemble “A,” and the premiere of our newly created Advanced Jazz Ensemble “B”, the first Coffee House of the year was a resounding success. Tri-M, Windward’s music honor society, co-produces two Coffee House nights (Fall and Spring) with support from the music faculty of Dr. Daniel Koh,

Lisa Weinstein, and Dr. Bruce Eskovitz as they create a team, which includes auditioning all of the potential performers and the Tri-M students acting as waiters, stage crew and baristas.

The Tri-M Team also selects a charity to donate the proceeds of the show to, and for the Fall, chose Mr. Holland’s Opus Foundation.

All in all, a great showcase night for Windward, which highlighted its talented student body from 7th Graders to Seniors. Big fun!

G F N I H T O N TO W!T OGETHER E B R IN G S T P U O R T V LY S H O W S IM P R O IT H M O N T H W Y IT N U COMM

OR THOSE OF YOU WHO HAVEN'T SEEN W!T, Windward Improv Troupe, you're missing out on one of the most joyous events on campus. This 8-9 period offering in Upper School teaches students the art of making theater up on the spot. Everything is fully improvised, meaning the students have no idea what is going to happen. They learn how to play a variety of characters and tell stories, all through a filter of comedy.

Improvisers have to listen, accept each of their partner’s choices, and think fast. It’s risky, it’s addictive, and most of all, it’s fun.

Part of the W!T program is its monthly performances. Shows can be short form comedy with two teams competing against each other, or a fully improvised long form, like a Musical or Hallmark Holiday movie. The $5 ticket price goes to different charities each month. Each charity is chosen by our students and community and is researched for authenticity and impact. In the first three shows this year we donated over $1500 to MAPS Charities (elderly), The Trevor Project (LGBTQ), and Alma Family Services (disability family services). We take great pride in doing Comedy for a Cause.

W!T is a little comedy family, and if you peek in on a class or backstage at any show, you’ll see that these students always strive to ‘make each other look good.’

If you like to laugh, check the Windward calendar for upcoming shows.

W I N D W A R D M A G A Z I N E - 27

Their Time to Shine O

n December 19, our younger instrumental and vocal ensembles took to the stage in Studio 400 for our mid-year concert. The groups featured were The Beginning Band, The IIE/AIE Ensemble, Middle School Choir, and our Windward Conservatory of Music Ensemble. The groups performed a variety of traditional jazz and rock tunes along with a mix of holiday favorites and some classical as well. It was such a treat to hear all of these students perform in their first, or one of their first, live concerts, and needless

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to say, they were supported and encouraged by our SRO audience. The ensembles were directed by: Dr. Daniel Koh, Lisa Weinstein, and Dr. Bruce Eskovitz, with several of our world-class music mentors on hand to give last-minute advice and lend their significant support and wisdom for our kids. All in all, a hugely successful night, and it’s clear to see that the Windward Music Department is in good hands as these young players mature and matriculate into our more highprofile groups.

P E R F O R M I N G A RT S

A “Crime” of Passion: ADVANCED ENSEMBLE TAKES CHARGE

W

elcome to the Advanced Theater Ensemble Showcase, an interpretation of Beth Henley’s Tony-nominated play, Crimes of the Heart. This beautiful work won the 1981 Pulitzer Prize for Drama. This year, the students have been asked the following questions as they prepare their work: What is your process, and how does it inform your approach to creating character?

When brainstorming what they should work on for their showcase, the class chose to produce a play that resonated with them. It was important to them that they work on a piece written by a female playwright that touched on topics that resonated with the group, like family dynamics, secrets, and dealing with pain through humor.

The students were charged with producing a play as a class. Led by two student directors, this ensemble of actors used class to make edits appropriate for our performance schedule, taking into consideration the overarching story and the nuances in the relationships of the characters. Every aspect of this process was collaborative as the students worked together with members of the Performing Arts Technology class to bring this story to life.

“Every day I watch these young actors grow and expand their art.

Their ability to approach challenging material, work together and communicate with an articulated voice, and push their ability to tell stories that evoke deep emotions makes me incredibly proud,” said Jordan Fox, Theater Area Program Lead.

W I N D W A R D M A G A Z I N E - 29

Corita Kent: The Alchemy of the Moment is Happening

BY D R . J EA N - PAUL D E G UZ M AN, HISTO RY TEACHER

T

his past Fall, the Visual and Media

Arts (VMA) Department staged the

exhibition, Corita Kent: The Alchemy

of the Moment is Happening, in the Held and

Bordy Family Gallery. Featuring several of Kent’s serigraphs (silkscreens), the exhibition helped

illuminate not only the life and passions of one

of the 20th centuries most fascinating artists, but also the kinetic energy of the 1960s.

Corita Kent was an artist and longtime arts

educator who chaired the Department of Art

at Immaculate Heart College in the Los Feliz

neighborhood of Los Angeles. There, she trained

a generation of future artists and cultivated her own craft. Early in her career, religious motifs

dominated Kent’s work. Later, her corpus of art played with different aspects of popular culture and consumerism. Reflective of the political

culture of the time, many of the works displayed at Windward reflected a strong anti-war critique.

As she gained notoriety in the art world and

beyond, the Los Angeles Times named her its

1966 Woman of the Year and soon thereafter Newsweek featured her on one of its covers.

Kent completed several prestigious commissions,

and museums such as the Los Angeles County

Museum of Art and the Metropolitan Museum

of Art Having exhibited her work. Despite these accolades, her silkscreens were also accessible

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V I S U A L a n d M E D I A A RT S

to everyday collectors. By the end of the 1960s, in the

select pieces of her work to display. Furthermore, fellow 8th

Immaculate Heart order and the city’s socially conservative

the exhibition into our curriculum to teach students about

midst of conflict between her progressive Sisters of the

archbishop, Kent dispensed her vows and moved to the East Coast where she continued to create works of art until her untimely death in 1986.

The exhibition culminated in a panel on October 3 that featured Michael Duncan, an independent curator and

critic who has written extensively about Kent, and Olivian

Grade History teacher Shana Barnett and I incorporated

historical perspective. Overall, this exhibition represented so much of what is meaningful to me about teaching at

Windward. In addition to exposing our community to the

richness of the cultural worlds beyond our walls, it provided an occasion to foster pedagogical and interpersonal connections across disciplines.

Cha, the collections manager at the Corita Art Foundation.

Having taught the history of Los Angeles for several years at UCLA, I provided brief remarks about how Kent’s life

and works reflected the cauldron of change that was the

city in the 1960s. A lively discussion that focused on Kent’s inspirations and the legacy she left behind ensued.

Significantly, the Corita Kent: The Alchemy of the Moment is Happening provided an opportunity for productive

collaboration between the VMA and History Departments.

I was delighted to accompany VMA faculty Tony de los Reyes and Jeff Miller to the Corita Art Foundation to

W I N D W A R D M A G A Z I N E - 31

From Street to School: G r affi t i Art i st H elps Stud e nts Find The ir Voice

BY DRUE METZ, DIRECTOR OF MEDIA ARTS & FILM LAB

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V I S U A L a n d M E D I A A RT S

D

uring Homecoming week, our Visual and Media Arts students had a special weeklong visit from local veteran graffiti artist, Cre8. Along with his collaborator Stash Maleki of ICU (www.icuart.com), a professional media and production company that specializes in hand-painted murals and design, the students experienced an immersive, hands-on workshop in the “Graffiti Arts.” Cre8, who has been a media artist and spray paint artist throughout his entire life in Los Angeles, expressed that his key approach when teaching students is helping them find their confidence. By having students focus on visualizing the lines and feel of good “spray-control,” Cre8 empowered students to lose their inhibitions and nervousness.

Under Cre8’s wing and Stash’s guidance, the two local artists helped students design and create two eight-foot Homecoming murals that were displayed in Windward’s campus courtyards. The students were hands on from start to finish. Not only was the workshop shared between multiple classes, but Cre8 also took the time to share his thoughts regarding the culture and evolution of street and graffiti arts in Los Angeles and around the world. Speaking to students who came to interview Cre8 about his work and growth as a graffiti artist, Cre8 explained that as a youth he desperately wanted to express himself.

When he discovered the joy and pleasure of line design, spray, and color control expressed through graffiti, he was hooked, and instantly became a graffiti artist.

who was once one of the most beloved artists of his time. Cre8’s artistic approach includes bold line choices, contrasting cool and warm paints, or using an affinity of hues in the piece’s overall spectrum.

Every day he told students that art should be about expression, creativity, and commitment, and that anything can become art if you have the strength and confidence to commit those attributes to it. As the Windward Visual and Media Arts programs and classes continue to evolve and grow, it is imperative that the faculty look for ways to foster uplifting and immersive creative experiences for our students. As Cre8 described, what once was viewed as “taboo” or “shunned” has now been recognized globally as a poetic and artistic way of expression, especially here in Los Angeles. Not only has graffiti art become accepted and popularized in Angeleno culture, it has fostered a new way and experience for our teachers to have students think outside of the box on what is, and what could be, art in their own personal and creative development.

Cre8 also shared the origins of his nickname, explaining that it was given to him from a previous Los Angeles street artist similarly named “Cre8”,

W I N D W A R D M A G A Z I N E - 33

FALL SPORT S UPDATE Middle School The Fall was a success as the Girls Tennis Team locked in the Championship when they were victorious over UCLA Geffen Academy.

The Girls 7th Royal Volleyball Team worked its way through an eight-team bracket to reach the Championship game. On the Boys side, the 7th Royal Flag Football Team made it to the finals and faced Calvary Christian, but fell short in the final game.

The Coed Cross Country Team was the final team to compete in the playoffs and ran away with a handful of personal bests and solid performances from the team.

The Middle School Swim Team made a huge splash at League Finals. The Girls finished 6th overall and Boys 8th overall in the League. Windward is looking forward to making waves as the team grows stronger every year!

Congratulations to all who participated in Fall Sports. Go Cats!

Upper School For the fourth consecutive season, Girls Tennis finished higher in the league standings than the previous year. The team has gone from 6th Place to 5th, to 4th, to 3rd Place in the Gold Coast League under the leadership of Program Lead Ryan Shelven.

“This season was phenomenal for the team. The girls' dedication and hard work is why we made the playoffs for the first time in seven years. We will continue to strive forward and make the community proud.” - Ryan Shelven In Football, the Cats upset number-one-seeded Cate in the second round of the playoffs, 31-27. The team pushed through the adversity of injuries and a postponement of the second half of the game due to the air quality from the wildfires. The game started as a home game, and finished two days later and 50 miles away at Sage Hill. The victory 34 - A T H L E T I C S

included a fourth quarter comeback from an eleven-point deficit, and a game-clinching interception by Brett Webster ’20 in the final minute of the game.

New Program Lead Amanda Westrick led the Girls Volleyball Team back to the playoffs after a three-year hiatus. Led by UCSD-bound Senior Marin Willick, the Cats finished Fourth in the very tight Gold Coast league standings. “The girls showed their excitement and passion to compete amongst high level competition. We look forward to continuing to build a great program culture next year,” said Amanda.

Last but not least, the Boys Cross Country Team advanced through the CIF Southern Section and made the CIF Finals, where they finished 10th in Division 5. Coming into the race, based on previous times, the team was ranked 18th, but almost every runner ran a personal best to exceed all expectations. Out of all five divisions, Windward was the only “Cinderella story” to pull off such an unexpected top-10 finish. On the Girls side, Freshman Maddie Doi also reached the Finals, where she finished 31st. Maddie was the 6th fastest Freshman in the race, so the future is bright!

AT H L E T I C S

W I N D W A R D M A G A Z I N E - 35

S E N I O RS SIGN AT C OLLEGE C O M MIT ME NT CEREM ONY

O

n November 14, Windward’s Senior scholar-athletes dotted their i’s and crossed their t’s at our Fall Athletic College Commitment Ceremony. The event allowed the School, as well as parents, coaches, and peers, to honor the achievements of our scholarathletes as they prepare to take the next step in their athletic and educational journeys. Read on to see what our college commits have to say about their future, as well as how Windward helped them to prepare for the next level.

Sarai Zedingil Soccer, LMU On how she chose her school: I fell in love with LMU. The playing style of the team, as well as the dynamic education, matched those that I had been around my entire life, and the ability to continue those ideologies automatically caught my attention.

Auden McCaw Volleyball, Pepperdine On how Windward helped him to prepare: Windward has helped me become a well-rounded individual and has allowed me to become a very competent person. With the guidance of Nils and the rest of the Athletic Department, I’m now able to approach my sport in the most focused and mature way possible.

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Kaiyah Corona Basketball, Dartmouth College

Marin Willick Volleyball, UCSD

On how she chose her school: I chose Dartmouth College because as a scholar-athlete, I was looking for a challenge on and off the court, as well as a diverse culture that will foster my growth as an individual. Most importantly, I wanted an environment that felt like home.

On how Windward helped her to prepare: Windward has been so supportive of my athletic training and pursuit to get to this level. From the students, teachers, and administrators, everyone has been so helpful.

Wes Burton Baseball, Ole Miss

On how she chose her school: I chose UCLA because it provides both a world-class education and competitive athletic atmosphere with incredible tradition.

On how he chose his school: The opportunity to play for a storied, perennial Top-10 Division 1 college baseball program, dating back over 100 years is special, especially a program headed by Coach Mike Bianco, the longest tenured Head Coach in the Southeastern Conference.

Charisma Osborne Basketball, UCLA

Asia Marrero Basketball, NYU On how Windward helped her to prepare: Windward has given me a strong foundation. My teachers have taught me higher level critical thinking and prepared me for a rigorous college education.

AT H L E T I C S

Luke Tanner Baseball, Northwestern On how Windward helped him to prepare: Windward has prepared me for college baseball by pushing me to be my best and become a more confident player.

Vince Dolcemaschio Baseball, Oberlin College On how Windward helped him to prepare: Playing baseball at Windward has shown me, most importantly, how to learn from my mistakes, as well as the work ethic needed to exceed at the next level.

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S E RV I C E L E A R N I N G

Life Unscripted:

W!T Teaches Neighborhood Youth

S

illy small voices and rambunctious sounds of laughter radiate from the 200 building. Inside is a judgment-free fun zone filled with more than 20 youngsters playing a classic improv game known as Mafia, led by a group of Windward Seniors.

Last year, W!T Improv Troupe members Bryan Berkowitz ’19 and Delaney Glassner ’19 first approached Service Learning Director Ashley Goodman in hopes of starting an afterschool Improv program at Windward.

“They had such a wonderful experience being a part of W!T that they wanted to share their knowledge and passion with young children,” said Ashley.

games each week. The younger students developed a special bond with the group of Windwardians.

“I love laughter, and it is so incredibly fun to mentor a class where everyone wants to laugh. It’s so amazing to see these kids have fun together and create their own scenes and funny scenarios. I love playing the improv games with them and seeing their individual creativity in each game they play,” said Megan.

While the program leaders are currently in their Senior year, they hope to pass the program baton to other W!T improv members.

“My favorite part of volunteering in the program is getting to see the kids develop over time. Kids that started out not talking, never raising their hands, and sometimes refusing to participate, were all talking, participating, and having fun by the end of the program.

This one adorable girl didn’t want to talk towards the beginning of the class, but on the last day she ran up to me, said hi, and gave me a hug,” said Delaney.

Improv has been proven to help kids with fear-coping and teaches them how to accept and learn from failure while fostering important listening and collaboration skills. Improv can also ease symptoms of social anxiety and boost confidence to record levels.

“As we get older, we learn more rules to life and play becomes harder. If we can catch kids before they are adults and teach them that play can actually make life not only more fun, but also helps them to think on their feet, trust their voices, make strong choices, and work together, we’ve created a more aware and authentic group of humans who will be less afraid as adults. They will move forward in life knowing that taking a risk together can be one of the most courageous and rewarding ways to live life,” said Natasha Arnold, Director of W!T Improv Troupe.

For the Fall, Windward partnered with neighboring schools Mar Vista Elementary and Grandview Blvd Elementary. Students from both schools came to Windward once a week for eight weeks as part of the program.

“It’s very important for children to learn improv skills because it helps them come out of their shells and explore their creativity. We are constantly improvising in our lives. Whether it’s a conversation, an interview, or playing sports, it is worthwhile to have a basic foundation of coming up with things on the spot, as it will be useful for the rest of your life,” said Bryan.

The program was entirely mentor-driven with Bryan and Delaney, along with Megan Glassner, Leah Ho, Sabrina Kardashian, Charlie Shaw, and Rebecca Martin planning and introducing lessons and

W I N D W A R D M A G A Z I N E - 39

The Season For Giving: Windward and Westside Children’s Center Partner for Thanksgiving Feast

O

n November 14, students and parents continued Windward’s longstanding

partnership with the Westside Children’s

Center (WCC), teaming up to host their annual Thanksgiving dinner.

A cornerstone of Windward’s Parent Guild Service

Committee, this year volunteers donated and prepared the ingredients to make a full turkey dinner for over 300 people on site at the WCC.

Organizing the event were committee chairs

Marnie Altman, Karyn Weber, Susanne Cipolla Olmos, Christina Thau, and Ashley Goodman,

Windward’s Director of Service Learning and Social Entrepreneurship. Gelson’s Market and Pitman

Farms provided support for the event and donated

all the turkeys for the dinner. A group of around 15 parents started prepping the day before, working in shifts to ensure every potato was peeled and every turkey stuffed. They then returned the next day to

cook the meals, working right up to the event. 40 of

Windward’s own students aided in the effort, stepping in as everything from servers to decorators. They also put on an Arts and Crafts Fair for WCC members,

working with them to create leaf gratitude trees, face painting, science experiments, family photos, cookie

decorating and the most time-honored of craft staples, the handprint turkey.

It was yet another joyous celebration of the holiday spirit and a great representation of Windward’s partnership with the WCC.

40 - S E R V I C E L E A R N I N G

S E RV I C E L E A R N I N G

Thank you to everyone who made this event such a success: Parent Guild Representatives

Jennifer Gordon

Christina Thau

Jessica Reid

Karyn Weber

Joyce Mickelson

Marnie Altman

Julie Morris

Susann Cipolla

Kelly Sloan

Gelson’s Market

Kerry Perlow

Pitman Family Farm

Kori Dworkin

Amy Call

Leslie Wimmer

Amy Harkin

Linda Solomon

Amy Jan

Lisa Weinstock

Amy Romine

Lynn Iezman

Andrea Wallace

Marielle Lerner

Ann Blanchard

Mikki Kane

Ashley Kramer

O’Connor Family

Billy Ray

Phyllis Crotty

Caroline Kunitz

Rachel Khedoori

Chelsea Patterson

Rochelle Siegel

Debbie Bloom

Samantha James

Diana Longarzo

Shannon Callan

Diana Sachs

Suzanne Kraus

Diane Rose-Solomon

Tami Cohen

Doron Atzmon

The Gordon Family

Dorrie Markovitz

Toni Chan-Goldsobel

Elise Beane

Toni Simon

Francie Calfo Jones

Wendi Trilling

Gates Family

Whitney Glass

Guilda Peykar

Will Schulte

Hsiu-Yen Brosmith

W I N D W A R D M A G A Z I N E - 41

T

hese pages illustrate the incredible support that the 2018-19 Windward Fund has received from our generous community. Windward gratefully acknowledges each of the following donors, who together have helped us raise just under $2.5 million dollars so far - and we aren’t done yet! It's not too late to show your support and add you name to this impressive list. Thank you!

Founder $50,000+

Jackie & Adam Sandler

Head of School $25,000+

Anonymous The Ahmanson Foundation Sheri & Steve Altieri Karen Coburn-Antholis & Kary Antholis Wendy & Gary Broad '77 Capital Group Companies Charitable Foundation Andrea & Barry Cayton Kate & Arthur Coppola Nancy & Jon Glaser Goldrich Family Foundation Julie & James Kang Elon Musk Justine Musk Susan & Matthew O'Connor Dana & Richard Pachulski Talia & Jason Rimokh Allison & Bennett Rosenthal Jaime & Andrew Schwartzberg Trina & Adam Venit Donna & Jason Weiss Elisabeth & Rich Welch

Visionary $15,000+

American Endowment Foundation Jennifer & Michael Beerman Nicole & Brad Brooks 42 - W I N D W A R D F U N D

Donor Update Valerie & Faraz Daneshgar Kori & Darren Dworkin Shannon & Dean Factor Angela Asher & Ted Fikre Cydney Bernard & Jodie Foster Risa Gertner Ann & Jim Gianopulos Emily & Teddy Greenspan Susan Winfield & Stephen Grynberg Brooke & Adam Kanter Jennifer & Alexander Kwit Lorraine & Damien McCann Angela & Mark Milstein Robert Morton Laura & Kenny Rogers Jennifer Rush Moira & Rajath Shourie Rita Tuzon & Rick Stone The Loni & Jeff Rush Family Foundation Lexine & Cuyler Tremayne Vanguard Charitable La Donna & Neil Wertlieb Jessica & Steve Yi

Leadership $10,000+

Anonymous (2) 1P Foundation Gina & Michael Albert Lori & Howard Altman Alison Garb & John Andrews Tanya & Jeff Baron Kerry & Robert Benderson Lorraine & Joe Berchtold Shainaz & Mark Burg Julie & Steve Dolcemaschio Teri & Darryl Eaton Stefanie & Jason Finger Kay Friedman Holland '90 & Grant Holland Evanne & Edward Gargiulo Maria Mancuso Gersh & Gary Gersh Cathy & Josh Goldsmith Christine & Jordan Kaplan Wendy & Brandon Kirk

Lorie Alexander & Thomas Kreller Wendy & Gary Leshgold Serena & Shawn Levy Henna & Casey Lugash Marci Pool & David Madden Pamela & Ron Mass Michelle & Yariv Milchan Staci & Adam Miller Laura & Chris Miller Elizabeth & Bill Molinski Morgan Stanley Global Impact Funding Trust, Inc. Sarah-Jane Wilde & David Morrison Sam Naficy Janelle & Jon Newkirk Sharyn Nichols I-Shyh & Paul Ortiz Joanne & Matt Pauley Kelly & Darren Peers Rachael & Bob Platt Anna & Jeffrey Reyna Aimee & Mark Rosenbaum Miriam & Stanley Rothbart Diana & Andrew Sachs Lesley & Thomas Slatkin Paulina & Carlos Smith Maie & Richard St. John Maxine & Brent Stratton UBS Foundation Liz & Andy Waters Nadine Bell & Bart Williams

Benefactor $5,000+

Anonymous (7) Jennifer & Chris Andrews Michelle & Gareth Asten Holly Bario Moon Kim & David Beitchman Tom Bernthal Angela Armitage & David Blau Karen Hermelin & Mark Borman Leah Breibart Nonny & Brian Breiter Alexandra & Anthony Brent

W I N D WA R D F U N D

Cicek & Paul Bricault Hsiu-Yen & Sean Brosmith Jo Champa Cathleen Young & Patrick DeCarolis Lisa & Christopher Downey Emily & Kevin Doyle Jenifer & Matthew Edelman Katherine & Sean Eskovitz Ilana & Justin Farar Lara & David Fishman Andrea Wallace & Jonathan Friedman Shana & Todd Garner Natalie & Leo Gestetner Whitney & Bill Glass Dawn Ahrens & David Gooding Rosanne Cunningham & Karsten Gopinath Carol Schwartz & Elliot Gordon '74 Melissa Papp Green & Jeff Green Vardit & Micah Green Sheri & Michael Green Jolie & Rick Greenwald Samantha & Christopher Hannan Annie & Alan Holleb Janet Shim & Taos Huskey '93 Natalie Reisman Iwanyk & Basil Iwanyk Roopal & Ashok Jadeja Frances Chung Kallman & Andrew Kallman Michelle & Steven Kane Blaire & Aaron Kaplan Lisa & Brian Kessler Leah & John Ketcham Alison & Jay Kleckner Nancy Corshen & Richard Klubeck Natasha & John Koudsi Emily Kovner Moss '91 Ashley & David Kramer Suzan & Matthew Lamishaw Lisa & Kevin Lewin Elinor & Jonathan Lewis Julie Sandor & Jack Ludden Nicolette McDougall & Steve MacDonald Shoreen Maghame Margaret A. Cargill Foundation Debbie & Jonathan Markiles Dorrie & Paul Markovits Carol Cheng-Mayer & Brett Mayer Lorena Barrientos & Mark Merritt Allison & Jeffrey Mirkin Randee & Richard Motzkin Jerold Neuman Lydia & Charles Oppenheim Philip Paccione Beverly & Stephen Pazuk Kimberly & Joshua Perttula '88 Stacy Sherman & Billy Ray Jessica & Eric Reid Kirsten Richter

Laura & Michael Richter Karen & Steven Rindner Raina & David Rosenblum Gretchen & Dan Rush Jessica & Scott Samet Pamela & Matt Schwab Todd Sherman Karen & Scott Silver Kelly & Matt Sloan Pam & Stephen Soller Linda & Glenn Solomon Marin Hinkle & Randall Sommer Martha & Ari Swiller Michelle & David Taub Gail Woods & Mitchell Tenzer Christina & Andrew Thau Karen Blackfield & Stuart Tobisman Ambereen & Ramez Toubassy Wendi & Stephen Trilling Kyle & Mauricio Umansky Karen & Jeremy Umland The Walt Disney Company Foundation Denise Contis-Walter & Christopher Walter Danae & Gregory Webster Karen & Alan Weil Candice & Perrie Weiner Amy & Brian Weitman Courtney & Jared Wolff Jane & Raymond Wurwand

Partner $2,500+

Anonymous (6) Marnie & Paul Altman Jamie & Michael Angus Frieda & Ceth Ashendouek '85 Ginger Glass & Gala Asher Dawn Barrett John Baudhuin Elise & Eric Beane Ann Blanchard & Sandy Becker Karen & Adam Berkowitz Karen Van Nuys & Antonio Bernardo Teresa & Paul Bridwell Cynthia Sikes & Ross Brodie Carolyn & Dwight Caines Elle Carling Roselyn & Robert Carnahan Jill & Mark Chayet Amy Jan & Phillip Cheng Roya & Peter Cohen Gaby & Daniel Cosgrove Carolyn & John Crosson Phyllis & Kevin Crotty

Thank you to the dedication and leadership of our Windward Fund Volunteers! Without their support we would not be able to have reached 96% parent participation in our 100 Days!

L EA DERS HIP CHA IRS Rita Tuzon & Richard Stone CO-CHA IRS Jo Champa Lori & Kirk Goldstein Karen & Scott Silver WINDWA RD F U ND V OL U NT EER S Jamie Angus Michelle & Gareth Asten Kerry & Bob Benderson Amy Call Jill & Mark Chayet Phyllis & Kevin Crotty Beata & Jeff Daniels Janel Ablon & Matthew Davis Darren & Kori Dworkin Teri & Darryl Eaton Shannon & Dean Factor Ilana & Justin Farar Stacey & Tim Farish Craig & Alisa Farkas Beth Osisek & Ken Fink Amy Harkin & Steven Goodrich Jennifer & Rafi Gordon Scott & Jenny Gordon Elise Grace Susan Hertz Blaire & Aaron Kaplan Jennifer & Eric Kaufman Ashley & David Kramer Monica & Ross Lacy Ing Lee & Toddy Jerry Wendy & Gary Leshgold Nancy & Robert Lurie Carol Cheng-Mayer & Brett Mayer Dana Sano & James Meyers Allison & Peter Morrison Joanne & Matt Pauley Rachael & Bob Platt Orit & Nadav Ravid Jessica & Eric Reid Isabel Rosenthal Amy & Patrick Russo Diana & Andrew Sachs Pamela & Matt Schwab Kelly & Matthew Sloan Cheryl & David Snow Maie & Rick St. John Mitchell & Gail Tenzer Christina & Andrew Thau Wendi & Stephen Trilling Trina & Adam Venit Karyn & Rob Weber Alan & Karen Weil Emily Stern & Jeremy Weitz Susan Winfield & Stephen Grynberg Jessica & Steve Yi

W I N D W A R D M A G A Z I N E - 43

Janel Ablon & Matthew Davis Gina Di Bona Erica Gerard Di Bona & Vincent Di Bona Caskey & Mick Ebeling Stacey & Tim Farish Alisa & Craig Farkas Carin & Scott Farkas Denise Faye Debbie & Mark Feldstein Leah Corselli-Felisan & Stephen Felisan Dawn & Brent Forrester Karen Silagi & Jeffrey Freedman Jennifer Ouchi & David Gallon Ryan & Mark Gates Catherine & Daniel Gerst Lori & Tom Gilder Suzanne & Michael Ginestro Allison Diftler & William Goldenberg Cari Levin & Guy Goldschmidt Lori & Kirk Goldstein Joyce & Michael Goldstein Cami & Howard Gordon Elise Grace Ronen Grace Chelsea Grayson Gordon Grayson Steve Green Jamie & Joshua Gutfreund Hillary & Steve Hartman Stacie & Bryan Hausner Cynthia Mathis-Herring & Charles Herring Lisa & Joshua Hofheimer Jewish Community Foundation of Los Angeles Francie Calfo & Trent Jones Dana & Adam Kaller Seta & Luke Kardashian Jenny Park & James Kim Caitlin & Greg Knopp

44 - W I N D W A R D F U N D

Joan & Aaron Kramer Marie & John Krueger Caroline & Matt Kunitz Catherine & Matthew Leaf Eleanor Suhr & Michael Lerner Debra & Meir Levy Diane & Scott Lewis Julie & Harley Liker Lauren & Josh Lippman '95 Meg & Gregory Lipstone Diana & Jerry Longarzo Saheli Datta & Thomas Mackey Eric Mandel Isabel Markovits Tricia & Eric Matuszak Sonia & Deepak Mehta Dana Sano & James Meyers Joyce & Mark Mickelson Jennifer & David Miner Barb & Dan Molloy Allison & Peter Morrison Jennifer Chasalow-Neiman & David Neiman Amy Weimer & Kevin Newman Chelsea & Saladin Patterson Guilda & Jacob Peykar Erica & Jason Powell Orit & Nadav Ravid Michaela & Mischa Reis Shannon Callan & Michael Rische Angie & Adam Rosen Amy Klimek & Joshua Roth Amy & Patrick Russo Nancy & Kenneth Ruttenberg Dorothy & Avram Salkin Michal Amir Salkin & Ken Salkin '86 Karinn & Todd Sammann Sharon & Shawn Sani Dana & Evan Schlessinger

Jennifer Howard & Robert Schwentke Allison & Adam Scotch Robyn & Marc Sidoti Rochelle & Ian Siegel Steve Smooke Deborah Lipsztein Spector & Marcelo Spector Danielle Laff Sterling '89 & Bradford Sterling Cara & Daniel Swartz Laura & Ric Tanner Karyn & Rob Weber Mindy & David Weiner Emily Stern & Jeremy Weitz Wells Fargo Foundation Educational Matching Gift Program In Memoriam Victoria & Pat Whelan Leslie & David Wimmer Beth & Cyn Yamashiro

Donor

up to $2,499

Anonymous (19) Jolie Abrams '15 Gayla Aspinall & John Agoglia Gloria Aguirre Shamsah Amersi Jenn & Scott Anderson Cynthia & Jimmy Andrews Kimberly Andrews Dean Anselmo Dorothy Apple Melanie Arias Natasha Arnold Ken Asher Minkie Spiro & Doron Atzmon Judith Avery Barbara Avilez Bradley Baba '15 Irene & Wesley Baba Dana & Tracy Baer Gabe Baez Betty & George Baffa Richard Bailey Mayr & Dave Balasa Stephanie Barnes Shana Barnett Jeff Barzey Eugenie & Joe Baumann Nell Beckerman '91 Marty Behrendt Lauren & Todd Behrendt Annick Bellordre Keli Kastrup & Mike Bennett Lindsay Berenzweig-Triehy '95 Jennifer Maisel & Michael Berick Kristene & Jules Bernard

W I N D WA R D F U N D

Lori & Kevin Bernet Brian Bernhards Leah Bernthal Brittany Berriz Kamila & Dilip Bhavnani Alma Castellanos & Dirk Binkley Meghan & Randall Bishop Sharnell & Clifton Blevins The Blum Family Foundation Kotra Ajir & Jeff Blume Cathleen McGrath & James Blythe Christina Bodie Michael Bognanno Susan & James Bologna Bertha Contreras Borin & Frank Borin Cielo Botello-Williams & Michael Williams Molly & Peter Branch Karol Watson & Christopher Branche Kathy & Richard Brisacher Erika Johnson-Brooks & William Brooks Cisca Brouwer Leigh & Lawson Brown Nicole & Jan Brzeski Elizabeth Buchanek Regan Buck Bardeen Amos Buhai '98 Virginia Bullukian Whitney Burke Stewart Burns Maya Burrell Marrero Jill Bush Amy Call Nikki & Kermit Cannon Mirna & Benjamin Cardenas Christie & Stephen Carney Becky & Troy Carter Mya Caruso Maynor Castellanos Mayra & Miguel Castellanos Anil & Rashmi Chachra Kristen Ding & Mitchell Chang Polina & Sam Chapiro Jesse Chavez Candice Chiang Samantha Chinn '86 Peter Christian Sarah Clark Tammy Clem Robert Coad Kevin Coale Tamy & Marc Cohen '91 Julie Jepsen Contreras & Charles Contreras Jorge Contreras Melissa & Stephen Cope Gabrielle & Malcolm Cosgrove Jennifer Blum & Adam Cotsen Bobby Cotsen '17

Julia Cotsen '18 Carrie Creighton Angie & Kelly Cunningham Sherly & Kamyar Daneshgar Beata Pozniak Daniels & Jeff Daniels Emily Dawe Julie Pan & Jeffrey de Chausse Claudia De La Roca Tony de los Reyes Paola DeCastro Jean-Paul deGuzman Marisol Delahoussaye Benjamin Delwiche Wendy Dembo '84 Deborah & Eric Diamond Susan & Paul Diamond Scott Diamond Tali Diamond Eva & Sabino Diaz Marisa Blackshire & Tyrone Dinneen Lawanna Dixon Nancy Lee & Elton Doi Rachel & Jay Donaldson Robin & Paul Donzis Claire & Dominique Duchemin Tammy & Jeffrey Ellis Julia & Jonathan Eng Alice & Phillip Eng Valerie & Anthony English Johnny Enriquez Patricia & Bruce Eskovitz Stacy & Scott Ezra Phoebe Fan Alia Faubert Ayn Faubert Beth Osisek & Ken Fink Adam Finkel Erica & James Fishkin Jorge Flores '84 Nannette & Burton Forester Kevin Forester '89 Adine & Dan Forman Jordan Fox Nancy Cordova & Mario Franco Jacqueline Freed '11 Rachel & James Freeman Suzanne Freeman Julie & Garth Friedrich Patrick Friel Rita Bower & Ray Friend Andrew Fromer '08 Jill & Leonard Fromer Portia & Sean Furst '88 Kay Seymour-Gabriel & Richard Gabriel Jennifer & Robert Galperson '90 Darius Gangei Crecencia Martinez & Jose Garcia

Kate Briscoe & Ivan Garel-Jones Carol & Kevin Gelbard Judy Ashmann-Gerst & Robert Gerst Jeff Gilder '08 Jenna Gilder '11 Eric Gladstone '05 Mara Levin & Jonathan Glassner Selen & Coskun Goktan Linda & Richard Goldsmith Toni & Steve Goldsobel Julian Goldstein Hiliana Gomez Edgar Gonzalez Jay Goodfader '88 Ashley Goodman Amy Harkin & Steven Goodrich Daniel Gordon '10 Hillary Gordon '77 Lily Gordon '08 Jennifer & Rafi Gordon Jennifer & Scott Gordon '84 Julia Coley & Jerry Goren Greater Kansas City Community Foundation Sarah Greenleaf Andrew Gross '92 Davina & Russell Grossman Ethel Gullette Jill Gully Daniel Gutierrez Brandon Hakim '08 Shazi & Kambiz Hakimi Meredith Hamel Suzie Hanrahan Sharon Stanley & William Hansen Karla Northern-Harris & Tyrece Harris Danielle Miller & Jonathan Hausman '85 Eveneshia Hedgeman W I N D W A R D M A G A Z I N E - 45

Dominique & Mats Hellstrom Christina Hendershaw Tory Herald Susan Hertz Armin Porter & Darryl Herzik Lockell & Chris Hickey '97 Sharron & Chris Hickey Karriann Farrell Hinds & Elliot Hinds Margaret Hinkle Paula & Bruce Hirsch Berit Kerner & James Ho Ann-Marie & Nicholas Hobbs Lauren Hoffman '05 Charles Holmes Gail & Robert Holmes Josh Holt Andrea & Scott Holtzman Laura & Nathan Hopper Tiffaney Hughes Peggy & Francis Hung Simon Huss Lynn & Alan Iezman Kam & Jermaine Jackson Karre & Lou Jacobs Samantha James Andrew Jebb & Brian Setzer Dessie & Rodney Jeffries Ing Lee & Todd Jerry Jamie & David Jeter Sudha Joga Veronica Johnson Minda & Doug Johnstone Frances & Josh Jones Natasa Jovanovic & Matthew Robinson Gil Junger Nina Junger Erica & Michael Kanter Leslie Katzman Wallach '84 Jennifer & Eric Kaufman Chung Han & Edmond Kavounas Elizabeth & Owen Kaye Shirley Kennedy Olivia Khalili '17 Rachel Khedoori Stephanie & David Kingsdale Irene & Marvin Kleinberg Kevin Kloeker Lindsay Knaub Nadine Kary & Robert Knepper Neal Koch Daniel Koh Rainer & Nikos Kokotakis Stephanie & Gregory Konkoff '88 Shahar & Yifat Koren Ali Kornberg '01 Rini Simon Kraus & Arthur Kraus Michael Kraus 46 - W I N D W A R D F U N D

Suzanne Kraus Susan & Vitaly Kresin Claire Krizman '14 Debra & Richard Krizman Amanda Kyed Monica & Ross Lacy Jeffrey Lake Ali Landes '04 Lappen Family Foundation Jacqueline Lauderdale Derek Leavitt '95 Dorothy Lee Shayna Leeds '11 Daisha & Emilio Leon Marc Levey Abbey Shi Levin '04 Mara Silverman & Brian Lloyd Vanessa Rodriguez Lopez & Oscar Lopez-Borbon Geraldine & Laura Loveless Tony Low Cardiff & Eric Loy Laura Luna & Reinaldo Luna Nancy & Robert Lurie Charlie Lyttle '15 Jennifer & Charles Malaret Dillon Malaret '18 Jacqueline Malaret '16 Nora Malone Aaron Marquette Stefano Marrero Brooke & Dave Marrujo Lauri & David Martin Susan & Josh Marx Julie Marsh & Steve Mayer Donna McCann Kevin McCann Susan & Bart McCarthy Jamey McElvain-Whitman Susan Mearns & Scott McFarland Erica McGrath Linda McLoughlin Figel '81 & Matt Figel Melissa Painter & Sandro Meallet Drue Metz Jeff Miller Vicky & Rich Miller Emily Miner Nicholas Mirkin '09 Ryan Mirkin '06 James Patric Moran Julie & Benjamin Morris Cori & Landon Morris Eric Moss Stacie MuĂąoz '06 Meredith Murad Sarah & Chris Musich Mark Leong & Jay Nagdimon '82

Sari & Robert Neal-Watkins Cheryl & David Nelson Vicki Neuman Tri Nguyen Nils Nielsen Max Nishimura Robert Nolan Firoz Noor Hannah Freed Northenor '99 Wayne Northrup Vanessa Nygaard Rachel & Barry O'Brien Susanne Cipolla Olmos & Mico Olmos Derek Osborne Rachel Osborne Vanessa Angel & Rick Otto Mark Owens Samantha Pack Christopher Padilla Susan Painter Judith Hayward & Michael Parks Julie Leeds & Rob Pasnau '85 Kelly Payne Khanh Truong & Mark Paz Kerry & Howard Perlow Colin Pfaff Julia Phillips Robin & Jeff Pickett Carrie & Russ Pillar Jim Pirri Stephanie Pirri Simone McKitty & Martin Pitts Mark Polland '81 Leslie Saxon & Gary Poole Nora Portillo Sibylle & Howard Postley '82 Susan & Tyrone Powell Lisa & Jon Provisor Jennifer Quine Karalyn Ramon Heather Regnier '04 Jennifer Regnier '02 Judith Gonda & Victor Regnier Lauren Reisman Polak '93 & Jeff Polak Missy Reitner-Cameron '89 & Mark Cameron Mahi Lashgari Renselaer & Edward Renselaer Nery Reyna Pamela & David Reynolds Elizabeth & David Ricanati Lauren Rice Sophia Lord-Richard & Joe Richard Karen & Gary Richman Christine Olsen & Jason Richman Michelle & Keith Richman Angela Riley Marie & Louis Robbins Julie & Bennett Roberts '78

W I N D WA R D F U N D

Dawn Robinson Leslie Rojas Amy Romine Ashley Rose '03 Emily & Colin Rose Holly & Eric Rosen Betty Lee & Howard Rosen Joan & Robert Rosenbaum Bita Rahbar & Lawrence Rosenblum Isabel Rosenthal Shoshana & Mark Ross Elana Cohen-Roth & Jack Roth Joy & Jason Rothenberg James Rothstein Allegra Mancuso & Sam Rubin Bethany & Saul Rubin Melissa Karz & Thomas Rubinson Regina Rubio Christina & Kenneth Russo Maria Sibug Saber & Peter Saber Amber & Warren Daniel Saft '91 Cynthia French & Nathan Saleh Christie Salomon Benjamin Sanders '02 Maryann & Michael Sanders Alex Sarkissian '09 Ramona Robinson & Edward Saunders Jeryldine Saville Courtney Schaberg & Lincoln Sevier Marc Schaberg Chelsey Schneider Malk '96 & Tony Malk Max Schrage '14 Yuno Sakurai & Michael Schulte Eve Sitowitz & Reuben Seid Lauri Semarne Leete Dahlia Setiyawan Jackie & Stephen Shapiro Shima Madani & Kaveh Sharif Katherine Watkins & Richard Shaw Lolita Davidovich & Ron Shelton Teri & Michael Shoustal Hillary & Jon Siegal Andreia & Richard Silvera Rozita & Babak Siminou Bertha & William Simmons Toni & Greg Simon '85 Jill & Larry Singer Devanshu Singh '16 Beverly Smale Chris & Stephen Smale Nancy Smith Cheryl & David Snow David Soffer '98 Diane Rose-Solomon & Andy Solomon Ilene & Keith Solomon Jennifer & Robert Solomon '87 Rupee & Sanjay Sood

Curtistine Spates White '84 & Tom White Anne Parker & Jeffrey Spear Adam Spira '92 Mandy & Dean Stackel Maja Starcevic Amanda Dumas-Stein & Mark Stein Diana & Frank Stephan Lori Zukerman & Thomas Strouse JaJuan Sudds Michael Sugarman '05 Emily Surloff '15 Joanne Van Emburgh & Sam Surloff Josh Swartz Donata Takahashi Meghan Tally Katie Thoma Ben Thomas Darcie & Robert Tillis Nicole Pearl & Cindy Tobisman Austin Totty Susan Landesmann & Daniel Treisman Mark Tronson Megan Kissinger & Chris Trunnell Lara Tucker Lori & Barry Turbow '89 Garret Tyau David Unger Azita Ashofteh & Farhad Vafaee Seena Vafaee '16 Amber Valletta Jacob Van der Wilk Damon Van Leeuwen Jacqueline & Adam Varney Jane Vaynerov '01 Vanessa Vazquez Jill & Salvador Velazquez

Connie & David Voss David Voss Lisa & Dennis Walker Michelle & Robert Watkins Stacey & Keith Webster Nick Webster Lisa Weinstein Tessa Weinstein Lisa & Bradley Weinstock Kathy & Irwin Weiss Eric Weller Michael West Jonathan Westerman Amanda Westrick Sheila & Trevor Weyland Donna Jean Widmer Virgil Williams Chinda Wongngamnit Phaizon Wood Whitney Wood Montrice Wright Charles Yoo Alesia Young & David Lowe Emily & Peter Yu Sharon Pearline & Henry Zangwill Jenn Zanoria Patricia & Harrison Zanuck Samson Zedingil Sherri & Marty Zigman Alejandro Zuniga Names on this list represent gifts and pledges received on or before February 4, 2019. If there is an error in your listing, please contact Michael Bognanno, Director of Advancement Services: mbognanno@windwardschool.org.

W I N D W A R D M A G A Z I N E - 47

The Stanford National Forensic Institute

By Aaron Marquette, Debate Coach

A

n oft-cited statistic at the Stanford National Forensic Institute is the remarkable claim that “60% of Congressional representatives participated in debate, as well as at least a third of the Supreme Court.” There is perhaps no better training for the rigors of politics, law, and leadership than the verbal duel of debate. The cardinal virtues of debate are cultivated through the meticulous analysis of research, strategic construction of logically cogent and empirically supported arguments, and indefatigable mastery of rhetorical persuasion. Thanks to Windward’s Professional Development program, supported by the Windward Fund, I was able to attend the Coaches’ Institute at SNFI in order to enhance my teaching repertoire for training students in the art of debate.

debate pedagogy exemplifies the best practices of responsive teaching. The learning goals of debate are geared towards the summative assessment of the debate tournament: articulating contentions, refuting counter assertions, posing critical questions, deconstructing value frameworks, and using standards such as preponderance of evidence or cost/benefit analysis to evaluate the totality of competing arguments. In-class scrimmages and speeches allow for formative assessments with consistent feedback so students can refine their mastery of these skills. By design, debate requires critical inquiry because students must be prepared to defend both sides of any issue. Learning is pursued collectively as students take the lead in building research files, editing team documents, and analyzing current events.

The Coaches’ Institute provides an intensive weeklong series of lectures, workshops, and curriculum building under the guidance of the highest caliber instructors from the debate community.

Nationally recognized debate alumni delivered modules on advanced debate strategy, while coaches with decades of experience shared insights into building a successful program. During the mornings, as I strolled across the sprawling Stanford campus, I would stop at Roble field to watch morning warm-ups. During these morning rituals, dozens of students progressed from tongue twisters to improvisational games of tête-à-tête as the collective effervescence became palpable.

Most importantly, all of these goals require a particular kind of culture. The ideals of Windward’s nurturing and inclusive community provide the foundation for fostering this distinctive culture. The culture of the speech and debate team allows for students to take risks, to deliver speeches on complicated topics, and to consider diverse positions on any issue, while being supported by their teammates. It is this culture that has propelled both our Middle School and Upper School teams to success. The Middle School Debate team has claimed First Place at its first two tournaments of the year, and the Upper School team received three of the Top 10 Awards at the most recent Western Bay Forensic League tournament.

The two major lessons I gained from this experience deeply resonated because they echo ongoing projects here at Windward. First,

48 - W I N D W A R D F U N D A T W O R K

W I N D WA R D F U N D AT W O R K

A

Binary

s part of its ongoing Diversity and Inclusivity initiative, Windward has been working this year to empower teachers to talk about gender, sexuality, and diversity issues while embracing big learning experiences and teaching moments in regards to these issues.

With support from the Windward Fund, CTL staff members Cielo BotelloWilliams and Alia Faubert honed their inclusivity knowledge by attending the CATDC conference, “Navigating Gender and Sexuality Diversity in PreK-12” to help inform the work they’ve been doing with Windward’s GSA (Genders & Sexuality Alliance) Club.

The purpose of the workshop was twofold: 1) to define sex, gender, and sexuality, and 2) to begin to understand the role these issues play in the daily school lives of students.

As Cielo notes, defining the first is much harder than it sounds.

“It’s about breaking away from the binary—how everything is male or

Center for Teaching and Learning Staff Attend California Teacher Development Collaborative Workshop on Navigating Gender and Sexuality Diversity

female, straight or not straight—and really expanding our knowledge of the vocabulary, which is used around these topics,” said Cielo.

To help with this was Jennifer Bryan, PhD, a psychologist with more than 30 years of experience, who now works with schools as a consultant on gender and sexuality work.

Bryan created her own diagram of various normative spectrums that incorporates biological sex, attraction, sexual behavior, and identity, among other things. Bryan points out that there is in fact a wide spectrum and everything on that spectrum is normal and that society is moving away from identifying things as binary.

“It is really important that students feel supported and see themselves represented in different ways on campus throughout their years at Windward.

We’re not talking about just one event a month that you celebrate, but finding ways to incorporate it in everyday school culture,” said Alia.

This work will help Cielo and Alia as they advise the GSA, a student-led club that meets every other week. Part of the mission of the club is to provide comprehensive LGBTQ education to the entire community. The two have also been working closely with SPECTRUM Club advisor Geraldine Loveless.

Geraldine attends all meetings and has been advising both Cielo and Alia as they transition into their new roles.

“Any work in a school regarding these issues should be closely tied to the school’s mission. It is actually a perfect time to be talking about this right now since our school-wide diversity and inclusivity theme for the year is "a sense of belonging," and it fits well within our mission of being a nurturing community” said Alia and Cielo.

Next Spring, Alia and Cielo hope to bring a representative to campus who is connected closely to the national GSA organization and who can give suggestions for next steps for the club.

W I N D W A R D M A G A Z I N E - 49

Can you give us a little background on how you came to be in your line of work?

I studied Art History and Architecture at New York University and have maintained my love of great design and architecture since then.

Construction and the process of building homes turned out to be work that I really enjoyed, and I was able to put a great team of sub-contractors together when we were building our first family home 12 years ago.

Are there any projects in particular you had your intern(s) work on?

Jeremy and Ethan started off helping us develop a marketing plan for Walther Partners, LLC. The house was a unique project and required a lot of market research and significant valuation work to come up with pricing and a proposed marketing plan for the over 9,000 square foot new home.

They provided a very comprehensive look into comparable properties, key requirements for a home of this type, and general market overview. They also worked on calculating the actual (as constructed) square footage of the property, which is a complex and time consuming project for a house of this style.

Can you elaborate on any benefits you gained from having a Windward intern?

The interns, Jeremy and Ethan, were extremely helpful. They were a reliable and essential part of a critical piece of the marketing strategy for this specific project. Their work product was very useful and as useful as we would have expected from professional real estate professionals. Their level of ability to navigate technology and their excellent math skills (geometry and algebra) were essential and impressive. I really am so impressed by their work and knowledge.

Mentor Spotlight Pamela Schwab, Parent of Jordan ’23 Company: Ava Cole Design and Construction, LLC Interns: Ethan Chung-Ortiz ’20, Jeremy Markovits ’20

Internships offered through the Windward Network provide meaningful Summer experiences for current students (rising Juniors and Seniors) and collegeage alumni in a variety of different fields beyond the classroom. During Summer 2018, Pamela and Matt Schwab both offered internships to Windward students. Below is Pamela’s experience as a mentor with the Program.

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Why do you think that the Windward Network internship program is invaluable to students and alumni?

My hope is that their internship was helpful to them. Construction is definitely one of those fields where you see at a very basic level how essential math is—from an economic and a structural perspective. Without question, the internship was helpful to us. I really enjoyed working with them—from the first day on and throughout the Summer. Our construction site was very hectic and active, and they immediately fit right in and got to work.

Why do you think that other parents should get involved with our internship program?

For other parents, there is a tremendous amount of value within the Windward Internship program. You can help give kids practical experience and exposure to the types of companies they are interested in. They get the chance to explore potential/future career opportunities actively and years before they would ever have to make a long-term commitment. From a parent’s perspective it is a great way—especially when you have younger kids at Windward—to see through the interns the depth and quality of the Upper School program. I loved talking to them about their experiences at Windward and their overall impressions of the program. And, of course, the interns can be extremely helpful and a positive part of the Summer.

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Just Add Art

A STEAM Scholar’s Recipe for Success What interested you the most about the internship opportunity with The Butter End Cakery?

Intern Spotlight Intern: Deviana Sood ’19 Mentor: Kimberly Bailey Company: The Butter End Cakery

IN T E RN SH I P S Abell Auction House alice+olivia

I viewed all of the internship opportunities the Windward Network had to offer and as a STEAM Scholar, considered more of the traditional offerings—ultimately, I decided that I wanted to do something that would allow me to develop a more creative, fun skillset.

Ava Cole Design and Construction, LLC

What was the most rewarding part of the internship?

De Novo

The internship challenged me artistically because I was tasked with executing someone else’s vision to the best of my ability. We had to take initiative but also keep the client's desires as a top priority.

Finding that balance was tricky, but it’s an extremely rewarding experience when your client is completely satisfied with the end product.

Boeing The Butter End Cakery Dr. Charles Herring Children’s Hospital Los Angeles Climate Action Santa Monica Financially Wise Gideon Strategic Partners Griffin Enright Architects Heal the Bay The Humane Society Inner City Law Center Insider School The Jeffrey Foundation JLTV/PBS JVS SoCal

How did Windward prepare you for this internship and vice versa?

At Windward, you have to learn how to manage your time wisely, and that helped prepare me for this internship. At the same time that I was working, I was also taking an online coding course, so it was important for me to balance my time. Having an internship that didn't feel like work was even better.

I came into this with no experience, but by the time I left, I felt like I could professionally decorate my own cakes. Internships are really the best time to explore your passions and follow your heart, and I encourage students to take advantage of this wonderful opportunity for experiential learning!

via Instagram @thebutterend

2019

To view Deviana’s full interview, and to learn more about the Windward Network, visit: www.windwardschool.org/windwardnetwork

Kapital Entertainment Karlin Real Estate LAMOTH Lilla Bello The Los Angeles Superior Court The Morgan-Wixson Theatre Modative Myriad Pictures Nick Melvoin’s Office Pride Bites Ring Shechter Wealth Symantec Ted Perez & Associates Thumbroll Thunder Road UCLA Vin Di Bona Productions Wendy Walk West Tower Pediatrics Windward Communications Department Women in Film ZipRecruiter

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Matt Davidson Job Title: Company: Industry:

’02

Founder and Former CEO Verrica Pharmaceuticals Inc. Biotechnology

What lessons learned through the founding of your first company, Think Gum, did you apply when creating your current company Verrica Pharmaceuticals?

I founded Think Gum, a dietary supplement chewing gum marketed toward students ,after I finished my undergraduate studies at UC Berkeley. I ran that business as a side project while I was in graduate school. It is fair to say that I was a bit ahead of the curve when it came time to creating Verrica Pharmaceuticals. I had experience with intellectual property issues, branding and marketing, and understood the project management required to actually get something manufactured and brought to market. Having that early experience made starting a business in a highly regulated, capital-intensive space like pharmaceutical development less intimidating.

Was there any particular inspiration behind the creation of Verrica Pharmaceuticals?

I created Verrica Pharmaceuticals to meet a personal need. While I was a graduate student at Stanford’s School of Medicine, I was embarrassed by a couple of warts on my hand. I went to the dermatologist to get them frozen off multiple times, but they grew right back. After unsuccessfully trying intralesional injections and an expensive prescription immunostimulant cream, I decided to learn more about common warts, what caused them and what was available to treat them. I learned that warts were caused by some strains of the Human Papilloma Virus and that there were actually no FDA-approved drugs to treat them.

I came across old medical literature describing clinical trials using a blister beetle extract and was intrigued. Despite the age of the studies, they were actually very compelling, and more diligence revealed that the blister beetle extract was actually routinely used to treat warts in the early 1900s. I realized that something does not need to be new or even incredibly innovative to be successful if it solves a big problem. It was clear to me that a solution was still needed to treat warts and other common skin diseases and good scientific evidence supported the use of the active ingredient found in blister beetles. So I founded Verrica to modernize and seek FDA approval for this important drug.

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Is there a significant challenge you’ve faced during Verrica Pharmaceuticals growth?

How did your experience at Windward influence the entrepreneur you are today?

Drug development has been full of challenges, but one notable challenge was raising our first major investment to support clinical trials. Because we were developing a modern version of an old drug, Verrica did not fit neatly into the common paradigm investors were used to seeing. We didn’t need to raise quite as much money as the typical project, which surprisingly was a problem for investors in the space. It took nearly a year and over 100 pitches to secure our Series A financing from an investor who had been successful getting regulatory approval for an older drug.

I have had the entrepreneurial itch from a young age, but Windward certainly helped cultivate this trait. Like everyone else who attends Windward, I was incredibly lucky to have courses with hands-on lab experiences and teachers who were enthusiastic about their subjects. These early experiences furthered my love of science. There was also an emphasis on writing persuasively and on leadership. Both skills have been valuable when trying to convince investors to write a check and when leading large teams.

What would you consider Verrica’s proudest achievement to date?

I am most proud of how much I was able to accomplish with limited resources. Drug development is rightfully perceived as being really expensive, but it is amazing what can be done if you are creative and thoughtful about the problems at hand and look for simple solutions. While working out of my garage—for the most part as Verrica’s only full-time employee–I led Verrica from just an idea to a well-controlled drug/device that successfully completed Phase 2 clinical trials. Things culminated earlier this year when Verrica began pivotal Phase 3 clinical trials, hired out a larger management team, and went public on the Nasdaq stock exchange.

What advice would you give to students or alumni interested in creating their own company?

First, make sure the problem is worth solving and that your solution creates meaningful value. You will likely be dedicating multiple years of life on the project, so you better wake up each morning passionate about solving it. Second, ensure you have some sort of competitive advantage. This competitive advantage could come in the form of intellectual property, being a first mover, or special access to technology or innovation. Third, launch as soon as you have a viable product or service. The first offering will never be perfect and getting early feedback is critical in making go/no-go decisions or improving the offering.

How did your experience with the science curriculum and teachers at Windward affect your career trajectory and interest in science?

I had fantastic teachers at Windward that cemented my interest in science! Two that come to mind immediately were chemistry teacher Paul Slocombe and biology teacher Tom Haglund. I was lucky to interact with both of them for multiple courses and had very small classes that allowed for really fun and personalized lessons. For example, my AP chemistry class with Paul had just three students in it and my conservations biology classmates and I were able to convince Tom Haglund to (reluctantly) teach the final lesson at Big Tommy’s hamburgers!

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Jenny Johnson Jordan ’91 Job Title: School: Industry:

Assistant Volleyball Coach and Former Professional Athlete UCLA Athletics

Was there a specific moment when you realized you wanted to pursue volleyball on a professional level?

I think there were two distinct moments for me.

I first was exposed to Beach Volleyball my last quarter at UCLA. I had some friends who were pros, and when they needed practice players to train with, I would go down to Manhattan Beach or Santa Monica Beach and practice with them. I would say 90% of the pros grew up playing the game, and I was just learning it at 22 years old. It was a very tough transition from indoor to beach, but I was up for the challenge. It was during these trainings that I began to fall in love with the sport and could see myself playing professionally.

Another pivotal moment for me occurred in the Summer of 1996, which was the first time that Beach Volleyball was an Olympic Sport. I had the opportunity to go to Atlanta where the games were held and watch the Beach Volleyball competitions live. It was the first time I had been to an international Beach Volleyball event, and I knew in that moment that I wanted to not just pursue a professional Beach Volleyball career, but that I also wanted to take it a step further and compete in the Olympics in Beach Volleyball.

How did the success of your father, Rafer Johnson, a 1960 Olympic decathlon champion, influence how you developed and competed as an athlete?

To be honest, my development as an athlete had nothing to do with my father’s success, and everything to do with who he and my mom were as parents and as people. They instilled in me at a very young age the importance of doing your best and never taking shortcuts, and they modeled it for me each and every day in our home. My dad has always been very humble in all things, and my mom is very outwardly passionate and outspoken. I like to think that those qualities had a big influence on who I have come to be as an athlete. I think if anything my father’s success just opened my eyes to what was possible in the realm of athletics.

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Can you share some of your most memorable moments competing in the 1999 Beach Volleyball World Championships and the 2000 Sydney, Australia Summer Olympics?

The 1999 World Championships in Marseille was one of the most special wins in my professional career. Marseille is the wind-sailing capital of the world, and is by far the most challenging place we played in terms of wind. To be in the finals of the World Championships in our first year on the international tour was a big deal. My teammate and I were two rookies who a few months earlier had been ranked 163, and now we were Silver Medalists at Worlds. It was an exciting time.

As for the Olympics, there is nothing like it. Walking into the stadium for Opening Ceremonies, staying in the Olympic Village with athletes from all over the world, and competing on Bondi Beach in Australia in front of my family and 10,000 spectators was the most memorable single experience of my professional volleyball career. What made it even more special was the journey I made to get there. The training, the injuries, and a qualifying process that lasted for two years in over 15 different countries, all with my teammate and best friend Annett Davis. All of those experiences made the Olympics that much more special.

What do you enjoy most about coaching high school and college athletes passionate about volleyball?

There are many things I enjoy about coaching. I am a very competitive person, so I enjoy the challenge of taking a team and figuring out how to make them the best they can possibly be as individuals. That way when we come together, we have the strongest team possible.

I also really enjoy being a part of the evolution process of our athletes, not only as players but as people. Being a coach is about more than playing a game. For me, it’s about having the opportunity to journey with someone during the most formative years of their lives. My off the court time with my athletes is just as important to me and gives me the passion to do what I do.

What skills and habits of mind do you think are most valuable in the college-aged players you work with today?

I think balance and time management are two of the most important habits a college athlete can have. Every year, our Freshmen at UCLA go through a period of transition where they are hit with a tough academic load, as well as 20 hours of training a week. It can be a lot to balance at first, but I have found that the students who manage their time the best and take care of their bodies make the easiest transition to college athletics. There are a lot of choices to make with your time all of a sudden, and now you are the one in charge of managing it. As a coach, I really enjoy coming alongside the student-athletes to help them navigate this transition.

Can you share why you got involved with Ready, Set, Gold! and how it’s helping children in Los Angeles?

I am involved with Ready, Set, Gold because it is a program that helps encourage kids to be active and healthy. I have a public school that I visit once a month where I talk to them about my experiences in sports, but most importantly I get out there and get active with them. I want them to see that exercise can be fun and that taking care of their bodies is important and should be a priority. Kids are so sedentary these days and so into electronics that I see less and less of them outside playing. I have seen test scores improve in the school I work with, and the kids are so excited when I visit and get active with them.

How did your Windward teachers, and your Windward experience as a whole, influence the person you are today?

I loved my time at Windward. Some of the teachers that were there when I was a student are still there, and I enjoy seeing them when I come back to campus. Looking back, I can see how Windward was a place where I got to express and explore different parts of me. For instance, while I may have been very involved in athletics, some of my favorite experiences were ones in which I got to express myself as an artist. Whether it was singing lead in my 8th Grade musical, painting, ceramics, drawing, or jewelry, I still enjoy creating even today. Windward was a place where I was challenged in the classroom and on the court. There are so many wonderful memories of teachers, coaches, and friends that I look back at fondly, even after so many years have passed. My coach and teacher, Gail Holmes, embodied for me the qualities I want to have as I coach my team, and she was someone who walked alongside me as I made my journey through my 7th-12th Grade years.

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Val McCallum Job Title:

Musician

Industry:

Entertainment

’81

One of your first gigs was with Harry Nilsson, who is currently on the Rolling Stone 100 Greatest Songwriters of All Time list, and who The Beatles once claimed was their favorite American artist. How did this partnership come to fruition, and what effect did it have on the future of your musical career?

I met Harry through my friend and Windward classmate, Dean Grakal. Dean’s father was Harry’s lawyer. One day, I was hanging out at Dean’s house when Harry walked through the door. Dean’s mom told him to “Listen to Val play guitar.”

I remember Harry mumbled something like, “Don’t make me do that to the kid.”

I ran out to my car and grabbed my guitar and played some riffs or some kind of thing as he stood there staring at me. His response was, “What are you doing next Wednesday?”

Being invited to play with Harry so early on was a confirmation that I had made the right decision to pursue music. Suddenly, I was playing with some of the best musicians in the business. My mother loved Harry’s music, and couldn’t believe I was actually working with him. Harry would greet me with a big hug and kiss when I saw him. I felt like family very quickly with Harry. I imagine a lot of his friends felt that way. He was one of those magical people.

If you had to use one word to describe your experience of playing lead guitar and touring with Jackson Browne for over 20 years, what word would you use and why?

Satisfying. I can think of no artist that I would rather work with than Jackson. I think he is one of the greatest living songwriters today. His lyrics are so relatable.

Jackson is an Everyman. He’s just one of the guys, and when you listen to his music, you feel as though you’re hanging out with a friend and he’s just laying it on the line for you, clear as day. He’s been prolific for so long. He wrote “These Days” at 17 years old. That one is hard to believe, and his new songs are every bit as good from a writing standpoint. Check out “Far From The Arms Of Hunger” off of Time The Conqueror or “The Long Way Around” from Standing In The Breach. His stuff is just so moving; I get a lump in my throat every time we play “Before the Deluge” or “Song For A Dancer” or “Lives In The Balance.” His catalogue is just unbelievable.

Jackson is one of the few people who really means what he says and practices what he preaches. He plays thousands of benefit concerts all over the world and does so much for so many. I love him like a brother.

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Especially Shirley Windward. She was one of those people that you can’t help being influenced by—full of life and wonderful positive energy.

Having toured or recorded with notables such as Sheryl Crow, Bonnie Raitt, Willie Nelson, The Wallflowers, and many others, can you share a specific moment that was particularly memorable or influential for you as an artist?

Well, there have been so many. A few years ago I was playing with Lucinda Williams. Tom Petty was receiving the ASCAP lifetime achievement award and he requested Lucinda perform at the event. We did “Running Down The Dream” and “Rebel.”

After the performance, Tom came over and said, “I’ve been a fan from afar for a very long time.”

To which I, in a state of shock, replied, “Me too.” It’s moments like that that mean the most. He was one of my favorite artists of all time, and I still can’t believe he’s not with us.

What would you consider your greatest achievement as a musician?

When people come up to me after gigs and tell me that they were moved in some positive way by my playing. The other night a woman told me that she had been depressed from all the negativity in the news, and that my gig was just the escape she needed. Working with Randy Newman is high on the achievement list. It doesn’t get much heavier than Randy in my book.

How did your Windward experience influence who you are today?

Young teenagers can be strange creatures. I felt like one anyway. The teachers at Windward were a kind and caring bunch of people. They were there for the kids, much more than just teachers in a classroom. They became our friends, and you could talk to them about whatever.

Less than 10 years after my graduation, I lost my mother to cancer and my brother to drug abuse. I don’t remember Shirley knowing my brother as he didn’t go to Windward. Many years later, I was with my family in Brentwood and ran into Shirley. She was coming out of the library on one of those sit-down electric scooters.

I immediately recognized her and approached, a little worried that she might not know who I was some 30 years later. Well, she immediately recognized me and what she said really blew me away. She told me she had just been thinking of me, and how sorry she was to hear about Jason’s passing all those years before. How she even knew his name is beyond me. Shirley was one-of-a-kind, and I feel so lucky to have known her in those early years.

As Windward’s music and arts programs continue to grow, what type of impact do you see it having on students?

I think it’s a great idea to have interesting guests come to school and play concerts and give seminars. I would have loved that. I couldn’t get enough live music when I was learning my instrument. And being able to talk shop with the artists could be truly inspiring, especially at school.

What advice would you give to students or alumni interested in pursuing a career in music?

Say yes to everything! Get out there and play as much as possible. You’ll need to be heard to get things going. Never say no out of fear. I was asked early on by a producer if I played flamenco guitar and of course I said, “Why yes, I do!”

It did get a little awkward when he realized that I was clearly bluffing, but I’m pretty sure I played something useful.

The point is, I didn’t say no out of fear. This can be a tall order at times, but my advice is to always say yes! Keep your ego in check and have an open mind. Play with lots of different people, even if they aren’t as far along their path as you are.

Keep your ears wide open. Listening in a deep way is the most crucial thing when playing music with others. Be patient. Your moment to shine will usually present itself. Be relaxed and try not to force things. You will eventually land a gig that you like and someone on that gig will recommend you for something else and you’ll be on your way. That’s how it works.

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BACK for SECONDS Young Alumni Return to Campus for All-Day Event

O

n the last day before Windward’s Winter Break, young alumni were invited back on campus for a number of events and festivities. The day began with a panel of five alumni in college who spoke with the Junior class about their college experiences. Alumni panelists represented a variety of school types and sizes, in order for students to better recognize and reflect on the college environment that best fit their personalities. Subsequently, alumni and the Senior class were hosted on campus for the Young Alumni Lunch, an annual event, which gives a space for alumni, faculty, and Seniors to reconnect and hear about the college experiences of our alumni community. The In-N-Out truck was a new addition this year and was a hit with young alumni residing on the East Coast who had been craving this West Coast specialty for months on end.

The day came to a close with college-age alumni improv performers speaking to current students in the Windward Improv Troupe (W!T) about the transition from high school to undergraduate improv.

Following this, alumni and current improv students joined forces for an alumni and student improv show in the Irene Kleinberg Theater.

This annual performance was well received by students, alumni, faculty, and parents, and was featured on Facebook Live for alumni around the country to tune in.

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Alumni Food and Wine Festival

Save the Date!

Saturday, June 1 2 p.m. - 5 p.m.

The whole family can look forward to food trucks, a craft beer garden, alumni classes, an art show, games, tastings from Windwardian-run restaurants, and activities for kids. If you are located outside of Los Angeles, we hope you’ll make a weekend out of it!

Reunion Dinners Saturday, June 1 5 p.m.

The classes of 1979, 1984, 1989, 1994, 1999, 2009, and 2014 are celebrating their 40 yr, 35 yr, 30 yr, 25 yr, 20 yr, 10 yr, and 5 yr reunions respectively! Alumni can enjoy heavy appetizers, speciality cocktails, music, and class photos while catching up with their classmates and former teachers.

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n e p O n io t a r t is Camp Reg

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