The Good | Winter 2025 | Vol. 19

thegood

CAMPBELL HALL MAGAZINE

THE  EART  OF

Parent Education Program

Raising resilient, kind, and connected children

CAMPBELL HALL MAGAZINE

THE  EART OF LEARNING

FROM THE HEAD OF SCHOOL

JULIAN BULL

Rooted in the rich Episcopal tradition, a Campbell Hall education connects the heart and the mind, nurturing students who are not only academically capable but also compassionate, loving, and kind. This foundation enables our students to appreciate diverse perspectives, thoughtfully formulate their ideas, and engage with others in meaningful, respectful ways.

As a “community of inquiry,” we don’t shy away from tough questions — we welcome them. We want students to get comfortable with analyzing complex issues from multiple vantage points, promoting conversations that invite openmindedness, challenge assumptions, and cultivate empathy.

We also believe that learning is inherently personal. Deeper self-awareness naturally leads to a more profound understanding of the world. In fact, research shows that children learn best when they connect their studies with their own lives and when they feel seen, heard, and valued. We honor the unique experiences, personalities, and identities that they

bring into the classroom. By embracing each student's journey, we create an environment where they are eager to share their authentic selves, fostering their social, emotional, and spiritual development.

Sometimes we hear concerns that our approach is naive in a world in which power dynamics can speak louder than thoughtful inquiry. It’s true that being well-educated means understanding how power plays out in human affairs. But the world’s faith traditions have always taught that there is no greater power than that of a balanced soul.

The balance of heart and mind is at the core of our educational philosophy. We don’t leave our intellect behind when entering chapel, nor set aside our hearts in the classroom. By engaging both fully, we cultivate a more complete and authentic learning experience, one that inspires students to grow as thoughtful, kind, and engaged individuals prepared to make a meaningful impact.

This issue of THE GOOD magazine was ready to print just before the devastating Southern California wildfires broke out. In light of this unprecedented event, we want to acknowledge the tremendous courage, kindness, generosity, and resilience of our entire Campbell Hall community. In the face of these disasters, our students, parents, faculty, staff, and alumni came together in extraordinary ways, offering not just material support, but emotional strength and solidarity. Whether through organizing relief efforts, offering safe places to stay to those displaced, or simply providing a shoulder to lean on, the spirit of unity and care within our community is truly inspiring. ♥

IN ACTION CH VISION

Campbell Hall’s mission-driven strategic plan serves as a roadmap, guiding decision-making and planning for the school’s current and future needs. The plan sets forth five priorities that are central to Campbell Hall, with specific goals to keep the school focused on fully realizing these objectives. Below is a highlight of one of these priorities.

Strategic Priority: Academic Excellence and Innovation

As a community of inquiry, Campbell Hall is made up of courageous thinkers who dare to ask bold questions. We believe that this kind of curiosity is the foundation for learning and discovery that leads to impactful and adventurous lives. Our faculty design rigorous, meaningful, and relevant experiences that promote engagement, connection, and self-reflection.

K-12 Academic Philosophy Statement

Grounded in our mission statement, Campbell Hall’s K-12 academic philosophy statement articulates the depth and breadth of our distinctive brand of teaching and learning. It has been used as a cornerstone of conversations to guide policy and decision-making.

Accelerated Learning

In the elementary school, differentiation and small group work meet the needs of accelerated learners, supported by associate teachers in each classroom. Sixth grade students can take an accelerated math class, which follows the middle school model. Students in grades 7-12 can accelerate their learning in world language, math, and dance, with options for advanced classes in other disciplines in grades 10-12.

Professional Development

Campbell Hall invests in extensive professional development opportunities for faculty, which allows teachers to stay updated on the latest teaching strategies, emerging technology tools, and new curriculum resources – all of which can positively impact student achievement.

Faculty Evaluations

Our faculty evaluation system groups teachers into designated cycles. Faculty members in each cycle begin the academic year by reflecting on their goals, and complete an end-of-year reflection to assess their progress and achievements. Throughout the year, the administration conducts six observations of faculty in the cycle, followed by discussions and feedback aimed at fostering growth and enhancing the teaching and learning experience.

Challenge Success

At Campbell Hall, our mission-driven strategic plan includes partnering with a research-based framework founded in Stanford’s Graduate School of Education through Challenge Success to create a student-first environment where all learners thrive. Our multi-year commitment ensures that we use research-based practices to emphasize student well-being, belonging, and engagement. This fall, we conducted our second student feedback survey for grades 6-12, following the initial survey in spring 2022, to guide our support for students’ academic, social, and emotional growth.

Academic Innovation Incubator

The Academic Innovation Incubator supports teachers in bringing innovative curriculum ideas into the classroom, providing comprehensive support from concept to implementation.

Community of Inquiry Institute

The annual Community of Inquiry Institute develops consistent vocabulary and lessons around teaching and leading from an authentic core, growth mindset, and CH’s academic philosophy.

At Campbell Hall, whether through differentiated learning in elementary school or through engagement in exploratory or advanced courses in secondary school, every student finds the appropriate level of academic challenge and the support needed to reach their full potential.

Academic Philosophy Statement

Campbell Hall’s unique academic philosophy rests on the idea of spiritually integrated inquiry and community. Joyful, purposeful learning and deep relationships with others lead our students to understand the wonder of something greater than themselves. Our faculty design rigorous, meaningful, and relevant experiences that promote curiosity, engagement, connection, and self-reflection. We value depth and breadth of content, the mastery of essential skills, and the internal motivation necessary for a life of intellectual curiosity. Courageous conversations cultivate the inclusion of diverse viewpoints, and ethical reasoning guides student agency. Student choice and individualized feedback motivate problem solving and risk-taking. Students in our care apply each discipline to real-world challenges and use their experiences as a path for justice. Each child comes to recognize who they are and what they value.

Learning the Language of Math ÷ +

In the 2008-09 school year, the elementary school adopted Math in Focus, the U.S. edition of the Singapore Math program, which emphasizes mastering math through problem solving. Developed by the Singapore Ministry of Education in the 1980s and used by many U.S. schools starting in 1998, the program moves students through sequential, scaffolded instruction. Students begin with concrete systems, such as tangible manipulatives, transition to visual models, and eventually engage with abstract concepts. This approach builds a strong foundation for understanding more complex equations and theories in higher levels of math.

“While math itself hasn’t changed,” said fourth grade math and science teacher Amanda Skubick, “we’ve learned so much about how children’s brains develop. We now understand that they need more context for the how and why of math to anchor their learning.”

Math in Focus is introduced in Kindergarten, where young learners begin manipulating place value cubes representing ones, tens, and later hundreds to build and break apart numbers. This tactile engagement helps students develop an understanding of how numbers work as representations of real-world objects. “A number is not just numerals but has a correlation to something tangible,” said Cela Lim, Primary Department Chair and second grade teacher. “As students progress, they move from drawing number models to visualizing concepts and eventually solving equations with unknown variables.”

Singapore Math is thoughtfully designed to meet the needs of diverse learners. Teachers introduce new concepts to the whole class through engaging discussions and activities. Students work in collaborative small groups to solve problems and practice individually afterward. Open-ended work allows teachers to meet students where they are and extend their learning through strategic problem solving. “Math in Focus helps kids learn the ‘language’ of math that is used throughout their educational journey,” said Ms. Skubick.

One standout feature of the program is its emphasis on mental math, which Ms. Lim highlights as a confidence booster. “I love how mental math makes students feel so powerful. The ability to hold a number in their head, solve a part of the problem, and then bring that number back into the equation shows students that they have control over the numbers instead of the other way around. This builds confidence and encourages them to try different strategies.”

This balance between conceptual understanding and practical skills is a hallmark of Math in Focus. While the program encourages creative problem solving and multiple strategies, it also recognizes the importance of building a strong foundation in essential math facts. “Students develop a keen number sense, which helps them as they advance,” noted Ms. Lim. “It’s about finding the most efficient path to the answer.”

Through this process, students learn there are multiple methods to solve problems. “We are strengthening cognitive flexibility as we approach problems from various perspectives,” explained Ms. Skubick. “This isn’t just a math skill; it’s a life skill. Students learn to ask themselves what they already know and what they need to figure out.” This real-world connection is one of the program’s most rewarding aspects, helping students see math as more than just numbers on a page. “Kids learn to see math not just as equations,” added Ms. Lim, “but as a way to understand and engage with the world around them.”

A Scienti昀c Method to Their Madness: 7th Graders Conduct Creative Experiments

Which fighter jet design for a paper airplane flies the farthest? Can people tell the difference between AI-generated photos and those taken by humans? How does meditation affect heart rate compared to simply staying still? Do right- or left-handed people have better penmanship? Being curious about the world is a hallmark of childhood, and these are just some of the questions that 7th graders wanted to find answers to in this year’s new scientific method project.

Mini Tharakkal, Middle School Assistant Principal and seventh grade science teacher, along with faculty members Hillary Mason and Samuel Rickert, introduced this project into the curriculum to teach students how to design experiments and write labs in proper scientific format. This scaffolded approach to learning prepares seventh grade students for success in future courses, including Biology in 9th grade.

Students were able to get creative with this assignment and examine topics that were of interest to them. Working in small groups, they wrote hypotheses, outlined procedures, and gathered necessary materials. Each experiment required one independent variable, two dependent variables, and several control variables. To keep the focus on hands-on experimentation, students were restricted from conducting purely survey-based or research-based projects. With only one class period to conduct the experiments and collect all the necessary data, organization and efficiency were critical. “I learned that there is a difference between quantitative and qualitative data, and they are both important to the results,” said Ariana N. ’30.

For experiments involving human participants, students adhered to guidelines on how to respectfully interact with volunteers and account for participant limitations in their data analysis. “In this project, students are doing the same work a researcher would do,” noted Ms. Tharakkal. “There is a lot of value in this hands-on approach to learning. It helps to solidify concepts in a way that students will retain and take with them as they advance through science levels.” Violet F. ’30 shared, “I loved getting to set up an experiment, trying it on student volunteers, and working with a group.”

Collaboration was a central element of the project, as students worked in teams to design and execute their experiments. “Science shouldn’t be a competition but a collaboration,” said Ms. Tharakkal. “Whether in the same lab or across countries or universities, scientists often work together to solve some of the world’s most pressing problems. This is how science and our understanding of the world grows.”

The project also helped students to develop analytical skills and mirror real-world scientists by creating their own procedures, making charts to accurately collect their data, and reporting their findings in a polished presentation delivered to the whole class. Most importantly, it allowed students to explore topics they care about, and deepen their interest in science. “Seventh-grade science projects are more than just an experiment—they’re a chance for students to explore, create, and discover,” explained Hillary Mason. “By working on these projects, students gain valuable problem-solving and criticalthinking skills while diving into topics they’re passionate about. It’s also an opportunity to bring their creativity to life, whether through designing unique experiments or presenting their findings in imaginative ways.”

Underscoring the project’s impact, Zoe D. ’30 reflected on her experience: “I learned that the process is equally as important as the results because that is where you learn. There’s always a solution to an unsolved problem—you just may not see it right away.”

Why CHAI?

An Exploration of Campbell Hall Advanced Inquiry (CHAI) Courses

For years, conversation has swirled in educational institutions around the College Board’s Advancement Placement (AP) courses. What are the benefits and drawbacks of standardized tests? What courses of study are best suited to this type of learning? Do AP classes contribute to student stress?

Following a pivotal 2016 report by the Harvard Graduate School of Education’s Making Caring Common Project, which more than 150 college admissions deans from across the country endorsed, Campbell Hall gained the necessary research to support the move from theoretical ideals to practical application. In response, the Campbell Hall Advanced Inquiry (CHAI) program was developed, offer ing students college-level courses through a meaningful, rigorous exploration of a discipline.

“Harvard’s report substantiated much of what we were hearing anecdotally—that students were arriving at college burned out,” said high school History teacher and CHAI Coordinator Elena Malone. “It advocated promoting intellectual engagement and redefining student achievement. CHAI courses prepare students for college in a way that authentically aligns with Campbell Hall’s mission.”

In preparation for the CHAI rollout, each department reviewed its curriculum to determine which courses engaged students in inquirydriven learning and reassessed its AP offerings. Redesigned courses were submitted for review and were approved by the University of California.

After several rounds of parent meetings with the college counseling office, Head of School Julian Bull, and other administrators, the CHAI program launched in the fall of 2018. “I admired the school for taking this bold step to engage students in a new way, but I knew it was a leap of faith on the part of the community,” said Ms. Malone. “Parents were familiar with the College Board’s AP courses, many having taken them in high school, so there was an adjustment period. We continue to have these conversations with families new to Campbell Hall.”

CHAI teachers participate in extensive professional development through the Buck Institute for Education, considered the gold standard for Project Based Learning (PBL). PBL emphasizes real-world application, providing students with a deeper sense of purpose and meaning in their studies. Driven by student inquiry and modeled after college courses, CHAI classes focus on projects and processes rather than teaching to a test, with teamwork as a core component.

Assessments in CHAI courses are based on authentic projects relevant to the unit of study. Students might develop a UN policy to address a real-world global challenge, create a media campaign to combat social ills, or design, analyze, and test 3D-printed bridges. These assessments are reviewed by third-party experts in the field, providing an objective perspective and deeper insight into student work.

“When you unshackle the class from the restraints of timed testing and multiple choice questions, you open the door for students to explore the topic from a much more individualized and inquisitive perspective,” said Jeremy Grossman, who teaches CHAI Literature. “You can do really innovative projects that ask students to show their complex understanding in a lot of different and creative ways. You also have the ability to zoom in for depth versus breadth on whatever the topic.”

Students value how CHAI courses allow them to develop a rich understanding of a topic. During lunch with the Head of School, members of the Class of 2024 expressed their positive experiences with the program. One student reflected, “In CHAI classes, you gain more insight into the real world, and the teachers make learning more fulfilling.”

Campbell Hall continues to offer a number of AP courses, particularly in the Math and World Language departments, as these subjects tend to be well-suited to the AP format and allow students to build foundational skills that are critical for success in advanced studies. In this way, Campbell Hall offers a well-rounded academic program.

“In recent years, there has been a shift on many fronts in the college admissions process,” noted Jennifer Simpson, Director of College Counseling. “The persistence of test-optional admissions policies is evidence that colleges are rethinking how standardized tests are indicative of scholarship potential. Colleges are creating communities where critical thinking and discourse, rigorous and free inquiry, intellectual ambition, and creativity are both celebrated and nurtured. They want curious learners who say, ‘Tell me more,’ engage deeply with knowledge, thrive on the process of inquiry, and are contemplating how we make sense of and impact the world around us. Colleges recognize and applaud the CHAI coursework as a unique approach to teaching and learning that will foster these skills and habits of mind.”

The Nine Pillars of CHAI

Students will:

– Analyze issues from multiple perspectives to gain understanding and construct meaning.

– Demonstrate the global awareness necessary for success in an interconnected world.

– Integrate, synthesize, and make cross-curricular connections.

– Pursue inquiry and conduct research on complex topics using multiple, sophisticated resources.

– Make real-world applications of area of study.

– Use a variety of digital tools to develop multiple representations of the study or investigation.

– Engage in high-level communication in various forms.

– Collaborate to construct evidence-based arguments.

– Demonstrate mastery through a comprehensive 昀nal examination, portfolio presentation, or culminating project.

In May 2025, Campbell Hall will host the inaugural CHAI Symposium, where selected students will present their work and share insights into their thinking and learning processes. This celebration will showcase the core principles of the CHAI curriculum and help students build essential communication skills for college and beyond.

CHAI courses exemplify Campbell Hall’s innovative academic programming, encouraging students to explore complex topics, apply their knowledge to real-world problems, and collaborate with teachers and peers. Campbell Hall will continue to refine its curricula based on the needs of the students, sound research, and mission-driven innovation to create a program that is intellectually stimulating and engaging. Encouraging a deeper understanding of subject material feeds students’ natural curiosity and promotes lifelong learning, which, in the end, is what education is all about.

Streamlining Academic Innovation

As a community of inquiry, Campbell Hall prioritizes working collaboratively to create and implement innovative approaches to teaching and learning that will optimize each student’s educational experience. Whether integrating useful technologies, designing hands-on experiences, or developing inspiring projects, CH faculty continually seek purposeful ways to engage students, spark curiosity, and help them find deeper meaning in their education.

“The world is changing rapidly and our understanding of how children learn best is evolving based on scientific research and developmental psychology,” explained John Rue, Director of Special Projects and Executive Director of the Campbell Scholars Program. “This impacts how we motivate students in the classroom and challenges us to pursue our academic philosophy with intention.”

With the development of the IDEA (Inquiry, Democracy, Equity, and Agency) Center, Campbell Hall has formalized processes for transforming ideas into action. Under this umbrella, CH is launching the Academic Innovation Incubator to provide a structured framework for faculty to explore, test, and refine practices that bring Campbell Hall’s academic philosophy to life.

The Academic Innovation Incubator will empower faculty to design and implement innovative, missionaligned curricula, projects, and systems that enhance teaching and learning. “This is an incredible opportunity for our faculty to bring their passions and creativity into the classroom in meaningful ways,” said High School Principal Shakirat Taylor. “By designing and adopting mission-aligned curricula, projects, and pedagogy, teachers can authentically explore their vocation while inspiring students to engage deeply with their learning. This program engenders an environment where innovative ideas thrive and student outcomes guide our work.”

A key component of this initiative is gathering feedback and tracking student outcomes that will be used to inform academic decision-making. “Our teachers are already innovating across the board,” noted Mr. Rue. “By documenting and sharing the practices that benefit students, we can learn from one another and build structures and policies that will provide the best outcomes for teaching and learning.” The repository of innovations will serve as a valuable resource for faculty, preserving a history of practices and fostering ongoing collaboration.

Raising Resilient, Kind, and Connected Children

BY SARAH HUSS, DIRECTOR OF HUMAN DEVELOPMENT & PARENT EDUCATION

We gather together as a community of inquiry. Lord, open our hearts and minds.

This simple yet profound opening to every high school chapel centers our purpose as students and faculty congregate to learn, grow, and find peace. In its phrasing, we acknowledge both the importance and challenge of honoring multiple perspectives while remaining curious about how they might lead to change within us. This opening also perfectly encapsulates the intention the Campbell Hall community brings to each gathering, including parent education, which provides unparalleled opportunities for parents to hear from the nation’s leading experts about the issues central to raising decent and loving human beings. Campbell Hall’s parents and other parenting adults in our pluralistic “beloved” community bring with them diverse lived experiences and personal values, but they attend parent education events with a singular mission: to gather support and knowledge in order to best meet the needs of their children in an increasingly complex society.

This fall’s line-up of parent education speakers encouraged us to directly confront some of the biggest challenges we face in this moment: parenting in a digital world, raising resilient and compassionate kids, and supporting our kids’ mental health and well-being.

We began with Dr. Jonathan Haidt’s presentation on the research described in his book, The Anxious Generation Urging parents to limit access to smartphones and social media while encouraging more outdoor play and ageappropriate freedoms and responsibilities as a means to improve mental health in children, Dr. Haidt’s presentation sparked new explorations of our own parenting practices and what it means to create a new normal within our modern culture.

We then welcomed Dr. Aliza Pressman, psychologist, researcher, and best-selling author of The 5 Principles of Parenting, for an in-person presentation of her awardwinning work on raising “good humans.” Beginning with her 5 Principles of Relationship, Reflection, Regulation, Rules, and Repair, Dr. Pressman offered practical, real, and relevant advice that centered on the parent/child relationship and what we, as parents, can do to build resilience in our children for their future success.

Lastly, we hosted a lunchtime chat with Dr. Lisa Damour, psychologist, author, and international child development expert, for a succinct and powerful discussion about how to help our children navigate their emotional lives in ways that promote health, healthy relationships, and resilience.

Answering a wonderful question from the audience about what parenting advice she can give that goes beyond immediate cultural concerns, Dr. Damour summed up the mission of all of our community work, including the Parent Education programming at Campbell Hall:

“If we want our children and teens to be healthy, happy, capable, and connected, we must raise them to be kind, ethical and emotionally intelligent.”

That this, more than anything else, will allow them to lead the lives they want for themselves, and we want for them.

Providing Supplies and Support

During one of the most devastating natural disasters in Los Angeles history, the unprecedented Southern California fires left many in our Campbell Hall and broader community facing extensive loss. From January 9-11, the lower gym was transformed into a resource center, providing supplies to those affected.

In true Campbell Hall spirit, families responded with an incredible outpouring of love and generosity, donating essential items such as water, food, clothing, and toiletries. Gift cards were also provided in abundance, enabling those impacted by the disaster to purchase supplies and meals. Scores of CH students, parents, and employees volunteered to sort and organize donations, guide families to needed items,

and deliver remaining goods to local relief centers, providing assistance to hundreds of people. Most importantly, the greatest gifts were the abundance of hugs, words of comfort, and encouragement shared by all!

In addition, Campbell Hall established the CH Community Relief Fund to provide monetary assistance to those in our school and broader community. Thanks to the generosity of CH members— including parents, alumni, grandparents, faculty, and staff— more than $54,000 was raised.

Thank you, Campbell Hall community, for your unwavering compassion and support. We are deeply grateful for each and every one of you!

good people

experiential education

Every October, 9th-11th grade students participate in experiential education in which service-learning plays a central role. These experiences allow students to give back to the community as they put CH values into action!

9th Grade Intersession Week

During their four-day Intersession Week, 9th grade students collectively engaged in 1,168 hours of hard work at MudTown Farms, a 2.5-acre urban agricultural center focused on creating an accessible and sustainable community food system. Their contributions included turning a massive compost pile four times, redistributing nutrient-rich soil across the farm, building five scarecrows, and harvesting 36 pounds of tomatoes for local distribution. The students also helped out at Friends of the Los Angeles River, removing 179 giant bags of invasive plants from the Sepulveda Wildlife Basin, helping to restore and protect this vital ecosystem.

10th Grade Trip to Montaña de Oro

Sophomores ventured to California’s stunning Central Coast, where they explored Morro Bay, Montaña de Oro, and surrounding areas.

Highlights of their trip included hiking Valencia Peak, tide-pooling to study marine ecosystems, kayaking alongside playful otters, and visiting the Elephant Seal Rookery in San Simeon. The students worked with Kelpful, a small, womenowned business, where they learned about sustainable seaweed harvesting.

11th Grade Trip to MOAB

Juniors embarked on an unforgettable adventure in Moab, where they hiked through the breathtaking landscapes of Arches National Park, paddled along the Colorado River, and engaged in several impactful service projects! Some students focused on clearing invasive plant species from nearby campgrounds and trails, while others put their energy into building and maintaining local mountain bike trails. They also experienced Moab’s dynamic and unpredictable weather, including high winds, hail, thunder, and lightning, adding an extra layer of excitement and challenge to their journey.

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Spreading Holiday Cheer HILLSIDES INGATHERING

Generosity and kindness were on full display during this year’s Hillsides Ingatherings on December 9. Campbell Hall families contributed an abundance of holiday presents for the children served by Hillsides, a nonprofit organization in Pasadena dedicated to improving the overall well-being of vulnerable children, youth, and their families. As part of this meaningful tradition, which started in the early 1980s, students dropped off unwrapped gifts during each division’s chapel and heard from Stacey Roth, CEO of Hillsides. Highlighting the significance of these gifts, Ms. Roth shared, “What you do here today is unbelievable. What you do is make an impact in someone else’s life who’s your age and unfortunately grew up in a different circumstance than you did. Thank you from all the kids at Hillsides.”

’Tis the Season of Giving OUTREACH GIFT FAIR

Since the winter of 1990, Campbell Hall families have enriched their own holidays by giving to others through contributions to the Outreach Gift Fair (OGF). This annual program encourages students and their families to prioritize charitable giving during the holiday season and serves as an extended service-learning activity in elementary school. Every elementary grade is paired with a selected nonprofit organization, presenting it to the community and working together to raise funds in support of their chosen cause. Students enthusiastically rally the entire Campbell Hall community to join together in making gifts of significance to those in need. The love for this holiday tradition of giving to others is clear, with students and families contributing more than $19,000 this year!

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Paws & Prayers BLESSING OF THE ANIMALS

On October 16 and November 8, campus was an array of fur, feathers, and scales during the annual elementary and middle school Blessing of the Animals celebrations. In this long-standing Campbell Hall tradition, held in honor of St. Francis of Assisi, the patron saint of animals, many cherished CH family pets received special blessings from Head of School The Rev. Canon Julian Bull and K-8 Chaplain The Rev. Canon Norman Hull. From chameleons to guinea pigs, and even a chicken, animal friends of all kinds were blessed for the joy and companionship they bring to their families.

faculty news

CH Teacher with heart

Since 2016, high school math teacher Jeannie Walla has led an annual trip with Campbell Hall faculty and students to areas in and around Tijuana, Mexico, to construct homes for families in need. The Campbell Hall team partners with the nonprofit Corazón, which provides homes to families who have completed 500 hours of community service with the organization. This past summer, in recognition of her outstanding work, Jeannie was honored with the Heart of Corazón Award at the organization’s annual fundraising dinner in Long Beach. During his speech, Corazón’s past president noted how special the Campbell Hall build was each year, praising the students’ eagerness to contribute and Jeannie’s exceptional leadership.

INQuiry-based approach to leadership

Associate Head of School Christopher Dennis joined a panel of thought leaders from across the country for an online presentation of The Power of Asking: How Innovative K-12 Leaders Use Questions to Unleash the Collective Wisdom All Around Them. Speaking to an audience of over 100 attendees, Mr. Dennis highlighted the transformative role of curiosity and community-driven inquiry in fostering innovation and meaningful change. “Inquiry is a part of the developmental approach as a leader,” Mr. Dennis explained. “The value of being curious and asking questions allows leaders to find the right resources for the right moments. This isn’t just transactional— it’s a perpetual work.”

✦ WWALKING IN CESAR’S FOOTSTEPSS

Eduardo Chavez Inspires the Campbell Hall Community

In celebration of Latinx Heritage Month, Campbell Hall hosted a special event on October 4, 2024, featuring Eduardo Chavez — activist, speaker, and filmmaker. The day included a lunchtime session with faculty and staff, followed by a special middle school assembly. Both events included a Q&A session. Later in the afternoon, there was a screening of “Hailing Cesar,” a deeply personal film by Eduardo, which was followed by a conversation with the filmmaker.

Eduardo Chavez, grandson of legendary civil rights activist Cesar Chavez—who co-founded and led the nation’s largest and most enduring farm workers’ union—grew up in a San Francisco suburb attending predominantly white schools. He often felt disconnected from his heritage, caught between his privileged upbringing and the hardships his grandfather and farm workers fought to overcome. “I was constantly reminded that my grandfather played a pivotal role in the fight for underrepresented groups,” Eduardo said. “But I struggled with my identity, feeling like I didn’t fully belong in either a white or Latino space.”

It wasn’t until Eduardo attended Loyola Marymount University, where he encountered a large Latinx and Chicano community for the first time, that he began to grapple more deeply with his identity. Many of his peers expressed deep appreciation and respect for Cesar’s impact on their community. “I felt like they had a deeper connection to my grandfather than I did,” said Eduardo, “which left an incredible void within me. I knew I wanted to find a way to honor my grandfather’s legacy in a way that was authentically me.”

In his mid-20s, Eduardo started taking acting classes as a means of self-exploration. There, he fell in love with storytelling, and filmmaking became a natural extension of that passion. He set out to explore his family’s history through his documentary, Hailing Cesar, by retracing his grandfather’s

footsteps from working the fields to advocating for justice. Through this journey, he began to understand both Cesar’s historical importance and his own place in this narrative. “My ancestors sacrificed so much to allow me to be where I am,” he said. “By learning more about my grandfather’s legacy, I came to understand my identity and to appreciate that I could see the world with two lenses.”

Cesar Chavez’s movement began in the back of a church and grew into a powerful force for social change through grassroots organizing. What started with a small group of farm workers speaking up for their rights eventually gained support from millions of Americans, demonstrating how a united community could challenge systemic injustice.

Eduardo’s documentary has been screened at more than 100 colleges and schools across the country, giving him a platform to engage young people in discussions about social justice, human rights, and personal identity. “We need to keep these issues at the forefront so that we don’t go backwards,” he emphasized. “There are still farm workers living in desperate conditions. Our labor force needs to be treated with dignity.” Through both his film and speaking engagements, Eduardo helps audiences explore their own identity and place in the ongoing fight for social justice. “I hope this film inspires young people to find their voice and take action in their own communities,” Eduardo said. “Understanding who you are and what you stand for is the first step toward making meaningful change.”

CCH Hosts DEIJ Session on Islamophobia and Antisemitism

On October 22, Campbell Hall held an impactful DEIJ (Diversity, Equity, Inclusion, and Justice) session for high school students during “X” block. Led by Marium Mohuddin and Dr. Zach Ritter, the presentation focused on raising awareness about Islamophobia and antisemitism. The session aimed to equip students with a deeper understanding of these issues, promote empathy, and encourage students to actively participate in fostering a more equitable and inclusive community.

Celebrating Cultural Connections

CCH Family Affinity Kickoff

The Campbell Hall community gathered on September 21 for the first annual Cultural Connections: CH Family Affinity Kickoff. This festive event celebrated the start of the school year by providing an opportunity for cultural exchange and connection. Each family affinity group had its own dedicated space to gather, and all the participants enjoyed a variety of delicious food.

DDiversity Day Inspires New Perspectives

On October 23, the annual 7th Grade Diversity Day was held on campus. Our wonderful faculty prepared 15 unique workshops, ranging from Cumbia and Salsa Dance to Protest, Resistance & Activism, and Visual Communication. These workshops provided a unique lens through which students could engage with critical themes. Diversity Day aims to encourage and inspire new thinking around diversity, equity, inclusion, and justice in our students.

“

I thought it was really fun going class to class and learning different things than we would normally learn.” — Quinn ’30

Mr. Javon’e, CH elementary science lab co-teacher and practicing artist, founded and launched the Campbell Hall Youth Visual Arts Residency (YAR) program this past summer. Still in its incubation phase within the CH IDEA (Inquiry, Democracy, Equity, Agency) Center, the program aims to provide young creatives from Title I schools a space to explore their artistic potential through access to studio facilities, high-quality materials, and mentorship. The program seeks to create a nurturing environment for the arts that parallels the robust support often found in youth athletics.

The residency is a tuition-free, intensive three-week course of study during which 12 high school artists refine their skills, develop their artistic voices, and create works to showcase under the mentorship of professional artists. Students were nominated by their art teachers and interviewed before being selected to be a member of this cohort.

The inaugural YAR exhibition, Identity: Creative Expressions from Student Artists of L.A., opened on August 2 and ran through September 29. Through a range of artistic expressions, these young artists offered a fresh perspective on the teen experience, inviting viewers to reflect on the many ideas that make up one’s own identity. In keeping with the school’s mission, Campbell Hall has instituted several partnerships with local public schools to help build a more just and equitable community. Under the leadership of CH Board Member Michael Schlesinger, the Public Partnerships Committee oversees the development and implementation of these strategic partnerships.

We gratefully acknowledge the following donors for their support of the Public Partnerships Incubator: the Joseph Drown Foundation, the Rothschild family, and the Edward A. and Ai O. Shay Family Foundation.

CH Launches Youth Visual Arts Residency

Youth Visual Arts Residency

good times

CAMPBELL HALL’S 2ND ANNUAL

POKER NIGHT SUCCESS!

Parents, grandparents, and alumni anted up for a thrilling, fun-filled evening at Campbell Hall’s 2nd Annual Poker Tournament Fundraiser on November 16. Graciously hosted by Patrice and John Grace, Black Heritage Families, and the Black Alumni Collective, the night brought the community together for fun and fundraising. More than $17,000 was raised in support of the CH Black Alumni Collective Endowment Fund, which assists Black students with non-tuition auxiliary expenses related to their Campbell Hall education.

7th Grade Grandparents’ & Special Friends’ DAY

A CELEBRATION TO REMEMBER!

More than 100 grandparents and special friends enjoyed an afternoon of connection, creativity, and celebration. The event began with a warm welcome from middle school student council Co-Presidents and other guest speakers, as well as student performances from the middle school orchestra, choir, contemporary dance, and 7th grade world drumming. The excitement continued as 7th grade students and their guests shared a delicious catered lunch, followed by meaningful activities in their advisor groups. Students became interviewers, uncovering fascinating stories about their guests’ middle school days, while families collaborated to craft their own unique spin on George Ella Lyon’s “Where I’m From” poem, weaving together family history in a beautiful and personal way. The day wrapped up with student-led campus tours, offering guests a glimpse into students’ middle school experience.

Game On: Campbell Hall’s Golf, Tennis & Pickleball Classic

On October 21, the Braemar Country Club buzzed with excitement as Campbell Hall’s Athletics Department hosted a day of competition featuring golf, tennis, and pickleball. Parents, alumni, and friends came together for an action-packed event filled with laughter, camaraderie, and spirited play in support of Campbell Hall’s outstanding athletic programs. Go Vikings!

How Campbell Hall prepared me for college... college counseling

Noemi Ramirez ’21

Northwestern University

Weinberg College of Arts and Sciences

I transferred to Campbell Hall’s Class of 2021 as a sophomore. As a first-generation student from a low-income household and one of the few Latinas in my grade, I initially felt out of place. However, leaving my homogenous Latino community allowed me to encounter new cultures and perspectives, an experience that eased my transition into higher education. Thanks to financial aid, I had access to resources and support, unlike anything I’d had before. Campbell Hall’s emphasis on individuality, self-expression, and compassion prepared me to thrive at Northwestern University, where I am pursuing a Neuroscience major and Psychology minor on the pre-medical track.

A creative writing class I took at Campbell Hall was particularly transformative. Initially hesitant to share personal stories, I found that the supportive environment encouraged me to reflect and express myself authentically. This skill has been invaluable in college, helping me build meaningful connections with professors, counselors, and peers.

Extracurriculars also helped forge qualities crucial to my growth. As Co-Chair of the Academic Honor Board, I learned to navigate ethical challenges with empathy and fairness, skills that continue to serve me in collaborative settings. My work with CREW, a creative writing program for underserved students, was equally impactful. As a Spanish-speaking mentor, I helped children explore storytelling, deepening my commitment to service, which I have since applied in nursing homes as I pursue medicine. I am deeply grateful for the opportunities and support Campbell Hall provided, laying the foundation for my academic and personal success.

Daniel Dumontet ’24

Yale University

The idea of going to college didn’t scare me (well, besides the prospect of dealing with snow and sub-50 weather). But the idea of going from a class of less than 150 to one of over 1,700 was daunting – I was worried that I wouldn’t find those tight-knit, spirited, and spiritual communities that made Campbell Hall a second home. However, I quickly realized that CH taught me how to both seek out those spaces and to create them.

In the aftermath of last year’s contentious protests and the presidential election, I was worried that division would worm its way into every aspect of life. But, whether discussing the history of Jerusalem with an Albanian Muslim, an evangelical Christian, and an orthodox Jew – or whether talking politics for hours at Sunday brunch with a hard-line liberal, staunch conservative, and an Eton-educated monarchist – I found that CH prepared me well to engage in meaningful dialogue. Because at CH, I learned to see the soul behind each voice, to understand and value how each individual’s spirit manifests in their beliefs and actions. Being part of CH’s special spiritual community helped me value the unique light each community member brings.

As my brother, David, and I involved ourselves with Yale’s Jewish community, we realized that there isn’t currently any significant Holocaust remembrance programming. Inspired by CH chapels, we’ve started the process of creating spaces where students from all religious, cultural, and ethnic backgrounds can come together in learning. Mimicking that open yet intentional forum for students to share, and for others to listen from their hearts, we hope to bring some of that ‘special sauce’ to Yale.

David and I are only a few months in, but already we’ve experienced the incredible impact growing up in a mindful, inquisitive community has had. Thank you to everyone who made and continues to make Campbell Hall such a special place.

From frigid New Haven – Boola Boola!

lauryn varnell ’24

UNIVERSITY OF MICHIGAN

I started at Campbell Hall in 7th grade and graduated last spring. I now attend the University of Michigan as a Violin Performance & Cognitive Science double major. Due to the untraditional nature of attending both the Colburn School (a performing arts institution in Downtown LA) and Campbell Hall, I had a unique educational experience that was filled with auditions, performances, and travel. My time was often split, but the practice I received in high school, balancing my academic workload with music, has been invaluable as a dual-degree student. I learned important aspects of time management, especially in the context of knowing which parts of music and which parts of my academics to prioritize during exam season or when I have a big performance coming up.

I was also a longtime member of the Campbell Hall Speech and Debate team and became Co-Captain my senior year. I can say with conviction that Campbell Hall’s debate program equipped me with fundamental skills that I’ve continued to utilize in college. For example, during my first weeks at Michigan, I rushed several pre-law professional fraternities. The process involved multiple rounds of panel interviews–a format that, without prior history with spontaneous speaking and structuring logical statements, I would have been extremely intimidated by. In fact, I use public speaking almost daily in college, and after having spent so much time on the Campbell Hall debate team, I thoroughly enjoy it.

Yet some of the most important tools I learned from Campbell Hall are unrelated to extracurriculars or academics. As cliché as it might sound, Campbell Hall taught me to treat everyone with patience and love, to practice gratitude, and to value richness of character alongside an unabashed sense of self. Perhaps the greatest way that Campbell Hall prepared me for entering the world untethered was by providing a place–canopied by wispy trees filtering a gentle sun–to develop a firm grasp on who I am, and for that, I am very thankful.

DAVID Dumontet ’24

Yale University

During the beginning weeks of classes, I was a walking cliché of first-year confusion. I stumbled into occupied classrooms in search of my lectures, walked into windows, mistaking them for glass doors, and unknowingly claimed many “empty” dining hall seats already spoken for. Now, a few months later and sooooo much wiser, I think I’ve found my footing. Though even as I found myself searching for elusive entryways, floundering in the library as I tried to figure out how to print an overdue essay or peering at maps in hopes of uncovering hidden classrooms, I never felt lost.

There is a relentless spirit of inquiry on this campus, a spirit that pushes you to never settle, to ask one more question, to challenge assumptions, and to do so with direction and purpose.

A direction and purpose guided by a moral compass uniquely found at Campbell Hall. Fine-tuned through boisterous recitations of the alma mater, late-night debate practices, and quiet (or very, very loud) wisdom shared in conversations with teachers and friends.

Campbell Hall is 2,874 miles away from my brother, Daniel, and my residential college. Our friends are sprinkled at universities around the country and the world. And yet seeing pictures that our younger sister sends us, hopping on FaceTime to catch up, or even using my Campbell Hall Branded Tote Bag™ to drag my laundry up and down the stairs, everything still feels as close as being packed shoulderto-shoulder with our friends in the bleachers for a Gospel Choir performance.

It’s that same sense of community and belonging that echoes through the hallways of Yale, a place where learning extends beyond the classroom into every interaction.

As I write this, I realize that while we may be miles apart from Campbell Hall and the friendships that came from it, we carry with us the same sense of connection and shared experience, which will affect how we interact with the world forever.

Boola Boola!

from The Piper

A SUMMER TO REMEMBER

BY LILY K. ’26, GRACE S. ’25, DELILAH F. ’25, FROM THE PIPER, Volume 29, No. 01, October 1, 2024

Excitement, art, and discovery. An annual event, the art history trip allows students to make unique memories across Europe. Students visited museums filled with the artwork they had been learning about, and explored the culture of the cities with their friends.

Luna J. ’26 signed up for the art history trip eager to make unforgettable memories. Luna, who has an interest in art and museums, saw this trip as an opportunity to explore the culturally rich destinations of Italy and France for the first time while also being introduced to the subject of art history.

“I enjoyed that the homework we had during the trip was always directly related to things that we saw during the day,” Luna said. “A lot of the time [the homework] was really creative, so that made it not too difficult to have to do homework while we’re abroad, [giving us the time] to go around and experience a new country with people you’re friends with because that’s so unique.”

According to the Elon University’s Center for Engaged Learning, immersive learning encourages students to act intentionally, becoming active participants in learning, rather than passive recipients.

For Addison J. ’25, the Europe art history trip did just that. Though she is not normally drawn to history, Addison entered the experience with an open-mind. Her parents encouraged her to go on the trip, recognizing that it is a once in a lifetime experience, and reminded

Addison to take as much out of it as she could. “I hoped to [embrace] the saying, ‘leave it better than you went into it,’” Addison said. “I wanted to leave [the trip] with more knowledge than I had going into it. I also wanted the chance to get to learn more about the cultures in the different cities and the variations of art. It was interesting to see the diversity of not just cultures, but the arts in general.”

Addison especially found that the real impact of the trip came from seeing the art in person after studying it beforehand. Taking advantage of what the cities had to offer, she fully immersed herself into the culture, feeling as if she and her friends were residents rather than visitors.

“It’s harder to have a lecture and look at things that you’ve never seen and most likely will never see,” Addison said. “Learning about it the week before we went on the trip and then going and seeing it in person [allowed me to] know some of the history behind it and changed my perspective on the pieces.”

Sophia H. ’25 signed up for the trip because her older sister had gone the year before. Sophia initially had little interest in art history and was mainly looking forward to gaining new experiences with her friends. However, the hands-on exposure to art and historical sites that Sophia experienced on the trip gave her a deeper appreciation and understanding of art history than she had expected.

“[I was] learning about things I would have never thought about or

think [are that] important,” Sophia said. “It was really interesting [to see] sculptures that looked really small in the classroom, but huge in person. It definitely helped keep [me] more engaged.”

Allison Shrage, Campbell Hall’s art history teacher, has been facilitating the art history trip since 2017. What initially started as a combined music and art history trip eventually evolved into the current program, featuring activities spread across Florence, Paris and Rome. Shrage believes that, while students acquire many skills over the course of the trip, one significant benefit is independence, through both the freedom and responsibility students are given during the trip. Further, she emphasizes to her students that applying their knowledge in real-world settings provides students with a richer understanding of concepts and historical art.

“It’s fun to be able to recognize things that you’ve learned,” Shrage said. “We all feel a sense of accomplishment when we find out that we’ve actually learned something and we can use that knowledge. So I think that’s exciting, and that’s always been a part of the experience in my classes. [Going to] Europe and going on field trips where students will run up to artworks that they recognize and go, ‘I actually know something about that. I know what motivated the creation of this particular world’ is [really great] to see.”

PLANNED GIVING Spotlight

William and Marilyn Silva

CAMPBELL HALL PARENTS OF ALUMNI

William “Bill” and Marilyn Silva have been cherished members of the Campbell Hall community for decades. Their daughter, Janice Silva ’81, and their son, William Silva both attended Campbell Hall. “Bill and I were both very involved during our kids’ time at the school,” Marilyn said. Their commitment to Campbell Hall’s growth and success has left a lasting legacy.

Bill took on a number of leadership roles at Campbell Hall, including serving as president of the Parents’ Association for a term and as a member of the Board of Directors for fifteen years. His vision helped shape the future of Campbell Hall.

Marilyn was equally active in the school community. She initiated the uniform exchange, a cost-saving and sustainable program that continues to benefit families today. Marilyn’s fond memories of weekends spent with the Board and their spouses on retreats, often in the Santa Barbara area, illustrate her deep connections to the school.

The Silvas were instrumental in the capital campaign to build the Garver Gymnasium and Theater complex, issuing a $100,000 matching challenge that was successfully met. The Conference Room in the building is named in their honor, and a plaque commemorating their generosity hangs just outside it to this day.

In addition to supporting their own children’s education, Bill and Marilyn generously funded the high school education of CJ Thompkins ’93, who graduated with honors from Campbell Hall and earned a full scholarship to Columbia University. Marilyn said, “I remain connected to CJ to this day and am so grateful to have him in my life!”

In 1988, Bill and Marilyn participated in the school’s endowment campaign through a life insurance policy. While Campbell Hall owned the policy, the Silvas made annual charitable gifts to CH to cover the premiums. The policy’s value increased over time, and upon Bill’s passing, the payout was contributed to the school’s endowment. This innovative form of philanthropy illustrates how annual contributions can be leveraged to make a larger gift. As part of Campbell Hall’s permanent endowment, the Silvas’ life insurance gift supports students to this day and will continue to do so in perpetuity.

Today, we are proud to continue honoring the Silvas as members of the Campbell Hall Legacy Society. Their legacy of commitment, leadership, and generosity continues to inspire our community and support Campbell Hall’s mission.

Marilyn and Bill Silva with CJ Thompkins ’93 at his Campbell Hall high school graduation

CH NOW: The Campbell Annual Fund equips our students with the resources they need today, preparing them for bright futures tomorrow.

Your generosity impacts every aspect of a Campbell Hall education, benefiting all students by helping us attract and retain world-class faculty, support exceptional academics, and sustain outstanding programs in performing and visual arts, athletics, and so much more!

Are you ALL IN for CH students? Give or pledge today at campbellhall.org/donate or scan the QR code. Thank you for your support!

Perform AR S Performing Performing Performing&

AR T S S Visual Visual VisualVisual ARTS &

Visual ARTS

Campbell Hall’s Visual Arts Department offers a comprehensive K-12 program, including courses in animation, photography, painting, and sculpture/ceramics.

The Campbell Hall Gallery hosts exhibitions and events that showcase student artwork, fostering a vibrant artistic community within the school.

AR T S

c amer o n co ffman

hi g h s chool vi sua l ar t s t ea ch er + ga ll er y di re cto r

What are some of your goals as the new Gallery Director?

One of my key goals is to bring professional artists from the surrounding LA area to collaborate with our students in their art classes. I’m especially excited about our next visiting artist, Nia MacKnight, who will be working with our advanced photography classes in preparation for the upcoming show. The work Nia creates during her residency at Campbell Hall, alongside our students, will be featured in the exhibition, along with some of her previous pieces. The students’ work, created during her time here, will also be included.

I believe it’s important for students to see their work in the context of a professional artist’s work, as it helps them engage in a broader artistic conversation. Having a visiting artist also challenges my own teaching approach, and I think the students will greatly benefit from receiving feedback from different voices and perspectives.

Tell us about the exhibit Aesthetics and Politics. Given that the exhibit ran in advance of the presidential election, why do you feel it was important for students to see pre-digital era campaign artifacts and memorabilia?

I felt it was important for students to experience how information was disseminated more slowly in the pre-digital era. This allowed for a different type of engagement with visual media—one that encouraged more thoughtful observation and reflection. I also wanted students to recognize how art and design are seamlessly woven into everyday media, not just confined to galleries.

The student feedback has been diverse. Some struggled to see why certain objects were considered art, others were impressed by the historical significance of the items, and a few discovered political figures and movements they weren’t previously aware of. This range of reactions is exactly what I hoped for, as it opens up new conversations about the intersection of art, politics, and media.

As an accomplished artist, how do you see students exhibiting their artwork as a way to enhance their creative process?

Exhibiting one’s work is an act of bravery and vulnerability. When we create something unique, we’re sharing a deeper part

of ourselves, regardless of how simple the work may seem. For students, the opportunity to display their creations allows them to take pride in what they’ve made collectively, building their confidence and encouraging them to continue putting themselves out there.

Even when I’m not fully satisfied with my own work, I see it as a stepping stone toward my next project. I try to instill this mindset in my students. At the beginning of each school year, I ask them if art can be “inherently good or bad” and what those labels mean. This sparks discussions about the subjectivity of art and how such labels can limit their understanding. Often, students start to see how this applies to other areas of their lives.

By viewing their peers’ work, students gain new perspectives, inspiration, and motivation. It helps them recognize their own individuality and develop their artistic voice. Context is everything—seeing the work of others provides a broader framework for reflection and growth.

Why is the Campbell Hall Gallery so important to student artists and the community?

The Campbell Hall Gallery plays a vital role in fostering student pride and accomplishment, especially when they take part in the installation process. Even if their work isn’t on display, students feel more connected and engaged with the art when they’ve had a hand in setting it up. Exhibiting their work outside the classroom also gives it a new context, helping them envision their artistic journey beyond school.

As one student, Hannah K. ’25, noted: “When we have a visiting artist, and their work is in the gallery, it can be an inspiration for everyone.” Students also appreciate the visiting artist lectures in the spring, which offer valuable insights and inspiration for their own work. They hear about the artwork from the source: How it was made, their thought process, the materials used, and the ideas behind the artwork.

PERFORMING Ar ts

Then We Dream

After Shannon Waters’ tragic accident, her husband and teenage daughters grapple with grief and strained coping mechanisms. With support from their quirky, compassionate suburban Chicago community, they 昀nd their way back to healing through connection, empathy, patience, and rediscovering the sanctity of their dreams.

(gra des 7-12)

Winter E vening of Jazz

Middle and High School jazz musicians delivered a mesmerizing Evening of Jazz, blending timeless standards with fresh compositions. Their imaginative improvisation and tight ensemble work left the audience enthralled, celebrating the diversity and creativity of jazz.

(gra des 9-12)

Winter Choral Concer t

The Middle and High School choirs performed the music of composers from Ola Gjeilo to John WIlliams. A highlight was the memorable singing of “Somewhere in My Memory” from the holiday classic Home Alone. A comforting classic of “Ose Shalom” emphasizes the need for peace worldwide, and the contemporary composition “Hanukkah Lullaby” comforts us by knowing that love is all around us. The concert closed with some former choir members joining us on stage for Richard Smallwood’s “Total Praise.”

Winter Pop Music

Audiences were swept away by the energy of the Popular Music Concert, featuring a dynamic mix of hits spanning decades, creating a celebration of music through the ages.

(gra des 9-12)

(gra des 7-12)

PERFORMING Ar ts

(gra des 1-6)

Elementary Winter Wonderland

Elementary students lit up the stage with their vibrant performances in dance and music, celebrating the winter season with joy. Their hard work and enthusiasm shone through as they played and danced to festive favorites, delighting the audience with their creativity and charm.

(gra des 4-12)

The Nutcracker

In the 39th annual The Nutcracker, Campbell Hall students delivered a magical ballet 昀lled with enchanting storytelling, dramatic battles, and whimsical celebrations. The performance featured dazzling costumes, imaginative sets, and unforgettable moments, making it a highlight of the season.

(gra des 7-12)

World Music

Seventy talented CH drummers, from beginners to experienced performers, came together for an exhilarating concert. They showcased traditional rhythms and melodies from Trinidad & Tobago, North East Brazil, Jamaica, Cuba, and West Africa using authentic instruments. The lively hour-long performance transported the audience on a musical journey across the globe.

(gra des K-6)

Elementary Holiday Show

Elementary students 昀lled the air with festive cheer during their holiday celebration. Their heartfelt performances included songs honoring Christmas, Diwali, Hanukkah, and the New Year, spreading joy and unity to a delighted audience.

A W Ild summer mus ic a l

What’s cooler on a hot summer night than an original musical created entirely by the Campbell Hall community, exclusively for performers in the CH Creative Arts Academy (CAA) summer program?

Launched in 2010 by Performing Arts Department Director Megan Adell, CAA provides K-8 students from Campbell Hall and the broader community with a range of exciting performing and visual arts experiences. About ten years ago, CH faculty members, including Jim Meade, Josh Adell, Scott Jones, and Brandon Verdi, began channeling their creative talents into writing original pieces specifically for the CAA stage and campers.

The most recent original production, Fat Bear Week, was performed in the summer of 2024. Set in Alaska’s Katmai National Park, the musical follows a group of Junior Rangers who are passionate about wildlife stewardship and work to protect the park’s animals from crooked businesspeople who want to turn the Brooks River into a waterpark. The real Fat Bear Week, which inspired the musical, lets online viewers vote on which brown bear has gained the most weight in preparation for winter hibernation. The bears, feasting on sockeye salmon and foraging through the fall, ensure their survival during the cold months ahead.

loved learning to recognize the bears by name and sight, and I wanted to shine a spotlight on this experience.”

Over the course of two years, Mr. Rowland workshopped his idea with his middle school acting students, brainstorming and improving scenes. When the project needed music to accompany the lyrics, Mr. Rowland knew just who to call on. “Two students who are phenomenal musicians, writers, and actors immediately came to mind,” he said.

Archie W. ’26 and Wyatt K. ’26, long-time counselors in training (CITs) at the camp,

Middle School Performing Arts teacher Jason Rowland, who became Creative Arts Academy Director in 2017, wrote the book and lyrics for the musical. He became captivated by Fat Bear Week during the pandemic. “Watching the bears was so comforting, knowing that nature was continuing on despite the frightening events around us,” he said. “My family and I

were soon enlisted to score the production. Archie, a multi-instrumentalist proficient in guitar, bass, and piano, composed the chords, while Wyatt, an accomplished drummer, crafted the rhythmic foundations behind each song. Drawing from their experience in musical theater and CH music ensembles, the two created three distinct songs, ranging from a hoedown to a pop-rock tune. “I thought about what each song was meant to convey and developed a melody around that,” explained Archie. Wyatt added, “We gave each song its own vibe, letting the lyrics and text guide the feel of the music.”

The students would flesh out the songs, and then meet with Mr. Rowland for feedback. “It was an incredibly collaborative process,” Archie said. The special connection between Mr.

Rowland and the students, dating back to when he taught Archie in Kindergarten and Wyatt in third grade magic camp, made the experience even more meaningful. Rowland and Wyatt are now fellow magicians at the world-renowned Magic Castle.

Scoring the musical helped Archie and Wyatt grow artistically. “The script had a lot of last-minute changes, so we had to adapt fast,” Wyatt explained. “It was like building the plane as we flew it.” And they landed it successfully, with plans already in place for Archie and Wyatt to score next year’s CAA production.

Fat Bear Week was a collaborative effort involving nearly 100 community members. More than 40 CITs, many former CAA participants themselves, served as crew. Campers brought the production to life with

exciting performances. CH faculty Jason Rowland and Scott Jones directed the show, supported by a live band that included CH alumni Wyatt Nash ’24 and Paolo Pesce ’23, members of the indie-folk-rock band Great Big Cow. The show even had a surprise ending, as multiple possible endings were rehearsed, with the winner of the staged “Fat Bear Week” chosen at random.

At its core, Fat Bear Week conveyed a deeper message. “Our students live in an urban environment,” Mr. Rowland noted, “but after learning about Fat Bear Week and these animals, they became deeply invested in protecting a park hundreds of miles away and the need to keep its bears wild.”

“Fat bear week” cast

GO V I K

GOOD SPORTS

K I N G S

VARSITY CROSS COUNTRY AND TRACK

WATSON E. ’27

Going the Distance

As a Campbell Hall elementary school student, Watson E. ’27 competed in several sports, including flag football, soccer, baseball, and basketball. While he enjoyed the variety of challenges each sport offered, he often felt that he still had energy to burn after games and craved additional rigor.

Encouraged by his father, a lifelong runner, Watson decided to try running. In 7th grade, he joined the cross country and track teams, drawn to the sports’ linear progression with defined start and finish lines. He appreciated the endurance needed for events like the 800-meter and one-mile track races and the three-mile cross country meets.

During the season, Watson trains five times a week with his team and adds a solo run on weekends, logging about 40 miles weekly. Although cross country is an individual competition, team scores are combined for rankings, which motivates Watson to always give his best effort. But nothing gives him a greater boost than seeing his parents and coach cheering on the sidelines.

“Being part of two coed teams is a really unique experience,” said Watson. “Even though we don’t compete directly, I like that boys and girls train together and watch each other’s races. During the season, the whole team gets really close because we’re all working toward the same goal. Doing something physically demanding like this brings us together and builds our community past the track.”

Watson is goal-oriented. In track, he aimed to become the fastest Campbell Hall freshman in the one-mile event, achieving this by breaking the record by two seconds at his last meet of the season and qualifying for the CIF Preliminaries. During the 2023-24 school year, the Boys’ Track team placed second in the Gold Coast League. In the following 2024-25 season, Watson set a new personal record in cross country (16:00 minutes for a course just shy of three miles) and helped his team secure another second-place finish in the league, earning himself 2nd Team All-League honors.

“The most important thing in running is consistency,” Watson explained. “If you run every day, you’ll improve. You have to push through tough times, like at the two-mile marker when your brain says you can’t go on. That’s when you have to shift into another gear.” That mindset helps him not only in races but in other aspects of his life.

This year, Watson faced a setback when he was diagnosed with walking pneumonia, preventing him from running at full capacity and forcing him to miss a critical meet. “It was really hard having to miss a meet during the end of the season, which is the most important for moving on to finals.”

Beyond athletics, Watson’s favorite subject is History, and he also enjoys writing and math. He is part of the speech and debate team and is considering a career in law one day. In his free time, he draws, reads, plays pickleball, and hangs out with friends, maintaining a balance between academics, athletics, and social life.

Looking ahead, Watson aspires to run for a Division 1 college and help Campbell Hall bring home a state championship title. His advice to younger students interested in running is: “Go for it! Training is tough, and a lot of people quit in the first few weeks—but stick with it— it’s super rewarding!”

VARSITY GIRLS’ TENNIS

AUDYSSIE J. ’27 A

Rising Star On and Off the

Court

From a young age, Audyssie J. ’27 has looked up to her older sister. At just five years old, she picked up a tennis racket to follow in her sister’s footsteps and quickly fell in love with the sport. Her dedication to tennis even led to a period of homeschooling, allowing her to focus on honing her skills and pursuing her passion.

As a freshman new to Campbell Hall last year, Audyssie achieved the remarkable feat of earning the 2023 Gold Coast First Team All-League Singles title. This year, she qualified for the individuals tournament and advanced to the finals during the qualifier. However, she suffered an injury which forced her to forfeit the match. While heartbroken, she didn’t want to risk further injury and jeopardize the crucial playoffs. This decision paid off when the Girls’ Varsity Tennis team won the 2024 CIF-Southern Section Division 2 Championship for the first time since 2018!

Audyssie dedicates countless hours to her craft, practicing nearly every day with her team or a coach. Competitive tennis can be physically and mentally demanding, but she credits her success to resilience and determination. “You have to have a strong mindset of never giving up,” Audyssie advised. “Tennis is a mental sport, and you always have to give one hundred percent and try not to give up any shots.” While she ran Varsity Track as a freshman, Audyssie now focuses exclusively on tennis, competing year-round with

Beyond tennis, Audyssie is a multi-talented student balancing a packed schedule. As a professional model and actor, her weekends are often filled with castings and shoots. Her impressive acting resume includes a starring . alongside Zach Braff, voice work Mira, Royal Detective, and Dreamwork’s ack to School. She continues to work in commercials and plans to return to acting in a greater

Balancing academics, athletics, and professional pursuits isn’t always easy, but Audyssie has developed strategies to stay focused. She often takes a few quiet moments to plan her tasks and leans on her mom for help organizing her time. Though not as often as she’d like, Audyssie still manages to carve out time to spend with family and friends. She loves English classes and all forms of writing and has an interest in science, particularly Biology.

Next year, Audyssie and her teammate Sofia W. ’26, Campbell Hall’s top-ranked singles players, will lead the team as co-captains. Looking ahead, Audyssie aspires to play tennis at a Division 1 college. To reach this goal, she plans to compete in tournaments and train intensively during the off-season to increase her UTR ranking.

“In order to excel in tennis, you have to really want to play because it takes so much dedication to really excel in the sport,” she said. “You have to be committed.” With her unwavering focus and passion, Audyssie is well on her way to achieving her dreams.

VARSITY GIRLS’ VOLLEYBALL

MAYA H. ’28 Setting Her Sights High

Maya H. ’28 began playing volleyball at age eight, encouraged by her athletic mom and her dad, a former collegiate football player. Together, they fostered her love of sports and continue to be her biggest supporters.

Maya played a variety of sports when she was younger and was first inspired to play volleyball when her dad took her to a UCLA Bruins vs. USC Trojans women’s volleyball game. She was instantly hooked. Watching the players spike balls, block shots, and serve up aces, she envisioned doing the same. Once she started playing, she decided to devote herself to volleyball exclusively.

Maya’s incredible dedication has yielded impressive results. In 8th grade, her club team earned third in the nation in Division 1, and she was recognized as Outstanding Player of the Week at IMG Academy’s prestigious training camp in Florida. Now a freshman, she is one of the youngest players on the CH Varsity Girls’ Volleyball team, which won the 2024 CIF-Southern Section Girls’ Volleyball Division 4 Championship and earned her the title of Player of the Year. She was also honored with the 2024 Gold Coast First Team All-League. Reflecting on her journey, she shared, “I used to compare myself to other players a lot. When I was able to beat some of the best players at Nationals, I gained a lot of confidence. It taught me not to underestimate myself and made me more aware of what I could do in the future.”

Part of Maya’s success comes from her mindset. She is an outside hitter and, at 5’8”, often plays against girls who are six or seven inches taller. “Honestly, that’s one of my biggest challenges,” she shared. “But I have to believe that I’m stronger than my opponent and that I’ve worked harder to get here.” She stays focused on moving forward: “If you make a mistake, you have to keep going.”

During the season, Maya dedicates 14-15 hours a week to training, balancing practices, strength sessions, and schoolwork. Despite her packed schedule, academics come first, and she dives into homework immediately after practice, leaving limited time for socializing. Her close bonds with her volleyball teammates, both at Campbell Hall and in club, provide a solid support system and translate into helping her with other aspects of her life. “I feel super close to my teammates,” she said. “I’ve learned how to work well with a wide range of people, which is also helpful when I have group projects at school.”

In addition to volleyball, Maya likes watching other sports and cheering on her dad’s favorite football teams. She’s also musically inclined, playing piano and singing, and she enjoys creative writing and World History.

Maya has big plans for the future while honoring the legacy of her Viking team. “I want to build on what this team has accomplished and hopefully help move us up to Division 1 before I graduate.” She consistently reaches her goals and has great advice for younger student-athletes hoping to do the same. “Work as hard as you can and stay consistent. I follow the same routine every day—the same workout plan, lifting schedule, and stretching to prevent injuries. And most importantly, make sure you’re having fun. I stay locked in, but I’m always loving it.”

VARSITY BOYS’ BASKETBALL

ISAIAH J. ’25 Nothing But Net

Isaiah J. ’25, a point guard on the Varsity Boys’ Basketball team, has been passionate about the game since he was old enough to walk. Inspired by his parents, both former college basketball players, Isaiah has grown into not only a talented basketball player but also a well-rounded athlete and a role model in our community.

Isaiah’s athletic versatility has shined through his time at Campbell Hall. He ran Varsity Track his freshman and sophomore years and played on the JV Tennis team as a junior. Now in his senior year, Isaiah has fully dedicated himself to basketball, including club.

In his sophomore year, Isaiah helped his team win The Classic at Damien, a national premier high school basketball tournament, where he was awarded MVP. “It was a great turning point in the season and gave us confidence moving forward for the rest of the games,” said Isaiah, reflecting on the achievement. During his junior year, the team secured second place in the league and advanced to the third round of the CIF-Southern Section (CIF-SS) Division 2AA Championship. As the 2024-25 season kicked off, Isaiah achieved the milestone of scoring 1,000 points in his high school basketball career.

Isaiah’s demanding schedule hasn’t come without its challenges. “My biggest obstacle was off the court,” Isaiah shared. “Last year, our team traveled a lot out of state, so managing the curriculum could be overwhelming at times. But I got a lot of support from my teachers who were really understanding and helpful.” Despite the challenges, the experience was invaluable. “I learned how to manage my time and prioritize.” Competing against top players across the country also gave him a clear sense of the national level of play and prepared him for college athletics.

Isaiah’s rigorous training routine shows his dedication and commitment. During the season, he wakes up at 5 a.m. to practice shooting with his dad before school. After his daily two-hour practice in the afternoon, he often adds weight training to his regimen. During club season, his workout schedule intensifies. “You have to put in the work to succeed,” said Isaiah. “It takes a lot of determination, preparation, and patience to advance in the sport.”

Outside of basketball, Isaiah enjoys playing video games, mini-golfing and going to the movies with his family, and spending time with his friends. Academically, he loves science, particularly psychology and environmental science. As Isaiah prepares to graduate, he reflected on his time at Campbell Hall. “The best thing about Campbell Hall is how welcoming and inclusive everyone is here. I’ll miss this environment,” he said. Looking ahead, he hopes to help his team win the league, CIF-SS, and the state championships, before heading to the University of Colorado Boulder, a Division 1 school to which he recently committed.

Isaiah has gained more than just basketball skills during his time as a player. “The good thing about sports is that it teaches you life lessons,” he explained. “You get to learn about yourself and how you handle different situations.”

His advice to young student-athletes also extends beyond the game itself: “Keep putting in the work, and eventually, the results will show. Keep believing and having confidence in yourself, even when you are feeling low—it will go a long way.”

THRILLS, VIKING SPIRIT, AND A HISTORIC SHOWDOWN AT 2024 HOMECOMING

The 2024 Campbell Hall Homecoming was one for the books! On September 28, more than 2,700 students, families, alumni, and friends gathered for an unforgettable celebration. Carnival games, food trucks, Bingo (courtesy of the CH Grandparents Committee), and musical performances from Great Big Cow (featuring CH alumni), the World Drumming Ensemble, and the CH Choir ensured fun for everyone.

The Athletics Department made history in Southern California by hosting the region’s first high school girls’ indoor volleyball game played outdoors on a custom-built hard court on Campbell Hall’s sports field. Both JV and Varsity Vikings teams faced Sierra Canyon in thrilling, hard-fought matches. The Cheer team kept the Viking spirit high

Adding to the excitement, the Homecoming Court was crowned in a special halftime ceremony. With its groundbreaking sports event and vibrant festivities, this year’s Homecoming will be remembered as a milestone in Campbell Hall’s history!

4TH GRADE GOLD FLAG FOOTBALL

FINISHED 1ST IN THEIR DIVISION

6TH GRADE GOLD GIRLS BASKETBALL

FINISHED 1ST IN THEIR DIVISION

MIDDLE SCHOOL GIRLS’ TENNIS

FINISHED 2ND IN DELPHIC LEAGUE

MIDDLE SCHOOL FLAG FOOTBALL

FINISHED 2ND IN DELPHIC LEAGUE

VARSITY GIRLS’ GOLF

FINISHED 2ND IN GOLD COAST LEAGUE FINALS

VARSITY GIRLS’ TENNIS

2024 CIF SS DIV 2 GIRLS’ TENNIS CHAMPIONS

VARSITY GIRLS’ VOLLEYBALL

2024 CIF SS DIV 4 GIRLS’ VOLLEYBALL CHAMPIONS

CHAMPIONS

LIGHTING UP THE NIGHT WITH VIKING PRIDE

On Friday, November 15, Campbell Hall came alive with an electrifying Midnight Madness event to celebrate our girls’ and boys’ basketball teams. The night kicked off with player introductions set against a spectacular light show, followed by an action-packed dunk contest, a thrilling three-point shooting challenge, intense scrimmages, and engaging fan activities. The evening reached another level of excitement when the Varsity Girls’ Tennis team made a triumphant entrance fresh from their Division 2 CIF-SS Section Championship win. With incredible attendance, dynamic cheer performances, and energetic music, the event was a vibrant showcase of our community’s spirit, unity, and shared Viking pride.

13-Year Students

Class of ’25

The Class of 2025 kicked off their final year of high school in style with senior orientation, where they got their first look at the newly decorated Senior Patio. They also proudly received their iconic green senior polos and celebrated the moment with their first group photo as a senior class!

2025

keys to th to th

Honoring Senior Leadership

The high school community gathered with senior families to honor the Class of 2025 in a heartfelt Senior Key Chapel ceremony, a longstanding CH tradition. Dressed in their signature green polos, the event featured senior speakers who shared personal reflections on their Campbell Hall journey and moving musical performances. The highlight was the symbolic key exchange, where each senior crossed the stage to hand a key to a classmate, representing the connection and shared legacy of their time together as they prepare for the next chapter in life.

he future future

ALUMNI

SPOTLIGHTS

Updates from Campbell Hall Alumni

Kasey Blaustein Greener ’01

Creative Entrepreneur Featured in ShoutOut LA

Kasey Blaustein Greener ’01, Founder and Creative Director of Kasey Jones, Ink, was recently featured in ShoutOut LA, an online magazine spotlighting local business owners, artists, and creatives. With a background in marketing for luxury lifestyle brands and spirits, Kasey specializes in creating playful yet sophisticated visual assets that enhance and elevate brand identity, whether for campaigns, company signage, or event activations.

Caysie Carter Harvey ’06

Author Publishes Debut Children’s Book

Caysie Carter Harvey ’06 recently published her debut children’s book, Max’s Life in Blue, a captivating tale of a young boy who lives in a world painted entirely in blue. This charming story explores the concept of colors, the strength of family bonds, and the importance of individuality. “I was inspired to become a writer many years ago by my kindergarten teacher at Campbell Hall, Ms. Boys,” says Caysie. “I am thrilled to invite young readers and their families to explore the limitless worlds within their imaginations. I am especially grateful to pair this literacy experience with a message of love and self-acceptance”.

friends for good

Sophia Chitlik Abram ’07 North Carolina State Senator-Elect

Jrue Holiday ’08

Double Gold Glory

Jrue Holiday ’08 is a Campbell Hall-of-Famer who was named Gatorade National Player of the Year in his senior year and helped lead the Boys’ Varsity Basketball team to countless victories, including three CIF, three regional, and three state championships. He played college basketball for the UCLA Bruins before being drafted by the Philadelphia 76ers, where he was named NBA All-Star in his fourth season. He went on to play for the New Orleans Pelicans and the Milwaukee Bucks. Currently, he plays as a Point Guard for the Boston Celtics, where he won his second NBA championship. Adding to his impressive list of achievements, Jrue won his second Olympic gold medal as part of the 2024 USA Men’s National Team!

Sophia Chitlik Abram ’07 has been elected as a North Carolina State Senator! Throughout her career, Sophia has been committed to empowering women and BIPOC entrepreneurs. She began her journey in public service as a Field Organizer for the Obama Campaign and later served in the White House and the Department of Labor, becoming one of the youngest Presidential Appointees in the Obama Administration. Following her time in Washington, Sophia transitioned to the nonprofit sector, serving as a Chief of Staff for education-focused organizations. She later became a strategic planning consultant, collaborating with public and private sector leaders worldwide.

Alice Brooks ’97

Wicked’s Cinematographer is Wicked Good

Alice Brooks ’97 is the acclaimed cinematographer of Universal’s stunning film adaptation of the iconic Broadway musical Wicked. Her work brings light and magic to the big screen, creating what Alice describes as a “2024 version of what Technicolor was.”

SPOTLIGHTS

Cicely Carew ’00

Artist Featured in DTLA Exhibition

Boston-based artist Cicely Carew ’00 was recently featured in an exhibition at Downtown LA’s Abigail Ogilvy Gallery. The show presented the gallery as an extension of Carew’s and Sneha Shrestha’s (IMAGINE) studio practices, where repeated actions form both process and product. The artists completed the works within the gallery space, adapting to its unique setting, blending rehearsal and final performance.

Danna DeKay ’21

Creative Writer Receives Award for Screenplay

Danna DeKay ’21 was awarded Northeastern University’s Top Prize for Creative Writing for her short film screenplay, which she adapted from a short story she wrote as a creative writing fellow at Campbell Hall. In high school, Danna was also a dedicated member of CREW (Creative “Riting” Enrichment Workshop), one of Campbell Hall’s signature public partnerships, where CH students mentor younger public school students interested in developing their creative writing talents. Reflecting on her time at CH, Danna shared, “I took every creative writing elective I could, working closely with Mr. Hirshberg and Dr. LawtonTrask. They’re the best! The creative writing program and CREW were some of my favorite experiences at CH.”

Clara Plestis ’13

Producer Receives Emmy

Clara Plestis ’13 received an Emmy as a producer for Outstanding Variety Special for Dick Van Dyke: 98 Years of Magic, which aired on CBS. Clara conceptualized, pitched, and produced the special, working closely with the legendary actor. The show garnered a total of four Emmy nominations.

JJ Hoffman ’22

Internship with a Congressman

JJ Hoffman ’22, a junior at Pomona College, served as an intern for Congressman Brad Sherman, representative of California’s 32nd Congressional District. JJ, a public policy analysis major who is on the pre-med track, would like to pursue a career in public health. During his internship, he spent time interfacing with constituents which provided insight into issues that concerned citizens and helped him better understand politics, public service, and the importance of understanding the needs of a community.

Julia Kate Grane ’23

Singer/Songwriter Featured in Magazine

Singer/songwriter Julia Grane ’23 (known professionally as Julia Kate) is currently studying Professional Music with a focus on songwriting and the music business at Berklee College of Music in Boston. She was recently featured in Bold Journey, an online magazine dedicated to inspiring readers to pursue their passions. In the feature, Julia shared insights into her music journey, creative process, and sources of inspiration.

Greg Martayan ’02, Vice President of External Affairs for the Valley Economic Alliance—a regional institution serving the San Fernando Valley with over 160,000 businesses and 2 million residents— was recently honored by Los Angeles Police Department Chief of Police Dominic Choi. The recognition highlights Greg’s pivotal role in fostering and strengthening partnerships between the business community and law enforcement, with the shared goal of enhancing public safety and driving economic growth. Additionally, Greg was appointed by Assemblymember Pilar Schiavo as Senior Advisor on Public Safety and Retail Theft. In this role, he is helping to shape policies aimed at protecting California’s retail sector, preserving jobs, and addressing the challenges posed by organized retail theft.

Naomi Asher ’94

Entrepreneur

Starts New Ventures

Naomi Asher ’94 began two new exciting business ventures. Drawing on her experience as the former Vice President of Songwriter Services and International Neighboring Rights for Sony Publishing UK, she is now an independent music rights consultant. Additionally, she co-founded Moms to Mums, a service created with fellow American ex-pats in the UK, offering personalized travel and relocation assistance, including support for students studying abroad.

Greg Martayan ’02 Making a Difference in the Community

ALUMNI CLASS NOTES

Julia Bruckner Oskey ’08 and her husband Justin welcomed their second daughter, Ryan Davie, on November 18, 2024.

Zac Cohen ’10 and his wife Nicolette welcomed Cosette Cohen on October 29, 2024.

Daron Moore Fields ’04 and her husband Dan welcomed their second child, Jovienne “Jovi” Sage, on Dec 3, 2024.

Rachel Sherman Katz ’12 and her husband, Daniel welcomed Cameron Heyes on June 22, 2024.

Ellie Chai Massey ’12 and her husband Matt welcomed Margot on May 18, 2024.

Sophie Sheridan Twinley ’12 and her husband Matt welcomed Beatrice Primrose on September 25, 2024.

Lauren Kabakoff Vincent ’04 and her husband Jason welcomed their second child, Valentina Maria, on June 9, 2024

WEDDINGS

Taylor Crandall ’12 married Kevin Gallagher on November 9, 2024 in Los Angeles, CA

on October 26,

CA.

Catherine LaGaly ’09 married Daniel Schuster on September 28, 2024 in Los Angeles ~ surrounded by CH families past and present and photographed by Chloe Rosey ’09.

ALUMNI STAY CONNECTED

The Alumni Board contacted 250 Visionary Vikings donors on October 15, 2024 for the annual phonathon to encourage them to renew their support for Campbell Hall. To date, more than 150 alumni have made a gift to CH NOW: The Campbell Hall Annual Fund.

Jordan Haddad ’10 married Evie Lyras

2024 in Napa,

Sophie Levine ’11 married

Oliver Phillips on October 26, 2024 in Simi Valley, CA.

Caroline Alford ’13 married Zack Foos on November 23, 2024 in Rancho Santa Fe, CA.

ALUMNI STAY CONNECTED

A mini Argyll Reunion of classmates and teachers was held on June 30, 2024 to celebrate the life of Bonnie Schell Wren ’78, a wonderful friend and classmate who passed away. Back: Stephanie Heng, Torie Daves ’78, Bob Stratford, Wayne Walker; Middle: Katie Andrews ’78, Kris Ragland, Lynda Sue Marks, Sue Wesel Ryan ’78, Nanette Moss ’78, Libby Briggs Walker ’78, Margaret Burnham Stratford ’78; Front: Faith Brandstetter ’79, Julia Stesney

PASSINGS

Amanda “Daisy” Rafael ’16 passed away on February 14, 2024.

Bonnie Schell Wren ’78 passed away on December 28, 2023.

The 10th Annual Thanksgiving Mixer was held on November 27, 2024 at Laurel Tavern with 60+ alumni in attendance.

CAMPBELL HALL 69TH BAGPIPER'S BALL

HOLLYWOOD PALLADIUM