Latin Magazine Fall 2023 Digital Edition

Fall 2023

SHARED CONNECTIONS

SHARED SUCCESS

The Magazine of Charlotte Latin School

Upper School Math Teacher Pete Sung.

What’s

Inside 6

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From the Head of School

Aspire to Be Interconnected

Strategic Plan Update

Global Studies Goes Global Again

Portrait of a Latin Leader

Friends of Ten

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18

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22

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Welcome to Latin University

Coaching Through The Classroom

16 Aspire to Be Interconnected

10 Portrait of a Latin Leader

18 Global Studies Goes Global Again

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30

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Hawks in Action

Blue Review

Building Strength Through Community

A Tradition of Blumey Excellence

Thies Campaign: The Next Act

Alumni News

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Musical Mr. Melendez

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42 A Joyful Path

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2023–24

School Leadership Administrative Team Charles D. Baldecchi, Head of School, P ’21, ’23, ’25 Todd Ballaban, Head of Middle School, P ’32 Joanne O. Beam, Director of Philanthropy, P ’22 David Gatoux, Director of Athletics James Huffaker, Chief Technology Officer Beth Lucas, Director of Human Resources, P ’35 Mary Yorke Oates ’83, Director of Admissions, P ’12, ’15, ’18 Robert McArthur, Chief Financial and Operations Officer Erica Moore, Director of Diversity, Equity, and Inclusion Mark Tayloe, Head of Lower School, P ’15, ’18, ’20 Sonja L. Taylor, Associate Head of School Lawrence Wall, Head of Upper School

Board Of Trustees Mike Freno, Board Chair, P ’23, ’25, ’28 Rael Gorelick, P ’24, ’26, ’27, ’29 Phil Colaco, Treasurer, P ’19, ’22, ’26 Dave Shuford, P ’28, ’30

Trustees Mackenzie Alpert, P ’30, ’32 Irm Bellavia, P ’19, ’20, ’22, ’25 John Comly, P ’28, ’30 Mary Katherine DuBose, P ’24, ’26 Paige Ford ’06 Don Gately, P ’98, ’04 GP ’30, ’32, ’33, ’35 Stacy Gee, P ’19, ’21, ’22 Karim Lokas, P ’24, ’26

Charlotte Latin School | Fall 2023 Contributors

Contributors

April Baker

Photography

Lea Fitzpatrick

Rusty Williams

Maria Klein

St. John Photography

Meredith (Kempert) Nunn ’98

Abbe McCracken

Ryan Samii ’24

Blumenthal Performing Arts

Tricia Tam

Designer

Angel Trimble

Monty Todd

Mary Yorke (Robison) Oates ’83

On the cover: Lower School students work together in their Leads With Honor class.

Ed McMahan ’93, P ’22, ’24, ’30 Kristin Middendorf, P ’21, ’23 Katie Morgan, P ’21, ’24 Uma O’Brien, P ’28, ’30, ’33 Christian Robinson, P ’32, ’34, ’36 Charles Thies ’90, P ’32, ’35 Michelle Thornhill, P ’21, ’24

Ex-Officio Charles D. Baldecchi, Head of School, P ’21, ’23, ’25

Please send address corrections to: Office of Philanthropy

Robert McArthur, Chief Financial and Operations Officer

Charlotte Latin School

James McLelland ’17, 2023—24 Alumni Governing Board President

9502 Providence Road

Deborah Hullinger, 2023—24 Parents’ Council President, P ’22, ’25

Charlotte, NC 28277 Or email to cory.hardman@charlottelatin.org

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John McCoy, P ’31

Middle School students hard at work.

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Dear Friends of Charlotte Latin School, I am delighted to welcome you to the Fall 2023 issue of LATIN Magazine. As we close in on the end of the first semester, it’s a joy to see students finding their groove in group projects, clubs working together in service, athletes celebrating completed passes, and ensembles finding just the right pitch in preparation for the annual Student Concert Series. I find myself energized by the remarkable interconnectedness of our campus and community.

Our theme for this year, “interconnectivity,” embodies our commitment to fostering connections that transcend boundaries, bringing together students, faculty, parents, and alumni from diverse backgrounds and perspectives. The stories in this magazine are a testament to the importance of these shared connections that contribute to our shared success.

In the following pages, I’m pleased to provide an update on Latin Leads, the school’s strategic plan, particularly regarding our progress in creating and implementing our Portrait of a Latin Leader. You’ll learn more about professional development programming and how we foster cross-campus connections to ensure our faculty and staff work together toward our students’ best interests. Our commitment to interconnectivity extends beyond our campus, as you’ll see in the stories from last summer’s Global Studies trips, the first since before the onset of the pandemic. Our arts and athletics programs are thriving, and I’m excited to share with you recent wins and upcoming advancements in those areas.

As we look toward the holiday season and a new year, I am filled with gratitude for you, the members of our Latin community, and all you do to make our school the extraordinary place it is. Together, we are shaping the leaders of tomorrow, and the future is bright indeed. I hope you are as inspired as I am by the stories within, and I cannot wait to see where our interconnected paths lead us.

With gratitude for a job I love,

Chuck Baldecchi Head of School

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Middle School Spanish Teacher and Latin Fellow Camille Seeley.

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LATIN LEADS

Strategic Plan Update When the Latin Leads Strategic Plan launched in January 2023, work quickly began to determine how to turn the vision into reality for our school community.

The plan’s goals focus on the journey of a Latin student.

It creates visions and action items to impact how they access our campus and feel part of this community, achieve balance among their intellectual, social, and emotional selves, and determine the role they will play as they become leaders beyond these walls.

Ultimately, this strategic plan is very much for Latin, by Latin. Members in the Latin community participated in the design and implementation, from our teachers and staff to our parents, Board members, alumni and, of course, students. In many instances, participants

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fell in multiple categories, reflecting how engaged our community is in the overall success of the school.

We are fortunate to have so many diverse and layered perspectives contributing to the realization of Latin Leads.

This collaborative spirit has carried over into the early priorities of the plan’s implementation, as shared on the following pages. While the work is still very much in an exploration and discovery phase, we remain excited by what we are learning and the potential that exists for the future of our entire school community.

Goal 1: The Latin Leader • Dr. David-Aaron Roth, our new Director of Student Leadership Development, joined the faculty at the outset of this school year. Dr. Roth is leading a full audit of our existing Leadership Development program and identifying opportunities for the future.

• Following significant community input and review, the Portrait of a Latin Leader was confirmed.

This is shared in more detail on the following page.

Goal 2: Teaching and Learning • We are in the midst of an intensive review of curriculum, instructional practices, and assessment methods in the Lower School. MehtaCognition, an independent school-focused consultancy, conducted on-campus interviews and focus groups in October with faculty, staff, alumni, and parents. Ultimately, this work will be built upon through similar reviews in the Middle and Upper Schools.

• At the outset of the 2023–2024 school year, a restructuring aligned all Division Heads under the leadership of Associate Head of School Dr. Sonja L. Taylor. This facilitates a cohesive approach to addressing the outcomes of the curriculum review.

Goal 3: Community Wellness • An active search is ongoing to hire the Director of Student Support and Wellness, a role that will unify Latin’s nurses, counselors, faculty, and others to prioritize student well-being, and encourage a balanced approach to teaching and learning for all students.

• The Community Wellness Task Force is finalizing the school-wide definition of wellness, which will serve as the foundation for curriculum integration of this priority. Task Force members are also interviewing peer and aspirational schools about their existing programs.

Goal 4: A Community of Purpose and Belonging • The data gathered by MehtaCognition in support of the curriculum review provided critical information critical information about curriculum, pedagogy, and aspects of campus climate that shape constituent perspectives and experiences within and beyond the classroom.

• The data and feedback gained in this process will inform the future action items of this goal, led by the work of the Diversity, Equity, and Inclusion (DEI) Task Force.

Goal 5: Access and Affordability • A review is in process to assess how the school can offer all elements of the Latin experience ­— including academic and extracurricular — to students receiving scholarships or financial aid.

We are grateful for the many members of the Latin Community who are lending their time, expertise, and valuable perspective to this important work.

To see a list of all Task Force members, please visit the Latin Leads website.

Read more at charlottelatinleads.org LATIN Magazine

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LATIN LEADS

Portrait of a Latin Leader The Portrait of a Latin Leader serves as the central framework to guide how the school can develop a comprehensive curriculum, instruction, and assessment experience to meet the needs of every member of the Latin community. It defines the key qualities that every community member will develop throughout their time at Latin. The ultimate goal of this exploration is to empower each individual to confidently identify and build their unique leadership skills, and to develop an understanding of how they can positively impact their communities.

Building the Portrait was an all-school effort. Championed by Head of School Chuck Baldecchi and Senior Administration, the process incorporated the perspectives of students, faculty, and staff. A collaborative Design Team broadly representing the school’s constituencies and divisions led opportunities for community input, review, and brainstorming. In addition to helping focus the Portrait’s key qualities and their alignment with Latin’s existing Core Values, the process inspired conversation around how the Portrait will come alive through integration with Latin’s K-12 continuum.

CURIOUS LEARNER CONSCIENTIOUS THINKER COURAGEOUS ADVOCATE DYNAMIC COMMUNICATOR HUMBLE COLLABORATOR RESILIENT NAVIGATOR 10

THE

LATIN LEADER A Life of Purpose

David-Aaron Roth, Ed.D., Director of Student Leadership Development, joined Latin’s faculty this school year. In partnership with Sonja L. Taylor, Ed.D., Associate Head of School, he is guiding the next phase to incorporate the Portrait into the Leadership Program’s plans for curriculum, instruction, and assessment.

How does the Portrait of a Latin Leader align with Latin’s Core Values?

DA: Each of the skills of the Latin Leader is rooted in one of the school’s Core Values. Much credit is due to the community for their efforts to ensure the Portrait does not diminish the Core Values, but rather reflects how those values are applied in our daily lives. They create an even clearer understanding of how we can exemplify these values individually and recognize and celebrate them in others. This clarity allows us to create a curriculum where students develop a repository of experiences, and it focuses our teachings on the qualities we want those experiences to reflect. It also allows Latin to more accurately assess how well we are teaching, developing, and reflecting these skills across ages and divisions and throughout our school culture.

How will the next phase of the program build on Latin’s legacy of leadership?

DA: In many ways, Latin has reflected elements of this Portrait since its earliest days, when qualities like curiosity, humility, and resilience helped guide the founding of the school. Our structured leadership program, introduced in 2013, has always been rooted in an understanding that leadership doesn’t simply happen. Ann Brock ‘81 and the entire Leadership Development teaching team intentionally connected the constructs of leadership with Latin’s existing curriculum. They’ve done a phenomenal job of identifying spaces to make that a reality, primarily in the Lower and Middle Schools.

The guidance and philanthropic support of Bob Chapman took it a step further to centralize the relational aspects of leadership. It helped us teach our students that being in community is remarkably nuanced and requires a variety of skills to succeed.

The Leadership program will continue to reflect these contributions, and integrate these principles and examples more broadly and intentionally into our K-12 curriculum. The aim is that everyone who learns at Latin will develop elements of these qualities and understand how their time at the school fostered these skills.

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How will your team build a program that develops and celebrates all types of student leaders?

DA: We know that students today are navigating a complex and somewhat nebulous world. Therefore, we need to consider structures, frameworks, and programs that support a more holistic approach to development and learning to meet those realities. For our Leadership Development program, that means leveraging the Portrait of a Latin Leader as a model that can be molded to fit each student and the respective spaces students may find themselves in - both within their life at Latin and in either the public or private sector post-graduation. The Portrait frames what we believe leaders of today and tomorrow will need to navigate their experiences successfully.

Recognizing that, we have created a rigorous framework that is both respectful of our students’ interests now and prepares them to be responsive to dynamic circumstances in the future. Moreover, it creates a common language that unifies how everyone at Latin talks about what it means to be a Latin Leader. We aren’t defining who can be a leader or the spaces where they should be a leader; rather, we are defining what we believe are the core requisites of leadership.

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How does Service Learning fit into the future of Latin’s Leadership program?

DA: Our existing Service Learning program will continue to evolve into a more comprehensive CommunityEngaged Learning program. This builds on our thriving existing student service program, offering hands-on experience while adding a component to educate students on the complexities of the issues they’re working to impact. So, it creates a cycle that doesn’t end where volunteerism traditionally stops - they will learn and serve through hands-on opportunities, and then return to a classroom-oriented discussion to reflect on their experience. An understanding of what it takes to do the work is at the forefront of community-engaged learning and its intersection with leadership. Latin is in a fortunate position to think about how our students can help enhance the experience of others, while developing their individual sense of purpose in an age-appropriate way. We aim to create partnerships built on reciprocity and in service to the missions of organizations doing important work in Charlotte. We’re trying to focus our students on how they can both philanthropically give and leverage their strengths and knowledge to do work that is necessary in the community.

What might this look like in practice?

DA: I’m fortunate to work with two Upper School service leaders, Tommy Beason ‘24 and Sydney Query ‘25, on Hawks Lead, a dual-divisional partnership, where Upper School students teach Lower School students about elements of responsible leadership (e.g., self-awareness, collaboration, community, listening). As part of our ongoing commitment to responsible community engagement, we’ve invited experts in the space (in this case, Lower School faculty) to educate the Upper Schoolers about how to engage their Lower School classes in an age-appropriate way. It’s an opportunity for students to practice asking, and answering,“What do I need to know or learn before I can make a positive impact? What are my blindspots? Who can support my learning so I can best prepare to engage responsibly?” I’ve been impressed

by Tommy and Sydney’s leadership and commitment to ensure the Upper School students understand everything from classroom management to inclusive instruction to curriculum design. It’s about teaching the full scope of practice - in approachable ways - so that students have a model to use in the future, while developing and reflecting qualities of a Latin Leader in the process.

“I believe the reflection process is crucial for service to leave a lasting impact. One important factor of the enhanced program is that everyone benefits, not only the recipients of the service.

We are now asked to consider all pieces of the puzzle, not just the ones that we lay down. This way, we can make sure that our engagement leaves a positive impact on everyone involved.”

“This new process of community engagement encourages us to consider why we are doing an act of service and what are the effects of this service. Instead of just going through the motions, we must think about our personal impact on others which makes every act of service more meaningful and significant.”

— Sydney Query ‘25

— Tommy Beason ‘24

Find out more here.

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LATIN UNIVERSITY

Welcome to Latin University It’s close to home, offers small classes, and boasts highly qualified faculty.

No, it’s not another option to add to your high school junior’s list of colleges to research. It’s actually a convenient on-campus opportunity for Charlotte Latin’s faculty and staff to gain valuable professional development—together.

Facilitated by the Office of Academic Affairs, Latin University leverages the expertise of our own employees, giving participants the opportunity to collaborate across divisions to learn from one another.

In its third year, Latin University 2023 offered 10 courses across a range of topics. While some courses looked at the business of the school or improving interpersonal communication skills, other offerings applied directly to the classroom.

• The Theater Department offered two new Latin University courses that explored using acting and storytelling methods to enliven lessons, build rapport among students, and spark imagination in the classroom.

• Upper School Teachers Richard Harris and Alan Becker led an Instructional Coaching Practicum. The experiential course allowed faculty to share best practices on how to deliver helpful feedback that encourages the recipient to listen and reflect. These

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skills are essential to mentoring both students and fellow teachers.

• The Summer Writing Institute, offered each year and facilitated by Upper School Teacher Chuck Edwards, is a week-long opportunity that focuses on the “Writing to Learn” approach in the classroom. This philosophy emphasizes using writing as a tool to deepen students’ understanding of fundamental concepts, across all content areas and all divisions. The course allowed teachers to teach each other, by modeling techniques that work well and adapting ideas from faculty in other divisions.

• Topher Gee, Upper School Science Teacher and Gender and Sexuality Alliance Advisor, led Understanding

Gender and Why it Matters—a topic that permeates cultures and touches each person’s life. Drawing from a rich mix of material, including first-person accounts, history, and research data, the one-day course explored what gender is and is not. The theme throughout the day was connecting what participants learned to the work that they do in their many roles here at Latin.

Latin is proud to prioritize opportunities such as Latin University as a means of recruiting and retaining expert faculty and staff. Professional development is essential to ensuring that the school’s practices remain current and relevant, maintaining the standard of excellence that we expect of our students and ourselves.

“Topher’s course helped me to more fully recognize how my own gender identity has impacted my life. I have developed greater empathy, awareness, and most importantly understanding of how gender impacts our students. I also now see how important it is to support all members of our student body and school community, regardless of their gender identity.”

— Emily Long, Head Librarian

“Our faculty and staff bring diverse experiences, skills, and deep content knowledge to the areas they support. It is an honor and privilege to tap into our employees’ expertise and willingness to learn with and from one another. Although we started Latin University to continue learning when travel to conferences and other professional development was not possible due to the pandemic, we have continued this effort because we want to highlight the gifts and talents within our community and foster a sense of connection among all employees.“

— Sonja L. Taylor, Associate Head of School

“The Creative Drama Workshops for both Lower and Middle/Upper School classrooms engaged the most innovative parts of our brains. We practiced skills centered on building community and learned new techniques to use in our teaching. As educators, we engaged in rich dialogue centered on cross-curricular collaboration, with drama being a powerful tool. The most rewarding part was watching my colleagues take risks and experience joy; that’s something we want for all our students.”

— Alicia Long, P ’23 ’25, Director of Performing Arts

Latin University Summer 2023 Offered Courses Crucial Conversations Beth Lucas

Developing Belonging In Advisory Richard Harris and Luke Ivey

Summer Writing Institute Chuck Edwards

Getting Things Done Beth Lucas

School Finances 101

Instructional Coaching Practicum

SEEDish: Understanding Inclusive Curriculum Erica Moore

Understanding Gender and Why it Matters Topher Gee

Richard Harris and Alan Becker

Rob McArthur

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PURPOSE AND BELONGING

Aspire to Be Interconnected

Building Community in Lower School

Did you know there are circles all around us? Everywhere that we all go?

There’s a difference we can make and a love we can all show?

— Brad Montague, author of The Circles All Around Us In its seventh iteration, the “Aspire to Be…” program continues to be a source of conversation, reflection, and connection in the Lower School. Led by the dynamic LS Diversity, Equity, and Inclusion Coordinator duo, Avery Teichman and Amber Brown, this initiative aims to build community within the division and address a common goal or need each year. This year’s theme, “Aspire to Be Interconnected,” celebrates our interconnectedness as the cornerstone of a thriving community.

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The annual “Aspire to Be…” themes often have an associated division-wide read or a book for each grade. This year’s book is The Circles All Around Us by Brad Montague, which inspires conversation around community, connection, kindness, and inclusivity. Teichman and Brown are looking forward to the November exercise, which will ask each grade level to determine ways to mix up the usual groups and circles in which their students exist. While every student has a built-in community within their homeroom

This year’s theme, “Aspire to Be Interconnected,” celebrates our interconnectedness as the cornerstone of a thriving community.

classroom, they will feel even more at home at school as they start to recognize the larger circles of connection to their grade, the teachers they pass in the hall, and the students they see on the playground.

For students, the “Aspire to Be…” initiative is a practice of developing your personal identity, understanding how you fit into your community, and considering how your identity impacts you and your community. One of the program’s most valuable aspects is the opportunity it provides for students to make new connections. Students interact with teachers outside of their usual classes and participate in activities with students from different grades. This exposure to a diverse range of perspectives and ideas is invaluable in building a more inclusive and interconnected school community.

For teachers, the program allows ample flexibility to teach the “Aspire to Be…” theme in an age-appropriate manner, to incorporate their own strengths and interests, and to revisit the themes as needed to address the nuances of their classroom community. Teichman and Brown are excited to see more teachers invested in the program each year as their familiarity and comfort level grows. They hope to continue to move away from assigning group activities and instead plan initiatives in collaboration with fellow faculty.

As part of their responsibilities as DEI Coordinators, Teichman and Brown lead a Lower School DEI Committee of more than 20 faculty and staff members.

For the first time, the committee is working in small groups to conceptualize each monthly “Aspire to Be Interconnected” activity and will then present to and collaborate with the larger group of faculty to collect ideas and input to make improvements. Teichman and Brown also credit the successful integration of the program to meaningful partnerships with Lower School Librarians, Art teachers, Educational Technologists, Administrators, Leadership Development, and Global Studies faculty.

Teichman and Brown are united in their belief in the power of perpetual curiosity and respectful discourse.

They encourage students to think for themselves, fostering an environment where questions and discussions are valued. Their enthusiasm is evident when Teichman notes, “There’s nothing more fun than thinking,” and Brown adds, “And I think there’s nothing more fun than knowing what first graders are thinking!” They both agree that students often surprise them with their insightful conversations, reminding them to be comfortable with not having all the answers. As we continue to learn from one another, we strengthen the bonds that make our school community truly extraordinary.

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GLOBAL STUDIES

Global Studies Goes Global Again In Summer 2023, the Global Studies program proudly offered travel opportunities for Middle and Upper School students for the first time since the onset of the pandemic.

More than 80 students and 14 chaperones packed their bags in June and July to embark on formative trips to Argentina, Belize, England, France, and Spain.

The Global Studies program, an extension of our Core Values, helps students cultivate the skills required to boldly meet the leadership challenges of the 21st Century.

While teachers integrate global perspectives into classroom experience, the opportunity to travel abroad allows students to immerse themselves in other cultures and broaden their personal perspectives. These trips—the first time abroad for many students—brought paramount lessons in cultural awareness, language comprehension, building community, and celebrating similarities as well as differences.

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Enjoy these reflections from a few of our intrepid trip chaperones.

To get to see our children, some of whom I had the privilege of teaching and others I didn’t yet know well, in a different country was awe-inspiring. I know the world is going to be in great hands after seeing firsthand how capable our students are of leading and working together when no one is looking. Belize brought new challenges and adversities that these students had never fathomed, and they met each one head-on. There was never a complaint or a surrender to self-defeat; instead, they embraced everything they faced, together.

Their favorite activities were volunteering at a local school (building walls, cleaning vines, painting a playset, teaching classes, and playing games) and learning to wash their clothes by hand. Memories were made by the riverside while walking through Mayan ruins and making their own chocolate. Phones were forgotten, as were air conditioning and ice cubes. The best moments for me were often the simplest: being together, eating new cuisines, and sharing stories from the day. Nights were often entertaining with their own imagining of “Latin’s Got Talent” which brought out the locals for amazing and shared community.

This group of eighteen now share stories, memories, and experiences that will shape them as adults. Those events live on, and I hear recollections still in the hallways months later. We look back and cherish our time together and still laugh at all we got to experience.

I would go again tomorrow and the day after that to get to see our kids seeing the world for all the beauty it holds, even when it is different from what they know. It was an #unbelizable time!

— Laura Korkowski Middle School Math Teacher

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Co-leading a 19-day trip to Buenos Aires, Argentina, for our students was not merely an adventure; it was a profound journey of personal growth and discovery for all involved. At the heart of our expedition was our time spent at El Colegio Marin, our Argentinian Sister School. Just north of Buenos Aires, our students lived with local families, attended classes, participated in cultural activities, and formed deep connections with both their Latin and Marín counterparts. This immersion offered an authentic window into the daily lives of our host families and provided a fresh perspective on the world.

However, our experiences at El Colegio Marín were just the beginning. We embarked on adventures across Buenos Aires, from the vibrant streets of the theater district to the rustic charm of a countryside ranch. I watched with pride as the students pushed beyond their comfort zones, whether sampling unfamiliar foods or initiating conversations in Spanish. Their growth was both visible and deeply inspiring. The impact of this trip transcended language and culture; it was about expanding worldviews. This adventure underscored the immeasurable value of approaching the world with an open mind. It instilled confidence and independence in our students as they navigated unfamiliar terrain. It ignited their curiosity and left them with the conviction that the world is theirs to explore.

As both their teacher and chaperone, this experience reinforced my commitment to experiential education.

No textbook can replicate the insights gained from such immersive encounters. Now that we have returned home, I am certain that the personal growth and cherished memories from this journey will stay with my students forever. I am profoundly grateful to have shared this extraordinary journey with them.

— Hugo Caraballo Upper School Spanish Teacher and DEI Coordinator 20

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FACULTY SPOTLIGHT: A SPECIAL LEGACY

Friends of Ten

By Special Guest Writer Mary Yorke (Robison) Oates ’83 If you give a Kindergarten tour to a prospective family, odds are high you will mention “Friends of Ten”. “Friends of Ten” is a clever and catchy name to illustrate the way we use Singapore Math with a signature developmental nod to our young learners. But, if you happened to be on campus in early August a few days before students arrived and saw the teachers eagerly working to set up their rooms, you would have seen another incredible story of “Friends of Ten.” For in Room Ten of the Claudette Hall Lower School, you would have seen the closest of friends hard at work. New to the Second Grade as a lead teacher, Elise Houston knew she wanted to rearrange the infamous Open Court Wall Cards. Any Lower School student knows these by heart: Pam the Lamb, Norm the Nurse, and Henny the Hen to name a few. But the task needed more than two hands and a ladder to be accomplished, so Elise asked her grandmother Betty Francis to help. Mrs. Francis, or “Mimi” to Elise, knew all about getting a classroom organized, as she was once a first grade teacher. Together, with Elise on the ladder, and Mimi handing her the desired cards, the project began. When they finished, Elise stepped off the ladder and reviewed her work.

“They are off by 4 inches,” Elise said to “Mimi.”

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Mary Gregory P ‘04, ‘06, Elise (Davis) Houston ‘05 P ‘33, ‘36, and Betty Francis P ‘77, ‘80, ‘83; GP ‘05, ‘08, ‘10, ‘12, ‘16, ‘20, GGP ‘33, ‘34, ‘36

Mimi’s response? “Well, let’s redo them.” And so they did. As they spent the day together, both grandmother and granddaughter knew this was more than just getting ready for school to start. This was a homecoming for both. Room Ten was the first room that second grade Elise Davis Houston walked into as a brand new student to Charlotte Latin in 1994. Her teacher, Mary Gregory, welcomed her with open arms, a friendly smile, and an excitement about all the teaching and learning to come.

And, when Elise arrived as a second grade student, Mimi was overjoyed because she had chosen the school for Elise’s mother Beth in 1970. When asked why she and her husband chose to send their daughters Beth,

Marti, and Sarah to Latin, Mrs. Francis said, “The focus on academics was important, but Latin was always more than that. It was friendly and it embraced wonderful values.”

All these years later, Mrs. Francis says these elements are still alive and well, and her sample size is a large one:

Mrs. Francis has experienced CLS as a mother, a grandmother, and now, a great-grandmother. Her friend count, over the past 54 years, is much greater than ten.

Mrs. Gregory remembers little Elise well. “She wore kilts, hair bows, and saddle shoes. She was a wonderful, curious student, and when she got on the playground, she was upside down on the monkey bars.”

What could have been a scary time for Elise, arriving at Latin following a move from Greensboro, isn’t the way she

Mimi and Mrs. Houston

remembers it. “It was friendly and warm.

I felt at home from the beginning.”

Mrs. Gregory and Mrs. Francis were recent visitors to Room Ten, and Mrs. Gregory told the students she knew Mrs. Houston would be a teacher one day. Mrs. Houston shared with the children that she was a teacher because of her grandmother and teachers like Mrs. Gregory. They all agreed with the students that Room Ten was a special place.

Following our visit to Room Ten, we went out under the lovely tree canopy beside the Lower School. I asked them what was different about Latin. Sitting in the dappled light, we all agreed the surroundings were still oddly familiar.

The views took each of us back to our first memories, and we reflected on what had changed.

“Nothing”, Mrs Gregory went first.

“Yes, we have new buildings and new programs. But this place is about relationships. Old long-lasting ones like those we have at this table, but

brand new ones, too. We help each other in good times and in bad.”

Elise added she has a student new to Latin in her class this year, and she echoed Mrs. Gregory’s sentiments saying, “The parents of my new student are fantastic partners, and together we are working on a great transition for the child.”

Mrs. Houston then added, “There is one thing, though, that I am bringing back to Room Ten. I will never forget that Mrs. Gregory had the words of The Golden Rule wrapped around the back corner. I am going to hang that back up.”

Odds are, Mimi will volunteer to help.

Mrs. Francis, Mrs. Houston, and Mrs. Gregory reunite in Room Ten.

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ATHLETICS

Coaching Through the Classroom

For 41 CLS faculty members, the end of school signals the beginning of their second work day – the one that takes place on the field or the court, in the pool, on the mat, or along the trails. These are the teachers who coach, or the coaches who teach. For most, the roles are intertwined.

1. What are the similarities and differences between coaching and teaching?

Mike Weiss (US History/Varsity Cross Country and Track & Field) – As far as I’m concerned, they are exactly the same thing. Coaching is just teaching in a different classroom. Both require meticulous planning, clear communication, good listening skills, and an effort to help students/athletes understand that they are capable of doing hard things, and doing them well.

Wendy Staffieri (MS Spanish) – Students do not receive grades in our sports. They do it for the sake of wanting to do it, and wanting to do it for themselves.

They are not motivated by a grade, but rather the satisfaction of accomplishing their personal goals. They choose to be part of your team so they are totally invested in what you ask them to do.

Topher Gee (US Science/Track & Field) – Coaching and teaching are both about relationships. When you see someone for who they are and allow them to see you for who you are, you have the foundation for a powerful partnership, be that academic or athletic. In both endeavors, I love to see people challenge themselves, work hard, and grow.

2. How are the relationships in the classroom (and vice versa) impacted when there is a coaching/athlete relationship outside of it?

Patrick Cooney (US Math/Varsity & JV Football) – The relationships you build with students outside of class are so valuable and it can only make you a better teacher. There is a real bond you create when you share the highs and lows of athletics with the students. They see how much you care about them and you create bonds that last longer than the four years that the Coach Cooney students are in the Upper School.

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Liz Matrejek (US Math/Varsity Swimming) – As a coach, you are able to learn a little bit more about your athletes, their lives and their history and create a trusted

Coach Matrejek

relationship. Students can be intimidated and hesitant to communicate with their teachers when dealing with personal matters or academic struggles, but when you are able to create a trusted relationship, they feel more comfortable to come to you when they need help. Being a coach helps enhance that relationship and students perform better in the classroom because they aren’t afraid to participate in class and ask questions.

Gretchan Frederick (US Spanish/JV Field Hockey) – In a very positive way, I’ve found. I think for the coach/teacher you get to know more facets of your students when you have them as athletes as well as in your classroom. It’s the same for the kids. They get to see more facets of you in both worlds. I’m Coach Fred on the field, so in the class I become Señora Fred which I think is really fun. You and your students get to see each other as more fully human

3. Has being a coach influenced the way you teach? Has being a teacher influenced the way you coach?

Mark Brunton (US History/MS Boys’ Soccer) – Yes. Teaching requires a focus on communication, interaction, and listening, and I bring those skills to coaching.

Coaching requires nonverbal communication and has taught me a lot about classroom management.

Gee – Coaching helps me learn about the dimensions of my students’ lives outside of the classroom. When I have to rush from the classroom to practice, I feel the pressure that they feel. When I’m tired after a practice or a late

Coach Frederick

Coach Gee

return from a meet, it reminds me that student athletes face the same fatigue as they attempt to complete homework and then engage in class. Overall, it provides me with a tangible sense of the nonacademic demands that students face.

Cooney – Teaching at the school you coach at is so valuable because you get to know the kids’ learning styles at the school. This allows you to change how you present the sport to the kids on the field. It is so valuable to have coaches on campus because of this.

4. If a teaching colleague was considering adding a coaching role to his/her responsibilities at Latin, how would you advise them?

Brunton – It’s always a positive experience to get to know the kids outside of the classroom.

Cooney – People may think that coaches just walk into practice and wing it but what they don’t know is the amount of hours planning, watching film, planning Coach Brunton practice and more that coaches spend preparing for the kids. This is similar to teaching in the hours spent behind the scenes creating and improving lessons, writing tests, grading.

Frederick – I would say it’s very rewarding, and it is undeniably time-consuming. There is a lot that is positive that you get out of the coaching experience, especially if you’re already a teacher. Knowing your students better and seeing them perform in a different way is fun to see.

Weiss – The work never ends. It goes beyond the school day, sometimes late into the evening or early in the morning, on most weekends, and throughout much of the summer as well. The rewards, in terms of Coach Weiss the close relationships formed, the lessons learned, and the lifelong memories created, are everlasting.

Matrejek – Do it! Even though it can be a huge time commitment, the relationships you build, watching the kids in their element, the sense of community it brings, and the increase in your school spirit/pride is all worth it.

Staffieri – It is a wonderful experience and one of the highlights of my experience at this school. I am always sad when the season ends and so are the kids. The bonds you make with students is wonderful. I also love that I meet students that I do not teach and can still have an impact in their life.

Coach Staffieri

Visit clshawks.com

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Hawks in Action Morgan McLaughlin

As a lifelong sports fan, when Morgan McLaughlin joined the Latin community in fourth grade, she quickly found a way to be involved in athletics. She became a member of the Ball Crew working the sideline of varsity football games, a role she filled until it was her turn to join a team.

Now a threesport athlete in her sophomore year, Morgan is seemingly always on a Latin court or a field.

She played JV volleyball this fall, is about to start the basketball season, and will return to the varsity lacrosse team in the spring. How does she do it all? “At Latin, you have the opportunity to play as many sports as you want.

It’s actually encouraged. You have more opportunities to play, and the more you play, the more you improve,” McLaughlin said. “There’s a healthy balance of school work and athletics, and sports add excitement and something to look forward to during the day.”

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Neil Salvage

Throughout the fall, senior Neil Salvage has been carrying the ball, literally, for the Hawks. As the leading running back for the varsity football team, he feels a deep sense of community every Friday as the team draws support from the families, friends, and fans in the stands. His coaches describe Salvage as a model of resilience, grit, and heart, who has grown into a leader. “Neil has high expectations and holds himself accountable,” said football head of program, Drew Dayton. “Other players have observed Neil’s process and followed his lead.” Track and field head of program, Malai Walker Moorman ’08, agrees. “Neil has had his share of injuries and setbacks, yet he’s never let adversity stop him,” she said. “He continues to show up, compete at a high level, and exceed expectations.”

Girls’ Lacrosse Head of Program, Nikki Williams, says McLaughlin has always had a passion for sports that has fueled McLaughlin’s growth on and off the field.

“Morgan is always observing, asking great questions, and has learned how to take that feedback and apply it. She’s benefited from being mentored by some amazing older teammates and she has blossomed into a strong, confident athlete,” Williams said.

Salvage says he draws strength from his relationships with his teammates and his coaches. “A lot of athletes play multiple sports, so you get to compete with your classmates in different sports and seasons. Coach Dayton has been a mentor to me. It’s a great thing when you get to know your coaches on and off the playing field. As an alumna, Coach Malai knows how the Latin community works. She’s always been really supportive of me and checks up on me during football season when she certainly doesn’t have to be in touch.”

For McLaughlin, being part of a team is its own reward, but winning is nice too. “One of the best parts of my Latin athletic experience so far was winning states for lacrosse last spring,” McLaughlin said.

“Even though I didn’t play much as a freshman, I still felt I contributed and it was great to get a trophy with my team and for our school. I felt proud.”

As a senior, Salvage has many Latin memories, but one stands out as his favorite. “The Hawk Walk for the Forest Hill Game my sophomore year. It was the first game that was normal after Covid, my first real varsity game, and it was Touchdown Tailgate. The stands were more packed than I’d seen then or since, and the energy was incredible.”

Anderson/Middendorf Strength Center

Building Strength Through Community It’s 6:55 a.m. on a Thursday in October and the Strength Center is already buzzing. A handful of students are in the warm-up phase as others drop backpacks at the door and shed hoodies. Chuck and Erin Baldecchi are cooling down with some stretches after their session with Coach David Paige.

Music is playing, loudly, and it varies widely in genre depending on who’s holding the iPad first and their mood that morning. By 7:10, every rack is in use. All 14 of them. Most with 3-4 kids in rotation.

Since its opening in August of 2020, the Strength Center has become an integral part of Charlotte Latin.

Teams train together here, staff members sneak in workouts during the day, alumni congregate on college breaks, P.E. classes rotate through, and students of all types learn proper form through the watchful eye and booming voice of Coach Paige. The morning hour, once perceived as a novelty, has become the norm. It’s an opportunity for in-season athletes to strength train without taking time away from practice sessions, and it provides flexibility for those with other after school commitments. It’s also creating connections.

“Whenever you bring students together from multiple sports, there’s always the added advantage of building community,” said Coach Paige. “The Strength Center allows kids to work out together, develop themselves physically, and at the same time build relationships with their classmates. I have seen kids start to bond over morning

workouts, coming in early, getting a hard workout in and then heading to class. Not necessarily teammates, but classmates because most of the kids are on different teams.”

On this particular morning, there’s a trio sharing a rack that represents baseball, swimming, tennis, cross country and track. None of them compete on a team together. All of

them are morning regulars.

“The ones that consistently work out over time, they see the benefits of discipline. Then those kids model it for the underclassmen – how to work out properly, how to be committed, all the things you learn from the weight room,” Coach Paige adds.

“Over time, you’re not just building strength, you’re building culture.”

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ARTS: THIES RENOVATION

Thies Campaign: The Next Act Since 1986, Thies Auditorium has hosted big moments for every Latin family—milestone celebrations of moving up and moving on, countless musical and theater performances, essential conversations for the school, and presentations with distinguished guests from around the world. The backdrop of Thies Auditorium has played a starring role in the treasured memories of the Latin community. “Thies is one of the most frequently used spaces on campus, and where many people make their earliest impressions of the school,” shared Rob McArthur, Chief Operations and Financial Officer.

Thies Auditorium has not been renovated since it first opened its doors. The wear and tear of the years are showing. Renovations are needed to ensure safety, comfort, and accessibility. Our community’s generous support will make this possible by Summer 2024, launching Thies Auditorium into its next act by reflecting Latin’s excellence and setting the stage for many more years of creating memories.

“Everyone in the Latin community has experiences tied to this special space,” shared Gina and Tom Lawrence P ’24 ’26, Thies Campaign Chairs. “We are excited to see it brought into a new era of excellence.”

In addition to the renovation, funds raised through the Thies Campaign will establish an arts endowment.

Named in memory of a beloved member of the Latin community and talented artist, the Lillie Cowan Endowment for the Arts will financially support Latin’s thriving Visual and Performing Arts programs for generations to come.

Do you have a favorite Latin memory that took place in Thies Auditorium? Share it with us at philanthropy@ charlottelatin.org and we’ll include it in the unveiling of the new space.

Donors to the Thies Campaign will make these upgrades possible: • Full replacement of 715 aging seats that have been in use nearly double their usable life.

• Installation of new auditorium and lobby flooring to replace damaged and aged floors.

• Greater accessibility for guests with differing physical needs.

• A modernized control booth with advanced equipment and functionality for Latin’s growing Technical Theater program.

• Establishment of an endowment to maintain Latin’s best-in-class Visual and Performing Arts programs in perpetuity.

Over The Life Of Thies Years

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Total Attendees

1,957,300 Seats

5,624 715 Events

Hosted

For more details or to be a part of the Thies Auditorium’s next act, please visit www.charlottelatin.org/support/Thies 28

FOCUS ON FACULTY

Musical Mr. Melendez Aneudy Melendez, Latin’s newest Lower School Music Teacher and Latin Fellow, first fell in love with his art after picking up a trumpet in middle school band. “That’s when I knew I wanted to do something with music. It was a craft; it wasn’t just a hobby for me,” he shares. Teachers who fostered his interest throughout his middle and high school years inspired his career, eventually leading him to Temple University where he majored in music education with an emphasis in jazz. “I succeeded through my own motivation and my teachers’ willingness to help me,” he recognizes.

This partnership with his teachers, and the fact that he grew up in a large, tight-knit family, makes it no surprise that the collaborative nature of music draws him in the most. “I enjoy working with other people,” Melendez explains. “Music isn’t an individual thing; it’s collaborative. That’s how I found my own purpose and meaning in it.”

Knowing this, he sought a collaborative environment for his first teaching position. He found the perfect fit in Latin’s Fellows Program, which pairs recent college graduates with an experienced educator who models elements essential to effective teaching, including lesson planning and delivery, thoughtful classroom management, professional reflection, and technology integration. Melendez was first impressed by our school’s sense of community. It was unique to see the Upper, Middle, and Lower Schools all together in one place,” he says. “It really feels like one big family, and it’s nice to have that connection.”

Under the enthusiastic mentorship of Lower School Music Teacher Annette Morris, Melendez dove right in. Along with time to prepare lessons and grow through professional development, he teaches 3–4 classes a day, forming connections that are a favorite part of his Latin experience. “When I’m with my students, and we’re able to play music together, it reminds me of why I got into this profession in the first place.”

Get to know Mr. Melendez: Aneudy, is pronounced Ah-NEH-oo-thee.

He hails from Reading, Pennsylvania, and has visited 43 of the 50 states.

His favorite so far? Washington.

As a die-hard Mets fan, Aneudy’s favorite activity in Charlotte is attending Knights baseball games.

A jazz aficionado, his favorite artists in the genre are Chuck Mangione, John Coltrane, and Hank Levy. You can hear these and others on a Spotify playlist specially curated by Mr. Melendez for the Latin community.

LATIN Magazine

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BLUE REVIEW

Blue Review

Where Art and Literature Meet

At the intersection of Latin’s thriving Visual Arts Program and Upper School English Department, there exists a magical space that chronicles the thoughts and ideas of our students.

This place is our Blue Review literary and arts magazine, a third kind of art that transcends the boundaries of visual art and creative writing. For students who are passionate about expressing themselves but may not consider themselves artists or writers, the creation and publication of Blue Review provide a unique outlet for their creativity.

With more than thirty years of issues in the archives, Blue Review has evolved significantly from a small, stapled booklet to a professionally printed piece in the style of a coffee table book, with large, full-color photography on silky smooth paper stock. It has transformed from a passion project into a more professionally organized and competitive endeavor, largely thanks to the English teachers who have shepherded its production over the years—most recently, Lori Davis. She and her students partner with Richard Harris, adviser to the Creative Writing Club, as well as with other English teachers, College Counseling Essay Specialists, and art teachers to pull together the best of the best creations of writing and art each year.

Harris, a former Blue Review adviser, feels that there is a leadership component to producing the piece, which nods to Latin’s Core Values. The students who submit their work for publication in the book serve as inspiration for their peers while building their own confidence and resiliency in taking the risk of applying to be published—or rejected. He says it’s powerful to be willing to write something authentic and then choose to be brave enough to put one’s name on it and share it with others.

Students who create Blue Review also develop leadership skills in the process of creating the magazine. Lead layout editors and associate editors put the book together, meticulously arranging the visual and written content.

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“A celebration of art, literature, and the connections between the two.”

Copy editors work tirelessly to piece together the written works. Art editors are responsible for finding, cataloging, and photographing the artwork that graces the magazine’s pages. The general staff is there to offer opinions and insights throughout the creative process, and everyone learns the importance of constructive, productive critiques. There is also a component of servant leadership in their work as they all work together to showcase the talent and uplift the voices within their peer community. Davis reminds her team every year that Blue Review is a gift to the Latin community, and it is important that they take seriously the responsibility of being entrusted with these diligently created works of writing and art.

!

The yearlong journey of creating Blue Review culminates each year in a springtime release of the magazine. Previously the Blue Review Coffee House— first planned by Harris, Rae Hargraves ’15, and the Latin Arts Association—the Blue Review Launch is an opportunity for the community to come together and celebrate the work of literary and visual art that is each issue. A buzz builds around the release of the new issue, particularly around the reveal of the theme, the cover design, and the chosen works from writers and artists. The evening is a celebration of art, literature, and the connections between the two. Artwork is on display and published authors have the opportunity to read their work to a crowd.

Please mark your calendars now for Friday, April 26, at 7 p.m., and join us for the launch of the 2024 issue of Blue Review.

Enjoy the most recent issue of Blue Review.

LATIN Magazine

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THE BLUMEYS

A Tradition of Blumey Excellence

By Special Guest Writer Maria Klein P ‘06, ‘07 When the Blumey Awards debuted in 2012, Charlotte Latin almost missed out on the party. Created to recognize, reward and encourage talent and achievement in musical theater among high school students in the greater Charlotte area, the annual program involves a robust audition and review process, culminating in a show featuring award presentations and student performances. Luckily, Latin parent Toni Branner P ‘08, ‘12 was on the board for Blumenthal Performing Arts, and she persuaded Blumenthal president Tom Gabbard to let Latin enter after the deadline. As former conductor and musical director for the musicals Craig Estep recalls, Gabbard didn’t take much convincing. He was grateful the school, already known for exceptional musical theater productions, wanted to participate!

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That reputation was immediately validated when three Hawks earned nominations for roles in Joseph and the Amazing Technicolor Dreamcoat, and the show earned a Best Musical nomination. The cast won Best Ensemble/Chorus that inaugural year, beginning a tradition of Blumey excellence that has garnered thirty-eight nominations in ten categories, capturing eight awards.

“symbiotic relationship” between the performers and the audience. Thanks to the teaching and encouragement of Jay Scott, his formative mentor, fourth-grade Ryan helped out on a Grandparents’ Day that piqued his interest in lighting, worked backstage on shows in MS, and then ran tech for US events ranging from Wrestling Senior Night in the SAC to productions in Thies Auditorium.

Though the Blumeys didn’t originally include a Best Student Stage Manager category, logic says the trophy would inevitably have gone to Ryan Gardner ‘15 since Latin was nominated for Best Musical all four of his US years. As a freshman, Ryan was backstage for the first Blumey Night, and he still remembers the thrill of being on a professional stage, part of what he now appreciates as a unique

Latin’s first Blumey Best Actor, Areon Mobasher ‘13 won for playing the lead in his first show ever. He was such a newcomer to musical theater that he knew about the Blumeys only because he’d heard about Will Branner’s ‘12 nomination for Best Actor as Joseph. A sophomore transfer, Areon chose CLS because he aspired to a career in medicine and saw Latin as the best preparation.

However, his inner creative voice drew him to the feeling of community only engendered by collaborative art. When Areon joined the Concert Choir and fell under the spell of its director Craig Estep, magic happened. Starring as Jean Valjean in Les Miserables was the first time Areon “ever felt exceptional at something.” When he read the email listing that year’s nominees, Areon first thought his inclusion was a mistake, then that it was “beginner’s luck,” and he expected nothing more. However, when Areon finished his solo, “Bring Him Home,” in the Best Actor medley, the audience leaped to its feet in a roaring standing ovation, not even waiting for the last note to fade. In an improvised acceptance speech, a stunned Areon saved his last thank-you for “the man who taught me absolutely everything I know about vocal music, Craig Estep.”

Latin’s next Blumey winner, Ethan Holtzman ‘18, was in the audience that night, which included another spontaneous and extended standing ovation for the CLS ensemble’s performance of “One Day More.”

As an 8th-grader, Ethan remembers “feeling energized and truly moved and inspired by this model of artistry and thoughtfulness Areon conveyed.“ A one-man Blumey dynasty, Ethan earned nominations all four years he was eligible, winning twice. Named Best Supporting Actor his sophomore year for playing the Pirate King in The Pirates of Penzance, Ethan famously proved the maxim “the show must go on” the night he dislocated his knee during an on-stage leap, popped it back into place himself, and finished the closing number. Aaarrgghh! Recognized again for his Best Actor performance as the Baker in Into the Woods his senior year, he reflects that the evening’s celebration of each other and the Kate McCracken winning Best Actress for 2022’s Bright Star.

LATIN Magazine 33

arts was “a powerful, meaningful” moment that captured the magic and purpose of the Blumeys.

Arella Flur ‘19 likes to joke that she won her first Blumey in fifth grade as part of the ensemble for Joseph.

Watching from the audience, the evening impressed her most as “a celebration of all these amazing people, not really as a competition.”

A life-long theater kid, Arella was a shy child who struggled to make friends until her prescient parents enrolled her in a theater program, and there she found her people.

When she reached great heights in her role as Mary Poppins her senior year, literally flying across the Thies stage in a performance that won the Best Actress Blumey, Arella was mostly excited to join the ranks of all the people she’d admired so much, many of whom were theater friends.

Latin’s other Best Actress winner, Kate McCracken ‘22 agrees that “one of the most amazing things about the Blumeys is the lineage you become part of,” and Kate has added a unique element. Consider the math. The Blumeys started in 2012, and in 2023 they celebrate their tenth anniversary. That doesn’t add up, and the problematic variable is Covid. With no shows in 2021, the Blumeys recognized individual talent in a cabaret-style competition.

According to Kate, musical producer and director Matt Cosper can vouch that she wasn’t even nervous her first year because she “had no expectation of winning” - though, ultimately, she did. Nominated again the following year as Best Actress for her role as Alice in Bright Star, Kate felt concern that “the previous year might look like a fluke,” but her worry was unfounded. Kate’s second

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Ethan Holtzman in Pirates of Penzance.

For each of Latin’s winners, their experience on stage has provided not only joy but also direction. win gave Cosper his favorite Blumey moment, for he felt “she’d been cheated of the real experience, and she did such beautiful work in Bright Star that to see her rewarded was special.” Another special element was the presence of Latin alum Will Branner ‘12, currently on Broadway in the musical Back to the Future, and his wife, Danielle Wade, as coaches during the Blumey Bootcamp both years Kate participated.

The youngest and most recent Hawk to win a Blumey, Dominick Charles ‘25 also emphasizes the importance of another key element: fun! According to Dominick, “You have to be having fun to have a great performance,” and he was enjoying himself so much in his role as Daryl in Bright Star that a Blumey nomination for Best Featured Performer wasn’t even on his radar.

All that mattered was the cast, the desire to “give each other the best energy they could and put on a good show.” To Dominick, the Blumeys

felt more like a celebration, and the only competition he felt was with himself. His role felt “pretty small” to Dominick, so as the only freshman nominee, he was stunned when his name was announced, especially proud to be the first person of color from Latin to win a Blumey.

For each of Latin’s winners, their experience on stage has provided not only joy but also direction.

Ryan Gardner went to Boston College intending to major in computer science, but after asking himself how he’d rather spend his evenings, switched to a theater major and business minor. Except for the Covid shutdown, Ryan has been on the road almost nonstop since graduation, first with the touring company of Waitress and now with Les Mis. His key responsibility as Stage Manager is to “maintain the artistic integrity of the show” by ensuring that the cast’s performance expresses the director’s vision. Coming back to

2022 Best Actress

Kate McCracken Grade 12 Bright Star

2022 Best Featured Performer

Dominick Charles Grade 9 Bright Star

2021 Best Actress

Kate McCracken

Grade 11 "He Threw Me" from Meet Joe Doe 2019 Best Actress

Arella Flur

Arella Flur winning for Mary Poppins.

Grade 12 Mary Poppins 2018 Best Actor

Ethan Holtzman Grade 12 Into The Woods

2016 Best Supporting Actor

Ethan Holtzman

Grade 10 Pirates of Penzance 2013 Best Actor

Areon Mobasher Grade 12 Les Miserables

Dominick Charles in Bright Star.

LATIN Magazine

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Charlotte and working backstage at the Belk and in Blumenthal brought Ryan’s experience full circle, and he credits the Blumeys for giving him a head start.

Areon Mobasher also went to college intending to be a STEM major, but

after continuing acting and singing throughout those years, ultimately graduatedwith an English major and Drama minor. While performing, Areon also developed skills behind the camera, learning all elements of video production and running his own company in Raleigh before

The 2012 cast of Joseph and the Amazing Technicolor Dreamcoat.

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heading to Los Angeles. Currently, Areon is the Digital Media Producer for the University of Southern California Annenberg School for Communication and Journalism.

Ethan Holtzman will graduate from Brooklyn College in December with a major in acting, but he doesn’t intend to pursue the stage. Instead, Ethan wants to share “the gift of theater” with people for whom that experience has value beyond entertainment. Currently studying for certification as a peer support advocate and recovery coach for individuals dealing with addiction, Ethan’s long-term goal is a masters in psycho-drama or theater therapy so he can work with families, prison inmates, or others in crisis or suffering from trauma. As Ethan learned from Director of Theater Matt Cosper, performance is “applied empathy,” and “empathy is an exercise in imagination,” so participating in theater enables people to

imagine better circumstances to help themselves and others.

Despite her acting kudos, Arella Flur has always felt her skills are even better suited to an off-stage role, so at Northwestern University, she earned a BA in Theatre with a concentration in Theatre Management. Arella enjoys the challenge of seeing the creative process through from idea to stage, supporting the hard work of everyone involved in the show. In typical Arella fashion, she began her career even before graduation, working in Chicago from February through September as part of the marketing team for the national tour of Hamilton. In October she started as Assistant Company Manager for the new Mamma Mia! tour, a step on the road toward her ultimate goal of being a producer or general manager on Broadway.

production internship, Kate took part in the Junior Ambassadors program, and the current exemplar of the Blumeys’ commitment to education is junior Dominick Charles.

The summer after winning his Blumey, Dominick used his scholarship to attend a weeklong program called Broadway Dreams, which puts on a student showcase at the Blumenthal Playhouse. He also participated in the North Carolina Theater Conference, where he won for Excellence in Acting in a straight play. Last summer Dominick won acceptance to the prestigious Southeastern Summer Theater Institute. Dominick intends to pursue acting and music and also to use the arts to support kids dealing, as he does, with learning disabilities and anxiety.

Through ten (eleven!) years of Blumey awards, Charlotte Latin’s success

is noteworthy because it is not an arts school. Latin’s students typically balance a heavy academic load, and Cosper is particularly proud of “the level of excellence the students strive for and usually reach” while also earning strong GPAs. Unanimously, the Blumey winners appreciate everything they learned from their time doing theater, skills such as discipline, commitment, collaboration, problem-solving, and adaptability that make them better students and serve them well in college and careers.

Ultimately, Matt Cosper identifies as the most important lesson of all “practice at being human.” In that sense, every student who shares the exhilarating and rewarding experience of participating in a Charlotte Latin musical is truly a winner.

Currently at Northwestern, Kate McCracken remains committed to acting, starting rehearsals as Juanita in the American Musical Theater Project workshop of Five and Dime on her fourth day on campus. The musical then went to New York, where a Tony winner played the part Kate debuted in Chicago. The day Five and Dime ended, Kate began rehearsals for Romeo and Juliet, reprising the title role she first acted at Latin. This fall Kate is understudying Heroes of the Fourth Turning on the main stage at Northwestern, just completed a song cycle for The Jewish Theatre Ensemble, and sits on the executive board of Northwestern’s Experimental Theatre Board.

Like most of Latin’s winners, Kate feels the Blumeys’ greatest value lies in the many educational opportunities the program provides.

Ryan Gardner worked a technical

Areon Mobasher in Les Miserables.

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ALUMNI NEWS

LEGACY HAWKS: CLASS OF 2023 When Hawks have Hawks, the torch of the Latin tradition is passed to the next generation.

Of the 130 members of the Class of 2023 who graduated on May 26, twenty-one were Legacy Hawks.

Of the twenty-one, one is a “double-legacy” in that both mom and dad are Latin alumni!

CLASS OF 2021 SEND-OFF

Congratulations to Chester Alexander ‘84 and his daughter, Sam (Appalachian State University), Katie Browne Beam and her son, Jack (University of Mississippi), Andy Clark ‘87 and his daughter, Lilly (University of Georgia), Laura Austin Clark ‘87 and her daughter, Leiden (University of Mississippi), Elliott Crutchfield ‘87 and his daughter, Lucy (University of Mississippi), Carl Fisher ‘88 and his daughter, Mayes (University of North Carolina at Chapel Hill), Janet Brown Fisher ‘87 and her daughter, Crawford (Dickinson College), Debbie Smith Frail ‘88 and her daughter, Regan (University of Mississippi), Tommy Hunter ‘86 and his son, Thomas (Tulane University), Jamie Kiser ‘82 and his daughter, Mary Cate (Colorado College), Adrienne Dellinger ‘90 and her son, Quinn (East Carolina University), Elizabeth DuBose House ‘93 and her son, Hampton (Auburn University), Bruce Morrill ‘86 and his son, Harrison (University of Mississippi), Mary Rogers ‘86 and Sam ‘86 Shumate and their son, Sutton (University of North Carolina at Chapel Hill), Michael Smith ‘89 and his son, George (University of The South-Sewanee), Randy Snyder ‘88 and his son, Jacob (Baylor University), David Stedman ’82 and his son, Branch (University of The South-Sewanee), Cliff Sweet ‘85 and his son, Ryan (Hampden-Sydney College), Mary Bradley Thompson Thigpen ‘88 and her daughter, Macy (Wofford College), Chad Tillman ‘88 and his daughter, Kayla (Yale University) and Kathryn Barnhardt Van Nort ‘91 and her son, James (Southern Methodist University).

Go Hawks!

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CLASS OF 2024 CONVOCATION

Chuck Edwards ’94 Leads Seniors into their Final Year On Friday, September 1, 141 students from the Class of 2024 celebrated Convocation Exercises, marking the official beginning of their senior year. Student Council President Stewart Langley ’24 introduced the day’s esteemed speaker, Mr. Chuck Edwards ’94, as “the ultimate representation of a Hawk” and someone who “has been expanding the minds of Charlotte Latin students for the last 19 years.” Edwards is currently the History Department Chair, as well as a teacher, alum, coach, and parent.

Edwards began by proclaiming his love for Convocation, because there is something “powerful in the practice of putting on this graduation regalia now, at the beginning, as a reminder of what we are building towards this year.”

Edwards emphasized the hard work each senior must perform to earn their diploma from Charlotte Latin School.

The education that it stands for has “never been more valuable, relevant, or important.” Edwards referenced the timely topic of artificial intelligence (AI), which not only tempts students to cut corners but also distorts reality.

Edwards shared his belief that due to AI, “Figuring out what is real and what is fake, what is true and what is false, what is authentic and what is not,” will be one of the biggest challenges facing this generation.

Noting that this is not the first time society has faced a similar issue, Edwards cited one of his personal heroes, Vaclav Havel, who grew up in Communist Czechoslovakia and helped orchestrate the regimes collapse of Communism in Czechoslovakia in 1989. Edwards believes Havel understood the importance of enduring struggle in order to find the truth. Havel stated, “We have become morally ill because we are used to saying one thing and thinking another. We have learned not to believe in anything, not to care about each other, to worry only about ourselves. The concepts of love, friendship, mercy, humility, and forgiveness have lost their depth and their meaning.”

While Edwards sees that some of these concepts are still at risk today, he reassured the seniors that they are fortunate to attend Charlotte Latin, and that the curriculum is specifically designed to help students learn how to uncover the truth. He reminded them that their academic journey is guided by “timeless values” which provide the foundation of their success, specifically the values of critical thinking, analytical writing, and hard work.

Chuck Edwards ‘94 is joined by his family (Chuck ‘25, his wife Caroline and Sophie ‘ 27) following his convocation address. (Not pictured Isabelle ‘29)

Edwards explained that Latin classrooms are designed to get students to think. “Our classrooms are safe places to learn, to think—not because you will be protected from ideas you don’t like—but for the exact opposite reason. You will be introduced to ideas that you disagree with and you will learn how to wrestle with them; to decide if you agree or disagree. You can form your own opinion and dig deeper to weigh it against the facts until you have come to your own conclusion about whether or not your idea is valid.” He continued, “There is confidence in being able to look at the world and say to oneself, ‘I can figure this out.’” Edwards reminded students that teaching them how to write is the same as teaching them how to think. He pointed out, “If we let computers think for us, we become less, not more.”

Edwards also stated, “If you don’t learn to write, you will never really think for yourself.”

In closing, Edwards stated, “We ask students to work hard because we want you to know that when you walk across that stage at the end of this year and you are handed your diploma, you know you earned it, and that you did it the right way. That means something.” Edwards reminded seniors that when they receive their diploma at the end of the school year, they will have obtained and honed the skills needed to “nudge the world a little closer to the truth.” After all, Edwards proclaimed, “We need more people like you with the wisdom and prudence to make a difference.”

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ALUMNI NEWS

BRING THE HEAT ALUMNI GAMES On Saturday, August 5, alumni field hockey and soccer players dusted off their cleats and sticks, endured some lengthy stretching, and simultaneously hit the fields of The Howard Levine Athletic Campus for a morning of healthy competition. Our second annual alumnae field hockey game included motherdaughter duo Mary Yorke (Robison) ’83 and Annabelle Oates ’18, as well as a goal scoring spree by sophomore Charlotte Tune ’26 which helped lead varsity to victory. Former Varsity Soccer Coach Lee Horton made a special guest appearance and coached his alumni players to a win.

Mary Yorke (Robison) ‘83 and Annabelle ‘18 Oates

Alumni and Varsity Soccer Hawks Mary Elliott McCabe ‘18, Julia Cantalupo ‘16, Harper McCabe ‘16

Ellie Chai ‘23, Kadence Johnson ‘24 and Clara Juckett ‘23 with the Bring The Heat cup

Former Varsity Soccer Hawks

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Conor Keeley ‘11, Tim Masters ‘05

Sutton ‘23 and Sam ‘86 Shumate

Alumnae and Varsity Field Hockey Hawks

OUT OF THE BLUE: HAWKS GO TO WASHINGTON September brought a long-awaited trip to Washington, D.C., as the Alumni Relations Office, accompanied by Head of School Chuck Baldecchi, spent a few days in our nation’s capital. From touring American University with Tommy White ‘82, Director of American University Center for Innovation, to hosting dozens of D.C. area Hawks in DuPont Circle, it was great fun connecting and reconnecting with many alums.

John McGinnis ‘14, Kelly Thomsen ‘15, Kyle Knauff ‘07

Brendan Downing ‘16, Eli Langson ‘10, Kyle Knauff ‘07, Hayden Hunley’17

Coleman Evans ‘16, Catherine Gill ‘15

Cannon Leavelle ‘02, Tommy White ‘82

Elise and Jarrett ‘03 Lewis with Cannon Leavelle ‘02 Caroline Lowe ‘10, John McGinnis ‘14 , Kyle Knauff ‘07 , Catherine Schepp ‘10

Chuck Baldecchi, Gabby Smith ‘16, Coleman Evans ‘16

Hayden Hunley ‘17, Brendan Downing ‘16, Will Gardner ‘17

Abbe McCarter ‘15, Mary Page Welch ‘14

LATIN Magazine

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FOCUS ON FACULTY

A Joyful Path

Ryan Samii ‘24, is a talented writer and senior at Charlotte Latin School. He had the privilege of sitting down with Mrs. Vanneste, the new Dean of Students for Upper School, and Mrs. Shoup, the new Dean of Students for Middle School, and ask them a few questions about their positions and themselves.

How long have you been at Charlotte Latin?

What do you like about it?

Shoup - This is my second year at Charlotte Latin. I love the sense of community here. Everyone is genuinely concerned about the well-being of everyone, and it really does feel like you belong to a community.

Vanneste - This is my 17th year at Latin. One of the things that I love about Latin, as a teacher, is definitely the fact that Latin offers people so much opportunity. There are so many opportunities at Latin to get better as a teacher and to be better at your craft.

What does being a Dean of Students entail?

Vanneste - I’ve got a job description and a list of things I’m supposed to do that include anything from attendance to supporting the students whenever and wherever necessary, but the beauty of the Dean of Students role is that each individual dean makes it their own. This role uses the skills that you have, and you can bring what you want to the position. I am really enjoying being able to establish relationships with students in a different way. I feel as though I have opportunities to connect with students

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on a different level. This role has not been anything that I thought it was going to be and has been a lot of different things. But none of them are bad; it’s actually been wonderful. I am working longer hours than I have ever worked, but there is absolute joy in it.

Shoup - I see my role in the middle school as supporting students in all aspects of their being in the middle school–supporting them academically when they are struggling, supporting them when they don’t necessarily make the right choices, and helping them understand why that wasn’t the right choice and what they can do moving forward. Also, I work on giving them opportunities to feel like they actually belong in the middle school.

What is your favorite part of your job? What motivates you to come to work every day?

Shoup - For me, it’s the fact that I still get to teach. I do love being in the classroom with students and helping students enjoy learning (and actually doing) science. Building relationships with students in the classroom is very important to me.

Vanneste - Coming to school every day fills me with joy. My worst day here is probably better than a lot of

Mrs. Shoup

Mrs. Vanneste

people’s best days somewhere else.

I think being a teacher is the greatest profession because I think it’s the most amazing job and, being able to do it at Charlotte Latin, to me, is really second to none. The very best part of being a Dean of Students is the connection that you get to have with students and faculty. It’s those connections that make Latin such an incredible place.

What do you find most challenging about the role of Dean of Students?

Shoup - For me, it’s the unknown because I’m newer to Latin and

new to the role, so there’s been a lot of navigating the unknown and doing the best with what I have. I am learning all of the aspects of the role and how to best support the students. Time management has also been something that I’ve had to pay more attention to. I have had to do a lot of prioritizing–learning what can be pushed to the next day and what does have to be taken care of today.

Vanneste - The challenge of the job is all the different aspects of it. It’s not like you’re just doing one thing, I think that there are lots of different pieces.

There is a lot of information and a lot of needs, and, as a Dean, you’re constantly trying to meet everyone’s needs while prioritizing what needs to get done first. I’m so lucky to work closely with Dean of Academics, Abigail Cudabac, because she is beyond brilliant, and her knowledge of policy and process is invaluable.

Challenges don’t feel overwhelming when you work on a great team.

Being new in your roles this year, how do you plan to tailor this role to yourself?

Vanneste - There are certain goals I have set for myself and goals that I want to achieve. I really want to work on adjusting the culture in the Upper School so that students place more emphasis on the way they treat each other–being kinder. Understanding there’s room at the table for everyone.

This is a big part of student wellness.

We are all better when we have strong connections and we work together.

Shoup - One of the things that I’ve found having my own personal children transition from public school to Latin was that students are just expected to go and meet with teachers and be comfortable with meeting with

teachers and being an advocate for themselves. For some students that is super easy, but for other students it’s really hard. They see it as talking to teachers if they’re in trouble or 100% don’t understand something.

So I’m really trying to build a culture where it’s okay for students to talk to teachers just about things. Not only when they’re struggling, but also celebrating successes of other things.

I want to increase comfort between students and teachers. Is there one little thing that can be changed so that students might be just a little more comfortable going to their teachers?

What is one thing that you think the Charlotte Latin community should know about you?

Vanneste and Shoup - We want people to know how much we care for and value their child or children. We want each child to feel valued, seen, heard, and connected to Latin so that their path at Latin is a good path and a happy path and a joyful path in terms of learning and friends. We want to be here so that we can care for the students and everyone we work with.

What is something fun you do to relax from the demands of your job?

Vanneste - I love to read, but I am obsessed with my dog. I love my dog, I love to walk my dog, he’s my favorite “child”. He listens to me, he wants to cuddle with me, and he eats all the food I put in front of him.

Shoup - My kids all participate in sports, so seeing them participating in their sports, something that they love to do, and how excited they get being on the field.

If you could travel back in time to any era, which one would you choose to go to and why?

Vanneste - Can I be 20-year-old Tracey with 50-year-old Tracey’s knowledge? I would love to take all of the knowledge that I have now and be 20 again. I don’t know that I would want to go back to any era, to be honest. I don’t want to go back to a time when women didn’t have the opportunities that they do now.

Shoup - Even having the knowledge I have now when I first started teaching. I can’t think of any era I would want to go back to. So many of them had so many struggles that they had to work through, and we are benefiting from them now.

NON-PROFIT ORGANIZATION US POSTAGE

PAID PERMIT #3031 CHARLOTTE, NC

9502 Providence Road Charlotte, NC 28277-8695 704.846.1100 www.charlottelatin.org

JANUARY 20, 2024

7:00 to 11:00 p.m. • Quail Hollow Club

Art by Stella Burke ’25