Atrium 2018-19 by Gulliver Schools

atrium A MAGAZINE FOR THE GULLIVER COMMUNITY 2018-19

Setting the Stage for Success FEATURE

An Inside View of the Arts Capturing the Miami Magic RUSH BOWLES ‘94 LEADING THE WAY New Board Chair Michalis Stavrinides P ‘21 ‘22 ’24

Gala Sponsor thank you and Brick Ad

atrium 2018-19

atrium A MAGAZINE FOR THE GULLIVER COMMUNITY What is atrium? Atrium refers to the Atrium – the physical center of Gulliver Prep – a common space where the Gulliver community has assembled for many decades to share news, recognize achievements, honor traditions and shape new ones, just like this magazine intends to.

ATRIUM 2018-19 EDITORIAL DIRECTOR Jana Bruns P ‘22 ‘24 ‘26 MANAGING EDITORS Rochelle Broder-Singer Andrea Carneiro Kimberly Feldman COPY EDITOR Amber Barry

CONTRIBUTING WRITERS Maegan Azpiazu Daniel Boston ‘00 Jana Bruns P ‘22 ‘24 ‘26 Lauren Comander Kimberly Feldman Jessica Fox Camilla Gallagher P ‘24 ‘28 Katie Lewis ‘22 Cristina Mazarredo Stephanie Sanchez PHOTOGRAPHERS Maegan Azpiazu Doug Garland Carl Frederick-Francois Stacy Goldman Ignacio Izquierdo Diaz ‘19 Jessica Kizorek Kate Navarro ‘20 Judy Quintero Stephanie Sanchez

Copyright 2019. Gulliver Schools’ atrium is published by Gulliver Advancement and distributed free of charge to parents, alumni, faculty, staff and friends of the school. Reproduction in whole or in part without written permission is prohibited. To reach us, call 305.666.6333. Alumni Office: Contact the Office of Alumni Relations at 9350 South Dixie Highway, 11th floor, Miami, FL 33156; alumni@gulliverschools.org; or at 786.709.4073. Please visit gulliverschools.org/alumni. Letters to the Editor: atrium welcomes letters to the editor regarding magazine content. Please send letters via email to gullivercommunications@gulliverschools.org or by mail to atrium, Gulliver Communications, 9350 South Dixie Highway, 11th floor, Miami, FL 33156. Letters may be edited for length and clarity. All letters should include the writer’s full name and daytime phone number. Alumni, please include your graduation year. Gulliver is a 501(c)(3) nonprofit, independent co-educational non-sectarian day school with the mission to create an academic community dedicated to educational excellence, with a personal touch, that fulfills each student’s potential.

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CONTENTS WELCOME President Cliff Kling P ‘23 ‘26 . . . . . . . . . . . . . . . . . . . . . 5 Board Chair Michalis Stavrinides P ‘21 ‘22 ‘24 . . . . . . . . . . . . . . . . . . 6 2018-19 BOARD OF TRUSTEES Thank you, Leadership. . . . . . . . . 7 MY DAY Charlie Rue. . . . . . . . . . . . . . . . . . . 8 WHAT’S IN MY OFFICE Donna Fong-Yee . . . . . . . . . . . . . 10 FACULTY PROFILE Maribel Toledo. . . . . . . . . . . . . . . 12 FEATURES An Inside View of the Arts. . . . . 14 Meet the New Board Chair Michalis Stavrinides P ‘21 ‘22 ‘24 . . . . . . . . . . . . . . . . . 27 MERIT SCHOLAR PROGRAM. . . . . . . . . . . . . . . . 22 GULLIVER GIVES Steering Ahead. . . . . . . . . . . . . . . 24 Holiday Helpers. . . . . . . . . . . . . . 30 CR Coding. . . . . . . . . . . . . . . . . . 32 ALUMNI PROFILES Daniel Mesko ‘15. . . . . . . . . . . . . 39 Rush Bowles ‘94. . . . . . . . . . . . . . 42

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MY DAY

Charlie Rue, Chief Operating Officer

CLASS NOTES. . . . . . . . . . . . 46

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ALUMNI EVENTS 2018 Gulliver Athletic Hall of Fame Inductees . . . . . . . . . . . . . . 34 Alumni Reunion Weekend. . . . . . 48 Events Around the Country . . . . 50 Upcoming Alumni Events. . . . . . 53 ALUMNI MEMORIES. . . . . . 54 GULLIVER ATHLETICS Q&A With Julio Diaz-Jane ‘00. . . . . . . . . . . . 57 2018-19 Fall-Winter Roundup. . . . . . . . . . . . . . . . . . . . 58 Gone Swimming. . . . . . . . . . . . . . 59

FACULTY PROFILE Maribel Toledo

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NEWS AROUND GULLIVER Academy. . . . . . . . . . . . . . . . . . . . 60 Preparatory. . . . . . . . . . . . . . . . . . 62 UPCOMING EVENTS. . . . . . 64 2018’S SUMMER BOOK SELECTIONS Making Meaningful Connections and Embracing Change . . . . . . . 65 CATCHING UP WITH OUR FACULTY . . . . . . . . . . . . . . . . . 66

STEERING AHEAD

Building a Culture of Philanthropy

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FACULTY NOTES . . . . . . . . . 68 THE LAST WORD. . . . . . . . . 70

EXUBERANT MOVEMENT Rush Bowles ‘94

Dear Gulliver Family, The theme of this issue of atrium is the arts at Gulliver. It showcases the many ways our students’ lives are enriched through our offerings in drama, dance, music, visual arts, design and television production. Studies have consistently confirmed the benefits of an arts education, which include boosting literacy and language skills, developing critical thinking, enhancing creativity and problem-solving abilities, building collaboration and communication, supporting civic engagement, improving school culture, and increasing the capacity for leadership. The feature article, “An Inside View of the Arts at Gulliver” (page 14), delves deeper into our comprehensive arts curriculum. It highlights the passion students pour into these programs and all that the endeavors give back to them. This carries over long after their time at Gulliver, as you will read in the profiles of Daniel Mesko ‘15 (page 39), now a member of Columbia University’s Big Band and Jazz Ensemble, and Rush Bowles ‘94 (page 42), a contemporary artist about to publish his first children’s book. Another story we are proud to tell is that of the ever-growing culture of philanthropy at Gulliver. As we look to Gulliver’s future, we know that ensuring the long-term success of our school will require the philanthropic partnership of our families. Our Board of Trustees is leading by example, and its vision and efforts are featured on page 25. My wife, Heather, and I are thrilled that our daughters began their Gulliver journey this past fall in the fifth and eighth grades. I am so fortunate to experience our great school as a parent and look forward expectantly that Gulliver will help each of our girls discover and fulfill their unique potential. As my first full year at Gulliver comes to a close, it feels like just yesterday I began my role here. I can’t help but to reflect on the many successes of our students, alumni and faculty. There is so much more in store for our school, and I am excited about all that is to come. With Gulliver Pride,

Cliff Kling P ‘23 ‘26 President

From the

PRESIDENT -5

From the

BOARD CHAIR Dear Gulliver Community, The pages of this issue of atrium tell stories of success, from our students, to our alumni, to our faculty. But what defines success? How do we measure it? At Gulliver, we like to think that success is what happens when you find and cultivate your passions through learning and you chart the path that will take you into the future. Success can occur spontaneously or be achieved after years of diligent planning and effort. It can be experienced by our youngest students all the way up to our alumni who are out in the world making a difference. For example, success has been tasted by Prep English Faculty Monica Rodriguez and her journalism students, through the numerous accolades they won producing the 2018 yearbook (page 62). Success also has been celebrated by our newly inducted 2018 Athletic Hall of Fame members, who have gone on to greater glory since their Gulliver days (page 34). As a board, we aim to assist and support the members of our community on their various paths to success. Our work for this year is based on furthering the initiatives laid out in Gulliver’s strategic plan. Much of our focus is on implementing the proposed campus master plans. After reviewing the planning study results, we were pleased to see that our community supports these campus improvements, in particular, adding a performing arts center at the Prep to enhance our wonderful programs (more on page 25), and a multipurpose performance and athletic facility at the Academy for assemblies and performances, as well as a teaching space for physical education classes. Another essential element to the path for success is access to the latest technology. For this reason, the board has chosen to embark on a multiyear technology plan, with the goal of not only ensuring students and faculty are using the most up-to-date tools, but also looking forward and anticipating what their future technology needs may be. One of our most valuable resources is our faculty, and success for each of them and the students they teach every day depends on the investment we make in retaining top-notch educators. We will be working collaboratively with our faculty on a salary and compensation study for the establishment of a new faculty evaluation and compensation model. There is much to look forward to at Gulliver. I hope you enjoy this issue of atrium and have a successful rest of the school year – however you may choose to define success! With Gulliver Pride,

Michalis Stavrinides P ‘21 ‘22 ‘24 Chair, Board of Trustees

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2018–19 BOARD OF TRUSTEES Chair Michalis Stavrinides P ‘21 ‘22 ‘24 Vice Chair Priscilla Marrero P ‘19 ‘22 Secretary Thomas Garfinkel P ‘22 ‘24 ‘27 Treasurer Kara Stearns Sharp ‘85 P ‘22 Scott Bettridge P ‘20 ‘22 Darlene Boytell-Pérez P ‘22 Stephanie Burke P ‘23 ‘24 ‘28 Tony Figueroa Cisneros ‘94 P ‘25 ‘27 Scott Davidson ‘86 P ‘20 Jessica Gonzalez P ‘18 ‘21 Adriana Grineberg P ‘26 ‘32 Rosemary Hartigan P ‘23 ‘25 ‘31 Dr. Narendra Kini P ‘22 Alfonso Munk P ‘25 ‘27 Ann Olazabal P ‘21 ‘23 Dr. Constantino Pena ‘86 P ‘21 ‘23 Vincent Signorello P ‘21 Tom Thornton P ‘25 ‘26 ‘29 Jocelyn F. Woolworth P ‘19

2018–19 ALUMNI COUNCIL MEMBERS Laura Pequignot ‘82 Alyson Kashuk ‘84 Connie Ernsberger ‘87 P ‘23 ‘26 Matt Sullivan ‘88 P ‘21 ‘23 Christy Acosta ‘90 Judy Prado Lombard ‘91 P ‘23 ‘26 Elinette Ruiz de la Portilla ‘92 Karen Macaluso ‘93 P ‘23 Rush Bowles ‘94 Karin Figueroa Cisneros ‘95 P ‘21 Jill Paget Lowe ‘95 Fred Pedroletti ‘97 Christyn Lucas ‘03 Rebecca Dorfman ‘05 Faequa Khan ‘05 Shane Vernon ‘05 Valerie Berrin ‘07 Javier Enriquez ‘07 Jasmine Frazier ‘07 Joseph Traba ‘10 Darlene Medina ‘13 Kody Schnebly ‘13 Caitlyn DePalo ‘14

ADMINISTRATION AND PRINCIPALS President Cliff Kling P ‘23 ‘26

ADVANCEMENT DEPARTMENT

Head of School Frank Steel

Director of Development Kate E. Valois

Assistant Head of School for Grades PreK3-8 Valerie Bostick

Director of Alumni Relations Rachele Huelsman

Assistant Head of School for Grades 9-12 and Preparatory School Principal Jonathan Schoenwald P ‘22 ‘24 ‘26 Vice President for Institutional Advancement Jay Goulart P ‘27 ‘28 Chief Operating Officer Charlie Rue

Director of Marketing and Communications Favila Budyszewick Senior Manager, Annual Giving Marie (Dieppa) Hernandez ‘04 Senior Manager Advancement Services Viviana Gonzalez Communications Manager Kimberly Feldman

Chief Technology Officer Alex Rodriguez Director of Human Resources James Santoro Director of Operations and Risk Management Edward Latour Primary and Lower School Principal, Academy - Marian C. Krutulis Campus Rachel Griffin Middle School Principal, Academy - Marian C. Krutulis Campus Elizabeth M. Scott Middle School Principal, Academy - Montgomery Drive Campus Donna Fong-Yee Principal, Preparatory - Miller Drive Campus Melissa T. Sullivan FOUNDER Marian C. Krutulis (1923–2013)

Communications Specialist, Grades 9-12 Maegan Azpiazu Communications Specialist, Grades PreK3-8 Stephanie Sanchez Alumni Relations Specialist Cristina Mazarredo Graphic/Web Designer Sabrina (Cianfoni) Gordon ‘04 Communications & Social Media Coordinator Jasmine Frazier ‘07 Graphic Designer Alejandro Bugallo Parent Engagement Associate Camilla Gallagher P ‘24 ‘28 Advancement Services Analyst Cherilyn Pena Administrative Assistant Giselle Torres

Thank you,

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My Day:

CHARLIE RUE CHIEF OPERATING OFFICER BY KIMBERLY FELDMAN

It takes major effort to keep Gulliver’s four campuses and executive office (EO) running smoothly on a day-to-day basis. Enter Charlie Rue, Gulliver’s Chief Operating Officer. Rue oversees the non-academic aspects of Gulliver, with a particular focus on achieving efficiencies in our business, financial, technology, security and staffing systems. His day includes a full schedule of meetings, calls and site visits, and no two days are ever alike.

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8:15 A.M. Rue starts his day at the Prep campus to meet with members of the Athletic staff, Arts faculty and Zyscovich Architects. They review architectural renderings for the master plan design, a project Rue is an integral part of. A recent planning study showed that the Gulliver community felt a new performing arts center, gymnasium and sports complex were high priorities, and Rue is working hand in hand with faculty and staff to move these plans forward. 9:50 A.M. It’s back to the EO for a meeting of the President’s Council, the team made up of the school’s executive leadership, all of whom are responsible for reporting to President Cliff Kling on the happenings in their respective areas of academics, advancement (fundraising, philanthropy, special events, alumni relations, marketing and communications) and operations. “This is really the time where each branch of the school comes together and we align our different initiatives into one vision, ensuring we are furthering Gulliver’s mission in each project we embark on,” Rue says. 10:00 A.M. Rue catches up and gets status updates on the 48 projects his team is working on. In addition to his weekly staff meeting, Rue regularly engages with his staff to ensure projects are moving forward in the most efficient and strategic ways. The team he oversees includes Human Resources, Finance, Building and Construction, Facilities, Risk Management, Security and Technology. 12:30 P.M. Lunch time! Rue enjoys catching up with colleagues over lunch in the EO kitchen. 1:15 P.M. Lunch is followed by meeting with a group of parents to garner feedback on a variety of initiatives, including Dining Services, but ends up becoming more of a brainstorming session. “The parent perspective is so vital, because they often see things through a very different lens than we do, and [they] can provide some pretty incredible ideas,” Rue says. “Parents are also able to offer the insights of their children, [which is] something we aren’t always able to get.”

2:00 P.M. Rue checks in with the Technology department on the data migration to our new student information system, Veracross. He helped select the new webbased, single sign-on system that will improve overall functionality, data accuracy and communications for parents, alumni, faculty and staff. The transition to Veracross is a major undertaking that will occur in several phases over the next year. 2:45 P.M. It’s time for a call with the security team to review the status of initiatives as a result of the commissioned report by Safe Havens International, the world’s leading international, nonprofit campus safety organization. Safe Havens has completed a safety audit of our campus security, and while they found many strengths in our systems and protocols already, Rue is working with them to implement further enhancements for the safety and security of our community. 3:15 P.M. Rue meets with Gulliver’s school uniform vendor to review options, variety and quality of the recently expanded dress code. The uniforms were updated based on requests from the students themselves, and they include DriFit shirts and additional colors. “I receive feedback from different sources on a variety of initiatives, but it’s important that I am also listening to our most valuable source: the students we serve each day,” Rue explains. 4:30 P.M. Rue’s last appointment of the day is a call with Gulliver’s zoning attorney for Pinecrest to go over the status of our master plan process. There are countless moving pieces and steps involved in bringing these plans to fruition, and Rue is committed to forging the path that will bring Gulliver’s campuses into the future. 6:00 P.M. Rue leaves for the day, satisfied with the progress of so many of the projects on his plate. It’s now time to head home to unwind and relax with his wife, Jo.

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Whatâ&#x20AC;&#x2122;s in My Office?

DONNA FONG-YEE MIDDLE SCHOOL PRINCIPAL, MONTGOMERY DRIVE CAMPUS BY STEPHANIE SANCHEZ

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ORCHIDS, ANGELS AND A SYMBOLIC DRAGON. Those are some of the staples you’ll find in Middle School Principal Donna Fong-Yee’s office at the Montgomery Drive Campus. A muted, dusty shade of blue covers the walls, perfectly lit by the sunlight coming in through a north-facing window. “I want the feeling in here to be welcoming. The color is calming and soothing,” Fong-Yee says. The soft hint of natural light also keeps her collection of beautiful orchids alive. “They thrive in here because of the natural light and the cool temperature in my office,” she says. The orchids were gifts from families, and she learned how to care for them with the advice of coworkers. “I drop some cubes of ice on them and they last forever,” she explains of her watering method. “I think they just like being in here!” The lighting, soft walls and colorful plants aren’t the only things that keep Fong-Yee’s office peaceful and serene. On a shelf above her desk sit five angels side by side, each symbolizing something different: friendship, prayer, soaring, hope and thanks. Various faculty members have given them to her over the years as tokens of appreciation. “They are what mean the most to me in my office,” she says.

Behind Fong-Yee’s desk, a painting of a powerful and auspicious traditional feng shui dragon holds the eye. In China, dragons are used for support and to bring nourishment to rooms. Framed by a golden border, it is a symbol of good luck, as well as strength, courage, protection, enthusiasm and prosperity. Fong-Yee is a graduate of Emory University, and one of the more historic items in her office is a collection of wood-framed vintage postcards of Emory’s campus. A part of the Gulliver family for 18 years and principal of the Montgomery Drive Campus for the last 11 years, Fong-Yee completed a master’s degree in reading and learning disabilities at the University of Miami. She also earned two educational specialist degrees from Florida International University – one in school psychology and the other in educational leadership.

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Sculpting Art Students

MARIBEL TOLEDO

A sculptor at work: Maribel Toledo

FACULTY MEMBER

BY KATIE LEWIS ‘22

Sharing her own serendipitous experience is one way Mrs. Toledo shows her students that one’s passion can be found unexpectedly, in what she calls an “aha! moment.” It’s part of her mission to help students experience their own sudden moments that make them realize what they are capable of and change the way they look at themselves and their artwork. And Mrs. Toledo enjoys watching each student experience his or her own “aha! moment” every year. Many students enter her classroom without confidence in their artistic abilities, but they leave having developed and honed their individual talents. The cornerstone of this transformation is Mrs. Toledo’s charisma and teaching philosophy.

MARIBEL TOLEDO is much more than an art teacher; she is a sculptor at work. She has been doing this sculpting for nearly 30 years, and her media are the minds of Upper School students whom she shapes into artists. While Mrs. Toledo has a background in art, it was happenstance that ultimately led her into the classroom. After studying art at the University of Puerto Rico and receiving her bachelor’s degree in sculpture, Mrs. Toledo did not expect teaching to be her calling. “A friend asked me to cover for her on a teaching job for one year, and that was enough to get me hooked,” she explains. Mrs. Toledo has flourished as an art teacher ever since, and she went on to earn a master’s degree in art education from the prestigious Rhode Island School of Design.

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“I truly believe that every student has the ability to become a good artist, as long as they’re passionate and are willing to work hard,” she says. “A lot of it is about learning the skill and practicing it every single day.” This belief has proven true as countless students progress through Mrs. Toledo’s array of art classes, which include painting, drawing, sculpture and AP Studio Art courses. Buoyed by her enthusiasm and faith in their abilities, students in Mrs. Toledo’s classroom and studio learn not just about the arts, but about themselves and what makes them unique. Many who initially enrolled in one of her classes to fulfill their art elective requirements find themselves inspired by and interested in art. Mrs. Toledo credits some of the students’ development to the tools that fill her classroom and other Prep art studios. These include high-quality paint and drawing materials; sculpture and ceramics supplies like clay, stone, chisels and wooden tools; and more. Her studio walls are filled with buckets of paint brushes; shelves hold

Arts Faculty Maribel Toledo surrounded by her students. (Photographs by Stacy Goldman, Visual Arts Chair, Gulliver Prep)

Buoyed by her enthusiasm and faith in their abilities, students in Mrs. Toledo’s classroom and studio learn not just about the arts, but about themselves and what makes them unique.

paintings and sculptures from past students. Adding to this invigorating atmosphere is the fact that placement in most art classes is based on experience rather than grade level, which makes for an interesting mix of students. Add to that the energy emanating from busy teenagers and the background music Mrs. Toledo plays (crucial to the artistic process, in her view) and she’s forged the perfect place for students to create and stretch the boundaries of their imaginations.

that they’re passionate and excited about what they are doing,” Mrs. Toledo explains.

“We try to be very accepting of everybody’s styles, not only the style of their work, but their working styles as well,” Mrs. Toledo says. The Upper School art program is designed for this very purpose. In some classes, students are allowed to choose a weekly sketch from a list of prompts, rather than being required to draw something specific. Students in higher-level classes have even greater freedom in choosing their assignments, which permits them to draw from individual experiences and cultivate their passions. “I like to see creativity, I like to see that they are hard-working, and I like to see, most importantly,

the minds of artists. A key asset to her teaching style is that she loves her students not only as aspiring artists, but also as people. “I love my students, I love interacting with them, and I love how passionate they are about the work they create,” she says. Her inspiring personality, effective teaching methods and enthusiasm for the arts make her an invaluable member of the Gulliver Art Department. Bur for Mrs. Toledo, it comes down to the lasting relationships. “My favorite part of teaching at Gulliver, hands down, is my students,” she says.

While she encourages independence In addition to cultivating the results of passion and hard and personal expression, Mrs. Toledo still has high work, Mrs. Toledo feels that giving students the freedom expectations. Students from her classes have been to express their ideas is an important part of their recognized in many local and national art contests and have earned distinguished art awards, such as the physical and mental development into artists. Students in entry-level classes focus on developing skills and Scholastic Art Award and the Beaux Arts Student Award. practicing them in imaginative ways, while those in higher- “We are getting the students prepared for the best schools level classes work more conceptually, on increasingly in the nation. Most of our students that go to art school difficult assignments. Regardless of their skill levels, go to the top schools and report that they feel very well Mrs. Toledo gives each of her students the opportunity to prepared,” she says. take full ownership of their work and put their Nearly 30 years as an art teacher have given Mrs. Toledo creativity into practice. enough experience to sculpt the minds of students into

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An Inside View of

THE ARTS AT GULLIVER

BY JANA BRUNS P ‘22 ‘24 ‘26

A GAME-CHANGING SCULPTURE CLASS In the backseat of his older brother Taylor Quintero ‘20’s Jeep, Bailey Quintero ‘22 is rubbing his eyes to stay awake. It’s 6:30 a.m., and he has been up for more than an hour. When the brothers arrive at Gulliver Prep, Taylor dashes off to the art studio, while Bailey, still half asleep, slowly collects his backpack, grumbling that he is tired of waking up an hour early every day so his brother can work on art projects. “Come on, Bailey,” counters Taylor cheerfully, as he strides across the empty parking lot toward his Early Bird Ceramics class. “You know I love art.” Last year, Taylor spent every free minute of his day, including early mornings and lunch breaks, drawing, molding and chiseling away at his creations. Many were so challenging that it took months, and many failed attempts, to get them to match his vision. For his piece “More Than You Can Chew (3),” a sculpture of a human head gnawing on a tree branch, he enlisted the help of friends and teachers. They volunteered to bite into branches so he could record their facial expressions. The piece was a finalist for the Scholastic Awards. One of his most recent pieces is a series of human

posteriors filled with flowers, which he hopes to install in a public space off campus. “I like it when people participate in my projects,” he says. “I think that art should be a communal experience.” In tribute to his efforts and accomplishments, Gulliver awarded him the Excellence in Sculpture Award two years in a row. Taylor is not your typical art student. In fact, until recently, his family thought that he “didn’t have an artistic bone in his body,” says his mother, Judy Quintero, herself a practicing artist. “He was definitely at the bottom of our family’s artistic totem pole.” Taking cues from such pronouncements, Taylor had never expressed an interest in art. “I didn’t think I’d be good at it, so I never tried,” he says. Before he became a freshman at Gulliver Prep, his life revolved mainly around playing water polo and getting good grades, especially in the sciences. When his counselor, Dr. Adriana Munoz, suggested he take a sculpture class, he was skeptical. “I wanted to take engineering or business,” he recalls, “but Dr. Munoz said I should try sculpture, so I enrolled.” Under the guidance of Maribel Toledo, a 22-year veteran of the Visual Arts Department, Taylor’s interest and abilities blossomed. She not only

1- Chloe Hernandez ‘20 creating a sculpture about childhood hopes and dreams. (Photo by Stacy Goldman, Visual Arts Chair, Gulliver Prep). 2- The Sundancers perform a high-energy hip-hop routine at the 2019 Upper School winter pep rally. 3- “More Than You Can Chew” by Taylor Quintero ‘20. (Photograph by Judy Quintero) 4- D’Sean Perry ‘19 working on a drawing. (Photograph by Stacy Goldman) atrium 2018-19

taught Taylor and his classmates how to model with clay, chisel stone and construct art objects out of different materials, but also how to “think creatively by trusting their instincts, finding their voice and taking risks,” Mrs. Toledo explains.

really supportive environment. I don’t think many other schools have hammers and chisels that students can just pull out of a drawer to start working on a stone.”

For Taylor, Mrs. Toledo’s class was life-changing. Now a junior, he plans to attend art school for college, something he had never considered. Moreover, he says that being in sculpture class has changed “the way I solve problems and look at the world. The world is a lot more accessible now. Whenever I see a cool shape, I think: I can make that. It’s not that difficult.” Taylor is taking three art classes this year: AP Sculpture, Ceramics, and Drawing and Painting. For his parents, their son’s experience has been eye-opening. “Taylor had the opportunity to try something new,” says his father, Ralph Quintero. “A different school would have put him on a computer science track; he would have ended up studying it in college and probably not liking it. But at Gulliver, he has been able to find out what he really likes, and in a

Taylor’s story highlights an aspect of Gulliver’s education that’s just as integral as high-level academics and competitive sports: outstanding visual and performing arts programs. Every day, students in every grade put down their workbooks, pencils and computers and do something completely different from regular academics. They head to music rooms, stages, dance studios and art studios and become singers, musicians, potters, actors, portraitists, designers, photographers and dancers, nurturing newfound passions and building on existing ones. Leotards, instruments, sketchbooks and costumes are daily tools for Gulliver students, and quite a few have two arts classes per day. Thanks to Gulliver’s long-standing commitment to visual and performing arts education, students join full-fledged, sophisticated programs established decades ago and supervised by seasoned professionals who consistently rank among the top in the state, if not the nation. Between the Academy and Prep campuses, Gulliver employs 22 full-time arts faculty members and offers 75 performing and visual arts courses, spanning from Beginning Band to Stagecraft, TV Production, Advanced Dance Repertoire, AP Music Theory and Mixed Media Art. That’s as many options as the New World School of the Arts, a magnet arts school in downtown Miami.

Lauren Garbett ‘19 sketching a lifesize androgynous human using charcoal. (Photograph by Stacy Goldman)

THE GULLIVER DIFFERENCE: TOP ARTS PROGRAMS

“We are Miami’s best-kept secret,” says Gulliver parent Zainab Kay-Ramos P ‘21 ‘21 ‘21, who has been a passionate supporter of arts education at Gulliver ever since her sons Awwal ‘21, Hayaat ‘21 and Kamal ‘21 fell in love with music in middle school. She puts into words what is essentially an open secret among Gulliver students and their families: “We offer something here that no other school in Miami, and perhaps Florida, does. Anyone who has ever attended a Gulliver performance, or visited an art show or an architecture showcase, can testify to that. At competitions, we regularly outperform other schools, even magnet schools. We are the reference point for visual and performing arts programs all over Florida.” Surveying the hundreds of trophies, plaques and medals from past competitions that are proudly displayed on shelves and inside glass display cases lining the music, dance and theatre rooms at the Prep and the Academy campus, Kay-Ramos adds poignantly, “Let’s tell the world what we have here. Physical accolades are great benchmarks of success, but what’s more important - 15

“Chicago: High School Edition” in Pinecrest Gardens. (Photograph by Doug Garland)

are the amazing opportunities and experiences our kids have in these programs, the life skills they learn along the way, and the deep love of the arts a Gulliver education nurtures.” BUILDING CHARACTER AND CONFIDENCE ON STAGE AND IN THE DANCE STUDIO

“

It gives them a different way to express who they are, which is sometimes completely different from who they are on an academic level.

an academic level,” says Mrs. Duval. Both teachers agree that the confidence gained in the dance studio and onstage greatly improves dancers’ overall school experience.

In the drama room, fifth graders discuss how the screenplays they wrote in groups last week could It is just after lunch and the Middle be performed onstage, raising School dance studio is bustling with questions like: What should the energy. Carla Duval’s sixth graders have changed into leotards and are warming actors wear? Do we need props? Makeup? Music? The students up in a calm, focused atmosphere. CARLA DUVAL work independently while Carlos The students clearly love having the MIDDLE SCHOOL DANCE FACULTY Orizondo floats around the room opportunity to move their bodies after sitting in class for hours, and offering guidance. “Next week we’ll start putting their ideas into action and producing Mrs. Duval takes pains to make sure they are ready to these screenplays,” he says. He adds that the students commence their new dance routine. In high school, here are beginners, and that the class is supposed to dancers meditate at the beginning of class in order to “ease into a different space mentally and focus on the generate excitement about drama and lay a foundation present moment, instead of thinking about math, science for more-advanced courses. “It’s really satisfying to watch students with no experience grow and mature. That’s or English,” explains Gerri Barreras, who teaches dance why I absolutely love this class,” he says. at the Prep. She founded the program 23 years ago with the intention of building a sophisticated curriculum with lyrical, jazz, modern-contemporary and ballet classes, as Next door, a group of sixth graders is taking a Stagecraft class, a survey that introduces them to the technical well as multiple repertory ensembles. Gulliver students, aspects of theatre production, such as stage direction, especially girls, flock to dance classes because “it gives lighting, sound, makeup and costume design. The Middle them a different way to express who they are, which is School offers five courses ranging from Beginning sometimes completely different from who they are on

”

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“ Prep dancers performing the holiday recital “Ring in the Season” in 2018. (Photograph by Doug Garland)

We don’t just teach theatre, but life skills: public speaking, problem solving, self-discipline, collaboration, communication and confidence.

”

CARLOS ORIZONDO

MIDDLE SCHOOL DRAMA FACULTY

Brandon Alvarez ‘22 and Maddie Hughes ‘22 in “Grease.” (Photograph by Jessica Kizorek)

Middle School violinists performing at the 2018 Christmas concert. (Photograph by Jessica Kizorek)

“Chicago: High School Edition” in Pinecrest Gardens. (Photograph by Doug Garland)

to Advanced Drama; by the time students reach Advanced Drama, they are required to perform in a show. Today, students are making papier-mâché masks based on characters they’ve developed. Lucas Nelson ‘23 explains that his character is half-human, half-creature, modelled on a popular Japanese animation character whose strength and integrity he admires. The mask is a stunning, psychedelic-looking creation in black and white, its teeth and jaw exposed to the bone. Lucas’s excitement as he describes his character in detail makes plain that he’s caught the theatre bug – along with roughly 200 middle school and about 60 high school students who are choosing from nine drama classes each year. And while fifth and sixth grade drama students may not yet have the confidence or technical wherewithal to impress audiences, they are learning a skill set that is essential for success on – and off – stage. “We don’t just teach theatre,” explains Mr. Orizondo, “but life skills: public speaking, problem solving, self-discipline, collaboration, communication and confidence.” Jessica Fox, who oversees the Prep’s drama program, agrees. “The point for us is not to train the next generation of Broadway stars, although quite a few of our

graduates end up there,” she says, “but to give students an opportunity to do something they love, while learning important life skills along the way.” This key objective is shared by Gulliver’s performing and visual arts faculty across the board. “I’ve often thought of renaming my courses ‘life skills by way of chorus,’ or ‘life skills through concert band,’” says Ron Castonguay P ‘27 ‘30, the Prep’s Performing Arts Chair and the Director of its music program, “because that’s what I want students to absorb, along with a love of music and a high level of proficiency.” Gulliver parents agree that this is exactly what their kids learn from theatre, dance, music and other arts classes: sustained focus, good study and organizational habits, working hard for something they really like to do, and, of course, a love of the arts. “It helps them become mature, responsible and efficient,” says Yami Alvarez P ‘22 ‘24, whose son Brandon ‘22 “stopped procrastinating when doing homework because he had so little time to spare” between school, drama rehearsals and soccer practices out of town (he is in the U.S. Olympic Development Program for soccer). Last year, Brandon played the male lead in Gulliver’s production of “Grease” – an extraordinary feat given his tight schedule. Drama students also note that being part of an ensemble has made them more open and flexible. “You can’t isolate yourself, just like in dance, because you are part of a team, and it forces you come out of your shell,” says Julianna Portillo ‘20, a recent transfer student who chose Gulliver for its theatre program. Fellow drama student Craig Cosentino ‘21 adds that “you get used to being in situations that are outside your comfort zone.” (He and his sister Kelly Ann ‘19 - 17

came to Gulliver for drama and music.) Seniors Jakob Telepman ‘19 and Hailey Miller ‘19 are certain that drama will give their college applications a competitive edge. They believe it will show admissions officers that they’re willing to experiment, and that they look beyond the classes and points of view that they’re used to. That’s a nice benefit, but it’s not what ultimately attracts these students to drama. The students agree that the drama program has not only changed their lives for the better,

something, which is pretty unique in this day and age.” With about 400 Prep students enrolled in visual arts classes each year (the Prep offers 25 options), it’s obvious they enjoy getting their hands dirty, and many come to the studios outside of class to chat, work on a project or just hang out. The Academy, too, has a robust visual arts offering; it’s part of the general curriculum for primary and elementary students, while middle school students have a choice of five different classes.

It’s easy to see why students love visual arts classes. What they do here is completely different from a conventional academic class. “Art is very tactile and students get to make things, which they don’t in other classes, except maybe engineering,” says Mrs. Goldman. The studios also have a cool vibe. Teachers often play music, the atmosphere is cheerful and relaxed, and conversations have a collegial tone. Students work independently, sometimes collaboratively, at their own pace. While teachers have high expectations and every activity is designed for a specific objective, there’s no discernible pressure to perform or a “right” way to do things. In fact, Fabienne Rousseau ‘98 tells a beginner class tasked with sketching Gonzalo Schaps ‘18 singing “Have Yourself a Merry Little Christmas” during the Prep’s 2017 Christmas concert. hands not to “try and make your (Photograph by Doug Garland) drawing perfect; you are supposed to make mistakes.” Next door in the but also will be what they miss most when they leave ceramics studio, Joseph Golinski asks his students to school. close their eyes and, as their hands plunge into the gooey wet clay, to “transfer all of [their] emotions and intuition LEARNING TO MAKE SOMETHING FROM to the mass.” NOTHING: CREATIVE PROBLEM-SOLVING IN THE VISUAL ARTS Many students say visual arts classes give them a useful mental and physical change of pace. Six of Mr. Golinski’s In lieu of props, costumes, stages and stackable chairs, students are varsity football and water polo players Gulliver’s art studios are filled with pens, pencils and (Taylor Quintero is here, too!), which is not uncommon markers in all shades and varieties, as well as brushes, at Gulliver. What do they like about ceramics? “Art is so paint tubes, glue guns, Xacto knives, spray bottles, different from everything we do at school and in sports,” scissors, clay and, of course, stacks of paper. Tables says Bruno Rebessi ‘20, a water polo player. “It’s like have countless marks, and students sit on wooden hitting the pause button, stepping outside of your reality stools instead of chairs. Stacy Goldman ‘96 P ‘31, the and inside an alternate universe for a while.” Visual Arts Chair at Gulliver Prep, and her colleagues don’t see this as a problem. In fact, Mrs. Goldman thinks it’s terrific that “students can mess around with different materials here and actually get their hands into

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Students also gain skills well beyond those they might need if they want to attend art school. Of course, for those looking to pursue a career in the visual arts, like

The Prep String Ensemble serenades the audience at the 2018 Christmas concert. (Photograph by Doug Garland)

juniors Sam Starke ‘19 and Carlos Sanchez ‘20, this skill set is crucial. They are confident they’ll be admitted to a top art school, citing the preparation and support they’ve received at Gulliver, as well as the freedom their teachers have given them to mature as artists. Likewise, several students in the award-winning architecture program have their minds set on studying architecture, urban planning or design, and one of the program’s goals is to help them develop a sophisticated portfolio showcasing their work, which will help ensure their admission to a first-rate architecture or design school. “But we teach them much more than just AutoCAD, painting or portraiture, especially since the majority probably won’t pursue a career in the arts,” Mrs. Goldman emphasizes. “In our department, they learn to use their voice, trust their instincts, give constructive criticism and solve problems creatively – and those are universal skills.” She points to Jessica Si ‘21, a transfer student from China whose quirky, meticulously drawn cartoons are admired by students and faculty alike. At Gulliver, Jessica says, she has learned “to use my imagination, and I can apply that to everything.” BIGGER THAN THE INSTRUMENT While the atmosphere inside Gulliver’s art studios is tranquil, contemplative and breezy, the music rooms are the opposite. They are bustling, dynamic and a little crowded. However, what the two spaces have in common, besides an infectious, cool vibe, is that amazing things are happening here every day – artistically, musically and beyond. Music stands and instrument cases containing violas, trumpets, flutes, basses, clarinets, violins and saxophones line the hallways. Inside, students practice and experiment with new melodies. The rooms are humming with animated banter about subjects such

The Prep Jazz Ensemble’s Brandon Suarez ‘21 performing a solo at the 2018 Christmas concert. (Photograph by Doug Garland)

as pitch, tone, rhythm and sound, Coltrane, Brubeck, Bach or the newest recording of Count Basie. It’s musical vernacular that is incomprehensible to anyone not versed in the ins and outs of jazz or classical music. Academy Music Director Bobby Keating P ‘16 and Prep Music Director Mr. Castonguay take part in the fun, trading ideas with their fellow musicians. When class starts, the rooms fall silent. On the maestros’ cues, the ensembles begin to play and sing, and what unfolds is something close to magical. Sweet sounds fill the rooms; they’re so sophisticated it’s astounding that they emanate from the instruments and voices of middle and high school students. Musicians and singers are engaged – even students for whom sustaining attention is usually difficult or who don’t care much about the traditional academic portion of the school day. In this unique space, they are able to focus on the present and shut out everything else; they are fully engaged in learning – learning to play or sing music, and also to concentrate, apply themselves, and to keep trying when they don’t succeed. Music class may not be like “regular school,” but the skills they learn here can absolutely be used in regular classrooms. And witnessing these singers and musicians perform, whether at a public venue or in rehearsal, is a mesmerizing experience that makes every Gulliver parent tear up with pride and utter astonishment. How do kids who first encounter an instrument in middle school become expert trombonists, cellists or saxophone players by the end of high school? How do students who’ve never tried singing become amazing soloists and chorus members? What is the secret formula that so captivates a wide variety of them, most with little or no exposure to music besides YouTube and Spotify? What keeps them coming back for more and long after

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The kids often don’t see the correlation, but the music program is much bigger than the instrument.

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RON CASTONGUAY PREP PERFORMING ARTS CHAIR

in third grade, basic recorder skills. “I want them to be ready for Mr. Keating,” she says solemnly. “Keating doesn’t fool around. He has high expectations.” Mr. Keating has been at Gulliver for 30 years, almost as long as the music program. He directs the program for students in grades four through eight alongside Mari-Liis Calloway (orchestra) and Rebecca Gonzalez (chorus). A professional musician, Mr. Keating says he expects “nothing less than 100 percent effort and mastery” from his students. “You don’t want to hear a concert where kids get 75 percent of their music right,” he says. “They have to get it 100 percent right consistently, so I am

they graduate? “Gulliver’s secret recipe is a perfect combination of opportunity, constant exposure, great instruction and high standards,” says music parent Jill Reiter ‘89 P ‘20 ‘23 ’25, whose three sons Gabriel ‘20, Joseph ‘23 and Noah ‘25 have been part of the music program for years. “Gulliver students are exposed to music starting at a young age, and, beginning in middle school, they are taught daily and at a very high level, with teachers holding them accountable. For my kids, opportunity was everything. Once they started playing, they were hooked,” says Reiter. Gulliver music alumni and their parents say they gained a lifelong love Prep Performing Arts Chair Ron Castonguay saluting his musicians. of music, proficiency and (Photograph by Doug Garland) unexpected opportunities as always striving for mastery.” He a result of joining the program. For treats his students like colleagues many of them, discovering music has and collaborators with whom he has been life-changing. a working relationship, especially Around 150 middle school students join the music program each year, and Dr. Lynda Fowler has the important job of harnessing Lower School students’ enthusiasm and introducing them to the fundamentals. She does so with boundless patience and remarkable finesse, constantly offering words of encouragement and praise as she teaches students how to read music and rhythm and, beginning

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seventh and eighth graders. “We have a job to do,” he says. “Which is to make great music together, and everyone is equally responsible for making sure that this happens.” Mr. Keating’s unusual way of holding his students accountable and giving them a sense of ownership has produced remarkable successes for almost three decades: magnificent annual concerts at the University of Miami’s Gusman Hall and countless victories at competitions, where the program

is regularly ranked as the best in the state. Last year, Mr. Keating’s jazz band was the only middle school jazz band in the country chosen to perform at the Midwest Clinic, a renowned international band and orchestra conference. “I know I set the bar high,” he says, “but the kids always deliver.” For the 90 or so Gulliver students who play music in high school, the Prep’s program is a special treat, icing on a rich chocolate cake; it’s the crown jewel of their music education at Gulliver. “We go all out,” says Mr. C, as Mr. Castonguay is known at the Prep. “In middle school, you walk that delicate line between igniting their interest and pushing them further. Here at the Prep, we use a blow torch and light a fire in them.” For a spot on one of the six ensembles (Pep Band, Jazz Band, Full Orchestra, Vocal Ensemble and String Ensemble), musicians undergo a rigorous audition process, and Mr. C expects a high level of commitment, which not all students can stomach or have time for. But those who commit to his demanding schedule (the Prep’s music calendar is the most densely packed of any department at Gulliver), and who consistently attend after-school rehearsals and sectionals, music club meetings, frequent competitions and performances (which are often out of town) attain a level of proficiency matched only by a handful of high school ensembles across the United States. Only very few high school students, if any, get to perform to standing ovations at Carnegie Hal (as Mr. Castonguay’s musicians did a few years back) and consistently dominate the performance field in music competitions across the board – for decades. More important than accolades, however, especially

as the vast majority of Prep students don’t end up as professional musicians, is what else they learn from the music program. “After four years in the program,” says Mr. C, “I want them to leave with a love of music, proficiency and life skills: selfdiscipline, confidence, passion, leadership skills, collaboration, accountability. The kids often don’t see the correlation, but the music program is much bigger than the instrument.” We have

freshman at the University of Washington (he gave a mesmerizing rendition of “Have Yourself A Merry Little Christmas” at the 2017 Christmas concert), is minoring in music because he fell in love with it at Gulliver. “Gonzalo called me the other day to tell me he discovered the piano room in his dorm – next to the laundry, thankfully,” his mother, Ana Christina Schaps P ‘09 ‘12 ‘14 ‘18, reports. He is the last of four Schaps siblings to graduate from Gulliver, a job to do. and all were deeply involved Which is to make great Just like the other arts in the arts; his sister Adriana music together, and programs, Gulliver music is ‘14 majored in musical everyone is equally home to so many success theatre and is currently stories it’s hard to choose auditioning on Broadway. responsible for making individual ones. A few recent Exemplary violinist and 2018 sure that this happens. ones stand out, however, valedictorian Luis Martinez ‘18 because music clearly played now plays in the orchestra at a very important role in these Vanderbilt University, where BOBBY KEATING ACADEMY PERFORMING ARTS CHAIR students’ lives at Gulliver he is a freshman. “Music and remained a passion after was the crux of my Gulliver they left. Mason Gebhart education,” he says. “It was ‘19, for example, was “so shy my second family – a space as a freshman that he lost where I developed many sleep over having to play solos in band,” recalls his skills and where I evolved from a kid who lacked mother, Laura Mas P ‘19 ‘23. “Now he’s a completely confidence into a fully mature musician and also a different kid – a confident, outgoing senior and better human being. Music is definitely what I miss the Jazz Band’s lead sax player. He wants to minor most about Gulliver.” in music, and that’s definitely what he’ll miss most Is there a better endorsement for the arts at Gulliver? about Gulliver,” she says. Likewise, Gonzalo Schaps ‘18, a gifted singer and actor who is currently a

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Academy dancers perform “When I Grow Up.” (Photograph by Carl-Frederick Francois)

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MEET Our Merit Scholars BY MAEGAN AZPIAZU Gulliver’s merit scholarship program acknowledges and rewards current and new students entering the sixth and ninth grade who demonstrate stellar academic performance and achieve outstanding SSAT scores. Now in its third year, 26 students have received merit scholarships so far. With a purpose of retaining and attracting elite academic talent, the Merit Scholar award allows students to leave a legacy of excellence at Gulliver through their hard work, commitment and leadership. We spoke with five of this year’s honorees to learn more about how the program has impacted them and how they, in turn, hope to impact their school and community. HOW HAS BEING A MERIT SCHOLAR ELEVATED YOUR EXPERIENCE AT GULLIVER? NEELESH PANDEY ‘25: Being a Merit Scholar has made me feel more recognized for my hard work in school. In that respect, I now have to meet a higher standard, which has made me feel more prepared for tests and quizzes. BELLA BURNS ‘25: As a recipient of the merit scholarship and a new student to Gulliver, my expectations were exceeded by the warm welcome I received. Mrs. [Elena] Castellanos, the Admissions Director, guided my family and me throughout the entire process, and she enthusiastically believed in me. I felt very proud at the breakfast where I was recognized and had the opportunity to meet Gulliver’s President, Head of School, principals, counselors and other merit scholarship recipients. The merit scholarship opened the door for me to be part of the Raider community. IAN GILL ‘23: The program has connected me to people such as Julia Bueno [‘23], one of my best friends, who shares many of my mindsets and goals. Having a friend like Julia has made my Gulliver experience so much better because we enjoy things as complicated as philosophical conversations about classroom topics, to just plain old hanging out during lunch. Another way my Gulliver experience was enhanced by the program was that it inspired me to set a high bar of academic excellence. NICOLE HILLIS ‘21: What I love about Gulliver is how students on an equal intellectual level get to learn from each other and have the same high school experience. Something that elevated my experience at Gulliver was attending last year’s Merit Scholarship Breakfast. Starting high school can be scary, and I am glad I got to talk a younger Merit Scholar through what it would be like. HOW HAVE YOU BEEN ABLE TO CONTRIBUTE TO THE GULLIVER COMMUNITY AS A RESULT OF BEING A MERIT SCHOLAR? DANIEL AZUELA ‘24: I have talked at the open houses and on tours, and have helped introduce new parents to Gulliver and the school community alongside Mrs. Castellanos. Some of my teachers have also asked me to work with other students when they might need help with their classwork. atrium 2018-19

DANIEL AZUELA ‘24 participates in Just Say No to Drugs and is a member of the Beta Club. He was named MVP of Gulliver Academy’s Junior Varsity Lacrosse Team last season. He also plays club soccer for Lions FC and enjoys waterskiing. BELLA BURNS ‘25 is a member of the student council and will soon begin training to become a Raider Buddy. She recently volunteered at Gulliver’s Family Fun Day and Raider Fest at Make a Splash, and continues to volunteer at her previous school, Sunset Elementary. She plays the violin in the orchestra, enjoys attending sixth grade football games and plans on trying out for the softball team this spring. IAN GILL ‘23 is President of the National Junior Honor Society and serves as Vice President of Gulliver Academy’s Thespian Troupe, recently playing the role of Kenickie in the theatre production of “Grease.” He is a member of the chess team and G-Fit Club, and he enjoys writing and participating in Dungeons and Dragons Club. Last year, he took part in the pilot program celebrating “Genius Hour,” at which he designed his own roleplaying game. Outside of school, he is working on a website to help children with dyslexia move past their difficulties and succeed in school. PAULINA HERNANDEZ ‘22 participates in the scuba club, business club, iCaf (Innovator’s Cafe), orchestra and is a member of the girls’ swimming team. She is also involved

in TECHO, a nonprofit organization that builds houses in Latin America. NICOLE HILLIS ‘21 is heavily involved in STEM-related activities, including FIRST Robotics, Together We Innovate (TWI), Future Society of Women Engineers (FSWE), GP Computer Science and iCaf (Innovator’s Cafe). Along with classmates Jenny Fu ‘21 and Marina Diaz ‘21, she submitted an app called One Step a Time into the 2018 Congressional App Challenge competition. She enjoys photography, and her piece “Notebook” was featured on the cover of Gulliver Prep’s 2018 Reflections literary and arts magazine. MARGARET MIAO ‘22 is a member of the girls’ swimming team, Future Society of Women Engineers (FSWE), FIRST Robotics, astronomy club and the music club. She plays violin in her church orchestra and in the music club. NEELESH PANDEY ‘25 competes with Gulliver’s chess and math teams, and is a member of the student council, Latin club, G-Fit Club, book club, Intermediate Band and the Geography Bee Club. He was a member of Gulliver’s Raider Elite Basketball Team and has competed with the math team at the National Achievers Society. He also competes within the South Miami Chess Club, has won the PI Digit Contest and this September reached the national final for math at North South Foundation (NSF).

MARGARET MIAO ‘22: In addition to doing my best academically, I have been able to contribute to Gulliver by participating in clubs, being the main design-sketch artist for robotics, and taking part in sports, scoring points for the swimming team. NH: My contribution to the Gulliver community is adding to Gulliver’s range of diversity. There are not many girls interested in STEM; nationally, very few Latino women go into engineering or computer science. I help to fill this gap at Gulliver. I also contribute by volunteering with Together We Innovate (TWI). TWI is an outreach club that works with Breakthrough Miami to teach underprivileged kids. Among the topics taught are engineering, forensics and computer science. IG: One of the things I have enjoyed most is sharing my experience with prospective parents as a speaker during open houses. I appreciate that Gulliver provides parents the opportunity to hear from students like me, who can personalize what the experience could be for their children. Contributions to the community come in many forms, from participating in clubs to seeking leadership roles and being a good role model. I try and do all three. BB: As part of the National Elementary Honor Society community service project that I participated in while in fifth grade [at my previous school], I played my violin and [sang] a song for the elderly at Riviera Rehabilitation Facility. Although we are all attending different middle schools this year, we plan to continue our community service by performing at Riviera on a regular basis. At Gulliver, I also plan on helping younger children if they need tutoring or other help. Because of my passion for the Spanish language, I am able to tutor children at Gulliver so that they too can excel. PAULINA HERNANDEZ ‘22: I feel that I am contributing to the Gulliver community by getting involved and participating in clubs and activities where I can learn and discover with, and from, my classmates. HOW HAS BEING A MERIT SCHOLAR AT GULLIVER IMPACTED YOU PERSONALLY? MM: Being a Merit Scholar helped me to be able to reach out to new mentors and peers in the Gulliver community. I have found people who know more than me and are willing to teach me. The experience has also humbled me, because I realized that there is an abundance of people who are more skilled, talented and experienced than I am. This has fueled my ambition to surpass and exceed expectations. IG: Being a Merit Scholar has given me confidence that I could succeed in any venture that I attempt, academic or non-academic. I was diagnosed with dyslexia in second grade and went to a non-traditional school for fourth and fifth grade. When I was applying for middle schools, I was anxious about what a new school and new way of teaching would bring. I was the only one from my school applying to Gulliver, so I would be starting fresh and [would] need to build a new network of friends. Receiving this scholarship not only introduced me to like-minded friends, but it confirmed that Gulliver was the right choice for me and gave me the validation I needed to come as far as I have today. This past year was especially rewarding as I received the Outstanding Scholar Award after being selected by my science, math and tech design teachers to receive a class academic award. The only thing better was that my fellow Merit Scholar honoree, Julia Bueno, was standing beside me as the second multiple winner. BB: This scholarship has impacted me in many different ways. First and foremost, it has given me a newfound confidence in my abilities and a chance to prove myself in this new school environment. Secondly, because it is my first year at Gulliver, I have set a personal goal of continuing to be a straight-A student. I am confident that with the guidance and support of my parents and teachers, and my commitment and hard work, I’ll be able to achieve it. DA: The merit scholarship program has inspired me to set higher goals and has motivated me to persevere, work hard and show other students that you can do well in school while still being a top athlete.

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Board of Trustees members and President Cliff Kling P â&#x20AC;&#x2DC;23 â&#x20AC;&#x2DC;26 serve lunch to Breakthrough Miami Scholars.

Parents calling in thankful messages on Gulliver Gratitude Day. atrium 2018-19

STEERING AHEAD

With a Philanthropic Mindset BY CAMILLA GALLAGHER P ‘24 ‘28 It takes an orchestra to play a symphony, and each instrument plays a distinct yet integral role to achieve its intended collective greatness. The running of a great school operates in a similar way: It must have a central focus, clearly articulated in a well-devised strategic plan, guiding the collective effort of a diverse set of players, including the governing body, administrators, faculty and staff, all individually committed to fulfilling the school’s mission. A great nonprofit school, moreover, must also secure the ongoing support and involved participation of its beneficiaries – primarily its students, parents, alumni and the broader community – in order to foster a culture of philanthropy and drive the mission forward into the future. After nearly 50 years of growth as a highly successful for-profit private school in Florida, Gulliver became a nonprofit institution in the year 2000. Today, Gulliver serves more than 2,200 students overall and, despite its remarkable growth over the past 65 years, its leadership still upholds Mrs. Marian Krutulis’ founding vision of cultivating a “school with heart,” nurturing fundamental character elements such as honesty, resilience and grit, and graduating mindful students who take action for the greater good. “Gulliver is an exemplary school with a compelling mission and a long history of success. In the next chapter of the Gulliver story, philanthropic support from Gulliver’s community must play a significant role in propelling the school into the future. “The board is in full support and alignment with this critical priority,” , says Michalis Stavrinides P ‘21, ‘22, ‘24, Chair of Gulliver’s Board of Trustees. Only in its 18th year as a nonprofit school, Gulliver has nonetheless reached an important stage of development in its quest to fulfill an evermore student-centric mission: “to create an academic community devoted to educational excellence, with a personal touch, that fulfills each student’s potential.” Additionally, with the appointment of Frank Steel as Head of School in 2014, the school also transitioned from a single-family ownership model to one where carrying the mission forward is undertaken as a collective responsibility. A thoughtful process of strategically building a culture of philanthropy at Gulliver is already underway. Our Board of Trustees has been instrumental in steering this change - 25

and has collectively made advancement and fundraising a priority. In addition to promoting a philanthropic mindset, the board has primary responsibility for Gulliver’s long-term strategic planning and implementation, and for carrying out its fiduciary duties while safeguarding the financial health of the school.

become a self-sustaining engine for growth.

For a culture of philanthropy to prosper and be a catalyst to realize our long-term vision of excellence, it is essential to educate the community about the value and promise of a Gulliver education, and to more effectively engage parents, alumni and other community members With the rollout of an all-embracing strategic plan in in the life of the school. This process starts with the 2016, Gulliver launched a renewed effort of continuous school’s trustees, administration and faculty but, in effect, improvement, grounded on six everyone within the Gulliver family strategic pillars identified to has a part to play. Additionally, achieve its restated mission. In philanthropic gifts tend to be 2018, the drive to forge ahead driven by a deep-seated, often very with the strategic plan was further personal pursuit aimed at making A strong partnership with enhanced by the incorporation of community members is the a difference in a community or the Cliff Kling P ‘23 ‘26 as President, world. “At the core, philanthropy fuel that propels Gulliver a position created to embolden is a form of self-definition. It forward and elevates our our strategic vision for the future, allows us to define what we value capacity to deliver. with a focus on implementing and believe. In many ways it is a major facilities projects, enhancing significant portion of our personal marketing and communications, legacy,” says Jay Goulart, who joined JAY GOULART, VICE PRESIDENT FOR invigorating fundraising efforts, Gulliver this year as Vice President INSTITUTIONAL ADVANCEMENT and deepening community and for Institutional Advancement. corporate relations. Furthermore, Gulliver has also strengthened Ultimately, our donors want to give its advancement team to give a fresh impulse to fund not merely to “keep the lights on,” but to see the broader development initiatives. impact of achieving the school’s mission. This is also at the heart of why building a culture of philanthropy In its short history as a nonprofit school, Gulliver has is so important. “A strong partnership with community earned growing support across constituencies. Through members is the fuel that propels Gulliver forward and a series of endowment funds, in addition to our Annual elevates our capacity to deliver,” adds Goulart. When we Fund launched in 2007 and other forms of giving, volunteer, we feel vested in the cause and feel a shared Gulliver has seen an increase in gifts and commitments sense of responsibility for supporting the school. And in recent years. Importantly, the generosity of our school when fund development is widely viewed and valued community has helped to successfully set the strategic as a mission-aligned initiative to achieve sustainability, plan in motion and enhance all aspects of the school everyone can promote philanthropy and articulate a experience for the immediate benefit of our students. case for giving. Moreover, gone is the discomfort that often underlies fundraising initiatives, because fund Despite making headway in fundraising, however, development is understood to be a noble cause shared by Gulliver has some distance to go to realize its deeper all. and broader philanthropic aspirations. A strong culture of philanthropy denotes a shared mindset, where Finally, just as a symphony orchestra must tune itself everyone within the organization understands that to a very particular frequency (usually a note played by fund development is essential to its ability to deliver; the oboist), so must Gulliver’s various constituencies where everyone has a part in the process by acting as act in unison to a common tenor. Moreover, a brilliant ambassadors and cultivating lasting relationships; where orchestral performance requires that each individual it’s understood that all gifts are important, even if major listen to everyone else to attain the desired balance of donations are recognized for their far-reaching impact; volume and tone to produce a full, well-blended sound. where donors do not equal treasure alone, but also time So at Gulliver, it is the quality of our bonds and ability and talent; where the community is intentionally engaged to thoughtfully balance our needs that will enable us to and participates as a partner with the school’s leadership; achieve greatness collectively. In the end, the more our and where culture is not seen as trivial, but rather as entire community engages and participates as a cohesive an essential measure of our effectiveness. The more chorus to elevate our overall experience, the greater the this attitude permeates across all corners of the school, benefits for all. the stronger the culture and the more that culture can

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Meet Gulliver’s New Board Chair

MICHALIS

STAVRINIDES P ‘21 ‘22 ‘24 BY JANA BRUNS P ‘22 ‘24 ‘26

Gulliver Board of Trustees Chair Michalis Stavrinides is remarkably relaxed – despite a strenuous travel schedule, scores of professional responsibilities and a busy family life. How does he stay sane while being pulled in so many directions all the time? “I am a naturally low-key guy, and I use my weekends to recharge,” he says. “On Sundays, I like to read the paper, take the dogs for a walk and have breakfast with Alejandra and the kids. After that, I might do a little work for Gulliver and, in the afternoon, watch football with my boys. My ideal Sunday is pretty simple.” Come Monday morning, Stavrinides is off again – to Europe, Asia, California or New York, depending on where he is needed. “My

partners and I invest in small private companies and help them grow, so I visit them frequently to give my input,” he explains, noting that his travel schedule was particularly busy during 2018. “I usually average about 160,000 air miles annually, but this year I am tracking closer to 200,000.” Stavrinides is the kind of person organizations like to work with and have on their leadership team: down-to-earth, approachable and a team player, as well as highly accomplished, hardworking and goaloriented. According to his wife, Alejandra Fernandez, “Michalis gets along with all types of people.” He takes his time with them and doesn’t seem in a rush

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to get through anything, even when his schedule is tight.” She says that his considerate temperament wins over even the formidable family dogs, two Beaucerons (an old French herding breed) and a mutt. “He’s the only one in the family who can handle them,” she says. “I don’t dare, because they are so big and they won’t listen to me.”

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summer, he succeeded former Board Chair I wanted to help move Jocelyn Woolworth. He Gulliver forward and be emphasizes that the board a part of that strategic has undergone significant changes since he first conversation. became involved, adding BOARD CHAIR new members, firming up MICHALIS STAVRINIDES P ‘21 ‘22 ‘24 its governance structure, establishing additional working committees with specific responsibilities DISTINGUISHING HIMSELF IN FINANCE (strategic planning, buildings and grounds, finance, AND ON THE GULLIVER BOARD advancement, trustees) and defining best practices for the board’s actions and procedures. “The trustees The couple met at the University of Pennsylvania’s Wharton School when Stavrinides was an economics have been working very hard to make sure we have good bylaws in place so we can work effectively and major and Fernandez was in business school. productively,” he says. “Being on the board takes a Stavrinides continued his studies at Duke University, lot of commitment and preparation, and the current where he earned his MBA and distinguished himself board members have made this work a priority.” As as a Fuqua Scholar. He subsequently worked for Chair, Stavrinides leads five full board meetings a such renowned firms as Goldman Sachs and Sciens year and attends most committee meetings by phone Capital Partners, managing global equities portfolios or in person. “It’s a lot of work, but I consider it my in London and New York. Most recently, he has duty and responsibility,” he says. “This is a working been affiliated with private investment companies board, and if you’re on it, you’ve really got to be on Blauvelt Capital and Banyan Investment Partners, it, heart and soul.” where he is one of the managing partners. An active board member for a number of companies in Europe, Asia and the U.S., Stavrinides advises them on long-term strategic matters, financial planning and investment optimization. Stavrinides was born and raised in Cyprus, where his family still lives, though he and Fernandez have been in Miami since 2002. “We moved here from New York to be close to Alejandra’s family and to make work travel easier for her,” he says. (Fernandez is the Chief Financial Officer of Grupo Ayucus and travels frequently to Central and South America.) The couple’s three sons, Theodoros ‘24, Dimitris ‘22 and Lukas ‘21, have attended Gulliver since 2010. “Our love for Gulliver is deep, and our kids are very proud of their school; it’s a daily topic of conversation in our family,” Stavrinides says. Becoming a board member was a way of “showing my gratitude to the school for taking such great care of our kids. I wanted to help move Gulliver forward and be a part of that strategic conversation.” Stavrinides joined Gulliver’s board in 2013, becoming Treasurer a year later and, in 2017, Vice Chair. Last

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TRANSPARENCY, ACCOUNTABILITY AND COLLABORATION: MOVING GULLIVER FORWARD Stavrinides’ vision for the board is straightforward: advance Gulliver’s mission by setting realistic, concrete goals with the administration and school community; develop and execute a plan to accomplish these goals; make sure that things are done in a transparent and fair manner. “Our aim is to be a sounding board for the President and his leadership team and to help them realize Gulliver’s long-term vision,” he says. “The next step in this process is matching the school’s excellence in teaching and learning with updated academic, athletic and performance facilities that promote the idea that we are one school and have fully moved into the 21st century.” In line with this objective, Gulliver announced plans earlier this year for two expanded, integrated campuses that will combine the Prep and Academy facilities with those at the Miller and Montgomery Drive campuses. The new, contiguous campuses will

have a state-of-the-art performing arts center, updated classrooms and dining facilities, additional multipurpose and common spaces, a new athletic complex and more parking. The Prep’s expansion is made possible by a land swap with Gulliver’s neighbor, Crossbridge Church, which will exchange its property for a portion of Gulliver’s athletic field. Gulliver President Cliff Kling P ‘23 ‘26, with assistance from the board, is currently working with the Village of Pinecrest and the city of Coral Gables to receive the necessary approvals to build the new campus. In addition, the board is taking steps to launch a capital campaign, with the silent phase (during which building plans are finalized and a significant portion of the campaign goal is secured) already well underway.

Where does Stavrinides see Gulliver five or 10 years from now? “We have a lot of great advantages and resources, and we want to put them to work,” he says. “Gulliver is already an excellent school, and our goal is to be a preeminent school in the United States, not just in South Florida. We want to be a school that people all over this country, and perhaps globally, think of when they think of excellence in education. Our goal is to be a part of that conversation.”

Meet Our New Trustees

Ann Olazabal P ‘21 ‘23

Scott Davidson ‘86 P ‘20

Adriana Grineberg P ‘26 ‘32

Tom Thornton P ‘25 ‘26 ‘29

In addition, the board is spearheading the development of a long-term technology plan, as well as a new system for evaluating and compensating faculty. “We need a thoughtful, multiyear technology plan that is responsive to current academic needs and anticipates future ones, with appropriate annual milestones and a budget, and with the new buildings we are contemplating in mind,” says Stavrinides. Moreover, as Gulliver’s faculty is “the lifeblood and strength of our school and one of our most important resources,” the board has made the new compensation model a top priority, with evaluative studies having commenced in January. A family visit to Japan.

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THANKSGIVING

SEASON BY MAEGAN AZPIAZU

Gulliver is committed to developing global citizens who are socially responsible, inspired and engaged. Here, we share just a few ways our students and families gave back to the community this past Thanksgiving season.

TECHO BUILDS FOUR HOUSES IN MEXICO CITY During Thanksgiving recess, 22 Upper School students traveled to Mexico City with TECHO, a youth-led, nonprofit organization that seeks to overcome poverty in slums in Latin America and the Caribbean. Prior to the trip, Gulliver teamed up with MAST Academy to raise the funds necessary to build four houses in various

locations within the city’s Tlahuac neighborhood. The group worked with five families who lost their homes in the September 2017 earthquake. Although the houses were not finished by the time the students left, local volunteers were able to finish everything so the families could move into their new homes.

ACADEMY FOURSOME GIVES BACK IN HONDURAS BY SILVIA CORRAL P ‘24 ‘25

Ben Corral ‘24, Tommy Corral ‘25, Christian SanchezMedina ‘25 and Sebastian Schnur ‘25 spent Thanksgiving recess at the Our Little Roses orphanage in Honduras, which is a home for neglected, abandoned and abused girls. The students took the girls gifts for the holidays, helped beautify the premises by sanding and painting furniture, and hosted activities such as soccer and atrium 2018-19

basketball games, arts and crafts, dance parties, singalongs, a beach outing and a group dinner. Most importantly, they spent time learning about the girls’ lives, sharing stories and showing them friendship and kindness. This was these students’ second mission trip to Our Little Roses.

SOPHOMORE CLASS BUILDS 23 BIKES FOR TOYS4TOTS On November 13, the sophomore class participated in a class-wide bike-building community service project at C.B. Smith Park. The project led to the donation of 23

bikes to at-risk youth, through the U.S. Marine Corps Christmas program, Toys4Tots.

FRIENDSGIVING WITH THE BEST BUDDIES The Best Buddies Club hosted a Friendsgiving event on November 14 at the Prep Campus. Gulliver students spent time with children from the Miami Learning Experience who have mental or physical disabilities, making crafts and sharing food together. One of

more than 50 clubs at Gulliver, Best Buddies provides opportunities for high school students to be matched in a one-to-one friendship with a mentally or physically handicapped student, and to participate in various events and activities together.

DRIVEN TO GIVE BACK At Gulliver, there are always opportunities to contribute to a variety of causes. At the Upper School, the HEAL Club and Christian Culture Club joined forces to collect shoeboxes full of Christmas gifts for needy children around the world, while the Italian Club collected toys for the children of the Miami Rescue Mission. Key Club held a blanket drive for a local nursing

home, and the Spanish Honor Society organized a drive to aid malnourished people in Venezuela, who are in need of fish oils, canned proteins, nutritional drinks and powdered milk. At the Lower School, the third grade class hosted a canned food drive for the South Florida Food Bank, and the entire Academy Campus came together to replenish the food bankâ&#x20AC;&#x2122;s supplies for the holidays.

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Gulliver Juniors L-R: Daniel Fleites-Cruz, Sebastian Quintero, Mathew Garcia, Ishan Shah, Jake Seymour and Ryan Costa (left to right) with Congresswoman Ileana Ros-Lehtinen upon winning the Congressional App Challenge.

Gulliver Juniors

CR CODING COMPUTER SCIENCE LEARNING

BY JANA BRUNS P ‘22 ‘24 ‘26

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such as Apple, Google, Many of us fondly remember Amazon and Facebook the days when music was stored are hiring young, creative on CDs and records; people had and hard-working college conversations with each other, Computer science is graduates versed in not Alexa or Google; cars had foundational, just like computer science. But switches and buttons instead chemistry and algebra, these days, even traditional of touchscreens; and, yes, kids because it is impacting fields like law, insurance, spent their afternoons in the health and education require park instead of glued to a digital our daily lives. computational thinking device. Floppy disks, dial-up and knowledge of coding modems, answering machines HADI PATROVI CODE.ORG FOUNDER languages such as Python and BlackBerrys – tech gadgets and Java. “Computer science once deemed as cutting edge is foundational, just like merely ten years ago – are now chemistry and algebra, utterly archaic, drawing blank because it is impacting our daily lives,” says Hadi stares or, at best, derisive giggles from kids and Patrovi, the founder of the nonprofit coding school teenagers reared on iPhones, high-speed Wi-Fi and code.org. “We need future lawyers and doctors and Google Drive. politicians to all understand it.” We are in the thrust of a decades-long digital Enter Career-Ready Coding, known as CR Coding, revolution that has transformed the way we live, learn, teach and work virtually beyond recognition. a website developed by a group of Gulliver juniors who have made it their mission to level the playing For students preparing to enter the 21st-century field between private schools like Gulliver, where workforce, familiarity with computer technology students can choose from a robust offering of is now essential. It’s no secret that industry giants

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computer science and engineering courses, and others across Miami-Dade with little or no access to such resources. Prep Computer Science Faculty Dean Morell, who shepherded CR Coding, originally known as Kickstart, to success, emphasizes that service-oriented projects like this one are at the core of a Gulliver education, combining “learning through real-world experiences” with philanthropy. “When students tap into that passion, they create amazing things,” he says. The website (crcoding.org) offers multiple courses in programming, video game design and math fundamentals like algebra, using screencasts, homework activities and assessments. There’s even a feedback option. “Our goal is to create equity for students,” says Sebastian Quintero ‘20, one of the founders. “In Florida, only three out of 10 schools offer computer science. Our goal is to change that and to make computer science less intimidating.”

once they leave Gulliver in 2020. “We want to make sure our project continues to evolve and have an impact in the community,” says Sebastian. “So we are training freshmen and sophomores to manage the site. They will take it over when we leave.” Since its launch during summer 2018 as Kickstart, CR Coding has already made plenty of waves. It won the 2018 Congressional App Challenge, a national STEM competition sponsored by Congress, and the juniors were invited to present their project at Harvard and Yale. In January, WLRN radio host Luis Hernandez interviewed CR Coding developer Jake Seymour ‘20 and Dean Morrell on his popular radio show “Sundial.” Later this spring, the students are slated to visit Washington, D.C., to meet with representatives from Google and Apple. Accolades aside, “what really counts is making a difference in people’s lives,” emphasizes Sebastian. “If our project changes the life of only one person, we’ve done our job.”

The CR Coding crew is currently working on a cell phone app and plans to keep the website running Sebastian Quintero ‘20 instructing Breakthrough Miami Scholars.

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2018 Gulliver Athletic

HALLof

FAME BY LAUREN COMANDER

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Inductees

ELIJAH FLETCHER

When Elijah Fletcher became Gulliver’s first certified athletic trainer in 1992, there wasn’t even an athletic training room until he transformed the equipment closet inside the boys’ locker room. “It grew from there,” recalls Fletcher. “We had a whole staff of sports medicine people, and we ran it like a collegiate sports medicine program.” As the man behind the school’s sports care and injury prevention team, Fletcher became known as the unsung hero of Gulliver Athletics. In all, he spent 19 years on campus and was in charge of more than 26 athletic teams at both the Academy and the Prep. Fletcher even taught biology classes. He follows his former students on Facebook. “My whole Facebook is nothing but Gulliver students,” he says. When Fletcher learned he would be inducted into Gulliver’s Athletic Hall of Fame, he couldn’t believe it and even asked if they were serious. “It’s one of the proudest moments I have,” he says. “It puts a period on that part of my life. Sports medicine is a thankless job, and we are always behind the scenes. I’m

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of the Year. With 1,806 points, she was Penn’s second-highest all-time scorer and 10th-highest in Ivy League history. “I’m able to say I have a degree from an Ivy League school,” she says. “It was a lot of great experiences and a lot of great friends.”

just so overwhelmed that they thought enough of someone like me to put me somewhere permanently.” Technically, Fletcher was employed by Baptist Health South Florida, not Gulliver, but that didn’t prevent those at the school from treating him like family. “I never actually got a paycheck from Gulliver,” Fletcher explains. “But everyone in the athletic department and in the administration always treated me like family.” Fletcher grew up in Fort Myers, Florida, and graduated from the University of Florida before settling in Miami. He left Gulliver in July 2011, when Baptist eliminated its sports medicine outreach department and brought Fletcher back in-house to work in wellness, charging him with fostering better health and disease management for Baptist employees. Family obligations then took Fletcher to Orlando, where he now lives with his shih tzu, Roscoe. Today, Fletcher is the Disease Manager and Wellness Coach Coordinator for Central Florida Health in Leesburg. The 49-yearold teaches aqua classes and offers personal training sessions; he even does orthopedic assessments as part of his job in the wellness center. But, he says, he no longer works in sports medicine. “I’m into exercise and fitness, but I don’t tape ankles anymore,” Fletcher says. atrium 2018-19

Baron competed for Team USA at the World Maccabiah Games in Israel and came home a gold medalist. Those three-plus weeks and a trip she took as a teenager to Israel with her family and their synagogue helped convince her to move there and play professionally after college.

ALYSSA BARON ‘10 Alyssa Baron was a double threat during her Gulliver days: a slam dunk on the basketball court who forged a fast track on the field. She came to Gulliver in the eighth grade because she wanted to play varsity basketball and rules prohibited her local public school from allowing it. That year, the Gulliver team made the state semifinals, and Baron was a starter in the game. “It’s an experience an eighth grader can normally only dream of,” recalls Baron, who ultimately led the Raider Girls’ Basketball Team as varsity captain for two years and was recruited to play at the University of Pennsylvania. On the field at Gulliver, Baron raced past her competition. She holds the Gulliver school record for the 4x800 meter relay, and she racked up wins ranging from two-year state finalist in the 400 meter to regional champion in the 4x800 meter relay. During her senior year, Baron clinched the Gulliver Female Scholar-Athlete of the Year (2010) award. The University of Pennsylvania attracted Baron in part because of the opportunity to compete from day one on the basketball team. A communications major, she started on the team her freshman year, which was a great season for the team. Baron went on to be named a Legend of the Ivy League, Ivy League Champion and Ivy League Player

Baron spent four years playing in Israel for Maccabi Ramat Han and Ramat Hasharon. “Being able to live in another country and experience the culture of another country while playing basketball professionally at one of the highest levels was a great experience,” she says. “Being Jewish, the culture isn’t different for me, but I’ve gotten to experience the culture in a new way. I’ve made amazing friends and got to play basketball at one of the highest levels and expand my basketball game.” Depending on how her team played in any particular year, Baron had five or six months between seasons. In addition to training, she spent time exploring Europe and also returned to Miami to spend time with family. She came home as a dual citizen with an Israeli passport, and she’s taking time now to decide whether to return to professional basketball there. “I was injured last season, so I’m resting my body,” she explains. “I’m taking more time off from basketball than I ever have in my life, but I’m still working out and doing other things.” Baron, 26, is working part-time in the University of Miami’s athletic communications department doing video editing and pre-production for Hurricanes sports teams. She also plays in a recreational flag football league and, occasionally, plays soccer. “Right now, my future is up in the air,” she says. “The team I’d likely go back to is being really flexible. We’ll see what happens.”

AMY BUTZ

TABAKMAN ‘86 With four older brothers, Amy Butz Tabakman was always playing one sport or another. When her family moved from Philadelphia to Miami just before high school, Tabakman was thrilled to join a school with a strong athletic program. “Sports was my way of getting involved and making new friends right from the beginning,” she recalls. “I was very shy back then, and this was my way to fit in.” She fit in, all right. When Coach Jan Gomez noticed Tabakman’s height,

she approached her to play volleyball, launching her Gulliver athletic career. Tabakman also played basketball and softball. She won Most Valuable Player in both volleyball and softball in 1986, and during her time on the Gulliver Girls’ Basketball Team, she scored 2,026 points and her team won District 162A and Region 8-2A titles. “Jan Gomez was more than my coach; she was like family,” Tabakman recalls. “She helped me through all the high school ups and downs. She was the maid of honor in my wedding!” Though Tabakman went to Springfield College in Massachusetts after graduation, she returned to Miami after her freshman year and, while taking classes, fell in love with a man named Brian. The two married, moved to New Jersey and started their family. Tabakman stayed home to raise their children: Jordan, now 26 and the pitching coach at University of Albany; Samantha, now 24 and an underwriting analyst at Liberty Mutual Insurance Co.; and Taylor, now 21 and a senior at Stockton University majoring in public relations and communications. “They’re my life,” Tabakman says of

CHRISTINA SWINDLE

MAHAFFEY ‘03 Christina Swindle Mahaffey made waves and slashed records during her swimming career at Gulliver. A prolific member of the Gulliver Girls’ Swimming Team, Mahaffey twice was named National High School Swimmer of the Year (2001, 2002) and broke her own national high school records in

her children. “I’m a very proud mom, and I was lucky enough to be able to stay home and be a part of their lives.” Two of her kids went on to play college-level sports (Jordan played baseball and Samantha played basketball), and Tabakman made it to most games. “I put on a lot of car mileage traveling back and forth to their games, and I loved every minute of it,” she says. Now that her children are off living their own lives, Tabakman recently took a job as assistant to the director of athletics at the local high school, where she loves seeing her children’s retired jerseys. Laughing, she recounts how Jordan broke a 25-year-old school record for all-time leading scorer in basketball. The following year, Samantha broke his record. Tabakman’s husband, Brian, Vice President at Frenkel & Co. International Insurance Brokers, likes to remind them that their mom, in fact, holds the highest record in the house, having scored more than 2,000 points playing basketball at Gulliver. “We always try to one up each other within the family,” she says.

both the 50 free and 100 free at the 2002 Florida High School Athletic Association (FHSAA) State Championships. She still holds the FHSAA State Championship meet record in the 50 free, with a time of 22.30. “I loved everything about my time at Gulliver,” she says. “It was like a second home for me, and it truly shaped who I am today. My teachers were amazing, and high school swimming was so much fun. It really motivated you to want to - 37

win for your team, and it was a great atmosphere and a great group of people.” After Gulliver, Mahaffey headed to Auburn University to study hospitality management and business – and, of course, to swim. The team picked up national championships, and she competed for the United States in the Pan-American Games in Santa Domingo, Dominican Republic; there, she won a gold medal in the 400 free relay and a silver medal in the 100 free. Mahaffey also competed in the 2000 and 2004 Olympic trials and is a former member of the USA National Team. When she graduated from college, she hung up her towel. “I had a great time swimming and I’ll always cherish it, but it was my time to retire,” she says. While she doesn’t swim very often anymore, Mahaffey does enjoy indoor cycling and running by the water. She worked for Marriott and Four Seasons, then for the Humane Society, before finding her professional calling five years ago. Around that time, she and her husband, Jim, welcomed son James, and she began working as an administrator in the development office of Charleston Day School in Charleston, South Carolina. “The school reminds me in so many ways of Gulliver, and I absolutely love the environment and being around kids,” says Mahaffey, 35. “I feel like I’m giving back in some way what Gulliver gave to me. The greatest thing you can give a child is an education, and even though I’m not in the classroom teaching them, I’m doing other things in the school to benefit the children and make it a better place to come to school every day.”

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KEVIN TAYLOR ‘00 Looking back, it’s hard for Kevin Taylor to imagine that he did anything as a Gulliver soccer player worthy of the Athletic Hall of Fame. Yes, he spent four years on the varsity team as central defender, with 10 career goals and 12 assists, two seasons as captain and two back-to-back state championships, but, Taylor says, “It wasn’t a big deal at the time. I was just going through the motions, making sure all my schoolwork was done so I could play. We were just kids being kids and loving the sport, having fun playing each other. Luckily, we had the right direction to help us.” Taylor came to Gulliver in sixth grade when his family moved from Virginia for his father’s job in the Navy, and his mom, Ines, took a job at the school as a kindergarten teacher (she’s still with Gulliver, teaching in the Arts Department). A longtime soccer player, during his middle school years Taylor played on Gulliver’s travel team to prepare for varsity. He says the team truly was a family at Gulliver. “After all this time, I’m still best friends with my Gulliver teammates,” he adds.

After graduation, Taylor headed to the University of Michigan to play soccer and study sports management, but he left during his senior year because he was selected in the 2004 Major League Soccer SuperDraft to play for the Colorado Rapids. During the next five years, Taylor also played for the Rochester Rhinos and the Minnesota Thunder (where he played with a former Gulliver teammate). He even spent one off-season playing for Otago United in New Zealand. “Going to the other side of the world and experiencing the culture and the way they do things was great!” he says. “I would’ve stayed there if I could have, but I was under contract with Minnesota at the time.” Other years, he spent the off-season at Gulliver as Head Coach for the junior varsity soccer team and Assistant Coach for the varsity team. “Being around Gulliver lit the fire for me to want to give back to the soccer community and make soccer better for the next generation of kids,” Taylor says. When he retired from professional soccer, he spent seven years coaching kids at an Ann Arbor, Michigan, high school. These days, he is the technical director for a club soccer team, runs clinics, instructs gym classes for homeschooled kids and directs a summer camp. “I’m always in my car,” says Taylor, 35, who also finds time to play in a men’s league and spend time with his girlfriend. “But I still love soccer! I especially love how it’s a free-flowing sport.”

Alumni Profile:

DANIEL MESKO ‘15 BY MAEGAN AZPIAZU

Daniel Mesko ‘15 is a senior at Columbia University studying computer science and music, two interests he discovered and honed in on as a student at Gulliver. What started with a drum set continued on a journey through the music program, took a detour to pick up computer science, and the two passions now live on in New York City in perfect harmony. A Gulliver Lifer (a student who attended Gulliver for grades 1 through 12), Mesko joined the music program at the Academy as soon as he could. He has two older sisters, Nicole ‘08 and Lauren ‘11, also Lifers, who dabbled in music, but he was the only one in the family to truly pursue it. “I played the drums a little bit because my parents bought me a drum set for Christmas,” Mesko says. “They said I was always tapping the walls and making rhythms and noises with my mouth, so they thought, let’s get him a drum set so he can be more creative. It was painful for the first few years, my mom always said. But then she said I got to be good, so it was okay. There are still a pair or two of earplugs sitting on the shelf in the kitchen.” In middle school, Mesko had the opportunity to play more than one instrument. He took up the trombone, playing in the Wind Ensemble, Concert Band and Jazz Band until high school, Pep Band Drumline: Daniel Mesko ‘15 was a member of the Prep’s Pep Band and Drumline, in addition to many other ensembles. - 39

where Prep Performing Arts Department Chair and Music Director Ron Castonguay had alternate plans for him. “In my third year at the Prep, the drummer who was in the Jazz Band graduated and there were no other drummers; I was the only person with drumming experience,” Mesko explains. “Mr. C said he might need to put me on the drums, and I said, well, I really want to stick to the trombone, but I’m a team player and I’ll do whatever is necessary. Eventually, it was necessary, so I took on the drums, and I never looked back. He made that decision for the sake of the band, but I fell in love with jazz drums specifically. I probably owe my whole drumming career to Mr. C.”

occasion, and it really was amazing when we created music that sounded great. It was a lot of fun and the defining element of my high school experience.” By the time Mesko was a senior, he was immersed in the music program, taking music theory classes, singing in the choir, playing trombone in the Wind Ensemble, and playing the drums in the Jazz Band, Jazz Combo, Pep Band and Drumline.

to practice all you want, but if you never schedule a rehearsal or work out time conflicts, then you have nothing to show for it. It’s a music and life lesson that I learned from him.”

“Forget the top 1 percent. Daniel Mesko is in the top 0.5 percent of all students I have ever taught!” says Mr. Castonguay. “Not only was Daniel a phenomenal musician with astounding technical proficiencies on drum set, percussion, trombone and bass voice, he also understood the deeper purpose of our music program. Prep Music is driven by an educational philosophy based on teaching life skills through the vehicle of music. Daniel understood this and demonstrated this daily to his Gulliver was a family affair for the Mesko family, as Daniel Mesko ‘15, peers. He was an exemplary Nicole Mesko ‘08 (pictured) and Lauren Mesko ‘11 (not pictured) all Mr. Castonguay had a major leader. He was an All-State attended the school. impact on Mesko throughout musician. He was respected high school, training him as a He appreciated Mr. Castonguay’s by his fellow musicians. His quick musician and providing him with balanced approach to music and has wit and sense of humor, eloquent a close-knit community driven by carried that with him ever since. speeches and talks to both students intrinsic motivation. and adults, his musical gifts, and “Mr. C took an attitude toward his academic and social intelligence “He knew how to push me in such music that isn’t typically associated made him what I would consider to a way that I would reach my fullest with musicians, which incorporates be the epitome of the Prep music potential as a musician,” says Mesko. the left-brain organizational side of program.” “He created an environment in the things,” Mesko says. “He was very music program where you got out keen on responsibility, timelines, So where does computer science of it what you put into it. It was a diligent work, everybody having come in? way of preparing us for adult life. roles, having regular rehearsals and He didn’t force you to do things things like that. He taught both “It started at Gulliver with an you didn’t want to do, and he didn’t elements. He knew there was a huge engineering intro course I took as enforce a set of rules to get you creative side to it and that he needed a freshman,” says Mesko. “What I to do the work. If you weren’t to foster an environment in which liked about the course was that it motivated to do it, it sounded bad; people felt like they could be creative had us doing design principles, a and that was either a motivation for but also understand that nothing gets little bit of robotics engineering, people to leave the program because done if you don’t have organization. but also some programming, so they didn’t really want to commit That’s something I’ve definitely tried it helped you dip your foot into a to music, or, for most people, it to keep in mind as a musician, just to lot of these related fields. I really was the motivation to really want to make sure that not one of those falls enjoyed the programming side of it, work hard. Most people rose to the by the wayside. You can continue and upon further research, I realized

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I think at the core the best thing about music is just the way it makes you feel when you play it.

Mesko, who is now a member of Columbia’s Big Band and Jazz Ensemble, says he didn’t know that he would major in computer science at first. Thanks to general education requirements, he stumbled back into computer science and everything came full circle. Music, however, will always remain his first love.

that was a whole thing in its own and that it was a whole track I could take. Sophomore year, I switched into the computer science track and did it all the way through senior year, including taking an AP class.” When Mesko began his college search, DANIEL MESKO ‘15 he considered music conservatories for a short while but ultimately “For all of the ways you can decided to apply to liberal arts intellectually analyze music and the schools. He not only wanted to things it does to your brain and all that, I think at the core continue to build on his love for music, but he also wanted the best thing about music is just the way it makes you to excel in the classroom at a high level. feel when you play it,” he says. “It’s just something beyond yourself; something very cerebral. You’re just present when “A big draw to come to Columbia was that the academic you play it and you’re not thinking about the stresses of departments were at a very high level, but I also really your life, or issues with people you might have, or your wanted to keep music a part of my life curricularly, but commute, or if it’s raining or what-not. You enter this other also extracurricularly,” he says. “It was something about space when you hear or play good music. You’re just lost in the people and the location, but also the strength and it. To re-create that every time I play is my goal in studying breadth of the programs of study. It was important to me music.” that I could do music

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and academics at a high level and not one of those would have to suffer in quality.” Daniel Mesko ‘15 performing in his final concert with the Prep music program.

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Seamless Brush Strokes, Intricate Patterns and an Exuberant Sense of Movement:

RUSH BOWLES ‘94 ARTIST

AS TOLD TO JANA BRUNS P ‘22 ‘24 ‘26 Although I always liked art and knew I was somewhat talented, I never thought I would become a professional artist. Then, in my freshman year at the University of Miami, something happened that changed my career trajectory and my entire outlook on life. I woke up one morning with a small bruise under my eye. I didn’t worry about it at first, but the bruise got bigger within minutes. It grew to the size of a quarter, then an egg. I went to the student health center, but they just sent me home with an ice patch. I knew something was very wrong, so I went straight to the emergency room at Bascom Palmer, the eye institute in downtown Miami. They discovered a big tumor behind my eye – it was wrapped around an artery and was pushing my eye literally out of its socket. The doctors at Bascom Palmer were afraid to operate because they

thought I might lose my eyesight. Thankfully, they managed to shrink the tumor without surgery, but it was a very scary time, especially because I didn’t know whether I’d end up blind. Painting became my way of selfmedicating, a way to distract myself from the pain and fear. It was something I knew I was good at, but I wasn’t focused on it at the time. As soon as I picked up a paintbrush, I was back in my element. I really liked playing around with colors and shapes and losing myself in the process of creating something new on a virgin canvas. I decided to pursue art in college after my favorite teacher advised me to do so; I realized that I could perhaps make a living doing it – or that I should at least try. The other thing that inspired me

Watched Over by His Snapper: Bowles, seen here in his studio, returned to creating art after a health scare that almost left him blind.

to become an artist was spending a semester in Florence, Italy. Everything I saw in Florence was beautiful, even small, basic objects like doorknobs and ordinary fixtures like street lights. It didn’t matter that they were old. The people who had made them a long time ago had made them beautiful, and they were still beautiful 750 years later. Everything I saw in Florence was crafted with so much attention to detail and design, and this made me pay much more attention to detail in my own art. After I returned home, I started painting in earnest. FALLING IN LOVE WITH ARTS AND SPORTS I started Gulliver in ninth grade and loved it. The teachers were amazing. They tried to help all students in any way they could, and I needed a lot of help because I have dyslexia.

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1 I wasn’t the best student, but I always loved art and excelled at it. I took the highest level art course Gulliver offered at the time, which was, funnily enough, called Commercial Art. I was also on the student council; I was its Vice President, as a matter of fact. Besides art, I was really into sports, especially lacrosse, which launched as a Gulliver Athletics program in my freshman year. We had an amazing coach named Jim Delang. He was young and could relate to us, and he knew the game of lacrosse extremely well. He delivered information in a way that was fun and effective. In 1994, my senior year, our team did so well that we made it to the semifinals of the state championships – a huge accomplishment considering the program was only four years old. I briefly played lacrosse in college, but only for one semester. I decided to focus on art instead. I still loved the game, but I didn’t see my future in it. Just recently, I became involved with lacrosse again, but not as a player. I am helping coach Gulliver Prep’s

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girls’ team, which is a lot of fun. In a way, I’ve come full circle. I am back where I discovered my passion for lacrosse all those years ago. FINDING INSPIRATION IN THE NATURAL ENVIRONMENT I am a Miami native, and the city and its natural environment have definitely shaped how and what I paint. Miami’s lush tropical landscape, ocean and sea life feature in most of my paintings. Growing up near Biscayne Bay, surrounded by coral, fish and exotic plants, I learned to see color and patterns and to interpret them on canvas. I try to capture the movement of ocean waves and palm trees blowing in the wind, and my paintings are usually described as dynamic, active and fluid. Their colors are very “Miami”: vibrant, exciting, bold. My art has a positive, optimistic message; I want to connect people with the beautiful world in which we live and hopefully inspire them to take better care of it. I’ve seen

so much environmental damage done over the years, and the results are devastating, especially in Biscayne Bay: overstimulated algae growth, fewer varieties of fish, dying coral and garbage lining the ocean floor. This makes me sad, and I hope I can convey to people, especially young people, a sense of nature’s fragility and beauty and embolden them to better protect it. One of my most popular series is called the “Love” series, and I’m currently experimenting with putting select images from it on T-shirts. I am also writing an illustrated children’s book that will hopefully get kids more interested in reading, especially kids who find reading difficult. My book intertwines images and text, and you have to literally move it around to follow the text, so it never gets boring. Another recent project is a landscape I designed for Jose de Diego Middle School in Wynwood, which has very little green space. It’s a small green oasis where kids can take a break and find some peace during

friend caught in Hammock Oaks, Coral Gables, in 1983. He preserved it and gave it to me. I love looking at it because it reminds me of the beauty of our oceans.

their busy school day. For me, planting is similar to painting; the individual trees and plants are my brushstrokes, and together they create a painting. HIS WORKSPACE AND PROCESS The walls and ceilings of my art studio are covered with classic movie posters showing actors like James Cagney, Frank Sinatra, Sophia Loren, Humphrey Bogart

and Joan Crawford. They inspire me and serve as a reminder that I am striving to be great, like them – and like my ancestor, Benjamin Rush, a signer of the Declaration of Independence, after whom I was named. I have an image of him in my studio. Then there are other things: caricatures, a birds’ nest and a stuffed fish, which is suspended from the ceiling. The fish is my favorite studio accessory. It’s a big snapper my

When I start a new painting, I first sketch the idea in a notebook and then on a larger panel. After that, I experiment with different paint brushes and colors to 2 figure out what works and what doesn’t. I have a design table, but I usually paint standing up because the perspective is better. I use acrylic paint, and it takes me about 15 to 20 hours to finish a painting, depending on its size. My paintings range from 24 by 36 inches, to 6 by 8 feet. Sometimes I wonder what would have become of me if I had never had that bruise under my eye as a student. I probably would not have become an artist.

1) “The Great Kisser.” 2) “Kamala.” 3) A page from Bowles’ children’s book.

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CLASS NOTES

MICHAEL WEISSBERG ‘84 recently graduated with an education specialist degree from the American College of Education with a 4.0 grade point average. He was chosen to give the valedictory commencement address and was presented with the Alumni Achievement Award. Weissberg retired honorably as a police sergeant, served as a department chair at a university for four years, and now works as an administrative officer for a local police department. He is currently completing his Doctor of Education degree. BRIAN GLATZER ‘87 is a senior trial attorney with Bernstein and Maryanoff, handling all catastrophic personal injury matters. TANYA HAYES ‘91 moved from New York City to Newport, Rhode Island, to manage the art, antique and vintage car collections of a private family office.

TIFFANY SMITHMARANTO ‘93 is farming more than 200 acres in central Virginia, as well as raising goats, game birds and seasonal crops for culinary exploration.

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JUDSON VALERIUS ‘95 & ELIZABETH BUSTAMANTE VALERIUS ‘93 are happy to report their daughter, Alexandra Valerius ‘33, started PreK3 at Gulliver Academy this year. Their son, Judson, Jr., hopes to join his big sister in 2020. JESSALYN GONZALEZ ‘97 officially opened her own real estate brokerage in August 2018. BEN MAGIDSON ‘97 was recently hired by King School in Stamford, Connecticut, as the new Middle School Dean of Students. He was previously the Upper School Dean of Students at the Scheck Hillel Community School in North Miami Beach, Florida. DEEPA SHARMA ‘97 moved back to Miami in 2016 and joined Baptist Health Primary Care, now featured on PBS Health Channel.

CARIDAD SOLA ‘98 moved back to Miami after spending 15 years working and living in New York City. She joined the firm Bermello Ajamil & Partners as a Senior Project Manager and is overseeing the construction of the new Norwegian Cruise Line Terminal at the Port of Miami.

RAUL PLACERES ‘00 has been named Men’s Basketball Head Coach at Maryville College in Tennessee. He played basketball for Maryville from 2003 to 2005 and has served as the team’s Assistant Head Coach for the past seven years.

ERIK BONDHUS ‘01 and his family reside in Leavenworth, Kansas, while he attends the U.S. Army Command and General Staff Office Course (CGSOC) at Fort Leavenworth. They welcomed a new addition, Turner Grant Bondhus, on June 1, 2018.

MARIE DIEPPA HERNANDEZ ‘04 married Adan Hernandez on June 23, 2018. Having her Gulliver friends and coworkers there to celebrate made the night so special. She was named Senior Manager of Annual Giving for Gulliver in September 2018.

CLASS NOTES

ANA CRISTINA CASH ‘03 is a singer-songwriter, a poetry and fiction author, and co-owner of Cash Cabin Enterprises with her husband, John Carter Cash. She released her first holiday album, My Christmas Collection, on October 26, 2018; it is available for purchase on iTunes and Amazon.

CARLOS DIAZ ‘05 served as Field Reporter for the Argentinian national team during the first round of the 2018 FIFA World Cup for Telemundo Deportes.

HUNTER CARRIER ‘08 recently joined Perry Ellis International as an Aviation Advisor for XOJET, the largest ondemand private aviation services platform in North America.

LAUREN (VANDENBERG) MANLEY ‘05 was hired as Director of Business Development for Your Grateful Nation, an organization that assists Special Operations Forces veterans with the successful transition from the military to their careers.

MICHAEL MEYER ‘08 works as an Assistant Professor of Computer Science at Waseda University in Japan.

SARAH TRALINS ‘10 is a Manager for Global Programs at the U.S. Trade and Development Agency (USTDA), where she is responsible for the implementation of the agency’s Global Procurement Initiative: Understanding Best Value (GPI) in Latin America and the Caribbean. In this position, she coordinates with USTDA partner countries across the Western Hemisphere, in addition to USTDA’s partner organizations, technical experts and multilateral financial institutions and development banks to help develop the GPI to bring best value in public procurement to partner countries. MONICA CABRERA PELLERANO ‘12 is a candidate for a Master of Arts in Law and Diplomacy at the Fletcher School of Law and Diplomacy at Tufts University. CECE RIOS MARIN ‘12 played soccer at Florida International University, graduating in 2015 with a bachelor’s degree in psychology, and in 2018 with a master’s degree in social work and a certificate in addiction. She is currently working in elementary schools providing therapy and other services for students. During her time at Gulliver, she met ADRIAN MARIN ‘12, who was drafted by the Baltimore Orioles and has been playing for their organization. They got married this January.

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Alumni 2018

Reunion Weekend

Gulliver celebrated the classes of 1983, 1988, 1993, 1998, 2003, 2008 and 2013 at the annual Alumni Reunion Weekend. More than 200 alumni came to the Ritz-Carlton, Key Biscayne, for a weekend of activities, including our Distinguished Alumni and Faculty Awards, class mixers and a farewell brunch. Everyone enjoyed the opportunity to reconnect with former classmates, faculty, staff, coaches and others from the Gulliver community. The 2018 Reunion Weekend kicked off on Friday afternoon with a cocktail hour and school tour at the Prep campus, followed by a pep rally in the Blue Dungeon. Shortly after, school buses picked up alumni and transported them to the Friday night class mixers. The classes of 1978 and 1983 reminisced and reconnected down by the ocean at the Ritz’ Carlton’s Cantina Beach restaurant. Matt Sullivan ‘88 P ‘21 ‘23 and his wife, Cristina, hosted his class’s 30th reunion class mixer at their home in Pinecrest. Classmates posed with the Raider and stayed up late celebrating their memories of Gulliver. More than 45 graduates from the classes of 1993 and 1998 enjoyed looking through old photos while sipping cocktails at Lightkeepers. Classes of 2003, 2008 and 2013 enjoyed their night dancing at Black Market Miami, owned by Shane Vernon ‘05. Saturday morning offered a variety of activities, from yoga on the Ritz-Carlton’s Grand Lawn to volleyball on the sandy beaches. After enjoying the outside activities, alumni sat with President Cliff Kling P ‘23 ‘26 and Head of School Frank Steel to discuss the future of Gulliver, before heading down to the pool for a family barbecue.

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Matt Sullivan ‘88 P ‘21 ‘23 hosted the Class of 1988 at his home for the 30th reunion class mixer.

Alumni enjoyed passing around yearbooks and reminiscing about their Gulliver days at the BBQ on Saturday.

Alumni from the Class of 1983 pose for a photo.

Ana Cristina Cash ‘03, husband John Carter Cash and their daughter enjoy the Farewell brunch.

Members of the Class of 1988 celebrate their 30-year reunion at the All Alumni Celebration.

The Gulliver Raider made an appearance at the 1988 class party.

Class of 2003 poses for a photo on the dance floor.

Ten years later, the Class of 2008 enjoyed getting together again.

Class of 2013 was happy to get together at the All Alumni Celebration.

Libby Witherspoon ‘87 P ‘25 receives the Hank Langston Award for Alumni Service from Gulliver Dean of Faculty Hank Langston, accompanied by Cliff Kling P ‘23 ‘26 and Frank Steel.

Alumni ended the weekend with a delicious brunch buffet before saying goodbye.

Lady Raiders enjoying themselves at the 2003, 2008 and 2013 class party.

Alumni enjoy a delicious meal and great conversation by the ocean.

Members of the Class of 1993 connected during their reunion weekend.

Outstanding Raider Award recipient Chris Derks ‘88 with President Cliff Kling P ‘23 ‘26 and Head of School Frank Steel.

The All Alumni Celebration commenced on Saturday evening with a cocktail hour, an opportunity to take photos with the Raider and a joyful remembrance of Mrs. K. The program included the second annual Distinguished Alumni and Faculty Awards. This year’s Outstanding Raider Award was presented to Chris Derks ‘88 of the Federal Bureau of Investigation. The Hank Langston Award for Alumni Service was presented to Libby Witherspoon ‘87 P ‘25, who has actively supported (through board membership, chairmanships and committee involvement) Gulliver and a variety of other nonprofit organizations. Valerie Berrin ‘07 was presented with the Rising Star Award for her outstanding achievement in leading the Health Information Project. The Marian C. Krutulis Faculty Award was presented to Les Cooperman, the beloved late Director of Student Activities at Gulliver Academy, where he served for nearly 40 years. The award was accepted by his wife and son. After the awards ceremony, alumni danced the night away. The weekend concluded with a farewell brunch on Sunday morning under the patio.

Gulliver alumni families stopped for a photo op with the Raider at Saturday’s BBQ.

Pearce Falcon ‘08 and Darlene Medina ‘13 breaking it down at the All Alumni Celebration.

President Cliff Kling P ‘23 ‘26 with Key Biscayne Mayor Mayra Pena Lindsay ‘83 and Alumni Service Award winner Libby Witherspoon ‘87 P ‘25.

Sponsors were recognized at the 2018 Alumni Reunion Weekend.

The Class of 1998 celebrating their 20-year reunion.

Thank you to the 2018 Gulliver Reunion Committee: Sarah Nesbitt Artecona ‘83 Gaby Beyer ‘13 Kai-Lin Hernandez ‘13 Saif Ishoof ‘93 P ‘24 ‘26 Jason Kellogg ‘93 P ‘25 Lisa Lee ‘88 Karen Macaluso ‘93 P ‘23 Darlene Medina ‘13 Rebecca Robbins ‘88 Scott Rodrick ‘83 Lynn Sasso ‘93 Adam Schachner ‘98 Kody Schnebly ‘13 Matt Sullivan ‘88 P ‘21 ‘23 Neil Tashman ‘88 TJ Villamil ‘08

To view more photos from Reunion Weekend, visit gulliver.life/reunion2018photos The Cooperman Family received the Marian C. Krutulis Faculty Award on behalf of the late Les Cooperman.

Valerie Berrin ‘07 receiving the Rising Star Award. - 49

Alumni Kick-Off Social, Biscayne Bay Brewing Company On September 13, the Gulliver Alumni Association hosted the Annual Kick-Off Social at Biscayne Bay Brewing Company, owned and operated by Olga Arguello ‘96. Alumni, faculty and friends spent the evening reconnecting, making new friends and looking back on their great memories at Gulliver.

Alumni enjoying the Kick-Off Social.

President Cliff Kling P ‘23 ‘26, VP for Institutional Advancement Jay Goulart P ‘27 ‘28 and Javier Enriquez ‘07 pose for a photo in the brewing room at Biscayne Bay Brewing Co.

Elizabeth Valerius ‘93 P ‘33, Karla Rosenberg P ‘31, Frank Rosenberg ‘95 P ‘31 and Judson Valerius ‘95 P ‘33 reconnected at the Kick-Off Social.

Head of School Frank Steel and President Cliff Kling P ‘23 ‘26 with Olga Arguello ‘96, owner of Biscayne Bay Brewing Company.

Gulliver Travels Boston On October 4, 25 Gulliver alumni in Boston had the chance to reconnect and reminisce about their Gulliver days at the Lookout at the Envoy Hotel. The views of the Boston Harbor from the rooftop venue added a special touch to a great evening of networking.

Gulliver alumni in Boston, networking at the Lookout Rooftop Oscar Marchena ‘15, Mia Bellinghieri ‘15, Sonia Kulkarni ‘15 and Rachel Krieger ‘15 caught up and Bar. during the Gulliver Travels Boston social.

Raider’s Edge Networking Lunch The Annual Raider’s Edge Networking Lunch on October 9 was hosted by Martin Monteverde ‘95 at his restaurant, 1111 Peruvian Bistro. Originally from Peru, Monteverde studied at FIU’s Chaplin School of Hospitality and Restaurant Management and atrium 2018-19

then launched his foray into the restaurant business. 1111 Peruvian Bistro is his third restaurant, and 20 fellow Gulliver alumni enjoyed the delicious cuisine while networking and sharing their memories of Gulliver. Gulliver’s Director of Development Kate Valois and Joseph Traba ‘10 pose for a photo before the appetizers.

Cooking Class With Chef Sam Gorenstein The Gulliver Alumni Association is excited to offer new experiences for all Raiders. On October 23, Roger Duarte ‘02 hosted an exclusive cooking class with Chef Sam Gorenstein at MyCeviche in Coral Gables. Attendees had the opportunity to learn how to make fresh ceviche and guacamole from scratch. Chef Sam Gorenstein shows the class how to season the food. Gulliver alumni concentrating on their dishes.

Homecoming and Alumni Tailgate Students, faculty, staff and alumni cheered on their Gulliver Raiders to victory at this year’s Homecoming game against the John Carroll Rams. The Gulliver Alumni Association welcomed back alumni and their families with a barbeque, activities on the pool deck and a great view of the game.

Gulliver alumni, faculty, staff and their families had VIP viewing of the 2018 Homecoming Game on the Aquatic Center pool deck.

The Homecoming & Alumni Tailgate welcomed home Raiders from all generations: Laura Paraskos ‘00 P ‘31, Gerri Barreras P ‘04 and Dr. Constantino Pena ‘86 P ‘21 ‘23.

All smiles from our proud Raider family at the tailgate! (L-R: Ryne Phillips ‘03 P ‘29, Greg Bellamy ‘02, Alfie Suarez-Sarmiento ‘04 and Julio Diaz-Jane ‘00 P ‘32).

Rachele Huelsman, Director of Alumni Relations, introducing Martin Monteverde ‘95 to the group.

Hall of Fame members Rick Sarille ‘95 and Matt Sullivan ‘88 P ‘21 ‘23 enjoy the tailgate with Connor Vernon ‘09.

Various alumni from all years enjoyed the Raider’s Edge Networking lunch.

Restaurant Owner Martin Monteverde ‘95 customized the menu for the 2018 Raider’s Edge Networking Lunch. - 51

2nd Annual Alumni Legacy Bowl Flag Football Tournament Alumni from all graduating years gathered at the Sean Taylor ‘01 Memorial Field for a flag football tournament. The action-packed day brought together different generations to compete for the Legacy Bowl trophy. Congratulations to the 2018 winning team.

2nd Annual Legacy Bowl teams after the event.

Alumni Holiday Social at Black Market Miami The Gulliver Alumni Association and Red Rabbit Productions (owned by Shane Vernon ‘05) welcomed alumni, faculty and staff to kick off the holiday season with a festive happy hour at Black Market Miami. The evening was filled with delicious food, great music and even better company! Thank you to artist Rush Bowles ‘94 for donating two original prints for our raffle prizes.

Alumni, faculty and friends enjoy a festive evening at Black Market Miami.

Alumni Baseball Game and Tailgate Raiders from all graduating classes knocked it out of the park at the Academy Campus baseball fields as players kicked off the new year with the Alumni Baseball Game and Tailgate.

Coach Manny Crespo poses with the 2019 Home-run Derby Champion, Adrian Del Castillo ‘18. atrium 2018-19

Gulliver baseball alumni and current Gulliver Raiders competed against each other at the 4th annual Gulliver Alumni Baseball Game.

Upcoming

EVENTS MAY 2-5 - GULLIVER TRAVELS - NEW YORK

Gulliver Travels is heading to New York for Art Week. Join other New York-area alumni for a chance to network and catch up on what’s new in the Gulliver community.

For more information about the Gulliver Alumni Association and upcoming events, please contact Rachele Huelsman, Director of Alumni Relations, at huer@gulliverschools.org or 786.709.4073. Stay connected with the alumni network by joining Gulliver Connect at GulliverConnect.com.

ALUMNI ADVISORY COUNCIL The Gulliver Alumni Advisory Council provides opportunities for enthusiastic alumni to become more engaged with our school and to serve its needs. The council supports the strategic goals of the Alumni Office to increase alumni involvement with Gulliver by leveraging networks and promoting engagement opportunities. Council membership is a privilege, and prospective members must complete an application to be considered. We would like to welcome the newest members of the Alumni Advisory Council and thank our standing members for their dedication to the Gulliver community.

New Members

Matt Sullivan ‘88 P ‘21 ‘23 Judy Prado Lombard ‘91 P ‘23 ‘26 Karen Macaluso ‘93 P ‘23 Fred Pedroletti ‘97 Darlene Medina ‘13 Kody Schnebly ‘13 Caitlyn DePalo ‘14

Standing Members

Laura Pequignot ‘82 Alyson Kashuk ‘84 Connie Ernsberger ‘87 P ‘23 ‘26 Christy Acosta ‘90 Elinette Ruiz de la Portilla ‘92 Rush Bowles ‘94 Karin Figueroa Cisneros ‘95 P ‘21 Jill Paget Lowe ‘95 Christyn Lucas ‘03 Rebecca Dorfman ‘05 Faequa Khan ‘05 Shane Vernon ‘05 Valerie Berrin ‘07 Javier Enriquez ‘07 Jasmine Frazier ‘07 Joseph Traba ‘10

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THROWBACKS THROWBACKS THROWBACKS HROWBACKS TH THROWBACKS HROWBACKS TH THROWBACKS 1979

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THROWBACKS S THROWBACKS THROWBACKS HROWBACKS THROWBACKS HROWBACKS THROWBACKS 2004

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SHARE YOUR MEMORIES WITH US!

Visit the Gulliver Alumni Facebook page @GulliverAlumni and post all of your throwback photos. Be sure to tag your friends!

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JULIO DIAZQ&A with

JANE ‘00 PRIMARY AND LOWER SCHOOL PHYSICAL EDUCATION FACULTY MEMBER, SIXTH GRADE ASSISTANT FOOTBALL COACH AND ASSISTANT LACROSSE COACH BY STEPHANIE SANCHEZ

Though he moved north to play lacrosse, Gulliver alumnus Julio Diaz-Jane always kept his high school alma mater close to his heart, returning to Miami and Gulliver throughout his college career to inspire the next generation of student-athletes. Once he found his passion for coaching, Diaz-Jane found a home at Gulliver, joining the physical education faculty and taking on coaching duties in both lacrosse and football. We sat down with the class of 2000 alumnus to learn more about his Gulliver memories, the challenge of blending tech and teaching, and the best advice he’s ever given. TELL ME ABOUT YOUR TIME AS A GULLIVER STUDENT AND YOUR FONDEST MEMORY. My time at Gulliver was amazing. I met some of my best friends to this day at the school. I loved playing football and lacrosse, competing for district and regional championships with my teammates and hanging out with them on the weekends. I was really into ceramics and received an art award for it during my senior year. My fondest memory of Gulliver was our Grad Night trip to Orlando. Our senior class was tight-knit, and I’ll never forget walking around the park in a group of about 60, all having a great time. HOW DID YOU FIND YOUR PASSION FOR COACHING? After I graduated, I went to Wingate University on a lacrosse scholarship. I played lacrosse for the Bulldogs from 2001 to 2005. Competing on a national level and traveling from state to state with a great group of guys was an amazing experience. I found my passion for coaching when I coached lacrosse camps at Wingate, and [I] coached and trained young players in Miami when I came home over the summer. I graduated with a bachelor’s degree in sociology in 2005 before returning home.

DID YOU ALWAYS ENVISION YOURSELF COMING BACK TO GULLIVER TO BE A COACH? IF YOU WEREN’T COACHING, WHAT CAREER PATH WOULD YOU HAVE CHOSEN? Upon returning I was not sure what exactly I wanted to do. I knew I wanted to stay involved with lacrosse and thought of no better place to come back to than Gulliver. I was bartending and coaching lacrosse for Gulliver until I was hired in 2009 as a permanent substitute. While coaching for Gulliver, I found my love for inspiring young people to achieve their goals. I don’t really know what I would be doing if I were not coaching. I truly feel as though I am one of the very fortunate people who [has] found their calling. It’s amazing to be able to do it here at Gulliver, where it all started for me. ARE YOUR CURRENT STUDENTS ANYTHING LIKE YOU AS A MIDDLE SCHOOL STUDENT? I think the biggest thing that has changed is technology. Finding a way to implement technology into coaching is something I have had to do more often in order to keep student-athletes engaged during practice. WHAT IS THE MOST IMPORTANT ADVICE YOU GIVE YOUR STUDENTS? My advice to my students is something I picked up from my college coach. Always be the best you can be – in the classroom, on the field and at home with your family. If you follow this every day, when you leave Gulliver you will be ready to take on anything. Life only gets harder, and the things you learn here will take you a long way if you always try your best. IF YOU COULD GO BACK IN TIME, WHICH HISTORICAL PERIOD WOULD YOU LIKE TO LIVE IN AND WHY? I think I would go back to ancient Rome. I have always been a big fan of gladiators and stories of the battles for territory, the architecture and sculptures. My second choice would be the Renaissance, when art and poetry really began to take off. - 57

2018-19 FALL/WINTER SPORTS BY DANIEL BOSTON ‘00

FOOTBALL

GIRLS’ GOLF

The football team had a great year, finishing the season 8-4 and qualifying for a playoff berth. They defeated Monsignor Edward Pace High School in the 4A regional quarterfinal and advanced to play the No. 1 seed, University School, in the regional semifinal. The season came to a close during the regional semifinal with a 13-40 loss. The Raiders were led offensively this year by Yulkeith Brown ‘21 (1,430 rushing yards), Will Poses ‘19 (1,580 passing yards), Amin Hassan ‘20 (300 receiving yards), Nick Hassan ‘19 (290 receiving yards), Sean Moore ‘19 (350 receiving yards) and Anton Hall, Jr. ‘20 (426 all-purpose yards). Will Bettridge ‘22 solidified the Raiders’ kicking game with his field goal accuracy and long-distance punting. Defensively, the Raiders were led by Matteo Uccelli ‘19 (4 sacks), D’Sean Perry ‘19 (89 tackles), Westley Neal ‘20 (19 tackles for a loss) and Donte De Rosa ‘20 (88 tackles).

The girls’ golf team finished the season in fourth place at the district tournament. Key performers this year for the Lady Raiders were Tori Hagenlocker ‘22 and Hailey Miller ‘19.

BOYS’ AND GIRLS’ CROSS COUNTRY The boys’ and girls’ cross country teams both had amazing seasons, marked by many of the runners achieving personal-best running times. Most notably, the Lady Raiders finished the season as district runnerup and were 19 points from advancing to the state championship. Natalie Varela ‘20 had another strong season as she claimed the 2018 district championship crown and ran the third-fastest time of any Miami-Dade competitor at the FHSAA Class 2A Cross Country State Championship. BOYS’ GOLF This season, the boys’ golf team included two freshmen. Highlights included John Marshall ‘22 winning the Westminster Invitational with a low score of 67, and Alexander Dalmau ‘22 averaging a score of 73 throughout the season – rivaling some of the best golf scores in Miami-Dade County.

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VOLLEYBALL The girls’ volleyball team finished the season 11-11, as district runner-up, before suffering a playoff exit in the class 5A regional quarterfinal. Top performers for the Raiders were Isabella Sakran ‘20 with 150 kills and Olivia Connor ‘20 with 33 aces. Defensively, the Raiders were led by Carly Wood ‘19, who recorded 182 digs, while Caitlyn Landsom ‘19 and Leah Boyd ‘19 fortified the net with 50 blocks combined. BOYS’ AND GIRLS’ BOWLING The boys’ and girls’ bowling teams had one of their best seasons. The boys’ team finished 9-4, with Mason Gebhart ‘19 and Wallace Hallot ‘21 leading the way. The girls’ team was 8-2 this season, and was led by Alyssa Jensen ‘21 and Kaylee Rodriguez ‘20. GIRLS’ SWIMMING The girls’ swim team won the 2018 Florida High School Athletic Association Class 2A State Swimming Championship – the fifth straight championship for the Lady Raiders. At the 2A championships, they took first place in the 200 medley relay, 200 freestyle relay, 50 freestyle and 100 backstroke. The Raiders were led this season by Chloe Hernandez ‘21, Emily Cordovi ‘19 and Olivia Hernandez ‘19. BOYS’ SWIMMING The boys’ swim team finished its season as the 2018 2A swimming state runner-up, with strong performances in the 200 freestyle, 200 freestyle relay and 400 freestyle, which led them to the second-place trophy. Jonathan Rodriguez ‘19, Phillip Meria ‘20 and Rene Peralta ‘19 were key contributors to the Raiders’ success this season.

Chloe Hernandez ‘21 competing in the butterfly event.

GONE SWIMMING Gulliver swimmers develop leadership in the locker room BY JANA BRUNS P ‘22 ‘24 ‘26 Gulliver Prep’s Swim Team has enjoyed remarkable success for decades, most recently under the direction of coaches Jeff Poppell and Chris George, who succeeded Poppell as Head Coach when he moved on to coach the University of Florida Gators in 2016. A recent article in the Miami Herald dubbed Gulliver swimming a “sports dynasty” because it consistently ranks at the top of Florida swimming – easily navigating changes in coaching staff and team overhauls prompted by departing seniors. The girls’ swim team finished its most recent season as the 2018 Florida High School Athletic Association Class 2A State Champions – the fifth straight win for the Lady Raiders. The boys’ team finished its 2018 season as the 2A swimming state runner-up – its second year in a row earning the second-place trophy.

and we met our goals and sometimes even exceeded them. We have a successful sports program because the leadership skills we teach are embraced by our younger athletes, our next generation.” MOBILITY AND THRESHOLD TRAINING – AND YOGA Leadership in the locker room translates to perseverance and stamina in the pool, because competitive swimming requires hours of practice and a high degree of commitment. The 34 boys and 28 girls on this year’s roster train six days a week for three to four hours daily, beginning with early-morning weight training in the gym. In the afternoons, the schedule calls for two- to three-hour pool workouts, even on Saturdays, with Sundays acting as rest day. Coach George matches the pool workouts to socalled “threshold” goals that ask swimmers to maintain certain heart rate zones ranging from a high-

What makes Gulliver’s swimmers so successful? The answer, according to Coach George, is smart training, consistent coaching and leadership in the locker room. “We’ve really come together as a team because kids are leading in the locker room, making those around them better,” he says. “We lost a lot of seniors last year, but the younger kids stepped up The Prep boys’ and girls’ swim teams with Head Coach Chris George.

intensity zone five to a steady-state zone two, depending on what the program calls for that day. “We have a three-day training cycle,” explains Coach George, who swam for the University of Pittsburgh in college and qualified for the Olympic trials before embarking on his coaching career. “We start with a heart rate workout that really pushes our athletes, followed by a longer, fastpaced interval workout the next day. On the third day, we’ll do an active recovery workout at a zone two.” Training cycles correspond with race days. “We race on days when the program would normally call for a high-intensity workout,” says Coach George. Another reason Gulliver’s swimmers consistently excel are their dryland workouts, which include yoga, stretching and mobility training. “We want them to be great athletes all around, not just great swimmers,” says Coach George, a Miami Herald Coach of the Year for 2016 and 2017. He notes that a varied dry-land program also helps injury prevention and keeps swimmers from overtraining. Blending firmness with empathy, honesty, openness and nurturing, Coach George says his ultimate goal as coach is to help his swimmers “be the best they can be, physically and mentally. That is why I do what I do.” - 59

Academy NEWS By Stephanie Sanchez

INTRODUCING RAIDER STUDENT NETWORK Run by Middle School Students TriCaster Mini (a multimedia Students are thinking like realcamera that can record, world television producers in broadcast and stream), editing the all-new broadcasting course video in Adobe Premiere Pro, offered to Middle School and operating cameras and students. teleprompters. Just as important, they’re learning the art of “It gives students a way to tell responsible journalism. “My stories visually,” says Cristina classes dive into the rules of Salup, who is spearheading good digital citizenship, copyright the broadcasting curriculum. and fair-use laws,” Mrs. Salup “Students are constantly telling explains. “Students also develop stories on social media, but in critical-thinking skills. They need my class they’re taught how to to identify who their audience is, effectively represent them.” decide what’s appropriate for that audience, research the subject The courses focus on leading they’re presenting and learn to and managing the broadcast write for television – which is production process rather than much different than writing a on equipment operation and paper.” the final product. Students gain technical skills by using the Middle School Principal Elizabeth Scott hosts the first day of school announcements with Assistant Principal John McCloskey and Activities Director Renee Sasso.

SOUTH PLAYGROUND Gets Smart Over the summer, the South Playground underwent a major renovation and transformed into an area where students can play while simultaneously fulfilling developmental needs through their physical activity.

Primary School students Fiona Falcon ‘33 and Laura Colombo ‘33 enjoy time outdoors on the new Kompan playground. atrium 2018-19

Similar to the existing North Playground, this new space is also an intelligent design by Kompan, developed from the perspective of the child and adhering to three core pillars: health, learning and environment. There is an emphasis on safe, student-centered play, specifically helping children to actively and constructively deal with real-life

experiences. The equipment is designed to respond to their movements with swings, spinning and spring equipment. The new playground will be used by Primary and Lower School students and will aid them in improving motor skills, incorporating exercise into their daily routine and developing muscular strength. The ageappropriate play areas help children with agility, encourage children to be self-directed and foster their social interaction. The playground is also an educational tool for teachers to use for curriculum-aligned learning.

SCIENCE INSTRUCTION Reimagined Hands-on approaches to learning are encouraging Academy students to apply what they learn in science class to real life. At the Primary School, the new Nature Explore Outdoor Classroom gives students the opportunity to spend less time on devices and more time outdoors. The space, which was designed over the summer, encourages collaborative play and instills an appreciation for plants and insects. The outdoor classroom nurtures student skills beyond science as well. Students engage in language and literacy, math and visual-spatial thinking. At the middle school level, a phenomena-driven approach to learning is improving the way students interpret and retain science material. The new

Amplify Science curriculum enables students to apply what they learn in class to real-world problems, and their success is measured by the ability to describe scientific phenomena rather than recalling isolated facts. The curriculum units include Earth, Moon and Sun; Geology on Mars; Force and Motion; Harnessing Human Energy; Chemical Reactions; and much more. Unit components include digital simulation that allows students to visualize scientific phenomena, kits and manipulatives for hands-on learning, as well as scientific articles that help develop disciplinary literacy necessary for reading and writing like scientists. Primary School students listen as Alex Verdugo gives directions for a science activity in the outdoor classroom.

A SCHOOL WITH HEART During Wellness Week By Camilla Gallagher P ‘24 ‘28 Plato once said, “The part can never be well unless the whole is well.” Those words rang true at the Academy in December as it dedicated five days to promoting wellness of the body, mind and soul. It began with Movement Monday, then flowed into Thirsty Tuesday, Wellness Wednesday, Thoughtful Thursday and Fantastic Friday. The students closed the week with a celebration that included music and dancing. “Wellness Week at the Academy Campus showed our students many ways to promote and maintain happiness and health on a daily basis,” says Juan Carlos Garcia, Middle School World Languages Chair and IB Middle Years Programme Coordinator, and the originator of the Wellness Week campaign. “The students worked on

wellness through plenty of physical activity; proper nutrition, hydration and sun protection; communal activities such as Zumba and the Drum Circle; taking a mindful moment break at the start of each day; and maintaining a positive attitude through life-affirming messages from loved ones.” The students learned that, in addition to actively taking care of oneself, wellness also involves being aware and respectful of our surroundings. Throughout the week, they were exposed to displays about healthy choices, as well as a series of activities that sought to encourage them to be mindful of themselves, of the environment and of each other.

Joining the effort, parents also came together to make posters with messages celebrating kindness and gratitude, and displayed them around campus for the students to peruse. Overall, the week was a great manifestation of Gulliver’s commitment to nurturing student well-being, ensuring they are not only intellectually challenged, but also emotionally engaged and contributing to a positive school and community culture. “The week before Thanksgiving Break was the perfect moment to step back and be grateful for our health and family,” says Mr. Garcia, a longtime advocate for wellness on campus. “Thank you to all those who came together to make this such a wonderful experience for all.” - 61

Prep NEWS By Maegan Azpiazu

PREP STUDENTS WIN CONGRESSIONAL APP CHALLENGE (District FL-27) for Third Straight Year U.S. Rep. Ileana Ros-Lehtinen (FL-27) has announced Gulliver Prep’s Jake Seymour ‘20, Sebastian Quintero ‘20, Ishan Shah ‘20, Matthew Garcia ‘20, Ryan Costa ‘20 and Daniel Fleites-Cruz ‘20 as winners of the 2018 Congressional App Challenge for her Congressional district. This marks the third straight year Gulliver has won its district’s challenge. The Congressional App Challenge promotes education in the science, technology, engineering and math (STEM) field, and is the

largest student computer science competition in America. This year marks the fourth official challenge, as 222 members of Congress across 44 states hosted app challenges for their student constituents. A record 5,200 students participated, yielding 1,715 original student-created apps. The group’s winning app, originally called Kickstart and now called CR Coding (see page 32), is dedicated to guiding students through learning object-oriented computer programming.

In addition to winning the FL-27 Challenge, Gulliver students swept the top three spots. Riana Doctor ‘22 and Qingqi Yuan ‘22 took second place for WitchWhich, an app that helps users who are learning English to differentiate between similar words, and David Krajewski ‘21, Gaetan Almela ‘19 and Robert Cancio ‘19 took third for Möbius ML, an app that uses artificial intelligence to detect facial changes of wheelchair-bound users and to facilitate mobility.

2018 RAIDER YEARBOOK WINS THIRD CSPA CROWN IN FOUR YEARS; Prep Journalism Program Continues to Thrive

The 2018 Prep yearbook staff (L-R): Ignacio Izquierdo Diaz ‘19, Nicole Schwyn ‘19 and Kimberley Cruz ‘21 (not pictured: Kiara Kamlani ‘20 and Vanessa Rosales ‘19).

Upper School journalism students traveled to New York City for the 95th annual Columbia Scholastic Press Association (CSPA) Convention, where The Raider yearbook staff was awarded a Silver Crown award. The recognition came in the hybrid category, with only 18 books from across the country receiving the prestigious award. In October, the 2018 edition of The Raider yearbook earned its third Crown Finalist nod in four years and fourth overall for the Upper School journalism program, putting the school at the top of national student publication rankings. The Crown Awards honor top student publications chosen from CSPA members.

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In addition to the Silver Crown award, the 2018 edition of The Raider earned a National Scholastic Press Association (NSPA) All-American rating. Led by Prep English Faculty and Yearbook Adviser Monica Rodriguez, the Prep journalism program continues to excel year after year. The 2018 Reflections literary and arts magazine, entitled “Nexus,” earned NSPA’s All-American rating and The Raider Voice newspaper and news online, www.theraidervoice. com, also earned a CSPA Gold Medalist Certificate and an NSPA First Class ranking.

STUDENTS TAKE ACTION for Climate Change Upper School students are making a case for climate change, taking classroom learning into the community and engaging in projects and activities that hope to make a global impact. On Saturday, November 10, students in the Gulliver Field Studies Signature Academic Program served as panelists at the Youth Climate Action Summit held by The Tech for Global Good Student Board. The summit, which brings together high school students to build a sustainable future for humanity, took place in California. Prep Science Faculty member Emilia Odife and students Elizabeth Vair ‘19, Elizabeth Perez ‘19, Chris McCormick ‘21, PaulAndre Emden ‘21 and Jacob Stein ‘21 participated via Skype from the Prep Campus. Gulliver students presented to a sold-out audience of 500 students, teaching about the effects of climate change on coral reefs.

The following day, Upper School visual arts students took part in Underwater HOA, an art initiative created by environmental artist

Underwater HOA street mural at SW 72nd Avenue and Killian Drive in Pinecrest. (Photograph by Kate Navarro ‘20)

Xavier Cortada to spread awareness about sea level rise. Gulliver was the first of four South Florida schools to paint an intersection street mural with an Underwater HOA marker at SW 72 Avenue and Killian Drive in the Village of Pinecrest. These markers indicate approximately how many feet water needs to rise before that specific area is completely

underwater. The students worked under the oversight of Prep Visual Arts Department Chair Stacy Goldman and in collaboration with Cortada, the Village of Pinecrest and Pinecrest Gardens. Elizabeth Vair ‘19 participated in both the summit and street mural projects, and she has worked closely on conservation projects throughout high school. “By incorporating projects like the mural, people who may otherwise dissociate themselves with this problem due to its scientific roots have a way in which they can contribute to finding a solution,”she says. Upper School students are also discovering ways to affect environmental change through the Environmental Club, which promotes awareness around the importance of caring for the environment and providing opportunities to do so.

A NEW-LOOK LIBRARY at the Prep The Prep library got a fresh look this school year, giving Upper School students room to do more than research, read and relax, thanks to the opening of a new set of collaborative workspaces. More than 7,000 nonfiction titles were removed from the library last spring after research indicated that the books had been checked out infrequently during the last five years. After donating the books to the Children’s Trust, Veterans Association of America, and the Miami-Dade County public library system, Prep Head Librarian Mrs. Roxanne Trejos was left with roughly 1,000 square

feet of space to fill. Given the success of the “Cloud,” a quiet, versatile learning space

that opened in the Prep library in February 2018, she knew just what to do with the vacant area. “We thought that additional Cloud-like

spaces would be a great fit for us and a perfect opportunity to maximize multiple types of learning,” Mrs. Trejos says. The new spaces can seat 26-30 people and be divided into two soundproof rooms. Falling in line with the Cloud, the spaces have been named the Crescent and the Moon. The new learning space has a multitude of technological capabilities, including video conferencing, on-screen projection, special markers that allow users to write on the glass walls and doors, and the ability to host Google Hangout meetings on a 92-inch screen. - 63

Congratulations to the following students (and their teachers), who won the regional Scholastic Art Competition awards. Gold Key winners continued to the national competition. Santiago Canto ‘21 Silver Key - Architecture Residential Design (Ms. Wilson)

MERIT SCHOLARSHIP RECIPIENTS

2016

SCHOLASTIC ART COMPETITION WINNERS

Joey Elsbernd ‘20 Honorable Mention - Painting Hang in There (Ms. Toledo) Lilly Enekes ‘21 Silver Key - Architecture Residential Design (Ms. Wilson)

2017

Tomas Davalos ‘23 Honorable Mention - Acrylic Painting Waiting (Ms. Harrison)

Elizabeth Gabriele ‘20 Honorable Mention - Architecture Residential Design (Ms. Wilson) Siqi Li ‘23 Honorable Mention - Colored Pencil Toys r Us (Ms. Harrison) Honorable Mention - Pen & Ink - Merry Christmas Albrecht Durer (Ms. Harrison) Valeria Munoz ‘19 Gold Key - Architecture Villa Design (Ms. Wilson) Taylor Quintero ‘20 Silver Key - Sculpture More Than You Can Chew (Ms.Toledo) Victoria Quiros ‘19 Honorable Mention - Drawing and Illustration Sleeping Beauty (Ms. Toledo) Carlos Sanchez ‘20 Honorable Mention - Sculpture Earnest for Love (Ms. Toledo) Jessica Si ‘20 Silver Key - Digital Art A New Begin (Ms. Toledo) atrium 2018-19

2019

Carly Feinberg ‘19 Gold Key - Architecture Residential Design (Ms. Wilson)

2018

Andrea Escobar ‘20 Honorable Mention - Ceramics Quaker Parakeet (Mr. Golinski)

Julia Bueno ‘23 Ryan Costa ‘20 Joey Elsbernd ‘20 Lucas Antonio Figueroa ‘23 Matthew Garcia ‘20 Ian Coates Gill ‘23 Anabelle Kang ‘20 Eugene Li ‘20 Victoria Paesano ‘23 Daniel Azuela ‘24 Maxwell Brand ‘24 Joao Carvalho ‘21 Benjamin Corral ‘24 Martin De Bedout ‘21 Hayaat Kay-Ramos ‘21 Nicole Hillis ‘21 Sebastian Prusky ‘24 Lewis Weaver ‘21

Nicholas Aday ‘22 Anne Bannon ‘22 Bella Burns ‘25 Morgan Cable ‘25 Paulina Hernandez ‘22 Margaret Miao ‘22 Neelesh Pandey ‘25 Alexa Smith ‘25

Dylan Bardelas ‘23 Archer Bellas ‘26 Kaveen Chainani ‘26 Gabrielle Gleason ‘23 Gideon Goldberg ‘26 Leo Isom ‘23 James Leano ‘26 Sebastian Madigan ‘23 Joaquin Moggio ‘26 Laura Rovira ‘23

MAKING MEANINGFUL CONNECTIONS and Embracing Change

2018’s summer books were selected by Head of School Frank Steel and Assistant Heads Jonathan Schoenwald and Valerie Bostick. They focus on how we can embrace change and difference, make meaningful connections, and adapt to evolving and often challenging environments to create communities and improve individual and collective performance.

ONE GOAL: A COACH, A TEAM, AND THE GAME THAT BROUGHT A DIVIDED TOWN TOGETHER

BY AMY BASS

THE LAST PLACE ON EARTH: SCOTT AND AMUNDSEN’S RACE TO THE SOUTH POLE

BY ROLAND HUNTFORD

THE SELF-DRIVEN CHILD: THE SCIENCE AND SENSE OF GIVING YOUR KIDS MORE CONTROL OVER THEIR LIVES

BY WILLIAM STIXRUD AND NED JOHNSON

BLINK: THE POWER OF THINKING WITHOUT THINKING

BY MALCOLM GLADWELL

BETTER: A SURGEON’S NOTES ON PERFORMANCE

BY ATUL GAWANDE

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Catching Up With

OUR FACULTY CHRISTINA SILVA, FIRST GRADE FACULTY This summer I attended a responsive classroom training at Gulliver. I am currently implementing this approach in my classroom. The program emphasizes social, emotional and academic growth. Some of the practices include building a strong classroom community through morning meetings, common teacher language, interactive modeling, setting learning goals with my students and helping them achieve those goals with specific strategies. I also vacationed in Siesta Key, Florida, with my husband and two daughters.

I am currently reading Big Magic by Elizabeth What are you currently Gilbert. I really enjoy reading? children’s books and photography, and I wanted some creative insight on how to use these passions to possibly create my own piece. It is definitely encouraging, and the author has a great way of reminding you to be good to yourself and stay in the light – not to hide. I enjoy going to the beach, taking pictures and being outdoors. When my students leave every day, my hope is that they know they are loved and that they shine a bright light into a world that’s sometimes not so bright. The most important things I want them to learn are how to treat others, how to be compassionate, how to be present and to always be honest. I hope they will fall in love with reading and see the world through the magic in books. Most importantly, I want them to know that when they make mistakes, they have just started learning! If I could travel anywhere in the world, I would travel to Alaska. If I could go back in time, I would like to be teleported to Cuba in the 1940s, before the revolution. I would like to meet

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What did you do last summer? Anything you might use in your classes this year?

and spend time with my grandparents when they were my age – before their departure and before they lost everything. My favorite TV show is “This Is Us.” FRANK GISONNI, PREPARATORY - MILLER DRIVE CAMPUS SCIENCE DEPARTMENT COORDINATOR I spent some time in Everglades City boating, fishing and exploring. I always discuss our regional marine habitats and some of the history behind the early settlements in South Florida, from the Native Americans to the early pioneers who fished and hunted in the Everglades. I read lots of articles on Twitter, science and environmental news, and lots of college football news. I enjoy fishing as often as I can. I have a flats boat and love to fish the Keys and the Everglades. My family and I love to take our RV out for a little camping here and there as well.

Please name some of your favorite pastime(s).

It is important to me that my students learn how to appreciate all of the wonderful outdoor resources we have available to us as residents of Florida, and how to be safe and reduce their negative impact on these resources. I want my students to realize that learning does not only take place in the classroom and that they should take some of the information they learn in class and put it to work as environmentally conscious citizens. I have been lucky enough to travel in Europe and Central and South America and would love to visit Australia. The vibe of the people seems amazing, and who wouldn’t want to visit the Great Barrier Reef ? I would love to dive with the great white sharks in South Africa as well. If given a choice, I would probably like to go back in time and visit Miami prior to European settlement. I believe the Native Americans of the time had reached an equilibrium with the

6 natural world around them and lived in harmony with nature in one of the most pristine and beautiful places on Earth: South Florida, the Florida Keys and the Everglades.

Right now, my mustwatch TV show is What do you want probably “Wicked students to take away Tuna.” It is sort of a from your classes? soap opera/novella-type What are the most of show with lots of important things you drama and cat fighting among fishing boats, want them to learn? with high financial stakes and one of the most amazing animals in the world at the center of the action: the giant Atlantic bluefin tuna. VIVIAN PACHECO, DEAN OF STUDENTS, ACADEMY MONTGOMERY DRIVE CAMPUS This summer I once again taught my Bridge to Algebra class in June. As an administrator, I feel it is important to stay connected with the classroom, keep up with innovations in teaching and to stay connected with students at that level. The Bridge to Algebra course allows me to re-energize as an educator and, in many ways, a dean of students is also a teacher. I also spent some time in Asheville, North Carolina, at a dean symposium. At the end of the summer, I spent some time in Ft. Lauderdale Beach with my family. Lastly, my daughter, who goes to college in Boston and had a summer internship at Massachusetts General Hospital, came home for 10 days and we had a great time.

If you could take a trip anywhere, where would you go?

I am reading The Self-Driven Child by William Stixrud and Ned Johnson.

I like to spend my free time with my family, trying new recipes. It gives me great joy to gather around the table and give thanks with a new dish. The most important thing I want children to learn is how important it is to be a good person, to treat others with respect, and to choose to be happy. I always tell my students, “If all I have taught you at the end of this course is mathematics, I have failed you as a teacher.” If I could take a trip anywhere, it would be Cuba. My parents left the island in 1960 and have never been back. They made a

concerted effort to teach my siblings and I how important and special our culture is. I would love to be able to go back when the country is free.

If you could go back in time, which historical period would you like to be teleported back to (and who would you like to meet there)?

If I could go back in time, I would love to be in the 1920s, because it was a carefree, prosperous time and the fashion is iconic. My favorite TV show is “Friends.” It makes me laugh no matter how many times I see it. LISA WEAVER, THIRD GRADE FACULTY This summer my family and I went on a long road trip. We explored Mammoth Caves National Park in Kentucky and went whitewater rafting on the New River. We completed our road trip with a stay on Tybee Island. I enjoy boating with my family and attending my son’s sporting events.

I encourage my students What is your favorite TV to connect what they have learned in the show? classroom with realworld experiences. I want them to be active participants in what and how they learn. The most important thing I want my students to discover is that making mistakes is how we grow as learners: Your best teacher is your last mistake. I hope to inspire my students to demonstrate compassion and empathy in their daily lives. My family and I have been planning a trip to Machu Picchu for the last two summers. Something unexpected has come up both times and we have been unable to go. Hopefully the third time will be the charm! If I could go back in time, I would like to meet Elizabeth Blackwell, the first woman to earn a medical degree in America. She was denied admittance to medical school numerous times because she was a woman, and she was often advised to disguise herself as a man. She persevered and later helped start the London School of Medicine for Women. Blackwell pursued her passion, overcame obstacles and then moved forward, making her a pioneer of her time. - 67

FACULTY NOTES

Tzu-yu Chen with her FFLA Chinese Teacher of the Year Award.

Peter Olrich was selected for the University of Miami’s Counselor Advisory Board.

In October 2018, Prep Mandarin Chinese Faculty Tzu-yu Chen was named Chinese Teacher of the Year by the Florida Foreign Language Association (FFLA). She serves as an FFLA board member, has been elected as 20182020 President of the Florida Chinese Teacher Association, and coordinated the National Chinese Competition at Gulliver March 15-16, 2019.

Peter Olrich, Prep Director of Guidance and College Counseling, began serving on the University of Miami’s Counselor Advisory Board in January 2019. He is one of 12 counselors on the board, which aims to provide insight and perspective regarding policies and procedures, as well as UM’s quest to be responsive to various student needs throughout the college search process.

Prep Biomedical Sciences

Yoly McCarthy and her husband, Richard, are campus pastors at Calvary Church Kendall.

Faculty Yoly McCarthy and her husband, Richard, were recently named campus pastors at Calvary Church Kendall Campus (16435 SW 117th Avenue, Miami). Several Miller Drive Campus educators have earned the designation of Google Certified Educator Level 1: Sarah Phillips, Alycia Ceresi, George Hart Hidalgo and Yety Martin.

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Monica Rodriguez with her students at a yearbook workshop.

Last summer, Prep Journalism Faculty and Yearbook Adviser Monica Rodriguez presented at the South Florida Yearbook Workshop and attended an International Baccalaureate Programme ITGS Professional Development Workshop. Last spring, she attended the National Scholastic Press Association Convention and the Columbia Scholastic Press Association Convention. Ms. Rodriguez served as an adviser mentor for Pine Crest School throughout the 2017-18 school year, and received a Certificate of Appreciation from Walsworth Publishing for serving as a mentor.

Gabby Matthews and Roman Gorelkov.

Assistant Aquatics Director/ Swim School Director Gabby Matthews and Swim School Assistant Supervisor Roman Gorelkov attended the 50th Anniversary American Swimming Coaches Association World Clinic & SwimAmerica Annual Conference in Anaheim, California. They visited the famous Mission Viejo Swim Club and Swim School and met a wonderful group of coaches.

Dr. Bret Ginsburg with his new doctorate diploma.

Bret Ginsberg, permanent substitute at the Academy, is now Dr. Ginsberg after receiving his doctorate in educational leadership from Nova Southeastern University.

Laura Keepax participated in a research initiative with Florida International University.

Dr. Lindsey Maxwell, Prep Social Sciences Faculty, wrote an article titled “The Pneuma News: Transcontinental Press Networks and the Construction of Modern Pentecostal Identity in the Twentieth Century” for an edited volume titled Let Us All Unite: Global Protestant Missions, Politics, and Communication Networks. The editorial board at Routledge has greenlighted the project, with publication expected this year. Last summer, Dr. Maxwell completed a number of workshops on global learning at Florida International University and is now certified to teach global learning history courses. The training will benefit the World History Pre-International Baccalaureate Programme and advanced placement courses she teaches at Gulliver. This fall and winter, Dr. Maxwell traveled all over the country giving presentations at academic conferences.

This summer, Prep Science Faculty Laura Keepax ‘85 P ‘18 ‘18 ‘22 participated in a research initiative with Florida International University’s (FIU) Biomedical Engineering Department. Ms. Keepax worked with doctoral candidates to develop and use nanotechnology to make biological detection markers. She also participated in the development of handheld sensors for the detection of diabetes and cardiovascular disease, which will be used in wearable diagnostic devices.

Robert Keating directing the Jazz Band.

Carlos Orizondo’s “Dracula” poster.

Middle School Chorus teacher Rebecca Gonzalez started a nonprofit called Rose Music & Company, which is dedicated to promoting and advancing the performing, visual and creative arts through performances, classes, camps, conferences and outreach programs.

Academy Drama Faculty Carlos Orizondo starred as Dracula in the Zoetic Stage production of “Dracula.” The performances took place at the Adrienne Arsht Center.

Middle School Performing Arts Chair and Director of Bands Robert Keating was presented with the National Bandmasters Association “Outstanding Jazz Educator” award. Over the summer he completed training at Jazz at Lincoln Center’s Band Directors Academy in New York City. Mr. Keating will be working on the National Standards for Jazz Band and Trumpet Curriculum for the American School Band Directors Association. In March, he conducted the Alhambra Orchestra for its concert series at Pinecrest Gardens. In April, he will direct the Brevard County School Board County Honor Jazz Band in April.

FACULTY NOTES

Dr. Lindsey Maxwell earned certification to teach global learning history.

Last summer, Prep Faculty Anna Merrill-Arango, Daniel Quiros and Dr. Lindsey Maxwell presented their topic “Building Borderless Classrooms: Tools for Creating Collaborative Learning Communities” at the Florida Council of Independent Schools Summer Symposium in Tampa. The presentation discussed methods of building professional learning communities at school through innovative online tools, as well as strategies for developing interdisciplinary and integrated activities and projects that build community.

- 69

“

EVERY CHILD IS AN ARTIST. THE PROBLEM IS HOW TO REMAIN AN ARTIST ONCE WE GROW UP.

- Pablo Picasso

”

The first job of childhood is to pretend. No one teaches it to us; it just comes naturally. Young children are constantly performing. They do not care who hears them sing; they dance and move naturally, almost as soon as they learn to walk, if not before. They convincingly become a dragon or a pirate, or any given character with a believability that would make [American theatre pioneer] Uta Hagen proud. This is a beautiful, uncensored time in life, when the sheer joy of creating and performing has not yet been stifled by the desire to “get it right.”

altogether. We forget that we acted naturally without ever being taught, before someone told us we weren’t good enough or we told ourselves. We need to find that confidence again. We need to nurture those instincts, and we need to do it for ourselves. Not to make millions of dollars, not to earn a good grade, not for a trophy. We should make time for it because it nourishes us in a way other outlets do not. Because it brings us joy. Because we have something to say.

THE LAST

This makes what our students in the performing arts do incredibly beautiful. They get up and are unafraid of being seen – or they learn to push through their fears and their insecurity. How valuable Then, at around age 5, we put for them to learn that skill them in neat little rows and BY JESSICA FOX, in adolescence! Many go teach them the “correct” way PREP PERFORMING ARTS FACULTY through life without gaining to do things. Consequently, this confidence. As their what happens to that boldness? teachers, we know that very few can build a sustainable As we get older, we begin to qualify our work: I can sing, career with their art, just about as many as those who can but not that well; I’m not a dancer, or I don’t know the make a career out of a sport or any other physical prowess. steps. The fear of looking silly or being judged has set in. As a society, we see the fragility of art. Symphonies struggle It doesn’t help that children are constantly evaluated. They for patronage, and arts funding is often the first line item begin comparing themselves with others (this is lethal for that goes. But all of us have read the statistics on arts artists!). We train the instinct right out of them. We reduce education: Exposure to the arts leads to higher test scores creation, pretend-play and performance to one class per and increased graduation rates. It is inarguable that studying day, or, in some cases, a required elective in their four years of high school. Then we wonder why so often in life people an art form makes one a better, more well-rounded person and a more desirable college and job applicant. Because of are unwilling to take risks in public. our arts education, we know to breathe, stand up straight, and walk into a room full of listeners and speak with In our business, we often neglect our first instincts, and if confidence and clarity for all to hear. we are not intentional as adults, we can lose those instincts

WORD

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Jessica Fox’s drama students performing “Peter and the Starcatcher” at Pinecrest Gardens, October 2017. (Photograph by Doug Garland)

• Camp Gulliver • Jump Start

beginning at 3 years old

• Broadway at Gulliver • Athletic Camps

Baseball, Basketball, Flag Football, Soccer, Softball, Volleyball, Water Polo

• Engineering Camps • Lower/MS Academics

Pending creative brief for Summer ad

Celebrating

Registration now open

50 Y E A RS EST 1969

To learn more visit

Individual camps run June 3 – July 27

gulliver.life/summer

Summer STUDIES New! High School and College Bound New! New! New!

Writing and Analysis PODCAST Bootcamp en Español Honors Government *Honors option Economics *Honors option Field Studies in Marine Science *Honors option

For a full list of programs and activities, visit - 71 gulliver.life/summer

Non-Profit Organization U.S. Postage

ADVANCEMENT

9350 South Dixie Highway, 11th Floor Miami, Florida 33156

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PAID Miami, FL Permit No. 667