Gillispie Gem - April 2024

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A NEWSLETTER FROM GILLISPIE’S LEARNING VILLAGE IN LA JOLLA

THE JOURNEY MATTERS

PAUL GHIGLIERI, ASSISTANT HEAD OF SCHOOL

Community has always been the very fabric of Gillispie School, and our approach to learning is no different. Learning at Gillispie is not a solitary journey, but rather a collaborative effort between students, teachers, and the environment.

At every level, Gillispie is committed to fostering belonging and connection. We are a community committed to learning about each other, connecting with our environment, and collaborating to solve problems together. As young as two, children begin their day with a Morning Meeting that sets the tone for respectful and engaged learning in a climate of trust and joy.

This circle time creates the positive power of community by fulfilling students’ needs to belong, to feel significant, and to have fun. Students in each grade practice and model social and emotional skills, and in the elementary grades, merge those skills with academic learning. These skills pave the way for purposeful and

IN THIS ISSUE

SPECIALTY SPOTLIGHT - ART BLOOMING TOGETHER p 3-4

INNOVATION CORNER OUR COMMUNITY IN HARMONY p. 5

HAPPY HAPPENINGS IN GRADE 5 AND GRADE 6 EXPLORING OUR GLOBAL COMMUNITY p 6

ICARE STUDENT CORNER P 7

OUR COMMUNITY WHEN OUR COMMUNITY COMES TOGETHER p. 8

THE JOURNEY MATTERS

positive peer relationships, framing the portrait of a Gillispie graduate in ways that far supersede test scores.

Central to this community are the teachers who view their classrooms as extensions of their teaching and the invaluable partnership with parents. Teachers set up their classrooms so that the environment becomes an organic aide to learning, embracing center-based learning that supports engagement and collaboration Through ongoing communication, analyzing assessments and data, and home check-ins, we work closely with parents to support each child’s learning journey.

Monthly parent check-ins empower families to discover and grow with their children. Events like the Fall Parent Social and the Spring Gala, along with International Day, encourage parent/guardian engagement and allow the entire school community to come together and

(cont’d)

celebrate the diverse journeys and growth of each of our students

The commitment to learning does not end with the students; it extends to the faculty and staff who continue to pursue professional development designed to ensure we create inclusive learning environments and better learning outcomes Through training, research, and discussion, teachers continually strive to enhance student connection, support each child’s sense of community, and lead by example

We are proud that our school is a place where students, teachers, and parents come together to learn, grow, and evolve Our graduates are known for their confidence and empathy, curiosity, out-of-the-box thinking, selfadvocacy, and willingness to approach teachers with questions and ideas These skills set the foundation for lifelong learning and success and embody the vibrant spirit of learning that defines the Gillispie experience

BLOOMING TOGETHER

SUSAN WALTERS, ART TEACHER

From January until the last days of March, every student who came to art class, from EC to Elementary, passed by the tulip garden next to the art cottage Students took the time to look and experience these long-stemmed harbingers of spring

The shared experience of admiring and enjoying the natural beauty around them is significant for our students. It brings them together, fostering a sense of belonging and unity while serving as a reminder of the collective effort invested in cultivating these beautiful tulips.

The Kindergartners planted their own tulip bulbs with the help of Claudia, a former Gillispie parent and expert gardener, aka “Queen of the Tulips.” Claudia has been helping with the Kindergarten class for at least 15 years. Current Gillispie parent, Jennifer, helps with first and fourth-grade classes We are thankful for their support and expertise!

Children experienced the gradual transformation of their tulips from brown, onion-like bulbs into 30–inch high petal cups of brilliant color. This year there was an especially stunning tulip with pink, white, and green stripes with feathery petals! They noticed the dazzling star patterns

BLOOMING TOGETHER (cont’d)

inside each flower, the variety of shapes and edges of individual blooms, and their scent

Then the real fun began! This is the moment when students went from nurturing and observing to creating watercolor paintings, acrylic paintings, Styrofoam prints, oil pastel paintings, relief ceramic sculptures, photographs, pencil and pastel drawings all inspired by our spring tulip garden that we grew together

Did you know? Long ago in Holland, one tulip bulb was worth more than a front-row ticket to a Taylor Swift concert; tulip bulbs originally came from Persia; and each type of tulip has its own name, including Parade, Maureen, Menton, Yosemite, Rembrandt, Banja Luka, and Queen of the Night, the deepest dark purple (almost black) tulip!

Art Inspired by Our Tulip Garden

OUR COMMUNITY IN HARMONY

IAN LEWIS, MUSIC TEACHER

Music allows students to express their individuality while developing a deeper understanding of community and collaboration. In our 5th- and 6th-grade music program, students explore creativity and selfexpression through songwriting, composing, and album design.

Throughout the year, each student composes approximately 10 songs, culminating in their very own album. This process begins with fundamental concepts of music production, where students learn to manipulate samples and loops to create rhythmic patterns and musical sequences. They next learn more technical aspects of mixing and production, working with an equalizer to shape their compositions.

Once the songs are recorded, students turn their attention to designing the album artwork, including the cover, back, and insert. This is a chance for students to visually represent

themes, emotions, and messages in their music. Drawing inspiration from iconic album covers of artists like Queen, The Beatles, and Taylor Swift, students explore the relationship between music and visual art, learning how imagery can enhance and complement musical expression.

Under the guidance of our Art teacher, Susan Walters, students use a variety of mediums, from pen and colored pencil to watercolor, and even photographs and digital art, to create their album covers. Through collaboration and creative exploration, they design covers that showcase their artistic talents and reflect their unique personalities and creative vision.

By engaging in this comprehensive project, students learn to connect with their community through music and art, which, intern create connection and community.

Designing Album Covers

Examples of Finished Covers

EXPLORING OUR GLOBAL COMMUNITY

In our Spanish language program, students not only grasp language structure and linguistics but also gain insight into the intricacies of culture. They learn that the way a language is spoken reflects the values of a people, enabling them to develop a deeper understanding of language, culture, and community.

As part of the third-grade curriculum, students learned about the 21 Spanish-speaking countries worldwide Students embarked on an exciting journey to explore the rich cultures and traditions of the Spanish-speaking world Students selected a country and created an illustrated book using Book Creator to practice their writing skills in full

This innovative project deepened their understanding of the Spanish language and fostered a sense of curiosity and appreciation for diverse global perspectives.

Filled with curiosity, students eagerly immersed themselves in research, uncovering the fascinating tapestry of Spanish-speaking nations From Mexico's monumental pyramids to Argentina's diverse landscapes, the third graders discovered a world filled with diversity and beauty

Students practiced their Spanish pronunciation by reciting greetings from different countries, learned

common phrases, and even sang traditional songs. Through these interactive experiences, they focused on improving their language skills and gaining a deeper appreciation of the cultural aspects embedded within the Spanish language while cultivating empathy, curiosity, and respect for the diversity of culture

Students learned the geographical location of their country as well as the capital city of each country. Students listened to different types of music and watched videos about the different traditional dances. They were able to discuss their ethnic origins and compare between the different countries In culmination, parents came to help students prepare some of the traditional dishes, bringing the flavors of the Spanish-speaking world to life

Through this project, students gained more than just knowledge of the Spanish language. They acquired a global perspective, an appreciation for cultural diversity, and a sense of belonging to a larger community beyond their borders. As they continue their educational journey, they carry the lessons learned from exploring the world's rich tapestry of cultures and traditions

NIEVES RUIZ, G1-G6 SPANISH TEACHER

STUDENT CORNER

NO PLACE FOR HATE COMMITTEE

1.

How can I encourage my classmates to include everyone in games and activities during recess?

Invite them to play with you and your friends, and don't exclude anyone who wants to join If someone wants to play a different game, you can meet in the middle and play one game during the first recess and the other during the second recess If they don't know how to play, you can teach them!

2.

3.

What should we do when we see someone being excluded or left out during group projects or lunchtime?

You should invite them to be at your table, and ask if they want to sit with you If you don't know them that well, here are some questions you can ask them to get to know them: What's your favorite color?, Do you have any siblings?, Do you play sports? What's your favorite food?, Where do you like to go for trips?, What is your favorite subject? , What is your favorite movie?

What can we do to help students who feel like they don't fit in or belong at school?

Ask them why they feel that way

Include them

Try to find something in common

Tell them they do belong.

Ask if they need help or if they want to talk about it.

Ask if they want to come join you.

Help them feel like they can be included.

4.

How can we promote kindness and acceptance among classmates?

Put up posters.

Influence kind actions

Model kind behavior

Accept and welcome people

Introduce yourself to someone you may not know

Gillispie’s “No Place for Hate” is a newly created committee of 33 students in 4th, 5th, and 6th grade spearheaded by Sara Johnston, Gillispie’s School Counselor. These students are passionate about helping students feel accepted and welcomed at Gillispie. The committee plans activities and school-wide discussions that promote respect, inclusion, and community.

WHEN OUR COMMUNITY COMES TOGETHER

DANA IRWIN, DIRECTOR OF DEVELOPMENT & COMMUNITY RELATIONS

This past Saturday’s FUNdraiser, Boots & Bling, reminded us how much we can accomplish when our school community comes together.

Boot-kicking and blinged-out, Gillispie parents and friends laughed, danced, and generously supported our school and children

We extend our gratitude to all attendees, sponsors, committee members, and staff for contributing to the success of this event and securing vital funding for our school's future.