Harbor Day School Beacon Magazine

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FEATURES SPEAKING IN CODE. . . . . . . . . . . . . . . . . . . . . . . . . PAGE 08

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SCIENCE FOR A NEW GENERATION. . . . . . . . . . . PAGE 04

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Contents

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I ♥ YOU: HARBOR DAY TRUE LOVE STORIES. . . . . PAGE 1 0

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ROMANCING THE LANGUAGE. . . . . . . . . . . . . . . . . PAGE 1 6 HEAD OF SCHOOL

IN THIS ISSUE

Angi Knapp Evans (‘75) DIRECTOR OF COMMUNICATIONS

Noelle Becker A MESSAGE FROM THE HEAD. . . . . . . . . . . . . . . . . PAGE 03

DIRECTOR OF ALUMNI RELATIONS

Deb Devine Lee (‘81) ATHLETICS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 13 DON’T GO BREAKIN’ MY ART. . . . . . . . . . . . . . . . . . PAGE 14 CENTER STAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 15 FORMER FAULTY SPOTLIGHTS MARGO SORENSON. . . . . . . . . . . . . . . . . . . . . . . . PAGE 12 JANE FREEMAN. . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 19 CLASS NOTES. . . . . . . . . . . . . . . . . . . . . . . . . . PAGES 20-28 FALL BENEFIT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 29

WRITERS

Noelle Becker Kelly Christeson Callaghan (‘93) Deb Devine Lee (‘81) Nadia Dorsey Samuel (‘93) Margo Sorenson Moujan Walkow EDITORS

Noelle Becker Angi Knapp Evans (‘75) Susan Ihrke Johnson (‘88) Kristin Rowe Moujan Walkow DESIGN

FAMILY TIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 30

Eric Neuner | RPIstudios Maxwell Taylor Stroud | RPIstudios

HOLIDAY PROGRAMS. . . . . . . . . . . . . . . . . . . . . PAGE 32-33 PRINTING

Rosemont Press, Inc. ANNUAL FUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 34

————————————————————— STAY CONNECTED. . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 35

©2017 HARBOR DAY SCHOOL (ALL RIGHTS RESERVED ) no part of this publication may be reproduced without permission from harbor day school.

MISSION Harbor Day School provides an academically challenging, well-balanced education in a nurturing, family-centered environment. Our traditional, yet innovative, curriculum develops eager, confident learners who think creatively and work collaboratively. Developing self-reliance, building strong moral character, and encouraging social responsibility are hallmarks of a Harbor Day education.

NON-DISCRIMINATION Harbor Day School does not discriminate on the basis of race, creed, color, religion, sex, sexual orientation, disability, age, national or ethnic origin in the administration of its educational policies, admissions policies, or other programs administered by the School.

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A Message from the Head of School —————————————————————— BY ANGI EVANS ——————————————————————

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radatim ad Summum, or gradually to the top. Harbor Day School continues

to move students to the top of learning and also move itself to the top of instruction. Through regular contact with our alumni, as you will read in our class notes, we learn that the Harbor Day School education, both years ago and now, gives students a strong foundation for educational success beyond eighth grade.

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arbor Day School continues to build a program that prepares our students for the future. The article in this issue of the BEACON, “Speaking in Code,” describes how our kindergarteners begin learning the language of code both in their classroom and in their dedicated technology classes. This emphasis on teaching the fundamentals of coding to our youngest students demonstrates our school motto in action: teaching students in a step-by-step manner to build skills.

It also exemplifies how the curriculum at HDS evolves continually to prepare our students for their education and world beyond their years here.

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t a session I attended at the National Association of Independent Schools conference, Douglas Lyons, former Head of Greenwich Country Day School, shared the important role that independent schools have in preparing children for jobs that have not yet been invented. To that end, he shared that by teaching students how to think, problem solve, and collaborate, independent schools create capable students who can perform well in previously un-navigated waters. Implementing the Next Generation Science Standards, as described in another article in this issue, gives our teachers another opportunity to teach students the process to use when confronted with new challenges. Gradually,

we take our students to the top by engaging them to use higher-level thinking and to maintain a mindset of capability in the face of new circumstances.

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inally, this issue even addresses Gradatim ad Summum at work in the love connections of our alumni.

Alumna Kelly Christesen Callaghan (‘93) shares the stories of a surprising number of HDS alumni who have ended up getting married; their journeys are a tribute to the foundation Harbor Day School provides for the gradual movement to the top in school, in the world, and in love!

Gradatim ad Summum, Angi

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SCIEN

FOR A NEW GENER

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BY MOUJAN WALKOW

n science, a movement emphasizing process over traditional discrete facts and skills-based set of standards is happening across the country. The shift in the educational paradigm was born out of several years of brain-based 1 research : Carnegie Corporation of New York and the Institute of Advanced Study Commission on Mathematics and Science Education determined that in order for the United States to sustain its position as a world power, science and mathematics learning had to be at the forefront of education. In light of this research, the Carnegie Corporation funded the National Research Council and Achieve Inc. to create the Next Generation Science Standards (“NGSS”) to continue to improve science outcomes in primary and secondary schools. During the past decade, the NGSS has been refined for gradual integration into schools nation-wide. Here at Harbor Day School, science teacher Jean-Paul Rimlinger has already taken the lead on educating science faculty on the NGSS and implementing the process-based learning in classes across grade levels. As fellow science teacher Deniz Beal gratefully recognizes, “We have the faculty, the facilities, and the bright students to be cutting edge” in science education.

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he NGSS takes a bold step in “de-siloing” science education.

Breaking the traditional barriers of biology, chemistry, and physics, the NGSS uses what it calls Disciplinary Core Ideas,2 Science and Engineering Practices,3 and Crosscutting Concepts4 to encourage students to think of science as a process rather than a set of discrete facts. “Traditionally, the way science was and is still taught is that students learn science by topic, for example, biology, physics, chemistry, or Earth science,” explains science teacher Mrs. Beal. Explaining that this traditional way of learning does not reflect the way scientists actually think, Mrs. Beal clarifies that “scientists in the field don’t just use one area of science, but everything they have learned, to understand phenomena and make discoveries. [Hence,] the NGSS tries to provide a curriculum that gives students a toolbox of knowledge to utilize in solving scientific problems or understanding scientific phenomena.” In other words, when presented with a question or phenomena, students are expected to use the knowledge they have gained in life and in all their classes to answer the scientific question, such as “Why is the sky blue?” “We want to give students the opportunity to ask questions and try to come up with answers on their own instead of giving them the answers,” says Mrs. Beal.

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STUDENTS IN EIGHTH GRADE SCIENCE WORK ON INTERPRETING LAB RESULTS.

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e are really trying to get them to think and work like engineers; the process is more important than the product,” emphasizes Mr. Rimlinger. The NGSS places a heavy emphasis on hands-on experimentation, based on the conviction that students need to interact with science in order to understand science.

“No longer are we just teaching a set of discrete facts; instead, more so than ever before, we are teaching students to make observations, collect data, graph it, make models, and use their hands. Our goal is to get them to take ownership and really engage them in the scientific process,” explains Mr. Rimlinger. Mrs. Beal adds, “This method of teaching encourages students to know that failure is ok – it is part of the process of learning, and what scientists face all the time. When they get frustrated because they are not happy with an outcome in lab, they have to go back and experiment again.”

Students welcome this experimental approach, however. “Science at HDS is a refuge,” observes Mr. Rimlinger.

“Students know coming into science that they can be active learners. They are young and have a lot of energy;

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here, they get the opportunity for real active learning by observing, engaging in trial-and-error experiments, and working with others.” Reflecting on his own childhood, Mr. Rimlinger notes that “kids today don’t get the opportunity to work with their hands, experiment, and engage with material like we did growing up. This generation of kids can forego the process of trying to figure out an answer by going to the Internet to get an immediate answer; we are trying to create in the classroom the opportunity for critical thinking so that students can figure out the answer on their own.”

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nquiry is another pedagogical concept at the center of the NGSS. Educators are responsible for creating scenarios where students question their understandings and create their own conclusions through experiential discovery. While important, transmitting information through lecture, video, and reading does not fully serve students if it is the only approach used for teaching. As Mr. Rimlinger explains, this movement in science education necessitates a willingness to transfer more control to the students. The

FOURTH GRADE STUDENTS SHOW MR. RIMLINGER THEIR PROGRESS ON CREATING ENERGY-ELECTRICITY USING WIRE, LIGHTS, AND BATTERIES.

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OUR NATION’S WORKFORCE NEEDS PEOPLE WITH STEM SKILLS1

No longer are we just teaching a set of discrete facts; instead, more so than ever before, we are teaching students to make observations, collect data, graph it, make models, and use their hands. Our goal is to get them to take ownership and really engage them in the scientific process.

— JEAN-PAUL RIMLINGER

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three of my eighth grade sections. They took ownership and wanted to discover the answers on their own,” Mrs. Beal says with a smile. By developing and utilizing critical thinking skills, students and teachers alike escape a stagnation that so commonly occurs in traditional, “siloed,” discrete facts and skills-based curriculum.

2014 - 2024 STEM EMPLOYMENT IS EXPECTED TO GROW FASTER THAN OVERALL EMPLOYMENT

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Disciplinary Core Ideas (“DCI) are the closest the NGSS gets to explicitly listing “content.” The DCIs combine science and engineering concepts in 12 broad concepts (e.g., force and motion), where the aim is to show the cross-disciplinary importance of science and its relevance to our lives.

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Science and Engineering Practices lists a series of activities that scientists and engineers engage in when solving real-life problems (e.g., asking questions and defining problems). These are the fundamentals of how science and engineering are done in the real world and help students understand that science and engineering are processes rather than discrete facts.

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Crosscutting Concepts (“CCC”) contain large, underlying ideas that traverse all of science (e.g., cause and effect, or patterns) and help students understand the interconnectivity of all branches of science, technology, engineering, and mathematics.

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The Carnegie-IAS Commission on Mathematics and Science Education, a partnership between the New York-based grant making foundation and the Princeton-based center for theoretical research and intellectual inquiry, assessed the state of science and math teaching, identified and analyzed successes and failures, and provided recommendations for improving K-12 science, math, and technology education.

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ccordingly, the NGSS provides students with a significantly deeper understanding of science, and its context and application in the world.

Because the NGSS emphasizes a deeper l evel of learning, over the breadth of material, student assessment focuses on the method of Claim-Evidence-Reasoning (“CER”).

Students’ understanding of the scientific standards is evaluated by asking students to make a claim or assertion (e.g., the earth revolves around the sun), provide scientific evidence based on data to defend their point (e.g., objects with more mass have more gravity; the moon revolves around the earth), and then develop reasoning for why that evidence is relevant to justifying their claim based on scientific knowledge (e.g., the sun, being many times more massive than the earth, has more gravity than the earth; in order for the earth to revolve around the sun, the earth would have to be more massive than the sun). As students move from kindergarten through higher grade levels, their understanding of the scientific process deepens, allowing them to analyze the world around them more critically— a skill they need in order to compete on a global level. ■

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he NGSS, while requiring teachers to undertake a greater responsibility in developing their curriculum to allow for more inquiry and experimentation, gives teachers a renewed passion and love for teaching. As Mrs. Beal reflects on her own preparation for an eighth grade lab class she restructured to comply with the NGSS, she recalls, “The lab I did was a traditional ninth grade level honors lab when we started chemistry. To teach from this angle requires an enormous amount of work on the part of the teacher. It took me hours upon hours to come up with the questions to give the students to see if they will reach the answer they’re trying to get to. In a way, it was extremely work heavy, but at the same time, it re-sparked that creativity and energy for me as a professional and as a teacher.”

Mrs. Beal witnessed the same passion in her students working on the newly revised lab project. “I saw 100% engagement in all

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teacher will present a phenomenon or question, such as “Why is the sky blue?”

As the teacher directs and guides the students through a coherent storyline, new paths of inquiry are forged. “You let them try, you let them observe, you let them make mistakes, and discuss,” says Mr. Rimlinger.

“The [post-lab] discussion part is really important. What did you see and does it make sense to you? And we then talk about the science of it. But we really hook them by what they see in their everyday world.

Science becomes relevant to them, as they can see howit is occurring in the world around them.”

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1 Change the Equation. 2015. VITAL SIGNS; Reports on the Condition of STEM Learning

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in the U.S., Solving the Diversity Dilemma: Changing the Face of the STEM Workforce.

Rothwell, J. June 10, 2013. The Hidden STEM Economy: Key Findings. Brookings.

Georgetown University, Center on Education and the Workforce: Science, Technology, Engineering, Mathematics, 2011.

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MR. PIKULA WORKS WITH A THIRD GRADE STUDENT IN THE PROGRAM SCRATCH.

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BY MØUJAN WALKØW

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he language of the 21st century is undeniably digital. We are on our computers and cell phones most of the day, whether responding to emails, checking our social networks, or reading the latest news. Every app, game, website, and piece of software is created with code. Understanding code is like understanding the English language—it is a significant basis of communication in our society. It is no surprise, then, that programming will be one of the fastest growing occupations for this generation of students, creating a high demand for professionals in computer and information sciences.1 Even if coding is not the profession of choice, learning to code

empowers students to express themselves creatively and productively, and gives them diverse opportunities to exercise logical thinking, problem solving, collaboration, and tenacity paired with patience. Like learning any other language, it is best done young.

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ere at Harbor Day School, students are introduced to coding in Kindergarten, when they are taught basic coding steps, or step-by-step algorithms, in their technology class.

Fun games with visual programming languages teach programming logic and concepts even before kids can read.

As they progress in grade level, students begin to understand coding as not just a fun activity, but as a different language—a language that computers understand. In third grade, students begin learning Scratch, a visual-based coding language they can use to create animations and games. Through coding activities in fourth grade, students discover more advanced coding languages, such as Python, HTML, and JavaScript, and learn that each type of coding language has its own syntax, or specific set of rules. Learning the syntax for each coding language empowers students to create and express themselves in new ways. “For example, when we play ‘Code Combat,’ a fun online game that allows students to practice learning the syntax of each coding language,” explains technology teacher Derick

response, students have to translate what they want to say and what they want to happen into the type of language the computer understands.”

Because learning to code, like learning any other language, requires patience and tenacity, “we envelop them in games so they see the coding language as a means to get something fun and exciting to happen on screen,” says Mr. Pikula. Reflecting on the opportunity for creative expression that coding provides, Mr. Pikula observes that “students are empowered and have the creative license to create anything, as long as they understand the coding language.” He is looking forward to teaching HTML this spring to his sixth graders, who then will be able to create their own web pages.

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his kind of empowerment falls within the greater STEM initiative to teach students to think critically, make sense of information, solve problems, and innovate. “Technology or coding empowers students to take initiative, take risks, problem-solve, and otherwise take charge of their own learning,” affirms Mr. Pikula. In his classes, students work in pods, or small groups, collaborating and creating on their own. “The power of learning is more balanced by this constructivist approach,” says Mr. Pikula. Instead of the teacher holding all the power and disseminating it piece by piece to the students, he or she gives the students the tools and the open-ended issues for them to solve. In this way, the teacher creates a safe environment where students can take risks, fail, or come across stumbling blocks. As Mr. Pikula explains, “This is the spirit of STEM in general, and coding is one type of way they feel empowered and learn 21st century skills that professionals in the computer and technology industry are doing right now.” ■

Pikula, “students use the syntax rules to make their character do something specific on screen.” As Mr. Pikula recognizes, “Learning these different syntax rules for each coding language is kind of like learning a foreign language, because to get the desired, or appropriate

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This is the spirit of STEM in general, and coding is one type of way they feel empowered and learn 21st century skills that professionals in the computer and technology industry are doing right now.

— DERICK PIKULA

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According to the U.S. Bureau of Labor Statistics (BLS), employment in occupations related to STEM—science, technology, engineering, and mathematics—is projected to grow to more than 9 million between 2012 and 2022. That’s an increase of about 1 million jobs over 2012 employment levels.

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ily The Callaghan Fam

Kristen and Ma Perlmutter rk

Brooke and Chris Shepherdson

The Shepherd son Family

The Cha pman

Family

Hillary and Greg Stampley

Allison and S am Olmstead

The Olmstead Family

Bertea Jill and Blake

The Butcher Family ly

Kristen and Justin Pierce

The Pierce F amily

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YOU BY KELLY CHRISTESON CALLAGHAN (‘93)

HARBOR DAY TRUE LOVE STORIES

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t’s the plot of endearing fiction. Children raised on the same street, carpool together to elementary school, date to the high school dance. Reunite and marry.

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xcept it isn’t fiction. Nor even ancient history. It’s the real fabric of family history for Harbor Day School Kindergartner NOAH PIERCE and younger sister PRESLEY.

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hen Noah’s mom, KRISTIN VITTI PIERCE (‘88), was an HDS student, she signed in her softback HDS yearbook, “I am going to marry Justin Pierce.” The two then dated briefly their freshman year of high school (picture to the left) and went on to live separate lives. In their 30s, Kristin and JUSTIN (‘87) reunited when Justin’s dad reconnected them. Two decades later, Kristin’s premonition came true. Justin and Kristin—neighbors, carpool buddies, classmates—became husband and wife. Now in addition to sharing childhood memories, they share a last name, a home ... and once again a carpool.

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heir story isn’t as rare as you might think. It’s actually repeated throughout the Harbor Day diaspora nine more times (and counting?). Among Harbor Day’s 2,000 alumni, 10 dual-alumni couples populate the ranks. A 1% anomaly for the statisticians. For some like the Pierces, the spark began in the HDS carpeted hallways.

HILLARY BRAKOVICH STAMPLEY (‘00) says she “always had a crush” on GREG STAMPLEY (‘96). The two knew of each other in elementary school, as their older sisters were HDS classmates and friends (siblings, come to find out, often play important roles in HDS marriages).

But the romance didn’t start on Pacific View Drive. After they graduated from college and were living in Los Angeles, they met for a drink . . . and the rest is history. Today, Hillary and Greg live and work in San Francisco.

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or others, the HDS connection fueled the kindling. Nearing college graduation,

ALLISON SPRAGINS OLMSTEAD (‘87) bumped into SAM OLMSTEAD (‘83) at a real estate auction. When Allison told Sam he looked familiar, he responded that he went to Harbor Day School. “Since we were 21 and 25 at the time and were talking about our elementary school, I think we must have had something in our subconscious that made us connect,“ Allison remarked, “even though the last time we were together, he was in eighth grade and I was in fourth grade still wearing my HDS jumper.”

Allison tells a story repeated by other married alums. A shared elementary school experience somehow makes the unknown future of dating feel less scary. When Sam asked for her number, Allison laughs, “I gave it to him not only because I was hoping he would call, but also because he went to Harbor Day!”

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EGHANN CLARK BUTCHER (‘94) and TAYLOR BUTCHER (‘86) relate. They met in Newport Beach nearly a decade out of Harbor Day. The time distance from their primary school didn’t diminish its impact on their relationship.

Since each of their parents knew each other from HDS, Meghann recalls it “took some of the mystery and worries out of the picture from the start.” Not only that, but the reputation of Taylor and his brother Brady preceded him. “Everyone said the Butcher boys had always been super polite.”

The school yard and household chatter acted like a yenta.

Now married with three boys, Meghann recounts the enduring effects of a Harbor Day education. “The appreciation for what HDS provides for children, from education to lifelong friendships, is something we recognized and wanted our kids to experience as well.” Their twin boys Hudson and Townsend are appreciating the

opportunity to be HDS kindergartners this year. And their four-year-old brother, Beckham, hopes to follow the family tradition.

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he bond seems intact even if spouses weren’t on campus at the same time.

KRISTEN VIEIRA PERLMUTTER (‘92) and MARK PERLMUTTER (‘87) both hailed the halls of HDS, but never during the same year. Mark, five years older than Kristen, left HDS in sixth grade and Kristen began attending in fourth grade.

Kristen describes them as “ships passing in the night” through HDS, until 2001 when they met at a party thrown by mutual friends. Now married almost 13 years, they share three children and a full life in Corona del Mar.

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hat is it like when you first met your spouse when wearing a plaid skirt and saddle shoes? Or when he was the star of the Eighth Grade Musical?

I know a little about it. I first saw my husband as I sat cross-legged on the hardwood floor of the Moiso watching him perform in the Eighth Grade Musical.

Yes, that ‘Pirate King’ is now the father of our four children. And the person I most want to see at the end of each day.

Many things simply don’t need explaining. We both know Grandparents’ Day is not a random Hallmark holiday, and Australian Long Base actually IS a game.

We read the classics like Tom Sawyer and Of Mice and Men, and know that rainy days mean a fire burning in the library. If we rest our glasses on our chins, we recall Mr. Lane-Smith and can chant while churning butter (this actually has never happened) thanks to Colonial Day.

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enjoy finding serendipitous moments where we were together as HDS students but didn’t even know it. With an age gap (CONTINUED ON PAGE 12)

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with aw n-l r-i the mo his future Mrs. Sniff. s” at the (MIDDLE) “Just friend 1993. time, Ryan and Kelly in (FAR LEFT) Matthew

Brooke receives her diploma from her future father-in-law.

(LEFT)

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HARBOR DAY TRUE LOVE STORIES (CONTINUED FROM PAGE 11)

of three years, RYAN (‘90) and I (‘93) were usually in different places on campus.

But while looking through old photos, my mom found one that tells another story.

Amidst the Thanksgiving program of my kindergarten year, we shared space. I’m wearing saddle shoes, a peter-pan collar, a handcrafted headband, and a colorfully– painted, brown-paper-bag vest. Behind me is third grader Ryan, similarly outfitted in a paper bag vest and headband with a baby blue feather. He looks adoringly (I tell myself) at me. If it weren’t for the yellow feather intersecting my face, we’d publish the photo.

The photo foreshadows a future I never imagined. And we aren’t alone. Other dualalums found gems like these in their family troves.

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ROOKE SMITH SHEPHERDSON (‘93) and CHRIS SHEPHERDSON (‘96) didn’t officially meet until they were both living in New York City after college.

Brooke, having recently moved to the city and wanting to make friends, threw a party and invited every acquaintance she knew. A friend of a friend, Chris arrived and the two officially met then. But, they couldn’t call themselves total strangers. A photo from Brooke’s HDS graduation reveals her accepting her diploma from Chris’ dad, Jamie Shepherdson, who was president of the Board of Trustees. “Little did I know that when I accepted my diploma, he would be my father-in-law one day!”

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ATTHEW CHAPMAN (‘97) can echo those sentiments. He was an eighth grader the first year that Harbor Day School created its “Families” program, where one student from each grade is grouped together with an HDS faculty “mom” and/or “dad.”

His family’s designated “mom” was upper school English teacher Mrs. Sniff. (See included photo above.) This would be of little

importance until almost a decade later when JENNIFER SNIFF CHAPMAN (‘98), her daughter and alumna, recognized Matthew in a cafe line. Jennifer asked him if he had attended HDS and introduced herself as “Mrs. Sniff ’s daughter.” They married a year and a half later.

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ike all HDS days that begin and end with carpool, this article ends with another carpool story. Remember the Pierces? Well, they aren’t the only dual alumni couple in their current carpool group. Another double HDS couple actually shares driving duties with the Pierces. JILL HAMILTON BERTEA (‘89) and BLAKE BERTEA (‘84) now live on the same street as the Pierces. Their daughter Leigh is in second grade at HDS and son Richard is ten years old. The couple met back when Jill was first born, as their moms have been friends since college. Blake first remembers meeting his wife when she was in preschool, but along for the ride, well...in an HDS carpool. ■

FORMER FACULTY SPOTLIGHT ON MARGO SORENSON A ROMANCE NOVEL?

BY MARGO SORENSON

“A MARGO IN 1992 AT HARBOR DAY SCHOOL

MARGO WITH HER BOOK SPAGHETTI SMILES PUBLISHED IN 2014.

romance?” I asked in disbelief. “But—I write children’s books!” That’s how it started. My dear husband had suggested I try my hand at writing something “steamy” that would become a “best-seller.” Let me assure you that Torch in the Forest is neither: a) steamy, nor b) a best-seller, but, it was a hoot to write. Loving medieval history, I decided to set the story in 1272. To eliminate confusion among my younger readers (!), “Marcie Kremer,” the same pen name used for my squeaky-clean teen romance Aloha Love (BANTAM 1995), was put into play. Yes, I wrote Aloha Love while teaching at HDS, much to my students’ amusement.

Writing an adult romance is definitely not like writing a regular novel. In fact, the “rules” are legion, and it took almost two years to write Torch. First, most romances depend on a trope, or meme, such as “marriage of convenience,” “secret baby” (oh, my, yes!), or “enemies to lovers,” the trope for Torch. Once you choose your trope, you must craft your characters to have conflicting goals centering around an external event (here, poaching conspiracy in the forest), besides their (blush!) attraction. Next, for a romance, you write from two alternating points of view. Sometimes, you’re Lord Hugh, and sometimes, you’re Lady Eleanor. Writing a story as two different characters was challenging, and trying to get inside the character of Lord Hugh, an “alpha male,” another romance trope, was eye-opening!

Once the draft is done, then comes the ever-painful revising, which Faulkner calls “killing your darlings.”

Researching publishers is next, then writing the daunting “query letter,” the synopses (long and short), and finally submitting, and enduring the “Big R” of rejections. But, Entangled Publishing accepted it in 2012 and published it in 2013—lightning speed in publishing. Lady Eleanor and Lord Hugh are amazed to find themselves on paper and in eBooks, instead of on parchment!

——————————————————————————————————————————————————————————————————————————————————— Author of twenty-seven traditionally-published books for young readers, MARGO SORENSON taught sixth and seventh grade English and eighth grade literature at Harbor Day School from 1986-1994. Margo and her husband retired to California from Minnesota, with no more shoveling.

Torch in the Forest can be found on this site: www.marciekremerromance.wordpress.com Margo’s website: www.margosorenson.com

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SEAHAWKSNEWS FALL SEASON ..............................................

6TH GRADE GIRLS’ BASKETBALL CHAMPIONS COACH CHATOM ARKIN SARAH PORTER, LILY BRITT, OLIVIA KROTTS, ALLISON TODD, ELLIE ROSING, ADELINE BEADOR, STELLA BEADOR, ISABELLE DASTGHEIB, ELLA ANVARIPOUR, BROOKE JOHNSON, ELISHA CHOI

5TH GRADE GIRLS’ BASKETBALL RUNNER-UPS COACH CARA DUCEY

6TH GRADE GIRLS’ BASKETBALL CHAMPIONS

ERIKA WEIN, ALEX GOMEZ, LOGAN STERN, PETRA GAPP, PEYTON VOVAN, ALEXANDRA BOSERUP, SARAH SONENSHINE, GIANNA B., MADELINE MAHONEY, SAGE SPECTER, AUBREY CALLAGHAN, CHLOE DAVIS, RAGAN ANGELOFF

7TH GRADE BOYS’ VOLLEYBALL RUNNER-UPS COACHES PAM COLEMAN

AND

KIM COLEMAN

AYDEN NIKNAFS, JOHN TIPTON, JACKSON MCKINNEY, QUINN WELTON, JAKE SIMKINS, HUDSON VAICEK, LUKE HOFER, GABRIEL KERN, RYAN RAZMJOO, LIAM RAZMJOO 5TH GRADE GIRLS’ BASKETBALL RUNNER-UPS

7TH GRADE BOYS’VOLLYBALL RUNNER-UPS

8TH GRADE GIRLS’ VOLLEYBALL CHAMPIONS

6TH GRADE GIRLS’ VOLLEYBALL CHAMPIONS - TEAM 1

6TH GRADE GIRLS’ VOLLYBALL CHAMPIONS - TEAM 2

6TH GRADE BOYS’ BASKETBALL CHAMPIONS - TEAM 1

WINTER SEASON ..............................................

8TH GRADE GIRLS’ VOLLEYBALL CHAMPIONS COACHES PAM COLEMAN

AND

KIM COLEMAN

ZOE STERN, IZZY MORIN, LAUREN GEHL, NATALIA B., SHAYDA SHAKOORI, ASHLEY GEHL, JENNA MCCONNAUGHEY, LEXI JORDAN, DENIZ INEL (NOT PICTURED)

6TH GRADE GIRLS’ VOLLEYBALL CHAMPIONS – TEAM 1 COACH PAM COLEMAN ELLA ANVARIPOUR, ADELINE BEADOR, STELLA BEADOR, KENDALL D’AMDROSIA, ISABELLE DASTGHEIB, BROOKE JOHNSON, NOELANI LEE, ELLIE ROSING, ALLISON TODD

6TH GRADE GIRLS’ VOLLEYBALL CHAMPIONS – TEAM 2 COACH KIM COLEMAN OLIVIA KROTTS, TARA MOHTASHAMI, SARAH PORTER, TARA SHAKOORI, LILY BRITT, ISABELLA MONTGOMERY, EMILY CLOHERTY, LUCY TIPTON, MICAYLA LYNCH

6TH GRADE BOYS’ BASKETBALL CHAMPIONS – TEAM 1 COACH MIKE COLEMAN NEALE BOWYER, ALEXANDER VOIGTLANDER, CARSON MCNEILL, GAGE TALLEUR, RICHARD LIN, JACK RESSLER, SHAAN SAKRANEY, RYAN KATKIN HENRY BARTZ AND JACK STEELBERG (NOT PICTURED)

BEACON FALL/WINTER 2017

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DON’T GO BREAKIN’ MY ART HARBOR DAY INTRODUCES GLASS FUSION TO THE ART PROGRAM

BY NOELLE BECKER

STACEY HAMMOND AND LESLIE YAGAR, WITH THEIR FINISHED CREATIONS, LEARNED A VARIETY OF GLASS ART TECHNIQUES AT THE BULLSEYE GLASS STUDIOS IN SANTA FE, NEW MEXICO.

H

er eyes are fixed on delicately laying the last piece of red STRINGER on the glass as she admires her creation. Eighth grader Lily Warmington exclaims, “I can’t believe that I was able to make my own functional glass items that I now use in my room.”

Students in eighth grade received a welcome surprise this year when they discovered they could participate in a new glass fusion elective. This creative idea became a reality thanks to a generous donation from the 2015 Fall Benefit FUND A NEED. To prepare, Harbor Day art teachers Stacey Hammond and Leslie Yagar received indepth training in glass fusion at the Bullseye Glass Studios in Santa Fe, New Mexico. Armed with their new skills, tools, goggles, and a glass kiln, both teachers set

out to create beautiful works in glass. In their first glass elective, the eighth grade students learned multiple skills in this new medium: cutting glass, painting with powdered glass, working with glass CONFETTI, STRINGER, and FRIT to create collaged glass pieces, kiln carved glass, and glass jewelry.

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his is a new and exciting creative process, and it takes time and patience learning this craft. “We truly enjoyed exercising our brains with this imaginative medium!” Mrs. Hammond says. Mrs. Yagar explains the challenge of glass fusing boils down to precision. “It’s being careful about measuring and being methodical in your approach.” The learning curve wasn’t only for the students. The teachers are constantly testing the limits of the kiln and working with the glass to produce challenging lessons for the students. Eighth grade student Shala Lin really enjoyed the course. “The glass fusing elective was definitely a unique experience. In the beginning it was difficult to cut the glass; however it was so cool to see the finished product.“ The students are experimenting with new ways to think about design, color, and texture.

DARAH EMADI, EIGHTH GRADE, FINISHES LAYING STRINGER ON HER GLASS BOWL.

M

rs. Yagar comments,“Glass fusion is a wonderful art medium for teaching students how to create a plan. The students love to see their finished piece come to fruition. It helps students learn how to develop a creative idea.” Eventually, glass fusion will be part of the curriculum in the lower school. Soon, our students’ homes will see more sophicated art pieces on their coffee tables. ■

GLOSSARY OF TERMS FRIT: Ground glass, ranging in particle size from gravel-like to a fine powder. Frit is sometimes used as a raw material in glass manufacturing, and sometimes as a coloring agent or for decorative effect in hot glass crafts like blowing and fusing.

FUSED GLASS: Glass forms produced by placing different pieces of glass in contact with each other in an arranged design, then firing them in a kiln at a temperature high enough to fuse them into one piece of glass.

SLUMPED GLASS: Glass which has been heated in a kiln from room temperature to a temperature high enough to cause it to soften and slump (sag) into or over a mold.

The finished item takes the shape of the mold.

STRINGER: A spaghetti-like glass shape used as a decorative element in the hot glass arts.

CONFETTI: Wafer thin pieces of irregularly shaped glass, usually smaller than 6mm in diameter that are used for creating designs in glass fusing.

14

LEFT: THE FINISHED PRODUCT USING STRINGER AND CONFETTI. RIGHT:STUDENT GLASS FUSION PIECES.

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CENTER STAGE —————————————————————————

BY NOELLE BECKER

—————————————————————————

T

HE CURTAIN OPENS, THE LIGHTS SHINE BRIGHT. A GROUP OF BOYS AND GIRLS PARADE AROUND THE STAGE IN SUITS AND GLITTERY DRESSES VIBRANTLY SWINGING THEIR ARMS AND KICKING OUT THEIR LEGS. IT’S JUST ANOTHER DAY FOR THE HARBOR DAY SINGERS.

T

he recent success of shows like Glee and Camp Rock have turned up the volume and interest in young people getting involved in theater arts.

In the fall of 2016, a group of upper school students eagerly awaited auditions for the newly-created Harbor Day Show Choir, thanks to a generous donation to the school. A total of 26 students representing grades fifth through eighth came together for the love of singing and dancing. Harbor Day singer and sixth grader Brooke Johnson explains why she joined: “I really like to sing, be with my friends, and have a good time. I thought it would be a fun thing to do.” A typical rehearsal consists of working on voice exercises, practicing songs, and learning the song choreography.

THE HARBOR DAY SINGERS PERFORM AT CHOC.

U

pper School Music Teacher, Yunga Webb, was thrilled that so many students were interested in participating. “What excites me about Show Choir is the kids. They are always ready to sing and dance. They invigorate and energize me.” When Ms. Webb came to Harbor Day in 2014, creating a Show Choir was high on her list of priorities. This group allows her to delve deeper into vocal performance, which she doesn’t always have enough class time to do.

One of the greatest challenges of organizing the Show Choir is the time commitment. “The most challenging thing is only seeing them one hour a week every Friday. It’s a limited amount of time to put together a performance.” On the flip side, Ms. Webb enjoys seeing the interaction between grade levels and the excitement of both girls and boys. There are seven boys participating in the Choir and collectively the students represent each grade level from grades five through eight.

T

he Harbor Day Singers have already performed for audiences in an all-school assembly, the Upper School Holiday Program, and a concert at Children’s Hospital of Orange County (CHOC).

Seventh grader Chris Walbridge has enjoyed the opportunity to go out and perform. “When we went to CHOC, seeing those kids who couldn’t go home for the holidays, it was really nice putting a smile on their faces.” The group looks forward to future opportunities to perform in the community, including a trip to the Oasis Senior Center in the spring. Creating inspiring performances that people can enjoy is a goal of the Show Choir. It also enhances Harbor Day School’s presence in the community, and allows for students to interact with the local community on an artistic level.

TOP AND ABOVE: THE HARBOR DAY SINGERS

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he Harbor Day Singers are always up for the next vocal or dance challenge. Chris explains, “I really went out of my comfort zone to do this, and I am proud that I did.” And that is what it takes to be center stage. ■

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THE THE POPE TWEETS IN LANGUAGES IN LANGUAGES

9

L A N G UAG E FAC TS

The LANGUAGE learning process is mainly conducted by the LEFT SIDE OF THE BRAIN, which controls LOGIC, REASONING, and MATHEMATICS

According to researchers,

LEARNING A

THERE ARE ABOUT

NEW LANGUAGE in a short space of time can help the

BRAIN GROW

7,000 LANGUAGES IN THE WORLD

12.44% OF THE WORLD’S POPULATION SPEAKS

MANDARIN AS THEIR FIRST LANGUAGE

IF BABIES HEAR FOREIGN LANGUAGES IT IS ESTIMATED THAT

IN THEIR FIRST FEW MONTHS, THEY’LL FIND PICKING UP

LANGUAGE EASIER LATER IN LIFE

75% OF THE WORLD’S POPULATION

DOES NOT Learning a NEW LANGUAGE can prevent ALZHEIMER’S, DEMENTIA, and other DISEASES in elderly people

SPEAK ENGLISH ONE LANGUAGE DIES

EVERY

14 DAYS

” 16

Ultimately, knowing another language is not just an invaluable life currency but a great life gift.

”

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—————————————————————— BY NADIA DORSEY SAMUEL (‘93) —————————————————————

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y love of language and culture was initiated at Harbor Day School learning Latin from Latin teacher Magistra Robinson. Her class inspired me to learn more, not only about Latin, but about art, history, and other cultures and languages.

THE IMPORTANCE OF AN EARLY START.

M

NADIA DORSEY SAMUEL

A

s the owner of a language school, I constantly interact with language learners of all ages, levels, aspirations, and abilities. Many of the students we teach come to us when they are teens having problems in their high school language class, or adults who want to fulfill their goal of speaking another language for work or pleasure. Too often, parents wait until their child is in middle school or high school to encourage language learning when learning a language for many students becomes a burden or a chore rather than a natural learning experience. Some of the students that struggle in high school return to us as adult learners with a great interest but with a decreased capacity to learn. Therefore, it’s an advantage to begin studying languages at an early age.

ore and more parents of both multicultural or monocultural backgrounds are realizing the importance of exposing their children to other languages/cultures at a younger age, both for the scholastic benefits as well as for the benefits to them as participants in our global society. This is a departure from past thinking when it was not uncommon for multilingual parents to discourage their children from speaking their native tongue outside of the house for fear of being ostracized or to utilize their “advantage” speaking another language when they didn’t want their children to understand.

Now more commonly, parents simply don’t pursue second language learning for their young children because either they themselves don’t speak another language or don’t think their youngster can handle it.

However, children are far more capable of learning and understanding language than they are often given credit for. Just because they aren’t able to use as many words as their adult counterparts, doesn’t mean they don’t understand language. They are continuously developing and practicing linguistic and communication skills. Language acquisition is a process. It begins with many hours of a person listening without speaking at all or very well. Slowly, the learner begins to verbalize and with continuous practice and exposure becomes more fluent. This is the same for a baby learning a first language or child or adult learning a second language.

There are numerous reasons to expose your child to learning another language at a young age.

Here are just a few: •

THEY LEARN MORE QUICKLY.

•

STUDIES AT HARVARD UNIVERSITY CONFIRM THAT THE CREATIVITY, CRITICAL THINKING SKILLS, AND FLEXIBILITY OF THE MIND ARE SIGNIFICANTLY ENHANCED IF CHILDREN LEARN A SECOND LANGUAGE AT A YOUNGER AGE.

•

FIELD TRIPS OR INTERNATIONAL TRAVEL AT A YOUNGER AGE SPURS A CHILD'S INTEREST, CURIOSITY, AND DESIRE TO LEARN MORE LATER ABOUT LANGUAGE AND RELATED TOPICS.

KNOWING MULTIPLE LANGUAGES IS A VALUABLE LIFE SKILL.

O

utside the obvious advantage of being able to earn a living, my ability to speak multiple languages is without a doubt the most valuable and life enriching skill I have. Even when not teaching, I use one or more foreign languages each day both locally and, of course, when traveling.

Today, I take weekly Egyptian Arabic dialect lessons. I know that unlike a young child, it may very well take me ten years to acquire a comfortable conversant level.

But in the meantime, I’ve made a great friend in my instructor, I better understand what is going on around the world, and hopefully one day will be able to share my albeit limited linguistic ability with my own children.

Ultimately, knowing another language is not just an invaluable life currency but a great life gift. It’s a gift that even if it weren’t given to you as a child, it’s never too late to give yourself as an adult. And it’s a gift that is never too early to give to your own children.

————————————————————————— NADIA FOUNDED SPECTRUM LANGUAGES IN 2001.

(CONTINUED ON PAGE 18)

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HARBOR DAY LANGUAGE TEACHERS:

e impoance of learning a foreign language (CONTINUED FROM PAGE 17)

MAGISTRA ROBINSON (Latin)

SEÑORA CAMBRA (Spanish)

MS. GAO (Mandarin)

MS. GAO INTRODUCES MANDARIN TO FIFTH GRADE STUDENTS. MAGISTRA ROBINSON (FAR LEFT) AT THE 2016 LATIN CONVENTION.

L

L

anguage can build bridges in an often broken and conflict-driven world. It is impossible to understand fully how others think, interact socially, and view the world, without experiencing it through their language. In our world today, it is increasingly necessary and valuable to understand others better in order to do business, build positive relationships, and work together to make the world a better place. Languages should be learned as early as possible as they become more internalized and are learned more naturally. It has been shown statistically and medically that language study increases brain neural development. This means that there are more pathways for flexible thinking and problem-solving, both very beneficial for children as they develop through their school years.

SEÑORA CAMBRA WITH STUDENTS IN COSTA RICA 2016.

K

nowing another language opens doors to more opportunities in the career you choose. It can also help a person become aware of other cultures and global issues.

When we travel with students to countries where the language they are learning is spoken, their travel experience not only is more enjoyable, but also makes students realize the importance of being able to communicate in another language. When traveling with students, every activity and experience they have motivates them to be empathetic and respectful of those with different cultural backgrounds.

earning and knowing another language can help students become more openminded. Once the student understands a language, he or she will be able to learn how to respect different people from different cultural backgrounds. The practice helps students build better character. The younger the learner, the better they are at mimicking new sounds and adopting pronunciation because their brains are open to it.

MADAME SMITH (French)

More than 1,000 different LANGUAGES are spoken on the continent of Africa.

MADAME SMITH TEACHING FRENCH TO A GROUP OF UPPER SCHOOL STUDENTS.

SEÑOR MAUSER (Spanish)

A

huge portion of the population is Spanish speaking. By learning a new language, you open yourself up to being able to communicate with a huge crosssection of our population. Plus, the workplace is getting more and more competitive and having a second language separates you from others applying for the same position.

LEFT: SEÑOR MAUSER TEACHING A GROUP OF LOWER SCHOOLSTUDENTS SPANISH.

18

T

here is a definite difference between students who have learned a foreign language and those who have not. They are indeed more curious, willing to travel for knowledge rather than vacation, and are definitely more open-minded. They tend to have interest in what is happening in our world and are more likely to envision changes for the better. They are also happier and more enthusiastic. The sooner children learn other languages, the better! ■

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FORMER FACULTY SPOTLIGHT ON JANE FREEMAN

NEVER TOO LATE —————————————————————————

BY DEB DEVINE LEE (‘81) ———————————————————————— —

T

ake Jane Freeman’s advice: ”It's never too late to start something new that will bring you great joy.” Mrs. Freeman should know, as she began her career late in life. “I had always wanted to be a teacher but marriage and family came first and I waited until our youngest was in fourth grade to go back to school for my credential in Texas. By that time, I was 42.”

J

ane Freeman was a beloved educator at Harbor Day School from 1975 to 1993, serving first as a teacher and then as Lower School Director. Her memories reflect much of Harbor Day School school’s history.

M

rs. Freeman says she found Harbor Day School, “by accident in 1975.” She had just moved to the area and “was coming home from Gelson’s and missed the turn on Marguerite. There stood Harbor Day School!” She became a substitute and then was hired to teach a “grand group” of fifth graders.

the perfect place for providing for the individual child. The great faculty and staff, the involved parent community, and the wonderful children made for a heavenly place to work.”

L I

n 1977, she taught third grade (her favorite) and says, “I would have happily remained with my magical little third graders forever, but Mr. Marder asked me to become Lower School Director. So, it was with mixed emotions that I became ‘The Blue Chairs Lady.’"

S

he remembers many changes in the following years. When she began, there were no teacher associates, no computer lab, one music teacher, and one art teacher. Of course, “we did have Blue-Gold and lovely school spirit. Harbor Day School was

BEACON FALL/WINTER 2017

ike a good educator, Mrs. Freeman is loathe to play favorites.

“I could not begin to pick one memorable student – there are so many. It might be Pierce Martin as the emperor or beautiful Elizabeth as the princess in one of our plays. It could be Kim giving me advice on my jewelry, or Johnny running with the football or Chickie leaning on my arm for a hug.

It could be the time when it was I who insisted that, when a boy put his friend’s sweater in the toilet, it was by accident.

I remember them all with great affection.”

A

fter 18 years of service, HDS sent her on a trip to Germany as a retirement gift. Since then, she and her husband have traveled to Italy, Greece, and England. She is a bridge player, quilter, line dancer, and volunteer. Mrs. Freeman takes the most pride from helping raise nine grandchildren and her close relationship with her children. ■

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CLASS NOTES 1 9 7 0 ’

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——————————> 1975 <———————————————————

———> 1978 <————————

Reunited! Members of the class of 1975 spent a lot of time together in 2016. They caught up at breakfast over the Thanksgiving weekend, and SUZI BISHOP BURKE hosted a holiday get-together at her home.

LEFT TO RIGHT:

SUZI BISHOP BURKE, ELLIOTT TURNER, KARI QVALE KOEFF, JIMMY OLMSTEAD, ELIZABETH ROBBINS TURK.

FRONT ROW:

KARI QVALE KOEFF, DEE DEE PFAU PERSON, AND ELLIOTT TURNER. SECOND ROW:

CYNTHIA SCHWARZ SAKRANEY, ELIZABETH ROBBINS TURK. BACK ROW:

CONGRATULATIONS TO OUR 2004 ALUMNUS OF THE YEAR, TOMMY KNAPP ON HIS APPOINTMENT TO ASSOCIATE PROFESSOR OF CLINICAL ENTREPRENEURSHIP AT USC MARSHALL SCHOOL OF BUSINESS. TOMMY HAS TAUGHT 18 DIFFERENT COURSES AT USC SINCE 2008. NOT ONLY HAS HE BEEN A PROFESSOR, HE HAS SERVED AS THE ASSOCIATE DIRECTOR OF THE LLOYD GREIF CENTER FOR ENTREPRENEURIAL STUDIES AND THE ACADEMIC DIRECTOR OF THE MASTER OF SCIENCE IN ENTREPRENEURSHIP AND INNOVATION PROGRAM. HE RECEIVED THE GOLDEN APPLE AWARD IN 2009 AND 2011 AND THE MBV OUTSTANDING TEACHING RECOGNITION IN 2016. HE ALSO HEADS USC’S SUMMER PROGRAM FOR HIGH SCHOOL STUDENTS CALLED EXPLORING ENTREPRENEURSHIP.

TOMMY BEGAN HIS ENTREPRENEURIAL CAREER AT HDS, BY SELLING CANDY OUT OF A BRIEFCASE AT RECESS. ALTHOUGH HE WAS NOT ALLOWED TO RUN A STUDENT BUSINESS ON CAMPUS, HE REMAINED UNDETERRED, EVENTUALLY FOUNDING HONOLUA SURF CO., INITIUM EYEWEAR, AND CLUB SPORTSWEAR. AN AVID SPORTSMAN, TOMMY SERVES ON THE BOARD OF DIRECTORS OF THE CHALLENGED ATHLETES FOUNDATION. HE ALSO IS ON THE BOARD OF DIRECTORS FOR COLONY STARWOOD HOMES AND SEMESTER AT SEA.

SUSAN MARTYN CLARK, ANGI KNAPP EVANS, AND SUZI BISHOP BURKE.

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CLASS NOTES 1 9 8 0 ’

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———> 1981—<— —>—1981 ———— ———————— <————–––––––————————–——————

———> 1985 <———————

ETHNEA AND BRIGGS PORTER ENJOYED THE HDS FALL BENEFIT.

———> 1986 <———————— HDS DIRECTOR OF TECHNOLOGY, JAMES GAPP WAS INVITED BY THE EDUCATION DEPARTMENT IN NACKA, SWEDEN TO VISIT SEVERAL SCHOOLS, AND OBSERVE THEIR TECHNOLOGY AND DESIGN PROGRAMS.

JAMES GAVE A PRESENTATION ON DESIGN THINKING AND TECHNOLOGY, WHICH INCLUDED PROJECTS BY HDS STUDENTS. HE ALSO LED SWEDISH PRINCIPALS AND TEACHERS FROM DIFFERENT SCHOOLS THROUGH A DESIGN THINKING WORKSHOP WHERE THEY WERE CHARGED WITH DESIGNING THEIR IDEAL LEARNING SPACE WITH A FOCUS ON 21ST CENTURY SKILLS AND MAKING. JAMES FOUND THAT, JUST LIKE THE SWEDISH STUDENTS, THE EDUCATORS EXCITEDLY COLLABORATED, LISTENED, LEARNED, AND BUILT THEIR PROJECTS.

ANDREW SANDOR and family went rafting on the American River before spending the summer in their apartment in Budapest.

Andrew continues to practice family law.

———> 1982 <————————

JENNIFER UTMAN SOMMER’s new granola, Sommer House, was mentioned in Food & Wine as one of the best new small-batch granolas nationwide. [www.sommerhousela.com]

———> 1987 <————————

KEN RINKER is a busy real estate investor and enjoys family time. His wife, Dawn, is selling residential real estate specializing in Newport Coast, Newport Beach, and Corona Del Mar. Harry (14) plays water polo at Corona del Mar High School and Danny (12) and Katie (11) are swimmers.

———> 1984 <———––––––––—

BROOKE SIMPSON FISHER is a mother and entrepreneur. She runs the successful jewelry company, Brooke Fisher Designs, where she uses both her artistic and business skills.

———> 1988 <————————

ANNE AND MARK HARRISON AT THE FALL BENEFIT COSTUME PARTY.

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STEPHANIE ARGYROS CELEBRATES WITH MRS. ROWE AFTER ACCEPTING HER ALUMNA OF THE YEAR AWARD IN OCTOBER.

GEORGE CHELIUS works at Andersen Tax and is actively involved with the Children’s Bureau, which helps at-risk children in the community by providing abuse prevention and treatment services in Orange County and Los Angeles. [https://www.all4kids.org/]

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CLASS N OT E S 1 9 8 0 ’

S

———> 1988 (continued) <————

———> 1989 <——————— On November 21, 2016, MARCUS BERRY and wife, Kim, welcomed Marley Eloise to their family.

KRISTEN COLEMAN HATFIELD traveled to HDS’ sister school Mbahe Primary School and Huruma Hospital in Tanzania. Kristen and fellow travelers managed to raise more than $42,000 for donations including medical supplies, teaching resources, and student uniforms.

Asante sana!

Journalist AMY WALTERS is a reporter and producer at the podcast Reveal. Buzz Feed voted it the “#1 Podcast You Should Listen to in 2017.” Amy has filed hard-hitting news stories on topics including the Black Lives Matter movement and the Zika virus. [revealnews.org] iTunes: [https://itunes.apple.com/us/podcast/ reveal/id886009669?mt=2]

HDS dad, KRIS WILKS, frequently volunteers in the library and especially enjoyed watching daughter, Hillary (‘25), perform the role of “Cindy Lou Who” at the annual Grinch reading in December.

THE BACK TO SCHOOL PICNIC WITH TAYLOR BUTCHER, MEGHANN CLARK BUTCHER (’94), LEAH CARPENTER SIMKINS (’89), AND JIM ROSING. TAYLOR AND MEGHANN ARE ALSO FEATURED IN THE ALUMNI “TRUE LOVE STORIES” ON P. 11.

ANOTHER GENERATION BACK TO SCHOOL AT HDS! 2

1

4

5

3

6 1. KRISTEN VITTI (’88), NOAH (’25), SISTER PRESLEY, AND JUSTIN (’87) PIERCE. 2. MEGAN AND KRIS (’88) WITH HILLARY (’25) AND RHYSE (’23) WILKS. 3. TINA, CHAD (’85), AND LOGAN (’23) STEELBERG. 4. CAREN MCKINLEY (’88) AND COOPER (’24) KELLY. 5. TARA SIMPSON (’86) WITH KENDALL (’19) AND DASH (’22) D’AMBROSIA. 6. JILL HAMILTON (’89), LEIGH (’23), AND BLAKE (’84) BERTEA.

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CLASS N OT E S 1 9 9 0 ’ ————> 1990 <————––––––—––––––—––––––

“

“

I am ready to return to help carry on the traditions, values, and rigorous academic program that have made JTD the elementary school of choice in Los Angeles for the past 88 years.

— ROSE KUHN HELM

S

———> 1992 <—————— PAIGE FINSTER GREENSPAN wrote to say: “I am happy to let everyone know that I am doing exceptionally well since my stagefour breast cancer diagnosis in May 2013. I am still in treatment at Cedars-Sinai in Los Angeles but am living with and thriving with this diagnosis. Thank you for all your continued support.”

———> 1993 <—————— FARRELL JEFFERS is a casting producer for Pop Magnet EntertainTHE GREENSPAN FAMILY ment in Los Angeles. She is proud to be one of the originators of the HDS Families Program which celebrates its 20th Anniversary this year, and has volunteered to talk to HDS eighth grade students about the merits of an HDS education and the transition to boarding school.

,

[www.popmagnetent.com]

———> 1995 <———————————————————

CONGRATULATIONS TO ROSE KUHN HELM WHO HAS BEEN NAMED THE HEAD OF JOHN THOMAS DYE SCHOOL (JTD) IN LOS ANGELES BEGINNING JULY 1, 2017. ROSE SAYS SHE IS “THRILLED TO BE RETURNING TO SOUTHERN CALIFORNIA AND INCREDIBLY GRATEFUL TO HDS FOR GIVING ME THE FOUNDATION IN MY EDUCATION AS WELL AS BEING THE STARTING POINT OF MY TEACHING CAREER!” AFTER LEAVING HARBOR DAY, ROSE TAUGHT AT JOHN THOMAS DYE, THEN WENT TO THE HAMLIN SCHOOL IN SAN FRANCISCO WHERE SHE HAS BEEN THE MIDDLE SCHOOL DIVISION HEAD SINCE 2005.

UPON LEARNING OF HER SELECTION, ROSE SAID, “I AM READY TO RETURN TO HELP CARRY ON THE TRADITIONS, VALUES, AND RIGOROUS ACADEMIC PROGRAM THAT HAVE MADE JTD THE ELEMENTARY SCHOOL OF CHOICE IN LOS ANGELES FOR THE PAST 88 YEARS.” ROSE RECEIVED A BACHELOR OF ARTS DEGREE FROM PRINCETON UNIVERSITY WHERE SHE WAS THE CAPTAIN OF THE VARSITY VOLLEYBALL TEAM. SHE THEN EARNED A MASTERS OF ARTS DEGREE IN ENGLISH LITERATURE FROM THE UNIVERSITY OF CALIFORNIA, IRVINE. ROSE, HER HUSBAND, PETER, AND DAUGHTER MILLIE (AGE 6) RELOCATE TO LOS ANGELES IN JUNE.

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MARISSA ANSHUTZ HERMER recently moved back to Los Angeles from London with her husband, Matt, and children Max, Jake, and baby Sadie. She immediately connected with fellow entrepreneurial foodie alumna JENNIFER UTMAN SOMMER (’86) who lives nearby. Marissa has a cookbook coming out, An American Girl in London and Jennifer has just launched a new granola line, Sommer House.

———> 1996 <——————————————————— JAMIE BROWNELL MUMFORD is excited to be back in Newport Beach after living in the Bay Area for nearly seven years! Her family is enjoying the warmer weather.

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———> 2004 <————–––——’

———> 2000 <————————

ALEX SCHMIDER appeared on Forbes 30 Under 30 media list for 2017. He is the Senior Strategist, Transgender Media, and GLAAD. Alex works with media outlets “to ensure the fair, accurate, and inclusive representation of transgender people in the media.” Alex also reports that he is planning to take the LSAT in the summer.

EMILY TURNER married Derreck Barker and is working hard on her design business with her sister and business partner, MARIE TURNER CARSON (’97).

They were featured in Architectural Digest and on the cover of Elle Décor. [http://www.architecturaldigest.com/story/ whitewashed-california-farmhouse-takes-cuesfrom-owners-art-collection]

———> 2002 <————–———

———> 2005 <———————

CAT DAILEY transferred from University of California, Berkeley to Yale for her junior and senior years to earn a degree in History. Cat is currently working on a Masters in Business Management at Durham University in the United Kingdom.

She is also playing volleyball for the university, and plans to play professionally abroad after completing her studies or return to the U.S. to start her own business.

PHOTO COURTESY ALLSPORTINTHEWORLD.COM

RICKY and Miranda NELSON welcomed baby Naomi Rose in October 2016. They are living in Newport Beach.

Congratulations to STEWART HAGESTAD who received an invitation to compete at the 2017 Master’s golf tournament, after winning the Mid-Amateur Championship in the fall. The Master’s will be his first major professional tournament. Stewart played on the USC golf team for four years and works at Oak Tree Residential Real Estate firm in New York City.

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MARY ANDERSON married Daniel Purpura in the summer of 2016. Although the two met in high school at Mater Dei, they did not start dating until college. Mary just started graduate school at Chapman University for Speech Pathology.

SYDNEY BOWIE is living in Seville after receiving the prestigious Fulbright Scholarship to work on her most recent film the New Migration Project, which documents the lives of immigrants in Spain.

She discovered her love of documentary film at the University of California, Los Angeles where she graduated in 2014 with Summa Cum Laude and Phi Beta Kappa honors. Her short films have screened at festivals across the United States. Sydney has lived abroad in Argentina, Australia, and Spain. She is raising funds for this new film and is working on building the project's outreach. [www.newmigrationproject.com]

HAYDEN FUREY is still on the go with her job as a Capital Markets Associate at JP Morgan in San Francisco and spent the month of January in New Zealand and Australia.

———> 2003 <——————— KATE WILSON and LEILANI LIVINGSTON JONES are working hard for HDS as volunteers on the Alumni Advisory Council. If you’d like to join the 11-member council, support Harbor Day and have some fun, send an email to dlee@harborday.org.

———> 2006 <———————

SHELBY SEARLES returned from two years in Khoud, Mongolia, in the Peace Corps. While there, she taught special needs children and established a regional Special Olympics. Shelby has joined sister – and Pi Queen – JAIME (‘09) at Stanford, where she is pursuing a master’s degree in international education policy.

CONNOR GAUGHAN is attending graduate school at St. Andrews in Scotland.

DAVID LIVINGSTON will graduate from BYU with a degree in Economics in April and will begin work on the trading desk with JP Morgan's Private Bank in Los Angeles office starting in July.

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———> 2007 <———–———— ZACK MARTIN is founder and CEO of Loil. The company provides on-demand, scheduled, and recurring automotive maintenance. Loil has partnered with many companies, including The Irvine Company and the OC Fairgrounds to offer oil changes exclusively at their properties.

annual conference in New York City.

Following graduation, Natasha moved to Los Angeles where she currently works in management consulting as a Business Analyst for McKinsey & Company.

———> 2009 <——————— PHOTO COURTESY NCAA

[LoilApp.com] + [@LoilApp]

While on a work trip to the U.K. in the fall, WILL MORROW reunited with his former teacher, Mr. McCluskey, and shared a pint and a tall tale or two. Mr. McCluskey, now Dr. McCluskey, teaches Master’s English at York University.

———> 2008 <——————— JANIE ANDERSON graduated in December from Sonoma State with a degree in business marketing.

SARAH SULLIVAN married Tom Mertel on September 3, 2016. The couple met in school at UCLA and currently live in San Francisco. HDS Spanish teacher, Matt Mauser’s band, the Tijuana Dogs, played at the wedding. Sarah’s class is the only class at HDS who had Mr. Mauser for Spanish for all nine years!

FRONT ROW:

CHRISTINA LOWRY, EMILY ATTYAH, ANNALISE LEFFLER BUBES, EMILY HILLGREN, ALEX GORAB

Congratulations to KELSEY HUMPHREYS and HALLAND MCKENNA (’11) who helped Stanford women’s volleyball capture its seventh NCAA title in December.

ALLY BRAHS graduated Magna Cum Laude from the University of Washington last June where she was a four-year member of the women’s soccer team. She was awarded the University of Washington Athletics Academic Excellence Award and received a Pac-12 postgraduate scholarship. She is now attending medical school.

NATASHA SAKRANEY graduated from Duke University in May 2016 with a degree in Neuroscience and a minor in English. During her undergraduate career, NATASHA she interned at The AT HER DUKE White House Office GRADUATION WITH BROTHERS, of Science and TechKAVI (’10) AND nology advocating SHAAN (’19). for Women in STEM education, served as senior captain of the Duke Women’s Club Volleyball Team leading them to their best ever finish of 3rd place in Division I-AA at NCVF Nationals, and successfully defended a Neuroscience Graduation with Distinction thesis on research that she also presented at the Cognitive Neuroscience Society’s

WILSON WITH HEAD OF SCHOOL, ANGI EVANS (’75).

WILSON MEYER will graduate from West Point this spring as a Second Lieutenant. Upon graduation, he will be in command of a fleet of four tanks and in July he reports to Fort Benning, Georgia, for Ranger School and a Basic Officer Leadership Course. In the fall, Wilson gave a wonderful presentation to HDS students on the merits of attending a service academy.

Education major, BECKY WILSON came to HDS to observe Mrs. Vieira’s first graders who are learning to read. It was her first time on campus in a few years, but she felt right at home.

BACK ROW:

DANIELLE GOODMAN, CATHERINE SULLIVAN, MATT MAUSER, SARAH SULLIVAN AND JENNIE MASSEY

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———> 2010 <——————— BRADEN BRAHS is a junior in the Cox School of Business at Southern Methodist University majoring in finance with a real estate concentration. He is a member of Sigma Phi Epsilon fraternity and is looking forward to doing a finance internship in Dublin, Ireland, this summer.

CHRIS KING, HALE, AND CHASE (’13) FUREY AT TURKEY BOWL. CHRIS IS STUDYING AT YALE UNIVERSITY. CHASE WILL BE JOINING HIS BROTHER, HALE, ON THE HARVARD GOLF TEAM IN FALL 2017.

HDS WAS WELL-REPRESENTED AT THIS YEAR’S NATIONAL CHARITY LEAGUE DEBUTANTE BALL .

FRONT ROW, LEFT TO RIGHT:

ABIGAIL KLEIN, LEXI DAVIN (’15), KABELE COOK, CAROLINE DAVIN, LIBBY, AND LANDON KNIGHT (’11).

BACK ROW:

ALYSSA ANDERSON, BOBBY BRIGGS, GIORDANA RICCI, RHODES GARNER, PAIGE WARMINGTON (’14), AND KENNEDY MCGUINNESS.

USC song girls, OLIVIA PETERSON and SOPHIE REBEIL, cheered the Trojans to victory over Penn State at the 2017 Rose Bowl.

Fight On! Both ALEC TAKETA and HALLAND MCKENNA attended the London School of Economics this year.

———> 2011 <—————––––— KATHLEEN ANDERSON is in her second year at Texas Christian University in the Design Program.

RHODES GARNER ESCORTED CAROLINE DAVIN TO THE DEBUTANTE BALL.

THROWBACK TO HDS DAYS! RHODES GARNER WITH COUSIN COURTNEY MARSHALL (’11), AND SISTER RALEIGH GARNER ON A FIRST DAY OF SCHOOL.

———> 2012 <————––––——

THE ANDERSON FAMILY ROOTING FOR GOLD AT TURKEY BOWL .

Tune-in to JORDAN KESSLER’s radio show, Feminism and Salad, on USC’s student-run radio station.

The eclectic show is halftalk and half-tunes. Live on Sundays at 9:00 a.m. on 1560 AM, online at [KXSC.org], and on the tune-in radio app.

JACOB AND JUSTIN (’15) MUCHNICK AT THE BACK TO SCHOOL PICNIC.

FROM LEFT:

WILL (’16), SCOTT (‘22), LAUREN (’09), AND ALYSSA (’12).

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ROBERT NARUSE wrote in from the University of Pennsylvania to thank Magistra Robinson. “I know it has been a very long time, but a class I'm taking right now reminded me of the days of taking your Latin classes at Harbor Day. I’m currently studying the first unit of a Roman History class at UPenn right now, and a large portion of it focuses on the Kingdom and the Early Republic. We’re learning about all of the heroes that you taught us during Latin class like Cincinnatus and Gaius Mucius.

Even though it's been awhile since last reading about these things at Harbor Day, I still remember a lot of the history from what you taught us in seventh and eighth grade! I want to thank you for introducing me to this rich history of Rome — I still find it interesting to this day.”

———> 2013 <————––———

THE CLASS OF 2013 MAKE THEIR PLANS FOR FALL 2017!

PLEASE LET US KNOW YOUR COLLEGE CHOICE AND WE WILL PUBLISH THE CLASS LIST WHEN IT’S COMPLETE.

GOOD LUCK TO YOU ALL!

———> 2014 <——————— While home on vacation from Choate, GRAYSEN AIRTH came to visit her sister, Hailey, on campus.

KRISHAN AND SISTER, MALINI (’16).

BRIAN ANDERSON is a junior at Orange County School of the Arts in the film conservatory.

KRISHAN ARORA is part of Sage Hill service learning group, which hosted a conference for many area teachers, including HDS teachers in the spring.

BRANDON GETTER is working with the Corona del Mar High School Academy of Global Studies on The Thirst Project with the goal of raising funds to build a fresh-water well in a developing country. Brandon volunteered to play a benefit concert to help raise money.

BRANDON (RIGHT:) WITH CLASSMATE ETHAN VOVAN.

PHOTO COURTESY DAILY PILOT

CHRISTINA DAVENPORT and CHELSEA HUMPHREYS helped CDM girls’ volleyball win Battle of the Bay against Newport Harbor.

CONGRATULATIONS TO CHRISTOPHER DIPAOLO WHO EARNED THE RANK OF EAGLE SCOUT.

BEACON FALL/WINTER 2017

ISABELLA DECKEY, WILL KLEIN, RALEIGH GARNER, BROOKE KENERSON, AND CAROLINE TAKETA SHARE AN ALUMNI MOMENT AT CORONA DEL MAR HIGH SCHOOL’S WINTER FORMAL.

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(continued)

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<––––———————–——————

MAGGIE SONENSHINE, JACK MCKENNA, GEOFFREY VON DER AHE, AND ANDREW FAIRCHILD AT TURKEY BOWL.

CORBIN VAICEK ('15) , VALE LEWIS (’13), ROWAN OLIPHANT (’16), JACK MCKENNA (’16), ETHAN VOVAN (’14), AND ALI MORIN (’14), COMPRISED THE ALUMNI PANEL AT THE 2016 COMMUNITY OPEN HOUSE. THEY ADDRESSED QUESTIONS FROM PROSPECTIVE PARENTS AND EXPLAINED HOW HARBOR DAY PREPARED THEM FOR HIGH SCHOOL. WATCH THE VIDEO OF THE PANEL DISCUSSION BY SCANNING THE QR CODE ON THE RIGHT

——————————> 2016 <––––———————————–—————–—

HDS PALS EVEN AFTER A TOUGH “BATTLE OF THE BAY” FOOTBALL GAME! GEORGE BUSICK, JACK MCKENNA, LUKE HATFIELD, SIMON HALL, AND KYLE MIX.

JACK MCKENNA made an appearance on QVC in December to sell his toffee, “live in front of 100 million households.”

As always, he donated a percentage of the proceeds to The Williams Syndrome Association in honor of his brother, Colin.

BEN MILLER AND SAM COHEN STOPPED BY HDS FOR A VISIT ON A DAY OFF FROM SAGE HILL SCHOOL.

ALUMNI ATTENDING ST. MARGARET’S REVISIT THE BLUE CHAIRS!

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LEFT TO RIGHT:

LEFT TO RIGHT:

SYDNEY JOHNSTON, SOPHIE BEADOR, LINDEN SCHMID, KIMMY REDDY, MACEY MULLANE, KARINA GROVER, AND ROWAN OLIPHANT AT THE BACK TO SCHOOL PICNIC.

ISABELLE SEARLES, CAMPBELL CASE, ALI MORIN (’14), AND ROWDIE PEETS.

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FA FAL B BE BEN BENE BENEF BENEFI FALL BENEFIT ON OCTOBER 29, HARBOR DAY SCHOOL’S FALL BENEFIT, SOMETHING WICKED THIS WAY COMES, WAS A THRILLING SUCCESS. THE HALLOWEEN-INSPIRED EVENT BOASTED COSTUMES RANGING FROM GOTHIC VAMPIRES AND WITCHES TO BEETLEJUICE AND WEREWOLVES. CO-CHAIRS LESLIE STERN AND ANNA-MARIE CLAASSEN, ALONG WITH THEIR HARDWORKING COMMITTEE OF VOLUNTEERS, TRANSFORMED THE ORANGE COUNTY MUSEUM OF ART INTO A SPOOKY ARTISTIC SPACE. THE LIVE AUCTION PROVED TO BE THE HIGHLIGHT OF THE EVENING RAISING MORE THAN $360,000! THIS MAJOR FUNDRAISING EVENT OF THE YEAR, WITH OVER 300 PEOPLE IN ATTENDANCE, REALLY KICKED-OFF THE SCHOOL YEAR ON A HIGH NOTE.

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1. BENEFIT CO-CHAIRS ANNA-MARIE CLAASSEN AND LESLIE STERN 2. BRIAN AND ANNA-MARIE CLAASSEN; LESLIE AND JASON STERN 3. CHELSEA AND TREVER GREGORY 4. DON AND GINGER RESSLER; JUSTINE AND ANGELO CUNEO 5. JACKIE AND TIM DOLLANDER 6. HARBOR DAY FACULTY 7. MATT AND KELLY PIERCEY 8. BETSY AND RYAN DECKER; KERRI AND DANNY SONENSHINE (‘87); ALLYSON AND COBY SONENSHINE (‘84) 9. GREG AND KASSIE RICHARDSON; JUSTIN AND MELISSA INGOLD VAICEK (‘85) 10. ZACHARY AND KAREN CARBONI 11. KEITH KATKIN AND RYAN STEELBERG (‘88) 29

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FAMILY TIES THE HDS FAMILIES PROGRAM CELEBRATES 20 YEARS! The HDS Families holiday newsletter acknowledged the alumni by including their names on a leaf on their family tree.

HDS received many responses from alumni, updating their “Families” on life after Harbor Day.

Family, “To myIt'sHDS hard to believe it's been 20 years since I joined the very first family meeting with Mrs. Murphy. Seems like yesterday!

Since leaving HDS, I went to Corona del Mar and the University of Colorado, Boulder for college. After college, I moved to New York City to pursue a career in advertising. I’m now back in California, living in Los Angeles and working for Niche at Twitter.

I’m getting married in April and all of my best girlfriends from Harbor Day will be there too!

Hope you guys are having a fun year and Blue sweeps Gold in the Turkey Bowl.

”

“F

—LAUREN SNELL (’00)

amily leaf! Brings back a lot of good memories! I haven’t been to HDS in a while. I graduated in 2002 and I’m very proud to say I won the Spirit award that year for our family! After HDS, I went to Corona del Mar High School and loved it! Then I went to college at Georgetown University. Now I work at my family’s commercial real estate company, Burke Real Estate Group. I used to work for our property management team, but a few years ago I switched to our development team (which means I manage the process to construct buildings). I just got married in July. We had a ton of HDS alums at our wedding, and even a few current students (Madeline Mahoney, Jack Mahoney,

30

Lily Mahoney, and Grace Burke). HDS was such anamazing place to go to school. I am still best friends with so many people I went to HDS with. I hope you all get to enjoy long friendships with your classmates too.

Thanks again for the letter. I loved it!

”

—CHRISTINE BURKE MALIKOWSKI ('02) there, Guppies!

“HeyHappy Holidays! Great to hear from you guys. It sounds like you have quite the diverse and adventurous family. I graduated back in 2008 when the parent of the Guppies family was Mr. Nelson.

His son and I surfed a lot in the summer together! I definitely miss HDS and the people I met there.Whenever I drive down San Joaquin and see the soccer fields, I always think about my time at recess and on the blacktop playing basketball. I vividly remember spending the night in the aquarium in 5th grade—ironically, I’m going to the aquarium tonight for a party with my company.

Stay in touch and keep doing well in school! Go Blue!

”

—JONO KEEDY (’08) Family!

“HiIHDS loved seeing this email! Harbor Day School was home to some of my best childhood memories. I played volleyball and soccer through school and went to college at University of San Francisco. I am BEACON FALL/WINTER 2017

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currently working and living in New York City at an Advertising Agency called Rauxa. I still am best friends with almost all of my friends I made at Harbor Day. I am even living with Chelsea Roth (one of my best friends since Kindergarten at HDS). I hope to hear more soon from my HDS family!

”

—PAULINA LEACH (’08)

Krew!

“HeyI Krazy went on to Sage Hill for high school and now attend Vanderbilt University. It is my first year in college and I am having an amazing time and am learning a lot. I am now playing lacrosse here in Nashville for Vanderbilt. We definitely didn’t have snacks at family meetings, y’all are lucky! I hope y’all keep in touch and that I get some updates as the year goes on. Good luck!

”

Burritos, “Hi IFlying am so happy to receive this letter from you. I miss Harbor Day so much!

I am currently a freshman at Corona del Mar High School.

Although I don't have many classes with people from Harbor Day, I have been able to stay very close with them. I love going to Corona del Mar. It is challenging, but Harbor Day has prepared me well.

I am making lots of new friends, joining new clubs, and trying a lot of new things! The student body is a lot bigger than Harbor Day's- I think there are about 200-300 students in my grade- that’s about the entire size of Harbor Day!I am currently on the Sailing Team. My favorite food is frozen yogurt, and I think you should keep the name Flying Burritos. Go Blue!

”

—MARBELLA MARLOW (’16)

—BOBBY BRIGGS (’12)

Hey fellow Lightning Bolts!

I miss you guys, Harbor Day sounds so fun. Corona del Mar “HeyYouFAM!guys are looking like studs. Sounds like we have a very “is super awesome, but very big and a different atmosphere. My talented and athletic family. I miss the meetings with you guys.

I am a senior in high school planning to go to college next year. I’ll let you guys know where that will be as soon as I find out myself.

”

—NICK BRITT (’13) Crackers Family!

“Hi Graham I miss you all very much and I need to come visit! It is so exciting to hear all about what is happening at Harbor Day! I am currently rowing at the Newport Aquatic Center and I love it! Also, I have submitted most of my college applications and I am waiting to see where I get accepted. I really hope to see you all soon and hope all is well at Harbor Day!

”—

LILA KLEIN (’13)

“

Dear Shamrocks, I attended Sage Hill for two years but now I am at Corona Del Mar to finish high school. I play soccer and love it so far. I am also heavily involved in a club at school that aids foster children and their living conditions. I like tacos and Domino’s pizza. I love traveling and recently, I have been touring colleges, which has been a blast. I am really interested in Washington University, Oregon University, Colorado University at Boulder, and Southern Methodist University. My most memorable moments at HDS were hanging out on the 8th grade knoll with my friends and being in the 8th grade musical, Peter Pan. I can't even begin to describe the massive impact that Harbor Day has had on my education. I am forever thankful for all of the teachers and staff there. The last time I visited Harbor Day was at the Blue Gold Track meet last year.

So much has changed! It seems like just yesterday that Sebastian was in Kindergarten. Everyone has grown up so much. I miss everyone in the Shamrocks and I hope that when I come back to visit sometime this year, that I can see all of you!

”

play was Into the Woods and I was the narrator! My favorite subject was Math with Mrs. Stockstill. And my favorite memory was playing Corona del Mar in the championship basketball game.

I hope I see you guys soon and have a great year! By the way, who is student body president?

”

—JACK MCKENNA (’16)

Grogi Bears, “DearI hadMelting birthday dinner last night with the first eighth grader, Matthew Chapman, in our original HDS family! He graduated in 1997, is now 34 years old, and is my son-in-law. His daughter (my granddaughter Julia) will test to go to Harbor Day next year in kindergarten.

”

—MARY ANN SNIFF, FORMER ENGLISH TEACHER am living in Durham, North Carolina, between the Duke and “IUniversity of North Carolina campuses. Sorry to say that I lost Mrs. Renee DuPont to pancreatic cancer in November of 2014 after 50 years of marriage. I keep myself busy traveling (in the past two years, seven Baltic countries including Russia, then Antarctica, Australia/New Zealand, France and Canada. I’m off to Peru and the Galapagos Islands in March and then to France, Italy, and Spain in June). I am also quite busy officiating track and Field meets for the local Universities, the ACC and the NCAA. Track and Field is a long love of mine. Yes, I still play golf as often as I can. My four grandkids are all in their teens or soon to get there.

I love the Alumni publications and enjoy hearing about the success of the kids I got to know between 1993 and 2006 at Harbor Day. My best to all.

”

—DR. SID DUPONT, HEAD OF SCHOOL 1993-2006

—KATE BRIGGS (’14) BEACON FALL/WINTER 2017

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THANKSGIVING

PROGRAM

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LOW E R S C H O O L HOLIDAY PROGRAM

Sweet Dreams of Peace

UPPER SCHOOL PROGRAM H O L I D AY P R O G R A M

The Polar Express goes Global

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ANNUAL FUND 2016-2017 Thank you to the families listed below who have made early annual fund commitments to Harbor Day School. The below roster recognizes gifts and pledges made on or before February 28, 2017. Corporate matching gifts are reflected in a family’s giving level and separately, below.

Gifts made prior to June 30, 2017 will be included in this year’s annual fund and recognized in the school’s annual report published in the fall.

________________________________________________________________________________ VISIONARIES Mr. and Mrs. Alan F. Airth BOT Mr. and Mrs. Jeffrey Frieden The Fry Family Foundation GP

BEACONS Mr. and Mrs. Todd Anderson Mr. and Mrs. Santino Blumetti Mr. and Mrs. Paul Casey Mr. and Mrs. Philip Cohen Mr. and Mrs. Michael Cudzil BOT Mr. and Mrs. Jason Krotts Mrs. Jacqueline Mars GP Mr. and Mrs. Mark McCardle Mr. and Mrs. Brian Niccol Mr. and Mrs. Phillip Talleur Mr. and Mrs. Jeffrey Walbridge

SEAHAWKS Mr. Aaron and Mrs. Sally Peckenpaugh ('87) Bartz BOT Dr. and Mrs. Jeffrey Deckey Mr. and Mrs. Darrin Ginsberg Dr. Zafar and Dr. Iram Khan Mr. and Mrs. John Kirkowski BOT Mr. and Mrs. Robert Lewis Mr. and Mrs. Michael Lin Mr. Ryan and Mrs. Joyce-Ann Bishop ('91) Mahoney Dr. Navid Nami and Dr. Leila Ettefagh Mr. and Mrs. Alex Razmjoo Mrs. Betty Sisemore GP Mr. and Mrs. Danny Sonenshine ('87) BOT Mr. and Mrs. James Warmington, Jr.

HEAD’S CIRCLE Mr. Blake ('84) and Mrs. Jill Hamilton ('89) Bertea Mr. and Mrs. Mac Bowyer Mr. and Mrs. Edward Cook III BOT Mr. Mark Czepiel and Ms. Amy Marie Paul BOT Mr. and Mrs. Clifford Davis Mr. and Mrs. Hirad Emadi Mr. Pete and Mrs. Angi Knapp (’75) Evans Mr. and Mrs. Ben Francois Mr. and Mrs. Michael Gomez BOT Mr. and Mrs. Kevin Gray Mr. and Mrs. Craig G. Johnson Mr. and Mrs. Keith Katkin Mr. and Mrs. David Mead Mr. and Mrs. David Mossman Mr. and Mrs. John Nelligan Dr. Vinh Nguyen and Dr. Michelle Hoang Dr. and Mrs. Terence O'Neil Mr. and Mrs. James D. Olsen GP Mr. and Mrs. Chad Peets Mr. and Mrs. Robert Searles BOT Mr. Edward Sellers and Mrs. Dani Gold Sellers Dr. Paul Sokolowski and Dr. Rita Daghlian Mr. Stephen Thorp and Dr. Stephanie Thorp BOT Mr. and Mrs. Frank H. Trane GP Mr. Ashok Tripathi and Ms. Sheila Swaroop BOT Mr. Bradley and Dr. Cara Todd BOT Mr. and Mrs. Gene Tsai BOT Mr. and Mrs. Joseph Ueberroth BOT Dr. William and Dr. Judith Van der Reis Mr. and Mrs. Christian Voigtlander Mr. and Mrs. Scott Watson Mr. and Mrs. Daniel Wu Mr. and Mrs. Marshall Young

HARBOR LIGHTS Mr. Chatom Arkin and Mrs. Emily Horowitz ('98) Mrs. Emily Turner Barker ('00)

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Mr. and Mrs. Dominic Barton Mr. Philip A. and Mrs. Shelley Garner ('75) Belling Mr. Brian and Mrs. Suzi Bishop ('75) Burke BOT Mr. and Mrs. Brian Claassen Mr. Jefferson Cowart ('99) Mr. and Mrs. Angelo Cuneo Dr. and Mrs. William Davis Mr. Bart and Mrs. Natalie Clark ('97) DeClark Mr. and Mrs. Lance Dixon Ms. Debbie Fogel Dr. Robert Genc and Dr. Kimberly Johnson ('83) Genc Mr. and Mrs. Richard R. Godber PP Dr. and Mrs. Sanjay Grover BOT Mr. and Mrs. John Howard GP Mr. and Mrs. Robert C. Ihrke GP Mr. and Mrs. Daniel Kern Dr. Ryan Klein ('83) Mr. and Mrs. Daryl Landy Mr. Daniel ('84) and Dr. Felicia Lane Ms. Michelle Manolis Dr. and Mrs. Hamid Mir Mr. and Mrs. David Moatazedi Mrs. Jamie Brownell Mumford ('96) Mr. Sean Niknafs and Dr. Sima Mirhashemi Mr. and Mrs. Toby Page PP Dr. and Mrs. Ramin Pirnazar Dr. and Mrs. Ali Sadri Dr. and Mrs. Ehsan Sadri Mr. and Mrs. Scott Shean Mr. and Mrs. Scott Shubin Mr. Jeff and Mrs. Elena Goodman ('93) Singletary Mr. and Mrs. Robert Stemler PP Mr. and Mrs. Brian Stern BOT Dr. Satinder and Dr. Venzila Swaroop GP Mr. Kent Turner ('96) Mr. and Mrs. Gary Vaughan Mr. and Mrs. Geoff Von Der Ahe Mr. Shep and Dr. Tina Wainwright Mr. and Mrs. Clark Welton ('84)

100% CLUB Ms. Ella Abbott ('15) Ms. Madeleine Abbott ('11) Mr. Chandler Airth ('16) Mr. Will Anderson ('16) Ms. Malini Arora ('16) Mr. Nicolas Ayala ('16) Mr. Luca Bacci ('16) Mr. and Mrs. Ludwig Baumgartner Ms. Sophie Beador ('16) Mr. and Mrs. Jon Becker Ms. Danielle Beder ('16) Mr. Marcus Berry ('89) Mr. Alex Bertea ('81) Ms. Diane Bjelland Mr. Michael Borchard Jr. ('06) Ms. Nikki Borchard ('08) Mr. Bobby Briggs ('12) Ms. Katherine Briggs ('14) Mr. Christopher Burri ('16) Mr. Ryan ('90) and Mrs. Kelly Christeson ('93) Callaghan Ms. Campbell Case ('16) Mr. Mason Case ('08) Mr. Davis Case ('09) Mrs. Christine Gostanian Cawthon ('90) Mr. Jon and Mrs. Cynthia Trane ('69) Christeson Mr. Connor Chung ('12) Ms. Darcy Chung ('16) Mr. Sam Cohen ('16) Ms. Maclay Coldren ('02) Mr. and Mrs. Mark Coleman GP PP Mr. and Mrs. Brian Coleman ('92)

Mr. and Mrs. Stephen Cross GP Mr. John Davenport ('08) Mr. William Davenport ('11) Ms. Christina Davenport ('14) Mr. Dutch Dietrick ('16) Mr. Richard and Mrs. Natalie Stamires ('83) Donahoo Mr. and Mrs. William Dostert Mr. Matt Duma ('16) Ms. Dori Dutton ('90) Mrs. Darci Dutton-Reimund ('89) Mr. Jared Eckenweiler ('10) Ms. Marisa Eckenweiler ('13) Mr. and Mrs. Kent Elliott ('84) BOT Mr. Richard Eusey ('16) Ms. Sally Evans ('09) Mr. Charlie Evans ('11) Mr. Andrew Fairchild ('16) Mr. Hale Furey ('10) Mr. Chase Furey ('13) Mrs. Elizabeth Gapp GP Mr. and Mrs. James Gapp ('81) Mr. and Mrs. Todd Godfrey Ms. Karina Grover ('16) Hair Police Mr. Chase Hall ('13) Ms. Freida Hall PP Mr. Simon Hall ('16) Mr. and Mrs. Jeffrey Hammond Mr. Benjamin Hammond ('13) Mr. Luke Hatfield ('16) Mr. and Mrs. Harold C. Hofer Mr. and Mrs. Timothy Howell Mr. and Mrs. Ron Huff Mr. John Humphreys ('16) Mrs. Kelly Ilczyszyn Mr. and Mrs. Richard Isola Mr. Sean and Mrs. Susan Ihrke ('88) Johnson Dr. and Mrs. Paul M. Johnson GP Ms. Sydney Johnston ('16) Ms. Marisa Johnston ('82) Mrs. Leilani Livingston Jones ('03) Ms. Alana Karro ('16) Mr. Brian and Caren McKinley ('88) Kelly Mrs. Carol Kensel GP Mr. Landon Knight ('11) Ms. Elizabeth Knight ('11) Dr. and Mrs. Dongsoo Koh Mr. David Kuehn ('81) Mr. Richard and Mrs. Debra Devine (‘81) Lee PP The Hon. Richard Lee and Dr. Carol Shi Mrs. Taylor Burnham Lingenfelter ('98) Mr. Garrett Macklin ('97) Mr. and Mrs. Jeff Majit Ms. Marbella Marlo ('16) Ms. Sarah Martin ('16) Mr. Jack McKenna ('16) Mr. and Mrs. Mike McNeill Mrs. Melisa Moehlman Melling ('94) Mr. Kyle Mix ('16) Ms. Lily Mohtashami ('16) Ms. Gabrielle Montgomery ('16) Mr. and Mrs. Peter Morin Mr. and Mrs. Joe Morreale GP Mr. Timothy J. Morton ('13) Mr. Justin Muchnick ('12) Mr. Jacob Muchnick ('15) Ms. Macey Mullane ('16) Ms. Anika Nielsen ('16) Ms. Rowan Oliphant ('16) Paso's Best Wines Inc. Mr. Isidro Panuco Mr. and Mrs. Terry Peets GP Mr. Rowdie Peets ('16) Mr. and Mrs. Matthew Piercey Ms. Taryn Tarnutzer Pilco ('01) Mr. and Mrs. Herbert L. Porter GP Mr. Briggs ('85) and Mrs. Ethnea Porter

Ms. Camilla Potter ('16) Ms. Kimaya Reddy ('16) Mrs. Elizabeth Godber Root ('94) Dr. Kevin Rowe ('90) Mr. Mark Rowe ('95) Dr. Sean Rowe ('86) Mr. Prakash Sakraney and Mrs. Cynthia Schwarz ('75) Sakraney Mr. Ehab and Mrs. Nadia Dorsey ('93) Samuel Ms. Linden Schmid ('16) Mr. and Mrs. Marc Schwartz GP Mr. Vern and Mrs. Monika Johnston ('87) Scoby Ms. Isabelle Searles ('16) Ms. Shelby Searles ('05) Ms. Jamison Searles ('09) Mr. Pierre-Andre Senizergues and Ms. Sara Sheen Ms. Jillian Senk ('16) Ms. Madison Seybold ('16) Mr. and Mrs. Reza Shakoori Ms. Natalie Shaw ('01) Ms. Lily Shea ('16) Mrs. Leah Carpenter Simkins ('89) Ms. Reese Simkins ('15) Mr. and Mrs. Kevin Smith ('89) Ms. Maggie Sonenshine ('16) Mr. Ryan Steinke ('16) Mr. Reed Stemler ('16) Mr. and Mrs. Jason Stern Mr. Ray and Mrs. Meggen Stockstill Mr. Matthew Strok ('16) Mr. James I. Swinden, Jr. ('07) Mr. Richard Taketa ('86) Ms. Blair Tarnutzer ('03) Dr. Anil Tiwari and Dr. Caitlin Pickart ('90) Mr. Daniel Towers ('16) Dr. and Mrs. Shambhu Tripathi GP Mr. Geoffrey Von Der Ahe ('16) Mr. Jeffrey Walbridge ('16) Mrs. Lorna Sharp Wardwell ('77) Ms. Angel Ann Waters Mrs. Susan Welton GP Mr. and Mrs. Kristofer Wilks ('88) Mrs. Alivia M. Williams ('99) Ms. Kate Wilson ('03) Mr. and Mrs. Doug Wolter Ms. Courtney Zarrilli ('92)

FACULTY AND STAFF Mr. Chatom Arkin Mrs. Olivia Baumgartner Mrs. Noelle Becker Ms. Diane Bjelland Mrs. Joan Coleman Mrs. Angi Evans ('75) Mr. James Gapp ('81) Mrs. Freida Hall Mrs. Stacey Hammond Mrs. Pat Huff Mrs. Susan Ihrke Johnson ('88) Mrs. Caren McKinley Kelly ('88) Mrs. Deb Devine Lee ('81) Mr. Isidro Panuco Mrs. Ethnea Porter Dr. Sean Rowe ('86) Mrs. Meggen Stockstill Ms. Angel Ann Waters Ms. Courtney Zarrilli ('92)

MATCHING GIFTS AmazonSmile Foundation Marsh & McLennan Companies PIMCO Rimrock Capital Management LLC Wells Fargo Foundation ————————————————————— BOT HDS Board of Trustees Member GP Grandparent

BEACON FALL/WINTER 2017

HDS.FALL.WINTER.BEACON.PAGES.18-35_Layout 1 3/29/17 1:59 PM Page 36

S T A Y C O N N E C T E D ...

11:30

GET SOCIAL 108

➮ Follow us on Twitter! https://twitter.com/harborday ➮ Follow us on Instagram! https://www.instagram.com/harborday/ ➮ Find Us On Facebook! https://www.facebook.com/harborday/ HDS Alumni Facebook group ➮ Find Us On LinkedIn Harbor Day School Alumni

11:30

GET INVOLVED COME TO AN EVENT!

The Alumni Advisory Council 2016-2017

Suzi Bishop Burke (‘75) Leilani Livingston Jones (‘03) Kati Kern (‘93) Wilson Knapp (‘05) Kirby Burnham Kurzeka (‘06) Taylor Burnham Lingenfelter (‘98) Shelley Rich Manning (‘93) Taryn Tarnutzer Pilco ('01) Rick Taketa (‘86) Nadia Dorsey Samuel (‘93) 2) Max Ukropina (‘02) (‘03) Kate Wilson

VOLUNTEER! VOLUNTEER! The Alumni Advisory Council would like to add 12 new members for the 2017-2018 school year. Contact Deb Lee at dlee@harborday.org, If you would like to join this dynamic group!

Alumni Burger Al Alumn Alum Alu B Bu Bur Burg Burge B Ba Bas Bash June 9, 2017 | 3:30 p.m.

6/9 Join your classmates, friends and family on the field for a big BBQ after the Blue/Gold Track meet. All Alumni are invited.

Go to the alumni calendar on the HDS website for more event details.

GIVE GIVE BACK BACK

11:30

Alumni contribute to the Annual Fund to honor Harbor Day School and pay their education forward to future students.

We encourage alumni participation in the Annual Fund at any time, with a gift in any amount. Our alumni tradition is to give an amount corresponding to graduation date and move the decimal point according to comfort level. ($20.16, $201.60, $2,016.00...)

Love it!

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PRESORT STANDARD US POSTAGE PAID CPS

3443 Pacific View Drive Corona del Mar , CA 92625 tel: 949.640.1410 | fax: 949.640.0908 www.harborday.org

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