HRS Magazine, Winter 2019 by Head-Royce School

H E A D - R O Y C E S CHOOL M A G A Z I N E

S A L U T A T O R I A N S S AY

TRUST YOURSELVES C A N W E H AV E

CLASS OUTSIDE? THE ANSWER IS YES.

H E A D - R OYC E

SOLAR PANELS OFFSET 13,730 B AG S O F WA S T E

THE GR ADUATION ISSUE WINTER 2019

s t n e t Con

FEATUR ES A LUMNI NOTES & PROFILES

GR A DUATION CER EMONIES

Letter from the Alumni President

Alumni Profile: James Gronek '01

HEADS UP GRADUATION Congratulations to the 2019 graduates who are off to high school, but will remain forever part of the Heads Up community.

Alumni Events

Alumni Profile: Andrew Chang '06

Alumni Notes

Where Are They Now? EDITORS

Jennifer Beeson Julie Kim-Beal Nichole LeFebvre

PHOTOGRAPHY Nancy Feidelman

Life @ HRS

Dani Moseley Sarah Taborga

Richard Wheeler ART DIRECTION + DESIGN

Letter from Crystal Land, Head of School

Con Todo PRINTING Solstice Press

VISIT US ONLINE! Discover more about our mission and activities at headroyce.org. @HeadRoyceSchool

@HeadRoyce

Head-Royce School Magazine is a bi-annual publication for alumni, families, and friends of Head-Royce. Changes of address may be sent to communications@headroyce.org.

Happenings

5th Grade Promotion

8th Grade Promotion

12th Grade Graduation

Salutatory Address

Our archival photos let you time-travel back to 1963.

Head-Royce Graduate Map

Professional Community Awards

FLASHBACK

LOWER SCHOOL STUDENTS THINK LIKE ARTISTS Teacher Marissa Kunz runs her classroom like an art studio— full of self-guided choices.

Setting the Gold Standard for Green Living

Middle School Students Are Ocean Ambassadors

BEHIND THE NAME

Take a deeper look at our campus’s named spaces.

Fridays for Future: Upper School Students March for Climate Justice

Sustainability Bookshelf

Head-Royce Plans for Outdoor Education

LIFE@HRS

BURNING BRIGHT Jacqueline Spivey, Ph.D. observes Madison H. ’22 and Margaret R. ’22 perform a flame test. Do you know what type of salt burns deep orange?

LIFE@HRS

GREEN THUMB

GOOD TIMES

Lower schoolers pause to water the garden.

With Coach Britnea Moore, PE is all fun and games.

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LIFE@HRS

TAKING NOTES Our brainy 5th graders observe and draw sheep specimens.

STAR GAZING Upper School students marvel as Chris Harperâ&#x20AC;&#x2122;s astronomy classroom turns into an observatory.

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LIFE@HRS

LIFE DRAWING Students in Ann Murphyâ&#x20AC;&#x2122;s art class develop their own illustration styles by practicing composition, line, and perspective.

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FROM OUR HEAD OF SCHOOL

using the power of language to write a persuasive “climate letter” to a person of influence, we continue to explore the various ways students of all ages can develop the aptitude and agency required to serve as stewards of our environment in their own lives, now and well into the future. Although climate change news can be dire, our job is to educate, to empower, and to encourage hope! Fortuitously, our proposed new South Campus classrooms and Educational Greenbelt will serve to provide the additional spaces to dive even deeper into this critical work (more on page 66).

Dear Head-Royce Community, Welcome to the Winter 2019 issue of Head-Royce School Magazine. This edition serves as both a retrospective— as we look back on the milestones celebrated by many of our students at the end of the last school year—and a glimpse into our promising future as an institutional leader in the movement to change the trajectory of our environmental narrative. Sustainability is both an area of deep personal interest for me, and one that is an increasingly urgent priority as students and adults alike confront the realities of a planet in crisis. Our Green Mission (see inset) was recrafted last year to reflect our multitiered approach to carrying out our environmental priorities and asserts our commitment to modeling responsible environmental stewardship. If HeadRoyce School is to be a part of the solution, not only must we strengthen

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our operational practices to lessen our footprint (our new solar panels are now offsetting 80% of our energy usage! Read more on page 44.), we must also equip our graduates with the skills, mindsets, and tools to enact real change. And, I have no doubt that our alumni will be agents for profound change. As Annika Hoerner ’19 reminded her fellow graduates during the Class of 2019 Salutatorian Address, “When we show up, we make things happen. When we show up,

Our instinct to protect the planet comes from a deep understanding of the myriad benefits of time spent outdoors. As a School that is committed to sustaining a culture of balance and well-being, it is critical that we have consistent opportunities for pause, reflection, and quiet connection with nature. As Florence Williams, author of The Nature Fix (and keynote speaker in our Speaker Series this spring) argues, “When communities become greener, it makes not only people more resilient but the communities themselves.”

H EA D -ROYCE S C H O O Lˇ S G R E E N MISSION

Here’s to a resilient school year ahead, and plenty of opportunities to more fully embrace our values as a community.

Head-Royce is committed to providing an organizational

Enjoy the issue (hopefully in a comfortable space outdoors!)

culture, a physical space, and an educational program

we move mountains.” Read the entire

that models and promotes environmental health

speech on page 36 and be inspired!

and sustainability. To that end, the School will:

Our efforts to instill a high degree of eco-literacy begins in the earliest grades, with the curriculum thoughtfully sequenced to foster a greater understanding of the complexities of some of our most pressing environmental issues. From the 5th grade Green Investing project to the Words That Matter senior elective

CRYSTAL LAND

HEAD OF SCHOOL

E M B R AC E

I N C O R P O R AT E

CONTINUE

an eco-centric and sustainable mindset in its decision making and practices.

sustainable practices in the School’s facilities and operations that maximize energy efficiency and ecosystem services, as well as minimize resource consumption, waste production, and toxin use.

to emphasize sustainability, environmental health, nutrition, personal responsibility, leadership, and connection to the community beyond the School in our educational program.

Approved by the Board of Trustees, February 2019.

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Happenings

AP ENVIRONMENTAL SCIENCE Seniors in Gene Vannâ&#x20AC;&#x2122;s AP Environmental Science class collect samples and learn about wetland ecosystems at the Headwaters Science Institute.

STUDENTS TEACHING STUDENTS Upper School students teach Lower School students all about STEM, from neuroscience to robotics.

OPEN LAB In the Lower School science room, students enjoy free-choice time, to plan their projects and play with the animals.

CLEANING THE CREEK 2nd graders smile during their field trip to Sausal Creek, where they learned all about environmental stewardship.

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Happenings

ALL-SCHOOL FAIR Upper School student clubs host the annual night of fun carnival games.

5 TH GRADE MOTHERLODE TRIP

BALANCE

5th graders participate in adventurous leadership exercises at the Motherlode River Center.

Head of School Crystal Land asked Professional Community members to submit summer photos along the theme: “What sustains you and brings you joy?” Nature was a common theme. Left: Keri Keifer, Administrative Assistant. Below: Peytra Redfield, Learning Specialist.

DOWN THE RABBIT HOLE Upper School students delight audiences in their interpretation of Alice in Wonderland.

A JAYHAWK BECOMES A CUB Nico Hoerner ’15 makes his Major League Baseball debut, with family, friends, and longtime coaches Keith Richards and Mike Talps cheering from the stands.

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Happenings

Happenings H-BLOCK FOR ADULTS Professional Community members pause during opening meetings to learn new, fun skills—from block printing to Oakland history to flower arranging.

DIA DE LOS MUERTOS The Latino Family Network set up beautiful altars across campus to honor deceased loved ones and share Latino culture with students.

HALLOWEEN BE KIND The entire Lower School participates in the 21 Days of Kindness Challenge, with daily prompts. Based on the “Pay it Forward” methodology, these small acts of kindness build positive habits and increase gratitude and generosity in our community.

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The Halloween parade is one of our most beloved celebrations; the creative costumes amaze us each year.

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G R A DUAT IO N

Head-Royce School

FIF TH G R ADE PROMOTION Class of 2026

G R A DUAT IO N IT'S SHOWTIME The Class of 2026 sings “This Is Me” from Pasek and Paul’s musical The Greatest Showman. Lower School Music Teacher Andrea Donahoe directs the performance.

“I know that there’s a pla”ce for us for we are glorious. Congrats to the Class of 2026! Wallace Ridgway Arney Anya Baird Saira Bashambu Dylan Krishan Batra Evan Henry Beal Quinn Eyre Blakeley Fiona Grace Bonilla Duncan Kaden Choi Riley Isabel Concannon Elise Emmeline Gilbert Jonathan Edmund Greene Hana Haas-Jajeh Alexander Jayaratne Peyton Ryan Johnstone Anika Kadlic Shrey Kanji Makayla Kim Thea-Rose Elizabeth Levine Ashley Levy Carina Lovell Elliot John Eric Lurquin Abby Lynn Elena Claire Malan

“Your average days are about to change, as you enter Middle School. Our wish for each of you is to continue to share your voice and your vision as you have had a powerful impact on us.”

Thomas Martinic Emmy Worley Mitchell Finn Worley Mitchell Brooke Evie Tarr Mohiuddin Eva Muhl Miles Preena Nick Robb Katelyn Nicole Roberts Kyla Dior Robertson Sabrine Sarandah Summer Sarandah

LEA VAN NESS

HEAD OF LOWER SCHOOL

Audrey Helen Scherer Caleb Sozo Barrett Singer Shaan Sood Andrea Charlotte Ann Walker Baran Daniel Watson Loire Flowers Williams Christian Woo

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G R A DUAT IO N

Head-Royce School

EIGHTH GRADE

PRO M OTIO N Class of 2023

LIFE@HRS

G R A DUAT IO N

LINDA HOOPES

HEAD OF MIDDLE SCHOOL

“You have the power to decide how you want to exist in this world. You have the power and the gift of education. You have the power to be kind (always). You have the power to be the voice for those who do not have one… the list could go on.”

KELLY BROWN

HAYDEN T. AND SHERIDAN A.

8 TH GRADE DEAN AND ENGLISH FACULTY

STUDENT SPEAKERS, CLASS OF 2023

“On so many occasions, we have witnessed you as

“This year’s community engagement program helped us become more grateful for everything around us ”

a group overflowing with talent and devoted to friendships. You are willing to expand your minds and take chances.”

CONGRATULATIONS TO THE CLASS OF 2023 Bilal Abraham Camryn Leigh Aeschliman-Stickles Sheridan Alper Alex Takuya Aoki Buck Arney Adele Stewart Atherton Ian Bai Gus Bailey Ai-li Baird Ajani Barrow Niam Bashambu Devin Batra Lauren Tao Baxter William Henry Baxter Rohan Bhuket Rachel Block

Cole Bodner Christian Patrick Brandt Lauren Callum Dylan Chan Duncan Neil Chipman Josh Coutu Nicola de Petra Charles Everett Hoyt Dick Michael Evans Ellie Friedman Hedy Friedman David Austin Gibbs Kyra Michele Gill-Kehoe Julia Rose Glaser Joaquin Gonzalez David Ellington Greene

Farhan Irfan Habib Santiago Harding Sydney Jordan Harris Darby Claire Harrison Cole Edward Henrich Isabel Jackson Francis Kiran Jayaratne Sophia Grace Jayasekera Camryn Grace Johnson Christopher Johnson Sabrina Kane Amaan Kanji Jasmine Khalil Evelyn Michelle Kopelnik Nicole Baker Lamison Ellie Joyce Langdon

Niccolo Lena Louisa Florence Lynn Kabir Ray Malik Jeffrey Marshall Vincent Terrell Martin Jr. Carolina Alexia Martinic Wani Matambanadzo Gabrielle Moon Rowan Nguyen Erin Oh Katia Papadopoulos Amelia Elizabeth Perrin Julian Quaye Zachary Christian Quilici Anika Ramaswamy Lucas Reese

Catherine Elizabeth Ripsteen Noah Makaio Ross Audrey Ryder Isabel Sade Cameron Sakoulis Matteo Salvadei Nalini Salvekar Nicholas Sandford Blake Harrison Schaaf Sophie Scherer Anay Sharma Jayanti Singla Alec Stein Slava Talanov Catherine Lily Thomas Hayden Thompson

Alison Tsai Jay Han Udinsky Menim Utibe-Ukim Tara Valeti Myla van Lynde Theo Wilson Sebastian Wolff Urzúa Brandon Wong Kaela Wong Charis Woo Charles Henry Yee Camille Yount Alexandra Yu Alice Zhu

Head-Royce School

TWELFTH GRADE

G R A D U AT I O N Class of 2019

G R A DUAT IO N

2 019 COMME NCE ME N T A DDRESS EXC E R P T CARA PRYOR

UPPER SCHOOL HISTORY TEACHER

I believe a spirit of re bellion

and innovation is there inside each of us and es pecially in each of youClass of 2019.

I’m not referring to rebellion for the

They have petitioned for an end to

sake of defying authority. I’m talking

practicum, ushering in a student-cen-

about rebellion in the sense of chal-

tered format for weekly enrichment

lenging ideas and practices that do

and non-academic pursuits. In other

not serve to move humanity forward,

words, what we now call H-block in the

or in fact, may even cause us harm.

Upper School. They have challenged

Graduates, I’ve witnessed the fruits of this rule-breaking spirit demonstrated time and again throughout

the notion of success with no-homework breaks and serious conversations about health and wellness on campus.

your four years here at Head-Royce.

They have organized acts of polit-

For those of you who haven’t seen

ical engagement. They’ve helped

this class in action, let me share a

us channel our collective rage and

small sampling of how they have

despair at the continuing violence

pushed back against “the rules”:

plaguing our nation, redirecting

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that negative energy towards something purposeful and uplifting. They have sparked tough conversations about ourselves and our community, conversations that make us uncomfortable but ultimately help us grow into better people. And lastly, these individuals prove that you don’t have to fit into one category of student. You can defy limiting labels that place people into boxes such as “artsy,” “athletic” or “politically minded.” You can be all three or none of the above.

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s t a r g Con CL A SS OF 2019

Divya Achanta Sophia Josephine Admokom Nyah Rae Alexander Alexander De Joel Allen Cole Mameesh Anderson Charlotte Emma Kamaleila’akea Anthony Luc Thomas Antonelli Essemena Blakely Atherton Max Cooper Augus Daniel James Bachman Ruby Caroline Baden-Lasar MacLaine Mary Bamberger Mira Tang Barclay Andrés Beck-Ruiz Laria Ya Wen Behrens Cole Maximilian Binder Benjamin David Breach Julia Cooper Brennan Andrea Giselle Butner Lee Lum Camp Sophia Frances Cavalieri Aria Chang Robindronath Paco Chatterjee William Worley Coupe

Lara Juliette Drinan Lewis Hamilton Eatherton Alexandra Lee-Tai Fegler Joanna Gassenheimer Fisch Nicholas James Fitzhugh Kailey Marianna Fleiszig-Evans Kyra Garcia Elise Hanae Gee Kira Marie Gelbaugh Simran Kaur Gill Calem Mathew Golub Samuel Leon Gordon Ryan James Hall Aaron Amir Hardy Eamon Joseph Hartigan-O'Connor Emily Mei-Ying Henrich Annika Reyes Hoerner Linnea Hopkins-Ekdahl Ellery Anne Island William Antonopoulos Jackson Hind Widad Jadallah-Karraa Fitch Ji Asha Brianna Johnson Andrew Minwoo Kang

Eva Siobhán Keker William Lewis Cowen Knight Sheilana Renarda Langham Jackson Yoong Masson Sydney Jane Medford John William Myles Angelena Nicole Navarro Liam Daniel Neal Christopher William Noga Emma Tsuzuki Owen Samantha Kate Curbelo Patterson-Kohout Sonali Bhatia Ple John Christopher Pieger Kareena Rai Edgar Ramiro Ramirez Isabel Kusum Ray Michael Christopher Pagano Robinson Claire Lucille Corbett Rose Nicolas Craig Rossi Nicole Arlette Raschke Sanders Ethan Jerrard Scholl Hadi Adeeb Shanaa Samuel Magavern Shrestha

Kate Caruthers Sippey Jai Kaitlyn Smith James Oliver Smith Mason Broderick Smith Joshua Huang-Han Soltz Victoria Rahnel Staples Anne Katherine Steuart Sydney Avery Stewart Hiren Swaroop Nolan Andrew Thompson Samuel Leonardo Lewis Thomson Phoebe Maria Troup-Galligan Lauren Taylor Trujillo Iris Ushizima Sabino Claire Elaine Van Ness Katherine Ann Van Riper Sami Watson Luke Andrews Welch Elizabeth Cole Woolard William Michael Xenakis Nathan Pierce Yeary

G R A DUAT IO N

SENIORS SING Colla Voce treats the crowd to their rendition of “California Dreamin’” by John and Michelle Phillips.

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G R A DUAT IO N

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T RUST YOUR S ELV ES

G R A DUAT IO N

AN EXCERPT FROM ANNIKA HOERNER’S 2019 SALUTATORY ADDRESS

It should be comforting to know that virtually every single senior class has felt the restlessness that we feel now: AN EXCITEMENT TO LEAVE THE TRIALS OF HIGH SCHOOL BEHIND, but a fear of what life is like away from everything that we know. For our class, however, for our entire generation, the future is unknown beyond the normal anxieties around living with a roommate in a new environment without our parents; as the climate crisis intensifies, every aspect of our futures are held hostage by the factors that fight against action: an unrelenting reliance on and alliance with big fossil fuel, an administration that refuses to acknowledge even the most basic of data, and a growing individualist sentiment that prioritizes personal creature comforts over clean air, clean water, and the health of all non-self entities. My request is deceptively simple: let’s continue to show up for each other beyond graduation. Show up for each other at climate marches and gun lobby days, teach-ins and voting booths. Show up for each other because it’s not only our responsibility to mitigate climate change and to engage in our democracy, it’s our only option. But let’s remember

this: if senior year has taught us anything, it’s that when the Class of 2019 does show up, we show up in full force, boxing gear and instruments in hand. When we show up, we unite the School and set the tone. When we show up, we make things happen. When we show up, we move mountains. If we continue the spirit of the Class of 2019 beyond graduation, beyond college, then the future begins to look a lot less scary. My last request is also a simple one: trust yourselves. We spent this year worrying about what classes to take and what city, state, or even country we’d be in next year. We’ll spend the next four years being asked about our major, career plans, and anything else expected of us. But wherever you go and whatever you do: set your goals high, work relentlessly towards them, and trust that great things will follow. If the last four years have shown me anything, it’s how much each and every one of you is capable of. I can not wait to see all you do great things, there isn’t much that puts a bigger smile on my face.

CONGRATS, GRADS! Salutatorians Lewie Eatherton and Annika Hoerner reminisce about senior year, which the class began together by watching the sunrise over the Oakland Hills.

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p a M

2019 COLLEGE + GAP YEAR

UNIVERSITY OF NOTRE DAME LEWIS & CLARK COLLEGE 7

NORTHWESTERN UNIVERSITY

UNIVERSITY OF WISCONSIN, MADISON

UNIVERSITY OF PUGET SOUND 2

UNIVERSITY OF BRITISH COLUMBIA 2

WASHINGTON UNIVERSITY IN ST. LOUIS

RICE UNIVERSITY

IL IN MI

3 UNIVERSITY OF CALIFORNIA, SANTA CRUZ 12 OCCIDENTAL COLLEGE 6 POMONA COLLEGE

TUFTS UNIVERSITY 3

WILLIAMS COLLEGE 2

BROWN UNIVERSITY

FRA

COLGATE UNIVERSITY 3

GAP YEAR FOCUSED ON ANIMAL CONSERVATION ISSUES

WESLEYAN UNIVERSITY

HAMILTON COLLEGE

1 NEW YORK UNIVERSITY

MEX

UNIVERSITY OF RICHMOND

SYRACUSE UNIVERSITY 2 UNIVERSITY OF ROCHESTER 1

DUKE UNIVERSITY

TULANE UNIVERSITY

ELON UNIVERSITY

HAVERFORD COLLEGE

WAKE FOREST UNIVERSITY

CASE WESTERN RESERVE UNIVERSITY

LEHIGH UNIVERSITY

KENYON COLLEGE 3 OBERLIN COLLEGE

BUCKNELL UNIVERSITY 2

UNIVERSITY OF PENNSYLVANIA

EMORY UNIVERSITY

PER

BOL

SACRAMENTO STATE UNIVERSITY

WHERE THERE BE DRAGONS

HIGH MOUNTAIN INSTITUTEâ&#x20AC;&#x2122;S CLIMBING AND CONSERVATION PROGRAM

HOWARD UNIVERSITY 5

18 HRS

UNIVERSITY OF SOUTHERN CALIFORNIA

COLUMBIA UNIVERSITY

UNIVERSITY OF CALIFORNIA, LOS ANGELES

UNIVERSITY OF CALIFORNIA, SAN DIEGO

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MASSACHUSETTS INSTITUTE OF TECHNOLOGY

CLAREMONT McKENNA COLLEGE

UNIVERSITY OF CALIFORNIA, IRVINE

Members of the Class of 2019 now proudly attend these colleges, universities, and gap year programs. The number of Head-Royce alumni enrolled in the past five years is listed with a student icon.

MIDDLEBURY COLLEGE

WI CO

UNIVERSITY OF CALIFORNIA, BERKELEY

ON THE MOVE

HULT INTERNATIONAL BUSINESS SCHOOL

NATIONAL OUTDOOR LEADERSHIP SCHOOL

BOSTON COLLEGE

NORTHEASTERN UNIVERSITY

IND

BABSON COLLEGE

SETON HALL UNIVERSITY

UNIVERSITY OF DENVER

BC WA

CARLETON COLLEGE

CAL POLY, SAN LUIS OBISPO

SELF-GUIDED

2 PRINCETON UNIVERSITY

ENG

COLBY COLLEGE

UNIVERSITY OF ILLINOIS

WHITMAN COLLEGE 2

BOWDOIN COLLEGE 4

OFF THE MAP

WILLAMETTE UNIVERSITY 3

UNIVERSITY OF MINNESOTA, TWIN CITIES

UNIVERSITY OF MICHIGAN

UNIVERSITY OF CHICAGO

JPN

UNIVERSITY OF OREGON 4

MACALESTER COLLEGE

SOPHIA UNIVERSITY OF JAPAN

COLUMBIA UNIVERSITY/ SCIENCES PO

UNIVERSITY OF MARYLAND 1

CHL

U.S. NAVAL ACADEMY 1

Aligned with Head-Royce School’s core tenets of Scholarship, Diversity, and Citizenship, the mission of Heads Up is to provide first-generation college-bound students of color from Oakland public schools with challenging and enriching programming to cultivate socially responsible leaders.

G R A DUAT IO N

n o i t a u Grad HEA DS U P

“WHAT I LOVE MOST ABOUT THE HEADS UP PROGRAM IS THE COMMUNITY: I see so much in everyone here. Like Daisy, Fabiola, and Viviana, they showed me wisdom and ganas (effort). Aldo and Jonathan showed me to uplift others and enjoy life. Najiyya, Jazmyne, and Nathan, showed me how to have high, positive energy. Alan, Alex, and Adamary showed me compassion and how to be a good friend. Ky’lon and Andy showed me quiet leadership and the beauty of a good spirit. April showed me that you can be small but fierce. Zion and Eta showed me to not be afraid to be challenged. And Angie, Vidal, and Javier showed me to have an open mind. The Heads Up community has so much to offer... It feels great to know I’ll always have a community there for me, people to talk to and adults to support me and give advice.”

“I’M OFTEN ASKED, “WHAT MAKES HEADS UP SO SPECIAL?” And every time, my answer is the same: each and every one of you students. You are what makes Head Up the bestkept secret in Oakland. It’s your joy, vulnerability, resilience, and commitment to your own learning. It’s your trust in us, your teachers, that drives you to return to this campus, year after year, ready to accept the next challenge head-on and heart-on. I became a teacher because I believe education plays an essential role in the liberation of oppressed people. I believe that while we may have been stripped of our lands, our language, and in some cases our histories, we cannot be stripped of what we learn. bell hooks once wrote, “Being oppressed means the absence of choices.” And I’ve committed my life’s work to equip the young people I encounter with options.”

“One piece of advice I’d like to give the younger students: really get to know your classmates. You’ll be spending the next four years with them. Talk to them, Uplift each other. They’re your family.” Yunueth Ceja Romero

Juliana Contreras, Student Speaker

YOU HAVE OPTIONS Liz Solis, Director of Heads Up, addresses the graduates.

Liz Solis, Director of Heads Up

PROUD GRADUATES POSE WITH THEIR DIPLOMAS

CONGRATULATIONS TO THE HEADS UP CLASS OF 2019

FROM LEFT: HENLIETA (ETA) LAUTI,

BACK: NAJIYAA AL-KHALIFAH, ALAN ALTAMIRANO, ALDO ANLACO-JUSTO, YUNUETH CEJA-ROMERO, ALEXIS

ANGELA LOZA, VIVIANA RAMIREZ,

CERVANTES, ANDRES CERVANTES, APRIL CHASSEREAU. MIDDLE: JULIANA CONTRERAS, YENCY CRUZ-CASTREJON,

YUNUETH CEJA ROMERO, AND

JAZMYNE DAVIS, JONATHAN GARCIA, HENILETA (ETA) LAUTI, ANGELA LOZA, JAVIER OVALLE-COX.

NATHAN TANG

FRONT: DAYSI PEREZ, VIVIANA RAMIREZ, FABIOLA ROBLES, NATHAN TANG, ADAMARY ROJAS-ORTIZ, VALERIA RANGEL (NOT PICTURED: KY’LON BROOKS, ZION HUNTER, VIDAL PEŇA)

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G R A DUAT IO N

MICHAEL TRAYN OR FAMI LY FELLOWS H I P This year’s prize went to Data Analysis

P R OFES S I ONAL COMMUNITY AWA RDS Congratulations ChPriaus lDSuncolatt!p, Ann Quan, and

Manager Ann Quan. Established in 1983, the Michael Traynor Family Fellowship honors individuals who have “served the School with excellence and exceptional spirit and have especially enhanced the lives of others.” The fellowship is awarded annually to a present or former member of the faculty, administration, or staff of the Head-Royce School.

The Michael Traynor Family Fellowship Winner Ann Quan with J. Michael Traynor.

“Ann Quan has dedicated over 15 years to the advancement of Head-Royce and its mission. She is generous with her time and expertise, helping teammates achieve their goals and colleagues at other independent schools establish best practices for their data management systems. Ann is constantly working on improving systems, doesn’t fear innovation and change, and has high standards for her work.”

MA ND E L SP I R I T AWARD

Anonymous Professional Community member

The Mandel Spirit Award was established in memory of one of Head-Royce’s greatest fans, Chris Mandel. Four of her five children attended the School– John, Chris, Ingrid, and Vanessa– and her husband, Bill, served for many years on the Board of Trustees. They continued their loyal support for Head-Royce as John served on the Alumni Council, as did Ingrid, who also worked as our Alumni Director. The Mandel family thought it only fitting to honor Chris’s memory by establishing an endowed award. The Chris Mandel Spirit Award is presented annually to a member of the teaching faculty of the Head-Royce School. The award is determined by a committee consisting of two trustees, the Head of School, and the most recent recipients of the Traynor, Grannie J., and Mandel Fellowships.

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GRANNIE J. FELLOWSHI P The Grannie J. Fellowship was established by the Burge Family in memory of Cicely Joyce Burge-Conell, grandmother of Glynn ’86 and Onie ’88.

Award winner Chris Dunlap, who teaches 2nd grade, poses with Chris Mandel’s family.

“Chris Dunlap brings a positive, creative, and fun spirit to her teaching. Each student feels well cared for and heard. She provides many opportunities for students

Joyce was a woman of strong character who believed in the philosophy of lifelong learning. She was an active supporter of Head-Royce School, especially during the years that Glynn and Onie were students. The Grannie J. Fellowship is awarded to an individual who inspires students and demonstrates excellence in their role at Head-Royce.

Candace Burge with 2019 Grannie J. Fellowship Winner Paul Scott who teaches Upper School history.

“If you were to poll our alumni over the last 20 years about the most profound learning experience they had

to engage with “windows” and “mirrors.” She is also a

on our campus, many of them would reference their

very supportive colleague.”

study of history and philosophy with Paul Scott.”

Anonymous Professional Community member

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HEAD-ROYCE SETS THE GOLD STANDARD for GREEN LIVING

HEAD-ROYCE

A S H E A D -ROYCE W ELCOM ED 1 3 7 N E W

SOLAR PANELS OUTPUT:

ST U DEN TS TO C A M PUS T H IS FA LL , W E A LSO SA ID H ELLO TO 4 86 N E W SOL A R PA N ELS ,

445,000 kilowatt-hours

INSTA LLED A BOV E T H E AT H LET IC FIELDS .

This day has been a long time coming: In October 2016, Crystal Land met with Carbon Lighthouse, a company “on a mission to stop climate change by making it easy and profitable for building owners to eliminate carbon emissions caused by wasted energy.” Carbon Lighthouse congratulated us on fostering a culture of responsible behavior, such as turning off lights when not in use and urging our students to recycle and compost. To increase our sustainability initiatives, Carbon Lighthouse first suggested we replace all lightbulbs on campus with energy-efficient LEDs, a recommendation we enacted in 2017. They next examined our existing solar array, installed on the Pavilion and the K–5 Building. Those panels gave off a combined 115,000 kWh annually––a mere 17% of our electricity consumption. We knew we could do better. What took three years? On top of the planning and budgeting, Sustainability Director Gene Vann explains one unforeseen roadblock: “We needed to connect the panels to the transformer to get onto the grid. The analogy of a plastic versus a metal straw is appropriate: We’d initially used plastic piping to serve as a conduit, boring under the athletic field, under the retaining wall, under the sidewalk, to come up to the fenced-in electrical panel.” The problem? The weight of the rubble crushed the plastic pipe, like molars to a straw. A metal pipe fixed the issue. Then began the lengthy process of applying for a Permit to

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Operate our solar panels from the City of Oakland The hard work paid off: We now produce 330,000 kilowatt-hours (kWh) from the new hillside solar array (pictured above) in addition to the 115,000 kWh from our existing arrays, so “around 80% of our energy at HeadRoyce comes from solar!” says Gene. What does 445,000 kWh mean? According to the Environmental Protection Agency, the sum of our energy output is equivalent to offsetting the greenhouse gas emissions of 66.8 cars driven for an entire year. Another way to think of it? It’s like we’ve recycled 13,730 bags of waste. So what’s next? And how can we all think about sustainability, as a City, at School, and at home? In the City: Sustainability Council CoChairs Gene Vann and Nancy Feidelman have also attended Equitable Climate Action Plan (ECAP) meetings in Oakland. “E stands for Equitable not Energy,” explains Gene, “to consider the low income, often families of color, impacted by our changing climate.” As the City writes, “Those communities that have been harmed by environmental injustice and who are likely to be hurt first and worst by the impacts of climate change––will benefit first and foremost from climate action.” At School: Our Sustainability Council, comprised of Professional Community members, administrators, and students, meets regularly to discuss action plans and are working on the Green Ribbon Schools application.

“A great goal to strive for?” asks Gene Vann. “We hope to have not only all of our own energy come from the panels, but to help power Oakland. Can we get to a point where we’re using our energy efficiently enough so that we can help power the grid?”

80% of Head-Royce's energy comes from solar panels

LET’S SOLARBRATE!

At home: If you look at your PG&E bill, you’ll see the words “East Bay Community Energy” written there. That’s because PG&E no longer generates energy––they simply transmit it from a variety of renewable sources. Oakland residents, by default, are assigned to the “Bright Choice” plan, energy from 38% renewable resources.

To celebrate the official activation of the solar panels, the School held a Solarbration, with remarks from student environmental activists and sunthemed musical performances.

“Families can opt into Brilliant 100 or Renewable 100,” says Gene Vann, “If they can stomach a 5% increase in their electricity bill.” The School has committed to the Renewable 100 level, consuming only 100% renewable energy.

T H E PA N ELS , BU T TO H EL P POW ER

HEAD-ROYCE SOLAR PANELS OFFSET:

W E HOPE TO H AV E NOT ON LY A L L

66.8 passenger vehicles driven for one year

OF OU R OW N EN ERGY COM E F ROM OA K L A N D. C A N W E GET TO A POI N T W H ER E W E ’ R E USI NG OU R EN ERGY EF F ICI EN T LY ENOUGH SO T H AT W E C A N H EL P POW ER T H E GR I D? Another idea from the Sustainability Council takes a closer look at your commute. If it makes sense for your family, by all means: walk, bike, carpool or bus (Michaels or AC Transit).

THE FUTURE’S SO BRIGHT Sustainability Council Co-Chair Nancy Feidelman, Head of School Crystal Land, and Tuffy rock sunglasses in honor of our new solar panels.

Adding up the numbers, Gene Vann says, “If all 668 families (from 2018– 2019) had driven to School, they would have covered 4,459 miles in total getting to school for ONE morning.” That’s cross-country and half-way back!

“Alternate transportation––busing, carpooling, and biking––removed 2,685 miles from our total commute mileage.”

13,730 trash bags of waste

Throughout the school year, we will continue to research, read, and discuss sustainability initiatives. We welcome you to submit your ideas and feedback to the Communications Office. Please stay tuned for more updates from the Schoolwide Sustainability Council.

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T EA C H IN G LOW ER S C H O O L E RS TO T H I N K L IK E

Artists

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WITH TAB, STUDENTS LEARN THE FOLLOWING EIGHT BEHAVIORS OF ARTISTS: OBSERVE Look deeply and closely for details.

ENVISION Generate ideas through imagination.

EXPRESS Create art that conveys a feeling, idea, or personal meaning.

the 5th grade party, she stops by a table; underneath, two boys are busy sculpting miniature puppets from clay, pipe cleaners, and tin foil. Zavi R. ’27 eagerly tells her, “I was supposed to work for five minutes under a table.” “And I was supposed to get a rabbit and turtle and race them,” Jonah G. ’27 says, followed by, “Ready, set, go.” Lying under the table, they pull on strings and laugh as their tiny creatures crash into a masking-tape finish line.

This year, the Lower School

explains Art Teacher Marissa

ed with a heart-shaped button. “What

Kunz. “The tasks––like this class-

does your watch do?” asks Marissa.

art classes each launched with

room––are open-ended. Each per-

a party––not the type with

son’s interpretation is different. You

pizza and presents, but rather tasks and tons of laughter. “A task party is an event where participants are invited to pick a task from a box,”

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can create something as elaborate or as simple as you want.” During the 2nd grade task party, Ekaterina S. ’30 reads her task aloud and shows off her creation. “Make a watch that has magic powers but

“It turns me invisible,” she says, before pressing the button and jumping out of sight. These playful prompts get students stretching beyond a “right answer,” generating ideas, and exploring the range of materials stocked in the art room.

can’t tell time,” she says, her wrist

Marissa’s favorite part of task parties

circled in popsicle sticks and decorat-

are the “organic collaborations.” At

German-born artist Oliver Herring began organizing task parties in 2002, as a participatory art form. With each finished task, party-goers must write a new task for the group and draw another for themselves. The events, like the tasks, are therefore open-ended. “Herring would host ten-hour events, in museums, schools, and parks,” says Marissa, who first participated in a task party in Boston with fellow art teachers. “It was at a workshop for teachers learning the pedagogy Teaching for Artistic Behavior (TAB).” Marissa noticed immediately that these parties pulled people out of their typical line of thinking and “got them to behave like artists.” The Lower School has since adopted the TAB pedagogy. “It’s a choice-based program, in a choice-based art studio,” says Marissa, who has set up skill-based centers all around the art

room. Throughout the year, students spend time learning the medium of each center––drawing, sculpture, col-

DEVELOP CRAFT Learn techniques, art tools, and materials.

lage, and more––in skill-builds. Most classes, however, are self-guided. “They work like artists,” says Marissa. “They come up with ideas and then

STRETCH AND EXPLORE Try new things and play with materials.

figure out how to realize those ideas. They share with their classmates and get feedback in group critiques.”

REFLECT Think and talk about your art.

“It’s so much better than everyone making the same project,” says Marissa. “Ten years ago, before TAB, I’d say, ‘Let’s look at Van Gogh’s "Sunflowers" and then paint our own sunflowers.” Now

ENGAGE AND PERSIST Focus on your art and work on it over time.

we look at art––say, a Jen Stark rainbow painting, and we talk about the choices that went into it, how she asked herself 'what if questions. “What if a rainbow turned into another shape?”

UNDERSTAND THE ART WORLD

Learn about other artists and be part of an art community.

Marissa has noticed changes in her students, in both the day-to-day and in how one school year carries over into the next. “They come in right away with ideas,” she says. “They’re thinking about their art all the time.” One student began making comics last spring, “one page at a time,” and “came back from the summer ready

“T he goal is to build independent artists and thinkers.” Marissa Kunz, Art Teacher Although the TAB pedagogy focuses on art, it’s easy to see how

with new characters.” Another stu-

the behaviors blend into other

dent makes “these huge drawings of

disciplines. From critical thinking to

her dog’s fleas trying to FedEx objects;

resilience when faced with a challenge,

they have pullies and everything.” This

developing an artistic mindset helps

school year, the student asked, “Okay,

students tackle their own problems

what if I draw the fleas at the beach?”

with creative solutions.

Middle School STudents Are Ocean Ambassadors

THINK OF A DAY AT THE BEACH: Families lounge, laughing. Sandpipers race the waves. The sun dips low on the horizon. 7th graders track the movement patterns of marine mammals. One of these is not like the other…but it’s true. For 7th graders at Head-Royce, the ocean is both a source of joy and education. Science teachers Kristin Dwelley, Gin Saepharn, and Ryan Garrity have teamed up with The Marine Mammal Center in Marin County to teach 7th grade students about

ocean conservation, marine mammal rescue, and veterinary science. Their Ocean Ambassadors program connects middle school students with marine scientists and earned the 2019 Superintendent’s Award for Excellence in Museum Education––“an award that recognizes achievements in California museum programs serving K–12 students and teachers.” “We updated the 8th grade science course to focus on the climate,” says Kristin Dwelley. “We then got feedback that 7th graders wanted a more

engaging science curriculum, too.” Fine Arts teacher Cheye Pagel happens to volunteer at Marine Mammal Center each weekend and told the science team about Ocean Ambassadors, which works double-duty; it’s both an educational and civic engagement program, ensuring students “become the next generation of informed scientists and engaged citizens who will care for and ensure the health of our oceans and environment.”

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After a year-long application process, learn how to make proper observations Head-Royce was accepted into the and inferences as that sort of scientist.” program. Now our students get to learn This week began with an unlabeled science through the lens of marine data set. Working in teams of three, biology. On this year’s Fallout, 7th 7th graders mapped their data points graders toured the Marine Mammal onto an illustration of the West Coast. Center for the first time, learning about caring for marine mammals. “Usually By Wednesday, 7th graders had figured they end up there because they’re out what species they’d been assigned. suffering from malnourishment or “We have the California Sea Lion,” says injured from a shark bite,” says Sabia Sabia L. ’25, “We’re tracking where the L. ’25, adding, “Sometimes the animals— animal went and we compared it to young seals—don’t know how to eat fish, descriptions of marine mammals.” so [the staff] makes a fish smoothie.” The lesson “was a little messy Back in the classroom, teachers because it’s real data,” admits Kristin. “use marine biology to teach the “Not every individual acts like the skills of science and how to be a average of its species. So students critical thinker,” says Kristin. Ocean understood what the Pacific Harbor Ambassadors teachers receive Seal tends to do… but it’s tends.” access to Next Generation Science Next, each group learned more about Standards (NGSS) curriculum and three Professional Development days. The curriculum ensures students understand the real-world application behind their work. “We’ve learned about ecosystems and what type of scientist does what, so: ecologist, psychologist, oceanographer,” says Natalia M. ’25. “We get assigned a type of scientist––I’m a botanist––and we

their particular animals and prepared to give oral presentations, using animal pelts on loan from the Marine Mammal Center as their visual aids. Stopping by one group, the teacher asks about the key characteristics of the Otaridae family. “It’s not a true seal, because it has ear flaps,” one student points out.

UP CLOSE AND PERSONAL 7th graders observe Harbor Seal pelts, noticing the animal’s characteristics, like spots.

Another notices the claws. “The fact it doesn’t have claws shows you the taxonomy.” “And the Harbor Seal is the only seal that has spots,” adds Kristin Dwelley. “If you see something in the ocean that has spots––and you’re sure it’s not a Dalmation––then it’s a Harbor Seal.” Before touching the specimens—eight in total: six pelts, one dorsal fin, and a bag of Elephant Seal molted fur—the students wash their hands. The energy in the room is giddy and a little uncertain—both from the oddity of an up-close encounter with a deceased animal and nerves about their presentations.

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“One key skill in this course is oral presentation,” says Kristin. “Students demonstrate the information and skills they learn as much through presentations as written evaluations.” Kristin reminds her class that the pelts come from animals that have passed away due to natural causes. Reading the Ocean Ambassadors’ statement, she says, “Remember: As a center dedicated to the study of marine mammals, we would never harm a mammal to collect any specimens.” In turn, the students gather around each pelt and listen to their peers point out the animal’s characteristics. This is certainly not a classroom based on

rote memorization, but rather, the four Cs: critical thinking, collaboration, creativity, and communication. Students now understand the classification of organisms, because they can see and touch the difference between species––a rare opportunity, considering it is both illegal and dangerous to get close to a living marine mammal. Whether or not these students grow up to be marine biologists, they’ll understand critical thinking and the importance of protecting our oceans. As we’ve seen with Fridays for Future, young people make excellent environmental ambassadors.

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FR I DAYS FOR FU T U RE ON S EP TEM B ER 2 0, OVE R 75 H EAD - R OYC E STUD ENTS M AR C H ED DOWN M AR KET STR EE T ALONGS I D E TENS OF THOUSANDS OF OTH E R YOU NG P EOP L E.

Led by Swedish activist Greta Thunberg, the Fridays for Future Climate Strike rallied 7.6 million people worldwide and urged governments to end fossil fuel reliance.

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Upper School students can learn about the climate from a scientific point of view in AP Environmental Science and from a humanities perspective in Environmental Philosophy and Words That Matter: Reading and Writing for Social Change. Students can then put their prismatic knowledge into action by joining the Environmental Justice Initiative (EJI) and Bay Area Student Activists (BAStA).

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HERE’S WHAT HEAD-ROYCE STUDENTS HAD TO SAY ABOUT THE CLIMATE STRIKE:

“I attended the climate strike because I felt it was important to physically show my SUPPORT FOR THE CAUSE. I liked that the strike fell in the middle of a school day as that felt extremely disruptive––and major disruption is necessary to create major change. It was crowded and extremely energetic. The crowd consisted largely of young people who were brimming with disruptive energy.” NADIA N. '20

“Climate Change is the most important issue of our time and I am proud to have been A PART OF SUCH A GLOBAL MOVEMENT.

“I felt pretty hopeless about what to do. I’ve just been slowly... scared throughout my life about

This, more than anything, is in the hands of my generation, and I could only blame myself if I did

climate change. Teachers make it sounds scary. And it is. So rather than just being scared and feeling out

not get involved. The energy was passionate and hopeful. The chants we sang were full of soul and

of control, I wanted to do one thing that would make me feel a little better.

anger, yet walking alongside thousands of people with a common goal felt hopeful and inspiring.”

The Climate Strike was a little intense, but it was

JENA T. '21

EMPOWERING, EXCITING, AND ENERGETIC.” CATHERINE R . '21

“I was hesitant at first about whether or not I wanted to attend the Climate Strike, because I was stressing about missing class and about all the work I would have to make up. Especially because Head-Royce is a very academically rigorous school, I knew I would have lots to do the following days. But then I kept thinking that I would rather spend a few lunches making up work than not show my support for

A CAUSE THAT AFFECTS EVERYONE. DYLAN R . '22

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“MARCHES HAVE AN ELECTRIC ENVIRONMENT, especially when the crowd begins to work together. We're spending all this time perfectly cultivating our futures in school and also kind of quietly being told that the earth might be dead by then, so I knew I needed to get more involved. We want U.S. leaders to pass the Green New Deal, which is a resolution to reduce carbon emissions. I think that the next biggest issue is with large and immoral companies, such as Chevron, continuously fracking and contributing the largest carbon footprint; these businesses need to be put in check. We also need the people in power to completely support the science in the IPCC, and to convince the climate deniers to help us act while we can still turn back.” MIA C. '21

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Sustainability Bookshelf Head-Royce students and faculty recommend the following books for building your environmental library.

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Young Adult

Nonfiction

Just A Dream

Ship Breaker

by C H R I S VA N A L L S B U R G

by PAO L O BAC I G A L U P I

A Stone Sat Still

Eyes Wide Open: Going Behind the Environmental Headlines

Drawdown: The Most Comprehensive Plan Ever Proposed to Reverse Global Warming

by B R E N DA N W E N Z E L

Middle Grade Willa of the Wood by R O B E RT B E AT T Y

by PAU L F L E I S C H M A N

The Carbon Diaries 2015 by S AC I L L OY D

The Omnivore's Dilemma: The Secrets Behind What You Eat by R I C H I E C H E VAT

Chevat adapts Michael Pollan’s book for young readers.

Operation Redwood by S U S A N NA H T. F R E N C H

Hoot by CA R L H I A A S E N

“Hoot is a funny and moving tale about middle schoolers trying to stop a construction project that endangers the habitat of local wildlife. This lively read delivers a strong message about caring for our natural world, and middle-grade readers will love all of the offbeat characters that inhabit this story!” Christiana Cuellar, Middle and Upper School Librarian

Dry by N E A L S H U S T E R M A N and JA R R O D S H U S T E R M A N

“After years of California drought, our taps have run dry. The intense survival story at the heart of this novel will keep you turning the pages and the highstakes scenario will definitely get teen readers thinking about what the future could look like if we don’t prioritize environmental sustainability and justice. This book grabbed my attention and never let go!” Christiana Cuellar, Middle and Upper School Librarian

by PAU L H AW K E N

“I look to Naomi Klein and Jonathan Safran Foer and Paul Hawken. I look to people who spend time thinking about the intersectionality of the climate movement.” Rachel D. ’20

This Changes Everything by NAO M I K L E I N

“Klein warns that we need to get a ton done before 2017. Oops!”

The Nature Fix: Why Nature Makes Us Happier, Healthier, and More Creative by F L O R E N C E W I L L I A M S

Be sure to read The Nature Fix this winter! Author Florence Williams will speak at Head-Royce on Thursday, April 2, 2020.

Fiction The Overstory

Aidan W. ’20

by R I C H A R D P OW E R S

The Wizard and the Prophet: Two Remarkable Scientists and Their Dueling Visions to Shape Tomorrow’s World by C H A R L E S C . M A N N

“I loved the slow-growth characterizations but what really struck me was my gradual understanding of trees as characters, themselves. I nerded-out on Patricia’s scientific insights, and I have The Secret Life of Trees next up on my Audible list.”

Gene Vann, Sustainability Director

Stevie Kaplan, English Department Chair

The Uninhabitable Earth, Life After Warming

My Last Continent

by DAV I D WA L L AC E - W E L L S

“This is a catalog of the scenarios that will occur, assuming we stay on the current course. Not for the faint of heart. The introduction alone, published in New York Magazine is a good start.” Laura Galligan, World Language Department

Books for Adults

Books for Young Readers

Picture Books

by M I D G E R AY M O N D

“With an impending shipwreck pulsing the narrative along, My Last Continent tells the twinned stories of research scientists Deb Gardener and Keller Sullivan. Raymond pulls you in with her icy, atmospheric language and, by the end, will have you fighting against tourism in the fragile Antarctic landscape.” Nichole LeFebvre, Communications Manager

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Head-Royce Plans for Outdoor Education AN UPDATE ON THE SOUTH CAMPUS MASTER PLAN

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walked each morning before he sat down to work. What if we created our own “thinking path” at Head-Royce? An administrator shared her love of a walking labyrinth in Santa Fe. How can we recreate this meditative space for our Head-Royce community? A group of Upper School science faculty coupled with Lower School teachers to create a vision for a teaching garden. If students are growing kale, can we also build a cooking area on-site so they can sauté it and taste the fruits of their labor? The architects took detailed notes with questions of their own. If we create three outdoor classrooms, how many benches would you need? Should they have electric outlets or be tech-free?

CREATIVE WORKING SESSION

Our hope is that these potential concepts will soon become reality! We’ve submitted our plan to the

In October, students, faculty, and administrators participated in a creative working session with our architects to explore how different disciplines—from physics and robotics to creative writing—could make use of the new outdoor spaces on our South Campus.

EVEN THE MOST ADVENTUROUS OF US CAN ADMIT THE DAILY GRIND GETS IN THE WAY OF COMMUNING WITH NATURE. While we are intentional about integrating outdoor time into the school day with things like athletics, PE, outdoor study, gardening, photography, or the Big Build––our current campus programming is mostly indoors. Our new South Campus Master Plan features six acres of beautiful outdoor space that reflect the site’s natural ecology and offer many added opportunities to learn and play outdoors. We know that nature provides a sense of calm and well-being: we’ve felt it lower our shoulders; we’ve read books like Florence Williams’s The Nature Fix (don’t miss her when she comes to speak at Head-Royce next April 2nd!)

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Beyond relaxation, however, nature helps children in surprising ways. Dr. Ming Kuo, Professor of Environmental Psychology at the University of Illinois– Urbana Champaign, writes, “Evidence suggests contact with nature helps with boosting academic achievement, reducing the achievement gaps between different ethnic and socioeconomic groups, and countering the rise in various mental and physical disorders.” We can turn to nature, then, to uphold our first two mission pillars–– scholarship and diversity––and if you’re wondering about citizenship, look no further than Florence Williams: “Short exposures to nature can make us less aggressive, more creative, more civic-minded, and healthier overall.”

Our new South Campus represents a tremendous opportunity to embody our values and help our students grow into happy, healthy, and ecominded adults. We are actively working on the landscape design to support our Health and WellBeing goals. Last month,a group of administrators, faculty members, and students gathered with our architects (Skidmore, Owings and Merrill, and Tom Leader Studio) to dream up world-class green spaces, dedicated to interdisciplinary outdoor education–– and we’re excited to share some of the wild and wonderful possibilities.

City of Oakland last December, and they are currently studying our proposal and will create a draft Environmental Impact Report to be released sometime next year. If you’re as excited about the new greenery as we are, please help us advocate, volunteering to voice your enthusiastic support once we get a date to present before the Oakland Planning Commission. BE A PROJECT ADVOCATE! Email communications@headroyce.org to sign up.

One language teacher shared about his visit to Charles Darwin’s home, and the short “thinking path” that Darwin WINTER 2019

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THE MASTER PLAN

STUDENTS IN EMILY MILLER’S 7 TH

IS CENTERED ON

AND 8TH GRADE ART CLASSES

FOUR KEY ELEMENTS:

RECENTLY STUDIED THE HISTORY

The addition of innovative and flexible STEM and collaborative learning spaces; a state-of-the-art performing arts and community center; improvements to traffic flow and safety via a new internal loop driveway and pedestrian tunnel; and expansive new green spaces dedicated to outdoor learning.

ADDITIONAL K–12 CLASSROOM SPACE State-of-the-art labs for STEM (Science, Technology, Engineering, Mathematics), hands-on learning and multidisciplinary exploration, utilizing cutting-edge teaching equipment, technology, and flexible design

PERFORMING ARTS CENTER

A new, modern, 12,000 square foot Performing Arts Center to showcase the importance of performing arts as a vital element to HeadRoyce’s whole-child philosophy

EDUCATIONAL GREENBELT

An six-acre Educational Greenbelt creating outdoor teaching/learning spaces for small group work, collaborative learning, and reflection

INTEGRATED INFRASTRUCTURE A new loop driveway welcome center and pedestrian link tunneled beneath Lincoln Avenue to integrate the new property, increase safety, and optimize traffic flow

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OF BOTANICAL ILLUSTRATION. They created a “Head-Royce Florilegium,” a collection of botanical watercolors of plants that grow on campus. Across Lincoln Avenue, student-artists will find new models. We’ll say goodbye to dry, nonnative species like Eucalyptus, and we’ll plant 150 new native trees— all with a wide potential for study, from ecology and gardening to art.

OUR SOUTH CAMPUS

Master plan Overview

PEDESTRIAN TUNNEL

In December 2018, we submitted our preliminary development plan to the City of Oakland. Our new eight-acre South Campus will expand our Kâ&#x20AC;&#x201C;12 academic program through the restoration of three 1920s Spanish-style buildings, the addition of a Performing Arts Center, and a remaining six acres for outdoor classrooms, parking, and gathering space. A new loop driveway and pedestrian link tunneled beneath Lincoln Avenue will enhance student safety.

WELCOME CENTER & SCIENCE CLASSROOMS Welcome Center, Admissions, Science Labs

OUTDOOR CLASSROOMS COMMONS

STEM CENTER Maker Lab, Classrooms, Robotics Zone

COLLABORATION CENTER Community Room, Huddle Rooms

PERFORMING ARTS CENTER Theater, Classroom, Art Annex

ol nc

n ve A

FIELD

LOOP DRIVEWAY

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BEHIND the NAME

A Look at Our Campusâ&#x20AC;&#x2122;s Named Spaces

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THE ARGYRIS FAMILY Andy Sparks’ Middle School science classroom is named with gratitude for the Argyris Family (Chris ’97, Marcia, George, Anna, and Andy ’00), who donated even before the Building on Excellence campaign began.

To show our appreciation for some of the most generous donors, we dedicated rooms, trees, pathways, and prominent areas in their honor.

THE HERRINGER FAMILY Thank you to the Herringer Family (Sarah ’04, Julia ’10, Maryellen, and Frank) for our Upper School Patio—a beloved gathering space at Head-Royce.

To show our appreciation for some of the most generous donors, we

EACH MORNING WE PASS THROUGH THE GATEHOUSE, head down the stairs, and stride across the patio to our classes and offices. We pause to say hello to friends and colleagues. We might snap photos of the leaves turning orange, or, if we’re early, perhaps we sit on a bench to read in the crisp, morning air. No matter how we choose to start our mornings, a familiar site greets us: the beautiful, shingled buildings of the World Languages classrooms, Read Library, and Upper School. Head-Royce is so embodied by these spaces, it’s hard to believe they’re only ten years old! Completed in 2008, our last Master Plan was the largest building project in School history––and it’s thanks to our community of generous parents, alumni, grandparents, foundations,

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and friends that these spaces exist today. These iconic structures were funded by the Building on Excellence campaign, which raised a then-recordsetting total of $16 million, to create the Gatehouse, new Upper School building, the Jayhawk Café, World Languages building, Read Library, and the main stairs. We also refreshed the M.E.W. and what was then the Upper School to create a new Middle School (the reason why Upper School alumni get so turned-around when they visit!).

dedicated rooms, trees, pathways, and prominent areas in their honor. Here are a few examples of spaces that were named in the last Master Plan, the donors who funded them, and what’s happening in these rooms today. One day, students will forget when Head-Royce was only on one side of Lincoln Avenue. They’ll forget crossing the busy road, rather than walking through the underground tunnel. Student actors, dancers, and musicians will balk at the idea of performing in a gym. Teachers will have to think hard about how we used to teach

computer science and physics before our new STEM Center. Yet just ten years ago, many of today’s beloved campus spaces were brand new. We hope, with these named spaces, we’ve installed a few reminders across campus of our history and growth. Thank you to the generation of families and donors who made our current campus possible. We appreciate that you’re investing in furthering scholarship, diversity, and citizenship at Head-Royce.

THE STREETER FAMILY Thank you to the Streeter Family (Jon, Dorine, Lindsey ’08, and Hillary ’10) for donating the Upper School history classroom, where Geoff Evans recently taught Oakland history.

THE HIRSCHCRABTREE FAMILY Naoko Akiyama and Kevin Weber's Upper School math classroom is state-of-the-art thanks to the generosity of the Hirsch-Crabtree Family (Will, Brady ’12, Betsy, and Jack ’16).

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ALUMNI

FROM TH E A LUMNI PR ESI DE N T

It s a great honor to help pay it forward to the next generation of alumni. Dear Fellow Alumni, What do you remember most about your time at Head-Royce? What impact did your education have on your adult life? A couple of years ago, as I prepared to speak to a group of Upper School students for the inaugural Adulting 101, I reflected on my path to where I am now. When I first switched from an engineering major to an English literature degree, I felt lost and like I’d wasted time. I eventually landed in architecture, which turned out to be a logical destination for my seemingly disparate interests. Where I found professional satisfaction was not at all where I’d aimed. Time and perspective can help us see the value of our past experiences. With this knowledge in hand, I would love to ask you to help pay it forward to the next generation of alumni, current students. For many of us, the world is a vastly different place from when we were students, but one thing has not changed––the challenge of navigating the world as an adolescent and a teenager. Current students can really benefit from your experience, stories, and sage alumni advice. To that end, we’ve upgraded the HeadRoyce Alumni Directory so that it’s more than just a place to find contact information for fellow alumni (but it still does that, too). It’s a place where

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you can indicate your willingness to help students (or other alumni) as a mentor, with career advice, serve as a source of research, and more. And if you are an alum seeking those things, you can indicate them for yourself, too. More information can be found in the alumni section of this issue or on the website. Take a moment to check it out and register at www.headroycealumni.org. My second piece of great news, if you haven’t already heard, is that for the second time in the School’s history, an alumna is the Chair of the Board of Trustees. Tejal Patel ’86 has stepped up to lead the Board at an exciting time–– as we work to develop the eight-acre

parcel across the street into our new South Campus. It is by no means a small task and we are so lucky to have Tejal and Crystal Land leading the way. Wishing you and your families a wonderful winter break. Sincerely,

JASON LANGKAMMERER ’88 ALUMNI COUNCIL PRESIDENT AND TRUSTEE

A LUMNI PROFI LE

JAMES GRONEK ’01

ENVIRONMENTAL SYSTEMS DESIGN, INC.

When he was a student at HeadRoyce, James Gronek ’01 didn’t imagine he’d one day return to design a new campus. The idea still would have made him laugh in college––he was a psychology major at Tufts––but, as he says, “Learning what you don’t want to do can be a valuable lesson.” He soon switched majors and, fast-forward to now, is the Vice President and Studio Lead at Environmental Systems Design, an engineering firm working on the South Campus Master Plan.

One of his favorite design challenges, James says, is how buildings interact with the outdoors. He aspires to engineer a school that makes its students happy: “Ask most people where they prefer to spend time––it’s the beach, the mountains, the snow…rarely is it inside.” So how do engineers bring the outside in? “Through light, views, and large doors or operable walls,” he says, adding, that “connection to the outdoors has been shown to lower stress and increase cognitive function.”

He calls the experience fantastic, adding, “I really enjoyed my time at Head-Royce. The opportunity to help shape the South Campus is an awesome way to stay connected with the community.”

James and his team must also consider how their systems will be used far into the future: “Resiliency is an important

discussion topic––how do we design thoughtfully and cost-effectively for the future? Predictive climate tools allow us to evaluate system design options, which can address today’s climate as well as the potential impacts of global warming 30 years from now.” No matter how far into the future his work takes him, James carries a piece of the past: “Almost every day I use a lesson from senior year physics with Owen von Kugelgen, the KISS Principle. Although complex engineering solutions can be fun to design, often Keeping It Simple is what best suits the longterm value.”

As an engineer, James has many factors to consider. “Energy efficiency and wellness are at the top of the list,” he says. “We want to take advantage of the mild Oakland climate to reduce energy consumption by minimizing how often the air conditioning and heating systems are in use.” This is especially challenging when working with existing structures, like the three historic, Spanish-style buildings on the South Campus. The buildings were not designed “to accommodate modern mechanical and electrical systems,” he says, “so we have the opportunity to think outside the box.”

For current students, James offers the following advice:

“Engineering is a surprisingly broad field with a much wider appeal than you may think. Successful engineering is creativity mixed with a lot of trial and error, so don’t be afraid to try something new.”

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A LUMNI EV E N TS

"New Yor k

RECEPTION Thursday, October 24, 2019 The Wren

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Los Angeles

RECEPTION Sunday, October 13, 2019 Los Angeles County Museum of Art

Please join us for these upcoming alumni events:

ALUMNI HOLIDAY PARTY Thursday, December 19, 2019 The Golden Squirrel, Oakland

BACK-FROM-COLLEGE LUNCH FOR COLLEGIATE ALUMNI Thursday, January 9, 2020 Head-Royce School

NIA SPEAKER OF COLOR SERIES PRESENTS ANGIE THOMAS, AUTHOR OF THE HATE U GIVE Wednesday, February 12, 2020 Head-Royce School

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WASHINGTON, D.C. ALUMNI RECEPTION Tuesday, February 25, 2020 Location TBD

CHICAGO ALUMNI RECEPTION Tuesday, March 31, 2020 Location TBD

ALUMNI WEEKEND AND REUNION Friday and Saturday, April 24 –April 25, 2020 Head-Royce School

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Save the date!

ALUMNI

A LUMNI PROFI LE

ALUMNI

ALUMNI WEEKEND & REUNION 2020

ANDREW CHANG ’06 NEW ENERGY NEXUS

“Change doesn’t happen overnig ht, as much as we hope it will. It’s going to take people power.” Andrew Chang ’06 believes in people.

most of the Sungevity marketing team

electric vehicles on the road. In order

Based in Shanghai, he’s the city’s Pro-

“had spent extensive time in the agency

for massive change to happen, the in-

gram Director for New Energy Nexus, an

world.” His answer came in the form

dustry needs to have the political will.”

international organization that sup-

of an advertising job in Shanghai.

ports clean energy entrepreneurs with

That political will is another bridge

“My desire to live abroad came from a

between California and China: “Just last

study abroad experience in Beijing and

month, former Governor Jerry Brown

Shanghai during college, which was an

along with UC Berkeley launched the

interesting time in my life, because I

California-China Climate Institute,”

“Our mission is to empower diverse

was in the midst of discovering a cul-

says Andrew, adding that “California

entrepreneurs, drive innovation, and

tural identity that I previously had not

has contributed about 350,000 jobs in

build equity into the global clean

explored,” says Andrew. “My goal was

solar in 2018, more than coal, wind,

energy economy,” says Andrew Chang.

always to jump back into renewables

and nuclear combined according

“Part of that work is building bridg-

as soon as I acquired the skills and

to the Energy Futures Initiative.”

es not walls between U.S. and Chi-

confidence of working at an agency.”

funds, accelerators, and networks. “In the fight for climate justice,” he writes, “people are the agents of change.”

nese startups and organizations.”

He’s also “so proud to hear that Head-

Living in Shanghai also gave Andrew

Royce students are taking part in the

One way he fosters those connections

a first-hand understanding of China’s

Climate Strikes,” and urges students

is by organizing conferences, such as

response to the environmental crisis.

not to “feel discouraged by the lack

the recent Energy Internet Innovation

“In 2013, Shanghai Air Quality Index

of action by world leaders.” For any

and Entrepreneurship Summit (EIIES).

(AQI) had reached extremely haz-

students or young alumni interested

He hosted representatives from over

ardous levels, above 500. I remember

in solar power, Andrew offered a few

thirty international organizations in

being on the 19th floor of my office

volunteer opportunities, “installing solar

Chengdu, China, which, he adds, is

building and not being to see the

panels in low-income neighborhoods

“home of the pandas.” The guest of

ground below; it was post-apocalyp-

in California through GRID Alterna-

honor was David Hochschild, Chair of

tic and it had become the norm.”

tives or on executive residences in the

the California Energy Commission.

While Andrew lived in Shanghai, the

Caribbean through Solar Head of State.” For entrepreneurial-minded students,

Andrew began his career in renew-

Chinese government took swift, “ex-

able energy here in Oakland, “mainly

treme measures” to fix the air pollution,

working with Danny Kennedy, President

including “subsidies for renewable ener-

and Founder [of Sungevity] on man-

gy companies, incentives to purchase a

aging after-sales customers known as

new-energy vehicle (hybrid or electric),

the Sunshine Network.” After about

and a carbon tax on factories.” The

“Change doesn’t happen overnight,

two years, Andrew started to daydream

result was “simply incredible,” says An-

about working abroad. He noticed that

drew. “Now, China has over 2.2 million

as much as we hope it will,” he says. “It’s going to take people power.”

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Alumni Weekend

& R E U N IO N 2 02 0

Celebrating 133 years! FRIDAY & SATURDAY

April 24–25, 2020

Head-Royce School

Andrew suggests “building your own startup and joining Elemental Excelerator a cleantech-focused accelerator or working at Rocky Mountain Institute.”

Reunions are for class years ending in 0 and 5. Alumni from all classes are welcome to attend all events. WINTER 2019

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A LUMNI NOTES several years before returning to school for my Ph.D. in Clinical Psychology. I live with my husband, Erni, also a psychologist, in Boulder, Colorado, where we raised our three kids and were in private practice together for 25 years until my recent retirement. I have enjoyed traveling, skiing, and living all over the U.S. (Oregon, Alaska, Montana, Rhode Island) before ending up here in beautiful Colorado. Our oldest, Forrest, is in graduate school in Rochester, New York, studying photographic preservation and curation. Our daughter, Jo, is in art school in Chicago, and our son, Sterling, is applying to college here in Colorado. I am now in the process of figuring out what I want to do with this new life chapter. It has been great catching up with Katie on my visits to Chicago!

ANNIE MORDDEL ’71

From left to right: Calvin Elder ’07, Chris Roach ’08, Reilly Keenan ’08, Cody Pillon ’08, Greg Wright ’08, Jonathan Zeidan ’08, Ariane Chee ’08, Camden Louie ’08, Nicolette Fahey, Bobby Fahey ’08, Mary Fahey, Walter Fahey, Anton Miller ’08, Bobby Sleeth ’08, Jennifer Walker, Michael Keenan, Sarah Fahey Durantini ’98, Francesca Durantini ’30, Annie Durantini ’28, Matthew Fahey ’04, Zeke Durantini, Barbara Gee, Jackie Fahey ’00.

MARLENE LOUCHHEIM ’51 I have just installed a two-part sculpture in the new sculpture garden at Los Angeles City College. I have been married for 67 years. We have four children, 17 grandchildren, and will soon have eight great-grandchildren. I have been continually impressed with the growth, educational opportunities, and programs that you have developed at the Head-Royce School. I had the best education at Anna Head. I still reflect on the happiest memories. JESSICA BERNSTEIN SACHER ’71 Updates from Pacific Palisades is that we have lived in this little slice of paradise since we married in 1982. 88

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Our three kids are all grown up. Our oldest made us grandparents. He is now two years old. Our middle son is getting married this November to a darling woman and our youngest is a certified nurse-midwife at UCLA Santa Monica. I also work there, in the neonatal intensive care unit as their RN lactation consultant, and I work at the Pump Station in Santa Monica as a lactation consultant helping new moms feed their babies and solve their breastfeeding concerns. It is perfect for me and I don’t want to retire yet! Allison, the mother of our darling grandson, works at UCLA outpatient rehab center, where she is an occupational therapist specializing in pedi-

atrics. My future daughter-in-law is a pediatrician. We joke that we could have our own clinic! My son is not in the medical world; he followed my husband and is a consultant in the business world. My husband still works too (we’re both nuts who love our work) but he is thinking of slowing down. When we are home, we have the pleasure of enjoying the companionship of our two standard poodles that keep us active. They need lots of walks to stay out of trouble!

JOAN CROOK SOPER ’71 After Head’s, I graduated from Miramonte High School and then the University of Oregon. I worked as a CPA for

Hello to everyone, with an update from France. Since I left California in 1982, I have experienced being a successful immigrant, a foreign aid worker, an expatriate, and now a naturalized citizen, all in different countries. After I got my Master’s from the Library School at Berkeley, I moved to London. There, I worked as a freelance consultant in information management. My clients were in both the private and public sector but the most rewarding assignments were the aid projects I did in Uganda and Kenya for the UK Foreign Office. I married a Frenchman, had two children, and we then lived in Turkey, France, and Brazil. Growing up in a bi-lingual and bi-cultural family and living mostly outside the countries of their nationalities, my children are truly Third Culture Kids. They currently live and work in Great Britain thanks to their French nationality. My son, Sid Phoenix, is an accomplished stage and screen actor in London. He has performed Shakespeare in the West End and his latest film, Dark Encounter, has just been released in Britain. My daughter, Hannah, has a Master’s in molecular neuroscience and works in regulatory affairs in Belfast. Needless to say, Brexit and the world’s increasing xenopho-

bia will affect our lives dramatically. I live alone now, in rural, southwestern France, and my love of libraries and archives continues. I developed a new path that allows me to spend long hours in archives around the country: I write The French Genealogy Blog, explaining French research for genealogists.

children (Cailán, Gael, Mateo, and Mireia) and serves in the US Army Reserves after four years of active duty.

AMAKA OKECHUKWU ’04 My book To Fulfill These Rights: Political Struggle Over Affirmative Action and Open Admissions (Columbia University Press) is out and available from all major retailers!

Over the years, it has been a thrill to meet up with Head’s friends on their voyages––Katie, Marliese, Laura, Alicia, Julie––sometimes with their amazing children. Plans are afoot for a double visit next year and I hope that more of you will come soon.

DEBBIE FOLEY LUNDIN ’71 My life in Texas is really joyous. I retired from a wonderful career as a Graduate Gemologist specializing in diamond and gemstone fraud in 2014. My career took me to 109 countries and provided lots of adventure. I enjoy marvelous relationships with my three grown sons. Robert, 41, is Assistant Commissioner for schools for the state of Tennessee. He received his Doctorate in education at Vanderbilt so the state is dear to him. Michael, 39, produces the news for Fox and lives in Walnut Creek with his wife Audrey who is a soils engineer. Eric, 38, is an attorney and he and his wife Meredith who is a school psychologist live on the same street as I do. They have two little boys, Lincoln, five, and Lawson, two, who are the light of my life. 23 years ago I began ballroom dancing and now compete regularly all over the world at high silver level. It’s a passion for me. Life is good. My best to all.

ELIZABETH ANDERSON ’73 Elizabeth Anderson refuses the word “retired”; she’s just completing an MFT with a specialty in art therapy, and is enjoying an internship in Berkeley.

KATIE LAMBDEN ’97 Katie Lambden is living in New Mexico and just opened her own veterinary clinic in Alamogordo (www.pawinhandvet.com). She is mother to four

To Fulfill These Rights traces the adoption and rollback of affirmative action and open admissions policies in higher education, centering political struggle over race and class politics. I document challenges to affirmative action and open admissions in four regionally distinct sites after the landmark Supreme Court case Regents of University of California v. Bakke (1978): University of California, University of Michigan, University of Texas-Austin, and City University of New York. Through political struggle, conservative political actors, liberal administrators and legislators, and radical students define, challenge, and transform racial practice and ideas, upholding and confronting post-civil rights American racial hegemony. By studying political contestation over affirmative action and open admissions, I contribute insight into how the racial logics of colorblindness and diversity reify racial hegemony. Additionally, I draw attention to the ways that elite and grassroots mobilization drive racial formation in the 21st Century.

BOBBY FAHEY ’08 Bobby Fahey ’08 married Nicolette Brown on September 29, 2019 at Wente Vineyards. In attendance were many members of the Head-Royce community.

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IN MEMORIUM

JANET FOSTER SAVILLE ’44 Janet Foster Saville passed away on August 5, 2019. She was predeceased by her husband Thorndike Saville Jr. Together, the Savilles made their home in Washington, D.C. They had two daughters Sarah Saville Shaffer and Jennifer Saville and a son,Gordon Foster Saville.

children were grown she volunteered

was at Lake Whatcom and, in the early

at the local Piedmont High School and became friend and mentor to many of the students. As Helene would often say, "I have had a great life."

’50s, they moved to Ferndale, WA where

NANCY WILSON ’45 Nancy E. Wilson Piovesan passed away in Bellingham, WA on August 25, 2019 at age 92.

HELENE SHAFER LOOMIS ’45 Helene Janet Shafer Loomis passed away peacefully, surrounded by

Nancy was born in Bellingham, WA on September 16, 1926 to Esther (Beal) Wilson and Ira V. Wilson. She attended the Normal School at WWC (now WWU). Her parents owned I.V. Wilson Florist. At age 11, her father

her family on

passed away, leaving her mother

April 24, 2019

as the sole proprietor. Nancy spent

at age 92. Born

much of her time with her aunt

in Oakland to Theo and Thomas Guy

and uncle in Berkeley, CA and, since

Shafer she graduated from The Anna

the troop movement made civilian

Head School and Stanford University. At

travel difficult, she stayed in CA and

Stanford she met and married Frederick

graduated from The Anna Head School

T. Loomis and raised four children.

in 1945. She met her future husband,

She is survived by her children, Susan

Primo Piovesan, while working at the

Hamer, Frederick (Rick) Loomis, Tom

Bellingham Airport, and they were

Loomis, Dave Loomis, 11 grandchildren,

married at Church of the Assumption

and six great-grandchildren. After her

on September 27, 1947. Their first home

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Mr. Piovesan continued his veterinary practice. Most of Nancy’s adult life was spent in a support role for Whatcom Veterinary and contributing to her community. She played a key part in making the Ferndale Community Pool a reality, she was a campfire leader, and an Old Settlers volunteer, to name a few. St. Joseph Catholic Church, Ferndale, was her home parish since 1954. She was an active member of both the Bellingham Golf and Country Club and Shadow Mountain Golf Club in Palm Desert, CA. An avid gardener, her vegetable garden, flower beds, and yard were her sanctuary. She was an amazing cook and taught her children good nutrition by example. She was a partner in Bellingham Travel and enjoyed helping people with their travel needs. After her husband died, Nancy decided she would spend her birthday in a different place every year so her daughters and their husbands took turns enjoying some memorable birthday trips with her. Always one to look forward and not back, she sold her house on Vista Drive in June 2017 and moved to The Willows. She enjoyed her Willows community and formed wonderful friendships there. Preceding Nancy in death were her parents, her

husband Primo, brothers and sistersin-law Chuck and Willie Wilson and Dick and Helen Wilson, her brother-inlaw Aldo Piovesan. She is survived by her daughters Ann (Jake) Hardy, Mary (Mike) Boedigheimer, Judy (Jim) Harvey and sisters-in-law Irma Rooney and Barbara Piovesan. Grandchildren Jason (Tammy) Hardy, Joshua Hardy, Andrew (Allisen) Hardy, Jennifer (Chantz) Ditter, Anna Boedigheimer, Kristen (Chad) Tollefson, Dean (Marlo) Harvey, Rikki (Bill) Handy; ten great-grandchildren and five great-great-grandchildren as well as many nieces and nephews. Mom also leaves her special Ferndale friends and her Shadow Mountain family in Palm Desert, CA.

American Electronic Laboratories. She enjoyed traveling around the United States and writing music. Ruth was a longtime member of Berwyn United Methodist Church, where she was involved in various committees.

DINAH DODDS ’60

Ruth A. Rumiano, age 84 of Devon, PA passed away on Tuesday, May 14, 2019. Ruth was born on March 1, 1935 in Willows, CA to the late John Rumiano and Rose Vodrazka Rumiano. She was a graduate of The Anna Head School for Girls in Berkeley, CA and Mills College in Oakland, CA. Ruth worked for many years in Human Resources, starting with

sang in the Oregon Repertory Singers for over 40 years. She loved exploring new repertoire and traveling and performing all over the world with the organization. Singing with the Oregon Repertory Singers was one of the great joys of her life. Dinah was President of the Board

Dinah Jane Dodds died September

of Directors of the professional vocal

12, 2019 peacefully at home in

ensemble, Resonance Ensemble. She

Portland at the age of 76 after battling

served on the Resonance's board from

cancer for three years. She was born

2014 until her death. Under Dinah's

in Oakland, attended The Anna

devoted leadership, the organization

Head School for Girls in Berkeley,

developed its current social justice

graduated from Pomona College, and

focus, commissioned multiple major

obtained her Masters and Ph.D. at the

new choral works, created a Poet-

University of Colorado in Boulder.

in-Residence position, received a

She began her career at Lewis and

RUTH ANN RUMIANO ’53

Dinah had a lifelong love of music. She

Clark College in 1972 where she taught German language and literature for the next three and a half decades. Lewis and Clark became her home away from home. She was beloved by generations of students as well as by the faculty, many of whom she hired and mentored.

major grant to support Resonance's upcoming 2020 collaboration with the Oregon Symphony: the world premiere of Damien Geter's An African American Requiem. Dinah was also serving on the Board of Portland Experimental Ensemble Theater (PEET), a collaborative theater ensemble.

She assumed many leadership roles,

She is survived by her sisters, Deborah

from Department Chair to Dean of the

Dodds of Boulder, Colorado, and Linda

Division of Arts and Humanities. Even

Dodds Shaw of La Jolla, California.

after her retirement, Dinah remained

Donations in her memory may

deeply involved in the life of the

be made to The Oregon Repertory

College. In 2011, she returned to chair

Singers, The Resonance Ensemble

the Music Department and serve as

and to the Dinah Dodds Endowment

a Special Senior Advisor to the Dean on Department Chair Development.

care of Lewis and Clark College.

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W H E R E A R E T H E Y NOW ?

What else brings her joy in retirement? Anna-Marie finally has time to indulge in her great passion, spring training baseball. She followed the A’s to pre-season practice in Phoenix and is keeping tabs on her former student Nico Hoerner ’15, who recently played an incredible debut as short stop for the Chicago Cubs. She jokes that when he is inducted into the Baseball Hall of Fame, he’ll say: “Everything I learned about baseball, I learned in Ms. Nilsson’s kindergarten class!”

Students and alumni who had Anna-Marie Nilsson as their kindergarten teacher will fondly remember the morning ritual of sitting criss-cross applesauce to listen as she played guitar. Over the years, Ms. Nilsson played a range of music, from traditional folk songs to contemporary

ANNA-MARIE NILSSON

favorites—her way of ensuring

Head-Royce Kindergarten Teacher from 1995 to 2015

each day began with joy. This pursuit of joy has followed Anna-Marie into retirement. Since leaving Head-Royce five years ago, she has sought adventure while balancing meaningful volunteer work and relaxation. To speak with AnnaMarie is to speak with someone who has successfully transitioned from a 38-year-long career to retirement. An avid outdoors enthusiast, she has woven her love of nature into her volunteer efforts as a docent for both the Audubon Canyon Ranch in Bolinas and the Oakland Zoo. At the Audubon Canyon Ranch, she leads hikes through the preserve for groups of 4th graders from Bay Area public schools. She relishes in the opportunity to introduce young children to nature, as indicated by her commitment: she drives two hours, each way, to volunteer! The Oakland Zoo is luckily closer to home. When she finishes her fivemonth training program this December, she will begin teaching kids, families, and the general public. In addition to the social appeal of the position, she has relished her own education. She

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From baseball to the ABCs, the lessons from Ms. Nilsson’s class are certainly life-long. We wish her well in her joyful retirement. has taken classes in zoology and biology, with––yes––required tests! Anna-Marie has also enjoyed learning about how the Zoo itself has changed, with its focus on rehabilitation, preservation, education, and environmental and ecological stewardship. She loves taking the gondola to the new addition at the Zoo, the California Trail. In between docent roles, Anna-Marie also temporarily renewed her role as a classroom teacher at the Early Ecology Forest School in Oakland, a pre-K and kindergarten program with an outdoor focus. Anna-Marie worked

with the students once a week on skills they’ll need when they transition into a traditional, classroom-based kindergarten. On occasion, you might even see Anna-Marie at Head-Royce, subbing for the Lower School. Even with all of these commitments, Anna-Marie finds time to travel with her boyfriend David. She has visited several cities in Europe and also driven an RV to the great parks across the United States. Her travel has also given her the opportunity to reconnect with fellow Head-Royce retirees such as former history teacher, Michele Metz.

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TH E 2019 –2020 COM M U NIT Y E D SPE AKE R SE RIES

FLASHBACK TO 1963

ANGIE THOMAS CATHERINE DEWEY

WEDNESDAY, FEBRUARY 12, 2020

and her “crew” survey the new six-acre parcel on Lincoln Avenue. Under the

5:30–8:30 PM Chapman Pavilion

leadership of husband-andwife team Catherine and Daniel Dewey, the School celebrated two of its most momentous events: the

#1 NEW YORK TIMES BESTSELLING AUTHOR OF

transition from proprietary to a nonprofit and the our home here in Oakland.

The Hate U Give

Photo by Anissa Hidouk

relocation from Berkeley to

and

On the Come Up

FLORENCE WILLIAMS THURSDAY, APRIL 2, 2020 5:30–8:30 PM Mary E. Wilson Auditorium

AUTHOR OF

The Nature Fix:

Why Nature Makes us Happier, Healthier, and More Creative 94

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Photo by Sue Barr

Head-Royce School 4315 Lincoln Avenue Oakland, CA 94602 address service requested

“Study nature love nature stay close to nature. It will nev er fail you.”

– FR A NK LLOY D WR IGHT