Paw Prints Spring/Summer 2019

145 South Green Bay Road Lake Forest, Illinois 60045 (847) 234-2350 | www.lfcds.org

NON PROFIT ORG U.S. POSTAGE

PAID LAKE FOREST, IL Permit #90

Paw Prints lake forest country day school

spring /summer 2019

artists in the classroom

Save the Date Thursday, August 29 First Day of School Friday, October 18 & Saturday October 19 Reunion & Homecoming Weekend Tuesday, October 22 Special Speaker Series Dr. Catherine Steiner-Adair Wednesday, January 22 Special Speaker Series Dr. Lisa Damour

In this issue A Conversation with Joy Hurd Taking Center Stage LFCDS Special Speaker Series Curriculum Differentiated

102

A Passion for Learning

in this issue: 2 | Message from the

Head of School 4 | Looking Ahead:

A Conversation with Joy Hurd

6

Taking Center Stage

16 | Artists in the Classroom 28 | Alumni Spotlight

Anna Schilling ’16 30 | Class Notes 34 | In Memoriam

Head of School Joy Hurd

Managing Editor Lisa Gilcrest

President, Board of Trustees Ahmed Farag

Design Peapod Design Norwalk, CT

2018-19 Board of Trustees Kimberly Beans Christen Bishop Jeffrey Brincat Sameer Chhabria ’88 Pedro DeJesus Ahmed Farag Kate Fitzgerald ’87 Bill Giambrone Lauren Gorter Kristen Hertel Jamee Kane ’90 David Keller Phillip Kelliher Zareena Khan ’89 Ted Kovas David Neighbors Marianne Silver Robin Stuart Diana Terlato Mavi Thakkar Joy Hurd

Photography Tim Coffey Contributors Scott Baeseman Coni Carfagno Mark DeBernardi Maria Hempen Lisa Horstmann Joy Hurd Jill London Marcia Mann Nicky Pitman Elsbeth Redfield Alex Sheridan Grant Tabor Sarah Thomas Rhonda Venard-Darin

37 | Homecoming 2018

10

LFCDS Special Speaker Series

12 Curriculum Differentiated

40 | Planned Giving

Our Mission

39

37th Annual Auction

16

artists in the classroom

Inspired teaching, academic rigor, attention to individual needs, a commitment to responsible citizenship—these principles infuse every aspect of life at Lake Forest Country Day School and define our dedication to producing students of strong character with a passion for learning.

2

A Message from Head of School

3

Dear LFCDS Family, mong the many highlights of my first fall at Lake Forest Country Day School, the Grand (Re)Opening of our Performing Arts Center almost certainly belongs at the top of the list. What a wonderful evening it was, highlighted by the unveiling of the redesigned and reinvigorated PAC, which is a performance space befitting our lofty aspirations and high standards for the performing arts program at LFCDS. But for me it was not the fading sunlight coming through the new windows or the notably crisp acoustics or the advanced lighting system (or the new and far more comfortable seats) that made the night exceptional.

A

and sitting proudly in our display cases.

A visitor to the Atrium just before Winter Break would have seen every one of our fifth graders performing their own, selfcomposed dithyrambs on the mighty–and mightily weird–Greek god Dionysus (yes, the one with the wine, as you might remember, but also, quite importantly, the god of acting and theater). During passing periods between classes, you might hear students or teachers playing one of the many pianos scattered throughout the school. Our students even learn about music in the lunchroom, for during a set period of lunchtime every day the students are asked to listen to the day’s musical selection. Recent selections have been as wide-ranging as Ella Fitzgerald classics and Carl Orff’s “O Fortuna.”

That credit goes, as it always should, to the students. It was my first opportunity, after months and months of hearing high praise for our choral and band programs under the leadership of Messrs.

Scott Baeseman and Grant Tabor, finally to hear our students make music so enthusiastically, so skillfully, and so well.

As I told the students that evening in October, they are and will always be the first LFCDS students ever to make that stage and that space their own–a memory that will always be theirs to cherish. Everyone in attendance was proud of our student performers, as the applause made abundantly clear.

At Lake Forest Country Day School, the arts–be they of the performing or fine arts variety–hold a central place in our program, rather than existing on the periphery as a kind of add-on to the 3Rs of reading, ’riting, and ’rithmetic. In a time when schools across the country are questioning the utility of the arts and their place in the curriculum, we at LFCDS are holding strong to our values. Whereas the old saying tells us ars gratia artis, or “art for the sake of art,” we believe in ars gratia vitae–“art for the sake of life.” For us, the arts are an integral part of a complete education for our students as they go through life. All our students learn foundational musical literacy during their time at

LFCDS. All our students learn to act as they collaborate with others onstage and develop into confident and skilled performers and public speakers. All our students develop critical thinking and creative resourcefulness as they paint, draw, and sculpt. Even the beloved new Innovation Space, often thought of us as more technological than artistic, is a hub of creative expression and production.

The arts seem to permeate just about every nook and cranny of our campus.

Anyone walking through our hallways sees art hanging everywhere on our walls

I’m always excited to receive the latest issue of Paw Prints, and I hope you are too. This issue highlights so much of what makes Lake Forest Country Day School the special place that it is: a Fine Arts faculty that is truly second to none and a program that enhances our students’ educational experience in ways beyond measure. Enjoy!

Sincerely,

Joy Hurd Head of School

4

looking ahead

5 innovation and critical thinking–just as much as, if not more than, students who are ready with the right answer.

I’d also like to see us develop a more comprehensive approach to student wellness that includes social and emotional learning, personal identity, advisory, physical education and athletics, and even healthy eating. Last, I see us enhancing our commitment to diversity and inclusion through enrollment outreach, hiring, and education for all members of our community. So many ideas to make an already-great school even stronger!

Looking Ahead:

A Conversation with Joy Hurd

ead of School Joy Hurd is closing in on his first full school year at LFCDS. With an eye toward the future of the School, Paw Prints sat down to talk with Mr. Hurd.

H

This is an exciting time for Lake Forest Country Day School. Where do you see us headed over the course of the next several years?

Joy Hurd: I certainly agree that it’s an exciting time at Lake Forest Country Day School, with our stunning new Innovation Space, Performing Arts Center, and Gymnasium and the wonderful energy and commitment of our community.

I feel truly honored to be a part of it all. At the center of our school is and always will be our people: our students, our faculty, and our families and alumni. It’s our people that give us such a strong foundation upon which to build. Over the next several

years I expect us to maintain our commitment to what we already do exceptionally well—know, love, and challenge every child in our care; invest in our faculty’s professional growth and development; prepare our students for demanding secondary school experiences and a lifetime of learning—and also to enhance our work in areas that will position us well for years to come.

I’d like LFCDS to become a community hub of learning and a thought leader in best practices in education. With our updated facilities, we can explore opportunities to welcome members of the wider community to our campus, as we do with our Speakers Series every year.

Though we are already dedicated to best practices in elementary education, with a faculty as strong as ours, I’d like to see us deliberately develop and share more of our own best practices with the wider educational community. By doing so, we will be able to move ever closer to our goal of being known as the best elementary school in the country.

In terms of our educational program itself, I’d like us to commit to a review of our curriculum to ensure it’s equipping our students with the knowledge and skills they need to be their best, most successful selves throughout their lives. Part of that will be a continued commitment to active student learning through innovative projects and Design Thinking. To prepare our students for the future, we need to continue creating a culture and a curriculum that honor students who ask great questions–the “How come?”s and “What if?”s that spark

As an educator, what do you see as the most pressing educational issues our society faces today?

Joy Hurd: Perhaps the most pressing duty for educational institutions today is to teach our students and all members of our communities the importance of careful listening and communication. So many of the challenges in our society result, quite simply, from people not listening to one another, or listening just enough to combat others’ points of view rather than to learn from them. To listen to others closely, empathetically, and discerningly; to ask good questions of others with sincere curiosity; to scrutinize data and arguments closely and critically; to think and articulate one’s ideas clearly– these are skills that are as timely as they are timeless. LFCDS teaches these skills of good communication notably well. All our students learn to write clearly and cogently and to speak before an audience with confidence and poise. But we also teach humancentered methodologies like Design Thinking, which relies upon asking questions and developing empathy for others to arrive at the best solutions to problems that people face. We teach critical thinking through debate

and dialogue rather than emphasize passive retention of information.

A commitment to listening and learning–not necessarily having the most to say–is what will make our students into real leaders.

In the field of education itself, there are numerous debates that have gone on for a long time and will continue to influence schools like ours. One important debate seems to me to be the tension between skills and knowledge. Some argue (wrongly, I think) that in the age of Google it’s no longer necessary to know information, since it can always be looked up on a smartphone, and that skills are the only thing that matter.

What this misses, the research shows, is that skills and critical thinking are built on a foundation of knowledge.

As with so many debates, it’s a false dichotomy, since skills and knowledge are mutually reinforcing rather than mutually exclusive.

We are also again in a time when the humanities and the less “practical” fields of study are having a harder time finding their place in the educational landscape as people define their academic interests mostly in terms of what is most likely to land them a specific job. As a student of the classics and a believer in the humanities, I find this trend worrisome, as I believe that the humanities help teach students many of the timeless (and employable) skills I mentioned earlier: clear thinking and communication, as well as the essential skill of close reading and an appreciation for beauty in the world.

You have noted that while many schools have embraced technology or social and emotional learning, LFCDS excels in many emerging areas essential to a

successful 21st-century education. Would you please elaborate on this point?

Joy Hurd: I spend a lot of my time reading and researching the latest trends and areas of focus on PK-12 education, and there is a lot to think about and process because education is a field so full of ideas on how best to serve our students. So one school might tout its commitment to educational technology as a way to prepare students for the 21st century.

Another school might be known for its outdoor education program and the research pointing to the many cognitive and emotional benefits children (and adults, for that matter) experience when they spend time in nature (and away from technology).

Some schools rely on their reputation for extreme academic rigor, while others highlight their focus on preserving the time and space for unstructured play, which is essential for all students, especially our youngest learners. Some schools are known for their emphasis on social-emotional learning or community service or athletic success or artistic achievement or innovative, hands-on projects.

What struck me right away about LFCDS—and continues to astound me the more I see and learn–is our desire to embrace nearly all the best practices I’ve read about over my years as an educator. That’s not to say that we don’t have the room or opportunity to grow and develop our programs still further, but in the wide world of PK-12 education, LFCDS is ahead of the pack in rather dramatic ways, and that’s a credit to our faculty and our leadership over the past several years or even the past several decades. Key 21st-century skills like collaboration and critical thinking are just in the air we breathe here at LFCDS, and that’s a remarkable thing.

8

taking center stage

“

The Class of 2019 will be the first students to stage their drama production in the new space. The tech is super cool—the lighting board has so many colors that it offers another way for the students to be creative. It’s really about the process and making new discoveries-that’s where the magic lies.

—Nicky Pitman, Drama Teacher

Last spring, construction crews arrived on campus, boarded up the internal entrances between the PAC and rest of the school, and began the muchanticipated renovation of this essential space. When the doors reopened in late September, the metamorphosis was complete.

The reimagined PAC boasts a stunning new stage, relocated to the western wall where it rises to meet a towering new window that overlooks the courtyard.

“How fitting that a school that believes in the importance of the natural world would bring an abundance of natural light into its performance space,” remarks Head of School Joy Hurd.

Additional improvements to the dynamic 4,500 square foot space include the following: S eating to accommodate 345 people in chairs with the comfort of theater seats and the portability of folding chairs The School’s Core Values— Excellence, Partnership, Responsibility, Participation, and Diversity— crowning the back wall of the theater New carpeting and custom stage curtains State-of-the-art audio, visual, and lighting components such as professional stage lighting, a theatrical sound system, and a laser projector with both high definition and wireless

inputs all designed for ease of use with touch-panel controls Digital displays in the foyer for advertising events Custom millwork New exterior landscaping “This stage will be used for many different purposes in its lifetime, but nothing that happens here is as important as the experiences our students will create and enjoy each time they step into this space,” remarks Mr. Hurd.

“Our students will continue to learn the timeless and invaluable skills involved in public speaking, performing, leading, and working together to create performances of beauty and meaning. We can now offer them an inspiring new Performing Arts Center to showcase their talents, their dedication, and their dreams.”

The new Performing Arts Center will host events including the following: LFCDS Speaker Series LS & US Community Meetings • Robbie Bermingham Speaking Contest • Talent Show • Faculty meetings • Parent meetings • Drama productions • Band and chorus performances • Community receptions • Alumni events • School convocations and assemblies • Veterans Day Assembly • •

9

10

special speaker series

11

The School began the Special Speaker Series to assist our community in gaining access to some of the world’s top experts in child development.

LFCDS

Special Speaker Series

O

n a bright Tuesday morning in September, walls gleamed with fresh coats of paint, stage lights radiated soft tones across a polished wood floor, and chairs, meticulously placed, waited patiently for the first patrons to settle comfortably into the newly reimagined Performing Arts Center (PAC).

It was, perhaps, particularly appropriate that the inaugural event in the School’s stunning new space was the first installment of the 2018 Lake Forest Country Day School Special Speaker Series.

The physical growth of the facilities in recent years, marked by a state-of-the-art Innovation Center, a newly refurbished Gymnasium, and the PAC, mirrors the

dedication to intellectual, academic, civic and social-emotional growth that launched the Special Speaker Series, now in its fifth year. The School began the Special Speaker Series to assist our community in gaining access to some of the world’s top experts in child development. There has always been a deep commitment at LFCDS to a rigorous and well-rounded education that addresses academic learning,

social and emotional health, and responsible citizenship both at school and in the greater world. In addition, developing awareness, appreciation, and empathy ultimately leads our students to understand that they have the capacity to shape and direct their paths.

Past speakers have included Dr. Marc Brackett, Founder and Director of the Yale Center for Emotional Intelligence; New York Times best-selling authors Dr. Lisa Damour, Dr. David Walsh; and Jessica Lahey; nationally-acclaimed child psychologists Dr. Michael Thompson, and Dr. Ned Hallowell; Early Childhood Coordinator for Northwestern University’s Center for Talent Development Ann Gadzikowski; school consultant and past president of the National Association of Independent Schools Pat Bassett; New York Times bestselling author Rosalind Wiseman (Queen Bees and Wannabes); acclaimed author and business coach Michael Brandwein; and public lecturer and clinical psychologist Dr. Carl E. Pickhardt, among others.

This year, LFCDS welcomed New York Times best-selling author Dr. Tina Payne Bryson on that sunny September morning. Dr. Bryson is the Founder and Executive Director of The Center for Connection in Pasadena, CA, and a psychotherapist who specializes in child and adolescent behavior. Her book The Yes Brain, co-authored with Dan Siegel, and her two New York Times best sellers The Whole-Brain Child and No-Drama Discipline have been translated into more than twenty languages.

Dr. Bryson’s talk was entitled “The Yes Brain: Cultivating Emotional Regulation, Resilience, Personal Insight, and Empathy in Children.” She addressed a full house on how to teach children to approach challenges, unpleasant tasks, and contentious issues with openness and

curiosity. In addition, Dr. Bryson spoke about how to cultivate a “yes brain” which encourages emotional regulation, resilience, personal insight, and empathy.

The goal, she stressed is to foster the ability to welcome all that life has to offer, even in difficult times.

In October, LFCDS hosted Dr. Eboo Patel, a leading voice in the movement for interfaith cooperation and the Founder and President of Interfaith Youth Core (IFYC), a national nonprofit organization dedicated to making interfaith cooperation a social norm. He authored the best-selling books Acts of Faith, Sacred Ground, and Interfaith Leadership and was named by US News & World Report as one of America’s Best Leaders of 2009.

In addition, Dr. Patel served on President Obama’s Inaugural Faith Council.

Dr. Patel spoke on “Out of Many Faiths: Religious Diversity and What it Means for Our Children,” and explained to the audience of parents, educators, and community members how exposure to other religions enhances our own experience and helps children build relationships across religious divides.

He encouraged the families and educators to help students explore the diversity all around them and to create spaces where students can connect, share ideas, and engage in transformative dialogue to strengthen our society and our country.

The Special Speaker Series is made possible through the generosity of the supporters of the LFCDS community.

12

curriculum differentiated

13

“

The growing brains of our children need to be nurtured on a daily basis through a carefully designed sequence of learning experiences in music, visual art, and drama.”

—Fine Arts Department Statement of Philosophy

Curriculum

Differentiated

was Plato who said, “Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” At LFCDS, the belief is that Plato’s words hold true for not just music, but for the fine arts as a whole. In an era where schools continue to cut fine arts programs or provide students limited opportunities, LFCDS has a thriving fine arts curriculum woven inextricably into all grade levels to produce a comprehensive 21st-century education.

It

The LFCDS Fine Arts faculty developed a statement of philosophy that says it best: Education in the arts is an inseparable part of the education of the whole child.

The growing brains of our children need to be nurtured on a daily basis through a carefully designed sequence of learning experiences in music, visual art, and drama. Guided through these experiences by trained professionals, children learn to express and interpret ideas through observation and analysis of these art

forms. Furthermore, they learn creative modes of problem solving and in so doing develop an array of expressive, analytical, and developmental tools which can be applied to every human situation. In addition, children learn to respect and adapt to others’ ways of thinking, working, and expressing themselves, offering them a broader perspective. Students understand the influences of the arts in their power to create and reflect cultures, both past and present, thus enabling them to make informed judgments about cultural products and issues. Students also

develop attributes such as self-discipline, perseverance, and collaborative skills, which, while necessary to the arts, are also useful in the larger world. Finally, through experiences in the arts, children develop their capacities in ways that stimulate their imaginations, bring them happiness and a sense of well-being, and cause a feeling of personal fulfillment that they will always cherish and seek to renew through a lifetime of involvement in the arts.

14

Curriculum Differentiated

The fact that the LFCDS Fine Arts Department not only has a statement of philosophy, but also uses it, along with the School’s mission statement, as a touchstone for how they educate students each day, is just the beginning of what sets Lake Forest Country Day School’s fine arts curriculum apart from other elementary schools. The six-member department, comprised of music, visual arts, and drama, meets each week after school to discuss topics ranging from the needs of specific students to new ideas for implementing a specific curricular strand. New this year, each department member led a meeting in which he or she shared a passion or taught a skill. This close-knit group of inspired teachers and dedicated colleagues have developed a fine arts curriculum that is second to none.

15 Drama At LFCDS, drama and experiential, play-based learning begins as early as 1st STEP; however, the formal drama program engages students in a progressive curriculum in Grades 4-8. The emphasis is on process and exploration rather than product.

Each year, drama gives students the opportunity to hone their voice and movement skills and to learn more about themselves and others and to engage in the world around them through mindfulnessawareness practices. The LFCDS drama program allows students to employ critical-thinking skills and stretch their imaginations as they learn about the history of the

theater through interactive, hands-on activities and games, improvisation, and memorization techniques and exercises. Through our drama-classroom philosophy Other Than Ourselves (OTO), students better understand the idea of our connectedness as human beings and make lifelong connections between the past and the present.

Music & Performing Arts All students at LFCDS participate in the music program beginning in Preschool. Students learn to read, write, and perform music through our unique music-literacy program. In the Lower School, students continue to build on the foundational skills they learned

in their ECC years, and they begin a greater emphasis on performance practice. In Upper School, students are introduced to music technology, they learn to play various wind instruments, they participate in a world music class, and they gain a basic understanding of how music is used to codify cultural understanding. LFCDS has a thriving band and choral program with the majority of Upper School students participating in band, chorus, or both. More advanced options for interested students include the Honors Chorus and the Jazz Band.

All students at LFCDS perform in various assemblies throughout the year, and the Music Department offers numerous opportunities for students to prepare for and perform at area solo and ensemble competitions.

Visual Arts All LFCDS ECC students have exposure to a wide array of artistic concepts within their classrooms. Beginning in Grade 1, students are introduced to an expansive and more formal art curriculum that focuses on establishing basic art skills

and developing and fostering creative expression. Students learn the intricacies of art history, art literacy, art criticism, and art production. They sharpen their understanding of line, shape, form, and color by working with two-dimensional and three-dimensional media. Across all grade levels, students benefit from

using professional art materials while creating full-size projects just like working artists. In Upper School, students are challenged to demonstrate an advanced understanding of the elements and principles of design and to create more complex works of art in various disciplines.

16

artists in the classroom

Artists

In the Classroom

In

an era where an increasing number of schools, both public, and private, are scaling back their fine arts offerings, Lake Forest Country Day School has just completed an extraordinary renovation of the Performing Arts Center.

The School’s fine arts program is robust and comprised of working artists and Golden Apple recognized faculty. Below we take a look at who these incredible teachers are, and what they bring to the classroom every day.

is a familiar sound that echoes through the hallways of LFCDS, a rich baritone singing greetings with an energy and flourish that never fails to bring a smile to the faces of students and colleagues – no matter where they may be in the building at that moment.

It

It is Scott Baeseman, of course, music teacher, choral director, and chair of the LFCDS Fine Arts Department. Now in his 21st year teaching at the School, his commitment to music, education, service, diversity and inclusion, and above all, his students, informs everything he takes on in life.

Scott Baeseman Music Teacher, Choral Director, Chair of the Fine Arts Department

He is perhaps best known by students and alumni for the way he ends each of his class periods. “As they leave my classroom, I tell my students, in every class, every day, ’Go make a positive difference in the world,’” says Mr. Baeseman. “I want my students to know who they are as people and to have confidence, not only to perform in front of an audience but to live their lives to their full potential. My goal is to help them develop empathy for others in the world around them and to care about making a difference in another person’s life.”

He models these goals masterfully in his own life. Through years of hard work and a persistent drive for excellence, he has achieved success not only as an esteemed educator, but also as a vocal performer, pianist, organist, harpist, artistic director, and international composer. He has been nominated for a Grammy; he was commissioned by the Chinese government to compose a set of original pieces, Three Works for Organ, for the organ dedication in the newly built Qintai Concert Hall (Wuhan, China); his works have been recorded and performed throughout the U.S., Canada, Asia, and Europe by opera luminaries Samuel Ramey, Pamela Williams, Harold Brock, organist Dr. Margaret Chen, and numerous choruses and choirs. In 2017, he won the prestigious Golden Apple Award for Teaching Excellence. The list goes on and on.

But for Mr. Baeseman, it isn’t his awards that make him most proud, it’s how his achievements enable him to be of service to others that he values most. “Music is an essential language within our families, our schools, our cities, and across all cultures throughout the world,” he says. “Through the careful discussion and analysis of all different genres and types of music, we can begin to understand how compassion and empathy may be used to bridge gaps of understanding between different people. We aren’t really so different.”

His projects have included supervising and running arts-education programs in Chicago public schools; writing grants and producing concerts through the Music at Trinity Concert Series in Highland Park, in which he has also provided opportunities for middle school and high school students to perform alongside world-renowned professional musicians; serving on the Board of Directors Equity and Justice Committee for the Independent Schools Association of the Central States (ISACS); and chairing the robust Diversity and Inclusion Committee at LFCDS. In

addition, Mr. Baeseman is a Franciscan Affiliate and serves as the resident chaplain for the City of Highland Park Police Department.

has the power to enrich their friendships, travel experiences, educational journeys, career options, as well as their overall quality of life.”

“I believe in the power of community service,” he says. “Giving back to one’s community is a responsibility that each of us should undertake. Our school does a great job of instilling in our students that desire to give back. An example of how we do this within the choral program is that each year we do a spring choral tour in which the Upper School choruses sing for our more elderly community members at places such as senior centers and nursing homes. The joy on the faces of the audience members as the students sing is unmistakable and the happiness in the room is palpable.

Afterward, our younger students serve cookies and lemonade to the seniors and visit with them. The connection between the generations is extraordinary.”

His students are equally devoted to him. Many stop in to see him during free periods or tutorial. This takes effort given that his room is on the other side of the school from most of the other classrooms. It is tucked away up a flight of steps in the oldest wing of the school in what Mr. Baeseman affectionately calls “the cave.” Equally impressive is the fact that nearly 90 percent of Upper School students arrive early for choral rehearsals, which take place in the morning before the start of school.

It helps that the performances are exceptional. The students conduct themselves professionally, they sing with precision, and they possess poise and animation far beyond their years while on stage. Mr. Baeseman is known for the excellence of his curriculum, which he has written and developed, and he sets incredibly high standards for his students. Assessments and rehearsals are rigorous, proper technique is expected, and understanding the history of a piece is fundamental in order to effectively convey its meaning and emotion. Yet Mr. Baeseman cultivates an atmosphere of respect, trust, and support in his classroom. It is a place where students are encouraged to take risks, embrace mistakes, and grow as both musicians and as people.

“Teaching has always been my calling,” he says. “I feel very fortunate to be able to share my passion for music with my students and to be able to help them understand that through music they can perceive themselves and the world around them in new ways—that music

“First thing in the morning really isn’t the ideal time to rehearse,” he confides.

“It takes some time to properly warm up the vocal cords so early in the day. But I am continually amazed at how these students bring it every day, they are so eager to get there and work hard.”

But, no matter how those early mornings begin, rest assured they always end the same way—“Now go make a positive difference in the world!”

Scott Baeseman on LFCDS as a Family School Scott Baeseman has two adopted daughters, Stella, 17, and Mimi, 16, who attended LFCDS from Preschool through eighth grade. “They literally grew up here,” he laughs. “In fact, I’ll never forget the day I got the call about adopting Stella. The call came on a Thursday, and I was supposed to pick her up on Sunday. I had nothing ready for her to come home to! I was here at school that Friday, and when I walked out to my car at the end of the day, it was filled with everything you could possibly need for a newborn.

Then every day for the next three months, people would drop off food or gifts. I was overwhelmed and so grateful. That is the kind of place Lake Forest Country Day School is.”

18

“

artists in the classroom

My favorite thing about teaching at LFCDS is the curiosity of the students and the seriousness and commitment of each student every class period.“ A relentlessly curious artist who is fascinated with alternative materials, Mr. DeBernardi is a teacher whose classroom is one in which anything is possible.

“It is very important that our students understand that you can make art from whatever is around you,” he says. “The curiosity of fully exploring an idea— what happens and where it takes you is essential.” Evidence of his philosophy abounds, from the life-sized sculptures of students fashioned from bubble wrap and packing tape—one is diving and wears a bikini, another does a cartwheel in a pink tutu—to the, again life-sized, Mars Habitat constructed in the Innovation Center’s Think Tank as a joint project with science teacher Mark Arthur. His students are encouraged to take risks, experiment with novel approaches, and, quite simply, run with it.

W

Mark DeBernardi Visual Arts Teacher

hen one of Mark DeBernardi’s seventhgrade students asked if it was possible to mix acrylic paint and tempera paint, Mr. DeBernardi said that he actually didn’t know what would happen. The student quickly responded that in that case, he wouldn’t attempt it. “Oh no, no,” said Mr. DeBernardi. “You see, now we have to try it.”

Mr. DeBernardi credits his training at Ohio University in Athens, OH, with this broad artistic vision. While his course of study was a bachelor of fine arts in photography, he was required to take half of his credits to graduate in other fine arts disciplines. The goal of the program was to produce wellrounded artists. “It created the notion that it is okay to try and fail. It made for fearless students who mixed media with tremendous results,” he says. “College was where I first tried painting my photography, something I’ve enjoyed and had success with, and it’s a technique I continue to use in my present work.”

Upon graduation, Mr. DeBernardi worked successfully as a graphic designer with a night-time job developing photos, an ingenious way to continue his own photo art since the process of developing film is quite expensive. In fact, he maintains a darkroom in his Evanston home where, in addition to his own work, he develops photos for

clients who continue to shoot photos in black and white. “Digital black and white photography just doesn’t compare to black and white imagery on film,” he says. “I’ve had a client for years who will overnight film to me from Pittsburgh for processing. Film photography is actually making a resurgence.”

His path to teaching began when a friend invited him to co-teach art in After School Matters, a program Maggie Daley, an ardent supporter of the arts, and Lois Weisberg, Chicago’s Commissioner of Cultural Affairs, started in the 1980s for the city’s at-risk high school students. The idea was that the hours between the end of the school day and a parent arriving home from work were peak hours for teens to get into trouble. After School Matters offered a stipend to students upon completion of each ten-week course. “Seeing the difference that program made in these children’s lives was profound,” said Mr. DeBernardi. “There was a girl who had been expelled from school, who snuck back into school each day, just to attend this program. She loved it so much that she couldn’t stay away.” He was hooked and obtained his teaching certificate.

His first full-time teaching job was at Jack Benny Middle School in Waukegan, where he remained until coming to LFCDS four years ago. “I feel very fortunate to be here, where my colleagues and the administration are so supportive.

But my favorite thing about teaching at LFCDS is the curiosity of the students, the seriousness and commitment of each student every class period. They are unbelievably eager and ready to learn, and I’ve never experienced it to this degree anywhere else.”

Mr. DeBernardi’s eighth-grade class is in for a real treat as their next project will

be working with light as a medium. It involves paper towel rolls, milky-white vellum paper, and the giant video wall in the Innovation Lab. “It is a technique that a friend of mine has been developing, but it’s really never been tried on such a large scale. It’s really going to be quite stunning, and the kids are going to love it.”

His hope is that the project inspires them to keep thinking in new ways.

“My brother is an art professor at Carlow University in Pennsylvania,” says Mr. DeBernardi. “Periodically, I ask him what he is looking for in an ideal student. He says he can teach anyone the mechanics of painting or drawing, but what he can’t teach them to have is the creative ideas. So that’s what I try to foster—our students’ innate ability to hatch really big ideas.”

So what happened with the mixture of acrylic and tempera paints? “It really didn’t work at all,” says Mr. DeBernardi.

“The tempera dried matte while the acrylic dried shiny, and it was just streaky. But we definitely had fun exploring what would happen – and that’s what it’s all about!”

Mark DeBernardi’s work has been exhibited

nationally, and he has lectured at numerous colleges and universities. One of his most compelling series is a haunting look at sites around Illinois of historical, and often infamous, significance. He has photographed places such as Woodhenge and the Monk’s Mound in Cahokia, IL and the Illinois & Michigan Canal.

Although these photos were taken in recent years, these pictures fully evoke the plaintive emotion of people and places long gone.

Mr. DeBernardi is represented

by Las Manos Gallery in Chicago and the Judith Racht Gallery in Harbert, Michigan.

20

artists in the classroom

“People said it couldn’t be done,” confides Mrs. Hempen, who has taught at LFCDS for more than 15 years, with a just few years’ hiatus for the birth of her three boys. “The notion of having kids as young as three years old recall and produce a specific tone seemed unheard of to many educators. But I teach music as a language, and if you ingrain certain skills in students before the age of ten, those skills become part of their native tongue.”

This optimism, determination, and most importantly, belief in her students is at the core of not only how Mrs. Hempen teaches, but also who she is as a human being. “There is a poster on my wall,” she says. “It reads ‘Sing like no one is listening, dance like no one is watching, and love like you’ve never been hurt.’

In other words, whether you have an audience or not, be passionate about your convictions. Be proud and confident of who you are, and don’t allow others to make you less than you are. That bold confidence to be authentic is who I am and who I want my students to be.”

M

Maria Hempen ECC & LS Music Teacher

aria Hempen stands at the front of the lunchroom which teems with Senior Kindergarten and Grade 1 students. She rings a bell, and the room quiets. She asks the students for an “A” and out of the blue, unaccompanied, a beautiful A 440 fills the space as the students then sing their song of gratitude to signal the beginning of their meal together. The A 440 tone is significant, because it is the pitch that the Concert Master Violinist plays so the orchestra can tune their instruments before playing.

While she certainly approaches life and the classroom with a joyful abandonment, she also possesses a sharp focus on excellence and the mastery of skills. As a child, she never had formal music training, but she had an intense love for music. When given the opportunity, she enrolled at Lane Technical High School in Chicago because it offered music as a major.

There she met “a short old man with dyed blond hair, a loud bow tie, and a ruffled shirt to complete his look,” she recalls. It was George Rico, the director of the chorus, and someone she describes as being one of the most influential people in her life. She studied with him throughout her four years in high school.

“Mr. Rico had an amazing ability to detect nuance,” says Mrs. Hempen. “He had an ear for excellence, and he helped his students develop the same. He never watered down our musical repertoire, believing we could perform the best of

“

One of the greatest things about teaching at LFCDS is the autonomy of being able to teach what I am passionate about and the freedom to explore ideas with the students and with my colleagues who are incredibly inspiring.”

Handel, Mendelssohn, and other great composers. As a music teacher today, I never water down my lessons because of students’ ages. My goal is to help them develop a musicality beyond their years.

I treat each and every one of my students as I would a fellow musician. I have high expectations of my students because I believe they can achieve and even exceed those expectations.”

Her dedication to her students and the extraordinary results they achieve together haven’t gone unnoticed. Mrs. Hempen has been recognized by the prestigious Golden Apple Foundation for teaching excellence, and is a recipient of the Second Century Teaching Award.

“One of the greatest things about teaching at LFCDS is the autonomy of being able to teach what I am passionate about and the freedom to explore ideas with the students and with my colleagues who are incredibly inspiring,” she says.

“For example, when the SK students are studying Medieval Times and the Renaissance, in music class we study the music and the dance of those eras. In first grade, when they study the culture and history of India, we practice the art-making tradition of henna and learn Indian dances that we then perform at Community Meeting.”

Years ago, Mrs. Hempen submitted a proposal to the School to install floorto-ceiling mirrors along the length of her classroom. Her purpose was twofold. First the mirrors facilitate the students’ awareness of posture and spatial relationships within an ensemble for singing. In addition, the mirrors help measure accuracy with group

movement and allow students to evaluate their performances without having an audience present.

Perhaps even more compelling, Mrs. Hempen relates, “The second purpose of the mirrors is to encourage self-reflection and character development. LFCDS believes that each student is unique and contributes significantly to our community, so it’s helpful to ‘hold up a mirror’ to the characteristics we value and to reflect who we are as a school.”

Like those mirrors, Mrs. Hempen reflects all of the best aspects of the LFCDS experience—inspired teaching, attention to each student as an individual, commitment to inclusion and being a responsible citizen of the world, excellence in academics, and a contagious passion for learning. And like the acapella “A” that so many thought couldn’t be achieved, with Mrs. Hempen in the classroom the possibilities are endless.

22

artists in the classroom

What I think, what I say, What I do every day Will affect all those around me; Every one of my actions Will cause a chain reaction, So I commit to being the best me I can be.

“The goal is to be a positive force every day, knowing that sometimes we will fall short of that ideal,” says Ms. Pitman.

“The point is to commit to suiting up and showing up to the best of our abilities each day. All of us have the power to make the world a better place, and it begins with ourselves.”

Nicky Pitman Drama Teacher

N

icky Pitman is an original Valley girl. But she didn’t spend all her time hanging out at the Galleria or sun tanning at the beach, like the Valley girls made famous in Frank Zappa’s 1982 hit single of the same name. Instead this Sherman Oaks native spent most of her spare time at the Storybook Playhouse on Van Nuys Boulevard as part of the LA Junior Repertory Theater.

The 99-seat theater was run by Jerry and Anne Nedd who were dedicated to honing the skills of young theatre artists through acting classes during the week and giving those students who were ready the opportunity to put their craft into practice by playing rotating roles in two different children’s musicals every weekend. Jerry, always clad in jeans, a collared shirt under a ratty sweater, and deck shoes, taught all of the classes while Anne was in charge of the details for each show. Ms. Pitman was smitten—with the process, with the collaboration, and with the art of performing.

“It was really rigorous,” says Ms. Pitman. “You learned a number of different parts for both productions, and at the end of the week, Mrs. Nedd would tell you which characters you would play. Every show was supposed to be set in the 1800s, and our costuming was spare over black tights and black ballet shoes. It was hardcore.”

After the show, the cast would put on children’s birthday parties in character right there in the theater. Bringing music and drama to children in this novel way fascinated Ms. Pitman. “It was absolutely magical,” she relates.

One of the hallmarks of Ms. Pitman’s classes is her seemingly endless ability to come up with innovative ways to use drama and theater to connect with her students, understand them, and in turn help them understand the world around them. Her joy and passion are rooted in a deep sense of service and an incomparable work ethic. Always quick with a smile or a hug, and never one to turn down the opportunity to disco dance down the hallway or perform a dramatic recitation of, say, Whitney Houston’s “Greatest Love of All,” Ms. Pitman takes the premise of drama and theater as a reflection of societies, cultures, and ideologies, and elevates them to a practice of deliberate exploration—an active pursuit of understanding the world and ourselves.

This practice begins with her classroom philosophy of “Other Than Ourselves” or OTO as she refers to it. Beginning in Grade 4, her students commit to memory the following:

She leads by example both in and out of the classroom. She meticulously plans the School’s Martin Luther King Jr. Assembly each year, ensuring ageappropriate events take place leading up to and after the ceremony in order to foster a deeper understanding of Dr. King’s impact. It is Ms. Pitman, who at the start of each school year, kicks off the gratitude email, a daily reflection by each faculty or staff member who chooses to participate on five reasons he or she is grateful that day. In addition, she co-leads the School’s North Chicago Community Partners (NCCP) program in which Upper School students have the opportunity to provide after-school enrichment each month to students from Forrestal Elementary School in North Chicago. “Our students help plan and lead the activities for each gathering, which reinforces the importance of giving back to the community while it provides them additional leadership roles and communication opportunities,” says Ms. Pitman.

Her path to teaching at LFCDS is an impressive amalgam of experiences that balances her industriousness with her spirituality. Ms. Pitman has performed all over Southern California and Chicagoland. She co-founded the

successful Chicago theater company Cobalt Ensemble Theatre, and she has had several roles in small, independent films and even has one commercial to her credit. Her high school acting teacher was the esteemed Sabell Bender, nationally renowned for her work with Yiddish theater, and Ms. Pitman has studied under the incomparable Stella Adler, whose eponymous acting studio in New York City —and in Los Angeles—produced alumni including Marlon Brando, Robert DeNiro, Elaine Stritch, Candice Bergen, and many others. She has studied at conservatories and has taken various workshops and classes in both Los Angeles and Chicago in addition to weekend, two-week, and month-long intensives with the famed Shakespeare and Company in the Massachusetts Berkshires– training 14 hours a day, six days a week.

“I feel like the extensive technical training I did with Shakespeare and Co. really complements the work I did for my Masters in Contemplative Education at Naropa,” she reflects. Naropa University in Boulder, CO, was founded in 1974 as the first Buddhist-inspired institution of higher learning in the U.S. Ms. Pitman has taught grades ranging from preschool through twelfth grade, and she is a certified yoga instructor, which comes in handy in the classroom.

“I use yoga with my students to help them center themselves, quiet their minds, and become aware of where their bodies are in a space. I encourage them to stretch themselves, both literally and metaphorically,” she laughs.

Her curriculum builds on itself from year to year, both in technique and in the study of theater history. By eighth grade, students are adept at delivering the iambic pentameter of a Shakespearean verse with the intended emotion of the script. They know how to hold space onstage and to react, just as Ancient Greek theater actors did, in a way that helps reflect the way the playwright hopes the audience will react.

While these are sophisticated concepts for 13- and 14-year-old students, the success of the annual Grade 8 drama production confirms LFCDS students move on to high school equipped with an exceptional drama education. In addition, while the productions are most often based on a well-known work such as Alice in Wonderland or by a famous playwright such as William Shakespeare or Oscar Wilde, the students have also had the opportunity to perform several original scripts written entirely by Ms. Pitman, and set in an era or a place crafted by the students themselves. In recent years, the audiences have been so packed for the eighth-grade play evening performance that the decision was made this year to offer a performance during the school day for the broader LFCDS community.

“

The goal is to be a positive force every day, knowing that sometimes we will fall short of that ideal.”

“I am so proud of my students every single year,” says Ms. Pitman. “They really take OTO to heart. They step up, open themselves to being vulnerable and authentic whether they are in the classroom or onstage. My goal is for them to take that out into the world and be generous of spirit, of service to others, open to taking risks, curious, compassionate, able to problem solve and persevere.”

With a nod back to her California roots and one of the most important actors of our time, she says, “My favorite theater quote is from Robert DeNiro. He said, ‘If you’re an actor, always be true to your character. If you’re not an actor, have character and be true to yourself.’”

24

artists in the classroom

Grant Tabor Director of Bands

ew people are fortunate enough to know what career they will pursue before they’ve even graduated from high school. Fewer still discover their lifelong passion in middle school.

Grant Tabor picked up a trumpet at the age of ten, and he never looked back.

F

“

That’s what I want for my students, and it’s why I became a band director. My goal is for them to become proficient, confident members of an ensemble who can listen to music, analyze it, and enjoy it for the rest of their lives.”

“My dad played in a wedding band—the tenor sax, guitar, clarinet, and my mom sang a lot,” recalls Mr. Tabor. “There was always music in our house as I was growing up: Dean Martin, Tony Bennett, Frank Sinatra, so my brothers and I were all musical. In fact, one of my brothers is a doctor and the other is a pharmacist, but they both occasionally admit the wish they’d gone into music!”

Unable to play contact sports due to a childhood illness, one he has thankfully long outgrown, Mr. Tabor joined his school’s band in the fourth grade. “I was lucky enough to have the same band director, P.J. Henning, from fourth grade all the way through high school, and he really inspired me,” said Mr. Tabor. “I think he realized that without sports, I would need a direction to channel my energy. One day, after I’d been playing the trumpet for a while, he looked at me and said, ‘You’re a big guy, you should try the tuba.’ So I did.”

While the trumpet often has the melody, the tuba is usually tasked with a support sound, making it one of the most important instruments in a band. It was a responsibility that Mr. Tabor took very seriously and one which he relished.

He threw himself into practice and rehearsals, attending band camp each summer, and returning as a counselor during his summers away from college.

It is this work ethic, exuberance, and support that define his classroom today.

“For me, middle school band was so much fun to be a part of, and every time I hear a piece we played, the memories come flooding back,” says Mr. Tabor.

“That’s what I want for my students, and it’s why I became a band director. My

goal is for them to become proficient, confident members of an ensemble who can listen to music, analyze it, and enjoy it for the rest of their lives.”

His high level of enthusiasm is matched by his high level of expectation for his students. He credits his discipline and his teaching philosophy to the professors he studied with at Elmhurst College.

Professor Judith Grimes, Director of Bands, worked with Mr. Tabor all four years in college. “Professor Grimes had a huge influence on me,” he says. “She had a really tough attitude, but you never doubted for a moment that she cared about you and about the music.”

While Professor Grimes is now retired, she travels throughout the United States working with school bands. In fact, she visited campus this past December to work with each of the LFCDS Upper School bands. “I was really excited for her to work with our students, but also a little nervous,” admits Mr. Tabor.

“I’ve carried with me the dedication to continuously work to get a piece right, which Professor Grimes worked very hard to instill in her students.”

As in any classroom where students are learning new concepts, there is sometimes a section of a piece that poses a particular challenge. “Professor Grimes taught us to come at a challenge in different ways, with new strategies until we get it fixed. I will literally wake up in the middle of the night thinking about how to work through a tough spot,” laughs Mr. Tabor.

While Professor Grimes was instrumental in honing Mr. Tabor’s technique and approach to the music, it was Ross

Kellan, Director of Music Education at Elmhurst, who taught Mr. Tabor how to be a good teacher. “Professor Kellan really inspired me. When he spoke to you, he made you feel that you were the most important person in the world at that moment. He was one of those teachers for whom you always wanted to do your best,” reflects Mr. Tabor. Professor Kellan’s confidence in Mr. Tabor’s abilities led to Mr. Tabor’s two performances at Orchestra Hall in downtown Chicago, numerous performances at Professor Kellan’s church on holidays including Christmas and Easter, and ultimately to LFCDS. “Professor Kellan actually recommended me for this position,” says Mr. Tabor.

It is interesting to note that those experiences which made the most impact on Mr. Tabor throughout his education—inspired teaching, academic rigor, and attention to individual needs—are literally the foundation of LFCDS’s mission. The warm memories, the feeling of connection, and the joyful camaraderie he felt with both his teachers and his fellow musicians are hallmarks of the LFCDS experience. That which has made him the educator and musician he is today has brought him to a space where he has the autonomy and support to provide those same essential elements to the next generation of musicians.

“The reasons I get up and come here every day (he lives 60 minutes away in Lombard, IL) are our students. They are full of energy and enthusiasm,” says Mr. Tabor. “I want them to harness those feelings so that they take with them a passion for music, a strong work ethic, and a spirited sense of who they are— whether or not they continue to play an instrument in high school or college.”

Who knows—perhaps a future LFCDS band director is picking up his or her trumpet in the PAC right now.

26

artists in the classroom

Rhonda Venard-Darin Visual Arts Teacher

V

isual arts teacher Rhonda Venard-Darin still has the very first oil painting she ever did with her grandmother. It is a black-and-whitespotted cat— Ms. Venard-Darin’s beloved childhood pet. “His name was KC, named for KC and the Sunshine Band,” she laughs. “That time I spent painting with my grandmother was very special. We did a lot of art as a family activity, so even though I didn’t know as a child that I would be an art educator, I always loved art and art history.”

It is that warmth of connecting through art combined with her curiosity about the origins of artists and art forms as well as her meticulous dedication to technique that imbue Ms. VenardDarin’s teaching philosophy. As a result, her students are steeped in the history of each artist they study and are as carefully trained in technique as they are encouraged to express their unique points of view.

As an art history major at the University of Illinois in Urbana-Champaign, Ms. Venard-Darin took a class on a lark – one which required her to teach a Saturday art class to children. She found she loved teaching and decided to pursue a career teaching the visual arts. While most of her career has been focused in art education, Ms. Venard-Darin also spent time as an art therapist in Chicago. It was an eyeopening education in the healing and life-affirming ways in which different kinds of art can have a transformative and lasting impact. “It is all about using art to understand oneself and in turn making art a very personal expression,” she says. “It is an idea that transfers beautifully to art education.”

Having grown up with both a mother and a grandmother whose hobbies were watercolor and oil painting, respectively, Ms. Venard-Darin enjoys painting and drawing. But most of her work is more sculptural and involves clay, wood, and even metals. She is also quite accomplished in printmaking using linoleum blocks, a form of art her fifthgrade students are currently employing to make self-portraits. “The students take a photo of themselves and load the image into Photoshop where they convert the photo to black and white and alter and intensify the image in the style of Andy Warhol with a focus on high contrast, extreme shadows, and highlights,” she explains. “Then the students sketch the altered photo and transfer the graphite onto a linoleum block. The students use linoleum cutters to form the block later using it to make a block print.”

“

My goal is to expose my students to as wide a variety of artistic media as possible and to ensure they are using the same materials working artists use to create their pieces.”

The scope of the project engages each student in a myriad of techniques and media which reflects what Ms. Venard-Darin is most passionate about instilling in her students. “My goal is to expose my students to as wide a variety of artistic media as possible and to ensure they are using the same materials working artists use to create their pieces,” she says. “I want them to feel confident in their technique as artists and to understand that once they have developed that technique, having a different perspective and style is okay. It is part of art.”

It is that marriage of technique and perspective that is most apparent in her own work. As most of her students can probably guess, Georgia O’Keeffe is her favorite artist largely due to O’Keeffe’s ability to define the abstract in such a natural way. “I love imperfection,” she muses. “The way O’Keeffe connects to nature and to the human form really inspires me and my work. Most people are familiar with her paintings, but I’m most drawn to her lesser-known pencil

and charcoal drawings – their simplicity is beautiful.”

Ms. Venard-Darin’s ability to seamlessly merge the intellectual aspects of art with the joy of creative exploration creates an environment in which students literally bound into her classroom studios eager to get to work. “I teach at LFCDS because authenticity and academic rigor are honored and encouraged in the teachers, in the curriculum we develop, and in our students. This combination of individualism and high expectations provides the foundation for an incredible education and the true passion for lifelong learning that I see in our students.”

To be sure, LFCDS students’ memories of their elementary-school art classes will evoke warm memories much the same as Ms. Venard-Darin has of her early days of painting with her grandmother. “I hope whatever career path they take in life, they bring with them an understanding of the language, techniques, and skills of an artist and apply that understanding to life in their own ways.”

28

alumni spotlight

Alumni Spotlight

Anna

Schilling ’16 In

2017, Anna Schilling ’16 was named to Jane Goodall’s Roots & Shoots U.S. National Leadership Council. The mission of Roots & Shoots is to bring together young people from across the country in an effort to address issues ranging from conservation to humanitarianism.

The program provides support, leadership

training, and guidance from mentors at

the Jane Goodall Institute.

Paw Prints recently caught up with Anna and asked her to reflect on her time at LFCDS.

What is your favorite LFCDS memory?

Anna Schilling: My favorite LFCDS memory is being a part of a flute quartet throughout Upper School. What started as a chance to spend time with friends during the day turned into my most meaningful time at school. Music has the ability to inspire us, motivate us, and lift our spirits, so making music with people is a powerful experience. After four years of rehearsing together and participating in music competitions, we improved our musicality and deepened our friendships, so it was rewarding on many levels.

What was your favorite class at LFCDS? Anna Schilling: My favorite class was eighth-grade social studies.

Mr. Crofts made history come alive with his lessons, and he designed group projects that allowed us to play different historical figures or convey what we learned through art and song.

He always stressed the importance of looking at situations from different perspectives. His lessons about history, as well as his lessons about empathy, have stayed with me, and history continues to be my favorite subject.

As a child, what did you want to be when you grew up?

Anna Schilling: I am very close to my grandfather who is a pediatric surgeon. I have grown up admiring his dedication to living a life of service and caring for sick children.

As a child, I wanted to emulate these qualities by also going into medicine.

Now I would like to be a conservation journalist. If I can share stories that will inspire people to be better environmental stewards, I can do my part to help species and ecosystems that are vulnerable.

Who were your most memorable LFCDS teachers?

Anna Schilling: It would be impossible for me to pick one most memorable LFCDS teacher! When I think back on my time at LFCDS, I just remember always feeling loved and supported, and that feeling has continued beyond graduation. For my stewardship project for the Center of Conservation Leadership during high school, I chose to focus on mason bees. Mr. Arthur helped me build mason bee houses in the Innovation Lab, Mrs. Mann sent me articles about pollinators, and Mr. Sperling and Mr. Moore invited me back to share information about my project with the students at Community Meeting.

The teachers are still supporting me, and I know that throughout my life I will always be a part of the LFCDS community.

What is the best advice you have received?

Anna Schilling: Each time we left Mr. Baeseman’s classroom, he told us “go make a positive difference in the world.” Whether it is recycling, picking up trash, or being kind to a neighbor, all of us can make a positive difference each day. This advice is the also the heart of Roots & Shoots which emphasizes personal responsibility and compassion. It is not a couple of people making big changes that will have the greatest impact on world, it is all of us doing little things each day that will really move the world in a positive direction.

What is your favorite piece of technology?

Anna Schilling: My phone is my favorite piece of technology. It is pretty remarkable that one device can hold my calendar, my photos, my music, and my contacts. I use it to stay connected to friends and family and as an alarm clock in the morning. I don’t know how I would get through the day without it.

What or who inspires you?

Anna Schilling: My role model is Jane Goodall. She spends more than 300 days a year traveling the world encouraging youth to work on projects that will help people, animals, and the environment. Her dedication to creating a healthier, more compassionate planet is truly inspiring.

What advice would you give our current LFCDS students?

Anna Schilling: LFCDS is a place where each student counts and contributes to the overall success of the

school, so my advice would be to figure out how you want to contribute during your time at the school. Participate in a meaningful community service project, be on a sports team, or sing in an ensemble. Whatever you want to do, you will be supported, and your contribution will be valued.

Cubs or Sox? Anna Schilling: I was born on the south side of Chicago, so I’ve grown up a Sox fan. Watching the Cubs win the World Series was pretty thrilling, though!

Anna has been dedicated to community service from a young age, crediting her LFCDS education for instilling in her the value of giving back to the community and striving to make the world a better place. At her graduation from LFCDS, she received The Mary E. Ballard Community Service Award for leadership and a commitment to serve others with respect and compassion.

Anna’s particular area of interest has been conservation and the environment. She applied for and was accepted into The Center for Conservation Leadership, she was a garden intern at Elawa Farms, she volunteered extensively at Lake Forest Open Lands, and she hosted a 3K Fun Run for the Jane Goodall Institute. Currently a junior at Lake Forest Academy, one of her projects brought her back to LFCDS. “I researched, designed, created and installed a group of mason bee houses in the Outdoor Classroom,” said Anna. “As part of the project, I taught the students at LFCDS about mason bees and the importance of pollinators to the local ecosystem and the environment in general.

In addition, through a series of presentations at different elementary and middle schools, I educated nearly 500 students about mason bees, pollinators, and Roots & Shoots.”

30

class notes

class

31

notes

Caroline Preston ’67 released her latest scrapbook novel The War Bride’s Scrapbook.

It’s a World War II love story narrated through a new bride with vintage postcards, newspaper clippings, and photographs. She has published three other novels including Jackie by Josie, a New York Times Notable Book of the Year, Lucy Crocker 2.0, and Gatsby’s Girl. She has also published the scrapbook novel, The Scrapbook of Frankie Pratt.

Class of

1967

Call for Notes!

For the next issue of PawPrints our goal is to pack the pages full of alumna and alumnus updates. Please share any photos, announcements, accomplishments, or information.

50th Reunion Celebrations

Class of

1968

Class of 1967 Members of the Class of 1967 gathered the weekend of September 14, for a reunion in Lake Forest. Class members planned numerous activities including a dinner at the Market House and a tour of the School.

These festivities concluded with a dinner at Head of School Joy Hurd’s home.

Betsy (Covington) Smith ’51 Class of 1968 On the weekend of October 12, members of the class of 1968 reconnected at Homecoming Weekend. Activities included a cocktail reception at the school on Friday, dinner at the home of the Hunters, a tour of the school and Homecoming games, and dinner at the Head of School’s home.

Betsy lives in Salisbury, CT, with a puppy who makes her “perpetually smile.” Betsy has three children, as well as four grandchildren, ages 25, 20, 18, and 14.

Douglas Macdonald ’52 was nominated for a Pushcart Prize this year for a poem published in the Sante Fe Literary Review.

W. Douglas Gilpin, Jr. ’66 is not retired! Doug is still very active in architecture and historic preservation in Virginia and Rhode Island. It has been more than six years since he founded his soleproprietor architecture firm, and he is very busy!

Martha Gaskill ’75 After graduating from LFCDS, Martha went on to Andover, during which time she had one of her legs amputated at the knee due to cancer. Ever fearless, Martha went on to numerous paralympic competitions in downhill skiing.

She mentions that she is the first of three women in her family to be recognized by Sportswomen of Colorado.

Alex T. Norton ’86 writes, “I hope the class of ’86 is doing well. I recently had lunch and caught up with Jack Eiff ’86 in New York City, and I saw Ned Borland ’86 at a conference in Boston last May.”

Katie (Hicks) Gulick ’90 reports, “I am alive, happily married, and celebrated my 15th wedding anniversary. I have two daughters, ages 13 and 10. We love life in the Colorado Rockies. We are a huge ski family, love to camp in the summer, and both girls play soccer and lacrosse. Like my mom, Wendy, I coach their soccer teams! I am a yoga instructor and president of the parent association at their school, and I still use my psych background to consult for families and kids with learning differences. If anyone wants to come to Denver, I’d love to have you!”

Christopher Warner ’93 recently produced Five Feet Under, a film by CBS films. The film, geared toward young adults, is about two

Stay Connected with LFCDS Facebook www.facebook.com/LFCDS Instagram @lakeforestcountrydayschool1888 Twitter @LFCountryDay Linked In www.linkedin.com Lake Forest Country Day School School website www.lfcds.org

seventeen-year-olds with cystic fibrosis. The main character, Stella, spends most of her life in the hospital as a cystic fibrosis patient. Her life is full of routines and boundaries, all of which get put to the test when she meets Will, a charming teen who has the same illness. As their connection intensifies, so does the temptation to throw the rules out the window and embrace that attraction.

Adam Levin ’98 released his eighth album with the Great Necks guitar trio on the Frameworks/Sony Label on November 11, 2018. The album includes a wide array of classics originally for orchestra, organ, and piano.

Adam Carpenter ’00 will graduate from George Mason University College of Science this spring with a PhD in Environmental Science and Public Policy.

Lindsey Edwards ’00 is a doctor finishing her fourth year of her residency program as a level 1 trauma center physician in New York.

Daisy Wood Tolles ’01 and James Tolles welcomed a baby girl, Lily MacDougall Tolles, in February 2018. The family is healthy and happy and can’t wait to visit LFCDS one day.

John Edwards ’02 completed his MBA in June 2018 from University of Chicago Booth School of Business.

32

class notes

Doug Kaplan ’03 is a member of the Windy City trio known as Good Willsmith and has a new album out entitled “Exit Future Heart.” In a review of the album by Bandcamp Daily, it is described as being “full of delirious mischief. This is, very simply, a gorgeous record.”

33 Google and other companies to put products in futuristic cars/trains/ planes at Aptiv. He married Tori Foster this past October at Elawa Farm.

Toby Davis Jr. ’04 is an associate portfolio manager at Northern Trust. Toby is currently attending Kellogg Business School in the evenings and lives in downtown Chicago.

Jack Richard ’10 finished his Bachelor of Science in Computer Science at Rose-Hulman Institute of Technology and lives in Northbrook while he pursues a Master of Science in Artificial Intelligence (MSAI) degree through Northwestern University’s McCormick Engineering School.

Wes Janeck ’11 graduated from Maryland University with a degree in Finance.

Wes will be joining JP Morgan Chase’s Wealth Management division in July. He competed in the NCAA Lacrosse Championships over Memorial Day Weekend.

Ian Strudwick ’14 is a freshman at Bowdoin College, where he plays on the men’s soccer team.

Asher Anderson ’16 won the Sophomore Lineman of the Year award at the sophomore football banquet for Highland Park High School.

Amanda Bozorgi ’11 graduated from Middlebury College in May and helped lead her team to win the school’s 4th NCAA championship over Tufts University.

Henry Davis ’05 is working at a small mergers and acquisitions firm in Chicago. He is attending Northwestern University’s Kellogg School of Business in the part-time program.

Heather Knobel ’14 will attend Colgate University as part of the class of 2022!

Joe Richard ’06 finished his BS/MS in Computer Science and Software Engineering at DePaul and is a software engineer in new project development outside Detroit. He is primarily an analog specialist and works with

Share Your Alumni Profile Ideas Do you know of an alumnus or alumna you would like to see profiled in the LFCDS Paw Prints newsletter?

Tell us about it! Please contact Alumni Associate Elsbeth Redfield at elsbeth.redfield@lfcds.org with your suggestion.

Joanie Davis ’07 is working in sales at Grubhub in Chicago. She is enjoying being back with friends locally.

Olivia Merlin ’08 is employed as a production coordinator at Chicago-based experiential-marketing company, AgencyEA. The client list includes companies such as Hilton Worldwide, Google, Intuit, Facebook, and many others. Olivia is also actively involved as a member of the Auxiliary Board of Eversight Illinois, a charitable organization dedicated to the preservation and restoration of sight.

Karisma Chhabria ’11 graduated this May from Brown University with a concentration in Biochemistry. Karisma writes, “Next year, supported by the Fulbright Fellowship, I will be in Mumbai, India, conducting research on maternalfetal health and the microbiome.

The following year, I’ll be coming back home to Chicago to attend the Northwestern Feinberg School of Medicine, where I hope to pursue my dream specialty, Ob-Gyn. All of this work truly has its roots at Lake Forest Country Day School, and I’m so thankful to all my teachers and mentors who inspired me from day one!”

ALL IN

LFCDS

Alumni, friends, and alumni parent gifts directly support:

Our Faculty

Performing Arts Center

Gymnasium

Innovation

As we enter the final month of the ALL IN Campaign for Lake Forest Country Day School, we ask for your support.

Please make a gift or pledge by June 30. allin.lfcds.org or call the Development Office at (847) 234-2350

Laboratory

In Memoriam

34

Our heartfelt condolences to the families and friends of those LFCDS community members who have recently passed away.

Alumni Alison Courtney Buck ’90 beloved daughter of Raymond and Barbara Buck, was born September 14, 1974, in Oak Park, Illinois. She was a graduate of Deerfield Academy, Tufts University, and The School of the Museum of Fine Arts in Massachusetts.

Alison was a beautiful person—talented and extremely creative. She brought joy to friends and strangers with her creativity, her kind words, and her infectious laugh. She made the world a more beautiful place through her floral design and photography, as well as through the special touches she added to everything she did. She loved nature, especially the birds and butterflies who visited her dahlia garden and the pets for whom she cared. Her beautiful life will be forever cherished in the hearts of her friends and family.

Douglas Stuart Hart ’65 left this earth for his next adventure on Sept. 15, 2018. His family and friends all wish him the happiest of trails. His family moved to Illinois when he was nine, but he was drawn to the west because of his family’s ranch in northwest Wyoming where he spent summers growing up. Doug cowboyed on the historic Bell Ranch in New Mexico and on one of the King ranches in Texas.

For several years he managed his family’s ranch in Montana. He lived in Austria

for a year and a half, becoming fluent in German, and he was pretty darned good in French, as he taught that subject at North Country School near Lake Placid, NY. He also spoke some Spanish and was proud of his polyglot skills. Doug enjoyed travelling. When he was still in his teens, he went on a three-month tour of South America with his younger sister. Other adventures included three horseback trips in Africa, a horseback trip in Mongolia, dog sledding in Alaska, heli-skiing in British Columbia with his two sons, and a golf excursion to the UK with his two brothers and his dad.

Other destinations included Europe, North Africa, Australia, and New Zealand. In the early 1980s Doug became one of the founding members of Hall and Hall Inc., a ranch real-estate firm in Billings. Doug was with Hall and Hall for more than 30 years and felt honored to have come to know many fine ranches throughout the Rocky Mountains. In 1998 he bought Paint Creek Ranch in northern Wyoming on the Clark’s Fork of the Yellowstone River. After Doug retired, he put his full efforts into the care and maintenance of the ranch using conservation as a tool to benefit wildlife. Doug loved dancing, hunting, fishing, rafting, riding, skiing, and storytelling. He was a magnanimous, magnetic, vital, and fun-loving man, and he will be missed.

Peter R. Carney ’45 passed away peacefully on January 11, 2019, in Vero Beach, Florida. Peter was a patriot born on July 5, 1931, in Chicago, IL, to Marie Murphy and William Roy Carney. He was the grandson of William James Carney, who started Superior Graphite Company, where Peter would make a significant lifelong career. Peter was an entrepreneur, writer, businessman, polo player, rancher, hunter, and true sportsman who enjoyed skiing, fly fishing, tennis, and golf. He attended Lake Forest Academy until a fire shut it down temporarily. He transferred and graduated from Canterbury School (1949) in New Milford, CT, and later from Princeton University (1953) where he discovered his love for geology and was president of Cap and Gown. He joined the army in 1953 and rose to First Lieutenant Executive Officer in the C Battery of the 97th Field Artillery Battalion at Fort Carson in Colorado Springs, CO, until 1955. After his service, he was an investment analyst for Glore Forgan in Chicago before moving to Denver as a staff geologist for E.A. Polumbus & Associates.

After living in Denver for two years, he returned to Illinois to run Superior Graphite Company. His storied and illustrious career spanned more than 50 years as he transformed a sleepy graphite

35

company into an industry leader by coinventing an innovative continuous carbon purification process.

Peter served on the board of Carney Management LLC, the Foundry Education Foundation, the Illinois Manufacturers Association, Lake Forest Caucus, Lake Forest Open Lands, Lake Forest Symphony, Museum of Science and Industry (Chicago), and the Wyoming Chapter of the Nature Conservancy. He was a member of YPO and later WBC/WPO/YPO Gold, where he served as president and created a model forum that generated intentional, committed friendships. Peter was also a past president of the Black Butte Gas Company, Carney Ranch Company, Casting Industry Suppliers Association (CISA), as well as the CISA Export Trade Group, and Graphite Synthesis. He was a consultant for the United Nations Office of Technical Cooperation (India) and a past executivecommittee member of the Business Industry Political Action Committee (BIPAC).

He was a man of faith, integrity, and stewardship, and he was deeply loved by friends, family, and anyone with whom he came into contact. He had a brilliant mind, a quick wit, a mischievous eye, and an easy laugh. He considered his family one of his greatest accomplishments.

Mrs. Barbara K. Macfarlane ’40 age 92, a longtime resident of Lake Forest, passed away peacefully on November 27, 2018. Barbara was a realtor with Griffith, Grant and Lackey in Lake Forest for many years. She also worked at Lake Forest Country Day School, and was employed at Abbott Labs during WWII. Beloved wife of the late Bruce Miller Macfarlane (2013); loving mother of David B. (Vicky) Macfarlane and the late Robert A. Macfarlane (2005); adored grandmother of Amanda and Robert B. Macfarlane and Julie (Rick) Macfarlane Hild; greatgrandmother of Bronwyn Macfarlane

and Lily Anna and Stanley Hild; sister of Priscilla Arnold; aunt of Henry, Mark, John, and Caroline Arnold.

Mrs. Margaret S. Hart ’36 died peacefully January 27, 2019, at her home. Born in Chicago, IL, on January 3, 1922. The daughter of R. Douglas and Harriet McClure Stuart, she spent her early years in Lake Forest where she attended the Bell School before attending Miss Hall’s School in Pittsfield, MA. After high school, she returned to Lake Forest and graduated from The University of Chicago in 1944. On April 11, 1942, Margaret married Augustin S. Hart, Jr., whom she had met several years earlier at Princeton University. They spent the early portion of their marriage on military bases in Louisiana and Georgia where he trained as an officer in the 82nd Airborne. When Gus was sent overseas with his division in 1942, Margaret returned to Lake Forest and completed her college degree. After World War II, they moved to Long Island, NY, where their five children were born. The family moved to Lake Forest in 1960 and has lived there ever since. Margaret was always active, as she enjoyed tennis, ice skating, and skiing.

In addition, she golfed and rode horses until she was 94. She loved the outdoors, especially the Wyoming Rockies, to which she travelled from age six to age 96 to visit her family’s ranch. In her teenage years, she hunted big game, fly fished, hiked, and rode extensively. She was happiest when riding her horse and exploring in the Clarks Fork Valley of Wyoming. The granddaughter of a Presbyterian minister, Margaret was active in The First Presbyterian Church of Lake Forest, where she served for many years as trustee. She was also board chair of McCormick Theological Seminary where her grandfather had been the seminary’s first president. She was a life trustee of both Lake Forest College and Lake Forest Open Lands. She was active in many civic and charitable organizations, serving on several boards including the school board,

WTTW, The National Parks Conservation Association, Cotton Bay Foundation in Eleuthera (Bahamas), and the Department of Defense Advisory Committee on Women in the Armed Services in the 1980s. Margaret greatly enjoyed traveling and did so throughout the world in part through her husband Gus’s leadership of the International Division of Quaker Oats. She constantly pushed herself to learn more and read more, and she never shied away from discussions about politics or world affairs.

Margaret enjoyed entertaining and being entertained whether around a campfire, at a square dance, or on a sundowner on the African plains. She truly liked people and was interested in what they thought and did. She had a wonderful sense of humor and fun. She loved making up plays and skits with her grandchildren and having costume parties. She was a lifelong artist and drew her own Christmas cards starting at age 12. She was also active in Republican politics, serving in many volunteer efforts and positions while strongly supporting local, regional, state, and federal candidates throughout her life. She had strong views about what was right and wrong but was always open to listening to those who opposed her viewpoint.

Friends Constance Goldsmith Addington Henry Noyes Barkhausen Kevin Patrick Bryant Daniel J. Kelly Thomas C. O’Neil Stuart Scott Philip W. K. Sweet Jr.

LFCDS ANNUAL GIVING FUND Make a difference every day!

For all that you love about LFCDS, the Annual Fund make it possible.

Homecoming 2018

WHERE DOES YOUR SUPPORT GO? It was ideal weather this year for Lake Forest CURRICULUM & PROGRAM

ATHLETICS & WELLNESS

PROFESSIONAL DEVELOPMENT

MUSIC & ARTS

SALARIES AND BENEFITS

WAYS TO GIVE ON-LINE

BY PHONE

www.lfcds.org

847-234-2350

BY MAIL

ENCLOSED RESPONSE ENVELOPE

Country Day School’s Homecoming on Saturday, October 13. The crisp but sunny day began with the second annual Mighty Oak Cross Country Invitational which boasts a scenic course around the playing fields and through the Outdoor Classroom. Next up was the Panther Prowl, a family fun run organized by Bright Lights Big City Auction chairs Pim Alley and Kate Holland and led by new Head of School Joy Hurd and his wife, Emily, in a golf cart. Paws even hitched a ride on the back of the cart! Throughout the day, more than 500 students, families, alumni, and friends cheered on our athletic teams and enjoyed burgers and brats at the faculty and staff food tables, arts and crafts, games, bouncy houses, and inflatable obstacle courses. Students in Grades 7 & 8 capped off the day with a Homecoming dance in the PAC. We thank all the coaches, parents, faculty, staff, alumni, and friends for their generous help and support in making Homecoming a success.

37

38

A Passion for Learning

37th Annual Auction

BRIGHT LIGHTS BIG CITY

SAVE the DATE Homecoming and Reunion Weekend

October 18-19, 2019 Friday, October 18 • Alumni & alumni parent

cocktail reception • Individual class parties

Saturday, October 19 • Homecoming at LFCDS • Lunch, athletic games,

a ctivities for all ages • Tour the School • Special reunion dinners

Join classmates, fellow alumni, faculty, and other members of the LFCDS family to celebrate!

For assistance or questions regarding your individual class parties, please contact Elsbeth Redfield at 847.234.2350 ext. 233 or via email at elsbeth.redfield@lfcds.org.

On Saturday, March 2, 2019, Lake Forest Country Day School hosted its 37th Annual Auction: Bright Lights Big City. More than 330 parents, alumni, faculty, staff, and friends joined auction co-chairs Pim Alley and Kate Holland for an evening of “awesomeness” under the city skyline.

Head of School Joy Hurd, surrounded by faculty and staff, led his first paddle raise which had guests cheering with excitement and faculty dancing in celebration. The evening also featured a traditional, New Orleans-style, second-line March into the gymnasium, live and silent auctions, dinner, and dancing. The entire LFCDS community extends its gratitude to the auction co-chairs, donors, and purchasers, as well as the amazing volunteer team all of whom helped to make the 2019 Auction a success.

39

40

planned giving

Core Values:

Excellence Partnership Responsibility Participation Diversity

PLANNED GIVING: THE APPLETON MASON SOCIETY Lake Forest Country Day School has prepared and inspired generations of students to live lives of character and purpose.

Now in its 131st year, Lake Forest Country Day School continues to provide an extraordinary educational experience in a community of devoted students, faculty, and alumni.

Thanks in large part to the prudent foresight and generosity of prior generations, LFCDS is able to continue its tradition of excellence.

The Appleton Mason Society celebrates those who have included LFCDS in their future plans. By leaving your own legacy and making the School an integral part of your estate plans today, you will have a direct and enduring impact on the School and its students in the future.

Build a lasting legacy with a planned gift to LFCDS today by becoming a member of the Appleton Mason Society. The commitments of Society members constitute one of Lake Forest Country Day School’s most valuable assets.

For more information please contact Sarah Thomas, Director of Development, at sarah.thomas@lfcds.org or (847) 234-2350

41