The Marymount Magazine, Spring 2017

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The

arymount Magazine Spring 2017

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IN THIS ISSUE

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.featured stories —10—

.on campus

The Evolution of the Whole Girl A look into Marymount’s advising and student life programs An in-depth exploration into Marymount’s Student Life Programs and the ways in which these programs collaborate with our entire community to support the development of the “Whole Girl.”

4 Snippets

5 Head’s Reading List

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18 Athletics Update 46 UCLA Anderson School of Management's “Velocity” Women’s Leadership Conference 47 Student Life

Adapting to Change in an Ever-Evolving World Head of School Jacqueline L. Landry explores how Marymount successfully adapts to the dramatic shifts occurring in education as a result of "disruptive innovation"— game-changing modernizations that have altered how we teach and operate.

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52 A Focus on the Arts

alumnae news

Fresh Perspectives

Exploring new ways to inspire creativity, problem-solving, and open-mindedness

56 Watch Our Women Alumnae Series Featuring Alexandra Woods '01 & Estelle Reyes '96

Take a peek into our classrooms and activities to learn about the different philosophies that shape our curriculum and learning.

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60 Alumnae Career Forum 63 Alumnae & Les Anges Events 66 Class Notes

Student Reflections

Transformation through the unstoppable nature of imitation Three students reflect on an unshakable influencer who has inspired her to be the girl she is today and hopes to be in the future.

71 In Memoriam

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72 Marymount Connect

2017 Cardinal’s Awards Dinner Marymount students were honored to be invited to serve as Student Ambassadors at this year’s Cardinal’s Awards Dinner. Two ambassadors reflect on their experiences at this very special evening.

On the Cover

With many thanks to our extremely talented Performing Arts Department Co-Chair, Ms. Julie Carson, the cover of this magazine features three of our highly talented dancers, Juniors Alejandra DuBose and Kate Donenfeld, and Freshman Isabella Kimbrough. These three young women collaborated to portray their idea of “motion” through the art of dance. Their exquisite form, lines, and body language created an opportunity to inspire flow and beauty through this creative art form.

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Dear Marymount Community, Every day I am reminded of the richness of our school’s heritage as I pass through the stone arches that have welcomed countless generations of Sisters, students, parents and faculty. We are proud to honor our school’s history and traditions, and are grateful to stand on the shoulders of those who came before us.

Much in the world has changed since Marymount’s founding in 1923. Education is not immune to this evolution. Whether education is experienced through the devices at our students’ fingertips, or through new and exciting instructional paradigms, the rate of evolution around us seems to be moving in one direction only: faster.

This issue of “M” - The Marymount Magazine, “In Motion,” explores the ideas of change and motion across our school’s academic, philosophical and strategic paradigms. We ask the questions, “How is Marymount responding to the rapid iterations of technology that permeate the modern-day classroom?” “How are our girls absorbing and reacting to the volume of new information they receive each day from the classroom and from the world at large?” “How do we, as educators, stay abreast of the latest themes, ideas and challenges facing our society’s youngest and most connected, and fastest-moving generation?” Throughout this Issue, we explore the ways in which

Marymount is addressing and embracing change. Our feature articles tackle these concepts through the lens of our academic curriculum, our student life programming, and our Religious of the Sacred Heart of Mary mission.

One often hears that the meaning of life experiences lies not in the outcome, but in the journey along the way. This idea serves as a foundation for our educational approaches at Marymount. We know that our students are growing and changing throughout their time here, and that the world they live in will continue to evolve every day.

We hope you enjoy your own journey through this magazine, and as always we welcome your thoughts and feedback!

Warmly, Jacqueline L. Landry Head of School

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Snippets 1

1. FOUNDERS’ DAY:

CELEBRATING 168 YEARS On Friday, February 24th, Marymount celebrated Founders' Day, where we honored Mother St. Jean and Father Jean Gailhac, and paid tribute to the past 168 years that the Religious of the Sacred Heart of Mary (RSHM) has been working towards bettering our global community. The celebration incorporated the legacy and inspirational guidance of Mother Butler, who founded our school 93 years ago. It was also a way to share the positive impact and undertakings of the RSHM worldwide. Marymount was blessed to welcome our visiting RSHM Sisters, Sr. Joan Tracey, Sr. Eileen Tuohy, Sr. Patricia Connor, Sr. Mary Leah Plante, and Sr. Phillipa O’Sullivan to the celebration.

2 2. SPRING MUSICAL:

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WONDERFUL TOWN

This March, our talented Marymount Players took on Joseph A. Fields and Jerome Chodorov’s ‘Wonderful Town,’ a musical comedy inspired by the play, ‘My Sister Eileen.’ In this energetic production, our talented Performing Arts students brought to life the story of two sisters who move to Greenwich Village, NY in hopes of becoming an actress and a writer. Filled with humor, dance and jazzinspired music, this spirited production featured thoughtful acting, stunning choreography, and stage presence that left audiences in awe.

3. INSPIRING BOLDNESS SPEAKER SERIES WITH LOS ANGELES PHILHARMONICS PRESIDENT & CEO, DEBORAH BORDA

Marymount was honored to host Los Angeles Philharmonics President & CEO Deborah Borda to our campus as the second speaker in our Inspiring Boldness Speaker Series this year. Ms. Borda delivered an inspiring talk to our eager girls, discussing her career trajectory, the struggles she encountered, and how she rose to her current position. Ms. Borda encouraged our girls to follow their passions, emphasizing ways in which they can achieve gender diversity in our society.

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4. PARENT EDUCATION SERIES WITH CHRISTINE HASSLER

On Wednesday, March 15th, Marymount welcomed three-time best-selling author Christine Hassler to campus to address over 100 parents and community members. Her talk focused on helping adolescents build confidence from the inside out, as well as how to deal with life’s inevitable “expectation hangovers,” a theme explored in her book, Expectation Hangover: Overcoming Disappointment in Work, Love and Life.

Head’s Reading List As writer and Nobel Prize laureate William Faulkner once so simply said, “Read, read, read.” In need of some inspiration?

See what Head of School Jacqueline Landry is keeping in her book rotation this season!

Blended: Using Disruptive Innovation to Improve Schools

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by Michael B. Horn & Heather Staker

Quiet: The Power of Introverts in a World That Can’t Stop Talking

by Susan Cain

5. SANDWICH BUILDERS

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Quest For The Living God: Mapping Frontiers in the Theology of God

by Elizabeth A. Johnson

SERVICE EVENT

Our Student Service Board led a group of committed Marymount students and faculty in making over 400 sack lunches as a part of our Annual Sandwich Builders Event this past March. Music and laughter rang throughout the dining hall as our enthusiastic students came together to make this event a success. All lunches were donated to local hunger prevention organizations throughout the LA community.

The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are

by Brené Brown, Ph.D.

6. ASH WEDNESDAY MASS Marymount’s Student Liturgy Committee planned a beautiful Ash Wednesday Mass on Wednesday, March 1st.

Independent School Magazine, Spring 2017: The Innovation-Education Continuum: Creating a Culture, Building a Future

by NAIS

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Snippets

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Embracing The Vitality of Creative Expression Through Spirit Week

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7. 2017 MARYMOUNT MODEL UNITED NATIONS CONFERENCE: CRACKING CONTROVERSY

On Saturday, March 18th, Marymount was transformed into a United Nations conference hall, where 70 Marymount Model United Nations (MUN) delegates hosted over 200 students from neighboring Southern California high schools.

With 193 United Nations flags decorating the ceiling of the Terry Leavey Lemons Pavilion, the MUN conference was a wonderful celebration of global diplomacy, and a huge success for our committed and talented MUN students.

A longstanding tradition dating back over twenty years, Spirit Week continues to bring students, faculty and staff together for celebration, competition and fun. With "spirit points" awarded as early as the second month of school, and with multiple “spirit days” throughout the fall and winter, this year-long competition culminates in the much-anticipated Spirit Week in March. During this festive week, our girls take over the campus with decorations, song, dance, cheering, and the celebration of everlasting friendship.

This year’s competition featured a “Disney Day,” a “Decades Day,” and, of course, a dance competition between the grades that showcased intricate choreography on a huge scale.

Each grade competes for the top title of “Spirit Week Champions,” but the underlying theme remains: embrace one’s free-flowing creative spirit while fostering joy and friendship with fellow classmates. As high school students, girls are often inundated with the stressors of their daily lives, from tests to impending deadlines to college applications. This week provides an energizing respite from the worries of the routine: it allows our students to express themselves with abandon, sing at the top of their lungs, and dream up creative projects alongside their Sailor Sisters. This all comes during the spring when seniors are waiting to hear from colleges, when midterms are looming, and when the stressors of high school life seem to be at a heightened level. Spirit Week continues to provide a safe space for class bonding and returning to childhood for one song-filled, loud, and fun week.

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8 8. THE COLLEGE JOURNEY CONTINUES Marymount has been so proud of the impressive accomplishments of the women that make up the Class of 2017. As of April, they have been accepted to over 150 colleges and universities, including (but not limited to): Barnard, Bowdoin, Dartmouth, Georgetown, Harvard, MIT, NYU, Notre Dame, Stanford, University of Georgia, University of Michigan, University of Pennsylvania, Villanova, Yale and many other exceptional institutions both domestically and abroad.

9 9. STEM STUDENTS EXPLORE NASA’S JET PROPULSION LABORATORY RESEARCH FACILITIES

Thirteen Marymount STEM students were able to get a glimpse into NASA’s cutting-edge research facilities through a rare private tour of the NASA Jet Propulsion Lab this past March. Chaperoned by our amazing STEM Co-Coordinators, Ms. Kim Bathker and Ms. Julie Whittell, students were able to experience what it is like to sit in Mission Control, hear from top scientists and researchers, and walk away with a deep-rooted respect for the many options one may have when entering a STEM field.

10. MOTHER-DAUGHTER LUNCHEON

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On Sunday, March 5th, over 200 Marymount students, mothers, female family members, and friends came together at the Beverly Hilton Hotel for our annual Mother-Daughter Luncheon. This lovely day continued the tradition of celebrating the unique relationship between daughters and their mothers while honoring the young women in the Class of 2017.

11. QUESTBRIDGE SCHOLAR RECIPIENT

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Hyewon Lee '17 was honored to have been selected from a competitive pool of nearly 15,000 applicants as a QuestBridge Scholar this year. The QuestBridge National College Match Program partners with top-tier universities and colleges in order to provide the highest level of education to the nation’s most promising students.

12. NATIONAL MERIT SCHOLAR RECIPIENT

Senior Lindsey McAllister has been selected as a National Merit Scholar for her performance on the PSAT/SAT tests, as well as her performance across academics within the classroom. She is one of 7,500 selected who was chosen to receive a Merit Scholarship award from a nationwide pool of over 1.6 million students.

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Power _ of

Laughter.

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The

Giggling. Cracking up. Buckled over. Eyes Watering.

That’s how our girls laugh at Marymount. The beauty of our tight-knit, all-girl community is that our students are completely free to laugh with abandon and to be completely at ease with one another. We at Marymount prize the ability to just be a kid — an uninhibited, joyful girl — for as long as possible.

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THE MARYMOUNT MARYMOUNT MAGAZINE MAGAZINE || SPRING SPRING 2017 2017 THE

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the

evolution of the

WHOLE GIRL a look into Marymount’s advising and student life programs

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WHOLE GIRL

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very Marymount student is far greater than the sum of her parts. She is not just a math student, an athlete, a writer, a painter, a volunteer; rather, she is all of those things and more: a thoughtful, reflective, compassionate young woman with a rich emotional life, a set of diverse interests and skills, and a calling to serve the greater good. It is the combination of these elements, rather than any one skill or strength in isolation, that makes each of our students so unique. Her experiences at Marymount, and the way she interprets and relates to everything learned on and off campus, will help shape her identity and her values throughout her life. Not only will she learn the hard skills needed to succeed in college and beyond, but she will discover who she is and what gifts she is meant to contribute to the world.

At Marymount, we understand just how pivotal this developmental period can be for young women. For this reason, we feel that our most important task as educators is to support the growth of the whole girl during her time here. While our students are on one hand gaining the skills and knowledge they need to thrive academically, they are also being supported on an emotional, spiritual and socialemotional level. Our goal is for each of our students to grow into a self-aware, compassionate, and inspired woman. In short, we are dedicated to helping the "whole girl" thrive throughout her time here at Marymount.

This undertaking requires open communication, excellent listening and guidance skills, and a well-designed system of support between each and every member of our Marymount community. In order to foster the development of the whole girl, Marymount implements a threefold strategy:

1. Delivering curriculum designed to help our students develop the personal skills needed to grow and thrive throughout their four years and beyond; 2. Facilitating fluid communication amongst advisors, teachers, coaches and staff members; 3. Placing our Academic Advisors at the center of our school ecosystem, with each one dedicated to serving a specific grade and acting as a point person for supporting the needs of each student.

Every Marymount student engages in not only a rigorous academic and active co-curricular program, but also a thorough and individualized personal development curriculum. Our College Counseling, Human Development and Spiritual Life programs give students the tools needed to thrive on a psychological, emotional and interpersonal level, and these curricula evolve year-after-year to meet the particular needs of students at that time.

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COLLEGE COUNSELING

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o-Directors of College Counseling Ms. Marty O’Connell and Mr. Philip (PJ) Petrone, both of whom are armed with decades of experience in college admissions and college counseling, adhere to the philosophy of an individualized approach for each student. The deeply personal process of choosing one’s path after Marymount involves extensive soul-searching, identity-building, and self-awareness, all concepts

WHOLE GIRL

that Mr. Petrone and Ms. O'Connell help our girls explore throughout their four years here. “College Counseling is not about handing girls a list of colleges to investigate;” says Ms. O'Connell, “It starts with helping them ask introspective questions like: ‘Who am I? How do I best learn? Which academic subjects excite me? What community of learners do I want to surround myself with? Which co-curricular activities are important to me?’ Only after exploring answers to these questions and others like them, can we begin to match colleges to girls so that they can start the investigative process for college fit.” The students, in turn, respond positively to the one-on-one support and the focus on larger concepts of identity and values that are essential in the college counseling process. Sage Strieker '17 reflects on her own

college process: “I am so thankful to have had Ms. O'Connell as my college counselor to hold my hand through the college process. The college process seems impossible at first, but with Mr. Petrone and Ms. O'Connell, you can be sure that you are going to end up at the perfect place for you.”

Progressively evolving over the four years of a girl’s time at Marymount, our College Counseling program helps to support students with skills and strategies that not only make a difference in college decisions, but are essential throughout one’s life. (To see the evolution of the College Counseling program throughout each grade level, please see the sidebar on page 16).

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College Counseling is not about handing girls a list of colleges to investigate...It starts with helping them ask introspective questions like: ‘Who am I? How do I best learn? Which academic subjects excite me? What community of learners do I want to surround myself with? Which co-curricular activities are important to me?’

HUMAN DEVELOPMENT

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acilitated by our esteemed Academic Advisors, Marymount’s Human Development program focuses on supporting our girls through the complex emotional, psychological and interpersonal aspects of adolescent life. The curriculum provides students with opportunities for open reflection and dialogue between classmates and advisors, while equipping them with essential tools for navigating emotional awareness, managing stress and anxiety, being an active and generous community member, and practicing self-compassion. Students have reacted positively to this approach; Amelia Dyer '19 says that “Human Development presses pause on the type of thinking that we use to understand an essay or a math problem. It instead encourages the type of thinking that allows us to understand ourselves.” Ms. Meggie Purpura, Sophomore Class Academic Advisor, says, “I’ve noticed that once the girls settle into the transition of high school, their minds can open up to more insight, awareness, and curiosity about who they are,

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what they value, and the kind of young women they want to be. I like to create a warm and open dialogue in Human Development so the girls feel comfortable to reach out if they are struggling, or if they are curious about an idea we touched on in class.”

Much like the College Counseling program, the focus of Human Development shifts as girls move through the grades. Freshmen discuss topics such as implementing effective study skills, reaching out to teachers for help, and engaging in healthy friendships. Sophomores, as their academic lives have begun to ramp up into a much more rigorous and competitive environment, focus largely on stress and time management. Juniors, in keeping with themes explored in College Counseling, talk about personal values and the role they play in relationships, career choices and other major aspects of life, as well as the effects of drugs and alcohol, healthy relationships, and short- and long-term goal setting. Finally, the Senior curriculum arms our girls with skills they will need to be successful in college, from financial literacy to effective communication to managing the pressures of college life. These lessons build on one another to not only equip our students with essential skills, but also to facilitate bonding and everlasting friendships within the class.

WHOLE GIRL

Lindsey Acquistapace '19 reflects, “I believe that Human Development has taught me valuable life skills, but most importantly has brought my classmates and me closer together. We have learned to become good listeners, friends, and citizens of the world together.

Human Development has created a strong bond among Marymount students. We owe the connection that we share not only as a class or a grade, but as a school, to our time in Human Development.”

SPIRITUAL LIFE

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longside Human Development and College Counseling, our Spiritual Life program seeks to address the same questions of identity, values, and personal calling through a reflective lens about the role of values and God in a student’s life. Our mission as a school is informed by the core charisms of our founding order, the Religious of the Sacred Heart of Mary (RSHM), and every school year centers around one RSHM theme. Ms. Rebecca Bostic, Spiritual Life Coordinator and Theology Department Chair, shares, “Whether or not our students come from Catholic backgrounds, their Marymount education will be infused with Catholic teachings and with the concepts of identity-building, service, and kindness that are celebrated by the RSHM. These are important lessons in both the Catholic practice and all other Spiritual pursuits.” These ideas are interwoven not only throughout our regular Masses, but also in students’ conversations with teachers, their service work in our greater Los Angeles community, and in the many programs geared towards self-discovery and reflection throughout their time here.

Whether or not our students come from Catholic backgrounds, their Marymount education will be infused with Catholic teachings and with the concepts of identity-building, service, and kindness that are celebrated by the RSHM. These are important lessons in both the Catholic practice and all other spiritual pursuits. the RSHM mission and values;” says Ms. Bostic, “It gives the girls an incredible and humbling perspective, and it teaches them about humanity, compassion, and the responsibility we all have to give back and make a difference. For many girls, this commitment to the greater good becomes a life-long passion, and it informs their choices after Marymount and beyond.”

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At Marymount, Spiritual Life is a comprehensive, multi-faceted program that is woven into the inner workings of everything that occurs on campus. Head of School Jacqueline Landry shares, “As a Catholic school, we build on the rich tradition of academic excellence, adding a distinctive layer of spiritual development, a broad four-year study of Theology, and a strong commitment to serving underrepresented populations.” Every year, we dive deep into the chosen RSHM core value and focus our programming, curriculum, Liturgy, Speaker Series and celebrations around what that value means specifically for our school. We provide students with opportunities for reflection, prayer, mindfulness and service learning that will help girls build a foundation for a more well rounded future.

An essential element of our Spiritual Life program is the strong emphasis on service learning. Whether playing sports with children from Los Angeles’ South Central neighborhood through A Place Called Home, building sandwiches for the hungry at our annual Sandwich Builders Event, or assisting those who are disabled in a horse therapy session through Ahead with Horses, every service experience teaches the lessons of meaning through selflessness and generosity. “Service is an essential component to our upholding of

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WHOLE GIRL

The Progression of Marymount’s College Counseling Program By Class Year We sat down with our College Counseling team to get the full story on how our students learn about and move through the college application process throughout their four years at Marymount. Below is Mr. Petrone's and Ms. O'Connell's yearto-year breakdown of the progression of this important process:

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The first year is all about encouraging the girls to dive into their academic studies and co-curricular interests. We encourage them to explore everything, to stay open, and not to worry about college admission outcomes just yet – this way their passions are more authentic, more personal, and not just fashioned for a college application.

•10th Grade

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During Sophomore year, we start to introduce students to different types of colleges, as well as what colleges look for to evaluate whether applicants are a good fit. We introduce the girls to the idea of finding the right fit early on, as they continue to thrive in their studies and activities.

•11th Grade

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he result of this collaboration, along with the dedication of each staff and faculty member in supporting our girls, is that our students leave Marymount equipped with self-confidence, with a belief in a greater purpose, and with the life skills they will need to thrive anywhere. After Marymount, they take these important lessons out into the world.

Their paths as alumnae could not be more diverse, yet regardless of their careers and journeys, we know that the women that leave our campus are kind and generous leaders, trustworthy friends and colleagues, and compassionate individuals who are working toward meaningful goals. When it comes time to move on from Marymount, they truly know who they are and what they want to give to the world. In the end, it is core to Marymount’s mission that we instill a passion for lifelong learning, a sense of generosity, a commitment to the common good, and an internal confidence in our students. To do that, we support each student as an everchanging individual, an essential member of a greater community, a whole girl. n

•9th Grade

Junior year focuses on identity-building. This is a year where students are tasked with digging deep, and we help them ask themselves who they are and which colleges will value and appreciate what they are really interested in, as well as what they have done in pursuit of that interest.

•12th Grade

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Throughout Senior year, meetings with students focus on telling their story in a compelling and authentic way, presenting their best selves in applications, and ultimately, making the important decision of which college to attend. This year is like the grand finale – the outcomes would not be possible without four years of self-reflection and hard work.

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ATHLETICS RECAP The 2016-17 winter season was a success for our #SailorStrong athletes. Among many other accomplishments, thirteen athletes were placed on their perspective All-League teams, soccer made their way to the CIF Southern Section Division IV playoffs, and we saw one of our very own water polo stars be selected to the Cadet Junior National Team.

Sailor Water Polo finished 5th in the fierce Mission League, up two positions from last year. Standout Freshman Reagan Whitney earned 1st Team All-Mission League honors and was named to the Cadet Junior National Team. Rounding out All-League honors, goalie Sarah Fahn '18 received 2nd Team All-Mission League and Anna Fotinich '18 received an honorable mention.

With new coaching leadership, Sailor Soccer finished second in the Sunshine League and went on to compete in the CIF Southern Section Division IV playoffs making it to round two in an impressive run.

Earning multiple All-League accolades, Junior forward Cate Rozelle received the Sunshine League Most Valuable Offensive Player, and Juniors Nina Cuccinello, Malina Yago and Senior Natalie Barnes were named to the first team All-Sunshine League. Jourdan Emerson '17, Mia Whitney '18, and Alexandra Maggiacomo '19 earned secondteam All-Sunshine League honors.

With back-to-back Sunshine League Championships in 2014-15 and 2015-16, Basketball moved to the Mission League, one of the top leagues in the state. With a new coaching staff, the Sailors went on to finish 4th in the Mission League, while placing standout guard, Jenna Rotheram '19 on the 1st team, point guard Malia Verge '18 on the second team, and with forward Naomi Smith '17 receiving an honorable mention.

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WATER POLO

One of the Sailors’ top goal scorers, Miranda Moon '19, was an omnipresent force this season. Her leadership helped capture a strong performance at the Nogales Tournament and the year-end Mission League Tournament this season.

BASKETBALL

Moving to the Mission League this year, the Sailors’ display of hard work, energy and intensity was in full view, as Marymount Basketball competed against teams who rank in the Top 35 in California!

SOCCER

Stanford-bound Varsity Soccer athlete, Brooke Redington '17, was an integral part of the Sailors’ success this season as they advanced to Round II of CIF-SS Playoffs.

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ATHLETICS RECAP

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Beyond Marymount: Life as a College Athlete

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atja McKiernan '14 knows what it means to feel both challenged and rewarded at the same time.

Currently a Junior at Macalester College in St. Paul, MN, Katja spends her days balancing a rigorous academic workload—majoring in Applied Mathematics and Statistics and minoring in Geology—as well as the athletic demands of playing NCAA Division III Varsity Soccer and Varsity Softball. We had the opportunity to reconnect with one of Marymount’s star soccer and softball players to discuss how being a Marymount athlete has impacted her collegiate career, as well as to ask what advice she can impart on young Sailor athletes today.

Thinking back on her first year as a college freshman, Katja recalls the realization that she was now the architect of her own habits, both academically and athletically: “I think one of the biggest challenges was adjusting to the different academic schedules in college. Marymount prepared me well, and in a lot of the ways, Marymount’s block schedule [with the even and odd days] is comparable to a college schedule. But in college, you have to make your own decisions about when to do your homework or go to office hours because no one is telling you what to do. I’ve now adjusted, but my newfound freedom was both a blessing and curse my first year.”

When she first stepped onto the field at Macalester, Katja remembers being unsure of herself, but she quickly rerouted those nerves into motivation. “I definitely came in as a first-year nervous about playing at the college level,” she says, “but one of the biggest lessons Marymount taught me is that I can be challenged and still succeed. So once I got to Macalester, I knew I was ready. I’ve learned that having a good mentality is one of the most important factors in playing college sports. Trusting yourself and knowing that you’re prepared goes a long way.”

“At Marymount, we had both winning and losing seasons and I learned how to handle myself in both situations. College has been no different. I make sure to celebrate the wins and use them as inspiration during the next game, and learn from the losses while still continuing to advance.”

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“To all current Sailor athletes,” Katja continues, “Keep working hard and playing what you love. If your sport (or simply being on a team) makes you happy, continue to play it! There are tons of options for continuing to play in college—not just at the varsity level or Division I—so explore all of them. And, though this may be dull and can seem like a waste of time: make sure you warm up and stretch properly…it is one of the most important things you can do to stay healthy!”

Editors' Note: Katja, your Marymount community is so proud of everything you have accomplished both on and off the field since you’ve graduated. We cannot wait to see where your next journey takes you after your final year in college!

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• Always_

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Moving

During their four years of high school, our girls’ greatest constant is movement. From play rehearsal to soccer practice to classes, they are constantly shifting mindsets, perspectives, locations and languages. It is in the imperceptible spaces between these rapid shifts and reformations that their true growth occurs, for it is the ability to play many roles and to thrive in many environments that will serve them best as they move on from Marymount into the wider world as adults.

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Adapting to Change in an Ever-evolving World

JACQUELINE L. LANDRY, Head of School In educational circles today, much conversation revolves around how schools should educate in a world marked by "disruptive innovation"—game-changing modernizations that have altered how we teach and operate. In short, and as is often said in the independent school world, we know that we are educating students with technology that will one day be obsolete, for disciplines that are evolving and for careers that have yet to be invented. In my experience, many educators believe that education has changed more in the last two decades than in the last century.

Indeed, our current time calls for innovation in what we teach and how we teach in this ever-evolving world.

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CHANGE IN AN EVER-EVOLVING WORLD

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ven now, in skimming through course catalogs on college and university websites, I am astonished at the emergent trend of classes and academic centers that have been created as a direct result of the outburst of developing technologies. In just looking at the course titles alone, one can see the expansive array of progression in modern day curricula. Examples include: Mid-Infrared Technologies for Health and the Environment, The Gigascale Systems Research Center, The Center for Energy and the Environment. All have been created for the sole purpose of developing technologies and solutions to better the path for our futures. While the evolution of college offerings and research facilities tends to focus more in the realm of the sciences (as a direct reflection of the rapid growth of these fields in our society), the humanities have not been lost. There are an equally full array of innovative teachings that focus on interdisciplinary studies – teachings that have altered how we operate.

Throughout all of this, one fact will always be true: education is everchanging. Great schools, like Marymount, cannot simply rest on their

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laurels, but must constantly stay abreast of the dynamic outflow of new trends, best practices, and teachings that guarantee our students will be equipped for life in college and beyond. At Marymount, we provide each student with the educational skills she needs, and just as importantly, with values-based skills that align with our Religious of the Sacred Heart of Mary (RSHM) core values. The girls who enter our school graduate as confident, ethical leaders, with an innate responsibility to be the advocates for the common good.

Marymount has always been at the forefront of navigating the waves of disruptive innovation. From being the first all-girls school in Southern California to introduce a one-to-one laptop program, to being among the first to move to 75-minute class block schedules to ensure the necessary time for deep critical thinking, to receiving the Apple Distinguished School Award for the innovative use of technology in the classroom numerous years in a row, we are always looking for ways to provide our students with the tools they need for success. Our growing signature Internship Program places one-fourth of our student body in state-of-the-art professional environments.

CHANGE IN AN EVER-EVOLVING WORLD

GREAT SCHOOLS, LIKE MARYMOUNT, CANNOT SIMPLY REST ON THEIR LAURELS, BUT MUST CONSTANTLY STAY ABREAST OF THE DYNAMIC OUTFLOW OF NEW TRENDS, BEST PRACTICES, AND TEACHINGS THAT GUARANTEE OUR STUDENTS WILL BE EQUIPPED FOR LIFE IN COLLEGE AND BEYOND.

Highly successful mentors work directly with our girls so that they can see firsthand, through hands-on experience, what a career in a multitude of fields looks like today. And of course, as the Head of School, I constantly seek out ways to stay abreast of emerging trends in the workforce, and indubitably, furthering opportunities for women in all fields. In support of that objective, I have convened a Women’s Leadership Advisory Committee that is made up of our formidable female Trustees. Twice each year, this group gathers with other female leaders from a myriad of industries, to discuss the trends and changes they see in their respective fields to better inform Marymount’s alignment with emerging careers.

How we teach today, in many ways, is the direct result of the disruptive innovation of technology. This is why schools, including Marymount, embrace the use of online learning, blended classrooms, flipped classrooms, project-based learning utilizing computer-aided design and 3D printers, and coding as a basic skill and literacy. It is also why we focus on our future. As we head into our California Association of Independent Schools/Western Association of Schools and Colleges/Western Catholic Educational Accreditation year, and look ahead to creating our 2019-2025 Strategic Plan, we will continue to look for innovative ways to be our own disrupters of education – because our work can never be stagnant.

One hundred years ago, education was designed to teach masses of children in the most efficient way, all in preparation for jobs as defined by the Industrialized Era. The pedagogy that resulted was mechanistic and utilitarian, and not geared toward innovation in a globalized world. Knowing that today’s students are not “one-sizefits-all,” a more individualized approach to learning is necessary. Our RSHM tradition and focus on education for the whole child is needed more in today’s world than ever before. At Marymount, we adhere to the importance of seeing the whole girl flourish, as evidenced through our extraordinary advising and student life programs. These, along with our comprehensive focus on Religion through retreats, Masses, Theology courses, mindfulness and reflection, and service learning, build a foundation that is imperative for well-rounded success (see page 10 for an in-depth look into our advising and student life programs in "The Evolution of the Whole Girl").

Adolescent girls today, in this evolving world, face uniquely significant pressures and challenges. At Marymount, our girls are always supported in navigating these sometimes turbulent years to self-discovery. Though not easy, we strive to make that adventure a little less overwhelming, even with the constant motion of the world surrounding her. n

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_ Study Skills_

for a

Changing

_

Academic World Remember when computers were not in the classroom and when information was not at our fingertips? When phones were not calculators and when penmanship was not just an art form but a way of life? Our students’ tools today have evolved dramatically, and their ability to record information, to work collaboratively, and to present their work in a compelling way has vastly advanced. However, core study habits that have always ensured success remain timeless.

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fresh perspectives

Exploring New Ways to Inspire

Creativity, Problem-solving,

and

Open-mindedness As educators, we see our role as not simply drilling information into our students’ minds, but rather, teaching our students how to think. It is all too easy to sort new information into expected categories and preconceived understandings. Our goal at Marymount is to help students combat this human impulse; to encourage outof-the-box thinking and to foster compassion for the most diverse array of perspectives.

In pursuance of this goal, our teachers are tasked every day with exploring new and dynamic ways to present their material, sparking unexpected realizations and building a richer web of neural connections. In the pages that follow, we explore a few ways in which our teachers, across a spectrum of disciplines, provide students with fresh perspectives, training their minds to become more open, creative, critical, and analytical.

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s r o on

h d ce

n a v ad

Ava Paulson '19

e c n da

T

ake a moment to observe your body in its current state – what are you doing? Do you feel every twitch, every motion, every blink? As you read this, are you aware of how your mind is working to comprehend each word, phrase, and sentence?

Though we use our minds and our bodies every day, we are not always aware of how we are using our bodies – the awareness of our breath, of our skeleton, and our muscles holding us up. Ms. Julie Carson, Director of Dance and Co-Chair of the Performing Arts Department, has been teaching this philosophy of mindfulness to her dance students at Marymount for over seven years. “Life is a dance,” she says, “I invite my students to see the dance in each moment and in each breath: in the strong and the weak, in the organization and the chaos, in what is brilliant and what is meek, in connection and disconnection.”

In today’s society, dance is sometimes perceived as a means of social interaction rather than as an expression of the human experience. We often seek joy and entertainment through it— look no further than school dances, wedding receptions, nights out with our closest friends. While this has its value, Ms. Carson teaches our girls that dance can be so much more. As a form of human expression, it captures not only the joyful moments, but our full range of emotions, movements and behaviors. She reflects, “Dance can be planned and full of beauty, and it can be spontaneous and intimidating. When we dance, we express the unspoken, what simply cannot be put into words. We express through our eyes, our core, and our energy.”

Alejandra DuBose '18

Tara Howe '19

Junior Alejandra DuBose spoke about her experiences with dance at Marymount saying, “Some of the biggest lessons I have learned through dance at Marymount are that you should never be afraid to try something new that pushes you out of your comfort zone, and always approach everything you do with confidence, even if you don’t think you will be successful.

Throughout the past couple of years in Marymount dance, I have tried new styles of dance and gained unique perspectives that I had never imagined. Ms. Carson always encourages Marymount dancers to push their creativity to a new level in each dance we do. Even when I feel unsure about myself, in dance and in life, I approach each opportunity with my head held high with my best effort put forward.”

In order to expand our girls’ perspectives, Ms. Carson provided her Advanced Honors Dance students with a new type of creative challenge: to translate one art form to another.

Ms. Carson walked her students to one of the most distinguished outdoor sculpture collections in the country, the Franklin D. Murphy Sculpture Garden at UCLA, conveniently

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FRESH PERSPECTIVES

located across the street from Marymount. They were asked to choose a sculpture from the display and to spend time observing it, noting their experiences and emotions while studying the visual work of art. Then, inspired by the sculpture, the students were tasked to choreograph a dance that communicated these feelings through breath and movement. By answering specific questions about their chosen sculpture – What title would you give this sculpture? How does it make you feel? Does it have a story? What is its texture like? – students were able to get to the core of their own personal interpretation of the sculpture, translating this meaning into a new work of art. Rather than using music as inspiration and guidance to create a dance, the girls were challenged on a whole new level artistically by using a static piece of art as inspiration.

Sophia Barr '19 explained, “When I heard about this project, I was a little bit confused. I didn’t know how to approach choreographing a dance based off a statue; however, once I went to the UCLA Sculpture Gardens and selected a sculpture of a bounded goat, I grew really excited and began to understand how using a statue as a model for my choreography would help me create unique movements. The descriptions and textures I wrote about allowed me to create a central theme to my dance piece. I decided that my theme would be the vulnerability that comes with feeling trapped, and I tried to relate my choreography to this theme.”

The result was an emotional, poignant, and beautifully expressive show of creativity and talent. Head of School Jacqueline L. Landry, who attended the performances of this dance, shared, “I was floored at how exceptionally skilled and thoughtful our girls were in illustrating their final presentations through the art of dance. Their interpretations of the sculptures were each so unique and inspiring that they honestly left me in tears.”

Ava Prunier Herman '19

Sophia Barr '19

Ms. Carson’s exercise helped our students rethink dance as a form of creativity. Once they were able to tap into the stories and emotions their sculptures portrayed, creating a choreography around this inspiration flowed naturally. It was about nudging our students out of their comfort zones, away from their preconceived notions about the way dance “should be,” that helped them see it in a new and more theoretical light.

Thinking outside the box is essential to all creative endeavors, from solving new problems to drawing to coding a website.

Through this challenging dance exercise, and with the support of Ms. Carson, our girls were able to actively practice this essential skill, and the results were nothing short of stunning. n

AS A FORM OF HUMAN EXPRESSION, DANCE CAPTURES NOT ONLY THE JOYFUL MOMENTS BUT OUR FULL RANGE OF EMOTIONS, MOVEMENTS AND BEHAVIORS...“DANCE CAN BE PLANNED AND FULL OF BEAUTY, AND IT CAN BE SPONTANEOUS AND INTIMIDATING. WHEN WE DANCE, WE EXPRESS THE UNSPOKEN, WHAT SIMPLY CANNOT BE PUT INTO WORDS. WE EXPRESS THROUGH OUR EYES, OUR CORE, AND OUR ENERGY.”

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FRESH PERSPECTIVES

y g o iol

b t en

d e c n a v ad

S

m e c pla

cience does not exist in a vacuum. It is the product, purpose, and engine behind everything we do in this world. In the classroom, faculty are tasked with not only teaching our students the course material, but also helping them clearly understand how this material is relevant to both themselves and the surrounding world. What and how we teach our girls will help them succeed in the increasingly competitive collegiate and innovative global marketplace.

And these lessons are being taught in increasingly groundbreaking ways. A growing movement over the past twenty years has been the use of case studies in life science classrooms. According to the National Center for Case Study Teaching in Science website, working with this method is a “powerful pedagogical technique for teaching science. Cases can be used not only to teach scientific concepts and content, but also process skills and critical thinking.” This is why Ms. Kim Bathker '02, Science Department Chair, STEM Co-Coordinator and Marymount alumna, has chosen to incorporate case studies into her Advanced Placement (AP) Biology lesson plans for the past several years. She explains, “I’m a huge fan of having students step into different roles. Yes, it’s role-playing, but it forces them to be serious interpreters of information. Students are not only consuming the information, but they’re responsible for truly knowing it because of its real world implications.”

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“I’M A HUGE FAN OF HAVING STUDENTS STEP INTO DIFFERENT ROLES. YES, IT’S ROLE-PLAYING, BUT IT FORCES THEM TO BE SERIOUS INTERPRETERS OF INFORMATION. STUDENTS ARE NOT ONLY CONSUMING THE INFORMATION, BUT THEY’RE RESPONSIBLE FOR TRULY KNOWING IT BECAUSE OF ITS REAL WORLD IMPLICATIONS.” - MS. KIM BATHKER '02

Ms. Bathker continuously keeps her students engaged with the material, not only through the lessons she teaches, but also by understanding where our girls’ interests lie. Many of her current AP Biology students are interested in pursuing medicine, so the case studies she provides them give our girls a taste of a doctor’s day – you have to treat a patient, and you are quickly reminded that you are dealing with a person, not just a textbook that lists out different symptoms. Other case studies she has assigned required students to figure out the root cause of specific medical dilemmas, providing a recommended and effective form of treatment, and understanding why certain treatments work better than others. This method of teaching not only helps students understand the concepts of biology, but also to see and understand the human side of medicine.

Our students benefit from the real-world applicability of wellwritten case studies, as they provide a microcosm of larger biological concepts. “In my class, these young women dive deeply into real situations,” Ms. Bathker shares, “...and I’ve found that my students work really well when they are trying to solve a problem for someone else.” For example, oftentimes when students return after their summer internship experience, they are not talking about what they did, but about the populations they were trying to serve. Ms. Bathker elaborates further saying, “That’s particularly true in STEM internships – in medicine, engineering and robotics – students come back to school and tell me, ‘we were trying to help kids with autism’ or ‘we were trying to help patients with bone disease,’ and then they get into how they did it. They start with how it is relevant and why it matters to the world, and case studies tie that in.”

Science is constantly evolving. It is not a static body of knowledge, and the nature of scientific inquiry means that new discoveries are being made every day. Teaching this essential subject in a static, textbook-driven way would fail to provide our students with the critical thinking and problem-solving skills necessary to compete in a market that has yet been created.

Our science faculty are constantly balancing teaching our students the facts and figures, while also applying that body of knowledge to real-world problems and situations. “I always tell my students that scientists do not spend their days sitting in their labs reciting facts all day,” Ms. Bathker explains, “they are always on the move, solving problems, and thinking outside the box. That’s what I want my students to practice while they are in high school.” To get them to think of science not only as a body of knowledge but more as a process of approaching the world, allows students to have the ability to stop thinking about their ideas as static entities and instead, as an ever-evolving body of infinite possibilities. n

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i t c na

i n sio

s i m

y a d on

A

s humans, we tend to feel more comfortable talking about the ideas and identities we share with one another than the ones that define our differences. Our very neurochemical biology is designed to encourage this: studies show that when we find a common thread with another person, serotonin and oxytocin – the neurotransmitters that make us feel happy and connected to one another – flood our systems. Thus, bonding through our commonalities feels satisfying. The longing to belong, to share in our similarities, to agree with one another, defines our comfort zone.

And our girls have much in common: as Marymount students, our young women share a common school culture, stage of life, and Sailor identity. They wear uniforms, study for the same tests, and know the same teachers. In some ways, our small group of just over four hundred girls makes up a tiny society — a specific culture — of its very own.

Yet, despite how good it may feel to celebrate our similarities, biology, sociology and psychology all point to the same conclusion: what makes ecosystems healthy, what makes cultures rich and dynamic, what allows us to grow and thrive, is diversity. It is the wide-ranging viewpoints and beliefs of our students, the over thirty different languages spoken at students' homes, the sixty-six zip codes across the Los Angeles region from which they commute each day to campus, and the nineteen religions with which our students and their families identify that makes Marymount unique and beautiful.

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This notion is something that our Religious of the Sacred Heart of Mary (RSHM) Founding Order knew to be true from its very inception 168 years ago. The RSHM defines the concept of diversity in an inclusive and multidimensional manner, embracing the richness of human differences, and celebrating an individual’s race, culture, socioeconomic status and beliefs.

It is something that all Marymount schools support and identify with. Every year, each of our RSHM international network of schools select one of the six shared core values to focus on during the school term. This year’s timely goal, “to create unity through diversity,” has been assiduously integrated into our regular Masses, students’ conversations with teachers, service learning within the community and the celebrations and activities occurring on campus. This year’s goal seemed perfectly timed for Ms. Rebecca Bostic, Theology Department Chair and Spiritual Life Coordinator. She shares, “It really felt as if it was providence and the Holy Spirit that led to this year

THE RSHM DEFINES THE CONCEPT OF DIVERSITY IN AN INCLUSIVE AND MULTIDIMENSIONAL MANNER, EMBRACING THE RICHNESS OF HUMAN DIFFERENCES, AND CELEBRATING AN INDIVIDUAL’S RACE, CULTURE, SOCIOECONOMIC STATUS OR BELIEFS.

FRESH PERSPECTIVES IN THE CLASSROOM

being our diversity year. In the midst of many diversity-related discussions happening in our society, we were able to come together as a community to view diversity through the lens of our Sisters. Their vision for diversity is so beautifully expansive, and we tried to create a program that would emulate that.”

This year, inspired by the global relevance of our chosen RSHM charism, our Marymount community hosted a Mission in Action Day, a full day in the midst of regular academic programming dedicated to discussion, workshops, and performances celebrating and focusing on diversity and inclusion. Marymount students, faculty and staff converged on this day to explore the concept of diversity through the lens of the Catholic, inclusive charism of our founding order of sisters, the RSHM. Fully coordinated and executed by our remarkable Student Diversity Awareness Board with the support of Diversity Co-Coordinators Ms. Carol Fitzsimmons and Ms. Samantha Hazell-O’Brien and Theology Department Chair and Spiritual Life Coordinator, Ms. Rebecca Bostic, this day highlighted all of Marymount’s diversity and the beautiful multifariousness of cultures from around the world.

Patricia Lara '18, a member of the Student Diversity Awareness Board, reflected on the process of coordinating the day’s events, sharing, “We, the Marymount Student Diversity Awareness Board, felt it was necessary to continue to educate our community on what diversity means and how we can further implement it into our school community and beyond. I wanted my peers to deeply learn how to be more inclusive and aware of social issues in and around our community. When we started planning this amazing day, we didn’t realize how much there was that we wanted to talk about with our peers on a more personal level.”

Ivieosa Aimufua '17, another key member of the Student Diversity Awareness Board, continued, “This day took many months of planning for our input to turn into output. The

“BY ALLOWING STUDENTS TO CHOOSE WHICH SESSIONS THEY WANTED TO ATTEND, IT FOSTERED AN ATMOSPHERE OF AN EXCITEMENT AND WILLINGNESS TO LEARN ABOUT THE DIVERSE TOPICS THAT FACE OUR COMMUNITY.” - AYANNA NEAL '17

flexibility of teachers and every student who was a part of this day was imperative for its success."

Featuring a variety of student-designed and facilitated workshops, presentations, discussions, music, and cultural performances, our student facilitators and participants alike displayed inspiring compassion for one another, as well as a complete openness to discussing often-difficult topics. With the exception of the freshmen, who spent the day watching The Boy in The Striped Pajamas, discussing the effects of anti-Semitism in our history, our students were able to choose the breakout sessions which they wanted to attend, encountering the diversity of our community while also reflecting on their own personal uniqueness. From exploring the depiction of diversity in images and film in one workshop, to learning about what it means to be a Muslim student in America in another, to discussing mental health diversity and differences in a third, and stereotypes versus privileges in another, the topics were wide-ranging. The girls listened actively; they shared openly; and they asked the seemingly uncomfortable questions that, when put forth, caused sighs of relief from others who had been wondering the same things. Our students demonstrated a deep understanding of the idea that we do some of our best learning when we are not in our comfort zones.

Marymount's Student Diversity Awareness Board

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FRESH PERSPECTIVES IN THE CLASSROOM

THE GOAL FOR OUR MISSION IN ACTION DAY WAS TO PROVIDE A FORUM FOR OUR GIRLS TO NOT ONLY CELEBRATE THE DIVERSITY OF OUR COMMUNITY, BUT TO ALSO REFLECT ON THEIR OWN PERSONAL IDENTITIES AND THE WAYS IN WHICH THEY ARE UNIQUE.

“I think the breakout sessions helped to move the needle with how our classmates understand specific issues that were addressed,” Ayanna Neal '17, Student Awareness Diversity Board Member, shared, “By allowing students to choose which sessions they wanted to attend, it fostered an atmosphere of an excitement and willingness to learn about the diverse topics that face our community.”

Many students learned something completely new, while others gained a first-hand perspective on a topic they had studied in class. Regardless of the subject matter, all had the chance to discuss important issues openly and honestly with one another willing to admit the things they did not know and eager to learn about one another’s diverse histories. When Freshman Arianna Garcia reflected on the day’s event, she was left riveted, sharing, “I learned that not only am I a leader in my own way, contributing to group discussions about the world around me, I am also a part of a large group of Marymount sisters who are all incredibly unique and diverse in each of their own ways!”

Sophomore Jillian Neuner shared similar sentiments saying, “I learned to celebrate my culture, religion, and traditions because that is what makes me unique. I also learned about many other faiths, beliefs, and traditions. I believe this will foster my knowledge of different societies and make me more culturally aware.”

After a morning of discussion and reflection, our girls enjoyed an afternoon full of student performances and music from

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around the world. Radiating with energy and laughter, the girls had the chance to watch and learn dances from Mexico, India, and Greece. Our wonderful performers had everyone out of their seats, stomping, clapping and twirling together on Senior Lawn and in the center of Pavilion.

The goal for our Mission in Action Day was to provide a forum for our girls to not only celebrate the diversity of our community, but to also reflect on their own personal identities and the ways in which they are unique. The day began with Mass and ended with an Interfaith prayer service because we wanted the entire day to be viewed through the light of the reality that we, as a school, believe that every child we teach was created uniquely and perfectly by the hands of God. Ms. Bostic shares, “That is why the celebration of diversity is so important, because in celebrating our diversity, we celebrate the work of God throughout cultures and the world.”

Each Marymount student has a unique story, coming from varied backgrounds full of traditions and understandings.

When shared and listened to, their stories join together to create a culture infinitely more rich than one characterized only by the things we share in common. Mission in Action Day served as a launching point for practicing this listening, sharing, and asking of questions. It reminded our girls of the power of simply learning about one another with an open mind. It helped us celebrate the true meaning of "Creating Unity Through Diversity." n

FRESH PERSPECTIVES IN THE CLASSROOM

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_

_

Moving

forward together

Our students move through their four years at Marymount as sisters —they form unbreakable bonds that will last a lifetime. It is as sisters that they tackle the challenges of being a teenager, that they explore the questions that will define their lifelong passions and values, and as they grow together both individually and as a whole.

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STUDENT REFLECTIONS

Transformation Through The Unstoppable Nature ofJmitation Students take a moment to reflect on an unshakable influencer who has inspired her to be the girl she is today and hopes to be in the future.

A

dvocate. Educator. Activist. Mother. These are

shown her proud status as a woman of color. Her

the words that come to mind when I think of

empowerment of black women has served as an

Michelle Obama, my unshakable influencer

inspiration to all girls of color, encouraging them to

and role model. Not only was she one of our most

feel strong, confident, and beautiful in their own skin.

impactful First Ladies, she is also a proud woman of color, an activist for women’s education, a successful

Michelle Obama’s passionate activism and pride in

lawyer, an advocate for healthy living, and a devoted

being a woman of color is what makes her such a

mother. She fulfilled all of her responsibilities

prominent influence in my life. Like her, I believe we

as America’s First Lady while going further by

all have a responsibility to ensure the well-being of

passionately pursuing a better quality of life for every

the members and leaders of the future generations.

woman and child, not only in America, but in the

She has taught me the importance of uplifting the

world.

women in our society, especially women of color, who overcome both gender and racial discrimination

Color is Only Skin Deep

By Alessandra Lim '18

The former First Lady took full advantage of her

on a daily basis to achieve success. She has inspired

power and influence by working to transform the

me to become an activist for topics I am passionate

world for the better. She successfully used her

about, to be proud of my status as a woman of color,

platform to create change, initiating programs and

and to strive to transform society for the better.

projects to encourage healthy eating and lifestyles

Michelle Obama defines herself through her own

and increased educational opportunities for all

accomplishments and refuses to allow others to

women. Obama’s Let Girls Learn Initiative empowers

define her through her husband. While she does not

young women to reach their full potential by working

overpower her husband, she also certainly does not

to ensure that all girls have the opportunity to

allow him to overshadow her own success, proving to

safely pursue an education and career of their own.

the world, and to me, that behind every great man is

Meanwhile, her Let’s Move Initiative has united the

an even greater woman. n

nation in an effort to end child obesity and encourage healthy living among children. Michelle Obama’s active pursuit for a better quality of life for all has undoubtedly inspired me to protect and fight for those who are marginalized in our society.

The former First Lady has proven to be an ideal role

for topics I am passionate about, to be proud

model for all girls, especially girls of color. She has

of my status as a woman of color, and to

used her status as the first African-American First

strive to transform society for the better.

Lady to inspire women of color to rise above racial discrimination and stereotypes, proving that color is only skin deep. She has overcome her own share of racial bias and judgments, and through it all, has

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She has inspired me to become an activist

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STUDENT REFLECTIONS

F

rom a very young age, my grandmother, Evelyn Johnson, has always been a steadfast influence on my development.

Especially now, as I am on the precipice of greater independence, preparing to leave home and attend college next year, I have begun to further reflect on the ways in which my grandmother stood as a continual embodiment of strength, compassion, and encouragement throughout her life. The values she imparted to me have shaped, and will undeniably continue to shape, the woman I aspire to become in the future.

I have never met someone as confident in her beliefs and as unwavering in her values as my grandmother, and she was never hesitant in her willingness to voice them. Since I have always been a very quiet, reserved person, my grandmother’s example taught me how to stand up for myself. She showed me that it is okay to be quiet, but to never stand by and allow anyone to take advantage of me or of others and, most importantly, to never waver in raising my voice against injustice. Through her example, I learned how to be strong in my opinions and to honor my values, while also maintaining a profound respect for the beliefs of others. My grandmother demonstrated firsthand that everyone’s unique perspective holds the power to influence society and to influence others, and that I, with this power, should use my voice as a force for positive change.

A hallmark of my grandmother’s character was the extremely strong emphasis she placed on the importance of her family. Be it evidenced by her likely hundreds of two-hour drives from Bakersfield to Los Angeles to come and simply visit or take care of my siblings and me growing up, or her never failing to be present for my birthday (or any holiday for that matter) as long as I knew her – my grandmother taught me that family serves as your most fundamental source of support and love, always encouraging my siblings and me to get along and to look out for one another. The value that she placed on family has inspired me to strive to maintain this close-knit, strong relationship with my family members, even after I leave home in the fall.

She also placed an immense weight on the significance of education and hard work, largely through her career as a nurse. Through witnessing her dedication to her work and

the way in which she cared for people, my grandmother’s job served as my first glimpse into the healthcare field, which has ultimately manifested in me wanting to pursue a career as a physician. She always encouraged me to take advantage of my Marymount education and work extremely hard in school. In recent years, she began staying with us, and every day when I returned home from school, she would ask me about the tests I took that day, or just how my day was in general.

Whenever I was stressed out about school or complaining about how much work I had, my grandmother taught me the valuable skill of simply spending my time completing my work, rather than complaining about it. While my grandmother stressed the importance of performing well in school, she was also often the first person to reassure or comfort me when I did poorly on an assignment or assessment. No matter what, she was always proud of me. Her compassion has motivated me to continue working hard, knowing that I am capable of accomplishing my highest ambitions.

Unwavering Support

By Olivia Scott '17

Through her example, I learned how to be strong in my opinions and to honor my values, while also maintaining a profound respect for the beliefs of others.

My grandmother’s unwavering support was particularly important when it came to the stressful college admissions process.

She always encouraged me to never shy away from reaching my goals, however challenging, while at the same time constantly reminding me that no matter where I ended up going to college, everything would be fine.

Unfortunately, because my grandmother passed away a few months ago, she didn't see me get accepted to my dream school, but I know that it was her strength, support, and guidance that allowed me to be successful.

Next year–and throughout the rest of my life– I will use the unshakable influence that my grandmother had on me to strive to provide the same source of inspiration to every individual I encounter. n

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STUDENT REFLECTIONS

G

rowing up in this particular era has had

lightbulbs went off inside my head, doors opened that

certain effects on me that I am sure would

I never thought existed, and questions that had yet to

not have taken place had I been born some

cross my mind, crossed my mind.

other time. Though I have spent most of my life in

The Power of Peers

By Elle Lavin '18

Los Angeles, an environment bursting with diversity

Out of intrigue (and in full disclosure, anger at myself

of thought and people, I grew up and developed my

for my ignorance up until then), I began to dive deeper

mentality within the confines of my own personal

into the cultural issues surrounding my community. I

world: my private schools, my small three-person

became personally attached to the causes I learned

family, my isolated neighborhood. My knowledge was

about because of how close to home it hit: I had never

limited to the skewed information available to me, so

considered my race to be a defining factor for me, until I

at the age of 14, I still had vague ideas of what was

realized how much other people let it define me throughout

occurring outside of where I grew up. It was not until

my own youth. I struggled with what I was learning, as

high school that I began to notice the world around

the crash course I taught myself on culture and societal

me. Most of my interests in things other than my

norms in general was a lot for someone who had never

immediate surroundings spurred from social media:

opened their eyes to a bigger picture before. But

applications such as Snapchat, Instagram, Twitter,

people like Stenberg helped me by simply embracing

and Tumblr allowed me to grow not just as an average

who she was and spreading positivity to minorities,

girl living in Los Angeles, but as a globally conscious

such as myself, across all platforms.

participant of society.

All of the exposure to her activism led Amandla Through the likes of Twitter and Instagram, I became

Stenberg to become a role model for me at a time when

aware of people all over the world, their different

my identity was struggling to form and I didn’t know

cultures, languages, mindsets, and religions, and

where to go from middle school. In high school, I knew

how some of them faced serious struggles that I

I did not want my morals to change or to lose sight of

saw strangers, friends, even myself encountering

who I am; but I had no idea who that person was or

sometimes. I felt that with the knowledge I was

what was important for me to hold onto.

acquiring came power, and I grew to understand that social media imbued me with important information

Because of Stenberg, I think I have truly been able to

and an ability to act on it. I realized how heavily

thrive at Marymount. By allowing me to find my voice

influenced I was by peers of my own age, especially by

and discover what is so important to me, I am willing

teen female activists. I wanted to make a difference

to speak up. Stenberg has influenced me to be an

because young ladies – activists such as Amandla

active participant in society, rather than a complacent

Stenberg, Yara Shahidi, Rowan Blanchard, and Malala

passerby. Now, I write poems for the school’s literary

Yousafzai – gave women a voice, a role model to look

magazine, Sunset Magazine, as well as articles for The

up to, and tangible ways to make a difference. The

Anchor, Marymount’s online newspaper, in the hope

young woman in particular that has most influenced

of raising awareness of certain topics as Stenberg did

considered my race to be

my life is Amandla Stenberg.

with me; I ask inquisitive questions, refusing to blindly

a defining factor for me,

I was first introduced to the actress and activist in

conversations with my friends in the hopes of

2012 during her role as Rue in the movie adaptation

strengthening society with newfound knowledge and

of the best-selling novel The Hunger Games. I was

thought-out passions.

I became personally attached to the causes I learned about because of how close to home it hit: I had never

until I realized how much other people let it define me throughout my own youth.

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accept everything I am told; and I have thoughtful

in 6th grade when her character stole the hearts of millions on the big screen; however, it wasn’t

I hope to use the lessons Stenberg taught me to make

until my freshmen year that I became aware of her

a difference in someone else’s life. In this day and age,

other grander efforts (for which I have social media

the difficulty to get lost in the rapidly evolving world

to thank). In 2015, Stenberg released a video in

continually lowers; however, because of young activists

response to the cultural appropriation controversy

such as Amandla Stenberg who relentlessly fight for

surrounding another celebrity at the time. Racial

what is right, regardless of obstacles that stand in their

injustice, though always present, had never been

way, suddenly that big scary world becomes a whole

something I fully grasped or sought to learn about.

lot smaller, and those who are more likely to get lost

After watching Stenberg’s passionate and articulate

are able to get their footing and make their mark in the

black culture “crash course” on social media,

world. n

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WOMEN ON THE MOVE At Marymount, we are constantly seeking opportunities for our students to meet, talk to, and learn from successful women who have made it their life’s journey to empower future generations of female leaders.

On February 3rd, 2017, eight Marymount students had the chance to do just that at the UCLA Anderson School of Management’s Women's Leadership Conference. Themed “Velocity: Empower Together,” this daylong event brought together over 400 business leaders, students, and professionals to discuss topics pertaining to women’s empowerment in the workplace, in our communities, and across the globe.

Dean of UCLA Anderson School of Management, Judy Olian, Ph.D., who played a pivotal role in Marymount’s participation in the conference,

right now, you’ll probably do ten other things in the future. Don’t think

opened the day with a powerful address on the challenges that women

with blinders on, but rather, allow yourself the flexibility to move in and

face today and the importance of pushing forward at every level in order

out of the stream.”

to truly achieve true gender equality. The conference’s two keynote speakers, Amy Powell, President of Paramount Television, and Cynthia

Collectively, our students had an incredible experience learning

Marshall, EVP of Human Resources and Chief Diversity Officer at AT&T,

from and interacting with these powerful and inspiring women at the

provided the audience with unique perspectives on personal growth

Velocity Conference. While reflecting on the day, Kenya Jamieson '18

within the workplace and supporting women to thrive in traditionally

said, “It’s been very inspiring to see a variety of women in different

male-dominated environments.

fields talking about leadership opportunities and how they can make a change, while empowering other women to step up to the plate to

When asked by Valory Banashek '17 what advice she has for young

make a difference.”

women just starting out, Ms. Powell said: “First, go outside your comfort zone and travel. Today, the entire world is connected and we

We are so thankful to the UCLA Anderson School of Management, Dean

must understand the cultural nuances of other societies. Secondly, it’s

Olian, and the many amazing speakers who inspired our students at the

important to realize that while you think you might want one career

conference.

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•

Student Life

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.

Cardinal's The 2017

Awards Dinner On Saturday, March 11, 2017, twenty-two Marymount students were honored to serve as Ambassadors at the annual Cardinal’s Awards Dinner hosted by The Most Reverend José H. Gomez, Archbishop of Los Angeles.

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"The Cardinal’s Awards Dinner is an event where everyone can come together and celebrate the selfless Catholic men and women who are wonderful role models of community service and who embody living the Catholic faith. They exemplify the qualities that make strong and faith-filled individuals. It was such an honor to be selected to volunteer at this year’s dinner.

It was a wonderful opportunity to contribute our time, smiles and positive energy while learning more about the annual event.

All of the Marymount girls were placed around the venue where we helped check-in guests on iPads and directed them to their tables. We met and mingled with many of the guests and helped take pictures to commemorate the evening. The highlight of the night was a group photo of all of the Marymount Ambassadors with Archbishop José Gomez. It was a privilege for me, and many of my other Sailor Sisters, to be chosen as Ambassadors for such a memorable evening."

- Mary Cooper '20

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"The Cardinal’s Awards Dinner was such a wonderful and unique experience. I was honored to be an Ambassador representing Marymount at the event. The most exciting moment was meeting Archbishop Gomez, who is truly an inspiring leader. While at the event, I had the opportunity to greet and speak to individuals who have generously made it their mission to make a difference in their communities.

Their accomplishments inspired me to think further about what I could do in my own community to make an impact.

Throughout the evening, I was surrounded by prominent members of the Los Angeles Catholic community in a festive atmosphere, celebrating their mission of making the world a better place. The Cardinal’s Awards Dinner was full of strong and inspiring energy and it was certainly a great privilege for me to be a part of this night."

- Gabriela Holian '20

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Arts

A FOCUS ON THE

Whether perfecting their skills through disciplined practice, collaborating to create something entirely new, or courageously stepping out into the spotlight, our Performing and Visual Arts students have approached every project and performance with creativity and dedication this Spring.

1 2

Making up over one-fourth of our student body, the Performing Arts students who participate in the Conservatory Arts Program (CAP) worked tirelessly to bring to life several impressive productions, from the festive and fun Winter Concert and annual Jazz Café featuring orchestral, acting, dance and choir pieces, to the dynamic Marymount Players’ musical production of Wonderful Town. The dancers, musicians, actors and stage crew all came together with astonishing teamwork to create these performances which left audiences astonished by their hard work, talent and passion for their craft.

In the Visual Arts, our girls have been equally creative and productive this Spring, crafting masterpieces and working endlessly to hone new technical skills in the classroom. Our students tackled an incredible range of styles, techniques and subjects, and their efforts have paid off with impressive artistic achievements. This year’s Digital Film Festival featured six short narrative films that were fully written, directed and edited by our very own Sailors.

Meanwhile, six students earned prestigious awards in the very competitive Scholastic Art & Writing Awards, sponsored by the National Alliance for Artists & Writers, and five students displayed works seen by thousands of people at the Robert Graham Memorial Student Art Exhibition, hosted by the Cathedral of Our Lady of the Angels.

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3

Krystyna Maruszko '17

4

5

ARTS UPDATE

1. The 2017 Winter Visual Arts

Showcase beautifully featured original student work from across our Visual Arts classrooms, including drawing, painting, sculpture, graphic design, mixed media, and photography.

2. The Marymount Players’ Spring

Musical, "Wonderful Town," featured lively music, incredible dancing, and poignant acting. Pictured is Sophomore Maya Thompson in one of the leading roles, Eileen.

3. This spring, Adrienne Jeong '17,

Mia Royer '19, Mirna Kamel '17, Rachel Liao '17, and Sydney Rosenberg '17 were chosen to showcase their work at this year’s Robert Graham Memorial Exhibition, hosted by the Cathedral of Our Lady of the Angels.

Adrienne Jeong '17

Nina Taurich '17

6

4. Adrienne Jeong '17, Krystyna

Maruszko '17 and Nina Taurich '17 were all Silver Key recipients at this year’s 2017 Scholastic Art and Writing Awards.

5. The over one-fourth of our students

who participate in the Conservatory Arts Program (CAP) dazzled audiences at this year’s Winter Concert and Jazz Café.

7

6. Marymount was honored to host The

Marymount Singers of New York, under the direction of Mario Dell'Olio, where our two choirs joined harmonies as a final part of their West Coast Tour.

7. At our second annual Digital Film

Festival, Britt Alphson '17, Ashley Chase '18, Ruby Lightbourn '17, Abby Nathanson '17, Hana Romo-Kikuchi '17, Ally Walsh '17, and Genna Whittell '17 all showcased their 5-minute shorts. The evening was followed by a Q&A session from a delighted crowd of parents, faculty and friends.

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_paths

_

Ever-evolving Armed with the knowledge and values fostered here at Marymount, our approximately 5,000 former Sailor Sisters are spread throughout the world in a wide variety of different roles and environments. From producing groundbreaking research, to teaching the next generation of leaders, to creating beautiful art and design and more, Sailors across all industries are strong leaders, curious learners, and compassionate friends. No two women are alike, and wherever they go and whatever they may be doing, they share a common sisterhood and a strong foundation. Their paths may be ever-evolving, but they always lead back to Marymount.

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Watch

Our Women ALUMNAE SERIES

celebrates THIS SERIES

decades of Marymount graduates who have worked tirelessly to affect change in the world around them, each in their own unique way. These women inspire us with their dedication to innovation, determination, creativity and service, and we are lucky to call them sisters in our alumnae community.

We look forward to continuing this series in each issue of ‘The Marymount Magazine’ as well as on our website over the coming years. If you are interested in participating or nominating a fellow Marymount graduate to be featured in this series, please contact alumnae@mhs-la.org.

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WATCH OUR WOMEN

alexandra woods '01

• Profession: South Asia Regional Programs Manager at Free the Slaves; previously, Assistant Director of Development for City of Hope in San Francisco • Education: B.A. in Political Science from the University of California, Berkeley; Masters in International Human Rights from the Josef Korbel School of International Studies at the University of Denver • Current Residence: Washington, D.C.

W

orking at the forefront of the devastating global issue of

In her current role at Free the Slaves, Alex utilizes her expertise in

human trafficking and slavery is Alexandra (Alex) Woods '01,

project management, fieldwork, and project evaluation as she works with

who has made it her life’s work to fight for the rights of

partner organizations to prevent and address child slavery by educating

adults and children who have been robbed of their dignity and freedom.

parents whose children are at risk about their rights and the importance

As the South Asia Regional Programs Manager for Free the Slaves

of attending school, especially for girls. Alex shares that the International

(FTS), a worldwide organization headquartered in Washington, D.C.,

Labor Organization estimates that there are 21 million victims of human

Alex manages partnerships with grassroots organizations that empower

trafficking globally, and that human trafficking generates annual profits

vulnerable people and communities to achieve freedom from, and

of $150 billion, yet government and civil society responses are meager

develop resistance to, slavery. Free the Slaves currently has programs

in comparison to the magnitude of the problem. Human traffickers use

in Ghana, India, Nepal, Haiti, Senegal, and the Democratic Republic of

violence, threats of violence and psychological coercion to exploit their

Congo. Working specifically in India and Nepal, Alex oversees programs

victims. In South Asia, traffickers usually live in the same geographic

that provide sub-grants, training, and technical assistance to local

areas as their victims.

organizations that are addressing forms of human trafficking including: debt bondage/bonded labor, sex trafficking, and labor trafficking due to

Moved by this devastating issue, Alex felt that it was her calling

unsafe migration.

to contribute and leverage resources so that civil society and the

Alex’s career in the non-profit arena began at City of Hope in San

a bigger impact. Through her position, Alex works to empower adults

Francisco, where she was the Assistant Director of Development. With

and girls to become leaders in their communities and to advocate for

the goal of eventually working to help find solutions to issues relating to

their rights. She is inspired by the courage and resilience of human

human trafficking and women’s rights, Alex returned to school to earn

rights activists, as well as current victims and survivors of trafficking.

a Master’s Degree in International Human Rights in order to gain the

Alex shares that this work resonates strongly with her because of her

skills and expertise she would need to effectively address the root causes

education at Marymount.

government can scale up their responses to human trafficking, making

of this complex social issue.

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WATCH OUR WOMEN

Alexandra with the staff of the Punarnawa Ashram, a shelter home for survivors of sex trafficking, located in Bihar, India

“

“

At Marymount, social justice became a paramount value in my life. As a result, I have sought out educational and professional opportunities that address some of the most pressing social issues of our day.

As a student at Marymount, Alex observed directly the positive impact

environment,” Alex shares, “and I was able to gain an understanding of the

of providing women with the strength and confidence to speak out and

different types of career paths within the non-profit arena.”

to let their voices be heard. She credits the school with instilling in her the importance of girls’ education and empowerment. Alex feels strongly

For current Marymount students with a passion for non-profit and

that being in an all-girls environment with supportive faculty encourages

community work, Alex recommends, “Get involved in volunteering and

students to not only focus on their coursework, but to become leaders.

interning at different non-profits throughout high school and college. This

It was also at Marymount that Alex first developed an interest in non-

way, you will be able to learn about many different issues, where your

profit and human rights work. “At Marymount,” Woods reflects, “social

passions lie, as well as the various roles within non-profit organizations and

justice became a paramount value in my life. As a result, I have sought out

the paths that lead to these positions.”

educational and professional opportunities that address some of the most pressing social issues of our day.”

Through her inspiring work and the essential traits of resilience and

Woods still remembers her Kingdom Fair project during her Junior year,

children worldwide to live more free and empowered lives.

where she and partners Ann Conkle '01 and Tanya Judge '01 selected the Elizabeth Glaser Pediatric AIDS Foundation (EGPAF) as their service organization. “This was my first exposure to a non-profit work

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compassion, Woods has carved a path in helping to empower adults and

Editors’ Note: Marymount is so honored that Alex was able to share her experiences with our community, some of whom may be considering a similar path in human rights work.

E

stelle Reyes '96 has regularly found unique opportunities to help advance programs that have an impact in shaping a better world. She currently serves as the Director of

Community Engagement at the Los Angeles Cleantech Incubator (LACI). This private non-profit organization works to accelerate the commercialization of clean technologies by offering flexible office spaces, CEO coaching, mentoring, and access to a robust network of partnerships and capital. This is a new role for Estelle, who previously spent 10 years as the Executive Director of the Los Angeles chapter of the Network for Teaching Entrepreneurship (NFTE), a global non-profit organization inspiring youth from low-income communities to stay in school, recognize business opportunities, and plan for successful futures. At NFTE, Estelle helped launch the Greater Los Angeles office, a process that sparked a deep interest in creating entirely new entities. Estelle says, “As I continue ahead in my career, I hope that I will be blessed with opportunities to continue to create new programming and explore new ways to achieve our mission.”

In her current role at LACI, Estelle has maintained her commitment to providing opportunities to under-resourced communities, most recently implementing the organization’s Diversity & Inclusion Initiative – a program focused on building a more inclusive ecosystem by integrating women, people of color, and other under-represented groups into the clean technology sector as well as the overall technology industry.

Estelle’s career has provided a unique combination of her passions for education and for business. She has been able to leverage experience in entrepreneurship, non-profit management, and education, learning that by pivoting in her career, it has opened up new possibilities and allowed her to develop and utilize a diverse set of skills and expertise.

estelle reyes '96

• Profession: Director of Community Engagement, Los Angeles Cleantech Incubator (LACI)

possible paths I could explore, and I was happily surprised to be able to

• Education: B.S. in Neuroscience, Brown University; Masters in Education from Harvard Graduate School of Education, Human Development and Psychology

find opportunities that blended my multiple interests together. For me,

• Current Residence: Los Angeles, CA

“When I started my career,” she reflects, “I didn’t realize how many

it has always been about the journey and trusting that all of the learning that happens along the way will lead you to your next adventure.”

As a leader in the Los Angeles community, Estelle was honored to participate in a program called Leadership LA in 2010, which immersed participants in the issues and assets that are essential to Los Angeles’ future. Building on the values first sparked at Marymount, this program helped Estelle to reflect on why she felt passionate about her career in the social impact field and to develop her own personal mission statement: “To embody a spirit of self-discovery and to empower others to achieve their full potential.”

Marymount’s supportive environment of sisterhood was a key element in developing Estelle’s internal self-awareness and assurance. She shares that one of the most powerful experiences she had at Marymount was going on Senior Retreat and coming home to such an abundance of love. She further explains, “It was such an affirmation of how truly blessed each of us was.”

Estelle has always known that she needs to focus on how to be the best version of herself in order to bring out the best versions in others. This mission has served as her compass in evaluating potential opportunities.

In her discernment she questions, “Does this opportunity give me a chance to grow?” and “Am I able to make an impact on others?” Estelle recommends a similar process for current Marymount students who are just starting to think about the impact they hope to have on the world. For those considering a non-profit career, she suggests volunteering at a nonprofit to get a deeper understanding of the work behind the scenes, and also trying to find out “what sparks your interest most.”

Editors’ Note: We at Marymount are excited to track Estelle's inspiring path as she moves forward and continues to make a positive impact in the Los Angeles community.

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Annual Alumnae Career Forum L to R: Maria Blasucci '04, Briana Lane '03, Anastasia Ali-Noble '01 and Caroline Garity '08

T

his past February, over one-fourth of our Sailors attended an informative morning of panel sessions hosted by inspiring alumnae from twelve different industries as a part of our Annual Alumnae Career Forum. This day provided an opportunity for our girls to connect with and learn from 35 Sailor Sisters who have built diverse and impressive careers in their respective industries. In small-group breakout sessions, our alumnae discussed their personal career paths, the moments of realization that led them to where they are today, the importance of the internships that helped pave their careers, and the advice that they found particularly helpful along the way. In turn, they imparted their own words of wisdom on our Sailors, all of whom came away with added confidence and knowledge about the vast array of opportunities that lie ahead.

Thank you to our extremely talented Alumnae who participated in this important event. If you would like to participate in next year’s Alumnae Career Forum, please contact the Alumnae Office at alumnae@mhs-la.org.

L to R: Christina Overland Monaghan '91 and Cristina Quesada Richards '95

L to R: Kathleen Messenger Ostrom '95, Carolyn Alexander '92 and Meggie Woods '00

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L to R: Jennifer Zehenni '02 and Maire O'Keefe Byrne '91

Alumnae Career Forum Panelist

Alumnae Voices “The best part of my job is the challenge. Every day, I encounter new situations where I don’t know what to do and I have to figure it out.

My priorities change, my schedule changes, and I love that!”

Cristina Quesada Richards '95 Adoption Social Worker with the Department of Children and Family Services (DCFS)

2017 BREAKOUT SESSIONS:

Education Engineering

“My advice would be to seek out lots of opportunities to intern or shadow in your field of interest so you can get a sense of all the different possibilities and see what fits, as well as find out who the people are who are doing those jobs. Once you take on those opportunities, you can make connections with people who can mentor you later on down the road.”

Entertainment Fashion Law Marketing

Kathleen Messenger Ostrom '95

Media

Assistant Professor of Clinical Pediatrics Division of Hospital Medicine at Children’s Hospital Los Angeles

Medicine Restaurants

“You might not realize it now, but it's so amazing to be surrounded by women who are all special in their own ways, especially because the entertainment business is surrounded by men. Marymount teaches you to speak up for yourself, and I know I learned to not be embarrassed to share my opinions. Here, you’re learning how to make your voice heard, and to stand up for what you believe in.”

Sales / Advertising

Social Services / Therapy

Writing

Katrina Escudero '08 Books-to-Film Agent at United Talent Agency

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•

•

Alumnae & Les Anges

•

Events LEGACY TEA (this page)

On Wednesday, September 28th, Marymount celebrated the Mass of the Holy Spirit. We were honored by the presence of several alumnae legacies, who are mothers, aunts and grandmothers of our current students. Following Mass, our multi-generational Marymount families enjoyed tea in the Front Parlor.

HOME FOR THE HOLIDAYS (next page) On Saturday, December 3rd, we welcomed 102 alumnae, Les Anges, and their family members and friends to campus for our annual Home for the Holidays Mass and Brunch. We were thrilled to have alumnae representing classes ranging from 1954 to 2008. Thank you to everyone who attended!

Marymount Alumnae Legacies L to R: Mary Cooper '20, Jennifer Given Cooper '89, Rachel Dunlap Capata '91 and Cassidy Capata '19

L to R: Donna Viault Eastman '59 and Jordyn Netter '20 L to R: Betsy Brady '19 and Margaret Smith Brady '89

L to R: Piper Ackerman '20 and Kellie Logsdon '88

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L to R: Karen Warren Hurley '59 and Jill Buffano Petty '59

L to R: Candice Pestano Witek '96 and her children Treana, Gabriel and Vivienne

L to R: Patricia Costello Humphreys '54, Katherine Wadden '66, Pam Wise, Chris Costello '66 and Carol Champagne

R to L: Sabrina Gauss ‘97 and her daughter Evelyn

L to R Back row: Class of 2008 Charity Watts, Megan Percell, Katie Zacuto, Julie Nunn, Carly Zieminski, Katey Berman, Paige Clancy, and Semone Kessler; Front row: Mariana Aguilar, Elaine Quintiliani, Mallory McDonald and Diana Leon

LES ANGES MASS AND TAILGATE RECEPTION We were pleased to welcome parents of alumnae to campus on Sunday, November 13th for Mass followed by a tailgate-themed reception. Guests reconnected with fellow alumnae parents while enjoying Sunday football and delicious food prepared by Dearmore's BBQ.

L to R: John and Connie Rosso, Lyn and Brian Harris, Sue and Bill Roen

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L to R: Denise DeSantis and Dana Garity

COLLEGE-AGE ALUMNAE GATHERING On Wednesday, January 4th, we were thrilled to welcome 30 young alumnae back to campus. Our college-age alumnae had a great time visiting with each other, their former teachers, and current students.

L to R: Class of 2016 Kate Wegleitner, Sarah Burgess, Mychae'l Green, Clare Burgess, Kaitlyn Greta, Alexa Osime, Evie Antholis and Head of School Jacqueline Landry

L to R: Class of 2016 Olivia Lipari, Sophie Regan, Olivia Bowman, Clare Burgess, Kaitlyn Greta and History teacher Justin Baker

L to R: Class of 2015 Irene Kim, Shae Decker-Jacoby, Anna Whittell, Kaitlyn Decker-Jacoby, and English teacher Heather Bayle

ALUMNAE EASTER EGGSTRAVAGANZA On Sunday, March 19th, over 200 alumnae, Les Anges, and their families came to campus for our annual festive Easter-themed event.

This day included a moon bounce, cookie decorating, egg dying, face painting, a magic show, and an egg hunt. A special thank you to Cynthia Ogle '78 for consistently playing such a special role.

Carly Memsic Hackbarth '02 and son Jett

L to R: Lisa Geller Hunzeker '95, Cristina Quesada Richards '95, Laurie Miller Sacks '95 and Perry Hull DeRosa '95 and their children

On the hunt for Easter Eggs!

LEAN IN TOGETHER ALUMNAE NETWORKING EVENT On Thursday, March 23rd, alumnae from Marymount, The Archer School For Girls, Marlborough School and Westridge School for Girls came together for our firstever #LeanInTogether Alumnae Networking event at the Culver Hotel in Culver City, CA.

L to R: Alexis Sherman '04, Katrina Bisetti '99 and Katie Low Anderson '00

L to R: Devon Prewitt Law '01, Carrie Tannenbaum '01, Megan Tannenbaum '01 and Aline Khatchadourian '01

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CLASS NOTES

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CLASS NOTES

'40

Alumnae: Send Us Your Notes!

Our community wants to hear from you! Send us your class notes or photos electronically in a .jpg format to alumnae@mhs-la.org. If you are submitting photos, please make sure that the resolution is high enough for print publication – preferably 300 DPI. Your classmates can’t wait to see what you have been up to!

L to R: Elaine Spearman '40, Chrissie Maier '40, Betty Morton '40, Patricia Holleran '41, Gretta Doyle '41, Margaret Foley '40

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CLASS NOTES

1950s

1980s

Christine Ver Halen Simon '58 writes, “The

Monica Conroy Bodell '80 writes, “Several

years are flying by and we now have 4 grandchildren in college: University of St. Thomas in St. Paul, MN, Loyola Marymount University, Los Angeles, CA, College of Mines, Denver, CO and University of Washington, Seattle, WA! We, the grandparents, took them all to college and what a fun experience that was for us! I highly recommend other grandparents do it...we have one granddaughter left who graduates next year. We’re not sure where she will be going, but we make it a fun trip stopping at many different sites of their choice.”

members of our class gathered in November at the home of Marie and Henry Workman in honor and memory of Marie, mother to Sally Workman '80. She was a huge part of our lives during our years at Marymount and following.”

1960s Karen MacKenzie Erickson '62 writes, “To my

dear Class of 1962, I just received the card about our 55-year reunion. I remember you all with fond memories! My husband Glenn and our two little dogs moved closer to family in Oregon. I will be with you all in spirit and will frame the card with our Class of 1962 photo.”

1970s Patricia Egan Daehnke '77 and managing

partner Margaret P. Stevens were proud sponsors of the California Women Lawyers 42nd Annual Dinner and Silent Auction, “Inspire, Inform, Illuminate.” Held in San Diego during the State Bar of California’s 89th Annual Meeting, University of California President Janet Napolitano was the Keynote Speaker.

Cynthia Ogle '78 has been an elementary

school teacher for the past 20 years. She is currently the Reading Specialist at Corpus Christi School in Pacific Palisades, CA. Cynthia has just written her first children’s book titled, Flower Feelings, and is dedicated to the teaching of social-emotional well-being for children. She says, “During the summers I swim a mile every day in the ocean and train for open-water competitions. I even swim the Alcatraz Challenge every year! I would love to hear from any of the Marymount alumnae.

Since I am not on Facebook, please connect with the Marymount Alumnae Office for my contact information.”

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Ann Janes '87 shares, “My husband, Steven

Gentry and I welcomed Hannah JoAnn Gentry born on September 19, 2016. My sister, Meg Janes '83, is a very proud aunt. Hannah is doing great now at six months.”

1990s Proud Marymount alumna and employee of six years, Katy Close Roberts '96 and her husband P.R. welcomed twins Mabel Grace and Kevin John Gray to the world on March 9, 2017. They report that though sleep deprived, they are enjoying their incredible new adventure and are over the moon in love with their adorable baby girl and boy. Mabel and Kevin join their 1.5-year-old twin canine brother and sister Sport and Willow in making for a busy household and happy life. Katy writes, "Thank goodness we are blessed with an amazing mom and other family and friends to help us enjoy the beautiful chaos!"

2000s Emily Pellin Kleiner '02 married Nicholas

Kleiner in Sonoma, California on October 10, 2016. Emily and Nick live in Kailua, Hawaii where she is an Events Director at Pacific Business News and he is a Sonar Technician for the US Navy, on board the USS Bremerton. In attendance were Marymount alumnae Amy Schlumberger Siegel '02, Brittnay Royce '02 and Katie Perez '02.

Bridget Bartholomew '05 shares, “I recently

moved back to Los Angeles and am the Senior Director of Trunk Club, the men's and women's personal styling service owned by Nordstrom.”

Bridget has been with Trunk Club for the past five years and was one of the first twenty employees at their headquarters in Chicago. She continues, “For the past three years, I have been in Dallas helping with the company's expansion efforts across the U.S. and am excited to be back in LA.”

Erinn Elliott Younker '06 married Scott

Younker at the Jonathan Club on November 12, 2016. Marymount bridesmaids in the wedding party were: Sydney Maners '12, Bailey McAndrews '05, Shannon Elliott '09, Katherine Elliott '12, Joselyn Alvarado '09, Savannah Stasher '06, Stephanie Locher '06 '06, Celina Kirchner '06, Cassie Hoppock Layton '06, Shauna Woods '06, Isabel Cole Delaney '06, Maureen Bannon '06, Winta Stefanos '06, Connolly Smith '06 and Sacha Irwin '06.

2010s Raika Dacquel Clark '10 shares, “My

husband John and I are serving in the United States Air Force. Stationed in Oklahoma, he is working as an Instructor Pilot and I am a Logistics Readiness Officer. Our son, Aiden Robert Clark, came into the world on October 19, 2016.

He weighed 8.6 lbs and was 20.5 inches long. After three long weeks in the NICU, he is the happiest and healthiest little boy, bringing joy to our lives every day.

Melia Grasska '12 was chosen as the student

speaker at UCLA’s commencement ceremony celebrating the entire University’s graduating Class of 2016. She spoke in front of 12,000 people at Pauley Pavilion!

Ijeoma Oti '14 was selected by The

Congressional Black Caucus Foundation (CBCF) Leadership Institute for the 2017 CBCF Emerging Leaders: Japan Exchange Program KAKEHASHI Project. Through this initiative, the CBCF, the Embassy of Japan, and the Japanese International Cultural Center (JICC) aim to increase African-American interest in and exposure to the culture of Japan, thereby expanding opportunities for African Americans in an era of increasing globalization. The project will take place in and around Tokyo, Japan over eight days. The program will include site visits to cultural and historical landmarks, lectures on U.S. - Japan relations, visits to high tech/traditional industries, and an overnight visit with a Japanese family.

CLASS NOTES

1950s 1

1. In loving memory of Delphine Viault Haze '56 2. Patricia Egan Daehnke '77 and Margaret P. Stevens 3. Members of the class of 1980 gathered in memory of classmate Sally's mother Marie Workman. L to R: Jamie Nugent '80, Kimberly Olsen Plunkett '80, Maggie Melanson Molinare '80, Lynne Krajewski Grande '80, Mollie Shea Dietsch '80, Christine Peter '80, Lauren Nicholson '80, Teresa Gutierrez Calahan '80. Seated: Sally Workman '80 and Monica Conroy Bodell '80 4. Ann Janes '87 and husband Steve Gentry welcomed daughter Hannah JoAnn Gentry on 9/19/2016

1970-80s

2

3

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CLASS NOTES

1990s 5

2000s

6 7

8

9

5. Katy Close Roberts ‘96 and husband P.R. welcomed twins Mabel Grace and Kevin John Gray on 3/9/17. Their canine brother and sister, Sport and Willow, are over the moon.

6. Erinn Elliott Younker '06 and bridesmaids Sydney Maners '12, Bailey McAndrews '05, Shannon Elliott '09, Katherine Elliott '12, Joselyn Alvarado '09, Savannah Stasher '06, Stephanie Locher '06, Celina Kirchner '06, Cassie Hoppock Layton '06, Shauna Woods '06, Isabel Cole Delaney '06, Maureen Bannon '06, Winta Stefanos '06, Connolly Smith '06 and Sacha Irwin '06.

7. Emily Pellin Kleiner '02 and husband Nicholas Kleiner 8. Raika Dacquel Clark '10 and husband John welcomed son Aiden Robert Clark on 10/19/16 9. Melia Grasska '12 spoke in front of 12,000 people as the student speaker at UCLA’s 2016 Commencement Ceremony

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THE MARYMOUNT MAGAZINE | SPRING 2017

CLASS NOTES

Marriages

Births

Emily Pellin Kleiner '02 married Nicholas Kleiner (10/10/16)

Aiden Robert to Raika Dacquel Clark '10 and her husband, John (10/19/16)

Erinn Elliott Younker '06 married Scott Younker (11/12/16)

Hannah JoAnn to Ann Janes '87 and her husband, Steven (09/09/16) John Thorston to Erica Duke Forsyth '04 and her husband, Edward (04/04/17) Matias James to Gennea Squire de Torres '02 and her husband, Francisco (12/24/16) Mabel Grace and Kevin John Gray to Katy Close Roberts '96 and her husband, P.R. (03/09/17) Reese Thea to Alisa Wolfson Rodman '02 and her husband, Matt (04/06/17)

In Memoriam Jerry Anches, grandfather of Samantha Honey '20 (11/19/16)

Maggie O'Malley Luck '74 (10/27/2016)

James Bathker, father of Kimberly Bathker '02, Karen Bathker '04, Laurie Bathker '09 (02/19/17)

Jean Miller, grandmother of Isabel Lund '18 (12/11/16) Audrey Dempsey Mingl '38 (10/13/16)

Raul Berge, father of Lilly Brodie-Berge '19 (04/06/17) Marilyn Burdge, grandmother of Emily Peterson Hooks '02 and Greer Tallant '02 (03/21/17)

Nancy Sullivan Mortensen, mother of Anne Mortensen Allegrette '87 and grandmother of Gracie Allegrette '18 (12/30/16) Kathleen Brigid "Brigie" O'Brien '64, sister of Mavourneen O'Brien '51

Chantal Burnison '67, mother of Birka Burnison '08 (01/17)

(07/02/2016)

Patrick Germon Sr., father of Jeannine Germon Huffman-Howard '91 (12/04/16)

Shellie Schmitt, mother of Jacqueline Schmitt '05 and Jessica Schmitt (02/27/16)

Jay Gould IV, brother of Gloria Gould Gunter '74 (10/14/16)

Roger Sullivan, father of Carolyn Sullivan '88, Mary Sullivan Gallivan '86, Maureen Sullivan '84, Theresa Sullivan Harris '83 and Kathleen Sullivan McLaughlin '81 (11/29/16)

Eleanor Hatton, grandmother of Jessica Turkmany '13 and Jillian Turkmany '16 (12/16) Delphine Viault Haze '56, mother of Cameron Booth Pulone '83 and sister of Donna Viault Eastman '59, Clara Viault Nelsen '62 and Victoria Viault Howell '64 (07/16/16)

Beverly Vieau, mother of Jan Vieau Salvaryn '68 and grandmother of Mandy Salvaryn '97, Deanna Salvaryn '99 and Lauren Salvaryn '07 (01/28/17) Karen Hokanson Walker '57 (04/05/17)

Arthur Hiller, grandfather of Kellen Carpenter '18 (08/16/16)

Mary McCarey Washburn '44 (04/14/2014)

Gwen Hiller, grandmother of Kellen Carpenter '18 (06/24/16)

Susan Wiser, mother of Elizabeth Wiser Terrell '85 and Jennifer Wiser Minchin '85 (12/16)

Bridgette Kirsch Kahn '58, sister of Barbara Kirsch Savant '50 (01/26/17)

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Every effort has been made to ensure the accuracy of this publication. If we have made an error or if you would like additional copies of this magazine, please contact the Marketing & Communications Office at communications@mhs-la.org.

Thank you to all the contributors to this publication, including: Photography: Belle n' Beau Photography Kambria Fischer Stephanie Guerami Melissa Kobe Photography Sr. Margaret McKenna, RSHM

Design & Printing:

Student Contributors: Dawn Regan Michol Roberts '02 Genna Whittell '17 Maggie Williams

Mary Cooper '20 Kate Donenfeld '18 Alejandra DuBose '18 Gabriela Holian '20

Isabella Kimbrough '20 Elle Lavin '18 Alessandra Lim '18 Olivia Scott '17

Designed by Marymount High School Printing by Southern California Graphics

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