footsteps SPRING/SUMMER 2016
Our Mission At Marin Primary & Middle School we make education meaningful, while encouraging pride in self, respect for others, and enthusiasm for learning. we treasure childhood.
We honor and enjoy children’s natural curiosity, competence, and exuberance.
we teach to reach children.
Using teams of teachers and educational methods tailored to how children learn best, we connect with our students, build trusting relationships, and make learning relevant, memorable, and fun. we teach children to reach.
Asking not “how smart is the child” but “how is the child smart,” we guide our students to see their full potential, and we equip them to pursue it with passion and purpose.
we inspire children to make a difference.
We value academic excellence, personal integrity, and community action and encourage our students to become informed, engaged, and ethical global citizens.
c letter 4
Julie’s Letter
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around campus 6
School Happenings
10
Have you Met?
features 12
Design Thinking
16
The Art of Making
Mistakes 18
A Second Home
20
The Importance of
Drama 22
Congratulations to
the Class of 2016
24
Parents Association
Update
alumni 26
From Student to
Teacher 27
Alumni Update
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It is a pleasure for me to send this edition of Footsteps to you as we reach the end of our school’s 40th year and celebrate the growth and accomplishments of our students. You will find photos and stories about school events, along with articles by our specialist teachers that highlight the depth and importance of the programs they lead.
The integration of core academic and specialist programs is an important part of our educational philosophy, and
program and its profound impact on our graduates. On campus, this time of year often includes visits from
it contributes to the development of our students as
former students. Just as I began writing this letter, the
creative and critical thinkers who are prepared to further
three Schlager siblings paid a surprise visit, stopping by
their educational lives and meet the challenges of the
my office with updates on their post-MP&MS lives. Emma
larger world when they leave MP&MS.
(who just completed her first year at Emory University),
Filled with highlights from the past year, this issue
Sam (a recent Emory grad, heading to medical school
provides glimpses of the annual Art Show, reflecting
in another year) and Noah (off to begin Yale’s graduate
the impact of art teachers Paul and Margot as they
program in Forestry and Environmental Studies) spoke of
inspire students to let mistakes become springboards
the significant impact MP&MS had on their development
to greater creativity (The Art of Making Mistakes). The
and expressed great appreciation of the chance to visit
design thinking process in fifth grade, as described by
and connect with their former teachers. This is exactly
Ferenc (Design Thinking), resulted in the creation of
what Steve and Donna speak to when describing the
a new scheduling board outside my office. Charlie’s
qualities we see in our graduates (A Second Home),
reflections on the drama program (The Importance of
who are well prepared for the challenges of high school,
Drama) were showcased this year in spectacular primary
know how to advocate for themselves as learners, and
and middle school productions, and the extraordinary
demonstrate empathy in interactions with others.
eighth grade presentation of Moliere’s The Imaginary
As MP&MS heads into its 41st year, the sounds of
Invalid. From physical education, library and technology,
construction will again return to campus over the summer
and the garden, to music, art, drama, and projects lab,
as the new science center takes shape (completion early
the specialist programs at MP&MS engage and inspire our
November) and new restrooms are created in the middle
students as they discover and develop their strengths,
school (completed in late summer). We’re excited about
talents, and passions.
the growth in so many areas of the school and look
Late spring often brings the chance to reconnect with alumni and their parents. At the annual JamFest, many of our eighth grade musicians (and a few even younger ones) shared the stage with very accomplished alumni performers celebrating the deep roots of our music
forward to sharing more news with you as our new middle school program launches in the fall.
school happenings on and around campus
Colegio Williams Partnership
Grandparents and Special Friends Day
MP&MS students develop an understanding of their
The special bond shared between grandchildren and
role in the larger global community through interactive
their grandparents and special friends is a marvel. Our
experiences designed to immerse them in other cultures.
annual Grandparents and Special Friends Day on April 25
Our second and fourth grade students use postal and
celebrated this connection by featuring a light breakfast, a
electronic methods to communicate with their penpals
warm welcome by Head of School Julie Elam, a sensational
at the Colegio Williams de Cuernavaca in Mexico. MP&MS
slideshow depicting highlights of our curriculum and
staff were involved in the exchange as well — teachers
culture, musical and dramatic performances by primary
Peter Eldredge, Nora Bailetti, Silvia Vasquez, and Meike
and middle school students, and individual classroom
Wanberg travelled to the Williams School in the fall. They
visits. Grandparents and special friends had the chance
taught a week-long unit highlighting some of the history
to observe students reading, solving math problems,
and culture of American Indian nations. The spring visit of
practicing Spanish, and delivering special presentations.
a group of teachers from the Williams School to MP&MS
This wonderful tradition allows grandparents and special
was one of the year’s highlights. They spent the week with
friends to experience first-hand a day in the life of their
our second and fourth grade students teaching Mexican
beloved MP&MS students.
geography, culture, and Spanish language through a unit that compared and contrasted Mexican and U.S. folktales. We also had three students from the Williams School in our classes for the duration of the project. The culminating performance gave the whole school a chance to learn from the shared experience.
African Extravaganza
International Day
On May 13, third graders celebrated the culmination of an
What do you get when you combine the celebration of
extensive unit on Africa, which integrated music, art, social
cultures from around the world with honoring our beautiful
studies, technology, language arts, and science. After an
blue planet? International Earth Day! To prepare for the
introduction to the diversity of Africa through literature,
April 22 celebration, classrooms chose a country of interest
geography and videos, students proposed a topic of study
and focused on topics such as geography, climate, food,
and made use of library resources and online resources
language, and traditions. Each class also created a special
to practice and develop new research skills. Then they
presentation to share with the community. The week
crafted presentations using a variety of media to share
leading up to International Earth Day was filled with lively
what they learned. The students also worked with Paul to
lunchtime activities, including writing “green” wishes for our
create a book and with Jason to learn African drumming
planet and a dance party, where students boogied to songs
and songs from Nigeria. Their tireless work came together
from around the world. The day of the big event, the local
in a delightful African Extravaganza, where third grade
weather report looked dismal but the stormy weather didn’t
families were welcomed for a spectacular celebration
dampen the spirits of excited students who beelined to the
featuring informative presentations, music, dance, and
MPR and performed lively songs, dances, poetry, plays, and
performances.
shared country facts. Afterward, everyone indulged in an international buffet that included blueberry crepes from Canada, green papaya salad from Thailand, and Jamaican jerk chicken. This event continues to be a community favorite, and we are already brainstorming exciting ideas for next year’s International Earth Day celebration.
school happenings on and around campus
Hamilton Wetlands
Seventh Grade Medieval Studies
MP&MS families made a difference at the first annual
The seventh grade’s annual unit on Medieval Times featured
Hamilton Wetland Community Service Day! This event
integrated projects incorporating social studies and math.
was a great success and the students had a wonderful
Students created a medieval town, wrote and produced skits
time. Not only did the group help remove invasive Russian
to teach other grades about the era, and explored the study
Tumbleweed and pick up trash along the wetlands,
of castles, visiting Castello di Amorosa in Calistoga. As part
they also learned about the ongoing Hamilton Wetland
of this unit, seventh graders also used their math proficiency
Restoration Project, how to grow native pickleweed, and
to build a castle to scale, produce scale drawings, and make
how to reintroduce plants to the restored wetlands. The
a 3D printed item for their castle. As a perennial favorite, they
group actually got to taste the pickleweed and liked it!
also constructed catapults, which were required to shoot an
They marveled at the different types of trash that were
object of choice fifteen feet or farther. In prior years, these
collected while comparing their finds at the end of the day.
catapults or trebuchets were small, but last year they began
They even got to share stories of different animal bones
growing larger. Students had great fun while learning real life
found during the cleanup efforts. Participants learned
application of important problem-solving skills. As always, this
about different ways to keep trash out of the Bay, and the
collaborative project was one of the seventh graders’ most
Restoration Project staff was very grateful for the help.
unforgettable endeavors!
This project was an inspiring example of community action and global citizenship.
JamFest
Art Show
Current students and alumni took the stage once again to
Art teachers Paul Maes and Margot Koch worked tirelessly
perform at JamFest, a favorite MP&MS annual event. Gifted
to curate the MP&MS annual art show, which beautifully
musicians — from singers and bassists to guitarists and
reflected the wide variety of artistic expression and
drummers — gathered at Sweetwater Music Hall for a fun-
resources available to students through the art program.
filled evening of musical performances for all ages. The event
Paintings, drawings, clay sculptures, and more were on
drew close to 100 guests, who enjoyed dinner while being
display in the primary school building for all to see and
entertained by student and alumni musicians in group and
enjoy. Many of these projects illustrated the integration
solo performances. The lineup this year featured performers
of the arts in academic life at MP&MS. Fifth graders
Anna Albinson, Bea Battelle, Shawn Bolker, Liam Calder,
learned about René Magritte and Surrealism, while the
Natasha Chandra, Cassidy Fragakis, Jonah Glasser, Morgan
kindergarten and seventh grade created large-scale self-
Glasser, Jake Holtzman, Zoe Holtzman, Jeremy Kaplan, Addi
portraits. The variation and depth was stunning, and the
Kuth, Blaze Maier, Erika Mott, Kendra Pollock, Jackson Powell,
students took pride in seeing their finished work on display
Lucille Rieke, Alex Rusbarsky, Miya Schiltz, Cole Schneider, Miles Schon, Marco Tonda, Sophie West, Noah Whitaker, and Sadie Wray.
have you met? The MP&MS finance office
From left to right: Sarah Westmoreland, Carmen Crockett, and David Brown David Brown, Director of Finance and Operations
recognizing the importance of financial controls is
David is responsible for oversight of all non-classroom
something I appreciate. The product is the kids, and that’s
operations, including internal systems and financial
of real value. I used to have a corner office overlooking the
controls; our risk management program; revenue and
Bay; I looked out over the cruise ships near Fisherman’s
expense processes; financial and operational reporting; HR;
Wharf. But I like having an office across from first grade –
budget planning and control; facilities; annual audit; and
it’s much more entertaining! The funniest thing is when the
numerous other responsibilities.
kids try to guess how old their teachers are.
Q: How long have you been at MP&MS and what do you
Q: What did you do before you came to MP&MS?
enjoy about this job?
A: I was in the investment business on the buy side of
A: Almost seven years. Working in education and
Wall Street for many years. I’ve also been the CFO of a
leadership development company, and I was controller
four years, and now I’m on the Board. We perform three
for a mid-sized university. I like to write; I’ve published
times a year. We just did a piece called Missa Criolla at
a newsletter for book collectors and I’ve also done
First Presbyterian Church in Vallejo.
technical financial writing for businesses. I like to think that I do numbers and words with equal aplomb.
Carmen Crockett, Finance Associate Carmen is responsible for full cycle accounts payable
Q: Any other fun facts you want to share?
and accounts receivable; bookkeeping for the Parent
A: I’m a big fan of the Giants, the Sharks and the
Association account; and multiple other tasks that fall
Warriors. Iguodala is probably my favorite player. I
under the business office, finance, HR and operations.
grew up in Missouri and went to Bowling Green State University. I have a great idea for a book I’d like to write.
Q: How long have you been at MP&MS and what do you
I think I’m really funny, but my daughter would probably
enjoy about this job?
offer a dissenting viewpoint on that.
A: Four years. I came here in April 2012. This job is a dream come true. I love the people. I love hearing
Sarah Westmoreland, Accounts Manager
the kids in the MPR singing when I’m in my office. My
Sarah oversees and processes payroll, tuition, employee
office window has one-way glass, so the kids see their
benefits, other HR, bookkeeping and accounting. In the
reflection when they walk by. They’ll fix their hair or
summer, Sarah focuses on preparing for the annual audit
watch themselves do dance moves right in front of me. I
of the school’s financial records, policies and procedures.
love it!
Q: How long have you been at MP&MS and what do you
Q: What did kind of work did you do before this?
enjoy about this job?
A: Most of my jobs were business oriented, and I
A: It will be ten years in August. I’ve always had
always found a way into positions of accounting clerk
positions in bookkeeping, and I really like the people
or accounting assistant before going back to school to
I work with now, especially being part of a close-knit
get my B.S. in business with a minor in accounting (at
community with a lot of longevity. Working across from
Cal State Hayward in 2000). I took three years off work
first grade is hilarious. One of the funniest things I’ve
while I was going to school full-time. I think the job of
ever heard is Jennifer teaching the students Pig Latin.
stay at home mom is the hardest.
Q: Tell us about your family.
Q: What’s your favorite hobby?
A: I grew up in San Rafael, but my family is originally
A: Dancing! I’m currently taking adult hip hop and my
from England. They still live here, and all my nieces and
daughter is the teacher. We have a recital coming up
nephews are in the area too. It’s fun spending time with
June 4 and 5. I love to dance – it’s my favorite thing to
them. I just saw my oldest niece’s first piano recital –
do. We’ll have our own little dance parties at home. You
she’s 7. I also have two kitties, Mina and Penny. That’s
never know when the music will be turned on.
short for Wilhelmina and Penelope. Q: How do you spend time with your family? Q: What are your hobbies?
A: We have a favorite tree at Tilden Park in Berkeley.
A: I like gardening. I studied English and American
We’ve named the tree. We’ll just go and have a picnic;
Literature at UC Santa Cruz and I love to read.
nothing fancy, just a blanket from the truck; we climb
My favorite novel is Poisonwood Bible by Barbara
the tree, hang from it, play catch. Even though my kids
Kingsolver. Choral singing is my main hobby and creative
are older (Ashley is 25 and Jeremy is 18), they still look
expression. I’ve been with the Vallejo Choral Society for
forward to it. Actually, it’s time to go to the tree!
design thinking! by Ference Dobroyni
What is Design Thinking? Ask any
the ability to make connections with
grade students are grouped into
fifth grader and they’ll tell you, simply,
others. “You’re sad, sometimes I get
a small pod of 3-4 designers. The
“A way to solve problems.” The more
sad, too. Tell me why you’re sad. What
pods choose a name and set out
in-depth response would be that
makes you happy? How might I help
to interview a staff member, also
design thinking is a model for idea
you feel better?”
known as their “end user.” During
creation and refinement that works toward bettering a specific need.
In the classic model, lone inventors
the conversation, students look for
built creations they thought might
several needs the end user might
change the world. But for every light
have. The pods then discuss and
researchers studied the differences
bulb, there are thousands of forgotten
decide which need they will pursue.
between the way scientists and
inventions that failed to find an
designers looked for solutions. The
audience.
Design thinking emerged as
Stanford Design School began to
Through design thinking, groups
Ideation follows, with the pods coming up with as many solutions as possible, building on individual
teach the method in 2005, and the
create multiple solutions for any
ideas, then collaborating to see which
concept has moved everywhere from
given problem. An invention or
possibilities seem the most realistic
big business to kindergarten classes
innovation based on an existing idea
and best suited to their end user.
As designers, our goal is to solve
may not change the world, but it can
The next step is research, using
problems by understanding what
significantly help better one person’s
the many resources available: our
an “end user” actually needs rather
life. Given the nature of our shared
library and librarians, online tools,
than what we think they want. This
information world the solution, with
and interviews with experts in
is achieved through interviews,
tweaks, may immediately help people
the field. As each pod’s ideas and
observation, testing and setting
with similar needs.
research converge, only then does a
aside personal judgment. In light of
In our continuing effort to keep
concrete concept of a solution begin
these elements, building empathy
students creatively engaged and
is at the core of design thinking. A
socially aware, the fifth grade Projects
young student will offer a solution
Lab program was replaced with a
requiring the pods to build, observe,
based on his or her own experience:
design thinking arc this school year.
refine and improve their product
“You’re sad? When I’m sad, I think
The new curriculum builds on tool
three times. Iterations can be
about horses, maybe you should
and design skills acquired during JK
frustrating, as we all hope our first
think about horses.” But if you don’t
— fourth grade Projects Lab classes,
attempt is the best; but this is rarely,
like horses, this is no solution at all.
adding social and emotional learning
if ever, the case. The first iteration
With empathy, young students can
elements for robust personal growth.
may be built from cardboard and
develop a capacity for understanding another’s experience, expanding their emotional palette, and cultivating
to form. A cycle of iterations follows,
duct tape; the final product should The Fifth Grade Deign Thinking Arc After writing a resumé, fifth
be beautiful, finely finished and personalized for the end user. A reveal
party culminates the arc; pods give a
each pod has license to determine
admitted students. Shifting the focus,
presentation and gift their solution to
its own path, I was sent looking far
they hoped to remind Jennifer Lee-
the end users.
and wide for resources beyond what
Maes that, while part of her job is
is usually available in the Projects
extremely difficult, she also makes
A Deeper Understanding of the
Lab. As a result, the final projects are
many people extraordinarily happy.
Design Thinking Process
widely varied and as unique as each
The initial interview is crucial to the
end user.
process, as students are asked to be
As we look at the final products,
Showing great maturity, students also recognized failures in their own pod structure and
mindful of every detail that comes
could the SEFT pod have guessed
interpersonal relationships. Learning
up, and to be aware of unknown
they would need to become experts
to acknowledge and work through
surroundings for clues to the
on skunk nesting behavior, interview
difficulties within a peer group
personality of the end user. (Attention
a doctor at Wildcare, and work with
may be the greatest realization and
to detail led to the inclusion of a mint
facilities manager Dave Munson to
opportunity for growth that comes
dispenser on the MHO pod’s time
explore the depths of the buildings?
out of the design thinking arc.
management solution for head Julie
Did the SHARK Solutions Group have
Elam, and photos of development
any idea they would need to learn
Social Emotional Learning and
director Yukiko Meadows’ children
how to make animated GIFs as a
STEAM
on her organization board.) By
solution for communications manager
Design thinking has been a natural
interviewing someone they do not
Elizabeth von Buedingen’s quest to
fit for MP&MS as it supports so many
know well, such as a teacher or
be informed about school events?
of our educational and social and
parent, a distance of familiarity must
End user Ashley Ensign’s need proved
emotional learning goals. Social
be bridged and also respected.
too large for the TDC pod to build
emotional learning (SEL) calls for
in a reasonable time, so they crafted
the development of self-awareness,
to conclusions immediately, as the
an architectural scale model using
responsible decision making,
students often offer solutions during
foam core, then pushed their building
relationship skills, social awareness
the interview! But their enthusiasm
further by learning to use SketchUp
and self management. Young
is only amplified through divergent
CAD software to create a virtual 3D
designers are asked to understand
thinking, as they are asked not to
model demonstrating what their
that their ideas will not always be
come up with two or three solutions,
cabinetry would look like.
chosen, to collaborate and support
Of course, a young mind will jump
but 20 or more, and it’s often the
each other, to think of needs beyond
wildest ideas that lead to the most
The Significance of Failure
their own, for others and for the
creative projects.
Understanding and using failure as a
world. STEAM education goals are
developmental tool is crucial to design
fully addressed as students are asked
the traditional heart of the Projects
thinking. Failure is an opportunity to
to conceptualize, innovate, build scale
Lab, as students use the wide array
learn how to overcome obstacles, to
models, test, document, improve and
of hand and power tools on familiar
build grit and determination. Every
make beautiful projects.
(wood!) or any raw materials they
pod faced some form of failure, and
ask for. They must draw and measure
they all learned to acknowledge and
from our first year teaching design
plans before they begin, use recycled
work around it. The AJS group took
thinking, we will look for failures
materials when possible, and create
on the difficult task of understanding
and apply the methods to make
models before beginning to build.
our admission assistant’s great
improvements wherever possible. In
Perhaps the two most exciting
The iteration cycle is nearest to
As we review and assess the results
sadness at having to turn away
fact, our course offering in itself has
developments during the course of
potential students. Unable to find
followed the design thinking method;
the arc are the broad divergence
a solution for such a complicated
the need defined as the promotion of
between original idea and final
emotional dilemma, the pod
student growth and the development
solution, and the creative freedom
redirected their solution to generate
of empathy has been met through
that emerges from having no right
positivity by creating a collage with
innovation, collaboration and
or wrong answer to a given need. As
pictures and messages from newly
determination.
the art of making mistakes Margot Koch, MP&MS art teacher, explains why mistakes are an important part of the artistic process and a source of beauty Every year we walk into our
striving to eliminate or “fix” mistakes
reminds us that limits can “yield
classrooms and find not only
can stand in the way of developing
intensity.” He also quotes Wendell
new students, but ourselves as
a healthy curiosity and more
Berry saying, “The mind that is not
new teachers. There are so many
sophisticated methods for exploring
baffled is not employed. The impeded
discoveries to be made: What is it we
regions of the unknown. Emphasizing
stream is the one that sings.”
want to teach? What is it students
perspectives other than “perfect” in
need to learn? And how do we bring
art may be of increasing importance in
or “mistake” as a source of beauty
those two things together? Endless
the growth of our students as whole,
requires a shift in perception that in
possibilities.
balanced and productive beings.
itself may begin to feel something like
Amidst all these inquiries, one
In Zen there is a saying: To keep a
To recognize the impediment,
freedom — or the “larger pasture.”
subject to which art teachers seem to
horse happy (or a cow, depending on
From this point of view one begins to
return again and again is that of the
what text you read) you must give it
see all sorts of things in new ways. An
“mistake.”
a large pasture. That doesn’t mean no
unintentional mark on the paper may
limits — no fences at all; the enclosure
turn into a leaf blowing in the wind,
techniques, composition and the
Beyond explanations of materials,
or limits should be wide enough to
or a UFO hovering on the horizon.
history and methods of other artists,
still allow the horse (or student) to
A muddied color may become a
we often focus on an agenda that may
explore and play.
tunnel, a hole in the paper becomes a
be somewhat unique to the teaching
With each new project we provide
porthole. And the eraser– that humble
of art: the necessity of seeing the
a basic structure whose parameters
little wad of rubber conventionally
mistake as a window or door rather
students are expected to respect. This
applied to wipe out the dreaded
than a wall.
helps reinforce the lesson that any
“mistake”— suddenly reveals itself
success rests largely on understanding
to be more effective as a tool with
to believe in right or wrong, black
Children have a natural inclination
the basic foundation of the work. Of
which to create a shadow, imitate a
and white, good and bad. These
equal importance is that students
blur of motion, or pick out a spot of
simple designations are so much
explore the very edges of those
light in the depth of the eye drawn in
easier to identify with as guides
parameters, looking for new ways in
charcoal.
through early life than other less well
which to play within them. It’s also a
Mistakes are the tools by which we
defined solutions. So it’s not unusual
pretty good definition for creativity.
learn most in life, and by more closely
for students to eventually come to
In Stephen Nachmanovitch’s
believe that if something isn’t quite
wonderful book, Free Play:
right it must be “wrong.” But merely
Improvisation in Life and Art, he
observing their beauty, we may come to know them by another name.
a second home Donna and Steve Fanfelle have been an integral part of the fabric of MP&MS for nearly 38 years. They met in 1980, when they were both teachers at what was then known as Marin Primary School. Donna began as a substitute teacher in the preschool, then moved on to become preschool teacher, kindergarten teacher, and preschool director before taking on her current role as director of admission. Steve has taught every level from first grade up and is currently in his twentieth year teaching eighth graders and helping prepare them for the rigors and challenges of high school. Married for 32 years, much of Donna and Steve’s lives have revolved around this special place that’s been their second home. Steeped in the character and culture here for over three decades, they have a distinct appreciation for the talents and gifts of the MP&MS student. The Creative Thinker
Steve’s words, “We want a whole person.” Cultivating this
As director of admission, Donna looks for students who
variety and depth helps keep the MP&MS student body
are a good fit; this means finding different types of
well-rounded. The learning that takes place here is both
learners who are not only proficient academically, but who
meaningful and challenging, so Donna looks for students
are kind, empathetic, and creative. “We value individuality
who have the energy, enthusiasm and potential to meet
and passion,” she says, and “we look for students who
these demands.
are eager to learn, who are willing to take risks, and
“It’s about academic excellence in all kinds of ways,”
who can be flexible and responsible. We want students
Donna emphasizes. “We want students who will be able
who have the potential to become real team players.” In
to think outside the box.” With critical thinking skills being
fostered at every level, students learn how to ask questions
in herself. I think the fact that students feel accepted for
and solve problems. Adds Donna, “Students can thrive
who they are makes such a difference here.”
and really enjoy school” when they’re in an environment that’s not just rigorous but interactive and integrated. As
The learning that happens at MP&MS reaches far beyond
students begin to understand how they learn best, whether
the classroom. “We help students build a foundation of
that’s auditorily, visually, or kinetically, they can become
core values. We want to send out into this world a person
more effective learners throughout their academic lives.
of character who has empathy and who can self-advocate,”
In Donna’s words, “We embrace differences and
says Steve. The eighth grade curriculum reflects and
we value creativity and innovation.” In every area from
supports this pursuit with themes that center around the
projects lab, to language arts, to science and math,
idea of “self” vs. “other.” For example, through literature
students are encouraged to meet their highest potential
and history, students are taught to think deeply about
individually and as a team. Donna and Steve recognize that
questions such as, “When is it about me? When do I realize
the curriculum supports students as they find the courage
it’s not about me? How do I fit into the bigger picture?”
to explore, make mistakes, and discover solutions. This
On both personal and global levels, this self-exploration is
educational experience centers around the critical thinking
central to the development of empathy, and it shows in the
process which requires a depth of inquiry that generates
way the students develop critical thinking and compassion.
intellectual curiosity and personal growth. A Lasting Imprint Relationships and Core Values
When students move on, it’s clear that the imprint of an
When prospective students come to a visit day, they
MP&MS education is enduring and powerful. Says Steve,
participate in academics, specialty classes, and other
“We’ve heard feedback from countless high schools that
activities that provide a sense of how they might integrate
after just a week into a new school year, they can tell
into the environment. Donna recalls one prospective
which students are from MP&MS because they’ve already
student who wasn’t thriving at the school she attended.
demonstrated the initiative and confidence it takes to
“When she came for a visit day, she jumped into the class
advocate for themselves.” Without question, MP&MS
and participated right off the bat.” The teacher remarked
graduates are fully prepared to fly academically, having
at how engaged the child was.
learned how to find their voice while being sensitive to the
Later that day at pickup, the child’s mother asked how it went. “I learned so much more today!” exclaimed the
experience of others. To Donna and Steve, the education offered at MP&MS
girl. To Donna this was not a surprise; she is certain that all
is set apart by its depth of engagement on cognitive,
kinds of learners can excel here. From her standpoint, the
emotional and creative levels. Best practices, combined
challenging academic environment is accompanied by a
with innovation and compassion, result in a unique kind
fundamental warmth and energy. The exceptional way in
of learning that touches the heart of a student’s potential.
which MP&MS teachers interact with students engenders
Accomplished college students from across the country
active learners by promoting collaboration and teamwork.
return often to visit their former teachers and share their
Walking down the hall and seeing teachers and students
experiences, ranging from graduate school plans to service
sitting cross-legged on the floor together, fully engaged in
work in developing countries to pursuits in STEAM.
learning, never loses its appeal and meaning for Donna. “The research shows that strong relationships with
Closer to home, Donna and Steve’s daughter Mackenzie, MP&MS Class of 2003, is busy pursuing her interest in the
adults can help students take greater risks as learners,”
sciences after graduating from the University of Arizona
she remarks. “Here, we get to know each other well. We
and working in marketing. This fall she’ll go to Kansas City
know who’s having a hard day, and we know how to tell
to begin an accelerated program in nursing. “The alumni
each other what’s going on.” Students build a sense of
come back again and again telling everyone, ‘I learned it all
themselves while connecting with others in a mutually
here.’” Steve says this is why he has been teaching here for
respectful way. “I remember one student who was too shy
37 years. “MP&MS allows me to teach on so many levels,
to participate in her first visit day, so she had to come back
and the reward is that we send these students off not just
a second time and try again. Years later, in middle school,
with an exceptional academic foundation, but as balanced,
she ran for student council. I remember watching her up
empathetic young adults with internal core values that will
on stage making her speech, totally confident and secure
last a lifetime.”
the importance of
DRAMA by Charlie Queary
What Do Students Learn Through the Study of Drama?
a discipline that includes voice, diction, argument and
Drama is a remarkable force in the education of young
persuasion, oral interpretation, and physical expression.
children from junior kindergarten through eighth
Analysis, evaluation, interpretation, and performance
grade. Through teamwork, drama nourishes trust and
of rhetorical material encourages problem solving and
communication skills while promoting acceptance and
develops critical thinking skills.
encouragement among all types of learners. Drama provides an experiential element to the learning of social
The Eighth Grade Drama Program: A rite of passage
skills, behavioral boundaries and language arts. It nurtures
and culmination of drama education at MP&MS is the
self-esteem as it promotes confidence, self-expression, and
eighth grade production of Moliere’s “Imaginary Invalid,”
discipline at every grade level.
where the entire class takes on all aspects of a theatrical production. It is a study course in theatre practicum.
The Primary Years: Primary school students learn the skill
Students read and discuss the play, its history, and its
of storytelling in drama. Starting with simple exploration of
relevance to its own age and to ours. They rehearse and
movement and vocal expression, junior kindergarten and
perform the play and are responsible for their costumes,
kindergarten children quickly find themselves pretending
the sound, the lights and the programs. This production is
to be characters in archetypal stories they all know, such
a true highpoint in the drama program at MP&MS.
as “The Three Pigs” or “Little Red Riding Hood.” In first grade, they begin to adapt, stage and perform classroom
Theatre Productions: For students who want to further
literature with pertinent social and emotional themes.
explore the study of drama, After School programs in both
By second grade children apply their understanding of
the fall and spring culminate in highly polished theatre
narrative structure to generate original stories. Group
productions. Each year, MP&MS performs and produces
effort, and the necessity of building consensus, teaches
two shows with age-appropriate themes and speaking roles
empathy, cooperation and collaboration. Students discover
for each participant. Over 50% of second through eighth
the value of teamwork through their exploration of drama.
graders participate. The primary school shows off its talents in the fall; the middle school mounts a full production in the
Drama in Middle School: Our middle school drama
spring.
program prepares students to be effective communicators. Improvisation exercises are introduced in fifth grade and
Making a Difference: MP&MS students graduate with
are designed to help train students to stay focused and
confidence and poise, able to articulate and present their
responsive; to pursue their character’s intentions and
thoughts and ideas in public. Of course, most students
objectives; and to explore the scope of their individual
may never again perform in another play; some may
emotions. In sixth grade, the acting skills gained from this
never again find themselves making a public appearance;
work are then applied to the study of scenes from realistic
however in part due to their exposure to the performing
plays. This year also features an overview of western
experience, they will have the confidence to know they
theatre history that often dovetails with language arts
can do it. At a formative time in their lives, within the safe
and social sciences curricula. Seventh grade rounds out a
and supportive environment of their peers and teachers at
rigorous drama education with an overview of elocution,
MP&MS, they will have tapped into their limitless potential.
CONGRATULATIONS On Thursday, June 16 our accomplished MP&MS eighth graders sat center stage at MP&MS for their eighth grade graduation.
2016 GRADUATES! Our graduating eighth graders are a talented group with varied academic interests and goals for their next educational experience evidenced by the impressive list of high schools they will be attending in the fall: The Bay School • The Branson School • Casa Grande High School • Convent of the Sacred Heart • The Drew School • Marin Academy • Marin Catholic High School • The Marin School • Redwood High School • Sonoma Academy • St. Ignatius College Preparatory • Tamalpais High School • University High School
parents association update
On March 5, the MP&MS community came together again for a night of fun and fundraising at the 40th Birthday Bash. We dined, we danced, we bid and, most importantly, we celebrated 40 years of our school. With the California Academy of Sciences as our backdrop and record attendance, we were able to truly celebrate the spirit of our school. This year, we were also proud to introduce the Founder’s Award as a means of acknowledging special contributions from members of our community who have helped to shape and further MP&M’s mission. The inaugural recipient was Roberta Heath Bradshaw, whose vision led to the creation of Marin Primary & Middle School. It was an honor to have Roberta join our birthday celebration and to see how far we’ve come! Thanks to your generous donations and those from our community partners, we were able to raise almost $300,000 in support of our school, including almost $100,000 earmarked for the new science lab during Raise the Paddle! Congratulations to the entire Auction Committee for putting on such a fun and festive event, and thanks to our generous donors and bidders, and thanks to all of you who celebrated 40 years of MP&MS!
From Student to Teacher: Reflections of an MP&MS Graduate MP&MS benefits from the experience and insight of teachers who are new to the school as well as those who have been here for years. Seasoned educators who are rooted in the school’s history bring a sense of belonging and continuity, while new minds and innovative philosophies give a fresh perspective on learning. This combination underscores the balance and depth of the educational atmosphere at Marin Primary & Middle School.
Here, both vantage points come together in a unique
This culminated in our eighth grade trip to Washington’s
outlook from Alessa Kutten, Class of 1998. Alessa received
Olympia Peninsula, a highlight I’ll never forget. I remember
a B.A. in art history from the University of British Columbia
crying after eighth grade graduation; little did I know then
and is currently earning her masters in speech-language
that friendships built here would remain in my life and
pathology through California State University at Northridge
heart!
while teaching preschool at MP&MS. Many of our current teachers and staff were working at I deeply love Marin Primary & Middle School. As a former
MP&MS when I was a student here. They have watched
student, summer camp counselor and leader, substitute
me grow into the person I am today, and their ongoing
teacher, and now preschool teacher, I have been involved
support and respect is a very special part of my life.
with the school since the summer of 1993 when I was just
Some of these teachers include Claire Charbonneau, Mark
nine years old.
DeRango, Paul Maes, Steve Fanfelle, Donna Fanfelle, Dave DeMartini, Chris DeMartini, Jennifer Lucas, Jon Hull, Susan
Once I learned I was going to be joining fourth grade
Humphrey, Joy Abesamis, Dan Harrison, and Rhonda
with teachers Steve Fanfelle and Sheila McBroom, my
Jones. Thank you to each and every one of you for your
whole life changed. It meant leaving the public school I
meaningful presence in my life!
had attended since Kindergarten and saying goodbye to everyone I knew up to that point. I was filled with nervous
Naturally, the school has changed over time, yet the heart
anticipation. Despite my apprehension, I loved every day
and soul of MP&MS has remained the same. It continues
at Marin Primary (as it was called when I arrived). Our
to be a place that honors relationships and treasures
fourth grade classroom was located in the current eighth
childhood first. As a student who benefitted from the love
grade classroom, and our teacher Sheila brought her dog,
and support offered at MP&MS, I can honestly say this
Larry, to school every day. When we went to Yosemite that
school is a magical and special environment. I thank my
spring, it was the first time I had ever seen snow!
lucky stars that I had the opportunity to be a student here, and I am blessed to be part of the lives of the students
As an MP&MS student, I thrived on the small group
who are here today. Thank you for the gift of time with
projects, creative teamwork, and nurturing atmosphere.
your children. It is an honor and a privilege to be part of this community.
Our graduates’ college choices reflect the strength of their academic preparation. MP&MS students apply to and are accepted by leading institutions around the country and abroad. MP&MS graduates from the last four years are attending a variety of institutions, including:
American University
Middlebury College
University of Arizona
Babson College
Northeastern University
University of British Columbia
Berklee College of Music
Oberlin College Conservatory
University of California, Berkeley
Boston College
Occidental College
University of California, Davis
Brown University
Oregon State University
University of California, Irvine
California College of the Arts
Otis College of Art and Design
University of California, Los Angeles
Cal Poly, Pomona
Parsons School of Design
University of California, San Diego
Cal Poly, San Luis Obispo
Pitzer College
University of California, Santa Cruz
California State University, Chico
Pomona College
University of Colorado, Boulder
Central St. Martin’s College
Queens University, Canada
University of Denver
Chapman University
Reed College
University of Massachusetts Lowell
Claremont McKenna College
Regis University
University of Miami
Clemson University
Rhode Island School of Design
University of Michigan
Colby College
San Diego State University
University of New Hampshire
Colorado College
Santa Clara University
University of Oregon
Columbia College, Chicago
Santa Monica College
University of Puget Sound
Cornish College of the Arts
Savannah College of Art and Design
University of San Diego
Dartmouth College
Scripps College
University of San Francisco
Dickinson College
Seattle University
University of Southern California
Embry-Riddle Aeronautical University
Skidmore College
University of Victoria, Canada
Emily Carr University of Art & Design
Smith College
Washington and Lee University
Emory University
Southern Methodist University
Washington University
Exeter University, England
Southern Oregon University
Wellesley College
George Washington University
Stanford University
Wesleyan University
Hamilton College
Syracuse University
Whittier College
Harvard University
Trinity College
Willamette University
Humboldt State University
Tufts University
Worcester Polytechnic Institute
Lewis and Clark College
Tulane University
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Marin Primary & Middle School 20 Magnolia Avenue Larkspur, CA 94939