2017 spring w final by The Park School

SPR IN G 2017

The Park Parent in this issue: FALL-WINTER ATHLETIC RECAP // 2

Meet Sadie Mayes, Music Department Head B Y TODD IDSON, Park Parent Editorial Board

STUDENTS OF COLOR CONFERENCE // 3

ith a wealth of experience,

Sadie recently joined Park as the

AROUND THE LIBRARY // 4

Head of the Music Department

after spending ten years at Milton Academy,

PARKING SPACE // 6

and before that, having held positions at the

SPRINGFEST // 7

Brimmer and May and the Walnut Hill schools. In her “free time,” Sadie serves as the music director for the Forest Hills Covenant Church in Jamaica Plain. Sadie Mayes teaches musical notation to second graders.

Sadie is a firestorm of energy and enthusiasm. At our request, she kindly agreed to share her thoughts continued on page 5

Update from the PA’s Faculty & Curriculum Grants Committee B Y MEGAN ZUG, PA Committee Member and L A U RA BA R K A N , PA President

n a Thursday morning in mid-

January 2017, fourth graders in Meg McLean’s Science class eagerly

were awaiting their turn to peer into the classroom fish tank. With great enthusiasm,

these students were observing brook trout eggs and watching for early signs of the vo l u me 49 number 3 A PUB LICATION OF THE PARK SC HOOL PARE NTS ’ ASSOC IATION

hatching process. Through the “Trout in the Classroom” project, fourth grade students raise fish from eggs to fingerlings, engage in a study of stream habitat, gain continued on page 6

Meg McLean and Cynthia Harmon observe brook trout eggs with students.

ATHLETICS

Update from Park’s Fields and Gyms! B Y B OB LIT TLE, Director of Athletics

t’s a pleasure to provide a report on the accomplishments of

our students during Park’s fall and winter seasons. Both seasons were full of great camaraderie and terrific competition. All of Park’s teams found some great successes both in terms of wins, but perhaps more importantly in terms of learning and maturing as young athletes as well. We hope to have as many students as possible participate in our athletic offerings. In the fall, 75 percent of Upper Division students participated in after school athletics. In the winter, 53 percent of students participated and over 65 percent are slated to play this spring. All of this activity is in addition to students’ PE classes and their other outside of school activities. School sports offer students opportunities to learn real-life lessons beyond the specific sports skills. Although winning games is certainly a short-term goal for our coaches, our program is more importantly invested in teaching our student athletes how to work together towards a common goal. To this end, through our athletic program, we help kids learn to advance positive group dynamics and individual responsibility. Students are expected not only to show up regularly on time, but also to be prepared with the required clothing and equipment. In addition, we also expect our athletes to develop a healthy respect for oneself, one’s teammates, the coach, officials and opponents. By doing their share–the right way–athletes help their teams become more successful. Underlying these important life lessons is the fundamental belief that we want kids to simply have fun with their friends. After all, that’s what sports are supposed to be...fun with friends!

During the fall season, Park hosted one of the largest independent school athletic events in the region. The Larz Anderson Invitational Cross Country Meet, with 350 runners from 16 schools, is the largest, computer timed, middle school cross country race that we know of. The race course, which was set up at Larz Anderson was very challenging, with lots of hills and steep climbs. We are lucky to contract with Granite State Race Services, (which also does the timing for the Boston Marathon). The service uses computerized chip timing to immediately populate runners’ times into a computerized system. This system enables team and individual trophies and medals to be awarded just minutes after the races are finished. It’s a great improvement over handing out popsicle sticks as is done at other races! The winner of the boys’ event was from Roxbury Latin who, about 13 years prior, participated in a race on the same course at Larz Anderson while being pushed by his father in a jogging stroller! One could say that the race’s winner had been practicing for quite a long time! We were thrilled with our Park teams’ performances. The Park’s boys’ team placed 3rd and the girls’ team placed 6th. With so many schools participating, our coaches were pleased with our runners’ grit and effort. Complete event results posted on: http:// www.coolrunning.com/results/16/ma/Oct13_Annual_set5.shtml.

More recently, this past winter season, Park hosted the 19th Annual Hoopfest basketball tournament, inviting both boys and girls teams from Applewild School, Bancroft School and Meadowbrook School. The tournament is structured so that the boys and girls can cheer each other on and it worked like a charm continued on page 6

The Park Parent // PAGE 2

DIVERSTY & INCLUSION

Reflections on AISNE Students of Color Conference B Y K ATE LaPINE, Director of Communications

very year, more than 200 sixth, seventh, and eighth graders from independent schools

gather for a unique opportunity: to participate in Association of Independent Schools of New England’s (AISNE) Students of Color Conference. In February, ten Park students attended the conference, held at the Boston College High School. Participants, representing a multitude of demographic backgrounds, came together from 24 schools across New England. This annual conference, which was “created in recognition of the unique experiences of students of color in predominantly white independent schools,” provides an opportunity for young adolescents to explore their experience in independent school with peers from around the region. With 40 percent of Park’s students identifying as students of color, the School was excited to have so many Upper Division students participate in this conference. The Park Parent asked the 2017 delegates to share some of their thoughts about this year’s conference, “Using My Difference to Make a Difference”: “I believe the purpose of the Middle School Students of Color Conference is to unite many kids who are curious about diversity and want to learn more.” Kata, Grade VIII “[This conference lets] us all be aware of what is going on in the country and not just our communities.” Fatama, Grade VI “[This conference will]...connect kids in schools to talk about... how race affects our lives.” Isaiah, Grade VI “I hope [the conference will] mention what it’s like to be a person of color in a school that doesn’t have many people of color, and what it’s like growing up a person of color in this generation. [I hope the conference will] increase my confidence in being of color in a world that unfortunately doesn’t always celebrate that.” Erick, Grade VII “ I think [the conference] will help me as a student [so that] I know how to treat my fellow students of color in a more respectful way. I want to learn how to stand up against racial slurs and bullying.” Justin, Grade VI

Throughout the day, students engaged with keynote speakers and at workshops. During pre-registration, conference attendees selected from a range of workshops, spanning topics from “Race and Criminal Justice” to “Duct Tape Engineering.” Several Park students enjoyed participating in the session called “Hip Hop: The Story of the Struggle,” which explored how the musical genre has given voice to those who have “grown up on the fringes of our society.” The “Stepping” dance workshop was also very popular with students, who learned about its origins in the gold mines of South Africa and had fun creating beats using synchronized hand clapping. Some of the sixth grade attendees wished there had been more opportunities to engage with peers from other schools. “There wasn’t enough social time and we didn’t get our first choice of workshops,” said Fatama. Her friend Zoe suggested, “It would be great to be part of a student planning committee for next year’s conference so we can make things run smoothly.” The keynote speakers, Tayo Rockson and Sandra Revueltas, were particularly influential for students. “The most inspiring part of the conference for me was the opening speakers’ lecture. They managed to convinced me that they meant what they were saying, and that made everything seem that much more true and real,” reflected seventh grader Erick. Likewise, the closing remarks by State Senator Linda Dorcena Forry inspired many students to get involved in their local communities.

SPRING 2017 // PAGE 3

A rou

The Inquisitor’s Tale, by Adam Gidwitz (Newbery Honor) Who knew a book set in 13th century France would be such a page turner? Destined to be a classic, this is a tale of three persecuted children and their dog, coming together to fight injustice and intolerance, while also saving one another. The book is beautifully constructed as well.

March: Book Three, by John Lewis and Andrew Aydin (Coretta Scott King Medal, Robert F. Sibert Medal, Michael L. Printz Medal, YALSA Nonfiction Medal)

The Library The Park School Library recommends the following winners from the 2017 ALA Youth Media Awards. Diverse, important, and oftentimes brilliant, these books challenge younger and older readers alike. Radiant Child, by Javaka Steptoe (Randolph Caldecott Medal, Coretta Scott King Medal) Steptoe spent six years (!) creating the exquisite art for this picture book biography of world renowned artist Jean-Michel Basquiat. An important book for children about how art, like life, can be “sloppy, ugly, and sometimes weird; but somehow still BEAUTIFUL.”

Du Iz Tak?, by Carson Ellis (Caldecott Honor) Carson Ellis INVENTED the playful language in this wholly original picture book. Gorgeous art and an exquisitely detailed visual narrative make this an instant classic.

Winning a record number of awards, this timely graphic memoir by renowned civil rights leader John Lewis powerfully dramatizes the messages and actions of the civil rights movement. It is a brilliant portrayal of words preached, hearts sung, and feet marching for equality.

As Brave As You, by Jason Reynolds (Coretta Scott King Honor, Schneider Family Medal) When Genie first meets his grandfather he has no idea that he is blind. Genie thinks his grandfather must be one of the bravest men in the world. But after learning that he never leaves the house, Genie questions the nature of bravery. Is being brave about doing something? Or knowing when to refrain from action?

Lowriders to the Center of the Earth by Cathy Camper, illus. by Raul the Third (Pura Belpré Medal) Having grown up going back-and-forth between Texas and Mexico, Raul the Third is the inspired illustrator for this bilingual graphic novel series where the characters themselves travel

Juana & Lucas, by Juana Medina (Pura Belpré Medal)

between worlds, both literal and metaphorical. The reader is in

Juana loves drawing, brussel sprouts, her hometown of Bogotá,

for a linguistic and visual treat.

Colombia, and, most of all, her dog Lucas. An utterly charming early chapter book, sprinkled with bits en Español, this book will win any young reader’s heart.

The Girl Who Drank the Moon, by Kelly Barnhill (John Newbery Medal) YES. There is a witch in the woods. There has always been a witch. So begins the enthralling tale of Xan the witch, rescuer of sacrificed babies, doer of good, companion of the poet swamp monster, Glerk, and tiny dragon, Antain. This modern fairytale is about family, the power of love, the potency of secrets and the complexities of becoming one’s self.

Freedom Over Me, by Ashley Bryan (Newbery Honor, Coretta Scott King Honor) An 1828 estate document that catalogs human beings as property is the source material for this brave and deeply humane children’s book. Taking the subject of slavery and shedding light on it for children is a truly difficult task. Ashley Bryant does so with beauty and dignity, imagining the lives and dreams of enslaved people through poetry and exquisite portrait paintings.

The Park Parent // PAGE 4

Sadie Mayes, continued from page 1 about musical education and an overview of how she hopes to evolve Park’s music program. What motivated you to pursue a career in music education?

My inspiration to teach music came from two opposing experiences. Music was part of my every experience as a child. As the namesake of my grandmother, Sadie Jones, a ragtime pianist and an avid lover of all music, I was exposed to my father’s exhaustive collection of albums representing every genre of music. Sadly, however, my elementary school music experience was lacking in creativity. That all changed in high school when I met Penny Dalenta, a music teacher/choral director, who engaged students in a way that went far beyond theory, technique, and intellect. She inspired her students to see, hear and apply their artistic expression to life and connect through song. I began to see music as a powerful force, a means of communicating, and a way to connect all of humanity. Penny inspired me to help young people find a place for music in their lives and see the connection and the power that music has in society. What do you love most about being a music educator?

As a music teacher, I offer students the opportunity to discover their own musical potential. As a teacher, one hopes that one’s teaching impacts student’s lives beyond the classroom. I was fortunate to hear, from the parents of one of my students, the following story: In the classroom, I had introduced Kindergarteners to the lives of famous composers, before they were famous, by sharing the stories of their lives as children and by incorporating audio recordings of some of their compositions. One of the composers is Rossini and the piece I had chosen for the students to hear was his “Duetto Buffo di due Gatti” (humorous duet for two cats). After his Kindergarten year, one of my students traveled to France, where his family attended an evening concert. During one of the pieces, my student tugged on his mom’s sleeve and whispered in her ear, “that’s Rossini’s song for cats.” The mom referred to her program and, indeed, that was the piece they were hearing. When they got back to the states I received an email from them relating this story to me. It brought me great joy to see how this student had retained and incorporated this learning into his life. What is your approach to music education?

Progressive education has been at the heart of my philosophy of teaching and my practice. Consistent with the tenets of progressive education, I have delivered music education using an interdisciplinary approach. Interdisciplinary music curriculum provides an opportunity to understand the way music connects to other academic areas of learning. It teaches students to recognize the historical impact of music and its current influence on society. I believe that a combined approach between the creative arts and academic faculty enriches teaching and learning.

What approaches do you recommend to engage students in the classroom?

To achieve music literacy, we engage students in movement and dance, composition, listening, improvisation, note reading, history, instrument playing, and singing. Constructive teaching with a focus on growth and improvement, while promoting development and mastery, are essential to student success. Vocal and instrumental ensembles offer students opportunities to apply the technical skills they have learned in performance. Performances develop confidence and provide students with a feeling of satisfaction. What does research on music education tell us?

There is a large body of research, which indicates that music education provides significant cognitive benefits and increases academic achievement, beginning at an early age and continuing through adulthood. (See links at the end of this article.) How do you think about the social aspects/benefits of music education?

The music classroom is a place where students of all cultures and learning styles can enjoy and explore sights and sounds, discover their potential for growth, and experience challenge and victory. In music classes, students work together with teachers in one of the most unifying and collaborative aspects of their day. How do you imagine further developing the work of the Music Department?

There is an incredible amount of potential at Park to build and expand on a well-established vocal music program. By incorporating instrumental music, music listening, theory, composition, movement, music history, etc., we can provide students multiple entry points to experience music. We want to ensure that we offer opportunities that are accessible to all students at every level of musical experiences and abilities. We also see the strong connection between musical training and general cognitive development, and want to capitalize on this connection. Finally, I’m excited about the potential for integrating music into other part of the curriculum, such as social studies, literature, and possibly even the science curriculum. Park’s music curriculum is at the threshold of extremely exciting period of growth and development, offering the potential to greatly enrich both the musical and overall education of our students. Please stay tuned for future articles in the Park Parent exploring in greater detail the Music Department’s future plans! Learn more about the importance of music education: http://www.nafme.org/20-important-benefits-of-music-in-our-schools/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3957486/

SPRING 2017 // PAGE 5

Grants Committee, continued from page 1 an appreciation of water resources, and grow their understanding of ecosystems. As Meg explains, “Having brook trout as an example of a living, growing organism in the classroom helps foster a greater appreciation of water resources and the interconnectedness of all living things.” The project will culminate with the release of the trout into Jamaica Pond in May. This new addition to the Grade IV science curriculum was made possible with support from the Parents’ Association (PA). The “Trout in the Classroom” project is one of ten projects, led by faculty members and administrators, that the PA’s Faculty and Curriculum Grants Committee has approved thus far for the 2016-17 academic year. The project is also engaging fifth grade students as ‘trout technicians.’ These students are responsible for tracking weekly data and ensuring that the trout are happy and healthy in their new tank environment. Through the Faculty and Curriculum Grants, the PA’s goal is to provide flexible funding to support Park’s administration, faculty, and staff in exploring new ideas that enrich teaching and learning and promoting faculty collaboration and innovation in the classroom and beyond. The Committee, which includes four parent representatives, a faculty representative, and PA President and Vice President, Laura Barkan and Sue Jeppson, provides three types of grants: • Leaf Grants, which offer one-time

support or “bridge” funding for an idea for an individual classroom or extracurricular activity. • Acorn Grants, which fund a new

idea or innovation that a faculty member would like to pursue. • Branch Grants, which support the

growth or scaling of an initiative across classrooms, grades, divisions, or departments.

The Park Parent // PAGE 6

The PA grants also fund many smaller curriculum enhancements that may be outside division and department budgets, and which build on ideas teachers have developed over the summer or during the school year through collaboration with other teachers at and outside of Park. The Committee encourages applications and approves grants across all divisions as well as efforts that may impact the entire school or represent a collaborative effort of teachers from different divisions. For example, the Committee recently approved a grant to fund a visit by wood carving artists from Oaxaca, Mexico. Alan Rivera of the Upper Division and Kat Callard of the Lower Division requested the grant. The goals of the visit were to help students understand and appreciate Mexico, Mexican art, and a way of life different from their own, to share and celebrate the vibrancy of Mexican folk art, and to inspire students to reflect on their own cultural identity through artistic expression and to encourage their creativity. Kat Callard notes that “these grants motivate and often make possible important collaboration across disciplines and divisions.” With Springfest around the corner, the PA would like to thank the generous Park community for contributing to its fundraising efforts. The Parents’ Association funds the grants budget with proceeds from its fundraising efforts, such as Springfest, held in May. It is our success in fundraising at Springfest that makes

Athletics, continued from page 2

for Park. Both of the Park teams went undefeated and were both awarded the Hoopfest Championship trophies. Another success that emerged out of Hoopfest, was a fundraiser organized by the Park School Service Council. By selling baked goods, Hoopfest tee shirts and pants and raffle tickets the Service Council raised funds for both Dana Farber and the Karam Foundation, which works to build a better future for thousands of Syrian families. A player from the Applewild team was thrilled to win the Celtics tickets that were raffled off! Although there have been many other exciting moments and wonderful successes this year (like our boys’ soccer team going 11-1-1), it’s these major events that seem to be the highlights so far. It’s certain though, that regardless of who wins, Park School is proud of all our many student athletes! It is clear that Park athletes are continuing the tradition of hard work, growth and improvement that will clearly prepare them for whatever they choose to do in the years to come. Stay in touch with Park athletes and get other helpful information on the Park Athletics Twitter feed: @GoParkSchool

these impactful grants possible.

To place your free ad, contact communications@parkschool.org. The deadline for the June issue is Wednesday, April 19. Seeking July Rental Friends of Park family looking to rent a large condo or house in the Chestnut Hill area for the month of July. Contact Patricia Rea at preamd@comcast.net Summer Internship Needed Park employee’s son, a professional sales major at Bentley University needs summer internship in sales or business development to meet graduation requirement. Contact Valerie Foster 617-274-6055 or fosterV@parkschool.org.

The Park School

PARKING SPACE

Expert Childcare Available Carly Ellis, Grade II teacher at Park with master’s in education, has 20+ years of childcare experience (infants through school-aged kids). Available for babysitting in the evenings and some weekends. Please contact her at ellisc@parkschool.org.

Save the Date for

Springfest

MAY 21, 2017 The Park School’s Annual Community Day of Play

biddingforgood.com/Springfest

Springfest is Park's biggest community event and the PA's largest fundraiser COME!

Springfest is a not-to-be missed event with something for everyone! Rides, games, prizes, food trucks, Kids' Raffle, Silent Auction and much more!

DONATE!

Donations are needed and appreciated for both the Silent Auction and Kids' Raffle. Please contact the Auction and Raffle co-chairs to contribute, or visit biddingforgood.com/Springfest for more information.

GET INVOLVED!

Over 300 volunteers are needed to ensure the day runs smoothly and we are counting on your help! Please contact the Springfest co-chairs with any questions about how to get involved. There are many ways to lend a hand!