Volume 29 • Winter/Spring 2015
Celebrating the Scribble The Evolution of Trinity’s Innovative Arts Programs
A
Jessica Masanotti, Marketing Communications Manager
“Transitioning from a traditional classroom setting to this choicebased art studio was really scary at first. Scary exciting,” explains Trinity Art Teacher Jen Rankey. “It’s hard to relinquish control and not fall into the habit of telling students what they should be This year’s Arts Festival will prove to be even more exciting as our passionate and working on, but instead guiding and innovative Fine Arts teachers have inspired and challenged our artists more than asking the right questions so they come ever before. Over the past two years, Trinity’s Fine Arts program has transformed to the conclusion on their own. For our into a choice-based program that gives voice and choice to our student artists. students to have that ownership in every single piece they create makes the process and the work Once solely recognized in American society as an “extra”, the arts have proven to be mean THAT much more.” an integral and necessary member of the educational family. Beyond “making pretty Last summer, Jen and Mary Ann reorganized the art studio to create individual pictures”, students are engaged in hands-on activities, creating their own learning learning centers, each offering a focused experience with painting, drawing, and gaining an increased ability of conceptual thinking through these innovative sculpture, fiber, collage, printmaking and graphics. These choice-based programs. Researchers have found that centers function as mini art studios with instructional sustained learning in music, art and theatre correlate to resources, materials and tools. After learning basic studio greater success in math and reading. concepts in each area, students in K-8 are released to (Center on Education Policy, 2006). explore the art medium of their choice and are challenged to create authentic, intentional pieces of work that can be CELEBRATING the SCRIBBLE in VISUAL ARTS easily described through an “Artist Statement”. No longer is artwork just signed with a student’s name; instead, he or Last year, fourth-grader Mikala would go to art class she is pushed to go deeper and explain the inspiration for once a week, listen to the teacher give a lesson on a and the message they intend to send through their art. particular artist or method, and then she and her classmates would all work on the same type of project. “For the first time in my 17 years as an art teacher, I can Fast forward to just last week with the fourth-grade girls say that every student comes into the studio and feels sitting at the painting station. Mikala throws dabs of valued as an artist because they are given the freedom to paint on the paper and with straw in hand, starts Jen Rankey, Art Teacher choose their materials, their project and the way they want blowing the paint across the page. to problem-solve that project with little interference from the teachers,” said Jen. “It’s straw painting! I made it up this week. I wanted to see if you could blow the paint in different patterns without using a paintbrush,” said Mikala. “And I think it’s On the surface, each day in the art studio looks like organized chaos, but look a pretty awesome.” little deeper and you see major risk-taking and exploration, processing and problemTrinity’s visual arts classroom has been a wonderful solving. “Allowing our students to creatively express themselves has put a spotlight exploration of “process over product” for the on the messy nature of the creative process,” said Jen. “It’s amazing to find a student past 14 years. In an effort to transition the art completely lost in the process of creating something that means something to them. program to be more of a choice-based The opportunity cost of a mess is one we are more than willing to deal with when option where students like Mikala the result is a student’s complete love and passion for his artwork and the process. could explore innovative ways It’s a passion that we have seen flashes of over the years but now see daily since we to create, Trinity Art Teachers have transitioned to TAB.” Jen Rankey and Mary Ann O’Sullivan discovered the Along with the remarkable evolution of artists growing at Trinity comes big nationally recognized process- responsibility for our teachers. “Every year we will have to be on our game more based teaching philosophy of than ever as students grow deeper in their craft. We need to be able to provide the “Teaching Artistic Behaviors” materials, the tools and the expertise to assist and guide our budding artists as they (TAB). progress and begin creating beautiful museum-ready WOW pieces,” said Jen. s the warm weather rolls in and shades of green begin to color the trees, you may notice Trinity’s art teachers running around plastering the school walls with artwork or the eager look on our music teachers’ faces as they rehearse with classes. The spring season means Trinity’s annual Arts Festival is right around the corner. Each year more than 1,300 works of art are proudly displayed on the walls (and ceilings) of the school, and more than 250 students perform in music ensembles as part of the popular family celebration.
For the first time in 17 years, I can say that every student comes into the studio and feels valued as an artist.
Developed over the last 35 years, TAB enables students to drive their own work and experience the process of an artist through hands-on learning opportunities, with the teachers acting more as “scaffolding”, offering individual support when needed.
Creating Scholars, Nurturing Spirituality and Embracing Diversity in Charlotte’s Center City
(continued on page 3)
In this issue...
• Celebrating the Scribble • Growing Our Roots in Fine Arts • Behind the Lens: Alumna Returns to Trinity for Internship • Journeys of Discovery: Lighting the Fire for Exploration • Alumni Updates and more...
The Trinity voice
Spreading Our Roots in Fine Arts Tom Franz, Head of School During the 2015 State of the School address, Board Chair Phil Colaco and I unveiled the School’s Deeply Rooted, Nurturing the Future strategic plan for 2015-2020. The plan identified six areas of priority: • Rooted in Excellence: Faculty & Staff • Rooted in Strength: Program • Rooted in Community: Diversity • Rooted in Distinction: Communication & Marketing • Rooted in Uptown: Campus • Rooted in Commitment: Financial Stewardship Work has begun on the action items in each priority area, specifically including Trinity’s Fine Arts Program. Although I have no artistic talent, I have always valued the importance of the creative process as part of a student’s educational experience. The creativity that is part of being an artist is also part of being able to think critically, develop new ideas and solve problems. During my time at Ravenscroft School in Raleigh, my office was in the fine arts building just down the hall from the Director of Fine Arts, David McChesney. In addition to his role at Ravenscroft, David, who holds a doctorate in music and a master’s degree in education, serves on the faculty at UNC - Chapel Hill. During our regular interactions, David enlightened me not only about the elements of the creative process, but also about the critical elements of attention to detail, teamwork, focused practice, collaboration, commitment, dedication and disciplined effort in the arts. We know that these qualities are not just valuable in the arts, but are also important to success in athletics, academics and in life. As part of the Deeply Rooted, Nurturing the Future strategic plan, one of the action steps under Program is to “enhance the fine arts program of the School by considering new facilities on the campus, as well as cooperative arrangements with arts organizations in the greater Charlotte community.” This action step, not only reflects input from Trinity faculty/staff, parents, alumni and alumni parents, but it was also recommended in the fine arts department visiting team’s report in April of 2013. During our early years, we designed and built outstanding academic spaces reflective of our constructivist approach to education that allow our students to be creative, to work independently and to collaborate. As the school grew and the Middle School program was established, we greatly improved the quality of space for athletics when we partnered with the county to build a soccer field, a running trail and tennis courts for use by our students at Alexander Street Park.Whether I am touring a community member around our school to share our exceptional academic program or am attending a championship game, I am filled with pride in the space that we have for our students.
Behind the Lens Alumna An-Ra Moore Returns to Trinity for Production Internship Nancy Tribble, Annual Giving & Alumni Relations Manager Each year, the students at Salem Academy, an all-girls boarding school in Winston-Salem, have two choices on how they can spend the first three weeks in January, also known as their “Jan. Term”. They can either go on a school-sponsored trip or complete a selfdesigned, off-campus internship. An-Ra Moore, junior at Salem Academy and Trinity Alumna, chose the latter. “I am at that point in my life where I need to be making decisions on what I want to study in college. Since I wasn’t sure what I wanted to do, I thought an internship would be more beneficial to me than a school trip so that I could decide if I really enjoyed production,” An-Ra said. This past fall, An-Ra reached out to her mentor and Trinity School Counselor Myque Harris for advice on a production internship. After learning that most internships are only offered to collegeaged students, Myque and Trinity’s Advancement Office worked together to plan an internship An-Ra could complete here at Trinity. An-Ra expressed “I was really nervous before my internship started, but I was so excited to be back because Trinity is like my home. Everyone was so welcoming on my first day, and it was great!” A “Trinity Alumni Video” was the project that An-Ra was assigned on her first day as a Production Intern under the direction of Trinity’s Advancement Office. It was up to An-Ra to complete this video project from start to finish using her own ideas and knowledge of production. Over the next three weeks, An-Ra did just that. She came up with an overall message she wanted the video to portray, developed questions for the video,
perform The Jungle Book.
In comparison, we have never really had any spaces designed or designated for the performing arts. With a spirit similar to the School’s earliest days in the “learning cottages”, our students and teachers continue to do incredible work in the fine arts without having the finest facilities. Students in a variety of grade levels participate in wonderful concerts at the United Methodist Church in Uptown, and our Middle School students perform terrific musicals and plays in the Florence B. Gunn Theater on 7th Street. Remarkably, the number of students involved in fine arts continues to grow despite our limited rehearsal and performance spaces, a testament to the work of our outstanding faculty. Although there is no space designated for theatrical productions, there is a production involving students at every grade level. This year, I have enjoyed Lower School performances of Fairy Tale Plays by the 1st grade, the musical The Jungle Book by 2nd grade, A Knight at Dawn by 3rd grade, Schoolhouse Rock by 4th grade, and I am looking forward to the 5th graders’ production of Shakespeare next month. With over eighty percent of our Middle School students involved in productions this year, the performances of the fall musical Thoroughly Modern Millie, Jr., and the winter play Keeper of the Tales, Arabian Nights really showcased individual and collective talent. The final production for the year, The Sound of Music, is set for April 24 and 25 at 7pm.
Trinity’s second-graders
Volume 29 • Winter/Spring 2015
So what’s next for Trinity’s Fine Arts Program? I am confident that in true Trinity fashion and through the work of faculty, staff and Trustees engaged in implementing the Strategic Plan, the problem will be solved in a creative and innovative manner. Stay tuned!
no i Abby Bunta (‘14), Solopi An-Ra with Trinity Alumn 5). (‘0 on y Harris Bridges (‘12) and Christ
scheduled interviews and filmed and edited the video using equipment the school provided for her. An-Ra interviewed eleven Trinity Alumni and traveled to three different high schools to conduct interviews. “My favorite part of the internship was interviewing the Alumni! I loved hearing about how Trinity was so special to them because I love Trinity and could go on forever about why it’s such a great school and great place to grow up. It was refreshing to hear that everyone else still felt the same way,” An-Ra said. An-Ra also had a chance to meet with a few professionals in the business to learn more about the field of video and music production. During the first week of her internship, An-Ra spent a day with Brian Sanders, freelance videographer
An-Ra in the studio with
videographer Brian San
ders.
for the Charlotte Hornets and Carolina Panthers, learning how to work a camera and set up shot angles. He also taught An-Ra the etiquette behind conducting an interview. During the last week of her internship, An-Ra experienced another exciting opportunity. Thanks to Bob Carroll at Time Warner, she was able to go to the Panthers Stadium and watch a taping of the “Panther Talk: Game Plan” show hosted by former NFL player Eugene Robinson and Charlotte Broadcaster Chuck Howard. After experiencing the taping of a live television show and talking with the hosts and camera men, An-Ra went on a tour of the production facilities with the Carolina Panthers’ TV & Digital Media Executive Producer Greg Brannon. “I really enjoyed both experiences. The thing I liked most about taping with Brian was learning how the different camera angles affect the moods and look of the video. That really helped me when I was filming on my own,” An-Ra explained. “I loved watching the taping of the ‘Game Plan’ show because it was so interesting to see everything that goes into just filming a show and all the behind the scenes work.” An-Ra, who came to Trinity in 6th grade and graduated in the spring of 2012, was a wonderful addition to the Advancement Team upon our return from Christmas break. Although An-Ra was only here for a quick three weeks, she went outside of her comfort zone to accomplish the professional and personal goals she and the team set forth. She is a proud member of the Trinity Family and has made it known that she has a dream to work in production one day and will do whatever it takes to make that happen.
An-Ra with player EugenTrinity staff Nancy Tribbl e an e Robinson an d Broadcast d Myque Harris, NFL er Chuck Rob inson.
For more information on connecting with Trinity’s Alumni Association, please contact Nancy Tribble at ntribble@tescharlotte.org.
The Trinity voice
Volume 29 • winter/spring 2015
Celebrating the Scribble (continued)
THE EVOLUTION of PERFORMING ARTS Like the Visual Arts studio, our Performing Arts classrooms have the unique advantage of witnessing the growth and development of each student over the years he/she spends at Trinity. On the heels of her New York City Broadway Experience, made possible through Trinity’s Light the Fire grant, Performing Arts & Music Director Megan Postle returned to Trinity and immediately implemented some of her newly-learned techniques in the classroom. “Do...do...re,” Megan calls out to Trinity first-grade students. “Do...do...re,” they respond, with their hands moving in the designated position with each tone. As Mrs. Postle calls out “first position”, the first-graders wiggle into a still, seated position with their hands in their laps. Second position? Elbows are bent and hands are straight up by their shoulders. Megan starts each music class by integrating the Alexander Technique, a simple, yet powerful approach used in performing arts classes to mindfully change learning habits and encourage freedom of movement, balance, support and coordination. She leads the students through a series of tone, movement and rhythmic exercises that use not only their voices, but also their bodies. In this particular first-grade music class, the visible effort put into first and second position and the intentionality behind the students’ movement along with their voices, were proof of the profoundly effective methodology. As Trinity students progress through general music in grades K-3 and then further into band, strings or choir ensembles in grades 4-8, they build on their musical knowledge and confidence each year. Where the first-
and drama. For example, years ago we had a student come to us in eighth-grade. He struggled a bit at first with the rigorous academic program, but after working hard and being cast as a lead in our Middle School musical, his confidence skyrocketed and Over 80% of middle schoolers participate in theater he began to excel beautifully opportunities at Trinity. With this growing interest and throughout the remainder demand, Megan Postle has built a robust performing of the year. That confidence arts program for the school. In Lower School, firstspilled over into his other through fifth-grade classes classes and he found success practice and perform musical in all subjects. He graduated performances throughout the and even won the year such as the Fairy Tale Plays, Community Builder Award The Jungle Book, Schoolhouse Rock that year and has continued to find success in and Shakespeare. In Middle School, academics, the arts and sports in high school and now our sixth- through eighth-graders in college.” try out each spring and fall for The BALANCED APPROACH at TRINITY our musical productions of shows such as Fiddler on the Roof On the heels of these newly implemented Jr., Guys and Dolls Jr., Thoroughly enhancements to our fine arts curriculum at Trinity, we Modern Millie Jr., and debuting believe that exposing our students to performing and April 24-25 this year, The Sound visual arts affects their values, of Music. encourages acceptance and empathy, and challenges them The Neuro-Education Initiative of to be careful and thorough in Johns Hopkins University School how they observe the world. of Education has explored and studied how visual and performing The Fine Arts program at arts programs boost the learning Trinity is so much more than and achievement of young children just a creative outlet. We see by teaching them necessary skills the academic progression and such as problem-solving, decisioncognitive evolution of our making, creative-thinking, selfstudents as they show discipline and imagination. Arts great improvement in their fine motor control, attention education also levels the “learning and motivation. Students’ experience of arts integration field” across socio-economic lines and bridges the broad spectrum of learning styles among students. All can improve learning across any subject matter and can of which prove to be highly important to our mission at foster deeper engagement, better retention of content and greater investment in their own learning process. Trinity and in today’s society. graders are in the beginning stages of learning tones and the basic components of sheet music, seventh- and eighth-graders are working on mastering sight reading, breathing techniques and harmonizing their voices or their instruments as a cohesive ensemble.
“Music makes a well-rounded student. Each day, we provide an avenue for students’ strength and success,” said Performing Arts Director Megan Postle. “Students who may not excel at first in core subjects at Trinity, have found great success and a chance to shine in music
Journeys of Discovery: Lighting the Fire for Exploration
Nancy Tribble, Annual Giving & Alumni Relations Manager Three years ago, Trinity Episcopal School established the Light the Fire grant for teachers and administrators to experience “out of the box” professional development opportunities. Available to all faculty & staff who have been at Trinity for at least three years, this grant is customized and driven by the applicant’s passion and interest. Each grant experience represents an opportunity for the recipient to accomplish a dream, further Trinity’s mission and ignite the fire of curiosity within students. The 2014 grant recipients were Jason Martin, K-8 Healthful Living Teacher, and Linda Minor, founding faculty member and Kindergarten Teacher. On the adventure of a lifetime this past summer, Jason Martin traveled to Lander, Wyoming to participate in a 14-day wilderness course through the National Outdoor Leadership School (NOLS) where he learned how to pack for camping properly, cook effectively on the trail, safely store food away from bears, cross creeks, blaze new trails, use a contour map and practice the “Leave No Trace” method, which encourages responsible outdoor activities with minimal impact on public recreational areas. “Would all of that have stuck with me had I learned it from YouTube or
in a classroom?” Jason asked himself. “Probably not. I am surprised by how much I retained from my time on the trail. It has only confirmed for me the value of experience over strictly classroom learning.” Jason has used what he learned at NOLS to enhance his 8th grade Life Skills class and to better himself as the leader his students need him to to be, which is what he would consider “an immeasurable or intangible” benefit from his trip. He has also revamped the 5th grade RISE course with new lessons on leadership and is offering new Wildcat Summer Camps including a Middle School summer backpacking course. Traveling across the globe last April, Linda Minor ventured to Reggio Emilia, Italy, where she studied the town’s approach to teaching and learning that stems from WWII. She returned to
Trinity is a school where students WANT to learn and teachers WANT to teach. We are blessed to have faculty that fully embrace being lifelong learners as they push and grow our Fine Arts program and our school to be a vibrant and successful place of learning and community.
face the end of the 2013-14 school year reenergized and ready to finish her 40th year of teaching. And this year, she has continued using everything she learned with her current Kindergarten class. “(The Reggio Emilia) holistic approach is one that children embrace, for it is the way in which they approach life,” Linda explains. “For young children, life is not compartmentalized into separate disciplines but flows as an organic whole, and they are able to see the whole picture.” Linda implemented the “red thread” model in her classroom, a concept that enables teachers to identify an area or “thread” of interest that students will deeply explore throughout the year. Once the thread is found, no matter what it might be, Linda looks for as many ways the students can explore this path as possible: through writing, drawing, reading, researching, watching, creating, observing, predicting and growing. “We are diving deep, not just exploring the surface. It’s a very organic process, this business of learning, and our evolution as teachers never ends,” Linda says. “We can set the stage and then let the children explore, and often they will make discoveries we never dreamed of. This is part of Reggio, as we look for the interests of the children and do our best to help them as they fulfill their vision.” The Light the Fire grant is one that allows teachers to experience continuing education in ways not commonly offered in typical professional development.
These opportunities reenergize our teachers and inspire a new passion for teaching our children. “For me, Light the Fire’s true value lies in a clarity of purpose and direction that can’t be bottled up in a teacher’s planner or course syllabus,” Jason expresses. “It’s about entrusting teachers with an experience that will fundamentally change their approach to teaching students and last well beyond the shelf life of a textbook.” Made Possible By the Generosity of all Trinity Fund Donors:
Annual financial gifts to the Trinity Fund allow us to create opportunities that further Trinity’s mission, such as the Light the Fire grant. Thanks to the 550 donors including parents, alumni parents, faculty/staff, Board of Trustees, grandparents, alumni, Friends of Trinity and community members, the 201415 Trinity Fund has raised $630,000 to date. We are excited to announce our 2015 Light the Fire recipients: this summer, 5th Grade Teacher Jay Masanotti will travel to London to the Globe Theater to study “Teaching Shakespeare through Performance” and Middle School Latin Teacher Lisa Baldini will embark on a journey around Rome and surrounding areas of Italy to study the core elements of her 6th – 8th grade Latin curriculum.
Upcoming Events
MS Musical “The Sound of Music”
April 24, 7pm, and April 25, 2pm & 7pm, Florence B. Gunn Theatre
Annual Spring Arts festival
Thursday, May 7, 4:30-7:30pm
Grandfriends’ Day & Chapel
Friday, May 8, 8-11:30am
Alumni Class of 2011 senior dinner
Thursday, May 21, 6:30-8pm, Dickson Upper Commons
Gr. 8 final chapel
Friday, May 29, 8am, Gymnasium
baccalaureate
Tuesday, June 2, 4:30-7:30pm, Dickson Dining Hall & Gymnasium
Gr. 8 commencement
Wednesday, June 3, 10:30am, Gymnasium
Moving up chapel/Last day of school
Friday, June 5, 10:30am, Gymnasium
750 E. 9th Street Charlotte, NC 28202-3102
Telephone 704. 358. 8101 Facsimile 704. 358. 9908 www.TEScharlotte.org
2014-15 Board of Trustees Philip C. Colaco, Chair The Honorable David C. Keesler, Past Chair Caroline M. Stoneman, Secretary Joseph W. Pitt, Jr., Treasurer Robert R. Anders, Jr. The Reverend Kevin Brown Ann Blakeney Clark Martha M. Eubank Edward Exson John F. FitzHugh Kenneth A. “Thold” Gill III Claudia F. Heath Elizabeth O. Kiser Albert P. Lindemann III Stephen A. Mayo Debra Plousha Moore Cynthia Oates S. Woods Potts T. Edmund Rast Casey Rogers David R. Tate Frank Toliver, Jr. Court Young Ex Officio Thomas J. Franz, Head of School David Matvey, PA President
Trinity Alumni - News & Notes Ky Atkinson (’08) attends Elizabeth City State University where she is working towards getting her Private Pilot Certificate with a major in Aviation Science and a minor in Air Traffic Control. This past November, Ky successfully completed 3 take offs and landings in her first ever solo flight. Ky was recently selected for the Coast Guard CSPI (College Student Pre-Commissioning Initiative) Scholarship Program. She will spend this summer in basic training for 8 weeks and is guaranteed a spot in Officer Candidate School for the US Coast Guard when she graduates. This program also awards her a full scholarship to pay for her senior year at Elizabeth City State.
Lillian Curme (’13) and Henry McDonald (’12) are leading an initiative at Myers Park High School to build an aquaponic garden and box gardens on their campus. The goal of The Mustang Project is to create a hands-on classroom for students and an opportunity to give back to the local community.
Wallace Branche (’08) is a member of the Men’s Indoor Track & Field team at Denison University. This year he won his second-straight and third overall North Coast Athletic Conference Championship in the triple jump with a distance of 46’3.5”. He competed in the NCAA Division III Indoor Track & Field Championship in Winston-Salem, NC for the triple jump and won Denison’s first AllAmerican certificate since 1991, finishing seventh overall.
Josie Fulton (’14), a freshman at Myers Park High School, is a member of the Debate Team and Playing for Others. Josie is also working to get an Odyssey of the Mind team started at Myers Park.
Joseph Cato (’07), a senior at Rhode Island School of Design, is working on his senior thesis, which is a short film project titled “Newport Manner”. Joseph will be graduating from RISD this spring.
Franccezka Descalzi (’13) was selected to join the Honors Women’s Choir at Charlotte Catholic High School as a sophomore. This choir is the most advanced and generally only juniors and seniors are selected. Franccezka also volunteered for Senator Kay Hagan’s campaign this past fall.
Zion Hendrix (’14) was a member of the Varsity Boys Basketball team at Cannon School this winter. He was one of two freshman on the team and started as the team’s point guard. Preston Holmes (’05) will complete his first year of law school at Pennsylvania State University Dickson School of Law this spring. He is a member of the Phi Alpha Delta Legal Fraternity and the Black Law Student Association at Penn State.
Taylor Humphries (’08) is studying abroad in London this semester at the London College of Fashion. She is a junior at the University of South Carolina and is majoring in Fashion Merchandising. Isabel Kelligrew (’13) helped coach Trinity’s 8th Grade Girls Basketball team this winter with Coach Smith and Coach Caldwell. Carter Little (’10), a freshman at Old Dominion University, joined the Varsity Sailing team. Erin Owens (’14) and Mimi Schrimsher (’14) were members of the Girls JV Basketball team at Myers Park High School and served as co-captains of the team. Andy Smithey (’12) was selected by the National Coalition of Girls Schools to travel to Australia this past January to participate in the 2015 Student Leadership Conference organized by the Alliance of Girls’ Schools Australasia. Andy, a junior at St. Mary’s School in Raleigh, was one of two girls nationwide selected to participate in this week-long conference. Hannah Weiss (’08), a junior at UNCChapel Hill, spent her fall semester interning at Durham Performing Arts Center doing Management and Event Services.
Send your alumni news & notes to Annual Giving & Alumni Relations Manager Nancy Tribble at ntribble@tescharlotte.org.