Red & Gray Magazine (2017 Issue)

RED & GRAY 2017 MAGAZINE

ARTS AND INNOVATION AT FESSENDEN PHOTO BY DANIEL FADELY ’17

“Eye” is the winner of the 2017 Red & Gray Magazine student photo contest. Middle and Upper School students were encouraged to submit up to three photos to be considered for publication. A large panel of faculty and staff members voted on images submitted by students.

ABOUT THE PHOTOGRAPHER “Eye” is an extreme close-up of my little sister’s eye. If you look closely you can even see strands across her pupil. Photography has been an integral part of my life ever since I met Mr. Gaskell, Fessenden’s photography teacher. When I had my first photo class in sixth grade, I knew that it was the perfect mix of science and art—both of which I have been fascinated by all my life. Now in ninth grade, I have taken classes and independent studies with Mr. Gaskell for four years, and have finalized four photography exhibitions. I have explored many types and styles of photography, including macro, portrait, and underwater, none of which I would have tried without the support of the incredible arts faculty at Fessenden. I can confidently say that photography is a passion I will carry with me for the rest of my life.

– Charlie Moore ’17

2016 – 2017 The Fessenden School

CONTENTS

Board of Trustees Tara B. Ciongoli PRESIDENT Keith B. Gelb ’85 VICE PRESIDENT Michael R. Mach TREASURER Michael P. Murray CLERK Adam A. Abramson Jeffrey W. Allen Christopher Bartel Stephanie M. Bucci Bruce C. Dayton William R. Elfers ’63 Charles K. Fadel Craig N. Gemmell Michael S. Gordon Grace R. Hoffmann Solomon J. Kumin ’90 Susan B. Levine Mark C. Moore Peter M. Mulderry Christian Nolen Michelle M. Sanchez Rachel E. Skiffer Christine L. Todd Davide D. Visco Peter T. Wheeler ’65 EX-OFFICIO David B. Stettler HEAD OF SCHOOL Jill Walsh PARENTS ASSOCIATION PRESIDENT Gregory J. Rubin ’96 ALUMNI COUNCIL CHAIR EMERITUS Brian J. Conway Hart Fessenden, Jr. ’41 Ernest E. Monrad Peter A. Palandjian James J. Pallotta Thomas S. Roberts THE FESSENDEN SCHOOL 250 Waltham Street West Newton, MA 02465 617-964-5350 www.fessenden.org EDITOR Aly Morrissey DIRECTOR OF COMMUNICATIONS ASSOCIATE EDITOR Jessica Brownfeld

FEATURES

IN EVERY ISSUE

4 Reading Reimagined

2 Message From the Head of School

6 Inside the Ciongoli Center for Innovation

20 Beyond the Blazer

8 The Art and Science of Sustainability

26 Donor Profile

9 Getting to Know Spencer Williams, Director of Arts

28 Alumni Profiles

10 Arts and Innovation

36 In Memoriam

Cultivating a Culture of Creativity

12 Perfect Harmony Enriching Music Education with Technology

13 No Strings Attached Encouraging Expression Through Music Production

40 In Their Own Words 41 The Annual Fund — Thank You for Being a Part of Our Success

14 Taking Shape Through Project-Based Learning, Geometry Comes to Life

18 An Experience Told Through Exposures Students Photograph Washington, D.C.

CONTRIBUTING WRITERS Myrhia Brewer Ki Perry DESIGN Graphic Details, Inc. PHOTOGRAPHY Richard Gaskell Sarah Kouhaila Tim Murphy Len Rubenstein Jacob Wint

38 Alumni Events

The mission of The Fessenden School is to teach, nurture, and celebrate growing boys, cultivating each student’s individual potential and developing in balance his mind, character, heart and body in an inclusive and joyful community that, through rigor, friendship, and service, reflects Fessenden’s traditional values of honesty, compassion, and respect.

On the Cover: About the Photo: “The photo was taken during a high-speed, science-themed photography project. A classmate mixed a few chemicals together in order to cause the beaker to erupt. I knew that it would be a great photo, so I waited for him to complete the process before taking several shots. I felt that my final product represented a combination of two things that I hold very dearly: science and art.”

– Daniel Fadely ’17 “This was an opportunity for the boys to think more deeply about scientific concepts, to develop their photography skills, and to combine the two as a vehicle for scientific communication. We were inspired by an exhibit at the MIT museum titled, “Images of Discovery: Communicating Science Through Photograph.” After the boys learned about the work of famed photographers and innovators, “Doc” Edgerton, Felice Frankel, and Bernice Abbott, they experimented with photography and scientific demonstrations during a workshop at school. It was amazing to see small groups collaborate and tinker, persevering to get that coveted shot.”

– Kitty Stirling, Upper School Science Teacher

BY DAVID B. STETTLER — HEAD OF SCHOOL

Message FROM THE HEAD OF SCHOOL

T

he Fessenden School is a remarkable place. It is a community that cultivates curiosity, champions collaboration, and places an unwavering emphasis on its core values of honesty, compassion, and respect. It is a school to us all, a home to many, and a place where students are taught that strength of character will enable them to utilize their education to benefit the world at large.

When you visit campus, it is obvious that from Pre-Kindergarten through Grade 9, our students are happy, engaged, and inspired. In Fessenden’s Lower School, play is the work of children. Through imaginative engagement—and supported by a balance of freedom and encouragement from nurturing faculty and staff—boys become creative problem solvers; they learn the importance of honesty, compassion, and respect; and they acquire important life skills that guide them through our Middle and Upper Schools. In the fifth through ninth grade years, boarders and day students are immersed in a diverse culture that comes from a campus community of local, national, and international students. Boys strive, interact, and claim their identities with both confidence and humility, seeking opportunities for growth in the spaces beyond their comfort zones.

David B. Stettler, Head of School

As I reflect on my years at Fessenden—and look toward the School’s future—I am impressed with the strength and character of the institution, and its continued ability to blend time-honored tradition with 21st century educational best practices.

Through a collective effort, thanks to the support of parents, alumni, the strong leadership of the Board of Trustees, and the talents and hard work of our faculty and staff, we have secured Fessenden’s position as a world-class school. I continue to be inspired by the collaborative nature of our community and the willingness to share knowledge and expertise with one another.

In May 2013, the Board of Trustees voted to adopt a strategic plan designed to promote and ensure educational, institutional, and reputational excellence for Fessenden. Over the past five years, we have come together in support of major initiatives such as the incorporation of project-based learning into our pedagogical repertoire and the enhancement of campus facilities in order to bolster our educational and athletic programs. Today, many of the dreams we envisioned in that plan have come to fruition, and we can feel proud of the significant progress that has been made.

One of the most visible outcomes of the strategic plan is the new Ciongoli Center for Innovation (see page 6), which opened its doors last September. New energy and opportunities for innovation in teaching and learning have emerged as a result of this addition to campus. As you will read in this year’s issue of Red & Gray Magazine, our students are combining foundational knowledge with crucial 21st century skills and engaging in multidisciplinary and experiential learning. In this magazine you

2

W W W. F E S S E N D E N .O R G

“As I reflect on my years at Fessenden—and look toward the School’s future—I am impressed with the strength and character of the institution.”

will learn how innovation is being embraced and even defined

by Fessenden, and about the many ways in which innovation is intersecting with the arts.

The School is well-positioned to carry out the final phase of the strategic plan—the transformation of arts education at Fessenden. In the last year, we appointed a Director of Arts (see page 10), launched the remaining component of our capital campaign, Fessenden360, and took steps to plan for the construction of a new Arts Center, which is on the horizon. With this in mind, it seems a fitting time for a leadership transition. In January, I shared with Board President Tara Ciongoli my decision to retire next June, following the 2017–2018 academic year. In my message, I noted what an extraordinary honor and privilege it has been to serve as Fessenden’s Head of School since July of 2011. The experience has been the highlight of my career in education.

The time seems right for the School, for my family, and for me to join my wife, Rachel, in retirement.

There is much still to accomplish, and I look forward to working with you, the Board, and faculty and staff throughout the 2017–2018 academic year to continue to preserve and enhance Fessenden’s wonderful educational mission.

FOLLOW DAVID STETTLER ON SOCIAL MEDIA Instagram: @dbstettler

Twitter: @dstettler

R E D & G R AY M AG A Z I N E 2 0 17

3

BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

READING REIMAGINED NEW PRE-K THROUGH GRADE 6 CURRICULUM IGNITES ENTHUSIASM FOR READING

M

egan Vassallo’s students often rush into her second grade classroom in the morning and demand, “Can we read our books?” And, Maggie Amorello’s third grade students cheer when reading time is announced. In fact, travel through the Lower School hallways or peer into classrooms and you’ll frequently see boys engrossed in a book, dog-earring the pages or using Post-its to mark something noteworthy.

This isn’t an exaggeration. And it doesn’t happen by chance. It is the outcome of a deliberate and strategic review of Fessenden’s Pre-K through Grade 6 reading curriculum. During the 2015–16 academic year, a task force was assembled to examine English Language Arts at Fessenden, and an emphasis was placed on reading. According to English Department Chair Marjorie Hendrick, the group conducted extensive research on the School’s current reading program and studied other successful curricula employed by peer schools.

Based on their findings and insight from educational experts, the task force selected the Teachers College Reading and Writing Project (TCRWP) to serve as the foundation for the new curriculum. The mission of TCRWP is to “help young people become avid and skilled readers, writers, and inquirers.” The approach utilizes databased and standards-based instruction and fosters a learning progression from Pre-K through Grade 6 to accelerate progress in reading and literacy.

4

W W W. F E S S E N D E N .O R G

Assessing a Boy’s ‘Just-Right Reading Level’ For boys in Pre-K through Grade 4, three primary assessments are used to evaluate what is known at Fessenden as a boy’s “just-right reading level.” Throughout the year, teachers examine each boy’s accuracy, comprehension, and fluency. In other words, are students reading words correctly? Are they understanding what they’re reading? And are they reading at an appropriate rate and using expression and punctuation to help them understand the material?

Boys’ reading and math skills are also evaluated during the fall, winter, and spring by i-Ready, an adaptive assessment tool. According to Curriculum Associates, the designers of i-Ready, the diagnostic assessment tool “pinpoints student needs down to the sub-skill level,” and ongoing progress monitoring “shows whether students are on track to achieve end-of-year targets.” This enables teachers to augment their own assessments of boys’ reading levels with data-driven analysis.

The Power of Choice According to Megan Vassallo, co-leader of the English Task Force, once a boy’s “justright level” is determined, the fun begins. She shares, “Boys actually get to choose the books they read. And everyone knows that if they get to choose their material, they’re going to be far more interested in what they’re doing.” This, she explains, is making all the difference.

Reading and Writing Go Hand-in-Hand Research indicates that writing is a powerful tool for improving the way students read, think, and learn.

According to a 2010 study by Vanderbilt researchers Steve Graham and Michael Hebert, writing is an effective mechanism to reinforce reading and comprehension skills. Fessenden students keep “Readers’ Notebooks,” which can include sticky notes, story maps, or “Stop-and-Jots” to help them better understand the text and who they are as readers.

Lower School teachers note that the most remarkable outcomes of the new curriculum are the number of books boys are reading and the eagerness with which they’re approaching these materials. “They talk enthusiastically about books like they’re friends with the characters,” laughs Megan. “We have one boy who is obsessed with Dan Gutman and he will come in and tell me which book he read the night before. There’s definitely a higher level of excitement.”

Marjorie adds that this approach is reinforcing passion and excitement, but must be executed carefully. “You have to walk the tightrope of giving boys the movement and freedom that they crave while also providing significant structure and planning.”

Students are not all reading the same texts, and they’re not utilizing the same approaches, explains Marjorie. “Because that’s not who we are as readers,” she states. Maggie Amorello adds, “As adults, we read because it takes us to a new place.

We want to emulate that for our boys. Allowing them to go to those new places and think about the text more deeply is helping to grow their senses of curiosity and their love of reading.”

R E D & G R AY M AG A Z I N E 2 0 17

5

INSIDE THE CIONGOLI CENTER FOR INNOVATION L

ast September, Fessenden welcomed more than 500 students to the Ciongoli Center for Innovation, a 2,400-square-foot collaborative and experiential learning space situated at the physical and ideological heart of campus. It is the School’s second innovation lab—the first was a small, temporary classroom that enabled Fessenden to conduct an exploration of the integration of project-based learning into all aspects of the curriculum. The in-depth study informed the programming and learning offered in the new space, as well as the architectural design.

With floor-to-ceiling windows, an open-concept studio, and bright splashes of color, the new Ciongoli Center for Innovation is visually striking. And, what happens inside the space is nothing short of magical.

Whether a venue for coding, tinkering, building, or problem-solving, the School’s state-of-the-art resources combined with an emphasis on project-based learning allows Lower, Middle, and Upper School students to develop fundamental and technical skills in science, technology, engineering, arts, and math (STEAM). Through maker concepts such as programming, robotics, engineering, multimedia, and design, essential 21st century skills are learned and reinforced; the Center for Innovation is a hub of creativity, collaboration, and critical thinking.

6

W W W. F E S S E N D E N .O R G

Imagine six- to eight-year-olds mastering circuitry through “Squishy Circuits.”

Picture elementary school students claiming the state title in a national robotics competition, or an Upper School student building a fully functioning robotic arm.

It all happens here at the Ciongoli Center for Innovation.

Head of School Dave Stettler points out that “it is rare for a Pre-K through Grade 9 school to have such resources for innovation.” He adds, “The Ciongoli Center for Innovation simultaneously moves Fessenden forward and allows us to uphold our tradition and long-lasting commitment to educating boys in every aspect of their lives. It also enables them to contribute positively to—and adapt along with—the quickly evolving world in which they live.”

Equipped with 3D printers, laser and vinyl cutters, and an array of technological and fabrication tools, the Center for Innovation encompasses three expansive makerspaces, a machine room— known as “The Shed”—and a collaboration space.

The new building is adjacent to Fessenden’s Wheeler Library, creating an impressive addition to the School’s 21st century learning resources and providing an inspiring space for faculty and students to advance research, design thinking, and project-based learning.

Assistant Head of School Angela Garcia states, “The Library and Center for Innovation staff guide boys through the inquiry and creative processes, encouraging them to become passionate learners, thoughtful innovators, and independent problem solvers.” She adds that the close proximity of

the two resources was a strategic choice, and is ideal for helping students develop digital and technological literacy. Angela attests, “The boys become proficient and thoughtful locators, consumers, and producers of information.”

The Center for Innovation can accommodate three different classes simultaneously, enabling teachers to facilitate educational experiences tailored to each grade level. Lower School boys are introduced to—and develop—critical 21st century skills in this space. They learn to safely use an array of tools, preparing them for the more advanced opportunities they’ll have once they reach the Middle and Upper Schools. Lower School Academic Technology Advocate Kim Fogarty shares, “through various programs geared toward our youngest students, boys extend and explore their interests, creativity, and skills.”

As students grow older, the complexity of their endeavors increases. On any given day, a boy might be working on his 3D-printed remote control plane, mastering Adobe design programs, or sprouting vegetables in the indoor, LED-based “Grow Lab.” The result is a space that is bursting at the seams with light-bulb moments, successes, failures, and constantly evolving questions, all of which support Fessenden’s iterative learning process.

R E D & G R AY M AG A Z I N E 2 0 17

7

BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

ARTS AND INNOVATION CULTIVATING A CULTURE OF CREATIVITY

A

lbert Einstein often claimed that if he wasn’t a physicist, he probably would have been a musician. He is quoted as saying, “I often think in music. I live my daydreams in music.” In fact, Einstein credits his discovery of the theory of relativity to the arts. He once told musical historian and instructor Shinichi Suzuki that the theory “occurred to me by intuition, and music is the driving force behind my intuition.” 1 With the unveiling of the new Ciongoli Center for Innovation and the hiring of Director of Arts Spencer Williams, the link between arts and innovation at Fessenden is becoming crystal clear. Administrators, teachers, and students are excited about what that means for the future of the School.

“When people think about innovation labs and makerspaces, they automatically think of STEM,” notes Director of Innovation Curt Lewellyn. STEM is an acronym for science, technology, engineering, and mathematics, and is sometimes expanded to STEAM in order to include the arts. But Curt 8

W W W. F E S S E N D E N .O R G

attests that simply adding the “A” isn’t the right way to approach education. He doesn’t believe arts should be a separate subject or concentration, but that arts and innovation go hand-in-hand. He elaborates, “Technology, robotics, and coding are all important aspects of what we teach in the Center for Innovation, and what I love most about this space is the abundance of creativity.” Creativity, according to Curt, requires imagination, collaboration, risk-taking, and resilience, the essential components of artistic practice.

This past school year, the Arts Department found ways to take advantage of the Center for Innovation. Spencer organized “pop-up” musical performances in the space in order to allow his singers to practice in front of smaller audiences before taking the big stage in the Performing Arts Center. Students and faculty members also created sets and backdrops for school plays. And, woodworking no longer happened solely in the woodshop; students combined craftsmanship with cutting edge technology. Spencer notes, “I’m hopeful that as we

THE ART AND SCIENCE OF SUSTAINABILITY move forward with the arts curriculum development, we will identify even more ways to collaborate.”

As Spencer looks toward the upcoming capital campaign to build a new Arts Center, he marvels over the boundless opportunities to merge innovation and technology with the arts. He explains, “What you see in the theater is vastly different than it was 20 years ago.

Technology has changed dramatically and standards are higher for sets and special effects. It’s only going to continue to evolve.”

With this in mind, Curt adds that looking toward the future is critical. “I want every teacher to be receptive to the idea that, on a whim, a student might take a 180 degree pivot on a project. And that’s okay. Because this is how the professional world works and how ideas are born.”

Spencer and Curt believe strongly in encouraging students to work across departments and collaborate with others. “It’s way more fun to learn this way,” exclaims Curt. “Not only does it reflect real world problem-solving, it teaches children — and adults — that artistic expression and innovation can be messy, and that great ideas don’t always form in neat, orderly silos.”

Spencer adds that he is looking forward to the new Arts Center and believes it will elevate the program. “We have an amazing, state-of-the-art facility for innovation, and by constructing a new space dedicated to the arts, we will enhance the quality of our learning and the collaboration between departments.”

Shinichi Suzuki, 1969. Nurtured by Love: A New Approach to Education, p. 90.

1

Embedded in the blueprints for the new Ciongoli Center for Innovation are features that exhibit Fessenden’s efforts to create not only an innovative learning environment, but a sustainable space. In fact, according to Chief Operations Officer Mike Grossman, the “green” elements of the building are “fairly invisible.” In partnership with the Campus Planning Committee, a subcommittee of the Board of Trustees, and architectural design firm CBT, Mike aimed to “design a space intended for cutting edge education with 21st century technology that is energy efficient and sustainable.” The building is considered “LEED Gold equivalent,” one of the highest levels of classifications defined by the Leadership in Energy and Environmental Design program.

Energy Efficiency by the Numbers The Campus Planning Committee focused primarily on temperature and lighting. A variable refrigerant flow system was incorporated into the overall design, providing optimal heating and cooling while using the least amount of energy possible. According to Mike, it is over 200 percent more efficient than conventional heating systems and 50 percent more efficient than traditional cooling systems. An energy recovery unit was installed on the roof—it recovers 70 percent of waste heat, transferring it back into the ventilation system in order to bring fresh air into the building.

All in the Details Throughout the design process, the team continually searched for ways to incorporate visually striking elements into the space while also being cognizant of the environmental impact. For example, the floor-to-ceiling windows provide stunning views in-and-out of the building. Made with highperformance glass, they are also insulated to control seasonal temperatures and allow ample light to fill the space, which helps to reduce overall energy consumption. Even seemingly minute details—such as the color of material chosen for the roof—were given careful consideration. A beige color with high solar reflectance was selected to improve climate control.

Perhaps most notable is the lighting system that was installed by a company called Digital Lumens, a leader in intelligent LED lighting systems. Connected to each other on a wireless network, the fixtures coordinate and actually harvest the daylight in order to deliver the desired light levels. In other words, they read the light coming from the outside and modulate themselves accordingly.

Future Educational Opportunities Digital Lumens recently asked Fessenden to beta test a new software that allows customers to more easily access data from the lights, such as energy output by time of day, temperature at the light level, and height of the lights.

Mike elaborates, “This will make it much easier for us to understand what’s happening in our space so we can tweak our systems to be even more energy efficient.” He adds that Director of Innovation Curt Lewellyn will eventually use this software with the boys so they can study the data. “There’s the building systems aspect of sustainability and there’s the behavior aspect,” Mike explains. “This beta test is a way to merge the two. It will provide a real educational opportunity to the boys.”

9

GETTING TO KNOW SPENCER WILLIAMS FESSENDEN’S DIRECTOR OF ARTS

BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

10

W W W. F E S S E N D E N .O R G

E

ducator. Composer. Director. Producer.

These are just a few words that can be used to describe Spencer Williams, Fessenden’s Director of Arts.

In his newly-created leadership role, which commenced last August, Spencer works to shape the School’s visual and performing arts program while elevating the presence and importance of the arts at Fessenden. He also teaches voice, choir, and musical theatre.

“My primary focus this year has been to take a close look at the curriculum,” Spencer notes. “I’ve spent the last year living it and understanding its rich history, and also examining how we can meet the needs of 21st century learners moving forward.”

Of his plans to augment the program, Spencer says, “We’re being strategic in the way we plan to expose boys to the arts—including visual, musical, and theatrical offerings—and we’re also being mindful of how we can better connect the arts with technology and innovation.” He believes that a “synthesized approach” and a close partnership

way they react. I think it will allow students to feel more confident and successful.”

Spencer shares that, moving forward, he intends to capitalize on the artistic expression in which many young students are already engaging, such as filmmaking with mobile phones and GoPro cameras. He notes, “It’s all about piquing the interest of children through familiar mediums and methods.” He believes the new Arts Center will not only elevate the arts program, but will help connect arts with innovation at Fessenden. He says, “We will enhance the quality of our learning and the collaboration between departments.”

Outside of Fessenden, the California native pursues his passion for the arts and has taken advantage of Boston’s close proximity to New York City. In February, his original musical For Tonight, which he wrote, was performed as a concert production at the New York Theatre Barn’s New Work Series. Previously, it premiered at the New York Musical Festival in July 2014 and was seen at Goodspeed Musicals, Isle of Man’s Theatrefest, and Michigan State University. He hopes to bring it to the Boston arts community next year.

“We’re being strategic in the way we plan to expose boys to the arts—including visual, musical, and theatrical offerings—and we’re also being mindful of how we can better connect the arts with technology and innovation.”

– Spencer Williams, Director of Arts with the 21st century learning team will best prepare today’s students to excel in the arts in the future. Spencer adds that, in one year, the Ciongoli Center for Innovation has already allowed for increased connectivity between the two worlds.

Spencer is excited about Fessenden’s new campaign to build a transformed Arts Center, particularly how it will enhance the program and students’ ability to create, communicate, collaborate, and convene. Acknowledging the limitations of the School’s current facilities, he says the new center will result in a marked difference in “how the boys respond to the space.” He elaborates, “They’re going to know that they’re walking into a stateof-the-art theater and that is going to change the

Before coming to Fessenden, Spencer served as the performing arts director and a teacher for seven years at Pinewood School in Los Altos Hills, California. There he taught advanced choir, music theory, and musical theatre, as well as directed and produced the musicals and special concerts on campus. He received his Master’s of Music Education from Boston University, and his Bachelor’s Degree in K–12 Music Education from Brigham Young University.

Spencer shares that, “I am incredibly excited to help facilitate the School’s renewed emphasis on quality arts education.”

R E D & G R AY M AG A Z I N E 2 0 17

11

PERFECT HARMONY ENRICHING MUSIC EDUCATION WITH TECHNOLOGY

W

hen Lower School Music Teacher Kristina Abella joined the Fessenden community one year ago, she had just completed her master’s degree program at New York University (NYU). As a grad student working toward her M.A. in Music Education, Kristina spent much of her time in NYU’s Music Experience Design Lab, more commonly known as MusEdLab, a space in which music educators develop their understanding of curriculum and pedagogy through the use and creation of new technologies.

Kristina reflects, “It was kind of like a dreamspace, modeling what we think music education is going to look like in the next 10 to 15 years. To come to Fessenden and see a commitment to innovation and a resource as impressive as the Ciongoli Center for Innovation was truly exciting. None of my former classmates have this type of opportunity.”

Last August, in the Center for Innovation’s collaboration center, the arts department joined forces with the 21st century team for a Skype call with Kristina’s NYU professor to discuss the latest trends in music technology and how they could be implemented in a Pre-K through Grade 9 school.

A conversation emerged about a way to “hack a standard laser printer” to use conductive ink, allowing posters to be programmed to play music. From there, other ideas began to flow. This type of organic exchange appealed to Kristina, who practiced the same kind of “thinking and doing” at NYU. Kristina’s use of cutting edge resources isn’t limited to the Ciongoli Center for Innovation; she employs innovative tools in her daily curriculum. Technology, she explains, enhances boys’

12

W W W. F E S S E N D E N .O R G

understanding of musical concepts and the development of related skills. She notes, “It sparks the energy in the classroom.

For boys in particular, it’s all about creating kinesthetic experiences in order to fuel—and guide—their energy.”

Groove Pizza, for example, is a circular rhythm app for music making and learning (and was a byproduct of the MusEdLab).

Kristina projects it onto a SmartBoard in order to teach her students about rhythm. “Music is time-based, so it can be easier for boys to learn about it in the way a clock moves forward instead of looking at it linearly as it appears on sheet music,” she says. Through touch screen capabilities, boys can tap the pizza to make different sounds and this helps them learn about tempo and how rhythms can overlap and interlock.

Middle Schoolers compose their own music in Kristina’s class.

She believes it is important to allow boys to create songs that appeal to them, and she encourages her students to emulate industry standards. Boys fashion their very own tracks by recording themselves playing instruments and, through editing software, creating loops within a chord progression.

Whether in the Center for Innovation, the Performing Arts Center, or her classroom, Kristina is excited about meeting boys where they are in the 21st century in order to foster a love and appreciation for music. “I apply everything I learned at NYU to my curriculum. The MusEdLab embodied what music education should look like well into the future, but I get to live it every day here at Fessenden.”

NO STRINGS ATTACHED ENCOURAGING EXPRESSION THROUGH MUSIC PRODUCTION

S

teve Bilodeau found his way to Fessenden by chance.

After graduating from the New England Conservatory of Music in 2015, he joined Fessenden as a private guitar lesson instructor. As an artist having just graduated from music school, Steve said teaching wasn’t necessarily his plan, but he decided to give it a try. Little did he know, he’d love working with young musicians and would make an impact on the music department at Fessenden.

Born and raised in Canada, Steve played hockey as a child and recalls being laced up on the ice when he realized the power of music. He recalls, “Whenever the coaches would put music on during practice I would play better. It pumped me up and got me moving.” His father even joked that he needed a helmet with headphones to stand out on the ice.

Steve began playing piano at the young age of eight, but admits to quickly growing tired of his classical training. And so, he ditched the keys for an old six string and picked up his first guitar at age 12. He notes, “I was into punk rock at the time.”

After playing four-to-five hours a day, Steve joined his first band, ForNever, at age 13. Today he laughs, “it was pretty much the worst band name ever.”

With a diverse mix of influences including Eddie Van Halen, Jimi Hendrix, John Coltrane, Miles Davis, Kendrick Lamar, Joni Mitchell, and Bob Dylan, Steve has established an eclectic style of his own. In recent years, he taught himself about music production and beat making. “Many people are surprised to learn that I’m a huge hip-hop lover,” he shares.

“It started out as something I did for fun; I never anticipated it would be something that would actually help me make a living.” Steve recently signed a publishing deal with a company that places music in TV shows and advertisements, and he has even produced tracks for some local rappers and singers. “There’s no line between what I do for fun and what I do for work; I love music and that’s all I want to do.”

Steve has brought his passion for the guitar and digital music production to Fessenden. “The Ciongoli Center for Innovation is one of the coolest things about Fessy,” Steve exclaims. While he loves private instruction and helping students discover their own musical passions, he also teaches boys that there

are other ways to make music. “Music production is becoming more and more popular and it is infinitely more accessible to the average person now than it was 20 years ago. Today, you can make professional-sounding music with equipment that costs a few hundred dollars.”

Steve’s goal is to inspire students to unearth their love of music, regardless of the medium. He explains, “Whether you’re playing an instrument or making music on a computer, if you’re creating something then you are expressing yourself.

I honestly believe that the world would be a better place if more of us engaged meaningfully with music.”

R E D & G R AY M AG A Z I N E 2 0 17

13

BY JAQ LAI ’18

AN EXPERIENCE TOLD IN EXPOSURES STUDENTS PHOTOGRAPH WASHINGTON, D.C.

T

he eighth grade’s annual three-day trip to Washington, D.C. is an experience that inspires growth from many angles, whether it be internal, intellectual, or interpersonal. What better way to document such an experience than from a medium that thrives on new perspectives? Below is an exploration of the trip composed of images taken by various students (myself included) during the 2016 and 2017 D.C. trips.

“Concentric” – JaQ Lai ’18

“FDR Memorial” – Ian Kaplan ’18

“Washington Monument” – JaQ Lai ’18

“Dogwood” – Ian Kaplan ’18

“Being immersed in the documentation of pivotal moments in our nation’s history gave me insight into how I can draw on our storied legacy and engage in the brightening of our future.”

14

W W W. F E S S E N D E N .O R G

– Ian Kaplan ’18

“In the Field” – JaQ Lai ’18

“Naval Academy” – Venkat Vellanki ’17

“This image is not intended to support or attack political parties, but rather, to illustrate how the democratic system allows for healthy political discourse and dissent.”

– JaQ Lai ’18

“Stand Up” – JaQ Lai ’18

“Honest Abe” – Venkat Vellanki ’17

“Looking Up” – Venkat Vellanki ’17

R E D & G R AY M AG A Z I N E 2 0 17

15

BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

TAKING SHAPE

THROUGH PROJECT-BASED LEARNING, GEOMETRY COMES TO LIFE

A

t the start of the school year, Middle School Math Teacher Katie O’Hara knew she wanted to design a project-based learning (PBL) unit for her students. While teachers in the humanities often enjoy great freedom when it comes to utilizing PBL as an educational approach, mathematics instructors can find it challenging to create experiences that thoroughly incorporate required content knowledge and fundamental skills. Specifically, Katie notes that it is difficult to provide students with the essential “voice and choice” component of PBL, or students’ ability to make decisions about process and final products. She states, “It’s hard to offer flexibility when it comes to multiplying fractions because there is a specific process to it.”

During a summer brainstorm session with Academic Technology Advocate Kim Fogarty, lightning struck. Katie decided to use geometry as the foundation for her first in-depth project-based learning unit. She tasked her students with designing geometric buildings over a three-week period following specific parameters.

Buildings had to fit on an 11 in. x 11

16

W W W. F E S S E N D E N .O R G

in. board and be no taller than 12 in. Designs had to include a square, rectangle, cylinder, triangular prism, and tetrahedron. Pyramids, cones, and spheres were optional embellishments.

Boys were mandated to include one feature of a distinct architectural period. Finally, recycled materials were required to be incorporated into each building.

Katie covered the nuts and bolts of geometry during the first week, providing boys with essential “tools” to help them design and construct their very own buildings. By using the flipped classroom model, she assigned video lectures about surface area and volume as homework so that classroom time could be dedicated to hands-on learning. Katie introduced cube nets—two-dimensional figures that can be folded into three-dimensional objects—to help boys calculate dimensions and learn about different shapes.

Students also learned about various architectural styles throughout history. Ancient Egypt and Rome weren’t topics that would typically make their way into a middle school math syllabus, but Katie explains that “it was really refreshing to teach with someone else.” Kim led the lesson on ancient architectural styles. “The boys loved it, and they incorporated a lot of their learning into their projects, many of which were Roman-inspired.”

When it came time to transition from the classroom to the Ciongoli Center for Innovation, boys immediately wanted to utilize 3D printers and laser cutters. “I noticed that many groups were so excited that they forgot to calculate their surface areas,” Katie says. She admits that it was challenging to provide her students with the latitude to make mistakes.

“But failure is such an important part of the learning process,” she attests, “and these mistakes forced boys to slow down and think more deeply about the materials they wanted to use for their prototypes, and how to safely use the tools in the space.”

When designing the PBL unit, Katie never could have imagined the abundance of creativity that would appear in the boys’ finished projects. Buildings ranged from simple, minimalist designs—such as a rectangular box reminiscent of Boston’s Prudential Center—to Batcave-inspired buildings. Modeled after local landmarks—such as Gillette Stadium and TD

Garden—and ancient designs, Katie recalls that children were “all over the map with their inspiration and none of the projects looked alike.”

As with any successful PBL unit, the boys were required to present their projects to an audience and, through metacognition, reflect upon their learning. During this final phase, Katie asked students if they stuck to their original plans. “Most of them said ‘not at all,’” she laughs. “The boys were able to articulate why their plans changed, and that there was a method to their madness. It was rewarding to see them problem solve on their own instead of being told how to do things.”

A common question raised by parents and educators alike is how to best assess students during a project-based learning unit. Katie set clear expectations and guidelines at the start of the project. One piece of the puzzle was the requirement of a “companion slideshow” in order to document and record their process.

Boys were charged with including daily photos and notes that depicted their action steps, ideas, and obstacles.

One slide had to highlight a feature of boys’ buildings that corresponded with a specific architectural period.

Boys had to create one slide for each shape that was used, including a graphic representation of the geometric shape, an actual photo of the item they used in their design, and the dimensions of the item they used (length, width, height, surface area, and volume).

A final photo of the project was required with the following measurements: (length, width, height, perimeter, surface area, and volume).

A reflection slide helped boys to deeply understand the learning process.

R E D & G R AY M AG A Z I N E 2 0 17

17

BEYOND THE BLAZER At Fessenden, we are united—but not defined—by our dress code. Whether on campus or off, beyond the sea of blazers and ties exists a vibrant and diverse community. Get a behind-the-scenes glimpse of life at “Fessy” with these stories and photos.

STUDENT SELECTED TO PERFORM AT REGIONAL HONORS CONCERT Blane Zhu ’17 took the stage at the Massachusetts Music Educators Association’s Eastern District Junior Honors Festival in March. He was one of 10 oboists and 360 students selected to create four ensembles: an honors orchestra, concert band, jazz ensemble, and chorus.

More than 1,000 musicians in the Eastern District (Boston and towns to the west, including Wellesley, Needham, and Weston) auditioned for this honor. As part of the selection process, Blane played a series of memorized chromatic and major scales, an oboe solo, and a piece of music he had never seen before in front of a judge. Musicians were rated on tempo, intonation, melodic and rhythmic accuracy, technique/articulation, musicianship, and tone quality.

FESSENDEN HAS STRONG SHOWING IN SISAL COMPETITION

GRANDPARENTS’ AND GRANDFRIENDS’ DAY

Middle and Upper School students submitted work to this year’s Small Independent School Art League (SISAL) competition. A number of Fessenden students were recognized with awards and honorable mention nods.

More than 300 grandparents and grandfriends braved the rain to attend our annual event!

Middle School Award Winners:

Upper School Award Winners:

Nate Gelb: First Place, Mixed Media Tommy Hunnewell: Honorable Mention, Mixed Media

Emmanuel Aweke: Honorable Mention, Painting First Place, Sculpture First Place, Wheel-Thrown Ceramics

Sid Pradhan: Third Place, Printmaking

Erol Barrett: First Place, Painting

Aaron Weiner: Second Place, Printmaking

Shinnosuke Miyamichi: Second Place, Drawing Charlie Moore: First Place, Digital Photography

18

W W W. F E S S E N D E N .O R G

LIGHTS, CAMERA, ACTION! This year, the Fessenden Arts Department directed and produced 15 school plays and musical performances from Kindergarten through Grade 9.

FESSENDEN SCORES INVITATION TO MIDDLE SCHOOL SQUASH NATIONALS AT YALE UNIVERSITY

BY MAXWELL JONES — UPPER SCHOOL LATIN TEACHER; VARSITY SQUASH COACH

It was a fantastic season for the varsity squash team, marked by excellent competition and tremendous growth. This past winter, Fessenden was invited to compete in the Middle School Squash Nationals at Yale University.

VARSITY BASKETBALL CROWNED CHAMPIONS AT FUTURE STARS TOURNAMENT IN NEW YORK

BY PETE SANDERSON — DIRECTOR OF ATHLETICS; VARSITY BASKETBALL COACH

The Varsity Basketball team traveled to New York City this past winter for the prestigious Future Stars Tournament at the Boys Club of Harlem. They came away with their first-ever championship trophy. This event brings together arguably the six best Junior Preparatory teams in the country for a long day of intense, but spirited, competition.

To kick off the tournament at the Brady Squash Center, Fessy boys played a terrific first match against Greenwich Country Day. Though the Red & Gray ultimately lost 2-3, Duwon Lee ’18 and Jake Koeppel ’18 both came away with solid wins.

The Bears later defeated Rye Country Day 3-2, advancing in the consolation bracket after their first loss. Bringing home the win for Fessy were Jake Koeppel and Will Santoro ’20, both winning 3-0, and Duwon Lee, who won 3-1. Fessy then defeated Green Vale 4-1 in the team’s best showing in the tournament. Duwon Lee, Will Santoro, and Ben Gliklich ’20 secured the victory for the team, while Jake Koeppel’s victory at the No. 1 spot sealed the deal and sent the boys to the finals in fine fashion. Fessy met Princeton Day School in the consolation finals, and though the Bears lost 1-4, the team placed in 9th place overall in the Boys 1st Division.

While three of the top five athletes who competed at nationals will be leaving Fessy, we look forward to many returning, up-and-coming players and another great season this winter!

Fessenden looks forward to the completion of the new Roberts Family Squash Center next fall (see page 22).

After winning their first games by 10 points, the championship game was a back-and-forth contest through most of the first half, but Fessy was able to wrestle the lead away by halftime to earn a 57-41 victory. Co-Captain Andre Washington ’18 was named the tournament MVP for his all-around outstanding play, and Myles Foster ’17 was named to the All Tournament Team for his contributions to Fessenden’s victories throughout the day.

R E D & G R AY M AG A Z I N E 2 0 17

19

BEYOND THE BLAZER

STATE CHAMPIONS IN NATIONAL ROBOTICS COMPETITION

PINBALL WIZARDS As part of their fourth grade study of simple machines, boys designed and built their own pinball machines.

A team of Fessenden students, the “Robot Rulers,” placed first in Massachusetts (in the 6–8 age category) in the Wonder League Robotics Competition. This competition recognizes young students for their application of computer programming and robotics. The win marks Fessenden’s second consecutive state title; a group of six Lower School boys claimed the title in last year’s contest.

This year, 15 Fessy teams participated and received excellent results—including many with perfect scores—so only teams that earned many bonus points advanced.

VOLUNTEERS MEET BOSTON MAYOR MARTY WALSH

STUDENTS CELEBRATE ‘MOVEMBER’ This past fall, Fessenden celebrated “Movember” to promote men’s health awareness. The community wore mustaches in honor of a person to whom they sent healthful, spiritual, and emotional wishes.

20

W W W. F E S S E N D E N .O R G

Boarding students were proud to be among 750 volunteers at the Boston Latin School to help Boston Cares, a charitable organization, on Martin Luther King Day. They helped assemble educational kits that were distributed to Boston Public Schools and used for hands-on teaching. They also had a chance to meet and high-five Boston Mayor Marty Walsh!

BROTHERS RAISE THOUSANDS FOR ENDANGERED BIRD

BY LARA GARRETT — COMMUNICATIONS INTERN

Will ’20 and Matty ’22 Gladstone, brothers in the Middle and Lower Schools at Fessenden, have raised approximately $24,000 to save the Blue-Footed Booby—an endangered bird in the Galapagos Islands. According to Will, inspiration struck during a popular project-based learning unit on birds and their habitats, which is led by Middle School Science Teacher David Banister each year.

Concerned about the bird’s rapidly decreasing population and habitat loss, Will knew he wanted to help. During an interview with Fox 25, he recalls, “I thought, ‘They have blue feet. Why don’t we sell blue socks to raise money for them?’” And so, the Blue Feet Foundation was born. In the past year, avian enthusiasts have flocked to the boys’ website to get their hands on a pair of bright blue socks, an ode to the bird’s uniquely blue feet.

Will’s teacher David remarks how proud he is of the boys, and how gratifying it has been to see the impact of their efforts. “As a teacher, inspiring kids to do cool stuff, helping them to follow their own passions, and supporting them to pursue some of their own interests is what it’s all about.”

The boys’ mission has gone viral on social media; people submit pictures of their socks from all over the world, contributing to a dedicated online following in support of the Blue-Footed Booby.

All proceeds are divided among The Galapagos Conservatory and the Charles Darwin Foundation.

According to Peter Gladstone, the boys’ father, “a research project to study the population decline of the Blue-Footed Booby in the Galapagos has been approved and was a direct result of the boys’ initiative!” The research began this summer, and the boys look forward to helping these birds for years to come.

For more information, visit www.bluefeetfoundation.com.

Top to bottom: Matty ’22 (left) and Will ’20 Gladstone (right); Head of School David Stettler shows off his Blue Feet Foundation socks.

FOR MORE BEHIND-THE-SCENES INFORMATION ON LIFE AT FESSY, BE SURE TO VISIT FESSENDEN.ORG/NEWS OR FOLLOW US ON SOCIAL MEDIA! facebook.com/thefessendenschool

@fessy

@fessendenschool

pinterest.com/fessendenschool

R E D & G R AY M AG A Z I N E 2 0 17

21

BY KI PERRY — DIRECTOR OF INSTITUTIONAL ADVANCEMENT

CHAMPIONING GENEROSITY ROBERTS FAMILY EXPANDS ACCESS TO SQUASH AT FESSENDEN

T

om and Kristen Roberts P’14, ’17 were Fessenden parents for more than a decade. During that time, their dedication to the School was evident through their involvement in countless ways. Kristen was a frequent and active parent volunteer, as well as a tireless advocate for Fessenden in her community, and Tom held positions as Treasurer and Board Chair during his nine years as a member of the Board of Trustees.

Recently, the Roberts have stepped forward yet again, this time to ensure that squash courts become a reality at Fessenden. Tom fondly remembers his boys’ experience playing squash at the School. “They had never picked up a racquet before but they were with their pals and they were having fun and that’s all that mattered. It was what athletics at that age should be all about.” Kristen adds that, as a family, they appreciated having a sport that was accessible to a fifth grader. “These days, many kids start playing team sports at such a young age. School squash isn’t like that. You can start playing at 10 or 12 years old and still contribute to the team.”

Tom and Kristen believe in the benefits of individual sports like squash, and have seen firsthand the valuable, introspective lessons that are learned on the courts. One lesson is that there is nowhere to hide. Tom explains, “After a game, you can’t sit around thinking that you’re better than your opponent. You played him, and you may be better next week, but not this week. You win or lose. There’s not a lot of that in today’s world, and exposure to that is healthy.” Kristen also explains that another important part of squash is that every match matters. “The number seven player’s match is equally as important as the number one player’s match since the team that wins the most individual matches is the overall winner. In fact, The Roberts Family (L to R): Harry ’17, Jack ’14, Tom, Abigail, Kristen, and Emma

22

W W W. F E S S E N D E N .O R G

it may be that the number seven player is the most consistent and wins for the overall team more reliably.” Tom adds, “It’s changing all the time because it’s a ladder system. In squash, you can move up the ladder as the season progresses.”

In making the lead gift to the new Roberts Family Squash Center, they are hopeful that it will provide more boys with access and exposure to the sport. Squash courts in the area are limited, and Tom believes that by adding this new facility to Fessenden’s campus, the School can host low-key, smaller tournaments which would enable local children to compete even if they wouldn’t qualify for a large regional or national tournament. Tom and Kristen also see the squash center as a place where Fessenden can build community. Kristen envisions Friday night social events, like the Middle School skating party, or perhaps faculty versus student matches.

Both Tom and Kristen imagine it will be a great activity for the School’s boarders.

With their eldest son Jack heading off to college in the fall and their younger son Harry having left Fessenden three years ago, it is remarkable that the boys still have strong memories, like of their first-ever squash tournament, as well as several of their teachers and coaches. As parents, Tom and Kristen are thrilled to be able to pay tribute to the school that gave their boys such a strong foundation. Kristen says, “The respect and admiration for their Fessy teachers is incomparable and the camaraderie that exists at an all-boys school is something that shouldn’t be underestimated. It is such a special thing.”

Tom elaborates, “Fessenden is perfectly clear on its mission, which presents itself in a thousand subtle ways and creates an experience that is consistent and powerful. The piece that was most important to us was the character education which the School lives and breathes. Fessenden helped teach our boys to be good young men, and their time on the squash courts was just one aspect of a full experience geared toward that outcome. For that, we are eternally grateful to Fessenden.”

A digital rendering of the new Roberts Family Squash Center, which is scheduled to open this fall.

R E D & G R AY M AG A Z I N E 2 0 17

23

CRAIG ACKERMAN ’15 ATTEMPTS TO BUILD WORLD’S LIGHTEST FUNCTIONAL EXOSKELETON

T

his past school year, Craig Ackerman ’15 was named as one of two recipients of Beaver Country Day School’s Alex Cohn Grant. Each year, the grant is awarded to a rising junior or senior for an experiential, hands-on program or course of study that will enable the student to explore a passion for a particular topic or activity outside of school. Craig’s attempt to create the world’s lightest functional exoskeleton using arduinos, metal alloy Muscles Wires®, and various electrical sensors caught the attention of the committee members and his proposal was selected as a winning entry.

What was your reaction when you learned that you were a recipient of this year’s Alex Cohn Grant?

I was excited, to say the least. My project comes with many different challenges.

First, it has never been done before, so I am charting new territories. Second, there is a difference between coming up with an idea or concept and actually following through and creating it. Because of this, I was nervous, as well as excited, about the grant. I am going into the unknown so we will have to see how it goes.

How did you come up with the idea of creating the world’s lightest exoskeleton?

Craig Ackerman ’15

I have always been interested in hands-on things, so I naturally gravitated towards science. This eventually led me to robotics, which I loved, but there was something missing for me. That missing piece was how to make robotics and the human body work together. Through my study of prosthetics I learned about exoskeletons. The word ‘exoskeleton’ brings to mind science fiction devices seen in video games, like “Call of Duty,” and movies, such as “Elysium,” but in fact these machines are already being produced. Companies all over the world are making these suits. But the problem I see with the suits is that they are heavy and bulky pieces of hardware that cost a considerable amount of money to produce. I seek to solve this problem. That is why I want to create a lightweight suit that anyone can use and afford to buy.

Was there a particular class or teacher who sparked your interest in robotics and/or science?

I took a robotics class in seventh grade with Mr. Will Tuttle. He and that class introduced me to the world of new technologies, including robotics, 3D printing, and many other things that sparked my relationship with engineering.

24

W W W. F E S S E N D E N .O R G

JAKE FOGARTY ’14 DESIGNS WATCH, LAUNCHES KICKSTARTER CAMPAIGN

W

hen he wasn’t studying or participating in extracurricular activities at Noble and Greenough—or visiting colleges—Fessenden alumnus Jake Fogarty ’14 was fostering his creative and entrepreneurial spirit. This past year, he launched a Kickstarter campaign in support of Elementa Aedifex, a watch he designed from scratch. The Fessy alumnus, who plans to study engineering at Georgia Tech this fall, developed a love of watches as a young student in Grade 5.

His interest morphed into a blog until Jake had acquired so much knowledge that he decided to create his own design.

When did you decide to transition from reviewing watches to actually creating your own design?

After a year or so of reviewing watches on my blog, I got to know what I liked and what I didn’t. I am convinced there are not enough well-built, reasonably priced watches on the market and the few that are out there are designed with profit maximization as a goal. There’s a market for a well-built, good looking watch with cool features and a unique design that doesn’t cost as much as a good used car.

What training or education has prepared you for this creative pursuit?

My teachers at Fessy taught me to ask lots of questions and always inquire. The English teachers I had, like Ms. Bhan, taught me to look closely at the text and ask lots of questions.

This was very helpful in negotiating and signing a contract with the manufacturer, as I was able to eliminate some clauses that would be risky for me. My eighth grade science class, when I studied physics and chemistry, prepared me for how much work this project would be!

What inspired you to create this specific design?

I used elements of my favorite watches as the basis for my design and put it all together using Adobe Illustrator. In coming up with the name Elementa Aedifex, I used my knowledge of Latin gained at Fessenden. ‘Elementa,’ meaning always in its element, captured what I wanted my watches to be. ‘Aedifex,’ meaning founder or one who creates, was a perfect name for my first watch.

What challenges did you encounter along the way? And how did you overcome them?

There were a lot of challenges in manufacturing a watch.

First, I had to find a manufacturer who didn’t want half of the production cost upfront; I would have had to come up with a lot more money than I had. I also needed to find a manufacturer that was flexible enough to build my design. A lot of manufacturers don’t allow the design to stray very far from their standard design template. I solved these issues by talking to people I knew in the watch community who told me about manufacturers who could do what I was intending.

Jake Fogarty ’14

R E D & G R AY M AG A Z I N E 2 0 17

25

FASHION FORWARD AN INTERVIEW WITH ‘THEORY’ FOUNDER ANDREW ROSEN ’71

W

ith both legs swung over an armchair in his trendy Manhattan office, Fessenden alumnus and fashion pioneer Andrew Rosen ’71 flipped through the pages of his elementary school yearbook. The founder of contemporary fashion label Theory—and a regular burner of the midnight oil— sat in front of floor-to-ceiling windows revealing a canvas of lights from the Meatpacking District. A yellowed copy of Fessenden’s 1971 student literary publication, “The Albemarle,” stood out in the minimalist, modern interior of the coveted former warehouse.

Andrew—who attended Fessenden from third through eighth grade—smiled nostalgically at a poem he wrote decades ago.

26

W W W. F E S S E N D E N .O R G

BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

“I

never got one of those pins, those merit badges,” he laughs. “If you got one you could go down to the candy store. I was always so close.” According to Andrew, he excelled in geography and history but struggled with English. A self-proclaimed do-gooder, he remembers following the rules and enjoying a healthy balance of structure and freedom at Fessenden. Andrew notes, “I was the kind of kid who did the right thing. I wasn’t rebellious in any way, shape, or form.”

Andrew has many memories from his time at Fessenden and vividly remembers the dress code—he was acutely aware of fashion, even as a young student. Andrew recalls a time when, due to the School’s then “strict short hair policy,” he was asked to get a haircut at the campus barber shop. He laughs, “My mother was very particular about my hair, and she was not pleased.”

After graduating from Fessenden, Andrew attended The Lawrenceville School in New Jersey for two years before transferring to the Stevenson School (formerly known as the Robert Louis Stevenson School) in Pebble Beach, California. He was a championship golfer and moved to the West Coast to pursue his passion for the sport. He attributes his talents, in part, to the time he spent on the golf course that used to exist on Fessenden’s campus.

Andrew’s post-secondary educational experience deviated from that of his peers. “I always knew that I was going to go into the clothing industry,” he states. “It came naturally to me.” Instead of attending college, Andrew had the opportunity to work with his father and learn a craft from the inside out.

One could say that fashion is embedded in Andrew’s DNA. In 1910, his grandfather launched a clothing manufacturing business in Waltham, Massachusetts. Following WWII, his father took a position at the helm and left it to Andrew when he passed away in 1983. The company made Calvin Klein jeans at the time, and provided Andrew with a unique perspective. He attests, “I thought I knew it all back then, but I made mistakes that actually served me well when I started my own company.” By the time Andrew was 40 years old, Theory was born. He credits his success to working for, and learning from, a variety of mentors.

Fast forward to life as a fashion mogul. A tour through the Theory office is not unlike a scene from the blockbuster hit, “The Devil Wears Prada.” But don’t conjure up images of the ice-cold fashion magazine editor played by Meryl Streep. Always ready to lend his expertise, Andrew is a charismatic leader with whom everyone wants to “steal a second.” When snaking through the company’s warehouse, he readily answers questions about fabric swatches, shipments, and designs, and his interactions with his employees—many of whom have been with him for 20 years—indicate that he really cares about them on a personal level.

Asked about the challenges of owning a major clothing label, Andrew states the critical need to be adaptive in an industry that is quickly changing. He notes that the company, which was founded 20 years ago, is currently “modifying its business platform and the methodology in which employees think and do business.” The label will move away from a wholesale approach and begin selling directly to customers.

As if Andrew doesn’t have his hands full, he often invests in growing fashion companies. “The business has to be scalable, but more importantly people must have integrity and be able to prove that they can get a business up and running.” A few notable examples of companies in which he has invested are Rag and Bone, Alice + Olivia, and Proenza Schouler.

Andrew considers what he might tell a young Fessenden student who is seeking to realize his own dreams.

“There will always be twists and turns along the way. Make mistakes and learn from them. Be aware of what you do well and of your limitations. Be compassionate and see things from others’ points of view.

There are a lot of people that make up my company and I learn a lot from their perspectives.”

Andrew believes that passion is an essential ingredient for success. “I’m just as excited to come to work today as I was 40 years ago,” he notes. “I enjoy not being limited to anything other than what your imagination can come up with.”

R E D & G R AY M AG A Z I N E 2 0 17

27

BY MYRHIA BREWER — DIRECTOR OF ALUMNI ENGAGEMENT AND DEVELOPMENT

ROBB BROTHERS GIVE BACK TO HOMELESS VETERAN

B

rothers Steve ’96 and Tyson ’99 Robb spent their Christmas installing new baseboard onto the floor of a house so that a homeless, two-tour veteran who served in Iraq could move in with his family. The painter was due to arrive on the morning of December 26. “We had Christmas dinner at my mom’s house,” Steve says, pausing to reflect. He then laughs, “Actually, it was more like a quick brunch. Tyson and I quickly went to work on the house so that the family could move in as soon as possible.”

Steve is the owner of Robb Enterprises, a real estate sales company located in Natick, Massachusetts.

He met Sundip, a disabled veteran, at an open house for another property and was immediately moved by his story. Sundip had been living in a shelter for six months with his wife and three young children and, due to a limited budget and poor credit, was having trouble finding permanent housing. When Steve learned about the sacrifices Sundip had made and the challenges he faced, he knew he had to spring to action. With family ties to the military—Steve’s grandfather is a WWII veteran—he decided to purchase a property with Sundip and his family in mind.

In a matter of months, Steve was able to purchase and close on a home, completely renovate the interior by re-painting each room, refinishing the floors, and adding handicap accessible fixtures wherever necessary.

He also created a beautiful backyard for their children to enjoy. Steve partnered with his brother, Tyson, to restore the home. Their mother, Carole, also became an integral member of the team, acting as the real estate agent. Steve says “she may be one of the best examples of a hard-working, compassionate person.”

Carole always wanted the best for her boys. After Steve spent third through sixth grade in four different schools, she toured Fessenden and immediately knew it was the perfect school environment for her children. Steve agrees. He notes, “It was warm, inviting, and there’s something about walking into the Memorial Schoolroom that lets you travel through 100 years of history. Every teacher had a smile, and we felt like everyone was here to help in any way they could.”

Steve thrived at Fessenden. He remembers the sense of excitement he had the moment he arrived on the Fessenden campus, and how it continued whenever his mother or grandparents dropped him off for the day. When it came time for pick-up, Steve says he and his brother “always had new ideas and knowledge we were eager to share with them.” It was usually math- or science-based. He adds, “Fessenden always challenged yet supported you while simultaneously teaching you to be respectful and helpful to others.”

28

W W W. F E S S E N D E N .O R G

In addition to his appreciation for academics, Steve recalls youthful moments outside of the classroom. In ninth grade, he and his friends would visit the tennis courts to rollerblade in between classes. He laughs, “We built these crazy jumps and would see who could perform the most impressive trick before returning to class.” Steve played a myriad of sports at Fessenden. He fondly remembers hearing his grandparents cheer for him at every game.

Steve’s grandfather, Anthony, is someone he has always admired. Not only did Anthony teach his grandsons how to be responsible craftsmen, educating them on how to work with saws and hammers from a young age in his workshop, but he also taught them the importance of giving back. “We have always been interested in creating things, sometimes out of nothing, and living by the standards my mother, grandparents, and Fessenden instilled in us. Helping those in need when you have the means is one of the best ways to share what humanity is about.”

Fast forward to January 2017. Sundip and his family moved into their new home. Steve explains that he is proud to be able to pay it forward. “We have been fortunate to be surrounded by great people and organizations, especially when our family needed a helping hand. Being able to assist Sundip and his family is truly a blessing.”

Steve continues to be an active member of the Fessenden community as an alumnus, serving as a member of the Alumni Executive Committee. His advice to Fessenden boys is something that he still embodies today as a Fessy boy himself. “Simply doing the right thing, treating others with honesty, compassion, and respect, is the best policy you can have; you can do it on your own, with others, or through business.” Steve wants current students to savor the time they have at Fessenden. “You will foster some of your longest lasting friendships at a school that truly values you for who you are as an individual.”

Top to bottom: Steve Robb ’96 (right) with mother Carole (middle) and brother Tyson ’99 (left); Tyson (left) with Headmaster Frank Perrine (middle) and Steve (right) at Steve’s graduation in the Spring of 1996.

Steve and his team at Robb Enterprises plan to continue their efforts to help other homeless veterans. If you are interested in getting involved, please contact Steve at srobb@robbenterprises.com.

R E D & G R AY M AG A Z I N E 2 0 17

29

BY MYRHIA BREWER — DIRECTOR OF ALUMNI ENGAGEMENT AND DEVELOPMENT

STEVE GIFFORD ’02

BUILDS FAMILY BUSINESS, ONE STITCH AT A TIME

“I

always wore a lot of hats as a kid but could never find one that fit just right,” Steve Gifford ’02 laughs. “I loved hats so much I would even fall asleep with my hat on as a teenager all the time.” This, paired with the fact that his older sister Sarah has been needlepointing belts and pillows as presents for family and friends since high school, was the impetus behind their company, Harding-Lane (H-L), which they co-founded in 2010.

After realizing there was a niche market for needlepoint hats in the New England area, Steve and Sarah looked for a manufacturer that would be able to make their vision come to life while staying true to their goal of making a responsible product. Childhood memories on Cape Cod coupled with their love of the outdoors inspired many of the company’s product designs. Equally important is their desire to give back. A portion of H-L’s annual profits is donated to The Trustees of Reservations, an organization which cares for more than 27,000 acres of land in Massachusetts.

Sarah hand needlepointed the company’s first four hat designs, which would soon become staples of the H-L brand: a striped bass, a crab, a duck, and a seagull. She sent the designs to the manufacturer and eagerly awaited the first products. Once they arrived, Steve brought their first small order of hats into a number of stores in the Massachusetts area to gauge interest.

30

W W W. F E S S E N D E N .O R G

Steve affirms, “It has kind of grown organically. We started off working with four stores in 2011 and now we sell across the east and west coasts and internationally as well. It’s been a wild ride.”

Although they are now able to pay themselves and another staff member full time salaries, Steve is realistic about how hard the first few years of running the business were and how important it was to have the support of his parents, Steve ’66, and Lee Gifford. “Both of my parents have been extremely supportive of us.”

During the startup phase, Steve worked at the Dana Hall School in Wellesley coaching soccer, basketball, and tennis in the afternoons. He credits his Fessenden coaches for the

training and passion he brought to the students he coached.

“I distinctly remember Mr. Epstein and Mr. Cincotta as amazing teachers who had a profound effect on me,” he says.

“They were more than just teachers. By coaching, they got to know you outside of the classroom as a person and not just as a student. Both of them were such great mentors, and I hope that I was able to impart their wisdom to some of my students.”

Fifteen years after graduation, Steve remembers his time at Fessenden fondly. “I still have a lot of great memories, and the relationships I made with guys in my class are pretty special.

The teachers remember you no matter how many years have passed, which is a pretty cool feeling, and I think speaks to the quality of the teachers and the passion they have for their profession. Honestly, everybody who goes to Fessenden has a deep fondness for the School and loves coming back.”

Steve, who attended Fessenden from Kindergarten through Grade 8 before continuing to Milton Academy and the

University of Vermont, credits his strong work ethic to the foundational education he received early on during his formative years. Steve uses these lessons in his work life at H-L to this day. He explains, “the study habits and work ethic that were ingrained in me at Fessenden helped me learn how to manage my time effectively. It was imperative for someone like me to learn those lessons—I am still like this today— I have to really focus because there is still homework to be done.”

His “homework” at Harding-Lane is paying off. The company has expanded and now has products in 500 stores worldwide.

Staying true to their brand, Sarah continues to hand stitch each design prototype for their manufacturer to replicate.

In the last seven years, H-L has expanded its product line

to include needlepoint belts, dog collars, keychains, crew neck shirts, wool hats, and new designs for their best-selling baseball hats. They aren’t stopping there. “We want to continue to grow every year and would love to turn H-L into more of a lifestyle brand.” Steve continues, “one of the best pieces of advice I’ve ever received was to surround yourself with people who inspire you, and that’s what we’re trying to do—bring those people on board who can help us grow and think about things in new ways.”

When asked to give today’s Fessy boys a piece of advice of his own, Steve pauses, then speaks with conviction, “figure out what you are passionate about and don’t worry about what people are going to think if you’re not doing a traditional job.

Work hard. Do your thing. Stay true to yourself. School is what you make of it. No matter where you go after Fessenden there are good teachers that are willing to help you and teach you. Focus on school, but also focus on friends and forging those relationships at Fessy that you’ll have for a lifetime.”

R E D & G R AY M AG A Z I N E 2 0 17

31

ALUMNI

IN MEMORIAM 1931

1942

1948

1959

John R. Rummery 1/21/16 Southern Pines, NC

Mr. Robert H. Brunker 10/7/2016 Oakdale, CA

Edgar R. Mohun 6/4/2016 Santa Barbara, CA

David T. Wilkinson 3/25/2015 Harpswell, ME

Gov. William W. Scranton 7/28/2013 Dalton, PA

Jonathan G. Hanke 3/24/2013 Amherst, MA

1949

1964

1932

Robert L. Richards 2/13/2013 Eastham, MA

Richard E. Riegel, Jr. 8/13/2013 Montchanin, DE

Thomas Dickson III 2/28/2016 Haddonfield, NJ

1954

1966

R. Courtney D. Jones 11/2017 Stockbridge, MA

David R. Stewart-Smith 7/7/2016 Webster, NH

1957

1967

Theodore Hagenbuckle 3/23/2016 East Orleans, MA

Pascal Gharemani 8/3/2015 New York, NY

1958

1997

S. Parkman Shaw III 5/17/2015 Brookline, MA

Roger Hanna Morash 1/22/2017 Berkeley, CA

Frank E. Brooks 3/28/2016 Fredericksburg, VA

1945 Richard C. Kennedy 6/27/2016 Nobleboro, ME

1932 Herbert Fessenden Wright 2/11/2015 Hamden, CT

1946 Jacob S. Kamborian 9/29/2016 Laguna Woods, CA

1936 John L. Worrilow 7/1/2016 Lebanon, PA 1939 Robert E. Linton 4/26/2016 New York, NY

32

1947 Maurice M. Henkels, Jr. 5/19/2015 Pittsboro, NC

W W W. F E S S E N D E N .O R G

2008 Robert S. Shaw 4/14/2017 Brookline, MA

ALUMNI EVENTS 2016 – 2017

1

3

2

4

6

5

7

1. Alumni gather in the Kelley Room during the Fall Alumni Dinner in October. Joseph Vera ’42 celebrated his 75th reunion. From L–R: Joseph Very ’42, Jane Creed Vera, David Elliott ’56, Myrhia Brewer, Director of Alumni Engagement and Development. 2. Annual Legacy Photo: Alumni parents and their sons gather for a photo in Hart House on the first day of school in September. 3. Alumni and Fessenden Faculty catch up at the NYC reception in April. From L–R: Tom Gosnell ’07, Ryan Harrison ’05, Scott Morell ’05, Sunny Jiles ’03, Todd Eveleth P’13, Head of the Upper School, Cory Stockmal ’06, Kyle Stockmal ’06, Pete Sanderson P’03, P’06, Athletic Director. 4. April NYC Reception. From L–R: Homar Paez ’11, Jeronimo Aguilar ’05, Tono Salume Dib ’11, Karen Eveleth P’13, Fessenden English Department. 5. Young Alumni returned to campus in November for the Alumni Thanksgiving Lunch to visit friends and faculty. From L–R: Colman Shea ’14, Tim Murphy, Director of Secondary School Counseling, Jason Montima ’14, Francis Shea ’16. 6. Members of the Class of 2007 returned to campus for their 10 year reunion at the Fall Dinner in October. From L–R: Rem Pope ’07, Alex Ketabi ’07, Jake Ezickson ’07, Conor Mancuso ’07, Charlie Lizza ’07, Aaron Niles’ 07. 7. Alumni gathered in Boston to watch a Patriots Game in November. From L–R: Mark Pano ’96, Steve Cincotta P’98, Upper School History, Zack Kurland ’97, Lee Berman ’04, Sam Boardman ’96, Caleb Thomson ’79, Director of Admission and Enrollment Manager, Alex Ketabi ’07.

R E D & G R AY M AG A Z I N E 2 0 17

33

IN THEIR OWN WORDS Now at secondary school and beyond, young alumni reflect on their time at Fessenden and share their thoughts and experiences:

Fessenden prepared me academically for secondary school, but there was one thing I didn’t expect to get which, I believe, will benefit me long after my years in school. That is the sense of community.

A lot of schools claim to have a sense of community, but it’s not just the community that made it so beneficial for me. In my five years at Fessenden, I found that the teachers and peers surrounding me were there for more than when I asked for it. They helped and supported me even when I was too nervous to ask for it. It takes a certain level of comfort for this to happen, especially at a primary school, but it has been something that I have tried to incorporate into every community I have been a part of since then.

The Fessenden community gave me such a feeling of support that, once entering another community at my secondary school, I realized it was something that needed to be created. Now in college I realize that that feeling of community may never reach the same extent that I felt it during my years at Fessenden, but if I can try to help create that for the peers and community members around me, it’s one step closer to the powerful feeling of support I once had.

– Ben Snow ’13

Close relationships with Fessenden’s music faculty helped me forge close relationships with my teachers in high school, which was a bigger environment where it was easier to get lost in the masses.

– Ji Seok (Joshua) Kim ’12

34

W W W. F E S S E N D E N .O R G

The study halls each night and free periods throughout the day helped me understand when and how much time I needed to complete my work. I have been using them in high school in the same way I used them at Fessy.

It taught me to be a person of consequence and to work as hard as I possibly can, because if I don’t, somebody else will.

– Ben Hunnewell ’14

– Robbie Grass ’14

Fessenden prepared me for high school extremely well. Many teachers are surprised by the amount of knowledge I acquired and things that I learned at Fessy. Fessenden was probably the most important, most lifechanging aspect of my 16 years of life.

– Illia Rebechar ’16

Fessenden prepared me for boarding at Deerfield Academy.

I am so glad I experienced it before I came because I am not sure how I would handle juggling school, athletics, and social life here if Fessy hadn’t prepared me for it.

– Francis Shea ’16

I think what Fessenden did the best job providing me was a strong sense of identity. The School celebrated the personalities of all boys, and that really helped my confidence and excitement about my talents and personality.

– George Wilde ’14

Fessenden has prepared me to become a leader in my current school and in the future.

– Peter Ackerman ’15

Fessenden taught me to take advantage of all events and activities going on at my school.

– Alex Ortiz ’12

R E D & G R AY M AG A Z I N E 2 0 17

35

CONGRATULATIONS TO THE CLASS OF 2017

36

W W W. F E S S E N D E N .O R G

THE FESSENDEN ANNUAL FUND THANK YOU FOR BEING A PART OF OUR SUCCESS

A picture is worth a thousand words!

Thank you to the 1,000+ donors who contributed $1.8 million to the 2016 –17 Annual Fund. Your gift demonstrates your confidence in Fessenden students and your appreciation for the hard work of our teachers.

Fessy boys of all ages are happy, engaged, and inspired. Your contribution to the Annual Fund impacts every boy by providing the academic resources needed to support the work of our coaches, mentors, and teachers.

Every gift makes a difference and helps us create extraordinary experiences for our boys.

To learn more about the Annual Fund contact Alexandra Ablon, Director of Annual and Capital Programs, at 617-630-2310 or visit www.fessenden.org/support.

250 Waltham Street West Newton, Massachusetts 02465 ADDRESS SERVICE REQUESTED

THE FESSENDEN SCHOOL COMMENCEMENT 2017

Happy, engaged, and inspired graduates leave Fessenden with fond memories, lasting friendships, and the tools they need to make a difference in the world.