Peck News Spring/Summer 2023: Creativity Reimagined

ABOUT THE COVER

ART IS A CONVERSATION, AND EVERYONE HAS A VOICE.

Scott Beil, Peck’s Upper School Art Teacher and Art Department Chair, often says this phrase to his students. It’s also an excellent prompt for the cover of this issue, which is inspired by the Eames’ “House of Cards.” (eames.com/en/house-of-cards).1

Each card features student artwork, or an image from a class. Punch out the cards, and slot them into each other to build a creative structure.

With this issue, we invite you to use your voice in the conversation. Send a picture of your creations to pecknews@peckschool.org.

ABOUT THE CARDS

1 Ajay Nadiminti ‘26; acrylic on canvas. “I was inspired by The Lion King, my favorite movie!”

2 The Peck Band; Sonia Dadheech ‘26, flutist

3 Colton Bruno ‘28; wooden pizza puzzle. “[It’s] topped with pepperoni, cheese, onions, and pineapple…my favorite part was adding the cheese, it’s the shreddings of wood!”

4 Avery Cheng ‘28; multimedia sculpture. “I used bottle caps, cardboard, small boxes, plastic, and pipe cleaner, and we painted with a paint brush.”

5 Aarini Tripathy ‘30; water lilies. “We used colorful tissue paper, and put water all over it. After a day it dried, and there were spots—so we put oil pastel, and I blended the oil pastel with the tissue paper and we made flowers out of it.”

6 Lower School music class (folk dance); Marta Bultó ‘27 and Brennan McBride ‘27

7 The Spring Sing; ensemblists Cora Steffa ‘28, Sadie Edell ‘27, Alma Gomez ‘28

8 Annabelle Ouzounian ‘23; acrylic on canvas. “I was watching a video with Bob Ross, and followed his instructions to paint the same one [he was painting].”

9 Sailee Shah ‘24; wooden clock. “My grandma loves birds, and I love birds! When I was little I’d wake up early…we had three families of blue jays in our backyard and I’d always watch them.”

10 Vivian Sheppard ‘25; wire ballerina. “I love dancing… my favorite part was making the skirt; it was so pretty. I used a fabric I found that was sparkly, and I put it together using a wire.”

11 Aanya Bhat ‘24; acrylic on canvas. “I was in art class, and I asked my friends which animal do you think represents my personality and who I am—they chose koala…and I really like koalas!”

12 Peck Winter Musical, Moana Jr.; Delylah Reyes ‘24 as Moana.

13 Luciana Paul ‘31; sculpture. “I looked very closely and I saw different things inside a parrot. Parrots are really beautiful because they have lots of bright colors, and they live in the rainforest.”

14 Lower School music class (ukuleles); Naveen Sawe ‘27

15 Erika Avery ‘23; acrylic on canvas. “I was inspired by Bob Ross. I tried to make his ‘little fluffy clouds,’ but I wanted to do a seascape, sort of stormy, but pink clouds.”

16 Upper School music class (instruments); Carter Baker ‘23

17 Timmy Corica ‘31; sunflowers. “I used a paintbrush and a sharpie, and watercolors and I was at the red table. I had fun but it took me a few days!”

18 Natalie Sciaretta ‘29; self-portrait. “I usually watch sunsets at the beach…this was my favorite project of all of them!”

1 Charles and Ray Eames were American industrial designers who made significant historical contributions to modern architecture, furniture, graphic design, fine art, and film. Their House of Cards decks were printed and distributed in the 1950s and 60s, including, for a short time, by the Princeton, NJ store Creative Playthings.

Cover concept in collaboration with The Peck School Arts Department; many thanks to Lower School Arts Teacher Christine Walker for the Eames’ House of Cards inspiration!

DEAR PARENTS,

A FEW WEEKS AGO, I WAS touring an administrative candidate throughout campus, moving in and out of classrooms and common spaces, taking time to stop at bulletin boards and other artifacts of Peck’s culture. There was a lot to see and a lot to talk about, but nothing could compare to the vibrancy found on the lower level of the EH building. Outside our arts classrooms (the woodshop and visual arts studios) was nothing short of jaw dropping—the displays of student artwork left the candidate and me in awe.

From beautifully built clocks, a staple of Mark Mortensen’s woodworking program, to intricately woven wire figurines sculpted by Scott Beil’s art students, to the variety of remarkable Lower School projects created under the careful tutelage of Christine Walker, the hallway was alive with creativity and the wonderful cultivation of talent. And this only reflected one part of our arts program! The same vibrancy and creativity oozes from our music classrooms, band rehearsals, and theatrical performances.

What is clear is that not only are the arts alive and well at Peck, but also that the program is thriving as it taps into each student’s inner artist. I’m such a firm believer that students need numerous creative outlets during the day; opportunities to think differently and to express themselves in unique ways. Our arts program allows just that, and the mastery of our teachers is such

that they know how to get the best out of our students.

It’s no mystery why multiple Upper School students arrive early each day to spend a few extra minutes in the Upper School art studio with Mr. Beil—it is a safe space for artistic and creative expression. Likewise, it’s no mystery why Lower School students run to music class to sing and dance freely without hesitation—it’s the magic of Lisa Wichman and the musical journey she creates. Needless to say, I only wish I had Peck’s performing and visual arts teachers when I was in elementary and middle school!

The arts play a major role in our culture: from storytelling to using one’s voice for creative expression. At Peck, we also value the arts as not only a form of expression, but also as a vehicle for social and emotional wellbeing as students move through their academic years.

In this issue, you will read about our approach to arts education at Peck: one that focuses less on the final product and more on the creative process. You will read about our Winter Musical, Moana Jr., as well as our instrumental music program, and learn about what makes each of our incredible arts educators tick. You will also meet a few alumni in arts-related fields: Paul Downs ’96, an Emmy award-winning writer on the HBO Max series Hacks ; Laurie Morrison ’95, author of several middlegrade novels; and Peter Shalit ’03, a celebrated visual artist.

We also hope that this issue delights and excites you as a piece of art itself. And, because art is interactive, we invite you to make art! This issue’s cover is inspired by the Eames’ ‘House of Cards,’ a diversely creative toy created by Charles and Ray Eames—American industrial designers who made significant historical contributions to 20th century design. Our version consists of several pieces of student artwork for you to interact with. Punch out the cards and see where your imagination takes you! We invite you to share your design creations with us at pecknews@peckschool.org.

I hope everyone is having a wonderful summer, and I look forward to seeing you on campus soon.

Warmly, Andrew C. Delinsky Head of School

| REIMAGINED

Peck art teachers don’t necessarily set out to educate the next Mozart or Monet. They want to graduate alumni who can not only express themselves creatively but can also appreciate and engage with the creativity of others.

A JOURNEY THROUGH THE CREATIVE PROCESS

The creative process is akin to a bumpy road— sometimes it’s level, and then highs and lows pop up along the way. Lower School Art Teacher Christine Walker takes us through the journey.

MEET PECK’S ART DEPARTMENT

From music to visual arts to woodworking to theater, our arts program goes beyond teaching skills—it teaches children to develop a lifelong appreciation for creativity. Meet the teachers who make it happen.

ALUMNI SPOTLIGHTS: PAUL DOWNS ‘96, LAURIE MORRISON ‘95, PETER SHALIT ‘03

Alumni Relations

Associate Taylor Williams ‘03 interviews

three alumni making waves in the arts.

Peck News

SPRING/SUMMER 2023

A twice-yearly publication for families, faculty, and alumni of The Peck School in Morristown, New Jersey

HEAD OF SCHOOL

Andrew C. Delinsky adelinsky@peckschool.org

EDITORIAL STAFF

Director of Strategic Communications & Marketing Heather Burchfield hburchfield@peckschool.org

Associate Director of Visual Brand Strategy Jen Cleary

Digital Marketing Specialist Melissa Webber

Advancement Office

Sarah Quinn Clausen Ilana Radcliffe Taylor (Worthington) Williams ‘03

WRITERS/CONTRIBUTORS

Guest Writers: Christine Walker, Taylor (Worthington) Williams ‘03

Features & Departments: Heather Burchfield, Jen Cleary Class Notes & In Memoriam: Advancement Office

PHOTOGRAPHY

At-Home Studios (athomestudios.com), Peck Faculty, The Peck School, The Peck School Archives

PRINTING Bolger, Inc.

ART DIRECTOR Bruce Hanson brucehansondesign@gmail.com

The Peck School 247 South Street Morristown, NJ 07960 (973) 539-8660 peckschool.org

Northern New Jersey’s timeless and transformative co-ed independent elementary and middle school education for grades K-8.

The Peck School does not discriminate in the admission process, its scholarship programs, or in the administration of its other programs, or policies on the basis of characteristics or conditions, such as creed, race, color, national origin, ancestry, sex, gender identity, sexual orientation or disability.

reimagined

ART IS A CONVERSATION, AND EVERYONE HAS A VOICE.

At least, that’s the philosophy here at The Peck School. In both the fine and performing arts, Peck art teachers don’t necessarily set out to educate the next Mozart or Monet. They want to graduate alumni who can not only express themselves creatively, but can also appreciate and engage with the creativity of others.

“Art is an expression of creativity, and a chance to express our humanity and learn about other’s humanity,” says Art Department Chair Scott Beil. “Everytime we put something out there it’s a little part of us. And that’s exciting.”

From music to movies to literature to art, creative expression is a key ingredient in how we share our cultural identities. It’s how we can get to know each other, and translate identity across cultures—and even get to know ourselves a little bit better.

With this in mind, art teachers at Peck equip students with a practical skill set to understand, articulate, and bring to life their creative visions. Whether in the woodshop, during an improvisational acting class, in an instrumental ensemble, in front of a canvas, or singing in a chorus, this creative toolkit hinges on four core capacities:

l Observation

What are you seeing and/or hearing?

l Critical thinking

How does this work of art speak to you?

What do you think the artist was trying to accomplish?

l Making

What are the skills and techniques involved?

How can you apply these to make something that is unique to your own vision/experience?

l Feeling

What emotions are you experiencing as you create/perform?

What emotions are you hoping to evoke as you create/perform?

There is tremendous interplay between these four capacities. For example, a student who struggles in the “making” department on a particular assignment may have deep capacity to feel. A student with great technical ability may need help to grow their connection to feeling and expression.

In Lower School music, these capacities are translated into four words: Sing, Say, Dance, and Play. In every class, students sing and dance (making) and listen closely, stay curious, and reflect on how music makes them feel (critical thinking, observation, and feeling).

Practicing observation is a natural starting place, one that encourages students to become perceptive members of the world. “We want students to develop the habit of looking at the world and noticing things that someone else might not see,” Beil says.

For example, Beil asks guiding questions about a piece of art: where are the shadows, what are the shapes, or how does this

piece make you feel? In music, teachers prompt active listening—what tones did you hear, how fast is the tempo, and what emotion is coming through the music?

As producers of art, this capacity area not only includes which materials are chosen for a piece of fine art or the instrument or key in which a piece of music is played, but also encompasses the wide variety of artistic mediums available to humans.

From seeing, students explore reflecting on their work and the work of others. Beil encourages students, whether in a museum or at a concert, to engage with their gut reactions with curiosity. “This is where the conversation about art can really begin,” Beil says. “Art is subjective, and how one piece resonates with me might be totally different than how you connect with it or not, based on our perspective and lived experience.”

Ultimately, art is about expression. Teaching students strategies on how to understand their own unique perceptions, and infuse that into their work is just as important as making

pieces that are aesthetically pleasing to view, hear, or watch. “I’m often teaching students how to communicate feelings that don’t necessarily have a language,” Beil says. “That’s what makes art of all forms so powerful. This is how we all connect through art; regardless of language or cultural background or nationality, we all understand emotion.”

The idea of infusing one’s identity into art is especially prominent in sixth grade, when visual arts classes are guided by the essential question: How is art connected to identity? In the spring, they sculpt wire structures that express something about their identity while displaying dynamic movement: from kicking a soccer ball, a performing ballerina, or a wizard wielding a staff.

Julien Reyes ’25 crafted a water mage poised to blast away an enemy. For Reyes, his love of magic and wizardry was a new part of his identity to share with many of his classmates.

“This project is a great way to show people what you’re talking about and who you are through art,” he said, as he embellished his wizard’s staff with blue gems and beads to illustrate the

water elements. “For me, this is about sharing and bringing to life the fantasy world I enjoy.”

Through these four areas of artistic growth and through the questions, discussions, encounters, and techniques they learn while participating in Peck’s K-8 arts program, students not only acquire concrete skills they can apply in other disciplines and carry with them for life, but they become engaged consumers of art and unlock outlets for creative expression and communication.

“Somewhere along the way from childhood to adulthood, people stop feeling like they’re creative or capable of being an artist. I don’t want that to be the case,” Beil said. “So that’s the impetus for the curriculum here: we teach children to identify their voice and see that value of their voice regardless of the art form, whether that be baking, scrapbooking, or even Lego building. Every child contributes to the artistic conversation, and every child can see themselves as a creative person. No matter what career or hobby or direction they choose to follow as adults, each is capable of giving something unique and beautiful to the world.”

A Journey Thro ugh the Creative Pro cess

by Christine Walker, Lower School Art Teacher

WHEN WALKING INTO ANY ART SPACE AT THE Peck School, you are sure to be greeted by a buzz of activity: students exploring materials and techniques, learning about artists, conversing with each other, asking questions, and sharing materials and ideas. They are immersed in the creative process.

The creative process is akin to a bumpy road—sometimes it’s level, and then highs and lows pop up along the way. Students’ emotions fluctuate along this road; they can start out excited and eager (this is so cool and I can’t wait to get started! ), nervous or anxious (oh no, that looks hard, what if mine doesn’t turn out well? ), even curious (I wonder what will happen if…? ).

Along the way that can turn into being delighted (this is turning out so well, I’m really good at this! ), frustrated (why isn’t this working; I’m not good at this! ), pensive and thoughtful (hmm, what else does this art piece need?). Sometimes all these can occur within the span of one class period!

The role of the educator is to move children through this process in a meaningful way and to teach them to learn from each experience, wherever the road takes them. We want students to be excited by the creative process, experience joy while exploring and experimenting with materials and techniques, gain independence, be keen observers, take risks, build empathy, experience “flow” while working, make mistakes, and learn from them! These social and emotional skills that are developed and strengthened in creative classes move far beyond the art room.

When I was at Pratt Institute for my Masters in Art Education, I was introduced to the book Studio Thinking: The Real Benefits of Visual Arts Education by Lois Hetland, Ellen Winner, Shirley Veneema, and Kimberly M. Sheridan. It identifies eight Studio Habits of Mind—and there are sixteen (and probably more) other habits of mind that come along with them that can be applied to everyday life and many other disciplines.

The

Eight

Studio Habits of Mind

l Develop Craft: Learning to use tools, materials, and artistic conventions; learning to care for tools, materials, and space. How can I learn the process of an art form?

l Engage & Persist: Learning to embrace problems of relevance within the art world and/or of personal importance; developing focus conducive to persevering at tasks. How can I develop focus on my work?

l Envision: Learning to picture mentally what cannot be directly observed; imagining possible next steps in making a piece. How can I see the next steps in my work?

l Express: Learning to create works that convey an idea, a feeling, or a personal meaning. How can I create work that expresses my feelings or ideas?

l Observe: Learning to attend to visual contexts more closely than ordinary “looking” requires, thereby seeing things that otherwise might not be seen. How can I look more closely to find new things?

l Reflect: Learning to think and talk with others about an aspect of one’s work or working process; learning to judge one’s own work and working process and the work of others. How can I assess my work and process?

l Stretch & Explore: Learning to reach beyond one’s capacities, explore playfully without a preconceived plan, and embrace the opportunity to learn from mistakes. How can I embrace experimentation and learn from my mistakes?

l Understand Arts Community: Learning to interact as an artist with other artists (i.e., in classrooms, in local arts organizations, and across the art field) and within the broader society. How can I learn about and interact with other artists?

Throughout my classes, I’m moving around the room to check in with students individually, and giving encouragement, constructive feedback, and support. My goal is for students to grow in independence in the art room and to develop creative problem-solving and critical thinking skills. I want them to feel comfortable trying new things and taking risks!

of wood—and help their students do the same—to envision the limitless creative potential of this humble medium.

breaks due to one of these challenges or from a miscut or even a clamp that’s too tight, it’s upsetting, especially when we are far

Ramen Bowl by Zoe “Bailey” Mohr ‘24

along in the project. We talk a lot about how to recover when a project takes a left turn and how to turn a mistake or mishap into an opportunity.”

For ten- and eleven-year-olds, teasing out the shape of a spoon from a block of wood is a bigger lesson than just mechanics— it’s a process to build resilience, perseverance, and the par ticular mindfulness that comes from tactile experiences.

“The students get a lot of satisfaction from scooping into the wood; watching their sharp gouge go in and remove the material bit by bit,” she says. “The classroom becomes quiet as they focus on shaping their pieces. Woodworking is so physical and engaging and requires their full attention. This creates a mindfulness and connectedness that is very important for students in our digital age.”

The students design their spoons entirely by themselves, after receiving a general template to trace on their wood piece.

“They’re really thinking about function, and how form informs the function,” says Dietz. “They are encouraged to consider the questions How will I use my spoon? Is it shallow? Is it deep? Is it for mixing? How will I hold it? Who will use it? Some students put in grooves because they want it to feel really comfortable to their grip. One student was inspired by a rice paddle she has at home, so she designed her spoon head to be thinner and wider to mimic the shape. Another student designed a strainer spoon with two eyes and a smiley instead of the traditional holes.”

The same thoughtful and tactile processes occur in Mortensen’s woodshop.

“The research is behind it,” says Mortensen. “Kids who flex these different kinds of ‘muscles’ in their brains tend to do better in math and science classes. They’re working through a plan of procedures, and thinking spatially, linearly, sequentially— do I assemble these parts, how do I fit this piece?—and at the end, when they’re holding something they created, it’s a very handson experience of success.”

As in Dietz’ classes, woodworking in Mortensen’s shop also taps deep into the imagination. In the seventh grade, for example, students are challenged to design and build an analog clock that has personality

The clock project is one of Mortensen’s favorites. Every student starts at the same place, but, as Mortensen says, “the uniqueness of 45 clocks across a grade is really quite striking. These clocks transcend utility into real works of art.”

Mortensen has been overseeing clock projects at Peck for decades, but he’s the first to admit that students exceeded his ar tistic expectations from the get-go. “The first prototype I made was very basic. I wanted something to hold up and give the gist

of the project,” he laughs. “And I tell the kids I’m completely embarrassed by it!”

The brainstorming process is critical because it forces students to slow down and really think through what might represent them and their interests. Often, they begin with their favorite foods, vacation spots, or hobbies.

At this stage, students don’t yet understand all that their clocks can be. But as they move forward, Mortensen is ready with gentle nudges and suggestions borne from both his experiences as a teacher and his perspective as an artist.

“The student who made the ramen bowl clock? The question became, ‘what should we use for noodles?’” he says. “We didn’t know, but then I suggested, ‘what if we soak some string in glue and then pile it up?”

He continued, “She experimented, trying two or three different things until settling on white yarn soaked in aliphatic resin (wood glue), which has a yellow tint to it—and it was perfect! And then, what are we going to do for the broth? We mixed up a batch of fiberglass resin with a little brown paint.”

Whether it’s spoons or clocks, or any other woodworking projects to come out of Peck’s woodworking program, these projects transcend the final product. Each becomes a personal journey toward a “can-do” mindset, drawing out artistry, resilience, and the satisfaction of finding just the right combination of design and execution.

“So many students take great pride and satisfaction in what they create,” said Mortensen. “We’re not looking for perfection, but we try to push the kids to try to get the best out of themselves.”

IN 2019, HARVARD SCIENTISTS PUBLISHED A REPORT that proclaimed that music is a cultural universal—a truth that humans everywhere use music to share ideas and tell stories; to celebrate, to mourn, to connect. In every observed society on Earth, now and then, music is evident.

Not that Peck music teachers needed this study to incorporate music from other cultures with their students.

“I just feel like we need to show children that it’s a small world,” says Lower School Music Teacher Lisa Wichman.

“Music is a bridge between cultural heritages and different backgrounds. It erases the line that defines all borders and allows a group of distinct people to feel the same thing at the same time.”

In addition to many other globally-inspired opportunities in her class, Wichman introduces the wide world to her students in a unique way—by teaching them folk dances from other countries and cultures.

During the second half of the school year, second, third, and fourth graders “travel” to new places weekly to learn new dances, a bit about the culture or country of the dance’s origin, and delightedly practice their new moves.

“[It] gives students a new perspective on the culture,” Wichman says, “and builds an unconscious connection that also prompts students to be more respectful of other cultures.”

Wichman has always taught folk dances in her classes, but she says practice intensified during COVID. “We couldn’t sing, so how would we express ourselves musically?” she had asked herself. She started the program Where in the World that focused on a specific country before teaching her class one of its traditional dances.

“When we dance folk dances, it connects us with the generations who have come before us as well as other cultures around the world,” says Wichman. “We follow in their footsteps and gather together because of our love for singing and dancing. It’s a beautiful legacy to be a part of!”

Upper School Music Teacher Sebastian Guerrero likewise brings the vast diversity of the world’s music and history to his classrooms.

“This is basically my mission as a music teacher,” says Guerrero, “to expose young people to music from around the world, and use music as a way to demonstrate the commonalities—the universal themes—in musical expression.”

“And also, as a bridge for kids to explore their own heritage, because we’re such a melting pot—this country was founded by immigrants; we have all of these different chains that we can start to pull up and explore. So there are two parts: self discovery and appreciation of other cultures. By using music as the vehicle, I think it builds more empathy.”

Guerrero shows videos at the start of his classes featuring a variety of musical performances. He prefers videos so students can see different instruments being used, or familiar instruments being used in unfamiliar ways.

“For example,” he says, “we watched Tuvan throat singing (where a vocalist sings more than one note at a time).

The artist accompanied himself with a two-string instrument that had such a broad variety of melodic tones. The students were really surprised he could get so many melodies out of two strings.”

Guerrero follows up with discussion about what is special, what is different, and what are the commonalities with music they already know. “Inevitably, somebody will share something like: Oh, my grandfather listens to this music and it’s similar —so it’s an opportunity to share. Often kids will come back and tell me that a family member plays the music we listened to. And so it becomes another opportunity for a student to feel seen.”

Showing students connections between music from culture to culture, or past to present, is the bread and butter in Guerrero’s classroom. His classes have seen the linguistic connections between hip-hop from Argentina and America. Or the connections from the early hip-hop born from the Sugar Hill Gang to today’s sounds. Or the connections between rock and roll icon Jimi Hendrix and the blues, and the African American experience.

“Hendrix was part Cherokee,” says Guerrero. “A lot of people don’t know that, and so this is a great entrance into a conversation. I want to show kids that we’re all of these amazing stories and backgrounds.”

With any number of ways to forge links between young students and the varied history and heritage of the world they live in, Peck’s music program aims to create a rich tapestry of understanding and connection.

As Wichman says, “Music is a form of communication that transcends space and time, touching the hearts of people worldwide. With just one note, a shred of hope, happiness, and even sadness can be transmitted from one soul to the next.”

CreativeGuiding Journey

MEET PECK’S ART DEPARTMENT

ECK ART TEACHERS POSSESS A UNIQUE BLEND of talent, knowledge, and unwavering passion for nurturing the budding artists within their classrooms. From music to visual arts to woodworking to theater, our arts program goes beyond teaching skills—it teaches children to develop a lifelong appreciation for creativity. Through their innovative teaching methods, personal experiences, and profound love for their art, these educators strive to empower their students to explore their own artistic identities and contribute their voices to the world’s creative landscape.

SCOTT BEIL

UPPER SCHOOL ART TEACHER

MIDDLE SCHOOL OFTEN GETS a bad rap, and that’s exactly why Scott Beil says he loves teaching it.

Many view these years as merely ones to suffer through, because it can be messy and awkward. Like toddlerhood 2.0, it marks a period of intense growth and development across a relatively short period of time. One minute a middle schooler is out at a dance with their friends, eager for new social opportunities and greater independence, and the next, they’re cuddled up in bed with a teddy bear. But Beil says we need to flip the script: middle school is about finding out who we are, discovering our passions, and shaping a path for the future.

“Art is an opportunity to walk in someone else’s shoes, take a look at something new, and share a perspective that others might not see,” he says. “That perspective is individualized, and it’s coming from each student. Art is the space to let their voices shine.”

Authenticity is extremely important to Beil. Having spent years working with special needs learners at the Matheny Medical and Educational Center (Gladstone, NJ), he acted as a guide for individuals with physical limitations to create art. Whether using lasers to track eye movements or questions to understand where he should place lines, shapes, or dots on a canvas, Beil did not interpret but rather facilitated his students’ artistic visions.

“While my hand touched the canvas, every decision on that canvas was theirs. And that shifts your focus on art. There are a wealth of benefits in taking the time to look through someone else’s perspective.”

“Art is often a series of questions. Sometimes they don’t have answers. Sometimes you are asking the question of yourself. Sometimes you are asking it of society. Sometimes you put something out into the world so people can talk about it and then share their thoughts back. It is an essential element of human connection.”

Scott Beil

Art by Maddie Forman ‘26

CHRISTINA DIETZ BELIEVES

the tactile nature of the woodworking studio is invaluable, especially for today’s digital-native youth—and she drives this home with her students.

Dietz says that when you work with wood to, say, carve a simple spoon, you are not only interacting with the material, but it is interacting back.

That two-way experience between the maker and the material can often bring unexpected results and unexpected joy—especially since wood is a physically hard material, and you can’t “undo” a change, or cut, you make. Dietz prides herself on teaching her students to adapt to the material, even if it begins turning out differently than intended.

For example, one of her students wanted to make a watermelon slice out of wood. But the cut didn’t go exactly as planned, so Dietz guided the student to imagine how the piece could evolve and evoke a new story. The student ended up turning the unintended cut into a bite out of the slice.

“There is humor—even mischief —in thinking about things in a different way,” Dietz says. “Children inherently have the ability to see the upside-down of things, and that there is more than one rightside-up. I get a lot of energy from that: entertaining the impossible. I think that’s what you need for change in the world. You need to see beyond what is possible because that’s how you break and make anew.”

CHRISTINA DIETZ

GRADE 3 & 4 WOODWORKING TEACHER

“Lately, we’ve been using gouges, rasps, and files to carve and form wood. Wood is a living material, and when you shape it, you have to hear what it’s saying back to you and react. So often we feel the need to control things in our lives. I want to teach my students that the creative process can be more of a conversation with the material you are working with.”

— Christina Dietz

Art by Sofia Corica ‘28

Art by Joseph Heck ‘26

SEBASTIAN GUERRERO

UPPER SCHOOL MUSIC TEACHER

IF YOU COULD SEE INSIDE

Sebastian Guerrero’s chest, you’d see a Peruvian box drum where his heart is.

That’s because the music associated with Guerrero’s cultural roots in Peru, especially from his grandfather, Juan Andres, continues to deeply influence him today. (In fact, he keeps his grandfather’s guitar recordings with him in his classroom!)

“Because of my longtime exposure to folk music, I believe that there really is no ‘us’ or ‘them,’ and that everyone’s in this together,” says Guerrero. “I fell in love with the way music brings people together, and gives them something they can share in.”

A professionally-trained percussionist, Guerrero aims to access the reactive side in his students— that side when listening to music becomes feeling music, and the self gets lost in the collegiality—and the heart—of making music with others. Having performed with bands in a variety of genres, he knows how important it is to teach young musicians to blend their sounds together.

As such, Guerrero uses the Orff Schulwerk approach to teaching music, which invites learners into the creative process of music-making before mastering an instrument.

“What’s amazing about this approach is it’s not about talent, it’s about exposure,” Guerrero says.

“Your brain is adaptable; the more you do a thing with intention, the more you teach your brain to do that thing more effectively over time. When you play music, the synapses in your brain fire. Even if it doesn’t sound good to you, just the process of doing it is a net positive for your brain.”

“I see everything in our existence as music. Even conversation. The exchange of conversation is vibrational: there’s tone in the way that we talk to each other, there’s rhythm, there’s an emotional element to it, there’s harmony or discord that we can establish in the conversation, there’s opportunities for creative action. And I would encourage others to try looking at it that way.”

Sebastian Guerrero

ELIZABETH MONKEMEIER IS doing exactly what she’s meant to be doing—guiding her students to discover and develop their innate musical capacities. In her first year at Peck as director of The Peck Band, Monkemeier dove head first into building out an instrumental music program for students in fifth-through-eighth grade. She creates a safe space for students to explore their creative expression through music, regardless of where they are in terms of proficiency with an instrument.

“All different forms of music-making are valid,” she says. “And while they are in my band, I’m going to make sure that they learn to love to play.”

Monkemeier’s students know that their band is more than discovering and playing music together; it’s also an opportunity to be truly vulnerable together. Though Monkemeier is new to Peck, the band members are new to the band—and, actually, the entire instrumental music program is still in its infancy. Nonetheless, the group has put themselves out there for peers and teachers during intimate concerts, pep rallies, and assemblies.

“Every time I turn around and see teachers and students who show up, who applaud, who are really listening—it makes me emotional because we’re celebrating these students and their expression through music together.”

Art by Declan Weng

“When you’re dealing with something that can be as vulnerable as making music, there’s a certain amount of respect and trust that must be built and and exchanged, especially during the middle school years. I want to honor that part of my role.”

Elizabeth Monkemeier

ELIZABETH MONKEMEIER INSTRUMENTAL MUSIC DIRECTOR

‘26

MARK MORTENSEN

GRADE 5-8 WOODWORKING TEACHER

AFTER 32 YEARS AT THE PECK School, there are parts of Mark Mortensen all over the campus.

From award plaques to a window bench in Lindenwold; from kits for MiniMester to a wooden step stool used to reach the podium microphone; from the new Peck Post mailbox and all manner of other custom-made pieces, Mortensen feels proud that when his time comes to retire, he’s leaving quite the visible legacy on campus!

What initially drew him to Peck was the caliber of the facilities and the uniqueness of a having a woodworking program in a K-8 school. What has kept him for 32 years is his love for the school, its family-like atmosphere, its well-rounded program, and its size.

Mortensen says that part of the charm of a small school is that he can really get to know his students well and meet each where they are in their skill set and interest in woodworking. He views himself as a guide: setting up projects not only to teach students the desired skills of woodworking, but also to foster those “a-ha” moments and a discovery of the artistry and creativity inherent in each project.

Take the traditional wooden clocks in seventh grade: what starts with a solid block of wood not only allows students to express themselves creatively but also to learn the saber saw and how to shape and carve with rasps, files, chisels, and routers.

“A project like this can really transcend the utilitarian aspect of a functioning clock to the creation of a piece of art,” he said. “When a child holds their creation in their hands, whether intended to be artistic or not—when they have that great satisfaction of having made something, that is such a joyful moment.”

“Part of teaching is being a little bit of an entertainer, and I love getting the kids jazzed up— really fired up about something. There’s something about surrounding yourself with kids and their love of learning that just makes for a great day.”

Mark Mortensen

Art by Julieta Ambrogio ‘26

CHRISTINE WALKER COMES

from a family of artists. Her father liked to draw; an aunt was a painter; an uncle, a sculptor.

Another relative, Aunt Jane, is a painter in SoHo and would often take Walker to her studio to paint, tye-dye, and just make a mess. They went to gallery openings and museums together when Walker was just eight years old.

“The exposure meant a lot to me,” she says. “And as early as I can remember, I’ve always loved making art.”

As both an artist and a teacher, Walker carries on in the same fashion: exploring new art exhibits, taking classes, and drawing on her own broad exposure to guide her teaching approach. She wants her students to learn that art can be open-ended and accessible and exposes them to a diverse group of artists and media.

“I use different entry points to help them see from different angles,” she says, “from experimenting with material from the scrap bin to helping create a story around a piece of art.”

For example, when first graders learned about Claude Monet, they also learned that Monet’s vision deteriorated later in his life, and his impressionist paintings became less realistic. Using dyed tissue paper, students created their own water lily paintings in the way an aging Monet may have seen the landscape.

“You could still tell they were water lilies,” Walker said. “But it illustrated for the students that they can let go of the idea of ‘perfection’ and find the joy in creating.”

CHRISTINE WALKER

LOWER SCHOOL ART TEACHER

“I love children’s ability to dive right in and be excited about working with new materials. I love their energy. I love introducing young kids to new materials and artists, exposing them to all of it.”

Christine Walker

Art by Annabelle Scott ‘28

LISA WICHMAN

LOWER SCHOOL MUSIC TEACHER

WHEN LISA WICHMAN WAS in middle school, her piano instructor told her she would never realize her dream of being a concert pianist.

From childhood, Wichman has been in love with music as a way to process and express her emotions. The family piano became her solace, a source of calm and comfort, especially against the backdrop of a busy family of seven. She dreamed of playing “Für Elise” like her mom, even though her first teacher said her hands were too small to ever play at a high level. However, through the encouragement of her mom and her middle school choir director Mrs. Huckle, Wichman persevered in her study and practice of piano.

“No one can tell you no,” Wichman says. “Mrs. Huckle took me under her wing, and she pushed me. She changed the course of my life. She always knew that I was going to move forward with music.”

Now, in her more than 30-year career in music education, Wichman has had some incredible opportunities to provide piano accompaniment for choirs at The White House and Carnegie Hall, just to name a few.

“My goal isn’t for [my students] to be concert pianists like me, or even study music in college—but rather, 30 years from now, to be able to chant and keep the beat at a sporting event, or tunefully sing “Happy Birthday” or a lullaby to their child, or be fully present at concert, where they can appreciate the artistry and emotion of the music.”

“Everyone has an artful self, sometimes deep inside, and my role is to draw it out.”

Lisa Wichman

Art by Laura Bornia ‘28

ALUMNI SPOTLIGHTS

At Peck, we take great pride in our community of alumni who have pursued careers in various fields. I am excited to introduce you to three who have chosen professions in the arts.

First, we highlight the accomplishments of Paul Downs ’96, a talented actor, writer, and producer. Paul graduated from Peck and attended The Pingry School and Duke University. He has since gone on to write and star in the Comedy Central series Broad City, best known for his portrayal of Trey Pucker and most recently as a co-creator, show-runner, and actor on the HBO Max Series Hacks

Next, we celebrate Laurie Morrison ’95, a successful published author. Following Peck, Laurie graduated from The Pingry School and Haverford College, where her love of writing blossomed. Laurie holds an MFA in Writing for Children and Young Adults from Vermont College of Fine Arts. Most notably, she has authored multiple middle-grade novels: Every Shiny Thing, Up for Air, Saint Ivy, and Coming Up Short .

Finally, we feature Peter Shalit ’03, a celebrated visual artist. Peter graduated from Morristown High School and Syracuse University, where his love of creating magnetic art pieces was refined. Peter has exhibited his works in local galleries including his own— Dakota Arts Gallery—in Bedminster, NJ.

Peck is proud to have played a significant part in the professional journeys of each of these talented individuals, and we look forward to being first-hand witnesses of their incredible works of art!

— Taylor (Worthington) Williams ’03

PAUL DOWNS ’96 FROM THE PECK STAGE TO COMEDY STARDOM

PECK HAS SEEN many talented students who have gone on to achieve great success in their chosen fields. One such alumnus who has made his mark in the entertainment world is Paul Downs, a successful actor, writer, producer, and director. As the “new kid” joining a class that had mainly been together since kindergarten, Downs was pleasantly surprised by how welcoming every person at Peck was. His first memory

of Peck was visiting before seventh grade; he walked into Lindenwold and was greeted by the school nurse, Mrs. Harriett Spaven, with her room full of pig figurines.

Feeling instantly accepted by his peers, Downs jumped headfirst into school performances, starring in the eighthgrade play Twelfth Night by William Shakespeare. Even then, he remembers taking acting roles very seriously, and

convinced his mom to design and make a spe cial costume for the show. Thriving in theater at Peck, Downs was awarded the Drama Prize at his eighth-grade graduation.

His teachers and parents recognized his talent early on; he had a natural flair for acting, and Downs and his mom would spend weekends traveling to and from New York City for open casting call auditions. His parents always supported Paul’s education, as they drove two hours to and from Peck daily and encouraged his love of acting. Without this support, Downs says he wouldn’t be where he is today.

After graduating from Peck, Paul chose The Pingry School because of

its impressive theater program and sophisticated productions. Afterwards he attended Duke University and became part of the highly prestigious DUI Improv Comedy group. Downs fondly remembers the charity show that was performed every year featuring cameos from the Duke basketball team.

“My freshman year, I did a scene with [former professional basketball player] Shane Battier, who was very good at improv—and basketball,” he recalls.

After graduation, Downs moved to Los Angeles to pursue his acting, producing, and writing career. His breakthrough performance was in the wildly popular TV show Broad City, where he played Trey Pucker. In addition to acting in the show, Downs was a writer and producer. He is co-creator, writer, director, and showrunner for the HBO Max hit show, Hacks, starring Jean Smart. Downs plays Jimmy, the calculating agent of the two leading characters.

Downs credits his education with helping develop characters, the part of the process he says he spends most of his time on. While at Peck, he remembers how the English curriculum focused on creative writing and storytelling.

“Writers and storytellers bring their own unique perspectives, experiences, and creativity to the task,” he says, “and that’s what truly shapes the characters in their works.” He spends most of his time writing each character.

“When we write dialogue, we’re trying to be the character. I think that’s why co-creators Jen Statsky, Lucia Aniello,

and I all feel like dialogue is one of our strongest suits, because we come from doing sketch and improv and standup. And so it’s almost like you do an impression of the character when you’re pitching. And then when you’re writing, you’re talking in their voice, but it’s another thing to inhabit the character and to say all the lines and to memorize all the lines and to live in it.”

Downs, Aniello, and Statsky were honored by receiving the prestigious Peabody Award in 2021 for their work on Hacks. Additionally, Downs has been nominated for Emmys, winning Outstanding Writing for a Comedy Series in 2021 for Hacks.

“I always wanted to be a comedic actor,” says Downs. “I always wanted to be Robin Williams. I think…you’re only as good an actor as you are a listener and a scene partner. It’s really about you focusing on somebody else. I think that was the reason I found stand-up to be so challenging—because it is just you. And so when I started doing improv, I started learning the techniques of improv about listening and reacting and saying “Yes, and…”—it was so much more fun because you’re tickling somebody else in the scene, and you’re still getting to do a live performance. You’re seeing partners and the people you’re collaborating with laugh. And so, ultimately, I just preferred collaborating. It was just so much more fulfilling.”

Downs’ success as an actor is a testament to his multifaceted talent, hard work, and perseverance. He has remained true to his craft, always pushing himself to improve and take on new challenges. His advice for students interested in performing arts? Immerse yourself, and take advantage of extracurricular activities!

“My freshman year, I did a scene with [former professional basketball player] Shane Battier, who was very good at improv—and basketball,” he recalls.

LAURIE MORRISON

A WRITER’S JOURNEY, BEGUN AT PECK

IT’S NO SURPRISE that Laurie Morrison’s writing journey began at Peck; after all, her mother, Elizabeth Donnell Morrison, was a Peck English teacher and author of Because They Cared, a centennial history of Peck!

Morrison has many wonderful memories as a student at Peck. She remembers continuously feeling encouraged as a reader and a writer—especially as a reader who loved that her teachers were always willing to share books with her. Back then, she never thought of herself as a creative student or that she would end up writing as a profession. However, she credits the excellent foundation in reading and writing she received from her years at Peck as key to her success today. Morrison has a specific memory from her time in seventh-grade En glish class, which her mom taught. She vividly recalls assignments focused on writing her version of the end of a series of books as part of the creative writing course; looking back, these assignments were significant to what would become her profession.

While at Haverford College, Morrison majored in English and was a peer tutor in the college’s writing center. She was also part of a small group of students who participated in search committees to find English writing professors.

After graduation, Laurie didn’t waste any time in pursuing her dream of writing. While getting her PhD in rhetoric and composition at the University of Arizona, Morrison began teaching English and loved connecting with her students day after day.

“As I got to know my students, I reconnected with my middle school self, who read Judy Blume’s Just as Long as We’re Together and Irene Berg’s Up a Road Slowly over and over and yearned both to experience the world through other people’s eyes and to know other people felt some of the same secret things I did,” she says.

Morrison writes contemporary realistic novels about complicated emotions and flawed, loving characters who mess up, bounce back, and grow in messy, beautiful ways. She is passionate about crafting upper middle-grade books for 10 to 14-year-old readers like the students she used to teach.

She started writing her debut novel as a co-author of Every Shiny Thing, a constructed middle-grade novel, told half in prose and half in verse. Since then, she has written several more books, Up for Air, Saint Ivy, and Coming Up Short

Morrison is writing her next book, Keeping Pace, and has plans to return to campus next fall as part of the library’s presenting author program for students before the book fair!

’95

“As I got to know my students, I reconnected with my middle school self.”

PETER SHALIT FOR ART’S SAKE

NOW A SUCCESSFUL PAINTER specializing in a unique blend of acrylics and mindfulness, Peter Shalit’s journey as an artist hasn’t been a straightforward one. After graduating from Peck, Shalit excelled in math and science classes at Morristown High School, securing a scholarship to The College of Engineering and Computer Science at Syracuse University. However, as a college freshman, he quickly realized he was missing something in his studies—art.

Unable to take any art courses as an engineering major, he decided to forego engineering and turned his attention to psychology, anthropology, and philosophy. (One may wonder what psychology has to do with Shalit’s love of art, but he had a plan, one that took just a few years to come to fruition!)

Art—and the emotions connected to it—had always been in the back of Shalit’s mind, and his college professors encouraged him to pursue his passion. From the beginning at Peck, he had always found joy in art classes, where his creativity was tested and what he described as “bottled-up” energy was released.

After an internship as a graphic designer, Shalit moved to Shanghai to study Eastern philosophy and practices in tai chi, qi gong, yoga, and Reiki. Back in the States, Shalit got the opportunity to run the Mindful Center at Ramapo College. Here, mindfulness and art finally connected and he had his a-ha moment. Shalit says he sees “art and mindfulness as ways to connect to life.”

With his pivot in college and life experiences thereafter, Shalit has a deep understanding that the principles of psychology and anthropology enhance character development. It involves exploring concepts such as personality traits, motivations, behaviors, and emotional responses.

When Shalit meets with a client, he loves to read their energy and, if given permission, creates artwork for the client based on their energy. His works are “co-creations, a living relation-

ship between [himself] and the painting… honoring the balance between action and space. In meditation, the breath is a teacher, exhaling-releasing and inhaling-receiving. The breath is also seen as a mentor in art, releasing—allowing space—and receiving—allowing creativity—to flow in.”

While Shalit’s road to becoming an artist may not have been conventional, he credits his teachers at Peck for giving him an artistic outlet. His success as an artist is a testament to his dedication and talent. He has remained true to his artistic vision and has never compromised his artistic integrity. His journey from a gifted student to a successful artist inspires all those who aspire to pursue their passions and make a career in the arts.

Shalit’s artwork can be found at Dakota Arts Gallery in Bedminster, NJ or on Instagram @dakota.arts_

Shalit sees “art and mindfulness as ways to connect to life.”

CAMPUS NEWS

Peck Rocks Parents Association Spring Fundraiser 2023

IN FEBRUARY 2023, THE PECK community had a rockin’ good time!

This year’s Parents Association Spring Fundraiser—“Peck Rocks”—was a fun play on rock and roll throughout the decades. The evening featured fantastic food from Chef Joe Mirra and our FLIK dining staff, raffles and a silent auction, and a live performance by NJ’s own The Nerds, a rock and roll cover band that’s a summer staple along the Jersey shore.

Parents and faculty guests came dressed ready to rock—in leather and denim, groupie t-shirts and animal prints—as well as paying homage to some of rock’s greatest artists: Slash,

Bowie, Turner, and of course, the King himself, Elvis.

Our parent and staff volunteers worked diligently and enthusiastically to create an incredible experience for all who attended. This year’s spring fundraiser exceeded expectations, raising more than $334,000 for our beloved school. We are so incredibly grateful for all of your support. Without you, we wouldn’t be where we are today. Truly, you are one of the greatest reasons why Peck Rocks!

We would like to thank our entire PA Spring Fundraiser committee, sponsors, and all of the volunteers and participants that made this night possible.

PA Spring Fundraiser Committee:

EVENT CHAIRS: Michele de Burgh Codrington, Jessica Ortega

EVENT SPONSORSHIP: Colleen Caden, Whitney Trif

TREASURER: Autumn Chapple

AUCTION CHAIRS: Elizabeth Cox, Lauren Morse

AUCTION ENTRY: Debra Somers, Cindi Orsini

MARKETING: Anne Bornia, Christina Tonzola

RSVP/CHECK-IN: Jeanine Steenberg, Becky Brooks

LIQUOR PULL: Greg Edell, Matt McMahon

SYSTEMS MANAGEMENT: May Ong, Jo Losavio

SPECIAL RAFFLE

COORDINATORS: Amanda Falk, Georgie Alexandre

CLASS BASKET COORDINATORS: Emily Dingle, Nicole Crawford

PHOTOS COURTESY OF AT-HOME PHOTOGRAPHY

Peck’s instrumental program is about a lot more than simply learning to play an instrument. It’s about developing confidence, creative expression, and community.

Students in grades five through eight have the unique opportunity to learn either the flute, clarinet, saxophone, trumpet, trombone, baritone horn, snare drum, bass drum, cymbals, or glockenspiel. Students participate in small group lessons once a week by instrument and one full band rehearsal on Fridays.

“There are a lot of eureka moments happening by kids who are excited about the craft that they are working on,” says Director Elizabeth Monkemeier. “They are also creating a community of people who love sharing music.”

Peck began its instrumental program in 2019 but halted lessons during the Covid-19 pandemic. The program resumed last year, and Monkemeier took over the helm as director this fall.

“A lot of these kids are risk takers,” she says of their immediate trust in her, despite her being new to Peck. “They have brought so much excitement and enthusiasm for learning and music to their lessons and rehearsal.”

While many schools offer instrumental music programs, Peck’s is unique in its size and configuration. Monkemeier says that typically schools only have grade-level bands, but given the size of Peck’s student body and the number of instruments offered, kids in grades five through eight enjoy playing together in one ensemble. This not only benefits younger students who receive mentorship from older and more experienced players but it also provides another opportunity for eighth graders to demonstrate leadership.

“There’s a lot of discipline involved with playing a physical instrument and reading music. The amount of work they have to put in is very admirable,” Monkemeier says of all the instrumentalists. “They are really starting to flourish.”

Heidi Lüer ’24, who began playing flute in fourth grade, says she has enjoyed being a part of the instrumental ensemble as a form of creative expression and an opportunity to connect with fellow Upper School students.

“It is a good hobby, and it’s a stress reliever that helps me focus when I’m

playing my instrument,” she says. “It’s a fun activity, especially if you want to try something new.”

While research shows that learning to read and play music has concrete academic benefits, the process also develops intangible skills such as problem-solving, empathy, and communication.

“Learning an instrument and learning to read music teaches students persistence, time management, and confidence through the emotional and creative fulfillment they get from playing music,” Monkemeier says.

The Peck Band held a May concert, “An Evening with the Peck Band,” for family, friends, and the Peck community. Watch it here!

Peck Thespians “Go Far” in Moana Jr.

Peck’s budding performers put on a fantastic staging of Disney’s Moana Jr. in February. Students not only shone on stage but in every facet of the show’s production. From marketing and set design to tech crew and costumes, Peck fifth-througheighth graders truly made this a student-led production.

In the show, a princess named Moana follows her calling to the sea and sails out in search of the long-lost heart of the goddess Te Fiti. Along the way, she meets Maui, a fallen demigod with an ego problem. Together they learn valuable lessons about teamwork, friendship, and chasing your dreams.

During the winter season, students have the option to elect to participate in the winter musical in place of a winter sport. This year, 60 students participated in the production. Huge thanks to directors Sebastian Guerrero, Upper School Music Teacher; Laura Rose, Upper School Math Teacher; and Chantal Rivers, Upper School Spanish Teacher for leading the students in putting together this fantastic production.

Eighth Graders Delight in Modern Day Recreation of Macbeth

Students in the Eighth Grade Drama elective starred in a modern-day recreation of Shakespeare’s iconic play, Macbeth. The show, Mmmbeth, is a hilarious take on the well-known play! Everything goes wrong—the witches take over the storytelling, Queen Duncan would rather open a donut franchise than die, Lady M’s a bloodthirsty June Cleaver, and the murderers are preoccupied with creating a commercial for their services.

“The students chose the play, and I think what really spoke to them was that it is a youthful take on more mature topics like murder and death,” says Director Sebastian Guerrero. “What I really liked about this play is they are learning about a major work of Shakespeare’s in a way that is fun; it’s messy, but it’s perfect for their age.”

Students have been wrapping up their final year at Peck with a traditional eighth-grade play for decades.

“It’s a great way for the group to bond once more before they graduate,” Guerrero says. “It’s also their last opportunity to try something new before they go to high school. Many of these actors have never set foot on stage before, yet after performing in their eighth-grade play, go on to act at their new schools.”

Meet Peck’s New Head of the Lower School Ashley Tabor

After a comprehensive national search that produced an exceptionally strong candidate pool, Ashley Tabor has been appointed the next Head of the Lower School. Tabor, who previously served as Peck’s Lower School Psychologist, joined the Peck community in 2018 and has been a tremendous asset ever since. She has served on the InDeCoRe 2.0 Committee, the Covid Task Force, and the Strategic Plan Design Team, and she was also the chair of the Student Support Department. In her five years at Peck, she initiated numerous new programs for the benefit of our students, including Third and Fourth Grade Lunch Bunch and a social and emotional learning curriculum. Throughout the search, Tabor continued to rise to the top because of her clear vision, excellent communication skills, empathetic approach to working with students, parents, and colleagues, and deep devotion and commitment to Peck. Tabor holds bachelor’s degrees in psychology and history from Muhlenberg College, a master’s degree in school psychology from Marist College, and completed the Supervisor Endorsement Program at Rutgers University.

Why did you want to be the Lower School Head?

I love education. I think the impact you can have on so many lives simultaneously is truly remarkable. I have always dreamed of moving into administration in a school that I loved and felt passionate about. When I learned that Nina Sharma would be retiring after her incredible career, I thought long and hard about whether this was the time and place for me to take that next step. The more I reflected, the more excited I became about the prospect of becoming the next Head of the Lower School. I feel passionate about this school, this community, and the work we can do to continue to move the Lower School program forward.

What do you love most about Peck?

Without a doubt, the people! I love working with my colleagues each day, I love watching our students push themselves and grow, and I love having the opportunity to build relationships with families from diverse backgrounds. The Peck community is truly remarkable. They support one another when times are tough and celebrate one another’s

successes. This is not always common in the workplace, and I feel so fortunate to come to work every day.

Why did you want to join the Peck community five years ago?

When I saw the School Psychologist posting at Peck five years ago, I thought it was too good to be true. I knew of Peck as an incredible school with a wonderful community and academic program. The first time I walked on campus, I knew it was where I was meant to be. I have spent the past five years continuing to feel that way.

What are you most excited about in your new role?

I am excited to continue the incredible legacy that Nina Sharma has built in the Lower School. I am looking forward to being challenged each day to move our school forward. In light of our recent strategic plan and its implementation, I am excited to use my expertise in child development and psychology to optimize our curriculum and create the best possible learning environment for all students. Most of all, I am excited to continue to work with families, colleagues, and students in a new capacity. I know each and every Lower School student already as a person; now I’m excited to get to know them as learners, too!

Ashley Tabor

Peck Names Inaugural Director of Community Connections & Belonging

Cymone Williamson became Peck’s Director of Community Connections & Belonging on May 1.

Williamson comes to Peck with an impressive resume. She most recently worked as the Associate DEI Program Director in the corporate sector at The RealReal. There, she led company initiatives and streamlined processes to positively impact constituent engagement and create a more inclusive community. Williamson has a bachelor’s degree in journalism & public relations from Wayne State University and holds certifications in DEI Leadership and Project Management.

“We are excited for Cymone to continue building on our current work as we strive to create a community of

belonging for all,” says Head of School Andy Delinsky. “Cymone rose to the top because of her warm, welcoming demeanor as well as her thoughtfulness and attention to detail when interacting with everyone she met.”

We caught up with Williamson to ask her a few questions. Here’s what she had to say:

Why did you want to work at The Peck School?

As a professional within the diversity, equity, and inclusion space, working for Peck presented a unique opportunity to work for an established organization with a long history of examining structural policies and making positive changes toward a more

equitable future. During the interview process, there was a genuine excitement around the work taking place throughout the school, and I really wanted to be a part of it and make a positive impact on our students, who are the next generation of leaders. I wanted to be a part of an organization where people are passionate and enjoy coming to work every day.

Why is the work of community connections and belonging so important?

Creating opportunities for community connections and prioritizing belonging is extremely important because every individual brings unique perspectives and valuable characteristics, which can be beneficial to the greater community. However, if there is not a sense of belonging and individuals feel othered, it can be challenging to understand the power of diversity, especially in the absence of diverse representation. When we all commit to creating safe spaces where everyone can show up authentically, people are more likely to show creativity, value different opinions, experiment with new things, and make a positive impact on those around them.

What are you most looking forward to as you begin this inaugural role?

The Peck team has done a great job of identifying how belonging can be placed at the forefront of everything we do. I’m looking forward to helping advance the goals that are already in place while developing a strategy and roadmap that will build for the future. I’m also really excited to collaborate within the community to create inclusive programming throughout the 2023-24 school year.

Cymone Williamson

10 Strategic Plan Committees Begin Implementation

Peck’s first ten Strategic Plan committees have laid important groundwork in implementing Peck’s new Strategic Plan, Deeply Rooted. These multi-year processes will actualize Peck’s initial strategic goals for learning, character, and community, with fifteen more committees slated to tackle the remaining initiatives in future school years.

Committees furthered work on topics such as movement in the classroom, service learning, parent engagement, student recruitment, and more, recommending deliverables and action items. For example, members of the Child Development implementation committee have undergone a yearlong deep dive to become experts in various specialization areas related to child development. Several other committees piloted new programming such as a “Curriculum and Croissants” event to further engage parents in Peck’s history curriculum, a breakfast for local preschool directors, and a morning strength and conditioning program for students during the spring.

The Peck Post Takes Off

This fall, Peck launched its own interoffice mail service: The Peck Post. Using special postcards, students practice the art of the written form by sending notes to faculty members, staff, and even classmates! Recently, Reach Across buddies in the Upper School sent heartfelt notes to their Lower School friends. Each campus location has a special address such as “1 Peck Place” for Andy Delinsky’s office, “2104 Mindful Meadow” for Jane Attah’s second-grade classroom, and “100 School Guss Way” for Jason Guss’ Upper School history classroom.

Students Advance in National History Day Contest

Eighteen Peck students (comprising 11 projects) competed at the New Jersey National History Day statelevel contest at William Paterson University in March. A staple of Peck’s Upper School history program, NHD immerses students in historical research and skills development. Along with more than half a million students across the country, students deepen their critical thinking and problem-solving skills, practice formal historical research, and elevate their confidence and agency in learning. For this year’s theme, students were challenged to explore topics relating to “Frontiers in History.”

Three students’ work earned designations beyond the state level, including one National Qualifying Alternate and one Special Prize Award.

Jane Pagano ’24 was awarded the National Qualifying Alternate for her Junior Individual Website, The First Man in Space: Yuri Gagarin and the Flight of Vostok 1. She would have presented her exhibit at the national competition in June if the initial qualifying student could not attend the event.

Avery Dewey ’25 and Logan Lan ’25 were awarded the Best Use of a Newspaper Award for their Junior Group Exhibit, The Black Sox Scandal

A MasterClass with NJ Symphony Members

¡Cuando enseñas, aprendes!

US & LS Spanish Students Come Together for Cross-Collaborative Lessons

World Languages Department Chair and Lower School Spanish Teacher Adriana Sykora and Upper School Spanish Teacher Chantal Rivers teamed up this spring to integrate common themes and boost collaboration between divisions. For example, in one class, Sykora and Rivers connected their lesson plans as fourth graders were learning how to tell time, and sixth graders were learning the vocabulary conducive to their daily schedules.

“Cuando enseñas, aprendes: When you teach, you learn,” says Sykora. “Younger students tend to think Spanish is just for the classroom.

Collaborating with the Upper School students allows them to verbalize what they have learned and put it into practice. It is a great way for them to build confidence.”

Students in Peck’s instrumental ensemble got a rare treat on Friday, April 14—a MasterClass with two musicians of the New Jersey Symphony. Arranged by Peck Instrumental Director Elizabeth Monkemeier, professional musicians Jerry Bryant (trumpet) and Andy Lamy (clarinet) met with the school’s fifth-through-eighth-grade band students. The visit was made possible through the New Jersey Music Educators Association in collaboration with the NJ Symphony.

“This was an invaluable opportunity for our band members to learn and get feedback from NJ Symphony members,” said Monkemeier. “Our percussionists also had a fantastic opportunity to learn from our very own Mr. Guerrero, a professional percussionist.”

Eighth Graders Compete in Middle School Ethics Bowl

In February, four eighth graders competed in the Middle School Ethics Bowl hosted by Kent Place School. In their third year competing, the Peck team performed strongly and ultimately won one of the three cases they participated in.

Modeled after the National High School Ethics Bowl, the Middle School Ethics Bowl is conceptually based on the idea of a two-way conversational exchange between equals. After analyzing the ethical attributes of preselected case sets based on complex, real-world issues and preparing talking points, teams meet to discuss and defend their positions. The bowl is a collaborative event that differs from debate in that students are not assigned opposing views; rather, they defend a position they believe is ‘right’ and earn points based on how carefully, deeply, and perceptively they have thought about the ethical dimensions of a case.

The students— Andy Kapp, Preston Devieux , Sebastian Dibre, and Jakob Braun —met weekly with advisor and History Department Chair Jason Guss to prepare for six pre-selected case sets assigned for the ethics bowl.

“At Peck, it often seems easy or straightforward to follow InDeCoRe values,” Guss says. “What the Ethics Bowl gets students to consider is that our values sometimes come into conflict.”

IT WAS A BEAUTIFUL, SUNNY DAY AT PECK WHEN THE CLASS OF 2023 accepted their diplomas from Head of School

Andy Delinsky and President of

the

Board of Trustees Souren Ouzounian.

“Today marks the end of our graduates’ Peck journey, but it also signifies new beginnings,” said Delinsky.

“Beginnings filled with excitement, anticipation, and even some fear as they prepare for the new challenges and adventures that await them beyond 247 South Street. But what’s reassuring is the knowledge that they’re ready for those challenges and adventures, because they’re equipped with the important lessons, character values, and life skills they have acquired during their time at The Peck School.”

ALUMNI SPEAKER: Marshall Herman ’19, an alumnus of The Peck School and 2023 graduate of The Peddie School, delivered remarks as this year’s Alumni Speaker. Through vivid storytelling about a recent internship with Disney World Japan and his time on the Peddie robotics team, Herman shared sage advice with the graduates: “Be open enough and brave enough to make a left turn and go down a road you never expected. You may just find some lemonade at the end.”

CLASS GIFT: Student Council President Dean Zarro presented the Class of 2023’s gift to The Peck School: new Downy/Redhead flags to foster more team spirit during the field events.

EIGHTH-GRADE ADDRESS: Daniela DiPisa, Ethan Anchia, and Sylvie Kurtzman reflected on their memories at Peck and what our community and our school have meant to them.

FACULTY SPEAKER: Math Department Chair Amy Papandreou was the recipient of the Walker D. Kirby Faculty Award and spoke to the Class of 2023.

It’s both the everyday experiences and unforgettable moments that shape who we are now and who we will someday become. For the Class of 2023, there have been countless milestones along the way that unequivocally lead to the same shared identity: a lifelong member of the Peck family.

Let’s take a look back at a few of the defining moments of our newest Peck graduates! Class of 2023, do you remember…

…Building sixth-grade chariots for Minimester—in the Lower School classrooms to accommodate the Covid-induced campus space modifications?

…Running as fast as we could for our first-grade Downy-Redhead Day races?

…Making marble runs for fifth-grade science class, all while distancelearning during the beginning of the Covid pandemic?

…Beating the faculty in our Eighth Grade vs. Faculty Basketball game?

…When we learned principles of engineering in fourth

…And

…Seeing all the construction when the old Dining Hall came down?

grade?

of course, meeting Mr. Delinsky in Kindergarten?

…Making tye-dye t-shirts with our Reach Across buddies in second grade?

…Canoeing at Blairstown?

NYU Visits Peck Science Classes

Students in several science classes had an exciting and unique opportunity to learn about science from some of the brightest minds in the field. Guest teachers from New York University (NYU) visited Peck to teach students in some of the first, third and eighth-grade classes about solar panel materials and related scientific concepts.

Two of our guests were doctoral candidates in material science, studying the latest developments in this field and working on research relating to solar panel technologies. They are team members of the lab of Dr. Stephanie Lee, an associate professor at NYU who led the lessons with the students. They engaged the students in hands-on experiments, helping them understand how light bends and how materials can be crystallized. Students also learned about polarized lenses, an important component of solar panels.

Science Department Chair Dr. Kathy Kennedy was thrilled with the visit. “We are always looking for ways to inspire our students and to give them exposure to new and exciting fields of study,” she says. “These young scientists from NYU have done just that, and we are grateful for their time and expertise!”

Robin Ross Assembly: Awards for Writing, Character, and Service

Five fourth graders received recognition at their annual “moving up” ceremony in May—Peck’s Robin Ross Assembly. Griffin Dingle and Becky Yu received the Sheila S. Slutsker Lower School Creative Arts Award, Brennan McBride and Marvin Xu received the Andy Gaffney Lower School Sportsmanship Award, and Charlie Witte received the John J. Kowalik Lower School InDeCoRe Award. Additionally, Head of School Andy Delinsky presented Peck’s annual Award for Distinction in Community Service to Table of Hope, accepted on behalf of the organization by Treasurer John Thomas. Table of Hope is a program of the Spring Street Community Development Corporation and serves over 100,000 meals throughout Morris County.

Peck News Magazine Recognized for Cover Design and Photography

Peck’s biannual magazine (which you are currently reading!) was recognized for excellence in photography and magazine cover design for recent issues by InspirED Marketing, an international organization of marketing professionals. Peck’s Fall/ Winter 2022 and Spring/Summer 2022 issues were both honored with Silver awards for magazine cover design and the Spring/Summer 2022 issue’s article on eighth-grade speeches won silver for the page’s photography and design.

The Arts at DownyRedhead Day

More than 200 guests enjoyed Peck’s annual Showcase of the Arts and Spring Sing in May, in addition to the day’s DownyRedhead field events. The arts showcase featured more than 350

seen. To make a work of art is an essential act of human expression; to have your work on display is to feel valued; to have your work discussed makes you a part of the global conversation that is art.”

pieces of art ranging from Lower School ceramics and wood-carved spoons to wire sculptures and watercolors in Upper School. Every Peck student had one piece of art featured in the showcase.

“The Showcase of the Arts is an essential Peck experience. It is a collection of ideas, conversations, and community connections,” says Art Department Chair Scott Beil. “It is an opportunity for students to share, to be seen, and to communicate what cannot be

The school’s annual Spring Sing showcased a variety of musical performances by Peck students and teachers thanks to the creativity and innovation of music directors Sebastian Guerrero (Upper School) and Lisa Wichman (Lower School). Alongside the Spring Sing’s customary performance highlights, the program included several surprise moments that brought the crowd to laughter, joy, and even tears. Two notable moments included, first, a rendition of the popular “Cups / When I’m Gone” song dedicated to retiring Lower School Head Nina Sharma. Wichman reframed the song with the new

title “When You’re Gone,” rewriting the lyrics as a tribute to all of the special things the Peck community loves about their beloved Mrs. Sharma.

And second, our Peck performers (hilariously) Rickrolled the crowd, mimicking the internet prank where users are unexpectedly served Rick Astley’s 1987 song “Never Gonna Give You Up.” After The Peck Ringers began Haydn’s “Surprise Symphony,” Sebastian Eaton ’23 made a surprise appearance with his saxophone— followed by Coach Adam Spadafora singing the Astley song, with teachers Dave Carlo and Laura Rose as backup dancers.

“In case you’re wondering what just happened,” announced fifth graders Thijs McCormick and Bennett Schwartz, “you’ve just experienced the legendary phenomenon known as being Rickrolled!”

Peck Band Members Perform at the North Jersey Region Honor Band Festival

In May, Keegan Donnelly ’25 (trumpet) and Maddie Forman ’26 (alto saxophone) performed in the Region I Elementary Honor Band Festival at Mount Olive High School among many other student musicians across Northern New Jersey. This was the first time members of the Peck Band have been selected for this kind of event! The students were chosen by Director Elizabeth Monkemeier for their leadership, discipline, and musical progress.

THE ARTS AT PECK: SPRING / SUMMER 2023

VISUAL ARTS

1 Kindergarten, largescale radial images inspired by artist Alma Thomas (Aggie Loonam; mixed media on paper)

2 First Grade, cherry blossoms (Addie Morgan; india ink, watercolor, and acrylic paint on paper)

3 Second Grade, still life collage inspired by Cezanne (Rajan Patel; watercolor on paper)

4 Third Grade, imaginary scene inspired by Faith Ringold’s Tar Beach (Krupa Doshi; sharpie and watercolor on paper)

5 Fourth Grade, flower printmaking inspired by Andy Warhol (Sydney Wade; printmaking ink on paper)

6 Fifth Grade, light and shadow observation (Norah Carifa; “Perspective in a Different Color,” acrylic on canvas)

7 Sixth Grade, wire figure sculpture (Carter McMahon; “Skier,” wire, acrylic)

8 Eighth Grade, elective independent project (Kendall Young; “Milky Way,” acrylic on canvas)

WOODWORKING

1 Third Grade, “Pecksicles” using the coping saw; (L to R: Lulu Zemaitis, Georgia Donnelly, Tyler Baker, Lilly Sahazizian, Finn Delinsky, Adam Faulkner, Sofy Corica)

2 Fourth Grade, hand-carved spoons using gouge, rasp, and file (L to R: Ilana Losavio, Teddy Falk, Eloise Chu, Alexandra Schepis, Griffin Dingle, Taj Prasad)

3 Fifth Grade, The Royal Game of Ur, ancient Mesopotamian game board using the back saw and miter box (Scarlett Steenberg, Annabelle Brooks)

4 Seventh Grade, wooden clock using the saber saw and router (Ryder Rodriguez; “Oreo clock”)

5 Eighth Grade, elective independent project (Souren Ouzounian, “Buster’s Doghouse”)

MUSIC

Lower School students continued to develop “tunefully, beat-fully, and artfully” through singing, creatively moving, dancing, and playing instruments. Opportunities to develop and nurture musical skills were abundant at all grade levels. Students discovered traditions and the richness of various cultures as they learned folk dances from other countries. Kindergartners captivated the audience with their spirited performance of “Three Cheers for the Red, White, and Blue.” First and second graders honed their vocal skills through vocal exploration and engaging solo singing games. Third graders were introduced to the art of hand chime ringing, while fourth graders experienced the sheer joy of playing ukuleles. Lastly, the Spring Sing provided an opportunity for all Lower School students to collectively showcase the pure delight that music brings to their hearts.

Upper School students frequently blended physical instruments and voices, along with enjoying weekly samplings of music from other cultures and lesser-known genres. Fifth grade learned how to produce sound, basic notes, and melodies on the soprano recorder. Sixth grade played xylophones and explored melody along with elemental harmony. Seventh grade explored advanced canon pieces on xylophone ensemble; building strong listening skills, rhythmic sensibilities. Eighth grade continued their elective concentrations: ukulele, xylophone, and drums, each exploring harmony, melody, song form, and rhythm. Lastly, students dove into Spring Sing repertoire preparation—including helping Mr. Guerrero with musical arrangements!

The Instrumental Program performed as often as they could in their flourishing program this spring, starting with a flute quartet at an Upper School Assembly in March to celebrate Music in Our Schools Month. They hosted a Spring Instrumental Demonstration for fourth-through-sixth graders and ended the semester with three fabulous concerts: one morning All-School Assembly, one intimate and inviting Evening with the Peck Band concert, and a morning concert for Downy-Redhead Day. We are proud of the music-making and growth we’ve accomplished in our first performing season!

The Spring Sing: After diligent preparation, Peck students performed a joyful, heartfelt repertoire for the Spring Sing; an integral part of Downy-Redhead Day. Read more about it in this magazine, and watch the performance!

THEATER

February’s Moana, Jr. and May’s EighthGrade Play MmmBeth showcased the best of our students theatrical talents! Read more about it in this magazine!

sportsmanship | underscored: ATHLETICS AT PECK

Our coaches recap the WINTER AND SPRING SEASONS for our Peck teams. Go Pride!

Wrestling completed a strong winter campaign with 3 out of 4 wrestlers placing in the MSAC wrestling tournament. In the dual meet season the team produced positive outcomes, posting a 22-16 record in combined contested matchups. As we move into next season, we hope to find an injection of young, determined, and gritty athletes who are hungry to test their willpower on the mats.

Girls Basketball had an awesome season! Led by their eighthgrade captains, every player demonstrated growth throughout the season. Defense was a particular highlight, and the tenacious pressure caused many turnovers. The team consistently supported one another and was a strong force on the court. They won the first round of the MSAC tournament with a win over Gill before falling to MKA. The team finished the season with an impressive combined A/B record of 8-5.

nothing is given, and everything must be earned. From that moment on, there was a noticeable shift in attitude and approach toward every game and practice. This newfound culture propelled them to the end of the season, where they emerged as MSAC champions, securing victory over Morristown Beard with a score of 7-2. The team’s ability to learn from setbacks, adapt their mindset, and ultimately triumph is a testament to their resilience and determination.

Boys Basketball had a good season led by many of our younger players! With the core of the team centered around seventh graders, our eighth-grade captains kept us going. The team never quit, and, despite a record of 1-11, built off of each game while supporting each other through some tough times. As we move into the next basketball season, the team looks to build, grow, and thrive with hungry athletes coming up!

The Ice Hockey team started the season with immense talent and the potential to achieve greatness. However, like any sports team, they encountered various obstacles and faced adversity along the way. While the majority of the season presented few challenges, a significant turning point came when they faced defeat against Delbarton in their second encounter. This loss served as a powerful lesson, teaching the team that

Volleyball had an incredibly productive and successful season. They made marked improvements to their service and defensive game, covering the court with good footwork and vocal communication. By the season’s end, they had begun to develop their hitting game, and their confidence grew in their abilities. The team had a wonderful season, and the eighth grade was wonderfully inclusive.

Girls 5/6 Lacrosse had a fantastic season! The girls pushed themselves in practice and were rewarded with success in games, even beating a few teams with seventh and eighth graders! They worked hard on their stick skills, consistently supported one another, and collaborated on the field. Those with lacrosse experience led with positivity and inclusion. With a record of 4-1-1, they have much to be proud of!

Girls 7/8 Lacrosse demonstrated a significant amount of growth this season. Collectively, the team improved in all of the basic skills of the game, increasing game IQ and playing as a team. While the team had a winning record, the final game against MKA was the real highlight. Despite the loss, it showed grit and determination to compete with a fantastic team down to the final seconds.

The Boys 5/6 Lacrosse team made remarkable progress throughout the season, displaying a strong determination to learn and excel in the game. Despite facing predominantly older opponents, they consistently delivered highly competitive performances. What set this team apart was their focus on their own game and their ability to work together as a cohesive unit. They approached each practice with a mindset of continuous improvement, eagerly absorbing offensive concepts and swiftly implementing them on the field. On defense, their tenacity and resilience left their opponents questioning their own abilities. The team demonstrated an impressive level of growth, both individually and as a team, leaving a lasting impression on the field and showcasing their potential for future success.

The Boys 7/8 Lacrosse team made an impact within the MSAC conference, surpassing expectations despite facing numerous challenges. With the team’s small roster and most players being new to the sport, they forged an impressive season. The team’s experienced players stepped up as leaders, guiding and mentoring their newer teammates, who, in turn, rose to the occasion and showed great determination. Each player embraced their role and wholeheartedly

committed themselves to the team’s success. A standout moment of the season was their triumphant rematch against Far Hills, when, despite being down four goals with no substitutions, they rallied together and emerged victorious, sending Peck to the championship game. This victory exemplified the athletes’ unwavering belief in their abilities and the power of their collective effort.

7/8 Baseball, much like our basketball season, had a bit of a rough season. Going 1-5 for the spring, we faced some very talented competition, but with improvement to each game played, the boys supported each other and strove to improve their game. With a team of primarily seventh graders, and a solid core of pitchers and catchers, next year’s baseball season looks bright!

5/6 Baseball had an impressive spring season. Built with extremely talented players surrounded by a supporting cast of hard working, coachable athletes—the future of this team looks fantastic. With an overall record of 3-3, the boys improved in every practice and in every game. Each day was filled with excitement, and we left every game and practice knowing growth was achieved. We couldn’t be happier with these athletes, and are very much looking forward to next season!

Softball had their best season in history, making it to the semi- final round of the county tournament! The eighth grade provided strong leadership and solid skills, setting the tone for the younger players. The team was selective at bat, aggressive on the bases and focused on defense. Their efforts were consistent and their attitudes were positive and determined. They had a fabulous season!

FACULTY NEWS

Several Faculty and Staff Members Awarded Enrichment Grants

Peck Faculty and Staff Nominate Loughman for Community Connections Award

Peck’s Faculty and Staff Award for Community Connections, endowed and created in memory of Peck parent David Schnur by the Schnur family, was presented to School Nurse Colleen Loughman. This award was created to honor David’s legacy as a father, husband, son, brother, teacher, and mentor and to acknowledge the care and support their family received from Peck faculty and staff during their time of need. It honors a faculty or staff member who creates and nurtures authentic and meaningful connections with students at The Peck School that help foster growth, belonging, and transformation. Faculty and staff annually nominate a colleague for the award.

“Mrs. Loughman builds genuine connections, fills the students’ buckets, and brightens their spirits,” said Head of School Andy Delinsky, reading from the nominations about Loughman. “She is selfless: involved in everything and essentially has a connection to every child at Peck.”

Upper School Math Teacher Laura Rose was awarded the annual Ben Alexander Faculty Enrichment Grant to attend a yoga retreat during the March 2023 Break. Rose, a certified yoga teacher who has been practicing for 13 years, attended the Beyond Yoga Retreat in Puerto Vallarta, Mexico. “The Beyond Yoga retreat was an experience unlike any other I’ve had. This retreat was so unique, special, and important to me because I was able to truly reconnect with myself. It was a healing journey—for my mind, soul, and body. I was reminded how much the practice of yoga helps to sustain and guide me through being a human, mother, wife, sister, daughter, and teacher. I am eternally grateful for this gift from Peck and continue to bring a piece of it with me everywhere I go.”

New this year are additional faculty/staff Enrichment and Renewal Grants, funded by a generous Peck family. The four new grants encourage the ongoing growth, development, and renewal of our faculty and staff by supporting experiences and opportunities beyond the classroom. The grants are awarded annually to four members of the faculty or staff to embark on personally enriching experiences that demonstrate their growth mindset and sincere interest.

World Languages Department Chair Adriana Sykora was awarded a grant to reunite with her family from Lithuania, Czech Republic, and Bormio (Italy). Admissions Assistant Wanda Fiorini was awarded a grant to reconnect with her cultural heritage in Puerto Rico.

Kindergarten Teacher Kristin Young was awarded a grant to travel to Alaska. Upper School Woodworking Teacher Mark Mortensen was awarded a grant to learn the art of making boats this summer in Maine.

Adriana Sykora

Wanda Fiorini

Kristin Young Mark Mortensen

Papandreou Honored with Walker D. Kirby Award at Commencement

The Walker D. Kirby Award honors a member of the faculty or staff whose dedication to the school, its students, and its mission is an exemplary inspiration to the graduating class and the entire Peck community. Each student in our graduating class votes to determine the recipient of this award. This year’s recipient was Math Department Chair

Amy Papandreou

“I know as you look back on your time at Peck, so many of you have your own moments when you stretched outside your comfort zone and tried something new,” Papandreou said. “And whether those new things grew into your biggest passion and greatest success, or whether they were just a brief experience that you didn’t even enjoy, they have helped shape who you are today.”

Watch Commencement at youtube.com/thepeckschool.

Pithers Earns Certification in Anxiety Treatment

Upper School Psychologist Lisa Pithers received her certification in Anxiety Treatment for Children and Adolescents; earning the professional designation of CCATP-CA (Certified Clinical Anxiety Treatment Professional for Children and Adolescents.)

“This certification is another useful tool in my toolkit as I help all students manage their stress levels throughout the year,” Pithers says.

Cooney, Gallego Honored for Years of Service

Director of Safety and Security Tim Cooney and FLIK Dining staff Hector Gallego were both honored for their years of service to The Peck School. Officer Cooney (who retired from Peck in June 2023) was honored for his 12 years of service, his willingness to help whenever and wherever needed, and his attention to detail and genuine care for each and every student.

Gallego, who last year received the 2022 dedication of Peck’s Linden yearbook, was recognized for his 15 years of service as a member of Peck’s Dining Team and for spreading sincere joy to all Peck students in the dining hall. He was also thanked for all the “secret second desserts” he’s given students over the years!

Sykora Wins Bid to NYC Marathon

World Language Department Chair and Lower School Spanish Teacher Adriana Sykora will run this year’s TCS New York City Marathon with Team TCS Teachers, an initiative that selects 50 teachers in North America to run 26.2 miles in New York. Sykora, who ran her first NYC Marathon in 2022, was not only shocked to find out she won a bid this year, but was also surprised during a second-grade Spanish class when TCS producers arrived with a film crew to announce the happy news to her and her students.

“Running the marathon this time will be even more special than the first because my students will be even more involved,” Sykora said. “My favorite part of the marathon is the voices of the crowd cheering me on. Knowing my students and colleagues are supporting me in this effort will motivate me even more to run my best race.”

Lifelong Learning in Action

Peck’s robust professional development program supports faculty and staff in advancing the practice, philosophy, and standards both at Peck and in the world of independent school education. Thank you, Peck educators, for your commitment to furthering this important work —and for modeling lifelong learning for our students and community!

l Third Grade Teacher Katie Bruno, Latin Teacher David Marshall, Kindergarten Teacher Maribel Mohr, Interim Upper School Head Virginia Savage ‘05, Lower School Head Ashley Tabor, and Upper School Psychologist Lisa Pithers: Attended The Learning and Brain Conference (CA) as members of the Deeply Rooted Strategic Plan implementation committee for Child Development

l Learning Specialists Sasha Armant and Amy Cohen: Attended the New York Association of Independent Schools Student Support Conference

l Second Grade Teacher Erin Ceder : Attended Responsive Classroom and Orton Gillingham professional development and training

l Library and Literacy Specialist Melissa Sorge: Attended the Follett Institute (library technology)

l Lower School Art Teacher Christine Walker : Attended the “Eco Printing in Living Color” conference at Peter’s Valley School of Craft (DE)

l Lower School Head Ashley Tabor, Upper School Psychologist Lisa Pithers, and History Teacher Alex Soudah: Attended the 2022 NAIS People of Color Conference (TX)

l Science Department Chair Kathy Kennedy and Technology, Innovation, and Design Integrator Jen Garvey : Presented “Creative Computational Thinking” at Montclair State and International Society for Technology in Education NJ Conference

l Science Department Chair Kathy Kennedy : Presented “Computational Thinking in Elementary Science” and “How a Gather, Reasoning, Communicate Framework is Changing My Teaching” at the National Science Teaching Conference (GA); facilitated “NGSS Practices and Performance Tasks” for K-12 science teachers in NJ and PA; and will facilitate weeklong summer workshops with the New Jersey Science Education Institute

Kennedy Publishes Manuscript, Joins Offshore Wind Energy Project

Science Department Chair and Lower School Science Teacher Dr. Kathy Kennedy published a manuscript in the National Science Teaching Foundation’s practitioner journal Science & Children. The article, “Engineering and Design: Reducing Erosion at the Shore—Designing a Lesson and Using a Gather, Reason, and Communicate framework,” pulls from lessons Kennedy taught her fourth-grade students in the fall.

Kennedy, who is also a manuscript reviewer for two journals (Science & Children and Innovations in Science Education), joined the New Jersey K12 Offshore Wind Energy Educational Outreach Project in March 2023 to serve as an educational consultant to develop curriculum for teachers and students. Kennedy is also a designated Next Generation Science Standards (NGSS) Teacher Leader for the New Jersey Science Education Center.

Sharma, Callaghan, and Cooney Retire

On Sunday, June 11, more than 150 people gathered to say farewell to Head of Lower School Nina Sharma, Director of Security Tim Cooney, and Upper School Administrative Assistant Lorraine Callaghan as they set off into retirement.

After 30 years at The Peck School, Nina Sharma put the lid on her teapots and retired her Friday Funnies as she took the next steps in her life’s journey. Sharma is almost synonymous with The Peck School, especially for alumni spanning the past 30 years. She is responsible for beginning the World Cultures program of assemblies, a cultural night, and the school’s longstanding partnership with the Kopila Valley School in Nepal. “Nina has left a legacy on so much of what we do at Peck, especially our character education programming,” said Head of School Andy Delinsky. “She is irreplaceable, but we couldn’t be happier for her to enter her well-earned retirement.”

Likewise, Lorraine Callaghan has made an indelible mark on the Peck community with her 12 years of helping students, parents, and teachers alike in their day-to-day work and navigation of the Upper School. She is absolutely tireless in her efforts to keep the Upper School running smoothly, she cares deeply about each student, and she is passionate about helping others in the Peck community.

A much-loved member of the community, Tim Cooney has also given tirelessly to Peck over the past 12 years. From greeting students each morning, to covering lunch tables, to helping coach sports teams, to happily dressing up for concerts and special days at Peck, Cooney’s presence is felt throughout campus.

Lorraine Callaghan, Tim Cooney, Nina Sharma

CLASS NOTES

1940s

CAROLINE PRICE HEMMINGS

ʼ44 sent an update that she is still doing well, and loves living at Kendal at Lexington in Lexington, Virginia. She shares her apartment with a miniature poodle.

1950s

PAMELA (TILP) LONG ʼ57 writes, “My husband and I are living in Steamboat Springs, Colorado to be near my daughters. It has been an epic winter with huge snow amounts. I am still an active travel consultant and that keeps me very busy. I have many clients traveling to Europe, especially Italy, in the next few months. That is my favorite destination as I went to school there. Africa is my second favorite. My sisters keep in touch with Peck friends. I see a few on Facebook. This year I turn 80!”

1980s

PERTSEMLIDIS ʼ85 and I. Peck has evolved in ways we would all be very proud of!”

SCOTT MORRISSEY ʼ86 has lived in China, New Mexico, and California over the past 27 years, and he and his family finally moved back to New Jersey. Scott writes, “Having spent almost 20 years working in finance, I changed gears and became a special education teacher.” Scott now teaches in Beverly, NJ. He would love to get in touch with some old classmates in the South Jersey/Philadelphia area and hopes his classmates are well!

Jakki and Bernel have created programs that teach children about kindness, integrity, anger, stress management, drug misuse prevention, mental health, emotional intelligence, and more. Together, they have blended their families and have four children: Olivia (16) and Xavier (13), and Janai (16) and Levi (8). Xavier is in seventh grade and attends the Eaglebrook School in Massachusetts. He just returned from two weeks in Japan for a Global Leadership Program. Olivia attends St. Benedict’s Prep and is a student leader, outstanding athlete, and recently landed a summer job as a golf caddie. Janai is in the National Honors Society, and Levi is in second grade and enjoys sports and outdoor activities.

Jakki also wrote an empowerment book for children entitled I Am Bigger And So Are You: Skills For The Soul by Jax Lake.

CHERIE ALCOFF ʼ89 writes, “At this year’s Grand Central Squash Tournament, my son Gregory and Jack, his pal from St. David’s and son of ANDREW CASPERSEN ʼ91 , had the opportunity to meet squash legend Jonathon Power, the first North American to reach World No. 1 ranking. It was an epic night of squash.”

WICK MCLEAN ʼ92 shared wonderful family news! Wick and his wife welcomed their daughter, Maisie, to the world in 2021.

CARTER (MARSH) ABBOTT

ʼ89 writes, “After a decades-long affiliation with Peck as an alum, a daughter of a faculty member, aunt, and parent, I will say goodbye to Peck as the final Marsh as my daughter QUINN ABBOTT ʼ23 will be graduating from Peck this spring. Both of my daughters, Quinn and CAMPBELL ABBOTT ʼ21 were lifers at the school, as were my sister, ASHLEY (MARSH)

1990s

JACQUELYN (JAKKI HALE)

HARRISON ʼ90 shared great news!

On September 28, 2022, Jakki married her best friend and business partner, Mylis “Bernel” Harrison. Bernel has been in law enforcement in Plainfield, NJ for over 22 years and has implemented youth programs throughout the tri-state area such as his hallmark program, Camping with a Cop

2000s

KENNETH LOPIAN ʼ01 and his wife, Ally, are thrilled to share that their daughter, Carter, will be joining

ALEXIS MAROTTA ʼ93 ran into former Peck teacher Jim Cross in Pawleys Island, SC. Mr. Cross taught Alexis in fifth and sixth grade!

Gregory and Jack with squash Legend Jonathan Power

Peck’s Kindergarten Class of 2032. She will be joining the son of EMILY (SIMON) CRYSTAL ʼ03 , Augie, as well!

SARAH SALISBURY ʼ02 shared that she, with her husband Alex and son Theo, recently relocated from Brooklyn to Cold Spring, New York. They are also expecting a second child, a baby girl, in June!

2010s

JANE KIRBY ʼ11 got engaged on March 3 to Mike FitzMaurice in New York City! They are planning to be married next May.

CATIE OWEN ʼ11 started a new job in August, working as the Associate Director of Paid Social at mSix&Partners in New York City. She writes, “I am really glad to be continuing my work in social media advertising and am looking forward to more amazing opportunities with my client, EA. More recently, I moved to Hoboken from New York City. I am so excited to be back in New Jersey and love being able to see my family so often!”

JAYDEE FIGUEROA ʼ13 is currently stationed at Maxwell Air Force Base in Montgomery, AL.

THOMAS SHEPANZYK ʼ15 shared that he is graduating from Columbia University in spring 2023.

SHAYE HERMAN ʼ16 earned a prestigious internship as a freshman at The Common Reader, a Washington University literary journal of essays.

GIANNA PORCEK ʼ16 writes “[I am] a current junior at the S.I. Newhouse School of Public Communications at Syracuse University studying advertising and sociology. This summer, I look forward to furthering my knowledge of the advertising industry with NBCUniversal as a Strategy & Insights Intern in their 30 Rock Office. This semester I studied abroad in Florence, Italy! I traveled to 20 different cities all over Europe, my favorite so far being Nice (France) or Sicily (Italy). One of my fondest memories of my time here was when my (still) best friend SYDNEY WOLFE ʼ16 came to visit me in Florence!”

RUQAIYYAH LUCAS-CALDWELL ʼ16 is currently at the University of Pennsylvania and is pre-med. She is also the Project Leader in her consulting group where she leads a team in assisting with a non-profit. She is currently taking Physics 101 as well as finishing up her major in Health & Societies.

MEGAN MALLGRAVE ʼ17 was part of the Northwestern Women’s Lacrosse team that won the 2023 NCAA Women’s Lacrosse National Championship. This was their first national title since 2012!

LEAH PAUL ʼ18 sent in an update that she is a month away from finishing her second semester of freshman year at Wesleyan University!

MARIA VIEIRA ʼ18 is currently busy at Colgate. She is part of the Active Minds Club, Clay Club, Secretary of StarGate (a visual astronomy and astrophotography organization), VisLab Planetarium Producer and Presenter, and a ballroom dancer! Maria intends to major in astronomy/ physics, as well as minor in applied mathematics and art/art history with a studio art emphasis.

ESME LUTZ ʼ04 married Teddy White in Naples, Florida this past fall!

KAL MITCHELL ʼ19 visited Peck on his day off from school. Kal is a senior at Oratory Prep and will be attending Montclair State University in the fall.

GABRIELLE POSSIBLE ʼ19 graduated with honors from Emma Willard and will be starting at Smith College in the fall!

KATHRYN CEPEDA ‘20, JANE CEPEDA ‘22, NOOR ELASSIR ‘20, AVERY SANTOMASSIMO ‘20, ADDYSEN DOWNEY ‘19, HAILEY DOWNEY ‘22, AND KAY LYON ‘19 are part of the Cornerstone Family Programs Junior Board. They hosted a 5K Run/Walk to benefit CFP and the Morristown Neighborhood House on April 30, which was a huge success!

LUCY AMBROGIO ʼ21, LOLADE AROMIRE ʼ21, AND SAM SCHNUR ʼ21 visited Peck on their day off from school! They jumped right in to help assemble food and supply kits on Peck’s annual Day of Service and even proctored a lunch table!

KATE SIEDEM ʼ19 joined us on campus in May for a week as part of her senior project at Oak Knoll. She worked as a teacher’s assistant in classes in both the Lower and Upper schools, helped with AfterSchool, and even proctored a few lunch tables. Kate will be playing DI field hockey at Brown University.

2020s

KATHRYN CEPEDA ʼ20 founded the Friends of Kent Place Jr. Twig, a branch of the Overlook Auxiliary, a non-profit organization supporting Overlook Medical Center in Summit. Kathryn recruited 15 members, including JANE CEPEDA ʼ22 , to support volunteer opportunities and fundraising activities to support pediatric and oncology patients. The Twig raised $1,600 selling care packages for college and boarding school students and $2,100 selling Krispy Kreme doughnuts for Valentine’s Day.

SCARLETTE LIFTIN ʼ21 AND ELIZABETH KHIDEKEL ʼ19 hosted a special presentation at Peck during an Upper School Assembly in March. Scarlette and Liz are part of a studentrun organization at Kent Place to raise awareness about social media’s effect on adolescents and promote a healthy relationship with technology.

CHRISTOPHER CHABLA ʼ22 is currently at St. Paul’s School. He received high honors in Chinese class, being recommended for Chinese 2 Honors. Christopher is also part of the wrestling team.

CHRISTINA SILVA ʼ22 supported Pasta for Preschool (Peck’s seventh-grade-hosted fundraiser in support of Preschool Advantage) at Peck on February 1. Also in attendance was PIERCE MALLOY ʼ19 AND MATTHEW DELVENTO ʼ22

On “Bring Your Child to Work Day” (April 27), SASHA MOHR ʼ23 AND CARSON YOUNG ‘22 both returned to campus with their Kindergarten-teacher parents to help out, as well as serving as surprise Kindergarten Mystery Readers! The students were excited to have their teachers’ children visit and read to them!

Celebrating the Big 5-0 at Peck!

The 50th reunion for the classes of 1970-1973 was an incredible success, bringing together former classmates from around the world—even as far as London—to celebrate their shared memories and reconnect with old friends. The event was filled with laughter, nostalgia, and heartfelt conversations, making it a truly unforgettable experience.

The reunion chairs, Anne (LeBuhn) MacCowatt ’73 and Dillard Kirby ’73, had meticulously planned every aspect of the May 2023 weekend, ensuring a perfect balance of structured activities and free time for attendees to catch up and reminisce. The festivities started on a Friday with a delicious lunch courtesy of Peck’s Chef Joe Mirra (of FLIK Dining) in Lindenwold Library, with a wonderful welcome from Head of School Andy Delinsky. It was followed by a fun game of Peck trivia and a Downy vs. Redhead scavenger hunt around campus. The room was buzzing with animated

conversations as people reconnected and shared stories of their lives since graduating from their days at Peck.

One of the day’s highlights was the tour of campus by the Director of Admissions Karen Dispenziere and Peck Admissions Counselor Annette Worthington. Walking down the familiar hallways, visiting classrooms, and seeing how the school has evolved over the years filled everyone with pride and fond memories.

The evening’s dinner, hosted by Adrienne and Dillard Kirby, was the pinnacle of the reunion. Classmates shared heartfelt stories, expressing gratitude for the friendships forged during their time at Peck and acknowledging the impact of their education on their lives. There was an overwhelming sense of camaraderie as the night progressed. The event served as a powerful reminder of the lasting impact of their time at Peck, leaving everyone with a renewed sense of connection, gratitude, and a deep appreciation for their shared experiences!

FACEBOOK: facebook.com/peckschool INSTAGRAM: @thepeckschool

IN MEMORIAM

Peck extends its sympathies to the families and friends of the following members of our community:

FREDERICK COOMBS , October 29, 2021; son-in-law of former Head of School John Kowalik, father of Carolyn Kowalik, grandfather of Jack Kowalik ʼ09, Liza Kowalik ʼ09, Mark Kowalik ʼ12, and Sara Kowalik

FR ANK JOSEPH MIELE , December 29, 2022; father of Brad Miele ʼ82 and Cabot Miele ʼ84.

LESLIE MAGUIRE , April 28, 2023; Peck faculty member from 1994-2014, mother of Shannon Maguire ʼ05.

WILLIAM STORY ʼ54 , May 8, 2023; husband of Martha (van Beuren) Story ʼ54.

Every effort has been made to include notices for “In Memoriam” through May 2023. We regret any omission; please notify the Advancement Office of any errors by calling (973) 539-8660 or emailing Taylor Williams at twilliams@peckschool.org.

creativity reimagined

At Peck, students are welcomed into a community of artists, actors, and musicians, where the arts are valued and celebrated as children reap the innate emotional and intellectual benefits of self-expression.