Pegasus Magazine Spring 2014 by The Pegasus School

THE PEGASUS SCHOOL

ISSUE 7 / SPRING 2014

The

Power

of Play

MISSION STATEMENT The Pegasus School is dedicated to academic excellence and to the development of lifelong learners who are confident, caring, and courageous. COMMUNITY VALUES Our students learn best, and develop the skills they need to pursue their dreams, in a community that is: • Diverse, collaborative, and vibrant • Serious about academic life • Rich in opportunities • Nurturing of the gifted student • Engaged in the world outside the school

PORTRAIT OF A GRADUATE PEGASUS STUDENTS love to learn, to be challenged, and to work hard; they are bright and motivated; they are joyful; they grow in both intellect and empathy. PEGASUS TEACHERS love to teach; they are flexible, creative, collaborative, and innovative; they foster each student’s individual gifts and passions; they educate the mind and the heart. PEGASUS PARENTS value education; they work closely with the school in a partnership based on thoughtful communication and mutual respect.

THE PEGASUS SCHOOL

•

Academically Confident

•

Well Balanced

•

Critical Thinker

•

Exceptional Communicator

•

Collaborative Leader

•

Responsible Citizen

• Environmentally Conscious • Technologically Adept • Economically Astute • Versed in the Arts • Globally Aware

Spring 2014 www.thepegasusschool.org EDITORIAL BOARD Nancy Conklin, Director of Admission Rick Davitt, Photographer Sue Harrison, Director of Advancement Karla Joyce, Writer Shalini Mattina, Assoc. Director of Advancement, Marketing Nancy Wilder, Middle School English Teacher John Zurn, Head of School WRITERS Karla Joyce Ellen Williamson John Zurn CONTRIBUTING WRITERS Shalini Mattina Amanda Miskell Patty Seyburn Anita Siddiqi Tricia Starkenburg Marrie Stone ART DIRECTION AND DESIGN Shalini Mattina

Table of Contents FEATURES

Go Play!

Rick Davitt

Game On! Creative Play in a Digital World

PRINTING

The Toy that Changed Everything

Headâ&#x20AC;&#x2122;s Message

At the Heart of

Program: Hour of Code

Faculty Focus: Back in the Game

Student Profile: Anushka Bhaskar

Program: How to Feed the World

CONTRIBUTING PHOTOGRAPHERS

Orange County Printing

PEGASUS NOW

Pegasus Magazine is published twice yearly by the Office of Advancement at The Pegasus School. It is archived at thepegasusschool.org/about/publications We welcome your feedback! Please address queries and comments to Shalini Mattina smattina@thepegasusschool.org

40 Calendar

ALUMNI

Those Who Soar: The Kant Institute

Alumni Connections

PEGASUS MAGAZINE SPRING 2014

THE PEGASUS SCHOOL

HEAD’S MESSAGE

connecting

Work

with Play

“This is the real secret of life—to be completely engaged with what you are doing in the here and now and instead of calling it work, realize it is play.” – Alan Wilson Watts I recently spoke with a friend of mine who is a floor trader on the New York Stock Exchange and asked him how he handled the intense reality of high stakes, high pressure trading decisions on a daily basis. I was a bit taken aback to hear him say that he loved his job and found the stresses to be far overshadowed by the excitement of the deal making. This was followed by a conversation with a neurosurgeon who performs some of the most precise, painstaking maneuvers where the slightest unplanned twitch could debilitate a patient for life. The joy in his voice was apparent in our conversation, so much so, that I did not even bother to ask whether or not he loves his work…nor the politician who adores the campaign trail, nor the lawyer who cherishes her day in court, nor the police officer who walks the beat with joy in his heart. So in the face of all this workplace joy, how and when did we begin to determine that work and play were two separate entities? How did we seem to decide that one exists without the other? These lines between work and play are not quite so clear when we enter school at the youngest ages. And as we learn more and more about how the brain works and about attributes of successful adults, these lines between work and play become even fuzzier. In this issue of Pegasus Magazine, we tackle the issue of play as a formative force in the life of our children. Karla Joyce visits the playground and sees the birth of negotiation with other life skills that will define the future successes for our children. Marrie Stone explores the connections between technology and play—questioning the interdependent nature of the playground that gets lost with an iPad glued to a child’s palm. And throughout this issue, you will find students, alumni, faculty, and families who find the passion of play in their works at hand. Parents and friends at our annual Spring Benefit in March donated a great deal of money to help the school build a new outdoor classroom this summer in the Primary School for our kindergarten and pre-K students. Our teachers have refused to call it a “play” ground because they genuinely embrace the interdependent nature of work and play. They see the passion in the eyes of their children at play and fully understand how this passion builds their future dispositions to work hard in their desire to explore the world. It is this shaping of work and play together that will cement the passion and joy of this next generation. As The Pegasus School Founder, Laura Hathaway, noted, we are in the business of “building wings so bright minds can soar.” These are terms of joyful play and exploration. They define a Pegasus where children learn to work and to play with passion.

John Zurn Head of School

PEGASUS MAGAZINE SPRING 2014

At the Heart of Pegasus

by Karla Joyce

The Everyday Stories of Exceptional People

“Your work is to discover your world, and then with all your heart give yourself to it.” - Buddha

And The Tree Was Very Happy (Pegasus Parent: JB Bush) What motivates us to give of ourselves?

eferencing the apple tree in Shel Silverstein’s tender parable may not answer the question, but we can all likely agree that heart is involved. And that giving makes us happy. J.B. Bush — Pegasus parent and tech consultant — will chalk up altruism, love and role modeling to his decision to volunteer to co-chair the On Golden Wings fundraising campaign this past school year. All that, and friendship. Above all else, Bush is a get-involved guy. But by his own admission he came to Pegasus reluctantly, his heart and upbringing in public education. It was an encounter with a panel of uber-articulate eighth graders during his initial visit that hooked him: “From that moment, I was all in.” The next fall when his son John stepped into Mrs. Diamond’s Kindergarten classroom, Bush stepped into the community. Sure, he has attended every

event, “but it’s my wife Wendy,” he says, “who really volunteers.” (He chaired the Pegasus Golf Tournament for six years without blinking, but who’s counting.) Bush won’t concede his scope of participation, but consider this: everybody knows J.B. and, more revealingly, he knows everybody. Bush has been all-in for eight years now — John just finished seventh grade and daughter Ellie, fourth — and his belief in Pegasus is as high as ever. As is his satisfaction. He attributes this sense of fulfillment at Pegasus and in life to his friendships — which he has many — and admits that his more-is-more philosophy nudges him toward “yes” more often than not. Which is exactly what happened last summer. He was sitting across the table from his friend, fellow Pegasus parent Gary Allhusen,

at the Austria Hoff Bar in Mammoth Lakes, where their families vacation together. He had already been approached about On Golden Wings, and he was mulling it over. While Bush considered all of the reasons why he should do it — for his kids, for his kids to see him giving, for the joy it would bring — he whooped it up with a great friend. Friendship, the upshot of his time at Pegasus. In the end, it was a very easy decision. And he was happy.

And The Tree Was Very Happy… Part 2 (Pegasus Parent: Chad Cooper)

n late 2012, Chad Cooper was driving through Idaho with his family, reading aloud from a recent release of Pegasus Magazine to pass time. In that issue, we showcased the relationship between Crossover International Academy in Ghana and Jim Conti’s eighth grade social studies class. Cooper listened to the article in which former Pegasus student, Alisa Bhakta, shared an email from one of her African friends that said: “I feel important

THE PEGASUS SCHOOL

that you wrote ‘I love you.’ It is a sentence nobody uses for me.” To which Bhakta confessed: “Waves of emotion washed over me.” The same waves hit Cooper. He had to get involved. “We have always been active in charities,” he says, “but this was different. It was something we could touch.” He contacted Conti, and together they brainstormed ways to help these children, most of whom were orphaned by slave trade. They agreed that straight aid would be fleeting. What Crossover needed was a systemic solution to feed and provide better shelter, and the income to sustain it indefinitely. In May of 2013, Cooper funded a duediligence excursion to Crossover for Conti and him. (“The investment banker in me had to go kick-the-tires,” he says.) He had his “Alisa” moment on day three, when the blistering temperatures broke with a fierce, freezing rain, and the school — a collection of

tilt-ups on cracked dirt — was awash in mud. “The gravity of their situation hit me hard,” he admits. Cooper was moved. He established a non-profit organization called “Wings for Crossover” to launch a host of developments, the first being an aquaponic farming system that breeds tilapia and grows vegetable crops symbiotically providing a consistent source of calories, nutrition and income. “It blows me away what he’s been able to execute,” says Conti. When the local cell tower dropped Internet service from this rural area, Cooper convinced a global telecommunications service provider to install a satellite and supply free monthly service indefinitely, which allows for more regular communications with Pegasus students, for example. “He acts like none of it is a big deal,” says Conti, admiringly. “But in his heart and soul, he is proud.”

Wisdom 101 (Pegasus Eighth Grader: Henry Lavacude-Cola)

ne of the Pegasus attributes that I most admire is its casual expectation. By that I mean the belief that every Pegasus graduate will possess a set of skills and attributes which, while not guaranteeing success, certainly support it. And, in fact, our Middle School hums with exceptional communicators and critical thinkers and responsible citizens, as if confidence happened to them almost by accident. It’s no accident, of course. From its inception Pegasus has recognized the value of instilling life skills in its students and worked hard to achieve it. According to eighth grader Henry Lavacude-Cola, it’s inescapable. Teachers were quick to name him as proof-in-the-pudding that Pegasus delivers, but he insists: “There are other kids I would nominate for this.” When the five-year-old Henry first arrived at Pegasus he was, in a word, quiet. Over the years, he trekked through Heritage Day and Chit Chats with big ideas but

little voice. (His shyness didn’t make him popular, either: “By fourth grade I only had one friend.”) The Mission Building presentation that year was, by his estimation, a personal low. “I was prepared. I’d practiced all night. But I was so nervous I forgot my notecards.” He stops the story there, except to say: “It wasn’t a happy ending.” “But things started to change in fifth grade,” he admits. “I felt more mature, less intimidated.” Which explains how he managed to nail a presentation in Mrs. Gorsage’s class under similar constraints: no cards and wrong day. This success — coupled with the previous failure — was his ticket, he says. Henry was so inspired by his newfound voice that he joined the debate team in seventh grade and, as if overnight, took flight. (He has earned the coveted Golden Gavel debate award twice.) Cut to the eighth grade flag salute this past year year. As ASB President, Henry was

standing beside beside Head of School John Zurn, in front of the entire world. Zurn turned to him spontaneously and said, “Henry, we don’t have our piano today. Can you lead us in the patriotic song?” And without hesitation, before scads of friends, he did it. Of course he did, his teachers would say. We expected it.

Read This (Pegasus Librarian: Carin Meister)

t takes hours of conversation or shared experience to peel the husk of one’s persona and lay bare true character. Carin Meister doesn’t have that kind of time. Her duties as the school’s librarian are so varied and vital she pivots — albeit quietly — constantly. In any one day, she teaches, supports curriculum at every grade level,

maintains a hearty and inventive collection, and manages myriad book-based programs on a budget. It’s a big job and highly valued by the community. So, that’s what she does. To get to whoshe-is requires, well, reading. Meister can cite a host of titles that speak to her, but Where the Mountain Meets the Moon by Grace Lin tops her list. “Every Pegasus family should read this together,” she insists. The book begins in the Valley of Fruitless Mountain, where a young girl named Minli spends her days laboring for little gain and her nights listening to her father’s enchanting tales of Jade Dragon and the Old Man of the Moon. Minli finds hope in his stories and embarks on an extraordinary journey to find this Old Man of the Moon and ask him how her family can change their fortune. The adventures are rich with imagery and perspective but it is the bottom

line that likely best resonates with Meister: that stories are really important, essential to well being even. The next clue into character is the middle name Meister chose for her oldest daughter, Reese: “Caralee.” This was the name of a make-believe sister crafted in the imagination of Meister as an only child. (She thinks it came from a soap opera.) Today sisters surround her, some of her best friends are other Pegasus teachers… and the ultimate source for character-revealing facts. “She’s a Bananagram phenom,” says Chrissy Bridges. “And if you need a homemade soccer banner, she’s your gal.” Ultimately, the best way to get to know Carin Meister is to enter her world in the Valley of Pegasus, and listen to her enchanting tales of…

Karla Joyce is a Pegasus parent and contributing writer for the Pegasus Magazine. Contact: karlajoyce@cox.net

PEGASUS MAGAZINE SPRING 2014

PROGRAM

<h0ur0fc0de/> by Tricia Starkenburg “Writing code is the closest thing we have to a superpower.” ~ Drew Houston, founder of Dropbox

ode writers may very well be the superheroes of this

funded by a Who’s Who in the technology and education

generation. The complex computer logic they wield

worlds, including Bill Gates, Mark Zuckerberg, and Khan

drives many of today’s modern marvels such as the

Academy, believes every student in every school should learn

Mars rovers, robotic prostheses, and the Hubble Space Telescope,

code writing. Our society is dependent on computer code for

achievements Superman and Spiderman would be proud

almost everything — communications, banking, entertainment,

to claim. Unlike Superman and Spiderman, a programmer,

medicine, agriculture, and transportation — observes Code.org,

fortunately, doesn’t need to be born on Krypton or bitten by a

yet less than 5% of the U.S. population understands, let alone

radioactive spider to obtain coding superpowers. Code writing

knows how to write, code. Code.org believes this pervasive

is learned.

code-illiteracy poses a serious and growing problem.

So when and how should this superpower be learned?

Code.org, a non-profit organization founded in 2010 and 8

THE PEGASUS SCHOOL

Similar to the illiterate or innumerate today, asserts

Code.org, the code-illiterate in the future will not only miss

out on job opportunities, but will not be able to fully explore, shape, or question the world they live in. Code.org’s mission is to fix code-illiteracy. They want every student to learn to code. Code.org kicked off their awareness campaign in December 2013 by launching Hour of Code™, which calls for every school to provide an opportunity for every student to write computer code for one hour in the classroom.

Pegasus middle school technology teacher, Adam Stockman,

supports Code.org and its Hour of Code™ mission. “Computer code is the language of the future,” Stockman says. “If we want Pegasus students to be the leaders of tomorrow, they need to understand and be conversant in technology and computer code.” Not only did Adam Stockman’s middle school students participate in Hour of Code™ (all sixth graders are required to learn Arduino code, a hybrid of “C” and Java programming

to succeed.” But failing was just as important as succeeding.

language), but Stockman also brought the program to the

“When a ‘robot’ got stuck, the code writers had to debug and

attention of his fellow Pegasus teachers.

rewrite the code for the robot to continue. The revision process

was a true ‘a-ha’ moment.” Bradford plans to participate in Hour

Second grade teacher, Benedict Bradford, jumped at the

chance to have her second grade math class participate. “My

of Code™ again next year. “Writing code requires math, logic,

students were already fascinated with computer coding after

revision, and teamwork. Plus it’s great fun.”

seeing the flashing light-up haunted houses the middle school

kids had programmed for Halloween. I knew they’d love to write

“The best thing about this year was that every teacher I spoke

code themselves.”

to, whether or not they had time to participate, agreed learning

code is important,” Stockman says, smiling. “A dialog has

Instead of using computers, Bradford used an “unplugged”

Stockman also looks forward to next year’s Hour of Code™.

coding exercise, My Robotic Friends, found on Code.org. The

started.”

goal of My Robotic Friends is for a team of students to build

specified pyramid-like shapes using plastic cups and a human

Code™. Many kids today want to write code to create computer

“robot.” One to two students write the robot instructions, or

games, iPhone apps, or Minecraft mods. Pegasus offers several

code, using pen and paper, and the other student “robot” reads

worthwhile afterschool classes and summer camps that can be

and performs the code. Bradford’s inaugural Hour of Code

found on the Pegasus website. Code.org’s website also offers

was a hit. “The kids were completely engaged in the process,”

a variety of tutorials in various computer languages such as

says Bradford. “They desperately wanted their robot friend

LightBot, Scratch, Python, and C++.

Traveling Circuit Activity

Writing code, of course, doesn’t begin and end with Hour of

A few weeks ago, my third-grade son asked me if he could

learn Java so he can program mods in Minecraft. We went to Code.org, and he and his eight-year old sister spent several hours working through the Code.org JavaScript tutorials powered by Khan Academy. They created crazy faces, made complex scenery, and played games. I subsequently bought a book called, Java for Kids by Philip Conrad and Lou Tylee, a dad and former coder himself, is helping them work through. My kids are enjoying their coding superpower training. Perhaps someday they’ll change the world, but if not, at least they’ll understand it a

Symbol Key

little better. Pick Up Cup

Put Down Cup

Step Forward

Step Backward

Turn Cup Right 90°

Turn Cup Back 90°

Tricia Starkenburg is is a Pegasus parent and contributing writer for the Pegasus Magazine. Contact: tricia@starkenburg.com

CODE CONCEPT PROVIDED BY CASSIDY DRISCOLL, GRADE 2 PEGASUS MAGAZINE SPRING 2014

IN THE Two Pegasus Teachers, Stopping (and Starting) Time. by Patty Seyburn

FACULTY FOCUS

“W

ho knows where the time goes?” sang English folk-

rocker Sandy Denny. We may not have an answer

teach, is the official Clock Lady for girls’ volleyball, basketball,

to this abstract question but, at Pegasus, we know whom to ask: Eva Polizzi and Vicki Olivadoti. These ladies understand exactly where the time goes — to the second. Polizzi and Olivadoti are the timekeeper and scorekeeper at every Pegasus sporting event. They make sure games start and

Polizzi, who was a student at Pegasus before returning to

soccer, and — on occasion — boys’ volleyball and girls’ flag

I oftentimes see a completely different side to a student than I would in the classroom.

end when they should, with the proper

football. Her immersion in the school’s sports-scene, coupled with her own pre-K through eighth grade experience, gives her access to fascinating trivia. Did you know, for example, that Pegasus once had a roller-hockey team? (Probably not; it was short-lived.)

number of minutes allotted, and the appropriate scores noted.

Ms. Polizzi teaches seventh grade English, and Ms. Olivadoti

During a game, Polizzi holds the remote, changes the score,

teaches third grade.

and starts and stops the clock. Its simplicity begs the question:

10 THE PEGASUS SCHOOL

A Clock Lady’s duties are straightforward, she explains.

why? “I do it because I like seeing students in a different

But basketball can be stressful. It’s the volume of baskets and

environment,” she says. “I oftentimes see a completely different

speed of scoring that keeps her on her toes, and the spectators.

side to a student than I would in the classroom. I might have

“Once I didn’t tally the points correctly on a three-pointer, and

no idea that one student can jump so high, or another can be so

there was some yelling.” With a sigh, she adds tactfully, “Parents

aggressive.” She also sees different sides of teachers when they

can be intense.”

step onto the court to coach.

Olivadoti underscores the

“They can get more aggressive,

importance of letting children

too.”

use their bodies and the value

of sensory stimulation. She

Ms. Olivadoti, a 20-year

veteran of the school, keeps

believes many children benefit

time and score for two reasons:

from exercise before sitting

she wants her colleagues who

down to concentrate, while

have young children to be able

others are more focused when

to go home after work and be

exercise follows their academic

with their families, and she

work. Either way, she sees the

wants to maintain contact

balance as contributing to their

with the students she taught

success as adults.

as third graders. “I have watched them grow and develop. I

get to continue to see them, to keep these relationships alive. I

school. “My encouragement of their swimming was purely

get attached and don’t like to separate. My first group of third

selfish,” she admits. “We were surrounded by pools, and they

graders is 28 years old,” she says, smiling. This job as Clock Lady

needed to be good in the ocean.” She never dreamed they would

has evolved, she admits. “I went from one day a week to two days

swim competitively. “My response every time they stepped

a week to four days a week when I don’t get home before five

out of the water was the same: Were you happy with your

o’clock.”

performance?”

Polizzi’s commitment to Pegasus sports is strictly

Both of her daughters swam competitively during high

Vince Lombardi once said, “The price of success is hard

extracurricular. She grew up studying ballet and says the

work, dedication to the job at hand, and the determination that

closest she ever got to a team was when she watched her brother

whether we win or lose, we have applied the best of ourselves

compete. Athletics at Pegasus have grown. “There were no

to the task at hand.” Of course, he also was quoted as saying: “If

teams when I was in school here. But that was BMB (Before Mrs.

winning isn’t everything, then why do they keep score?”

Bridges),” she explains. “I think Pegasus is doing a great job now,

nurturing both the scholar and athlete. Students have to figure

the aegis of either team, Olivadoti and Polizzi are there to clock,

out that balance.”

record, support and cheer on the students.

Some sports, of course, require more of the Clock Ladies

than others. Polizzi says she has to be reminded each season of how to score each type of game. “Soccer is super easy,” she says.

However the score unfolds, whenever it occurs and under

Roller-hockey, anyone?

Patty Seyburn is the Pegasus parent of Sydney (Grade 7) and Will (Grade 5). She is a poet and associate professor in the Department of English at California State University, Long Beach. Contact: patty.seyburn@csulb.edu

PEGASUS MAGAZINE SPRING 2014

WHEREâ&#x20AC;&#x2122;S THE PEGASUS? Every day brings new adventure on the Pegasus campus. Test your visual skills and see if you can find our Pegasus logo in this scene from one of our student-driven flag salutes. It just may be located on, or near you!

12 THE PEGASUS SCHOOL

PEGASUS MAGAZINE SPRING 2014

STUDENT SPOTLIGHT

Anushka Bhaskar’14 Pushing for Change. by Anita Siddiqi

n a youth culture where time can be pinched and selfpreservation comes first, the genuinely selfless stands out. Meet Anushka Bhaskar.

Bhaskar, an eighth grader, is authentically altruistic and

bluntly driven. (It’s an effective combination.) Take for instance her involvement in the Huntington Beach plastic bag ban matter in 2013. Bhaskar argued to the Huntington Beach City Council on the importance of banning plastics bags in the city, citing the negative impact these bags have had on the environment. She came prepared and spoke with passion—tools developed and honed as a Pegasus debater. After several presentations alongside fellow students and staff, the ban went into effect.

Sure, it’s impressive. But it’s also impactful.

Fullerton, mom an AP Biology teacher — and profound role

With the help of Pam Conti, environmental science teacher,

models that Bhaskar never takes for granted. Her intrinsic knack

Bhaskar has presented scientific data to the Huntington Beach

for words — she learned to read at age two — was nurtured by

City Council four more times since then, each time arguing

her mother. By the age of three, she was writing words and, soon

to ban expanded polystyrene (a.k.a. Styrofoam). Her detailed

after, sentences. Any parent might recognize this quick learner/

testimony on the harm that Styrofoam inflicts on both local and

high achiever combination. But the Bhaskars took it further,

global ecosystems could convert even the most ardent supporter.

finding outside resources and ultimately Pegasus, to help their

“Anushka has been a tremendous asset to our marine pollution

daughter run with it.

elective, Algalita,” says Conti. “When she spoke in front of

the council, she was more poised, articulate, and intelligent

last year visiting family, Bhaskar read daily from the New

than most of the adult opponents in the room.” She wasn’t a

Delhi Times. (Her passion for reading and writing has now

student representative in a grown-up world; she was a citizen,

transcended the English language; she is diving into Hindi.) It

participating, pushing for change.

was during this trip that she came up with the idea to start a

student newspaper. While still there, she contacted Mr. Zurn

If Bhaskar’s knack for public speaking is chalked-up as just

While she was on a two-month summer vacation in India

one of her many “gifts,” it was gift given in part by her parents.

and Mr. Williamson and, like a true debater, provided the

Both of them are academicians — dad is a professor at Cal State

details necessary to demonstrate its viability. Just weeks after

14 THE PEGASUS SCHOOL

school began in the fall her concept turned into a nascent but

worried about looking cool or not; she is living a happy life.”

functioning publication. The Pegasus Flyer is now published three

times a year. It “employs” thirty middle school student members

toward Bhaskar, during lunch and after school. (She helps them

and a co-editor, classmate Amanda Miskell.

with homework, when she has time.) What motivates her? She

It’s impressive because of its impact.

covets knowledge. She talks about the importance of always

Since the beginning of her

time at Pegasus, Bhaskar has been remarkable both in academic record and authenticity in character. Her teachers rave about her. An unofficial survey of teachers, who

Teachers say they notice younger students gravitating

Bhaskar has been remarkable both in academic record and authenticity in character.

have experienced Bhaskar first-

understanding what she’s doing, not just getting it done. Of course, she aims for good grades, but learning is her goal.

Pam Conti: “Anushka is a leader,

a talented debater, and a dedicated environmentalist.”

hand, turns up a rare unanimity. No one points out that she is

Lisa Calvin, eighth grade science teacher: “Anushka’s

an “A” student (which she is), that she is a diligent and ethical

strength is her passion for learning.”

student (which she is), or that she humbly steps up to any

challenge.

prowess or even love-of-learning. Her every action couples what

Instead, they say: She is genuinely kind. She is generous.

might be beneficial for her with what might be beneficial for

Julie Warren, seventh grade science teacher: “She inspires

others, like they’re inherently fused...two sides to the same coin,

Clearly there is more to Bhaskar’s abilities than intellectual

others with her enthusiasm. For her it’s not always about

a ying and a yang. It’s attractive, impactful and unquestionably

winning, it’s about learning and enjoying new opportunities.”

inspiring.

Anita Mahtani Siddiqi is the proud parent of Sahill (Grade 5), Ryyan (Grade 3) and Asher (Age 3). Contact: 4anita@yahoo.com

Dustin Bridges, eighth grade math teacher: “She tries to

make the day enjoyable for all those around her. She is not

PEGASUS MAGAZINE SPRING 2014

FEATURE

Go Play! by Karla Joyce

his spring, a sizable group of visiting parents gathered in the middle school forum to learn more

about our middle school program and school culture before, possibly, submitting applications. To best articulate the essence of Pegasus, the Admission team had assembled a panel of diverse eighth graders to chat about classes, activities, student-faculty rapport, and peer fellowship…among much more.

The kids admirably depicted a robust

educational experience, but it was their resumes that really delivered. One student had argued successfully before the Huntington Beach city council; another held the coveted Golden Gavel from a recent debate; yet another crafted complex gadgetry, daily, in the open-door Dream Lab; and the “athlete” boasted a 24-7 schedule of competitive sports.

They prattled on about pursuing

passions (during lunchtime) and “making an impact” with such pristine optimism that even us believers — Pegasus parents with younger kids — bit.

A hand in the back row — an unfamiliar

face — shot up: “Do you play?”

16 THE PEGASUS SCHOOL

Bewilderment bounced back and forth between the faces of

every over-achieving adult and child in the room. “I play sports,” the burly boy reiterated.

“We hang with friends during lunch” explained another

on the panel. “We talk.” And, the debater added, if a student chooses to visit the lab or read or prep an argument during down time, they’re free to do so. “Which is play, in a sense.”

Is it?

I must disclose that I have a thing for recess. One of my

favorite games in grade school was

Monkey Business: The Evolutionary Purpose of Play Ironically, the study of play is serious business. Dr. Stuart Brown of the National Institute for Play (NIFP) stumbled upon play research by discovering its absence in the life stories of murderers. He subsequently studied the relationship to play in thousands of people, spotting a strong correlation between success and playful activity. Alongside legendary primatologist, Jane Goodall, Brown observed animal play in the wild and developed a theory of play as a highly-

tetherball, and it is with pure kid-

evolved behavior important for the

immodesty that I declare: I was the

survival of animals, especially those of

best. Back in the seventies, if the rope

higher intelligence…like Pegasus students.

hit any part of your body, you were

out. Today, according to (my) two

experts abound, like Peter Gray,

Pegasus fifth-graders, the “ropey”

biological research professor at Boston

wins.

Who writes these rules?

I can recognize the Pegasus kids

College who explores the roles of play (and curiosity) as foundations for learning in his column in Psychology

like me — clock-watchers, waiting

Today. “Play,” he says, “is nature’s way

for recess — who must be first to the

of assuring that young mammals,

field, fully amped outdoors. But I see

including humans, will practice and

others visiting the guinea pigs, honing

become good at the skills they need to

PowerPoint presentations in tech-

develop in order to survive and thrive

lab, and taking thirty minutes to eat.

in their environments.”

With stunning reports about schools

banning balls during recess coupled with high-tech innovations, vying for attention, the idea of down time as a time for physical play is changing.

Just like puberty. We accept the

developmental deviations that occur during middle school as nature. Perhaps nature is involved in this fluid notion of play, particularly as we grow up. Maybe Mother Nature has her

As they get older, they start to gravitate toward new things on the playground, maybe even...new friends.

uniformity, and the educational power of triviality — a.k.a. play. Watching an early-morning pod of boys and girls hoisting

the smallest among them to the top of an eight-foot pole, feet and fists unabashedly working “together” to attach the rope and start play, I see..kids just playing. And, suddenly, it all makes sense.

This evolutionary connection

was developed 100 years ago in the

fanciful hand in the mysterious rule-changes, the utter lack of

But Brown is not alone. Play

books, The Play of Animals and The Play of Man by German naturalist, Karl Groos. Groos, triggered perhaps by then-contemporary Darwinian theory, recognized that animals, especially mammals, had to learn to use their own biological instincts. “Animals can not be said to play because they are young and frolicsome,” he wrote, “but

rather they have a period of youth in order to play.”

According to Gray, connecting play to its biological purpose

explains why young animals play more than older ones — they have more to learn. Like lion cubs or young gazelles or chimp children, human kids, when free to do so, play in ways that develop physical vigor, emotional fortitude, empathy, imagination, personal responsibility, and more...all skills critical for survival in a very adult world.

PEGASUS MAGAZINE SPRING 2014

“When they learn to control both in-play and between-play anger, they can keep playing. If they lose it or lash out, the play will end.” Adult life is riddled with anger-inducing situations, he reminds us. “Regulating our anger is a crucial life skill, so that it doesn’t lead us to behave in ways that harm others and ourselves.”

A purist like Gray might argue that observation and

intervention alters social relationships. “Learning can only occur in free play,” he says, “with no close supervision.” When adults are around to mediate, “they deprive children of the opportunity to learn how to protect themselves, resolve their own disputes, and regulate their own emotions.”

Safety-first say the TAs, but after that, they agree. In fact, it is

this very freedom that accelerates the transformation in type-

Blacktop Anthropologists Watching toddlers frolic, goal-free and unrestricted, it is easy to connect a particular budding skill set with choice of play, even when they overlap. From first steps and words, to the sandbox, taking turns at a single swing and dressing up, children play in ways that promote a full range of essentials falling loosely, but not mutually-exclusively, into six categories:

•

Physical play

•

Language play

•

Exploratory play

•

Constructive play

•

Social play

•

Fantasy play

While the proficiencies associated with each type of play

are refined with age, sophistication (and sometimes conflict) emerges when free choice steers different kids with different needs in different directions. “Many of them have known each other since preschool,” explains Joanne Jareb, teacher’s assistant in Mrs. Bowman’s fifth grade classroom. “As they get older, they start to gravitate toward new things on the playground, maybe even...new friends.”

Standing watch at any time a child plays freely, Pegasus

teacher assistants (a.k.a. TAs) serve as a unique sort of scientific observer (with some admitted flaws in their methodology, like interference when necessary). According to Cathy Fosmire, teacher’s assistant to Mrs. Sarkin, emotions can erupt in third grade. “Arguments, spats...we see some of that at this age,” she admits. “We even see a few tears every now and then.”

But according to Gray, the spat is the point. When playing

children squabble, they are learning how to regulate anger.

18 THE PEGASUS SCHOOL

of-play as we approach middle school. Standing by observing is Yvonne Thornback, teacher’s assistant in Mrs. Vermeeren’s fifth grade classroom. “Dynamics definitely change as they get older,” says Thornback. “Around fifth grade, boys veer toward football and the girls get more social.”

No TA can say exactly who spearheads the flow from

wall ball to football or tetherball to gossip-pod in any given year, or how the rules of the games get so twisted. But they all acknowledge the emergence of alpha personalities during puberty. Cindy Lee, teacher’s assistant in Mrs. King’s fourth grade classroom, describes a “seasonal” change on the playground — from soccer to basketball to butts-up — and,

along with lower school director, Dan Rosenberg, attributes the flow to (possibly) P.E. curriculum. Lee echoes dozens of others when asked how, why, or exactly when it shifts: “I simply don’t know.”

But, she believes it is the sportiest boys who prompt it (which

implies, as a counter-weight, followers). “There is a hierarchy out there for sure, especially with the boys. There are guys who are more athletic, and others who are trying to fit in.”

Rosenberg sees it, too, but goes further. “While dynamics may

change slightly,” he elaborates, “I think it’s well before fifth grade that a good number of boys veer toward football — or the sport of the moment — and girls get more social. The key difference is more how they play rather than what they play, at least when comparing grades three through five.”

Patrice Vizzera sees alpha girls as the rule in middle school.

Vizzera, a teacher’s assistant in Devon Seifer’s sixth grade math class, roams the blacktop at lunch. “As they become adults, they become territorial.” She notices small pockets of kids drifting away, for privacy...and not just girls or just boys. “In fact, we have to worry about them noticing each other. If they’re talking that’s fine, but once I see them try to hold hands, then I step in.”

Recess is Freedom Perhaps the panel of eighth graders was at a loss to define play, because they never had. Today, they might still flit through a set of monkey bars instead of passing by, but only for nostalgia. And competition has usurped the simple game of catch. They’ve honed their reasoning in group-play, where rules beg to be bent. And, they’ve spent hours negotiating turns. They have recognized that their own needs and rights are no more valuable than are those of every other person.

The life skill left for refinement at thirteen and beyond is the

ability to balance responsibility and freedom.

So, with age, play becomes for some hanging out. That’s a cringe-

worthy idiom for many adults, but not Gray. He says, “Because it is an activity done for its own sake rather than for some conscious end outside of itself, people will see it as frivolous or trivial. But here is the paradoxical point: play’s educational power lies in its triviality.”

Education is the byproduct of foursquare in fourth grade; it’s also

the result of choosing to spend lunch talking, in middle school.

That woman who wondered whether our students were

successful at the expense of play was understandable, given the current culture of over-scheduled kids and performance anxiety. But it is more likely that the achievements of those Pegasus students are the result of free play regularly indulged, a few bumps on the blacktop, and a mastery of the basic skills necessary to survive and thrive...at least, in high school. PEGASUS MAGAZINE SPRING 2014

FEATURE

Game On!

Creative Play in a Digital World An In-Depth Look at Video Gaming by Shalini Mattina

There’s been a significant shift in entertainment during the 21st century—one that involves the types of games our children play. This shift in gameplay is affecting the way our children learn, create, focus, solve problems, socialize and communicate. Unlike the typical outdoor and board games most of us played in our youth (hopscotch, tetherball, Hide-and-Seek, Monopoly, Battleship, etc.), these compelling new games allow our children access into a digital realm of interactive and imaginative play. Look closely into the broader, mass form of entertainment, and beyond… Video Gaming.

nline, PC and mobile gaming. Xbox, PlayStation and Wii consoles. Computer and video

games are taking over our screens and monitors—in our homes, on our mobile devices, at work, and yes, even in the

91% of children between the ages of 2-17 play digital games.

classroom. They are at the root of both

creativity, innovation, empathy and bigpicture thinking will be acknowledged and respected more. Design, Story, Symphony, Empathy, Play and Meaning are the skills critical to this Conceptual Age, and research shows that playing video games (otherwise referred to as

an economic and cultural revolution, and they are affecting the

“gaming”) can refine these skills. According to Pink, games are

futures of our tech savvy children. In fact, in

changing the way we think and when used in moderation, gaming

the United States alone, 91% of children between the ages of 2-17 play

can be beneficial to the future of our children.

digital games.

Unlike the arcade, handheld and video games we played

during our youth (Pong, Centipede, Pac-Man, etc.), today’s digital games feature sophisticated scripts, realistic 3D graphics, and film-like cinematographic stories in a vast array of genres. A few examples of these games include Minecraft, Plants vs. Zombies, The Legend of Zelda, Madden NFL Football, and Super Mario 3D World. The combination of technology and creativity allows game developers to bring immeasurable images and storytelling to the screen, and lets players interact in virtual worlds and create their personal stories.

Daniel Pink, author of A Whole New Mind: Why Right Brainers

Will Rule the Future, explains how our world is moving from an “Information Age” toward a “Conceptual Age,” an era where

20 THE PEGASUS SCHOOL

What Happens in the Brain During Gameplay Since our brains are flexible organs, any type of stimulus can alter its wiring. Research reveals how playing certain genres of games changes the physical structure of the brain and causes specific reactions in different sections of the brain. After performing an action in a game that results in a reward, a player may experience a powerful sense of gratification. This is caused by the amount of dopamine, a neurotransmitter, released in the brain. The dopamine stimulates the brain to continue playing the game. The repeated actions of gameplay strengthen the brain cell connections responsible for memory and learning.

FRONTAL LOBE

Speech, memory, movement, judgement; core for thinking, reasoning, emotions. Puzzle, strategy and similar games that require logical thinking activate this lobe.

PARIETAL LOBE

Reading, language, sensation; center of intelligence. Real-time action games affect this section of the brain.

TEMPORAL LOBE

Behavior, hearing, memory, speech, vision. Action and first person shooter games stimulate the temporal lobe.

OCCIPITAL LOBE

Controls vision. A wide genre of games can improve peripheral vision, navigational skills, and pattern recognition in this lobe.

CEREBELLUM

Balance, coordination, fine muscle control. Strategy and action games trigger the cerebellum.

DOPAMINE PATHWAYS

Reward, pleasure, motor function, compulsion, perseveration.

SERATONIN PATHWAYS

Mood, memory processing, sleep, cognition.

PEGASUS MAGAZINE SPRING 2014

How Games Build Skills to Succeed Gaming is more than entertainment. It is a resource tool for building strategies in business, a communication and therapy tool for children with autism, and a cognitive training tool to possibly detect and prevent Alzheimer’s disease. But, most relevant, gaming is an effective educational tool that develops critical skills in our youngest generation.

Creativity. Video game developer Ru Weerasuriya, Pegasus parent and co-founder and vice-president of Ready at Dawn Studios in Irvine, CA, believes video games are an art form and expand creativity through fascinating storylines.

During his childhood years growing up in Switzerland,

Weerasuriya enjoyed drawing and became fascinated with

Studies performed by the Brain and Learning Lab of

history. He began his career in the gaming industry while

Dr. Daphne Bavelier, University of Geneva professor and

working as a concept artist at Blizzard Entertainment, where he

cognitive neuroscientist, show how playing action games can

assisted in the development of Starcraft (real-time strategy game)

improve speed, concentration and cognitive skills such as object

and led the cinematic art direction for World of Warcraft (massively

tracking, focus, memory, multi-tasking and problem resolution.

multiplayer online role-playing game [MMORPG]).

On the flip side, excessive game playing (specifically,

At Ready at Dawn Studios, Weerasuriya produced God

high-action games) produces a decrease in prefrontal lobe

of War: Chains of Olympus (real-time strategy game), which is

activity, which can lead to an increase in aggressive thoughts

loosely based on Greek mythology. The game won him both

and negative behavior— addiction, impulsivity, anxiety,

the Academy Achievement Award and Game Developer’s

irritability—even after the game is turned off. Controversy still

Choice Award in 2008. His latest cinematographically styled

remains whether violent games actually trigger violent behavior.

masterpiece in the works, The Order: 1886 (action-adventure

game), takes place in an alternate Victorian-Era London where

A quick Internet search will reveal a countless assortment of

articles that weigh in on the pros and cons of gaming.

In the February 2014 issue of Psychology Today, Dr. Romeo

past history is intertwined with cutting-edge technology.

Fourth grader Max Milo enjoys playing Minecraft (action

Vitelli states: “Though many games have a violent content, they

role-playing game) because there is “no end to playing or specific

still provide players with an opportunity to learn social skills by

levels.” He enjoys the concept of building to survive and the red

focusing on cooperation with team members…More research is

stone circuit features, where he can build from his imagination

definitely needed, but there seems to be a strong potential value

and control his inventions.

of cooperative play in developing social behavior and curbing

antisocial thoughts and behaviors.”

Portal 2 (first-person platform game) and Mass Effect (action role-

Seventh grader Brian Dong prefers playing games such as

An article published in the April 2014 issue of Stanford

playing game) on his PC. He says, “Video games are a new way of

News indicates that Stanford engineers have developed a video

telling a story, like a book or a movie. They are more interactive,

game controller prototype that can sense brain activity, thus

and you can learn stories and morals by playing them.”

modifying gameplay to make the game more engaging, or on the reverse, toning down the game as a means to remind the player to take a break.

Education Gamification. In elementary and secondary schools, digital games are used as a learning tool inside the classroom for the direct intent of boosting abstract reasoning and problem-solving skills, in addition to promoting positive behavior and motivation. Gamification is the theory of using game-design concepts to non-game purposes in order to absorb users in solving problems.

22 THE PEGASUS SCHOOL

Quest to Learn, a public school in New York City for

students in grades 6-12, utilizes the process of gamification to engage students and maximize their potential in “systems thinking, creative problem-solving, collaboration, time management and identity formation.”

World Education Games, in partnership with UNICEF

and Samsung, challenges students to compete with their global

Game Developer Ready at Dawn Studios

counterparts. The online games boost learning while giving

Ru Weerasuriya

students the opportunity to view how they measure up with

We need to educate our children and walk through the experience together.

the best in the world. Over five million students participate in World Literacy Day, World Maths Day and/or World Science Day.

Pegasus, too, incorporates educational games into its lower

school curriculum. The ST Math software program is hugely popular, and apps such as Stack the States, Reflex Math, Wordfeud,

Math Ninja, Draw It and Big Seed make learning fun for all students.

conversation that needs to be explored thoughtfully. I don’t find

What makes these games so appealing is the instantaneous

that many educational companies (such as Pearson, Houghton

feedback delivered to the student while playing. Children are

Mifflin) have done a good job exploring gamification as a real

encouraged to keep competing to advance to different levels and

educational tool. It’s an untapped market from the video

provided with “rewards” to increase their motivation.

game outlook.”

Fifth grade teacher Shannon Vermeeren believes that

“With this generation, gamification of education is a

But some developers are trying. GlassLab, a non-profit video

regulated use of video games in education has great potential

game development group in Silicon Valley, recently launched

to assist students in learning, but it is still an area that needs

its first educational game that covers the Common Core and

further development in order to maximize its benefits of playing:

Next Generation Science Standards. The game, SimCityEDU:

A FEW FACTS ABOUT DIGITAL GAMING

55%

58%

MALE

OF AMERICANS PLAY VIDEO GAMES

45% FEMALE

AVERAGE AGE OF A

68% 63% 36% PLAY GAMES ON THEIR GAME CONSOLE

PLAY GAMES ON THEIR PC

62%

PLAY GAMES ON THEIR SMARTPHONE

PLAY GAMES WITH OTHERS, IN-PERSON OR ONLINE

32%

THE AVERAGE HOUSEHOLD OWNS AT LEAST ONE GAME CONSOLE, PC OR SMARTPHONE

GAME PLAYER IS

30 YEARS

ARE UNDER THE AGE OF 18 YEARS

42%

PLAY GAMES WITH THEIR FRIENDS

52% OF PARENTS SAY VIDEO GAMES ARE A POSITIVE PART OF THEIR CHILD’S LIFE

16%

PLAY GAMES WITH THEIR PARENTS

Infographics represent statistics comprised from the Educational Software Association (ESA) 2013 Sales, Demographic and Usage Data, Essential Facts About the Computer and Video Game Industry guide

PEGASUS MAGAZINE SPRING 2014

Pollution Challenge!, takes real-world environmental problems and challenges students to develop solutions. The Lab is currently developing a series of educational games and has partnered with big names in the educational research, testing and game developer industries including: Electronic Arts (EA: Games), Educational Testing Service (ETS), and Pearson’s Center for Digital Data, Analytics and Adaptive Learning.

General Manager Cie Games

Building Confidence. Dr. Jane McGonigal, visionary game designer and author of the New York Times bestseller,

Games are an expression of creativity and sharing creativity.

Reality is Broken: Why Games Make Us Better and How They Can Change the World, says that “in the game world, we are most likely to feel less like failures because we can keep trying again to experience an ‘epic win.’” When a gamer achieves that level of exhilaration, confidence is reached. McGonigal believes that playing video games can increase four types of resiliency—physical, mental, emotional, and social.

Researchers from Stanford University agree; studies show

Matt Nutt

actually help him play better on the field. “When I play FIFA,” he says, “I learn different strategies that I can play in real life. You can turn your imagination into a reality.”

that when gamers create a personal alter ego, an “avatar,” in

Communication and Teamwork. Many games

games, they feel more courageous and ambitious. Avatars help to

offer multiplayer options to connect with family and friends,

connect the gamer with the character in the game and the gamer

whether sitting side by side or chatting online. Together, players

soon takes on the behavior of that character. The adoption of the

can build, explore, collect resources, and solve problems in their

devised physical and behavioral traits of the avatar can actually

digital world—skills that can be applied in the real world.

help our children overcome fears and possibly inspire them to

take on leadership roles.

Game Shack, established the largest interactive game center

in 2005 “as a means for people to come together and play in a

Seventh grader Alex Desbans plays sports games, such as

Howard Makler, Pegasus parent and founder of Howie’s

FIFA 13 and FIFA 14, on his Xbox. He is an avid soccer player

positive environment.” Tournaments at Howie’s have become

outside of academics and claims that the FIFA video games

a bustling social environment not only for players, but for

24 THE PEGASUS SCHOOL

spectators, as well. Gamers unite from within the four Howie’s locations to compete for prizes.

The rise of tournament playing became the core of a cultural

and economic revolution globally during the late 1990s. In 1998, Blizzard Entertainment in Irvine, CA, released StarCraft,

THE EVOLUTION OF GAMING Magnavox, Atari, Sega, Mattel, Nintendo and Microsoft are big brand names that changed history in the digital world and influenced us to play an array of video game genres.

gained massive popularity in South Korea during its severe

Early designs of video game consoles paved the development of today’s complex machines. Originally, the word “video game” derived as a result of computer research in artificial intelligence and other forms of computer science.

economic crisis, helping the country to increase its finances—

Below is a brief timeline of video game history:

a military sci-fi real-time strategy game. The multi-player game

Internet cafés and game sales reached their peak. Millions of players joined together online to participate, socialize and consort themselves into “clans” with others. Throughout the years StarCraft has become a national sport in South Korea and has led the nation to create professional teams and worldwide tournaments. Today, the South Korean game market is worth $9.16 billion.

Critical Thinking. Real-time and fast-paced strategy games can foster the ability to think quickly and objectively,

Nuclear scientist Edward U. Condon devises the computer, Nimatron, which played the first strategy-type game, Nim, at the New York’s World’s Fair Westinghouse. The first true video game, Spacewar!, a shooter game, is created.

’40

’50s

’62

’67

and learn from former mistakes. Players acquire new methods to achieve their overall goals while learning their strengths and weaknesses to improve.

The findings of Dr. Brian Glass from Queen Mary University

of London, School of Biological and Chemical Sciences, reveal

Magnavox releases Odyssey, the first home game system, based on Baer’s designs.

’72

that playing real-time strategy games can “promote our ability to think on the fly and learn from past mistakes...cognitive

’75

flexibility, a cornerstone of human intelligence, is not a static trait but can be trained and improved using fun learning tools like gaming.”

Angry Birds, Crush the Castle and Ninja Dogs are a few games that

Mattel introduces electronic handheld games with a new console, Intellivision.

’78

promote critical thinking skills and perseverance by enticing players to solve problems in order to reach the next level. The games challenge players to evaluate, observe, plan and apply new

’80s

ideas learned and more to advance through each level.

Seventh graders Hannah Romeo and Elena Plumb like

playing Flappy Bird and Frozen Free Fall on their iPads or iPhones to

Education software rises.

’86

pass time away or when they are not with their friends. Plumb says Flappy Bird “is addicting because you want to keep beating your high score.” Romeo says Frozen Free Fall is appealing to her because it is a puzzle game.

’95

Fifth grader Will Stauffer is intrigued with the iOS and

Android game, Plague Inc., a strategy-simulation game where he must choose plagues and viruses to infect certain parts of the world before humans find a cure. James Vaughan, developer of the game, spoke at the Centers for Disease Control and Prevention last year about how Plague Inc. can be used as an educational tool to inform the public about infectious diseases.

The first Xbox is introduced.

A series of strategic war games are developed to aid the United States military in its study of simulated military exercises.

Ralph H Baer invents the first video game console, Brown Box, which could easily connect to a television. Basic games such as tennis and ping-pong were played on this device. Atari introduces its home version of Pong and releases the Video Computer System (Atari 2600), which featured a joystick, interchangeable cartridges, games in color and controls for choosing games and difficulty levels. The Nintendo Entertainment System (NES), the Commodore and Sega evolve, along with Pac-Man, Mario Bros, Donkey Kong and Final Fantasy games. Fantasy role playing games are introduced. Sony releases PlayStation in the United States.

’01 ’05present

Playstation 4, Xbox 360 and Wii remain at the forefront.

Timeline represents information collected from Time.com, “A History of Video Game Consoles,” and The International Center for the History of Electronic Games® (ICHEG). PEGASUS MAGAZINE SPRING 2014

PHOTO COURTESY OF DEREK LYONS, HOWIE’S GAME SHACK

CEO Howie’s Game Shack

Howard Makler

Gaming is socializing in an organized setting, sharing the same space together.

Matt Nutt, Pegasus parent and vice-president of business

If online social games such as Facebook’s Farmville can teach

development and operations at Cie Games, Long Beach,

farming and sustainability and Half the Sky Movement: The Game

CA, believes that games can be used to “solve problems by

can raise awareness and funds to empower girls globally, think

empowering people to make decisions on their own, as well as

of the impact such games will have on each if we collaborate

a means to express and share creativity.” Cie Games is a leading

and apply knowledge learned to reality. Perhaps we will create

developer and publisher of social, mobile and online games. Cie

and/or improve our own sustainable garden, or take action to

produces CarTown, Car Town Streets and Racing Rivals, games that

network across the world to keep women and girls safe.

assist in hand-eye coordination and allow users to “design” their

own personal cars and race with other players.

homes. Big tech companies like Sony and Oculus VR (acquired

by Facebook) have already developed the initial prototypes of

Jeanine Chen, mother to third grader Jaden, allows her

Gaming is going beyond the platforms we have in our

son to play Minecraft, Asphalt 8 (racing game) and Angry Bird

virtual reality (VR) headsets, designed to amplify the user’s

Kart (free-to-play game) on the family’s iPad, PC or iPhone. She

gaming experience. Gamers can be transported into a riveting

says that gaming has helped Jaden “not only understand and

and very realistic virtual world, where they have the ability to

become efficient on computers, but also with reading, spelling,

touch and interact with settings and characters. What if we used

vocabulary and comprehension.”

VR games to overcome our fear of the ocean through the eyes of

Games and the Future

a scuba diver, or explore the anatomy of the human body while performing a surgery, or maybe visit a third world country and

McGonigal asks, “What if we started to live our real lives like

unite with others to end the hunger crisis?

gamers, lead our real businesses and communities like game

designers, and think about solving real-world problems like

Oculus Rift, give people the ability to do the impossible. We can

computer and video game theorists?”

train for something entirely without any chance of getting hurt.

What if?

Virtual reality is where everyone can come together.”

So how can we begin? Pick up that controller and game with

Gamification has been utilized in education, business,

finance, and health and fitness industries, but what if we extend this process even further? Naturally, we become motivated by our emotions. If we are provided with opportunities to reach success and make a difference in our environment, we are going to want to work hard to experience the results.

26 THE PEGASUS SCHOOL

Seventh grader, Max Roth, says, “VR headsets, such as the

your children. Shalini Mattina is the Associate Director of Advancement, Marketing, and the mother of Kai Kasserman (Grade 6). Before researching for this article, she was not engaged in digital games. Now, she plays Dance Dance Revolution with Kai and friends on the Xbox 360 and looks forward to more gaming opportunities. Contact: smattina@thepegasusschool.org

Pegasus Student Interests As part of the Spring Benefit Student Masterpiece project, volunteers polled 567 students in pre-K through grade eight to learn about what things they liked and activities they enjoyed.

TOP 21 STUDENT INTERESTS 318 TIME WITH FAMILY 120 SOCCER PLAYING GAMES

97 LEARNING 85 FOOTBALL

ENJOY TIME WITH FAMILY

83 FRIENDS 81 ICE CREAM 81 SCIENCE

TOP 10

PLAYING

77 MATH

THINGS STUDENTS LIKE TO DO WITH FAMILY

70 BASKETBALL SHOPPING

64 ART 56 TENNIS 50 READING

WATCHING MOVIES

COOKING

45 HANGING OUT 45 SWIMMING 44 BASEBALL

WATCHING TV

42 LEGOS SPORTS

41 HISTORY

EATING

40 DANCE 37 CHOCOLATE 35 CAKE

TRAVELING

TALKING, RELAXING

21 VIDEO GAMES

TOP 10 GAMES STUDENTS PLAY

MONOPOLY

MINECRAFT CARDS VIDEO GAME

CHESS

RISK

UNO

SKYLANDERS SORRY VIDEO GAME

GAME OF LIFE

PEGASUS MAGAZINE SPRING 2014

FEATURE

The Toy That Changed Everything by Marrie Stone

Seven years ago, Steve Jobs unveiled the device that changed the way we live our lives: The way we communicate, educate, entertain, work, date, relate, and play. Children in lower school will not remember a world without the iPhone. Even adults struggle to imagine their days without it.

A few months back, while out to dinner with my daughter

The data on children (specifically children under

age eight) is where it becomes interesting. After all,

and husband, we walked

what nine-month old needs an iPhone? They can

by a table of eight, their

barely hold it. But they can swipe it.

heads collectively bowed in

what I assumed was prayer. It quickly became clear they

Common Sense Media, a nonprofit firm that

studies the effects of media and technology on children, tracked families with children and their

were all bowing to a different god. “No iPhones

use of mobile media between the years 2011 and

at dinner” became my new rule, but it’s hard to

2013. In 2011, only 8% of families owned an iPad

follow, even for me. Someone’s phone often sits

or equivalent tablet device. In 2013 that number

buzzing between us, or a question comes up that

increased to 40%. Smartphone numbers are similar.

could soon be settled, or my daughter needs to do

As for mobile apps, that number is staggering,

homework that requires the device. When did this

too. On December 31, 2013, at 11:59 p.m., Flurry

happen? More important, are we better off? The

Analytics reported a record 4.7 billion app sessions

first is easier to answer than the second.

in a single day, reaching a total of 1.126 trillion

Staggering Statistics

sessions in 2013.

The iPhone, unlike other slick new toys, isn’t a

The Way of Play

gadget reserved for the wealthy, and while it

Much like the debate at the turn of the last century

undergoes constant change, it isn’t going away.

regarding whether cars were more dangerous

In 2012, Apple sold 340,000 iPhones per day. That

than horses, the question of whether screen time

number increased to more than 375,000 the next

is appropriate for infants and toddlers misses the

year. That’s four iPhones sold per second, every

point. The genie has long left the bottle. Or, as Steve

second, all year long.

Jobs may have preferred, the worm has crawled

28 THE PEGASUS SCHOOL

out of the apple. Because the iPhone, or a close

relative, is here to stay, it’s worthwhile to analyze the

back to myself,” she says. “Its presence comforts

way it’s changed our children’s play.

me, not only because of the connection information

it archives of my contacts, but also because it

The iPhone is seductive. It’s bright and shiny,

“The entire purpose of the iPhone is to reflect me

slick and small enough to feel good in the hand,

has become my most intimate personal digital

thin enough for a back pocket, with a liquid crystal

companion. It is more consistently

display, impeccable sound, and a camera that

present for me, and with me,

rivals most on the market. There are games geared

than any human could ever

for the very young—an iPhone case that doubles

be. It amuses

as a teething toy, an app that reminds your toddler

me, informs

it’s time to use the toilet, and a variety of games to

me,

entertain them while they do. There’s even a $40 iPotty for iPad (the iPhone’s close cousin), which physically attaches the device to the child’s toilet. Imagine this new generation so integrated with their gadgets, they are born programming their own biological functions.

The interface is friendly and colorful and,

more importantly, interactive. Children aren’t typing—they’re swiping and pointing and dragging. They’re physically and mentally immersing themselves in the device. The way of play, the how of play, is eerily reminiscent of the “Young Lady’s Illustrated Primer” in Neal Stephenson’s 1995 book The Diamond Age, which looks astonishingly like an iPad.

As infants become toddlers, the toy not only

teaches shapes and colors, it teaches them to sign and talk in any language they choose. Their behavior adapts to the toy; they instinctively know what to touch, shake, and say. The iPhone talks back. Now it’s becoming more than any toy or device— it’s becoming a friend. A place they turn when they’re lonely or bored, when they’re lost, when they need you.

Man’s New Best Friend In her essay, “I Phone, I Learn,” Anne Salsamo observes that the iPhone is the ideal technological embodiment of the perfect mother.

PEGASUS MAGAZINE SPRING 2014

reassures me, educates me, surprises me, hijacks

rehearsals or sailing lessons. It’s like having my

me, soothes me, angers me, delights me, amplifies

friends—and my mom—in my pocket.”

me, connects me, reflects me.”

In an informal survey of Pegasus middle school students, some said their

The effect of the iPhone’s playful nature is to

entice the user in whatever way interests them most, record that data, and give them more. In other words, the gadget is getting to know the user

iPhone makes them

as much as the user is getting to know the gadget.

feel safe. They know

So begins the “singularity,” a term coined by the

they can’t get lost. They

science fiction writer Vernor Vinge, which describes

know they can always

the point at which technological change not only

call. This generation

outpaces our ability to apprehend it, but also to do

of children doesn’t have

anything about it. It’s a topic frequently discussed

the freedom of movement

by Ray Kurzweil, futurist and director of engineering

around the neighborhood

at Google. In his book The Singularity is Near, Kurzweil forecasts a time when the human mind will meld with the machine, when the device will be barely distinguishable from the body. That future isn’t far off.

The Benefits of Connectivity Media scholar Henry Jenkins has coined the term “prosumer” to describe this generation of young, tech-savvy students who are forming a “participatory culture.” In participatory culture, “young people creatively respond to a plethora their parents enjoyed, so they’re dependent on their device for the autonomy and independence necessary to grow up, and to stay in touch with friends. “I don’t always have time for playdates on the weekends,” says seventh grader Isabelle Meegan. “And my

ways that surprise their makers, finding meanings and identities never meant to be there and defying simple nostrums that bewail the manipulation or passivity of ‘consumers.’”

In other words, our kids are no longer passively

consuming technology by simply watching TV or listening to music. They are actively participating in creating culture. Their writing can be published, their movies watched, their music listened to, and their ideas heard, all in an instant. They aren’t

friends aren’t in my

experiencing the barriers to entry of previous

neighborhood. But I can

generations, and this freedom is giving them an

still FaceTime with them on the way to orchestra

30 THE PEGASUS SCHOOL

of electronic signals and cultural commodities in

innate sense of power.

For a generation of children who aren’t allowed to play

outside unsupervised, the iPhone is more than a book, television, or toy. It offers access to a whole world that has been, in some respect, physically inaccessible to our youth.

The Dark Side of Dependence The dark side of the tech-savvy kid is the digitally dependent child. Last year, the UK reported that many of their youngest technology consumers were becoming pathologically dependent on their gadgets, spending up to four hours a day in addictive play. The youngest known patient is a 4-year old girl whose parents enrolled her in behavioral cognitive therapy last year after she became “distressed and inconsolable when the iPad was taken away.” The doctor treating the child reported that young addicts experience the same withdrawal symptoms as alcoholics or heroin addicts.

The Telegraph in London stated that parents are paying

more than $26,000 (US) for a 28-day “digital detox” program. This in response to what U.K. psychiatrists report as a 30% increase in the number of people who have becoming digitally dependent over the past three years.

Now What? It’s difficult to draw conclusions while we’re still identifying all the issues. Ask almost anyone, and their own feelings about their relationship with the device are conflicted. It’s an age of technological ambivalence. We feel more connected, but are we more alone? We have access to more information, but are we smarter? Our friends may be in our pockets, but are our friendships more shallow? If we restrict our kids’ use, will they get left behind? One thing is clear—we have taken a collective byte out of the forbidden fruit, and our world will never be the same. Marrie Stone is the Director of Public Affairs and co-host of “Writers on Writing” at KUCI, 88.9 FM and the mother of Haley Rovner (Grade 7). Contact: marriestone@gmail.com

PEGASUS MAGAZINE SPRING 2014

PROGRAM

How to Feed

WORLD

the

An Eighth Grader’s Perspective by Amanda Miskell

ccording to

In a climate such as Ghana’s, the dry season can prove

the UN World

especially difficult for crops, and in Crossover’s case, the

Food Program

ground has never been fertile. These two factors mean that at

(bread.org), one

certain times of the year there is a food shortage for the children

in eight people worldwide

living at the school. After this year’s particularly devastating

are hungry. In Africa

dry season, the non-profit organization, Wings for Crossover,

alone, that proportion

founded by Pegasus parent, Chad Cooper (see page 6), along

doubles to one in four,

with Pegasus middle school students, came up with a course of

with a total estimate of

action that had the potential to solve Crossover’s food problem,

238 million people lacking

as well as ensure a sustainable future. The plan: to raise money

the food they need to

for and build an aquaponics system at Crossover that would

survive. Numbers like

grow enough crops to nourish its 275 students without ever

these are frightening to anybody but, to a Pegasus student, they

requiring soil.

are a call for change. When coupled with an inspired social

AQUAPONICS 101

studies teacher, an international connection driven by the fuel of education, and the agricultural and technological innovation known as “aquaponics,” that call for change becomes a plan of action.

For the past three years, Mr. Jim Conti’s eighth grade social

studies class has maintained a pen-pal-style relationship with the Crossover International Academy, a school in Ghana for

So how does it work? Aquaponics is a combination of hydroponics — the process of growing plants in nutrient-rich water instead of soil — and fish-farming. By recycling both the output of a tilapia farm and the nutrient-drained water of hydroponic plants, the particular set-up chosen for Crossover forms a sort of “closed-loop” system.

orphaned children run by David Yayravi. Last year, Mr. Conti

PEGASUS STUDENTS, AT WORK

and his students raised money to provide the two-classroom

One of the great things about this project is that Pegasus middle

school with a water filter, a tool which has been of supreme

school students were involved in every step of development—up

value to them. This year, students chose to address an even

to the actual construction of the system—from brainstorming

bigger issue for the kids at Crossover: hunger.

and researching to budgeting and fundraising. Eighth graders

32 THE PEGASUS SCHOOL

used their Global Issues elective to investigate different

don’t have the things we take for granted. The great thing about

aquaponics companies and examine pricing, taking into account

building an aquaponics system at Crossover is that it’s a simple

size, crop range, and maintenance requirements. Additionally,

process for us that can do really incredible things for them.”

under the guidance of teachers Mr. Conti, Mrs. Conti, and

Mrs. Harrelson, students ran awareness campaigns through

have on the world, or in some way we doubt our ability to make

social media, held booths at community events to gather funds,

change. With their massive stores of creativity and imagination,

and sold hand-made items to support the cause. (Wings for

children are often the strongest source of belief in the seemingly

Crossover’s official slogan is “Students helping students.” It is

impossible, which also makes them great agents of change.

a concept that clearly stood its ground throughout the entire

World leaders could learn quite a bit from Pegasus students—

process.)

and children everywhere.

As of the end of February, Crossover Academy successfully

Eighth grader Patrick Aimone says it best: “This aquaponics

completed installment of their brand-new 60,000-plant

project has had a lasting effect on students at Pegasus and at

aquaponics system and a 27,000 gallon fish tank, which should

Crossover. For them, we’ve provided a sustainable food source;

produce enough to feed the students, as well as create a small

for us, we’ve learned that there’s no excuse. There’s no excuse

profit on the side from selling excess.

for refusing help to other people, for we’ve learned that where

IMPACT

there’s a will, there’s a way, and where the ability and inclination

When asked to reflect upon the importance of this project, eighth grader Kinsale Hueston remarked, “Often, with our lives here, we forget that people in other places or other countries

PHOTO COURTESY OF DAVID YAYRAVI, CROSSOVER INTERNATIONAL ACADEMY

At one point or another, we all question the impact we can

to give to others exists, an opportunity will present itself.” Amanda Miskell is involved at Pegasus through debate, Algalita and Girl Scouts. In April, she won the Golden Gavel award duting the Middle School Public Debate Program (MSPDP) National Tournament. Amanda is passionate about global and environmental issues. She aspires to be a writer in the years to come.

PEGASUS MAGAZINE SPRING 2014

THOSE WHO SOAR

THE KANT INSTITUTE

DARE to Know An Interview with Founders Adin Dobkin ’08 and Andrew Mather ’08 by Marrie Stone

ADIN DOBKIN

ANDREW MATHER

egasus alumni Adin Dobkin ’08 and

work at The Institute mirrors what I’m doing in other

Andrew Mather ’08 are more than childhood

areas of my life. Meeting with administrative and

friends. They are co-founders of The Kant

Congressional members is an awesome experience.

Institute (“The Institute”), an innovative think tank

Negotiating with them about our cause is even

that strives to create a collaborative platform of

better,” he says.

big thinkers with the joint goal of enacting positive

changes to public policy.

expertise differs. Currently a student at Stanford

University, Mather is the COO of The Institute. He is

Dobkin, an Adjunct Fellow of the American

Mather shares his enthusiasm, although his

Security Project in Washington, D.C., and a political

proficient in computer science, programming and

consultant at de Beaufort Group (in-between

economics, with additional experience in financial

studying for a B.S. in Economics from American

management and investment strategies. His primary

University), is the CEO of The Institute. In addition to

focus at The Institute is overseeing fellowships and

being engaging and articulate, Dobkin is passionate

research projects. The Institute can be found at

about politics. “Getting our message out and making

kantinstitute.com.

a tangible difference is unbelievable. Much of my

34 THE PEGASUS SCHOOL

What is The Kant Institute and what

that kept appearing time and

politics, but the desire to enact

inspired its formation?

again in our discussions was a root

change. Equally important is our

cause that created the problems

administrative team and support

words, a think tank. It’s a term

we were hoping to solve. More

network. Ultimately, the more

that’s thrown around often, but

often than not, that root cause

people we meet and discuss our

not really understood. Our work

was education. It’s practically

ideas with, the more successful our

revolves around informing and

omnipresent in domestic political

organization becomes.

shifting public discussion as it

issues. Our current three-

relates to policy. In practice, this

pronged approach to education

means writing briefings, meeting

policy involves the creation of

with legislators, interacting with

a 21st century curriculum, the

media, and a whole host of other

development of adequate

things. Whatever it takes to get our

infrastructure, and the integration

word across and maximize

of educational technology.

In the shortest number of

its influence.

Talk about the role The Pegasus School, and any of its teachers or courses, played in igniting your interest in politics and policy concerns. What seeds from your Pegasus education are most helpful in your current role(s)?

Talk about the synergistic

How does the Institute differ from

relationship between the two

so many of our first forays into this

other think tanks, and what makes

of you, what makes you a

area — both during our education

this organization unique?

strong team and what unique

there and once we left. Mrs.

elements you each bring to the

Wilder honed our writing skills. Mr.

policy is often times the best way

organization.

Conti’s mock trial experiences

to enact change on a broad

perfected our persuasive

scale, the best individuals to

things for success: the ability

speaking. The foundation that

develop that policy are frequently

to communicate with and to

was created as a result of our time

found outside Capitol Hill. Not all

influence strategic partners,

spent there was a critical measure

of our Fellows have experience

and to source people with an

to so many things down the road.

developing legislation on an

unparalleled desire to see their

issue, but all have a ‘big idea’

big idea make an impact. We’re

that they’re passionate about

an ideal match in terms of both

developing. Our administrative

personal qualities and location.

We’re of the mindset that while

team works with them to find

This model requires two

Pegasus paved the way for

Is there anything the Pegasus community can do, as a whole or individually, to assist the Institute?

We believe both Pegasus

What types of individuals or firms

parents and administrators share

are you hoping to involve? What

many of our personal values, as

traits, experiences or expertise

well as the values of The Institute.

The Institute is primarily focused

does the Institute look for when

Much of our current momentum,

on issues surrounding education.

reaching out?

as well as the potential for future

Talk about how that arena

momentum, rely upon meeting

became your focal point and

this organization is that its success

new and interested people.

what you hope to accomplish.

is supported by the active citizen

Anything from sharing your

just as much as the involved

thoughts with us to becoming

expertise at The Institute and

legislator. We look for people with

a partner in our venture is an

even varying levels of practical

a passion and a big idea who

interaction we couldn’t be

political know-how. One thing

aren’t weighed down by party

happier to have.

the best way to see that idea to fruition.

We all have different sets of

One of the great things about

PEGASUS MAGAZINE SPRING 2014

ALUMNI CONNECTIONS

Chad Bailey ’95 with his wife Megan, son Colby and daughter Bridget.

1995

Don Ayres ’03 with his mother, Sandra.

2006

Stephanie Teazis ’09 chose to dedicate herself this year to service in Uganda, Ghana, South Africa, Peru, Nepal, and Thailand.

women’s and children’s wear company.

Chad Bailey and his family live in Lake

Toni’s designs for knit intarsia and

Forest, and Chad is the chief marketing

prints will be featured in their Spring/

officer at Robeks Corporation which

Summer 2014 show and are now being

is the premier, industry-leading fresh

sold in stores. She is designing a holiday

juice and smoothie chain in the world

children’s wear collection with European

with over 200 restaurants worldwide.

flare for her senior Fashion Show this

Between family time, commuting and

year. After graduation, Toni-Marie plans

working, Chad recently enjoyed speaking

to design children’s knitwear or attend

engagements at Variety magazine’s

graduate school in London. In her limited

MASSIVE Conference on Consumer

spare time Toni loves to bake Greek

Brand Marketing, and he will be speaking

desserts and spend time with family.

at another industry event, the Fast Casual

2008

Executive Summit, in October.

2003 Don Ayres returned to California from SMU after completing his BS in Real Estate Finance and MS in Accounting. He works as a real estate analyst for HFF in their Irvine office. He lives in Newport Heights with his Pegasus/Sage friends, Cameron Stuart ’03 and Taylor Moore ‘03. Sandra shares that she is still enjoying the ride with husband Don III and her boys, Don IV and Ethan ‘06.

Toni-Marie Koulos ’06 will earn her degree in Fashion Design in June from Drexel University.

Toni-Marie Koulos graduated from Woodrow Wilson Classical High School in 2010 and recemtly graduated from Drexel University with a degree in Fashion Design. In 2012, Toni-Marie studied abroad in Florence, Italy at Accademia Italiana where she focused on tailoring and designed a coat that was featured in Drexel University’s Annual Fashion Show. She then completed a six month internship at Milly NY, a high end

36 THE PEGASUS SCHOOL

Penelope Koulos ’08 is a dance and kinesiology major at the University of Michigan.

Penelope Koulos graduated Valedictorian in 2012 from Woodrow Wilson Classical

Shelby Bolen ’09 catches up with Mr. and Mrs. Bridges and Pegasus 7th and 8th graders when the group visited Boston during Spring Break.

Kevin Kassel ’09, 2013 Wings of Honor recipient, was honored at Pegasus at a recent luncheon and Middle School Community meeting. He’s pictured with his parents, Lisa and Dan.

Terrin Morris ’10 recently visited Pegasus faculty, including Mr. Stockman.

High School. She now attends University

life skills. Stephanie shared that Coach

Wyatt Robertson will be attending

of Michigan where she is a dance and

Tyler was her inspiration as her primary

Harvard University in the fall. He recently

kinesiology double major. As a member

objective was to positively impact as many

volunteered his time at the 2014 Spring

of the highly acclaimed “Big Blue” Dance

children’s lives as possible. Currently

Benefit, “Wig Out” for Pegasus.

team, Penelope performs throughout

Stephanie is visiting Australia with

the year at all of Michigan’s football and

another service volunteer and will attend

basketball games. She placed in the top

college in San Diego next year.

10, in Jazz and Hip Hop, at the College Dance Team National Championships in Orlando, Florida. A member of Delta Delta Delta sorority, Penelope is involved

Boston College.

St. Jude’s Children’s Hospital and locally

year at USC, where he is studying

with the Mott Children’s Hospital.

molecular biology and business. He

College where she is double majoring in economics and math, with a minor in political science. This summer Meghan will be interning at the White House for the Environmental Protection Agency (EPA).

2009 Stephanie Teazis graduated from Huntington Beach High School last year and dedicated herself this year to

attending UCLA in the fall.

recently finished her freshman year at

Kevin Kassel is completing his freshman

her sophomore year at Williams

year at Foothill High School and will be

Shelby Bolen, a communications major,

in the sorority’s philanthropy efforts for

Meghan Vunnamadala is finishing

Douglas Schneider completed his senior

has accomplished amazing work in mobilizing individuals and companies to bring water purification methods to those suffering with waterborn diseases in remote parts of the world. Last year, Kassel was recognized as a 2013 Top

Jack Williamson ’10 will be attending Yale in the fall 2014.

Graduate by the OC Register and was also featured in the Daily Pilot.

2010 Lauren Balfour recently graduated from the Orange County School of the Arts (OCSA) and will be studying acting at

Jack Williamson decided to make Yale University his home for the next four years. The Sage Hill School student body president and varsity basketball player had myriad college choices, but the

Emerson College in the fall.

moment he stepped on the Yale campus in

Peru, Nepal, and Thailand. Stephanie

Terrin Morris will be heading to Auburn

place for him.

worked with children, including orphans,

University this fall. She plans to major in

in every country. She volunteered at

graphic design.

service in Uganda, Ghana, South Africa,

New Haven he just knew it was the right

schools teaching English, nutrition and PEGASUS MAGAZINE SPRING 2014

Congratulations to Wyatt Robertson ’10 on his acceptance to the Harvard University Class of 2018…not a coincidence that Wyatt was dressed in crimson red when he visited Pegasus to share the good news!

Douglas Schneider ’10 stopped by the Pegasus field to say hello to Coaches Charles Tyler and BJ Crabtree.

Jessica Harris ’12, a student at Corona Del Mar High School, recently visited to say hello to faculty, staff and students.

Ryan Harrison ’13 received the Good Citizenship Medal from Estancia High School and was honored at the 64th Annual DAR Student Awards for the Newport-Mesa Unified School District. His grandmother attended the award ceremony.

Darius Lam’13 has been accepted to Phillips Academy Andover where he will begin his sophomore year in fall 2014.

Jamie Ostmann ’13 (right) assisted the Pegasus Algalita students and Mrs. Pam Conti (left) during Algalita’s 2014 Plastic Ocean Pollution Solution (POPS) International Youth Summit, held at The Ocean Institute in Dana Point. Ostmann had the pleasure of meeting musician and environmental activist, Jack Johnson (center).

Ryan Harrison’13 (left) and Jamie Ostmann ’13 volunteered at the 2014 Wig Out for Pegasus Spring Benefit.

2013 Cameron Patten, who plays soccer for Mater Dei High School, recently shared words of wisdom and worked out with the Pegasus Lady Thunder soccer team. Ryan Harrison enjoyed his freshman year at Estancia High School where he took a full load of honors classes, including AP human geography. He played for the Eagles’ football and baseball teams. In April, Ryan was honored at the 64th Annual DAR Student Awards for the Newport-Mesa Unified School District. Ryan was the young man selected from the freshman class to be awarded the Good Citizenship Medal for his outstanding qualities of citizenship and leadership within his school and community. Jamie Ostmann works closely with the Pegasus Algalita team and assists Mrs. Conti and students in their efforts to rid beaches and oceans of polluting debris. Darius Lam will be attending Phillips Academy Andover for his sophomore year in the fall. A recipient of one of Andover’s highly coveted Oscar Tang Scholarships, Darius is looking forward to attending the 236 year-old boarding school in Andover, Massachusetts. Lucky for his classmates, there is a piano in every dorm! 38 THE PEGASUS SCHOOL

In recognition of our 30 year milestone, we devote this page from our 25th Anniversary Tribute Book to the memory of our founder, Dr. Laura Hathaway.

PEGASUS MAGAZINE SPRING 2014

NONPROFIT ORG. U.S. POSTAGE PAID HUNT. BEACH, CA PERMIT NO. 421

19692 Lexington Lane Huntington Beach, CA 92646 www.thepegasusschool.org

FSC logo

June 10 End of Year Celebration June 11 Last Day of School Moving Up Exercises Graduation June 23 - August 1 Camp Pegasus September 2 First Day of School