487 Hudson Street New York, NY 10014-6397 (212) 924-5960 ST.LUKE’S SCHOOL TIMES www.stlukeschool.org VOLUME XXII NUMBER 2 SPRING / SUMMER 2008 Message from the Head Integrated Drama Program Enriches Curriculum

By Karen Butler, Drama Consultant

his past school year I was hired as first year of this program we have inte- the Drama Consultant at St. Luke’s grated drama activities into both Lower TSchool to assist in the design, plan- and Upper Schools in reading, social stud- ning, and implementation of an integrated ies, writers’ workshop, science, library, and drama program that assimilates dramatic life awareness. activities and techniques into the class- As a tool for teaching, drama is excep- room in a way that makes developmental tional. It offers an alternative way for stu- sense, offers opportunities for each class, dents to become actively involved in the and supports the strong academic curricu- acquisition of knowledge. Children develop lum. It has been a very rewarding year for discrete ideas and understanding of the in- Bart Baldwin me and for the program. formation they have learned through their Our goal was to create a program that more traditional academic study. Through he trick to education, creativity ex- supports and knits into the curriculum; one drama, they share their ideas. Meaningful pert and futurist Sir Ken Robinson that builds developmentally from Junior education can take place as they rethink Tstates, is to ground students thor- Kindergarten through Grade 8, and pro- and change their ideas and effectively com- oughly in the facts that exist as we give vides drama as a tool for learners. In our continued on page 2 them the skills to apply that knowledge to a world not yet created. In his dynamic and accessible book, A Whole New Mind, Daniel Pink provides such a bridge when he iden- tifies six skills and talents needed for chil- dren to be successful when they leave edu- cation and enter the workplace. They are: • Design: the ability to visualize some- thing existing in a new way • Story: the ability to relate facts and knowledge to events and experience • Symphony: the ability to unite talents, skills, and attitudes from many different disciplines • Empathy: the ability to view the world from another’s perspective • Play: the ability to be spontaneous, joy- ful, and exultant • Meaning: the ability to connect your life to a larger purpose. Many in our faculty were fortunate enough to hear Daniel Pink speak at the Na- tional Association of Independent Schools Conference in New York, and all will be read- ing his book over the summer. As I reflect- ed both on this academic year, my first at this amazing school, and my reading, I couldn’t help but realize that a St. Luke’s School ed- ucation already develops many of these skills in our children. I thought I might focus on two in particular. continued on page 2 Karen Butler, drama consultant, at work. 1 MESSAGE FROM THE HEAD, continued from page 1

Design: In a classroom, I observed chil- on our grounds and the deep commitment teach children to view with design, create dren busily working on a scientific drawing to serving our fellow humans. I remember story, present symphony, live with empathy, of a tree. The twist was that Lauren Thomas, fondly those times when we as a school re- find time to play, and connect to a world of their science teacher, had asked the students flected upon our purpose, whether it was in meaning. Over the summer our faculty will to draw a poster in which the tree was seen response to a message delivered in chapel, be reading about this, and in the fall we will as a factory making, distributing, and hus- or a community service activity coordinat- explore ways we might do it better. But, oh, banding its various nutrients and resources. ed by one of our classes. how wondrous it is to reflect upon the year I saw trees housing complicated systems of Reading, writing, and arithmetic remain we just spent at St. Luke’s and see what a conveyor belts hauling this nutrient or vital components of any education, but that strong foundation has already been estab- that; there were small armies of figures rep- list is no longer nearly enough. We must also lished. resenting the tree’s defenses against disease. Students created Rube Goldberg designs in which one product initiated action in anoth- INTEGRATED DRAMA PROGRAM ENRICHES CURRICULUM er system. They were, in effect, designing a continued from page 1 different way to represent an existing sys- tem; they were learning to think in municate those ideas to the rest of the class, Performance is another important as- metaphor, and convey traditional informa- their teachers, and their audience. pect of our integrated drama program. Stu- tion in a non-traditional manner. And all Drama allows the social studies student dents often come to realize that one of the they thought they were doing was drawing to “try on” the lives of others. What better best ways to study for a test is to teach the a picture of a tree! way to gain an understanding of the plight material to someone who isn’t familiar with Symphony: According to Daniel Pink, of the immigrant as he or she passed it. In the same way—performance opportu- symphony is the ability to put together the through the gates of Ellis Island than to nities allow the students to “teach” their au- pieces, whether it is the pieces of individual take on that role, making decisions, writing dience about what they have learned. They instruments, the pieces of related ideas, or letters, and gaining understanding? Grade learn how to effectively communicate ideas, the pieces of seemingly unrelated concepts. 3 used this experience to write their own information, and emotion to their audience. Taken in this light, one of the traditions at play that they titled “Letters Home.” In our This year has been rewarding on many St. Luke’s School is for Grade 8 students to integrated drama program, Grade 6 went levels. We have had many successful per- present a symphony before they graduate. beyond simply reading the play Everyman formances that were well received by large They stand in front of peers and parents and as part of their unit on medieval history. audiences, and we have had countless “aha” share, through action and words both sim- They analyzed and adapted the story, cre- moments in the classroom, when a student ple and profound, one of their passions. A stu- ated storyboards, improvised, and ulti- gained a new understanding of a subject dent’s love of science is presented through mately wrote and performed their own con- through drama. On a personal level, one of a video representation of a massive exper- temporary morality play Everystudent. the most rewarding aspects of this first year iment. A student’s passion about art is ex- Through this process, they deepened their has been collaborating with the outstanding pressed through works he created as well as understanding of the subject matter and St. Luke’s School faculty. Their wisdom, guid- a brief lecture about the history of art and the way they connect to it. ance, and expertise have helped shape this the specific periods that influenced his Drama also helps develop literacy skills. program. They have given full support and drawing and painting. Three girls’ dedica- Fluency is improved through Reader’s The- acceptance of a new curriculum and a new tion to drama compelled them to present a ater. Writing skills are developed by provid- colleague. The integrated drama program at scene from Clare Boothe Luce’s The Women, ing a structure upon which the students can St. Luke’s School will get an even wider au- which required a study of life in the 1940s hang their ideas as well as find different dience, as I was asked to present a workshop and helped them make connections be- points of view as they discover a character’s on our new curriculum at the Educational tween the constraints of that era and this. voice. Inference and understanding of char- Drama Teacher’s Association’s annual con- By working with faculty and staff men-tors, acters and plot development is increased by ference in September. I am looking forward each student realized that no idea, no subject, being able to live the story through improv- to sharing the story of the creation of this no dream lives in isolation; rather, pursuing isation and other dramatic activities. program. passion requires one to break down the ar- tificial barriers of specific subjects in order to St. Luke’s School The St. Luke’s Times is published by St. Luke’s School. orchestrate an understanding that is as 487 Hudson Street Copyright © 2008 by St. Luke’s School. broad as the dedication runs deep. New York, NY Bart Baldwin, Head of School. Editor: Carole Everett. And so a St. Luke’s education progress- 10014-6397 es, and a year is remembered—both by the Contributors: Lydia Andre, Bart Baldwin, Karen Butler, (212) 924-5960 Pauline Ceraulo, Ralph Chipman, Dana English, Carole unique projects and opportunities students www.stlukeschool.org Everett, Grade 8 Students, Lower School Faculty, Nancy are given and by the ways in which students Matsumoto, Clint Rataczak, Jackie Stephenson, Emily begin to look at the world around them. At Excellence Stewart, Nick Wilson. St. Luke’s School, children neither learn nor Photo Credits: Matthew Adams, Kim Allen, Paul Costello, live in isolation; rather, they experience and Ethics Carole Everett, Corinne Gernes, Annie Lee, Clint Rataczak, David Recht, Amelia Rowland, Elena Seibert, Bonnie Soha, uncover the dynamic interplay between Education Jessica Soo. facts and ideas and people. Certainly I re- Layout and Composition: Jennifer Dossin. member the inspirational stories of people Production: Hi-Speed Printing, Class of ’85, ’86. who overcame adversity as researched, St. Luke’s School does not discriminate on the basis of re- written, and presented by the Grade 4 pub- ligion, race, color, ethnic origin, or sexual orientation in the lic speaking class. I remember the joyful play administration of its admissions or scholarship policies. 2 Jeanette Hoyt Retires . . . But Not Really

By Carole J. Everett

ood morning! St. Luke’s School.” The Luke’s School community as Director of Ad- Jeanette met her husband Sam on her voice at the other end of the tele- ministrative Services, Jeanette Hoyt is re- birthday one August when she gave herself Gphone was perky and you could hear tiring the gift of going out on a schooner from the cheerful smile across the wire. I would Mrs. Hoyt grew up in Andes, New York, City Island. Sam was one of the crew. After call St. Luke’s many times when I was “a sleepy little town in the Catskills.” She “a whirlwind courtship,” they were mar- working uptown at the Nightingale-Bam- and her younger brother attended the local ried 38 years ago. They have two children: ford School. I wasn’t just put on hold while public school from which she was graduated Megan who lives and works for the city of Lyn Spyropoulos was summoned. Jeanette in a class of 21 students. Jeanette went on Seattle, and Samantha who resides in New Hoyt would chat with me for a moment un- to study at SUNY, Albany where she ma- York City working in financial services. til another call, a child, or a teacher needed jored in history and had a minor in French. Theatre, ballet, hiking, sailing, going to her attention. “I wanted to teach high school, I thought,” museums, art shows, and travel are among How many of you have had a similar ex- reported Mrs. Hoyt. Following her college Mrs. Hoyt’s hobbies. She also is a superb perience? Mrs. Hoyt would know exactly how graduation, Jeanette Hoyt moved to New cook, as everyone at St. Luke’s School to find the person you were calling, and she York City and began substitute teaching knows, as she has made many delicious dish- would also add just the right remark to make in public schools on the Upper West Side. A es for school events. Her favorite thing to your day. After 11 years of serving the St. number of other jobs in various professions cook, however, is bread “and I don’t think I’ve then followed: advertising, waitressing, made a single great loaf since I’ve worked working in publishing. It was after seeing at the School. There’s just never enough an ad in the New York Times that Mrs. time.” Hoyt came to interview at St. Luke’s School, During her retirement, Jeanette intends and former Head of School Ann Mellow to enjoy all of her hobbies. She has agreed hired Jeanette Hoyt in 1997. Over the past to return to St. Luke’s School to work on years, Mrs. Hoyt has been the secretary for some special projects and to help out in the School Board and Head of School, an- crunch times. Who knows, maybe she’ll swered the phones, aided sick children, even bring a loaf of home-baked bread with made sure that countless mailings were her, or be at the other end of the telephone sent, catered events and parties, attended chirping her welcome. Everyone in the en- to countless other administrative responsi- tire school community is grateful for the bilities, and really been the heart of the service of Jeanette Hoyt over these past 11 School. She mused, “I’ve really loved this years, and wishes her continued happiness job. Every day is different and interesting. and some restful days on a schooner with Jeanette Hoyt I have 54 different bosses, plus the chil- Sam. dren and their parents. It’s never dull.” Britain Beckons ackie Stephenson, Lower School Head, on behalf of the teachers. Each Lower is returning to Britain. Her husband, School grade made a panel for a quilt that J(currently working at the United Na- Jackie Stephenson will take with her to tions), has been reassigned to the United England to reinforce her happy memories of Kingdom. Mrs. Stephenson will also return her time in the West Village. We will all with her three sons, Matt, who will attend miss Mrs. Stephenson, her Pims, and all university in the UK, and Ashley and those wonderful British expressions that Joseph who will attend school in Heart- she taught us. fordshire. During her three-year tenure at St. Luke’s School, Jackie has accomplished a great deal. Along with overseeing all as- pects of the Lower School program, Junior Kindergarten to Grade 4, Mrs. Stephenson has also served as the administrative liai- son to the Parents Outreach Committee. That group feted her and Jeanette Hoyt at a garden party in June. At the faculty party, Bart Baldwin toasted Jackie and presented Jackie Stephenson with the Lower School quilt her with a painting of the New York skyline Jeanette Hoyt and Jackie Stephenson 3 COMMUNITY SERVICE Central to the mission of St. Luke’s School and embedded deeply in the culture, commu- nity service projects have abounded again this year. At a recent faculty meeting, there was a review of all the various undertakings and the many connections between serv- ice learning and the classroom curriculum. Students and parents write below with their reflections on community service this year.

lions of dollars were raised to help support Learning to Make a Difference people with AIDS. Hundreds of groups reg- PARENT OUTREACH istered to walk six miles in a loop around By Pauline Ceraulo and Emily Stewart, Central Park, a long walk for a good cause. Parents Association Class of 2008 The St. Luke’s team was part of the event, and receiving donations and uniting with Community Outreach Committee Over the course of the school year, students thousands of other people in an effort to at St. Luke’s are presented with a wide va- spread awareness of the devastation of By Dana English, Parent ’12 and ’13 riety of community service opportunities AIDS is an experience that is unforget- and events. Students in Grades 7 and 8 are table. The main intention of outreach at St. Luke’s required to complete a ten hour minimum Throughout the school year, the stu- School is to establish a meaningful connec- of service per year, and the Lower School dents of the 7th and 8th grades have partic- tion for our children with others in need in contributes to organizations like the Heifer ipated in Amnesty International Meetings. our world. We have chosen for three years, Project, which aid people all over the world With the help of Mr. Adams and Ms. Allen, now, to make our major fund-raising focus suffering from poverty and disease. Small the students wrote letters to different organ- to help AIDS orphans in Ilinge, South acts of compassion, like running in the Jo- izations. Over the year, letters have been sent Africa. Through three major bake sales gathon or donating to charities are mean- to Burger King, asking the company to help and a booth at the Christmas Fair our grand ingful parts of school life that combined abolish modern slavery by paying more total sent to Ilinge was $11,550.25. have a large impact all over the world. per pound of tomatoes. Additionally, letters We began the school year seeking ways Every Saturday in the St. Luke’s Dining have been sent to New York’s senators in to more vividly illustrate the situation Room, there is a PLWA (People Living with hopes of having them end water boarding. faced by AIDS orphans in South Africa. In AIDS) meeting. People living with the dis- Although it seems that writing a letter would October, Jackie Stephenson and her eldest ease meet and are served food. Grade 7 and not have much affect on a big corporation or son Matt presented to the parents a slide 8 students help to set tables, serve food, and on a senator, the impact can be great when show with music, narrated by the two of clean dishes behind the scenes. My person- many send letters. With the help of St. Luke’s them, about their trip to Ilinge last spring al experience was wonderful, and it was fun students, people have been released from jail, vacation. Between last spring and this past to get to know the people we were serving. and McDonald’s has paid more for their autumn, Jackie repeated the presentation Another example of the myriad commu- tomatoes. The potential the students have several times to faculty and to various nity service activities is the AIDS Walk that to make a difference is spectacular. groups of children in the school. We all found is held every year in Central Park. This Hunger is not uncommon to those in the slide show extremely moving, and it gen- year over 45,000 people attended, and mil- New York. However, St. Clement’s Food erated vigorous discussion about ways we Pantry offers a service in which those with- could strengthen our connection to the chil- out enough support can receive food pack- dren of Ilinge. ages. The students of St. Luke’s participate The bake sales were held near Thanks- in the packaging of those foods and even giving, on Valentine’s Day, and close to distributing them to the people the very Mother’s Day, and averaged well over next morning. The work is completed at a $2,000 each. One innovation was to place a much faster rate with the students’ help. basket filled with baking mixes, cookie cut- With dedication and perseverance, the stu- ters, decorations, etc. in each of the dents truly make a difference for those who JK–Grade 5 classrooms. The children can’t support themselves. would choose one item to take home to help During our time at St. Luke’s School we in the baking. This made the younger chil- have learned that service to others is vital dren, especially, even more enthusiastic, to being a contributing member of our com- and was a good reminder to the parents munity. We are grateful to have had so that that was the weekend to bake! We many opportunities to serve and by serving probably handed out around 200+ paper learn so much about the world beyond our flowers the children had carefully made in Greenwich Village school. their classes, with messages thanking those Students volunteering at St. Clement’s food pantry. who bought and explaining our “Children of

4 Posters announced the bake sales and parent volunteers bravely staffed the sales table on a cold February morning.

Ilinge Project.” At our spring bake sale, in gency food parcels to desperate families, moment. They also named three girls who true Greenwich Village fashion, we had not consisting of 12 kg of mealymeal, soup mix, need sponsors for the better high school in one but two film crews (“Motherhood,” star- oil, and salt, sometimes including soap and Queenstown just now; $500 a year would be ring Uma Thurman, and “The Rebound,” toilet paper. Heidi and Monica commented more than enough to see them able to grad- starring Catherine Zeta-Jones), filming in that the school fees exist primarily to buy uate.Heidi and Monica reflected, “It is to en- our three-block area, and the film crews toilet paper and other essentials. After able these children to have happy memories patronized our tables throughout the day. school, Heidi and Monica provide a meal for of childhood that we do not give up.” “Motherhood’s” catering service also kindly the children, and it doubles as lunch for We would like to thank members of the offered to have us come over at any time to many of the children: 2 pieces of bread, Community Outreach Committee who have help ourselves to coffee. Many people gave peanut butter and jam, soup. actively participated in its work this year: a donation even though they didn’t want to Children at age 14 cease to be eligible for co-chairs Sara Laughren and Dana Eng- buy a sweet. any kind of government grant, and Heidi lish, Lydia Andre, Nancy Matsumoto, Lau- Another highlight of this school year and Monica are faced with a dilemma each ren Ryan, Elizabeth Boppert, Darcy Mc- was the visit to us by Heidi and Monica, the month in their necessity to prioritize the Culloch, Deb Wheeler, Francesca Nickola, two Episcopal nuns who directly oversee needs of each child. For example, Monica Carrie Coakley, Nicole Grandelli, Katy the children we support in Ilinge. Heidi said that at the top of the list now were Kapetan, Sophie Cohall, Leonie Mangaroo, and Monica came to chapel and gave a those orphaned in October–December, and Xiaowang Liu, and Anh Steininger. The warm and heartfelt thank you to the chil- those in child-headed households. At the Head of the Lower School, Jackie Stephen- dren, speaking in terms the children could moment, she estimates that it costs roughly son, has been an extraordinary source of understand what their work was in Ilinge $700 per month, or $8,400 per year, to feed support on the administrative side: a spe- and why the efforts our children have made the children at the three sites. Providing cial thanks is due her. matter so much. They spoke of the “Safe sufficient food is the great challenge at the Park” after-school programs that have been set up to offer a haven to the alarmingly ex- panding number of AIDS orphans in the country. They told us that a UNICEF sur- vey predicted that not until the year 2010 would the AIDS epidemic peak in South Africa. Monica ruefully acknowledged that they cannot focus on the enormity of the need; they simply address themselves to the difference they can make in their sites. On average, there are 20-25 new cases of AIDS each month in each village. At the moment, Heidi and Monica care for approx- imately 1,100 children. School fees are $12 per year per child; to pay for school fees and a complete school uniform is about $50. They are very careful to pass on shoes, etc. that are outgrown by one child to an- other smaller child. They also provide emer- Members of the Parent Outreach Committee with Episcopal nuns Heidi and Monica.

5 Running for A CauseSPORTS Each spring, St. Luke’s School students in Grades 2–8 par- ticipate in a Jogathon. Started 23 years ago and now run SUMMARY by athletic director and physical education teacher Frey- da Rapp, the Jogathon was conceived as an alternative to SOCCER the traditional field or sports day held at many schools. Dur- 3 wins / 5 losses / 1 tie / 1 rain out 2nd place, St.Luke’s tournament ing the afternoon activity at St. Luke’s, students, some teach- ers, and administrators jog around the entire block of St. VOLLEYBALL 9 wins / 1 forfeit Luke’s School and The Church of St. Luke in the Fields. Four 1st place DISC tournament laps equal a mile. Students in Grade 2 serve water as the Undefeated Season runners pass by on Hudson Street, and other teachers serve as lap counters. Students collect pledges in advance of the BOYS JV BASKETBALL 2 win / 4 losses event and their mileage is reported and engraved on the medal each student receives at the Jogathon Recognition GIRLS JV BASKETBALL 4 wins / 2 losses Convocation. Upper School students determine which charities they BOYS VARSITY BASKETBALL 3 wins / 8 losses would like to support with the funds. This year, the 4th place VCS Tournament $15,136.35 raised from the Jogathon will go to Doctors With- out Borders for relief efforts in Bangladesh, and also to GIRLS VARSITY BASKETBALL 14 wins / 0 losses Matoso, a town in Kenya where Upper School students Lola 1st place St. Luke’s Tournament and Hannah Harney and their parents worked last sum- Undefeated Season mer, volunteering in the school and hospital there. Congrat- SOFTBALL ulations to all participants and great appreciation to all those 3 wins / 2 losses / 3 rain outs who contributed.

Grade 2 students offering water during Jogathon. One more lap! 6 Lights, Camera, Acting, and More in After School Program

By Lydia Andre, Parent ’08 and ’11

The talk around our dinner table is quite animated these days. We never know when our 5th grader is going to make an incisive comment about mis-en-scene in Hitchcock’s Rope, discuss deep focus in Citizen Kane, or ask for an explanation of how Fritz Lang managed to create so many special effects in Metropolis without the help of Lucasfilms.

is cinephilia is quite understandable, parents don’t realize that St. Luke’s offers dell’arte and a visit to the Met to look at given that he has been fortunate a first-rate acting program taught by An- Renaissance art. Henough to be studying film criticism nette Previti, whose Shakespeare course is And the news about the After School and filmmaking in the amazing St. Luke’s the envy of After School Programs all over Program just keeps getting better. Head of School After School Program. His gifted the city. An accomplished actress who has School Bart Baldwin and Carole Everett teachers, Mr. Ian Harris and Mr. Leo Chen, appeared on the stage, in films, and on tel- have been working with the After School have not only created a wonderful overview evision, Ms. Previti, in addition to her work Program director Jessica Soo on a whole of film appreciation and analysis, but to add in the After School Program, is a sought-af- new concept for students in Junior Kinder- icing to the cake, they have brought out the ter coach for students applying to the garten through Grade 1 called Kids Club- cameras and taught our son and his class- drama division of LaGuardia High School of house. This After School program will fea- mates how to actually make movies—won- the Performing Arts. ture an energetic mix of structured time, derful, witty vignettes full of special effects Also not to be missed is Tim Byrnes’ Af- art projects, science experiments, and free and familiar faces. (The wonderful Mr. Har- ter School Jam Session. Using sophisticated play. In addition, the schedule for the older ris is actually on location now in Africa mak- technology tools (i.e., easy for kids but im- students will offer pre-season sports clinics, ing a documentary.) possible for folks like me), like Garage and classes in claymation and animation, We happened on the film class by acci- Band, Mr. Byrnes and his students are busy yoga, film, and game strategy (chess and dent, drawn downstairs one day after a bas- creating their own soundtracks, writing other games that enhance critical think- ketball game by the smell of fresh popcorn their own songs, and composing their own ing), plus a new fencing program. And, the (courtesy of Mr. Harris—he serves it at every scores. This is definitely the place for the old favorites will be there as well including class). Although we had forsaken the St. budding rock star, jazz aficionado, or any Ms. Froman’s Cooking, Mr. Goldman’s Wide Luke’s After School Program for other activ- young person who has a passion for music World of Sports, and All the World’s a Stage. ities over the last few years, one look at Mr. and performing. It should be a great year for the After Harris’ syllabus was all it took. This is not And for Grades 1–3, Claire Larsen’s School Program. Look for the brochure in the the same After School Program that we out- Mask and Movement class does it all. This August mailing and also on the School’s web- grew a few years back. The new schedule fea- course is literally a “work of art.” Students site: www.stlukeschool.org. I know my son tures some amazing opportunities for older immerse themselves in the culture of an- will be excited to continue his filmmaking kids to learn something new and valuable, cient Greece and the Italian Renaissance by career and he definitely wants to try fenc- and an incredibly talented roster of faculty studying the theatre, art, and music of the ing. Now if they could just offer a class in whom you may not know. period, performing plays and making cleaning your room. . . . In addition to the film class, which I can- masks and costumes. This year’s class cul- not say enough nice things about, many minated with a celebration of commedia

After School Shakespeare class. After School Jam Session.

7 Experiential Learning in the Lower School

One of the hallmarks of a good education is that children are given the opportunity to learn in different ways, not just by listening to their teacher, but also by seeing and do- ing. In the Lower School that kind of experiential learning goes on all the time in dif- ferent curricular areas and at all grade levels. Children get to understand first-hand what they are learning, and make real connections so that they will retain information and memories.

ere is a sample of some of the learn- tures, real sea shells, a dried seahorse, and ing experiences that occurred in the a puffer fish. The children touch a real fish Grade 1 HLower School throughout the year, and identify some of its parts (gills, fins, and how these meet the needs of the differ- mouth, eye) and later that day we use Grade 1 students study Greenwich Village, ent learning styles within the classroom. these real fish to print our own tee-shirts! and what better way to study our school’s We read fiction and non-fiction books about neighborhood than to experience a walk the ocean and sea-life. Just before the end through it. With the guidance of a lecturer Junior Kindergarten of the unit, we take a class field trip to the from The Greenwich Village Society for Museum of Natural History where we vis- Historic Preservation, the first graders par- Experiential learning is a major part of the it the Hall of Biodiversity. This room is just ticipate in a two-part workshop. First they Junior Kindergarten program. When we be- like being under the ocean and the children view a slide show of historical pictures and gin a new theme of study we plan so the chil- go on a scavenger hunt and test their maps of the neighborhood and then compare dren can really experience the topic. When knowledge of the ocean as they wander un- photographs of past and present Greenwich we study the ocean, for example, we want the der a life-sized model of a blue whale. For the Village. We then proceed on our walk to students to really be “immersed” in the unit. culminating activity, the Junior Kinder- Washington Square Park, where we stop We want to not only pique their interest, and gartners make a model of their favorite sea nearby to view a group of row houses and engage them by activating all their senses, creature, research and write a fact about it, learn about their architecture. We notice but we also use the thematic unit to teach and host their own ocean museum. Parents such things as columns, dormer windows, lin- all of the core topics: reading, writing, science, and other classes visit and wander among tels, sills, stoops, and stepped gables. Then and mathematics. To help the students ex- the exhibits as these four and five-year olds, we view one of the city’s famous arches: perience the ocean we first turn the dramat- now experts on their sea creature, explain Washington Square Arch. We take a scav- ic play area into the sea. The children help what it eats, or where it lives, or how fast it enger hunt of sorts and find items on the paint blue backgrounds, hang fabric, and cov- can swim. arch including an eagle, George Washington er the windows with blue cellophane. Now —Corrine Gernes and Vanessa Rosado, at war, George Washington at peace, a they feel like they are under the sea! We fill Junior Kindergarten teachers sword, a book, an angel, four skinny cannons, the classroom with models of sea crea- stars, and the letter W. Walking around our Kindergarten

Our unit on the Post Office allows the Kindergartners to participate in coopera- tive, hands-on activities that encourage ap- propriate social development, promote liter- acy, and develop a sense of community. This unit also provides the children with many independent and cooperative writing op- portunities by writing letters. The opportu- nities to receive real mail in turn provide motivations for more letter writing. By set- ting up a working post office in the class- room, the children learn about the different aspects of the agency. The Kindergarten post office workers are responsible for de- signing the stamps, collecting the mail, can- celing the stamps, sorting the mail, and de- livering the mail to each class in the Lower School. —Lauren Lazarin and Annie Lee, JK and Grade 3 “partners” examine a fresh fish.Kindergarten teachers Kindergarteners collecting mail.

8 West Village neighborhood is an experience using limited vocabulary, or even just their that allows students to be more aware of hands and expressions, in order to simulate things that exist right under our noses. the language limitations on the journey —Sherry Froman, Grade 1 homeroom teacher and upon arrival in America. Ms. Esler gave third graders quite a surprise when she spoke only French as a way to experience Grade 2 school life in a new country for an immi- grant. She also transformed herself later Grade 2 tackled Shakespeare’s Macbeth into an angry boss running a sweatshop to back in January. We started by casting the give students an idea of working conditions. play and giving everybody a child-friendly ver- New York City itself was also an invalu- sion of the text. We read through the text, we able resource used to teach immigration. It read it again, and then we mapped out each provided students with the opportunity to scene and what happened in each part of the truly experience the immigration process first story. Once the play was mapped and the chil- hand during field trips to Ellis Island, the dren had created character sketches of their Lower Eastside Tenement Museum, and parts, we took their scripts away and start- our walking tour of South Greenwich Village ed working on our own version. We improvised to see the row houses, tenement buildings, each scene, making sure we hit all the impor- and remnants of old factories. This allowed tant plot points. In working this way the stu- students to see the effects and evidence of im- dents honored Shakespeare’s words while migration in their own neighborhood. The cul- they developed their own voice for the char- minating project was the creation and per- acters. Once we had improvised the entire Grade 3 trip to Ellis Island. formance of the drama “Letters from Home,” play and tidied up the script, we began re- which was written and developed by the stu- hearsing with the adapted script. By the mid- of legal inspectors as well as new immi- dents based on the above activities and their point of March we were ready to show the grants just arriving. Students examined drama experiences with Karen Butler. This school all the hard work we had done. immigrants during the mock session in the experiential process enabled students to —David Recht, Grade 2 homeroom teacher classroom and based on each immigrant’s understand the trials, success, and influence information, they determined whether or of immigrants on our culture in New York not these new immigrants were allowed to City, displaying their understanding with a Grade 3 pass by. Additionally, students tried various heartfelt, moving performance. mental aptitude tests provided in the pack, —Amelia Rowland, Grade 3 homeroom teacher Immigration was brought to life in Grade 3 while also maneuvering through challeng- through a number of interactive activities. ing situations, making them communicate As students moved through the unit, they Grade 4 empathized with all aspects of the immi- grant experience: leaving home, traveling to Experiential learning shows up in a variety America, Ellis Island, and Angel Island, of ways in Grade 4. It comes in many forms, and finally settling in New York City. To en- from working on geography puzzles on the hance their understanding, students were floor, to role playing social situations, to asked to step into the shoes of immigrants leading a Passover Seder for our partners in by making similar choices, such as what to Kindergarten. As part of our social studies bring on the long journey across the sea in unit studying Colonial America, the stu- steerage. We provided a mock Ellis Island dents presented information on their colony experience prior to actually going to the is- in the character of a colonist. With a part- land by using “Park in a Pack,” which was ner, the students spoke “first hand” about lent to us by the Ellis Island Park Services. what life in their colony was like. Many The pack allowed students to take the roles Grade 4 studied Colonial America. students were dressed in colonial outfits. As part of this simulation, the “colonies” voted on whether or not to ratify the Declaration of Independence. These kinds of activities help to make history more meaningful to the students. —Elon Rosenberg, Grade 4 homeroom teacher

Jean Li and David in Grade 3 made a statue of Ultimately good prevailed in the Grade 2 production of Macbeth. Mr. Baldwin. 9 Annual International Festival: Lower School African Adventure

By Jackie Stevenson, Lower School Head

In the Lower School in April each year we have two days with no regular schedule, when both the teachers and students do activities that are not usually part of our regular school routine. This year we focused our attention on Africa, which is also the location for our community outreach project at Ilinge.

ur “African Adventure” took place this year we had two sittings for a North on April 25 and 26, and this year we African lunch, shared with partners (older The trick to education, creativity ex- Odiscovered hidden tie-dye talents in students are matched throughout the year pert and futurist Sir Ken Robinson Ms. Howard and Ms. Stewart-Eisman, as with younger students), of falafel, Ethiopi- they helped every student create a unique an flatbread, chickpeas, and salad. We also states, is to ground students thor- t-shirt as a reminder of the event.We had tried South African ‘biltong’, which went oughly in facts that exist as we give two very interesting and different visiting down surprisingly well with the children. them the skills to apply that knowl- groups to school to inject the flavor of Africa We tried out many different craft activ- into the proceedings. A fourth grade stu- ities, and teachers showed some interesting, edge to a world not yet created. dent, describing one of the groups for our fi- and previously hidden, skills. Who would —Bart Baldwin nal display wrote: “Yesterday we met a have thought that basket weaving would group named Magbana (mag-ban-a). They have been such a hit with the students in showed us many different types of drums Grades 2 and 4, who did so well with me? like the Jembe (gym-bay). There were more We really enjoyed our two days of explor- than just the Jembe. They also had the chil- ing the crafts and traditions of Africa. The dren dance around and even the teachers! teachers did a great job of researching their Everybody had a fun time expressing them- activities and making them available to the selves and had lots and lots of laughs. Their children. On the Friday afternoon Grade 4 drumming group was very experienced and students set up a showcase of the items made a very good sound, and you could tell everyone had made during the activities that they were having just as much fun as from the two days, writing about them and the kids.” arranging them for parents and students to One of the highlights of these events is view after school. We can’t wait to see where always the chance to share food together, and we will be exploring next year.

Activities from the Lower School “African Adventure” included drumming, printing, and weaving. 10 Queens: The Most Diverse Borough

By Grade 8 Students

St. Luke’s School has partnered over the past six years with Newcomers High School, a school for recently-arrived immigrant children. Thanks to the efforts of Upper School teacher Kim Allen and her colleague Julie Mann at Newcomers, the students meet in the fall and hold a Human Rights Day, including a celebration of the United Nations Declaration of Human Rights. This year, as part of their study of immigration, Grade 8 students inter- viewed their buddies at Newcomers High School in Queens. Excerpts from some of the student interviews follow.

ome to over 2,000,000 people hail- have to struggle very hard to avoid poverty because New York is more open-minded ing from over 100 different coun- because there is a bad economic situation.” and accepting of other cultures. Htries, and speaking 138 languages, Although coming to America was an excit- Ortencia recalls her first weeks in New Queens is the world’s most ethnically di- ing prospect, Andres had to leave behind York. One of the biggest changes was learn- verse neighborhood. Through the religious his father, his four other siblings, his ing to live with her mom, whom had left institutions ethnic restaurants, social clubs, friends, and, worst of all, the soccer field when she was a toddler. Learning a new and soccer fields, the diversity of Queens is outside his home in Colombia. language was also a challenge. She also clearly painted. Upon arriving, he found that his expec- finds, “In America, everything is rushed. At Our class visited Newcomers High School tations of Queens were very different from every meal people are rushing away and do- in Queens where I met many people who im- the reality. “I expected it to be like it is in ing other things. I miss having family time. migrated to the United States from all dif- the movies, with big houses and very quiet, But mostly, I miss my grandparents who ferent parts of the world. My personal but it was really noisy . . . with small apart- basically raised me.” Newcomer buddy, Roberto, shared a lot of in- ments, not houses.” After adjusting to the formation with me about his story. atmosphere of Queens and experiencing brahim is from Bangladesh and learned Roberto moved to the US when he was some hardships, Andres now loves to im- some English in school there before 15-years old from Peru, where he lived with press his friends back in Colombia by brag- Icoming to the US. This made it easier his grandmother and older sister, while his ging about how many friends he has from for him to assimilate to American culture. parents were already in the US. His father other countries. To him, the most striking difference was the was pulled to America because of the death amount of work and stress a person has in of his father, while Roberto’s mother moved rtencia left her native country, Mex- the US compared to Bangladesh. He had to the US for work. Roberto finally made ico, to come to America to live with trouble adjusting to the cold weather and the journey to the United States at age 15 Oher mother. When asked if it was was somewhat overwhelmed by the large with his sister. He felt that he would end up frightening to leave Mexico, she replied, amounts of work and studying, but his with a much more solid education, includ- “Of course it was scary. We came with a homesickness made the transition hardest. ing a college education that he believes will group of 20. Everyone was afraid they It was at Newcomers High School that he help him have a successful job and life. wouldn’t make it.” Her family chose New found other students from Bangladsh and York because of the job opportunities and made friends very quickly. amia came to Queens when she was 14- years old. After waiting for a green card Sfor ten years, she finally came to New York where her aunt was already living. Her family came because of political and econom- ic problems in Bangladesh, and for a better education. Her experience as an immigrant to the US has been very positive and she said, “I feel lucky to know about another culture. I have the power of adaptation.” She also said, “In my country, we grow up, study, get mar- ried, and it’s happily ever after. I’d feel like I had a very small world. Here in the US, it is more open-minded and free.”

ndres came with his younger sister to America. He thought that he would A have better opportunities in Amer- ica. He explained, “In Colombia, people Grade 8 students and their Newcomers partners created a web of connections. 11 Grade 8 Culminating Celebration of Interests, Passions, and Talents

In April, Grade 8 students began work on their end-of-year culminating projects. They were asked to consider what makes them unique individuals, and upon reflection, devel- op presentations with the guidance of faculty mentors.

entors included: Tim Byrnes; Whit- Sophia Johnston: Jazz Dance. Sophia per- Nick Wilson: “Masterpieces by Nick.” Nick ney Davis; Alfonso Espinal; Carole formed a piece that she choreographed her- presented art work that he had recently MEverett; Sherry Froman; Reuben self. created in the style of Gerhard Richter, In- Goldman; Alicia Howard; Susan Klein; Shel- gres, David, and Toulouse Lautrec. li Milks; Maureen Petrosky; Annette Previ- Julia Lesser: “Love Makes Love.” Julia sang ti; Freyda Rapp; David Recht; Elon Rosen- a song written by her mother against a back- Charles Yoshimura: “Fire Tornado.” Charley berg; Rob Snyder; Lauren Thomas; Nancy ground of home movies Julia edited. didn’t blow up the building or light the au- Tompkins; and John Travaglione. Other ditorium on fire, but he did present his love faculty who oversaw the presentation were Megan Martin: “Family of Rock.” Meg gave of science and included a special cameo ap- Matt Adams; Kim Allen; Narda Biemond; a PowerPoint presentation including some pearance by Houston Roberts of the main- and Karen Butler. of her favorite classic rock songs and photo- tenance staff as Charley presented a video graphs of family and friends. of himself performing a science experi- On 5 June 2008, the Class of 2008 pre- ment. sented their projects: Rosemary O’Regan, Lydia Terillo, and Sophia Washburn: “The Women.” These Henry Butler, Nick D’Orazio, and Nicholas three young women portrayed multiple Smith: The boys presented “The Led Zeppe- characters in a scene from this classic play lin Experience,” with Henry on drums, Nick by Claire Booth Luce. Smith on guitar, and Nick D’Orazio singing. Drew Roberts: “The Roberts Report” was a Pauline Ceraulo: “An Acting Exercise.” mock of Stephen Colbert’s show. While racing the clock, Pauline mused on her project and her time at St. Luke’s Matthew Sosa: “Computer Building 101.” School. Matthew played a video of his building a computer to the accompaniment of Rossini’s Abigail Dugan: “Tom Brady!!!” Abby had the William Tell Overture. crowd hysterical as she described her infat- uation with New England Patriot quarter- Emily Stewart: “The Mousetrap.” In a one- back Tom Brady. woman show, Emily played multiple char- acters in this classic Agatha Christie who- Lola Harney: Poetry. Lola read two of her dunnit. favorite poems and ended with a poem she had written herself. Isabelle Turgeon: “Fashion Design.” Influ- enced by her grandmother and working Camellia Hartman: Camellia sang and with Ms. Mancini, Isabelle exhibited a flow- played on acoustic guitar “This Will Be Our ing gown she designed and sewed. Year,” a song by the Zombies. Tatiana Turin: “A Taste of Honey,” the Steve Nathaniel Heller: “Nathaniel’s Web” was Albert song, was played by Tatiana on sax- Nathaniel’s presentation about making ophone. She was accompanied by Henry Web sites. Butler on drums, Narda Beimond on pi- ano, and Karen Butler on bass. George Hewitt: “My Life in Movies.” George explored some of his favorite classic films in Meaghan Turner: “Tap Dancing.” Meaghan Outdoor education in the Upper School includes which, through the use of creative editing, performed a chair dance and another tap a three-day trip to Camp Mason that includes low he seemed to star. piece that she had choreographed. rope courses, a climbing wall, hiking, along with science and environmental study. 12 Graduation Speech By Nick Wilson, Class of 2008

It is a tradition at St. Luke’s School that the graduation speech is delivered by a mem- ber of the graduating class. Any interested Grade 8 student is invited to submit an es- say for consideration. The selected speech is given by the author. Nick Wilson will be at- tending St. Ann’s School in Brooklyn in September.

There are certain things ally. Every student in the seventh and that all schools teach eighth grades has participated in one, if not their students: math, all four of these service events, not to men- “What we have learned science, English, history, tion countless others including the St. most of all is how to look you know, the basics. Clement’s food pantry and the PWA dinners. The level of difficulty All of us will always remember the good at the world, not just how and sophistication of times we have had at St. Luke’s -- the these subjects varies depending on the “tushie cushies” in library, playing biz buzz, to solve inequalities with school you attend and which teachers you and of course writing our ten-page immi- absolute value, but how have. Here at St. Luke’s though, we are not gration research paper. But I think our ed- only getting the best of the basics, we are ucation here was not so much sentimental, to fight against inequali- also learning something that not all schools as it was moral. What we have learned ty in our society. We leave teach their students. We don’t just learn most of all is how to look at the world, not how to solve inequalities with absolute just how to solve inequalities with absolute St. Luke’s School better value or how to use enjambment in a mir- value, but how to fight against inequality in educated than we came, ror sonnet. We learn how to be activists, our society. We leave St. Luke’s better edu- how to stand up for what we believe in, cated than we came, but more importantly, but more importantly, we and how to make a difference in the world. we leave as better citizens of the world. leave as better citizens of Or, to use a math pun, how to solve real And I know that all of us will carry the problems with real absolute value. values we have learned here, absolute or the world.” At St. Luke’s School, we don’t just learn not, with us through our high school years about AIDS, we go on the AIDS walk. At St. and for the rest of our lives. Luke’s we don’t just learn about the slave- like conditions of migrant tomato pickers in Florida, we write letters to Burger King de- manding that they pay one penny more per pound for the tomatoes they purchase. At St. Luke’s we don’t just learn about world ca- tastrophes and epidemics, we raise money

“Our education here was not so much sentimental as it was moral.” through our annual “Jogathon” to send to Doctors Without Borders. At one of our Amnesty International meetings, we watched a Japanese animé movie about the bombing of Nagasaki in 1945, and subse- quently decided to write letters to our state senators requesting that they help end the expansion of nuclear warheads in the Unit- ed States. We even received a letter and signed picture back from Senator Hillary Clinton. I guess she really does care. Here at St. Luke’s we don’t just “talk the talk”; we “walk the talk” and “walk the walk”, liter- CONGRATULATIONS TO THE CLASS OF 2008 13 CLASS OF 2008 CLASS OF 2004 Congratulations to the Class of St. Luke’s School students and their parents are 2004! We wish all our college-bound carefully assisted throughout the entire process of alumni continued success. Stay in applying to high school. The goal is for each student touch. Visit the alumni section of to matriculate at a school well suited to his or her ac- the website: www.stlukeschool.org ademic strengths, talents, and interests. and send your news and photos to The high school admissions process also relies [email protected]. heavily on the faculty’s intimate and detailed knowl- edge of each student. Ultimately, it may be this per- College Choices sonal approach, as well as St. Luke’s School excellent Berkeley College of Music reputation and advocacy, that serves as the student’s Boston College Bowdoin College best advantage in high school placement. College of Charleston Emory University Fordham University High School Acceptances Guilford College Hampshire College Bard High School Loyola Hartwick College Bedford Academy High School Marymount School Miami University of Ohio Berkelely Carroll Middlesex School Middlebury College Brearley Millbrook School Oberlin College Brooklyn Friends Millennium High School Philadelphia University Brooklyn Latin School Miss Porter's School Pratt Institute Brooklyn Technical High School Nightingale-Bamford Skidmore College Bronx High School of Science Northfield Mount Hermon School University of Georgia Browning Packer Collegiate Institute University of North Carolina at Chapel Hill Canterbury School Peddie School Wesleyan University Chapin Poly Prep Country Day School Columbia Grammar & Preparatory School Riverdale Country School Convent of the Sacred Heart Saint Ann's School Dalton Spence Dominican Academy St. Andrew's School, DE Dwight School Stuyvesant Elisabeth Irwin The Gunnery Fieldston School Trevor Day School Friends Seminary Trinity School Kent School Trinity-Pawling La Guardia Westminster School

High School Choices (24 graduates) Class of 2004

Bedford Academy High School Middlesex School Berkeley Carroll (2) Miss Porter’s School Brearley Packer Collegiate Institute Columbia Grammar & Preparatory School Peddie School Dalton Poly Prep Country Day School Congratulations, Dominican Academy Riverdale Country School Friends Seminary (3) Saint Ann’s School LaGuardia (2) Trevor Day School graduates! Loyola Trinity School Marymount School (2) 14 RECOGNITIONS Acolyte Chorister Recognition Chapel 2008 Ledlie Laughlin Award

Mother Mary Foulke with two graduating acolytes. The Choristers were recognized for their beautiful singing at Thursday Eucharist Mother Mary Foulke, the chaplain of St. and at the 9:15 service at The Church of St. Luke’s School, recognized the students who Luke in the Fields. David Shuler, Director The 2008 Ledlie Laughlin Award was pre- served as acolytes throughout the 2007–2008 of Music and Organist, thanked each stu- sented to Pauline Ceraulo, Sophia Wash- academic year. She gave each student an an- dent. Choristers for 2007–2008 were: burn, and Nicholas Wilson as “students in gel with a bell inside, “symbolizing the fact Grade 8 who went beyond the call of duty in that you’ve helped so much during Thurs- Probationers in Grades 4 and 5: Matthew willingness to help others within and out- day Eucharist and been an angel, and that Boddewyn, Electra Carzis, Andrew David- side the School during their years at St. you have to get up extra early and get to son, Kate Koeppel, Sam Whalen, and Peter Luke’s School.” church early to get dressed and ready.” Those Carzis. serving as acolytes this year were: Choristers in Grades 5–8: Jonathan Bur- Team A: Abigail Dugan, Niamh Mickelwhite, 2008 Donnie Hillenbrand Award ton, Blythe Calderley, Hanna Chipman, Honor Sankey, Sophia Hartman, Michael Camellia Hartman, Morgan Judge-Tyson, Whalen, and Will Best; Alessandra Lampietti, Sonia Lawrence, Team B: Hannah Harney, Lucy Guzzardo, Lily Seibert, Sophia Washburn, and Lily Lucille Johnston, Liam Furst, and Ben Yarborough. Stevens; Team C: Lola Harney, India Rogers-Shepp, Owen Silitch, Sam Whalen, Alma von Graf- “It’s not the lessons you will re- fenried, and Anthony Martin; and member,” I heard a parent tell a Team D: Lee-Anne Roulston, Catherine child, “it’s the teachers. You will Kerner, Andrew Davidson, Madison Forde, always remember the teachers.” and Chantelle Roulston. —Bart Baldwin The 2008 Donnie Hillenbrand Award was presented to George Hewitt and Emily Stewart as “students in Grade 8 who have displayed perseverance, integrity, and heart during their time at St. Luke’s School.” Athletes of the Year Masek Books In honor of Florence Masek, beloved former Pauline Ceraulo, Tatiana Turin, Henry member of the St. Luke’s School community Butler, and Abigail Dugan were honored who passed away last year, each grade se- at Sports Recognition Convocation. lected books at the annual Book Fair and contributed them to their class library. Li- brarian Eden Stewart-Eisman had book plates for each selection indicating that the chosen book was for the Masek collection. 15 Diversity Committee Sponsors Alumni Panel

By Nancy Matsumoto, ’10 and Ralph Chipman, ’09, Co-Chairs of the Diversity Committee

he panel was composed of Kaveise Cadogan, ’06, and currently a Junior Tat Brooklyn Friends School; Jon Kern, ’94, The Trinity School, The Univer- sity of Chicago, playwright; Alison Vasios, ’94, The Nightingale-Bamford School, Cor- nell University, fourth grade teacher at Poly Prep, and Nina Crews, ’77, LaGuardia (then known as the High School of Music & Art), Yale University, children’s book author. All the panelists agreed that the small size and close community of St. Luke’s had given them the social grounding and confi- dence they needed to succeed in larger high schools. In high school, panelists said they developed friendship groups based on Chasing away the winter blues, students and parents enjoyed the annual Family Dance sponsored shared interests: playing on sports teams to- by the Parents Association Diversity Committee. gether or sharing a passion for music, art, or theater. Especially helpful, noted Kaveise and Alison, were the 9th grade class retreats that Brooklyn Friends and Nightingale or- ganized so that new high school students could integrate with continuing students. Another positive aid to bonding for Alison was the two-week sports pre-season prac-

Panelists said they were well prepared for the transition to high school. tice sessions that were held for team mem- bers before school started. Although shared interests were a com- mon denominator defining friendships, so were race, ethnicity, and for Nina, even Panelists at the Diversity Committee Alumni Panel. shared commuting routes (which in them- selves could reflect shared socio-economic status or ethnicity). Some schools made at- Kaveise felt that sexual orientation was not high schools where too many St. Luke’s tempts to break up racially or ethnically- an issue for modern high school students. School classmates were headed because based friendship groups, but usually to no Fashion, especially for girls, was often a they were eager to expand their social cir- avail, and the panelists did not think that way to differentiate socio-economic class: cle. racial/ethnic groupings were a problem that Ugg boots vs. non-Uggs, Polo vs. Gap shirts, Panelists also touched on the stressful needed to be eliminated. for example. At one school “sneakerheads” high school admissions process and the ac- Alison and Jon noted that growing up established status by the relative cost of ademic worries of middle-schoolers. All where they could see transvestites on their sneakers. Other schools helped di- agreed with Jon’s assessment: “It’s not as Christopher Street from the St. Luke’s minish socio-economic status by having important as you think.” They each found School playground, they were perhaps more uniforms, though students might assert happiness through very different schools, aware and tolerant of LGBT issues than themselves with jewelry. and consider the friendships they made many of their high school classmates. Few Panelists said they were well prepared for there more important than the perceived high schoolers were “out,” however, when Al- the transition to high school, and several not- desirability of their alma maters. ison, Jon, or Nina attended high school. ed that they made it a point not to attend 16 DEVELOPMENT By Clint Rataczak, Director of Development

Annual Fund Spring Benefit

he 2007–2008 Annual Fund cam- n a perfect evening in May, more than 200 St. Luke’s School supporters gathered paign was a record-breaking success. at Studio 450 to celebrate our school. Throughout the evening guests enjoyed hors TWith the help of over 250 donors, the Od’oeuvres by Olivier Cheng as they viewed the wonderful items on display for the original goal of $200,000 was exceeded and silent auction. Auctioneer/parent Chris Dealy led a spirited live auction that included trips, over $367,000 was raised! Every year, the teacher playdates, and Mr. Baldwin’s desserts! Annual Fund campaign raises funds to sup- Thanks to the hard work of Sara Costello, Amanda Moretti, Valerie Pels, Ellen Reynolds, port daily operations and helps balance the Stella Um and all of the volunteers and benefactors, the Spring Benefit raised over $130,000 budget. These funds make it possible for St. for the St. Luke’s School scholarship fund. Luke’s to attract and retain an outstanding faculty, to support the academic program, to provide tuition assistance to some of our families, and much more. The success of this year’s Annual Fund would not have happened without the dedication and time of Lydia Andre, Annual Fund Chair, and our loyal cadre of Annual Fund Class Agents. Heartfelt thanks to everyone who gave to this year’s Annual Fund. Your gen- erosity ensures that St. Luke’s will con- tinue to be the place we all know and love. Alumni Parent Breakfast

n April 29 parents of alumni gath- ered for coffee with Bart Baldwin. OThe breakfast gave parents an op- portunity to meet our new Head of School and for them to share their memories of St. Luke’s and hopes for the future of the School. Parents of graduates from as long ago as 1985 and as most recent as 2007 at- tended the breakfast.

Bart Baldwin and some of the alumni parents who came for breakfast with the Head.

17 Alumni NEWS

Emily Bailin ’99 was the alumna speaker 13 to 30 who, for various reasons, were un- Emma Price Vizzini ’64 and husband Jim at Recognition Chapel this year. After St. able to attend school. Sara plans to return live in Brooklyn and run Edison Price Luke’s School, Emily graduated from the to Senegal after graduation from college. Lighting. Since 1952, Edison Price Lighting Nightingale-Bamford School and Dickin- has designed and manufactured innovative, son College. At the end of July, Emily fin- Pia Bunton ’95 is Admissions Coordinator energy-efficient architectural lighting fix- ishes her job as an admissions associate at for the Warner Graduate School of Educa- tures which are selected by architects, en- Dickinson College. She will be working on tion at the University of Rochester. gineers, and lighting designers for use in several free-lance writing assignments as projects around the world. They also have she applies to graduate school for a degree Lydia Carr ’94 and Michael Corey were three children. in higher education. married on June 21 at the Church of Saint Luke in the Fields. She is a candidate for a Audrey White ’01 will spend the summer Sara Bailin ’01 went from St. Luke’s to Ph.D. in archaeology at Oxford University teaching 7th and 8th students at the East Nightingale-Bamford and then Poly Prep. in England. Lydia graduated with first- Harlem School, a small private school fund- She recently returned from a semester class honors from the University of St. An- ed primarily through donations that teach- abroad in Senegal. While in Dakar, Sara drews in Scotland and received a master’s es low-income students in fifth through spent her days at the West African Re- in ancient history from University College eighth grades. After spending several sum- search Center learning about the history, London. mers working on political campaigns and on culture and politics of the country. All Capitol Hill, Audrey will be teaching two sec- classes were taught in French. As part of Staci Swanson Childs ’81 lives in Se- tions of Humanities and a Government the International Development program tauket, Long Island with husband Brian course. In the fall she will be a junior at Har- she also learned the local language of Wolof. and two children, Madison (10) and Alex vard College studying history. Sara studied with a concentration in educa- (7). After graduating from York Prep she tion and was placed at a women’s center in went on to get her BA from Wheaton Col- Have news you would like to share? Go to the colonial capital of St. Louis in northern lege. Staci and her family are fortunate to www.stlukeschool.org and visit the Alumni Senegal for her internship. At the center, also have an apartment in New York City so Community. If you have not already regis- Sara taught French, English, and basic their children can appreciate how great be- tered or need your ID number, please send computer skills to the young women aged ing a kid in the City was and still is. an email to [email protected].

On May 16, graduates from the Classes of 2004–2007 attended the seventh annual Young Alumni Night. This event has become a popular tradition for the high school crowd to catch up with faculty and friends.

18 2008-2009 Faculty NEWS

PA Leadership Kim Allen, Grade 8 homeroom teacher, Up- CASE-WealthEngine Awards for Educa- per School social studies and Spanish, at- tional Fundraising. tended the Learning and the Brain Confer- The award is a component of CASE’s Cir- Dyana Lee, Co-Chair ence at Lawrence Academy in Groton, cle of Excellence program which honors su- Massachusetts this June. Based on cutting- perior advancement initiatives and activi- Katy Kapetan, Co-Chair edge findings from affective and social neu- ties across the country. Based on peer roscience, the hands-on institute empha- judges’ analysis of three years of fundrais- Barrie Schwartz, Secretary sized the roles of emotion and social ing data, the award is not only a recognition interaction in learning, motivation, creativ- of the value of the fundraising program to Lindy Judge, Treasurer ity, and the culture of schools through facil- the School, but also an acknowledgement of itated discussions and analyses of case its stature as a best practice that con- studies. Participants inquired deeply into tributes to the advancement profession Gillian Calderley, brain, cognitive, and emotional develop- overall. St. Luke’s also won a CASE Circle Library Committee ment as dynamically intertwined processes; of Excellence award in 2004. obtained ideas for fostering healthy, endur- Ralph Chipman, ing development and learning in their stu- Bonnie Soha gave birth to her son Connor dents; developed strategies to become re- on April 17, 2008. He joins father Tim Soha Diversity Committee searchers in their own schools; and gained and their two-year old daughter Madison. ongoing access to a community of educators Mrs. Soha will be back in September as co- Carrie Coakley, Welcome Picnic and scientists working at the intersection of head teacher in Kindergarten. neuroscience and education. Dana English, The workshop was led by Harvard- Jessica Soo and her husband Daniel wel- Outreach Committee trained Dr. Mary Helen Immordino-Yang, comed their son Caleb Benjamin Soo into the who holds a joint appointment at the Brain world on February 18, 2008. He weighed nine Katy Kapetan, Book Fair and Creativity Institute and the Rossier pounds. Mrs. Soo, the Director of the After School of Education, both at the Universi- School Program, will be returning to St. Alexandra Kimball, ty of Southern California. She shared her Luke’s School in August. findings about emotion and cognition from School Store recent fMRI research that she will also be carrying out with Chinese subjects this Sara Laughren, summer. In Memoriam Outreach Committee Congratulations to Corrine Gernes, co- We record with sorrow the death of the fol- Nancy Matsumoto, head teacher in Junior Kindergarten, for lowing member of the St. Luke’s community the completion of her master’s degree in and extend our sympathy to friends and Diversity Committee literacy studies at Fordham University. family.

Lana Ogilvie, Clint Rataczak and St. Luke’s School were Suzanne Smith Maggio, mother of Jonathan Welcome Picnic selected by the Council for Advancement and ’85, Jordan Smith ’87 and Justin ’94—May Support of Education as a winner of the 2008 28, 2008. Lauren Ryan, Halloween Dance

Deborah Sankey, School Store

Deborah Wheeler, Parents League Representative

Dorothy Wholihan, Book Fair

Winsome Wilson, Welcome Picnic Connor and Madison Soha. Jessica and Caleb Soo. 19 Spring Highlights

Bart played in the snow with JK Scene from Grade 1 play Scene from Grade 3 play

Grade 5 Joseph and the Amazing Technicolor Dreamcoat Grade 6 morality play Everystudent Grade 7 Much Ado About Nothing

Grade 8 Martin Luther King Jr. Assembly Donations to Project Cicero Book Fair Volunteers

Undefeated Volleyball team Undefeated Girls Varsity Basketball team 20