INSIDE

THE RIVERSIDE CHURCH WEEKDAYRIVERSIDERIVERSIDE SCHOOL NEWSLETTER OCTOBER 2002

LETTER FROM Meet the Children’s Teachers THE DIRECTOR for more than 25 years, room 716, but she is not new to the A Newly Organized teaching threes, fours, school. She joined the room last Parents Association and mainly fives. She December as an assistant teacher continues to instruct when the former lead teacher, We are starting the school year the oldest children in Nancy Kovaleff, took a leave for with many enthusiastic parents the school, the fives, in personal reasons, and her assistant, eager to participate in the Week- room 715. Dong Wei, stepped into the position day School community. Thank you Earlier in her teaching of lead teacher. for filling out the blue question- career, Ms. Taylor Ms. Krumland has also worked at naire when you met with your lived in Uganda for the Bay Area Children’s Discovery child’s teacher for the first time at four years under the Museum, the American Museum of the family conference. If you indi- Teachers College Natural History, and the Cathedral cated an interest in one of our “Teachers for East of Saint John the Divine (as a muse- ongoing projects, such as the Africa” program. Ms. um educator). Interests include library committee, the Children’s Taylor’s first daughter playing the flute; cooking healthy Closet, our newly revamped Web The seventh-floor lead teachers of the fours and (now a teacher in the meals using organic and whole site (which we introduce on page 4 fives are, from left to right, front row: Michelle City public foods; swimming; knitting; and of this issue), or another year-long Krumland and Laleña Garcia, and back row: school system) was sewing. project, a parent who has agreed to Elyse Everett, Becky Ryan, and Judy Taylor. born in Kampala, coordinate that effort will contact Uganda. Her second Elyse Everett hails from you. If you put a check next to one This year, like last, the Weekday daughter (a lawyer who plans to Manalapan, New Jersey. She has a (or both!) of our fall events—the School is operating nine class- become an elementary-school edu- bachelor’s degree in human devel- International Potluck Supper and rooms. Each classroom has a lead cator) was born in the U.S. between opment from Cornell and a master’s Schools Night— teacher and a full-time associate or tours in Kampala and Tororo, Ugan- degree in early childhood education chances are you have already assistant teacher (two assistants in da. Her husband is a professor at as well as an advanced certificate played a role in making those room 730), or two co-lead teachers. Teachers College. in elementary administration and events a success. Sixty-one Because the parent body changes She writes: “What I find special policy from the University of Penn- families volunteered to help in roughly two-year cycles, the about our school is the diversity of sylvania. coordinate our activities and newsletter has a custom of profil- the students and staff; the multicul- Ms. Everett is beginning her sec- fundraising events, and many of ing the entire full-time teaching staff tural events; and the church building ond year as lead teacher in room them offered to contribute to about as often. This year, we invited itself, which is a wonderful, inspir- 717, a class of “middle” fours. In several efforts. This outburst of all teachers, new and old, to tell us ing resource for learning.” her five years of teaching experi- enthusiasm is remarkable, and about themselves. Due to space ence, she has worked with twos, gives Amita Gupta and me great constraints, this is the first installment Michelle Krumland was threes, fours, and fives. Before encouragement that our Parents of a two-part article. The second part born in Los Angeles and grew up arriving at Weekday, she taught at Association activities will be will run in the December issue of in the San Francisco Bay Area. Ms. two schools in Philadelphia (the resoundingly successful this year. Inside Riverside. Krumland did her undergraduate Parent-Infant Center and Friends Each classroom now has two work at the University of California Select) and one in Houston, Texas class parents, and their names are Lead Teachers at Santa Cruz, where she earned a (Becker Early Childhood). listed below. I am grateful to every- bachelor’s degree in comparative lit- Her interests include reading, ski- one who volunteered for this Judy Taylor was born and erature with an emphasis in ing, knitting, and spending time responsibility. We had more raised in Shaker Heights, Ohio. She French. Four years ago, she moved with friends and family. volunteers than slots, making for holds a bachelor’s degree in Eng- to New York City and obtained a She writes: “I love teaching and a difficult set of decisions. Even lish from Denison University and a master’s degree in museum educa- spending time with children. I am if you will not be serving the master’s degree in early childhood tion from Bank Street College. really excited about the school year.” school in this capacity, you are education from Teachers College. This is Ms. Krumland’s first year She has been at the Weekday School as lead teacher of the young fours in continues on page 5 continues on page 2

1 LETTER FROM THE DIRECTOR continued from page 1 Ongoing Schools begin our cycle of social and fundraising activities. From time to time, they may also organize NYC Schools Night October 9 informal social events for the families in each class so that everyone can NYC Schools Night will take place on Wednesday, October 9th from 6- get to know each other better. 7:30pm in room 630 here at the Weekday School. All families are welcome Prepare to be contacted by your to attend, but parents who are preparing to apply this fall for children who class parents and by event coordi- will be leaving for ongoing schools at the end of this school year may be espe- nators. Whether you’ve got one hour cially interested. or several hours a week to spare, Parents of Weekday children who have gone on to various public and they will do their best to find a way independent schools will be on hand to answer questions about their personal for you to participate. All school experiences. In a change from last year, each parent will sit at a desk parents are expected to contribute clearly marked with the name of the school their child attends. Refreshments to our major fundraising efforts: will be served. Another informational schools night will be held in the spring ÐJan MillerÐ the Holiday Bazaar and the Spring for parents preparing to go through the application process next year. It will Benefit and Auction. Remember feature a presentation by ongoing schools consultant Robin Aronow, who dis- encouraged to provide leadership in that there are many ways to help: cusses both public and independent schools. the Parents Association. by joining the setup or cleanup Following is a list of public and independent New York City schools that The class parents will form the crew, by creating decorations or Weekday School children have attended in the past few years: first circle of parent coordination, making handmade (and hand- Public Schools the Parent Council, which will meet baked) items to sell at the Holiday Independent Schools monthly with me to discuss matters Bazaar, by donating other goods, The Abraham Lincoln School The Anderson Program at P.S. 9 of interest and/or concern in the services, or funds, and most impor- Bank Street School for Children Elementary classrooms. These folks will act as tantly, by attending. Birch Wathen Lenox School P.S. 87 liaisons between the second circle I look forward to working hand in P.S. 199 of parent coordination, the event hand with the new Parents Associa- P.S. 166 G&T coordinators, and the parents as we tion. It should be a great year. Cathedral School P.S. 163 G&T The P.S. 9 G&T CLASS PARENTS, 2002-2003 Collegiate School P.S. 75 Columbia Grammar & Prep P.S. 77: Lower Lab School Room 614 Lucia Skwarek and Susan Zak Convent of the Sacred Heart P.S. 6 Room 615 Sarah Woods and Heidi Seroy P.S. 333: School for Ethical Culture Children Room 616 Susan Jacobson and Sherri Gorelick/Don Mikkelsen The Fieldston School P.S. 212: Midtown West School Room 617 Cory deArmas-Kendall and Amy Lipman Horace Mann Lower School of America Room 715 Jocelyn Stewart and Susan Strauss Room 716 Marie Roker and Peter Hagen The Riverdale Country School St. Bernard’s Room 717 Christel Force and Michele Curry St. Hilda’s & St. Hugh’s Room 721 Beverly Watkins-Goodman and Elise Lederer Room 730 Jane Aronson and Joy Fairbanks (Tu, Th) India Baird and Patty Nasey (Wed, Fri) Trinity School

The Newsletter of The Weekday School Inside Riverside at The Riverside Church Director Jan Miller Admissions & Assistant Director Amita Gupta Newsletter Editor Erica Keirstead Layout Photography Robin Grunder Mark Broadie

Printed by Riverside Printing Service 239 W 105th St, New York, NY 10025 212.222.5374 Everyone had fun at the Weekday School picnic, greeting old and new friends.

2 a chance to get to know each child creation of both children and teach- personally, and then they can begin ers (and often, parents too). This is to plan the arc of their curriculum the genuine partnership that makes What is Curriculum for the first few months of school. a learning environment meaningful Of course, teachers already know and compelling to children— some of the things that continue to and teachers who teach this way be important to children at this age: are constantly renewed by how in a Preschool and a sense of security and trust, get- unique each group is, and by how ting to know new teachers who like differently the curriculum proceeds them and whom their parents trust, each year. How Does It Grow? and learning the schedule and The basic categories of a good rhythm of a new classroom. Teach- fours and fives curriculum contain Parents often have questions (and you today.” Or “Look, here is your ers also know that with all the basics the following core areas of study. in place, fours and fives are ready concerns) about what their children friend, who has been waiting for Social Studies are learning in preschool and how you to arrive.” Gradually, as the par- for some new adventures in learn- Children experience the emerg- teachers decide what to teach. The ents begin to trust the teachers to ing. The basic structure, or scaffold, ing social studies curriculum as an art of developing a good early child- care for their little ones, the chil- of the curriculum still revolves extension of and an expansion from hood curriculum balances the devel- dren relax and take steps (or strokes, around the children’s immediate a focus on self (“Who am I as a opment, learning style, and inter- to continue the swimming world and their experiences in it, person separate from my parents?”) ests of each individual child with metaphor) toward what we think of but the teachers can carry these to a feeling of confidence about the social needs and responsibilities as individuation. We’re demonstrat- areas of study into new and more where they come from: their family, of the group as a whole. ing that there are people outside the complex realms. A very important race, culture, language, and religion. It also balances what the teachers child’s family who can keep him or transition that occurs at this age is Social studies is considered a “core” bring to the classroom and what the her safe, happy, and engaged. There when the teachers invite the chil- curriculum because so many things children and parents bring. Teachers are various theories that describe dren in a more in-depth way to cre- emanate from it. Children are get- know that each new class comes this stage of development: Erik ate the curriculum with the teachers. ting better and better at resolving with an entirely new set of needs Erickson describes its psychological Rooms are not so chock-full of stuff their conflicts peaceably. They are and possibilities; each group of par- components. First, the infant at the beginning of the fours year, but becoming good citizens of increas- ents brings their own expectations achieves a sense of “basic trust”— materials appear in more measured ingly larger communities: the and perceptions, each group of chil- trust in self, trust in others, trust in doses, as and when the children and classroom and the school. Children dren their own chemistry of social the world. Toddlers strive to achieve teachers desire. Teachers pay close are becoming more aware of people organization and cooperation. This a sense of autonomy and begin to be attention to what catches the interest different from themselves and web of personalities, styles, expec- able to manage on their own in a of the children, all the while offer- families different from theirs and, tations, and experience is the soil in wider setting for some part of the ing materials and experiences to hopefully, they can begin not only which the curriculum is planted and day. (Here we witness the nearly expand their attention spans and to tolerate but truly to value these grows. This is everyday life in the universal motto of this stage, “I can foster exploration. From our per- differences. We start in personal classroom. do it myself!,” alternating with the spective, it is important to make a ways: celebrating the holidays of plea “Don’t leave!”) So curriculum switch at this time from the mostly the families in the classroom; at this age is geared toward helping teacher-directed curriculum of the Twos and Threes threes year to one that is a mutual inviting our families to share their Going to school has lots of new children begin to move into the (lit- demands: getting up in the morning tle bit) bigger world beyond home continues on page 7 at a particular time even though with confidence and competence. you’d rather linger in bed, getting At this age, teachers initiate much of dressed and eating breakfast even if the activity, especially at first. They you don’t feel like it or aren’t hun- provide materials and projects to gry, and then traveling to school invite the children into a new world, Don’t forget where you eventually will be asked one that the children can desire and to separate from a beloved adult and look forward to. (Apparently, our strike off on your own into the small teachers are pretty good at this: Curriculum Night! according to reports from parents, pond of the classroom. Good pro- Come find out how your child’s teachers are growing minds in their their children—once they make the grams don’t ask children to sink or classroom at Curriculum Night on Wednesday, October 16 from 7-8pm. swim, but provide a gradual transi- adjustment to school—are usually tion and help the child (and often pretty unhappy on days when they You’ll get a chance to walk around your child’s room without the parent) become comfortable can’t come.) distractions and take in all the details that make the room a rich, with the whole routine before multilayered learning environment. Teachers will explain why they’ve encouraging separation. One of the Fours and Fives structured the classroom environment as they have, and explore how ways teachers of twos and threes With the fours and fives, things they envision the curriculum developing in the classroom this year. accomplish this is by enticement begin to heat up. They usually They’ll answer your questions and give you a more nuanced under- and distraction: “Come over here adjust quite easily to a new class- standing of what your child does at the Weekday school everyday. and let me show you something room, new teachers, and a mix of You’ll walk away with tips for enriching your home environment and wonderful/interesting/mysteri- old and new friends. By the second ways to support your child’s learning at home. ous/beautiful/new that we have for or third week, the teachers have had

3 Online @ Art, Movement and Music Two new teachers come to Weekday the Weekday School and one returns Misplace your school calendar? Deborah Flynn) to design a new, The threes, fours, and fives begin their once-a-week segments in art, Forget the number to the main more vibrant site with its own movement, and music this month. Weekday’s popular and gifted Orff-certi- office? Want to tell other parents domain name that provided more fied and Kindermusik-trained music teacher, Colleen Itzen, returns, and the how to get a sneak peek at the many up-to-date news and information. school is delighted to welcome two new specialists, Naomi Hudson-Knapp wonderful things you love about Jan Miller, whose own much- in art and Jeanne Bennett in movement. your nursery school right from their read columns and articles from the Naomi Hudson-Knapp comes to Weekday home or office? Well, this fall, par- newsletter will now appear online, with more than five years of experience as an art ents, friends, alumni/ae, teachers, remarks, “This is an exciting oppor- instructor in a diverse set of environments: the and staff are invited to visit the newly tunity for us to share all of the Smith College art museum; the Saturday Art designed Weekday School Web site wonderful things about the Week- School at Pratt Institute; Dieu Donne (a handmade at www.weekdayschool-nyc.org. day School community—from its paper mill in SoHo); and New York City private dedicated teachers to its diversely and public elementary schools, including Corlears talented preschoolers—with our School and P.S. 13 in Brooklyn, where she led committed parent body as well staff workshops on painting and collage techniques as with new families interested in using children’s literature as inspiration. the school. Given the great At Corlears School, Ms. Hudson-Knapp devel- demands we all face living in oped after-school ceramics and printmaking classes and taught summer New York City, we certainly camp art workshops that included papermaking, kite construction, and wood- hope the new Web site makes it a working. She’s worked with two-year-olds to twelve year olds, so she’s bit easier on everyone to stay in knows how each age range learns best and adjusts her teaching style accord- touch and stay involved.” ingly. Plans continue to evolve for Every threes, fours, and fives class will see her at least once a week in either the site. “Over the course of the their classroom or the art studio on the sixth floor to draw, paint, and create coming year,” Michele Curry with a wide range of materials. Her passion for and knowledge about art in Visit the Weekday School Web site for notes, “we hope to add even its many forms comes through as she says, “I look forward to introducing the news, information, and fun. more helpful features, including children to a variety of art media through structured activities and indepen- major event information, from the dent explorations. I’ll focus first on drawing, then painting, then on things that The Web site features admission Holiday Bazaar to the Spring are built so that they have the tools to create their own works of art.” She con- information for prospective fami- Auction, as well as other items tinues, “I hope to collaborate with the children’s teachers to develop inter- lies, a button to submit e-mail helpful to parents. Some parents disciplinary projects that interweave what happens in the art studio with requests for application materials, have already suggested listing what’s going on in the classroom.” the school calendar, upcoming news favorite books by age, or tried-and- Ms. Hudson-Knapp grew up in Fair Haven, Vermont. A working artist as and events, information for parents, true kid-friendly meals when you well as an art teacher (her medium as an artist is works on paper with and a very warm welcome from need a break from mac-n-cheese graphite, watercolor, and wash—a kind of opaque watercolor), she now lives director Jan Miller. And, if you need and chicken nuggets.” Already, Ms. in Williamsburg, Brooklyn. to place a name with a face, you can Curry adds, a few classrooms are Jeanne Bennett has conducted weekly now find pictures of all Weekday preparing links to class pages movement classes to preschool-age children for School teachers and staff online. they’re designing themselves. All ten years. Now, on Monday and Tuesday morn- Of course, the numerous pictures ideas or suggestions should be sent to ings, the children of the Weekday School will of happy Weekday kids busy at work [email protected]. stretch their bodies and engage their creative painting, reading, playing dress-up, Interested parents have been taking imaginations with her in half-hour to forty- and much more speaks entirely for note of the site, and requests for minute movement segments in their classrooms. itself. New school pictures will be applications have come from as far Ms. Bennett will structure the sessions to help added throughout the year, high- away as Hong Kong. “Providing develop each child’s physical coordination, lighting school events and projects. this information online is a good strength, and creativity through movement, Work began to revamp the way to help parents learn more music, yoga, game playing, and dramatic play. To school’s Web site last spring when about the school and answer some add greater diversity to the experience, she’ll add sports equipment and then-Parent Association President of their questions before they arrive other props as appropriate. As Ms. Bennett says, “the goal in every session Melissa Ulloa met with Michele for their tours,” says Amita Gupta, will be to have fun, participate in the world of make believe, and get the chil- Curry (parent of Lucas in room assistant director and director of dren to engage in aerobic activity.” 717), to discuss how the Weekday admissions. A certified yoga teacher of adults and children, Ms. Bennett also brings School community could benefit The Weekday School’s vibrant admirable related experience in the world of performing arts. She was in the from having a more dynamic online new Web site is a work in national touring companies of Les Miserables, The Mystery of Edwin Drood, presence. Over the course of the progress—one that we hope every- South Pacific, and Brigadoon, as well as numerous other Off-Broadway, spring, Michele and Melissa worked one will make use of throughout the regional, and stock productions. She holds a B.F.A. in music theater from with all of the school’s administra- year and will share with friends and Syracuse University and training in integrating music into the curriculum from tors (Jan Miller, Amita Gupta, and other families as well. Bank Street College. She resides in Manhattan.

4 MEET THE CHILDREN’S TEACHERS art from the Fashion Institute of Technology (F.I.T.). Before coming to teach at Weekday, Ms. continued from page 1 Dammann taught toddler art classes and was an Rebecca (Becky) Ryan has a bachelor’s degree in French literature from assistant teacher at Columbus Pre-School and Bryn Mawr College and a master’s degree in early childhood education Gym. She also worked in the afterschool pro- from Bank Street College. Playfully she writes: “I come from Jamesville, grams at Churchill and Weekday. She writes: Wisconsin, the original and former home of Parker Pens as well as the cur- “My experience working at Weekday is unlike rent and proud home of a giant plastic cow on the edge of town.” any other. A position here has been my goal. I Ms. Ryan is the co-lead teacher in room 721, a class of old fours. She con- started by working the late-day program. As I tinues: “I am beginning my eighth year at the Weekday School and my sev- learned more about Weekday and its teaching enth working with four-year-olds. I remember when I first came to the Week- staff, I knew I wanted to be a part of their team. day School (after three years of experience with children in other settings): I feel incredibly fortunate to be involved with I was immediately struck by how kind and respectful the teachers were with such a wonderful organization.” Two of Ms. Dammann’s other passions are the children. It continues to be a relief to be in a school that not only hopes, painting and jewelry design. She runs a small business out of her home and but expects, people to treat each other well.” teaches jewelry-making classes.

Laleña Garcia hails from Buffalo, New York. She holds a bachelor’s Suzanne Ascher works alongside Judy Taylor degree in history from Yale University and a master’s degree in early child- with the fives in room 715. She writes: “I was hood and elementary education from Bank Street College. This is her first born in Brooklyn, grew up in Alexandria, Vir- year co-lead teaching the old fours in room 721 with Becky Ryan. Previously, ginia, and came back to New York City for col- she taught for two years at the Bank Street School for Children (one year with lege. I majored in cultural anthropology at the threes and one year with the fours). Her hobbies include surfing, reading, Barnard and studied postgraduate anthropology and sewing. When asked to describe her teaching experience she simply and in Norway for a year. While in Norway, I enthusiastically writes, “Fun!” became interested in Japanese language and lit- erature. I returned to Columbia to obtain my Patricia Pool Steckman’s hometown is master’s degree in anthropology and education Austin, Texas. She holds a bachelor’s degree in at Teachers College and continued studying English from the University of Texas at Austin Japanese part-time at Columbia for seven years.” and a master of arts in teaching in integrated She continues: “Once my own children were showing signs of real inde- language arts. She is working toward a master’s pendence, as a former Weekday parent, I thought of Weekday as a place degree in early childhood education at Bank where I could be useful and enjoy the company of some of my favorite peo- Street. ple: the families of children and parents and teachers who are drawn to Week- She is in her second year of teaching at the day. The school has long stood out as an oasis for people who enjoy watch- Weekday School, guiding our youngest chil- ing children grow during a special narrow frame of time in their lives.” dren, the young twos in room 730, side by side with her co-lead teacher, Lisa Zaretsky. Prior to Ann Levine joined the staff last spring as an her appointment at Weekday, she was an art assistant teacher of old threes in room 615, instructor in the “Me and My Grown Up” program at the West Side YMCA where she continues this year. for several years (a program she later administered) and director of the Y’s She writes: “As a recent career changer, the Kinder Camp for four-to-six-year-olds for three summers. Ms. Steckman likes path I’ve taken has not always been a straight to travel and go out to dinner. She writes: “I am delighted to be working at one, but I’ve enjoyed every bend in the road the Weekday School.” along the way. I grew up in the Midwest and attended Washington University in St. Louis, Laura Sweeney was born and raised on West receiving a B.A. in English. I graduated early so 111th Street. Her classroom, 616, has “middle” I could live and work in Aspen for a year before threes. She has a bachelor’s degree in econom- joining the ranks of the real world. My first ics and psychology from Hunter College and a serious job was as an associate editor at Better master’s degree from Teachers College. She Homes and Gardens. After several years, I returned to school in pursuit writes: “After a 24-year career with Verizon of a master’s degree in journalism. Next came marriage, then a move to (formerly N.Y. Telco), I worked as a part-time Denver where I became the managing editor at Colorado Homes and substitute teacher in New York City public Lifestyles magazine.” elementary schools. Six years ago, I joined She continues: “In search of greener publishing pastures, my husband (an Weekday and have been in heaven ever since.” art director and photographer) and I moved to New York City to launch a new Ms. Sweeney has a 15-year-old son, John, and monthly magazine called Victoria. After our son was born, I became a free- enjoys cooking, gardening, and travel. She lance editor/writer, then managed a children’s bookstore called Eeyore’s. believes the best method for teaching preschool is a child-centered, multi- Eventually I was hired as the editor of a website for women called iVillage. cultural approach focused on different themes throughout the year, many of I stayed at iVillage until I heard the sounds of a new calling—teaching. I which emerge from the children. returned to school yet again to seek a master’s degree in literacy from Bank Street College. I now attend school at night while teaching at Weekday dur- Assistant Teachers ing the day. My husband Bryan, son Tom, and I love to read, ride bikes, and take advantage of city life—everything from Broadway to Blue Man Group, Jennifer Dammann, also in room 730, grew up in Flushing, Queens. She with music, museums, and movies on the side.” has an associate’s degree in applied science and a bachelor’s degree in fine ... to be continued in the next issue of Inside Riverside

5 The Annual Fund and the 2002-2003 Budget

The Annual Fund was established year. Salaries and benefits comprise in 1998 for the purpose of raising 81% of total expenditures, reflecting revenues to help cover the Weekday the school’s commitment to main- Weekday School Revenues School’s operating expenses. It taining high standards for teachers. eases the school’s reliance on tuition Program and other operating Interest fees and fundraising events by expenses constitute 14% and over- on Endowment allowing donors to contribute at any head (including rent, utilities, and 2% Fundraising time during the year, according to facilities maintenance) is 5% of the Tuition 10% their ability to pay. Unlike other total. 77% kinds of fundraising, it requires As the school operates on a minimal hours of volunteer effort breakeven basis, tuition by itself is Grants 11% and little cash outlay, making not sufficient to pay for all the oper- even the smallest donations a sig- ating expenses. Only 77% of the nificant contribution to the school. total comes from tuition fees, with This point, perhaps, cannot be tuition assistance being granted at a overemphasized. rate of 7%. Outside grants comprise For the 2001-2002 school year, 11%, fundraising is 10%, and inter- the Annual Fund raised nearly est on a small endowment is 2%. $42,000 from mail solicitations. Thus the school relies on donations Approximately 72% of current to keep tuition down, to increase the Weekday School parents con- socioeconomic diversity of its stu- tributed to the fund, as well as alum- dent population, and to maintain its ni parents and friends. On behalf of ability to attract the best teachers the fundraisers are certainly fun simplest manner. Think of it as you the entire staff and the Advisory (see figure). occasions and serve an important do your public broadcasting or radio Board, Jan Miller and I would like In addition to the Annual Fund, the social and community-building station. You can contribute to the to thank all who participated. We Weekday school supplements its function, they require considerable Annual Fund as early as possible look forward to your continuing revenues with the proceeds planning and organization and need and reduce the likelihood of support and an increased participa- of parent-run events such as the scores of volunteers. In addition, receiving a plea on the phone in the tion rate in year. Holiday Bazaar, the Spring Benefit, there is a monetary cost to spring! We thank you in advance To place the Annual Fund in its and several concerts and fairs. producing them. for your enthusiastic support. proper context, consider the operat- (Together, these sources yielded more The Annual Fund thus plays an Emile Zen ing budget for the 2002-2003 school than $70,000 last year.) While important role by raising cash in the Treasurer, Advisory Board

Self-portraits by children in the fours program.

6 what they did or said on experience al form of expression and reflection. Convergent materials, such as puz- CURRICULUM charts or in large or small books. Unfortunately, this artistic focus zles, have their place, too, for the continued from page 3 The children follow suit by creating often disappears when children satisfaction they provide when they traditions; and welcoming them to their own charts and books, some learn to read and write, but those are done “right.” come in and cook a favorite food; with just drawings, some with who retain it are lucky indeed! Children (more than grownups) share some words in a home lan- words dictated to a teacher, and Painting, making things in clay, don’t learn in a linear manner— guage, or sing some favorite family some with practice writing of their singing, dancing—all of these activ- their learning is more of a spiraling songs with everyone. Often parents own (sometimes called “scrib- ities bring a deep joy and satisfaction process. That’s why teachers swing enjoy doing a science or art project bling”). Recording what you have to our lives, which are often back to familiar ground at the begin- with their child’s class related to done and learned gives you a chance swamped in language. ning of a school year, to review their own field of expertise. to think about it and reflect upon it. what children have mastered, and This is the beginning of what later Materials then move on to the new. This is a Geography will become a capacity for meta- and Methods tried-and-true teaching method, and Just as children extend and cognition: the ability to think about Materials in our classrooms lean it is used throughout the elementary expand their understanding of other thinking. Of course, it also lays the toward the divergent and mutable, years. Also, children do the same people who are different from them, foundations for literacy, both writing such as blocks, playdough, paint, things (or use the same materials) they do the same with the physical and reading. The development of a clay, etc. These materials can be but in new ways. Parents sometimes world in which they live. City children narrative line, or how a story is told, easily mastered on a simple level say “But my child has done have lots of experience traveling also begins to emerge during these by very young children, yet lend that!” That may be true, but around the streets, and they are well years. Children make up their own themselves to more and more com- because the familiar can be under- acquainted (from birth!) with all the stories, put them down in their own plex manipulation as they get older. stood, mastered, and used in more intricate details of going to the store, books, and sometimes even act them Working with blocks can touch complex ways, certain activities getting on a bus, etc. Because of our out dramatically with their friends (a upon a wide variety of curriculum bear repeating. proximity to several parks, our chil- further refinement of dramatic play, content areas, such as social studies So many things to do, so many dren have a more constant exposure but with a pre-written script). (how buildings relate to each other things to create, so many things to to nature than those who live in in different settings), math (frac- think about! Stir it all up with lots of more street-bound neighborhoods Math and Science tions and equivalencies), physics laughter and joy, and you have a in the city. They can go out and Anything that can be collected (balance and span), language arts, veritable petri dish of learning. bring back collections of things to can be counted, measured, weighed, perseverance, cooperation, and the the classroom. Whereas at a sorted, compared, categorized, and (literal) creation of a community. Jan Miller younger age they might simply have researched—the kinds of activities made a collage of these found that lead to competence in mathe- materials, now a leaf, a seedpod, or matical thinking and scientific an acorn is a beginning of a knowl- enquiry. In fact, the central activity edge-gathering process that can lead of the human brain from the begin- into deeper study. Of course, some- ning of life appears to be finding times a walk is just a walk—a time out about the world. As children to “smell the roses.” grow older they are able to ask more Riverside Church offers a new questions, pose simple hypotheses, and very special kind of environment, ponder more results, and hold in that of Gothic sacred architecture. their minds more than one attribute (Did you know that Riverside at a time (both size and volume, for Church was built on the model of instance). These thinking abilities Chartres Cathedral?) The children grow slowly and unevenly—some- and teachers go on walks around the times children seem to have a flash church, taking careful notice of the of higher thinking, then slip back to things they see. They take time to their normal developmental level. look carefully at stained glass Having many opportunities to freely windows, to examine gargoyles, and experiment with and manipulate to look down on their playgrounds materials seems to be part of from high up in the tower. On one of the process of developing the ability our staff development days last year, to think in increasingly more the teachers went on a tour around abstract ways. the church from the top of the tower to the bowels of the boiler room— The Arts lots of exciting curriculum ideas It is my belief (and I’m certainly emerged from the experience. not alone in it) that artistic expres- sion is hard-wired into the brain Language Arts (just like oral language), and is at As the children learn about new the very core of how we define our- things, they also begin to learn selves as human beings. Children, about how to record their knowl- who are just learning to use language, Older twos in room 614, exploring a sailboat made of found materials. edge. At first, the teachers record find artistic expression to be a natur-

7 Calendar of Upcoming Events

NYC Schools Night NAEYC Conference Hanukkah Celebration Wednesday, October 9 Thursday, November 21 and & Reception 6-7:30pm, in room 630 Friday, November 22 Monday, December 2 School closed 10:30-11am in room 630 Columbus Day Monday, October 14 Book Fair: Bank St. Bookstore (p.m.) Parent Association Pre-Bazaar Meeting School closed Friday, November 22 Tuesday, December 10 Time TBA Curriculum Night Holiday Bazaar 113th St. & Broadway Wednesday, October 16 Saturday, December 14 7-8pm in classrooms Thanksgiving Holiday 10am-3pm November 28 & 29 Assembly Hall Election Day/ Parent-Teacher Conferences School closed Set up on Dec. 13 Tuesday, November 5 12:30 dismissal on Nov. 27 Christmas Tableau & Reception School closed (conferences all day) Friday, December 20 Veterans’ Day/ approx. 10:30am in room 630 Parent-Teacher Conferences Monday, November 11 School closed (conferences in a.m.)

INSIDE NON PROFIT ORG. US POSTAGE RIVERSIDERIVERSIDE PAID New York, NY (212) 870-6743 fax: (212) 870-6795 Riverside Church 490 Riverside Drive New York NY 10027 Address Service Requested