An interview with Friends Spanish Teacher, Maria Gamboa, by Lou Bendrick
Tell us a little about yourself: What did you do previously and what brought you to teach Spanish at Friends School?
My family is from Mexico. I came to the USA to do my Ph.D. in Chemistry. When I was doing a post-doctorate at the University of Illinois I met my Polish husband, Krzysztof, and we decided to stay here in the USA. When we got our daughter, Monika, I decided that I wanted to take care of her at home. With the passing of the years, I changed careers and decided to teach Spanish, a career that I enjoy profusely.
For those who don’t know about Day of the Dead, will you explain what it is and why it is celebrated?
The Day of the Dead is a celebration to honor our ancestors. Its origins reside in the Mayan culture. However, with the coming of the Spaniards, the traditions from both sides got mixed and developed the Day of the Dead the way we celebrate it nowadays. So, in Mexico people go to the cemetery to clean the tombs of their beloved people who are not with them anymore and sometimes they stay in the tomb to talk, eat, drink, and sometimes even sing, talking about the person(s) and remembering the good times. In the evening, people go to a special Mass offered for the deceased. At home, people set “altares,” which are tables nicely ornamented to call and honor the spirits of their ancestors.
Where did you grow up and what were your family’s Day of the Dead traditions?
I grew up in several parts of Mexico. We did not visit the tombs of my relatives because they were in other States. Some years we set “altares” to remember our grandparents and we used to go to Mass to pray for their souls.
What are your traditions now?
I passed the traditions to my daughter, although we do not celebrate it formally at home. However, I enjoy talking about it at school and sharing the traditions of my country with my students.
What is your favorite part of this holiday?
All of it! When I teach it to my students, I enjoy comparing and contrasting it to Halloween. Also, I like the idea of colorful skulls, so as to say that we are not “afraid” of the dead but consider it as part of life.
Will you be doing anything special in your Spanish classes to celebrate?
Yes! This is a collaborative project between Art and Spanish classes. From 3rd to 8th grades, I explain the differences between Halloween and the Day of the Dead. We talk about the altars and what elements should be included in them. The students plan to make an altar (this year 3rd and 5th) and the whole school (K-5) contribute to make the elements in Art class. In 6th to 8th grades, students make colorful skeletons from paper rolls. Also, 4th and 6th grades go to the Museum in Longmont where there is a special exhibition about the Day of the Dead (although this year it got cancelled because of the weather.)Read More
Interview of Kevin Nugent by Meg Hansen
Middle school science teacher Kevin Nugent does his part to lessen his carbon footprint. For one, he commutes by bike from Denver to Boulder every day. Like many of us, he is inspired by @GretaThuneberg, the 16-year-old climate and environmentalist activist who brought world attention to saving our climate. While it can be overwhelming for our students to tackle climate issues on Greta’s level, Kevin wanted to show them how we can lessen our impact on the world.
“Bring me your trash!” Kevin asked of his students.
His objective was to show students how much trash our small representation of humankind produces, and disposes of, in a short period of time. He handed out trash bags to each student and asked them to collect two days’ worth of everything that they would normally throw away, compost, recycle or repurpose and put it in their bag. They filled their bags,tracked, and graphed their items separately by category: trash, compostable, recyclable, plastic.
At the end of the second day, 37 bags were piled into the home room and weighed together for a total of 26 pounds.
Their realization: they created a lot of trash! While Kevin did not want to alter their behavior ahead of the project, he did. During the two-day experiment, one student ate everything at every meal because he didn’t want to throw a single crumb into the bag. Another student skipped the plastic bottle of water and used a glass instead. One asked to buy a larger container of concentrated powder drink mix rather than 24 bottles of pre-mixed drink.
The students explored the subject further through the documentary “The Story of Stuff”. They learned that food is an enormous drain on resources – all that it takes to grow, package, transport, store, refrigerate, and generate the chemicals to preserve it if necessary – just to throw much of it away. Students learned for every 1 can of garbage that we drag to the curb, there are 9 cans “upstream” trash created to produce everything that we just threw away. Only 34% of what we recycle is actually used again. Only 9% of plastic is recycled. The rest form one of the 5 major ocean gyres, each the approximate size of Texas. The contents of these plastics crash into each other and then become microplastics, which are small enough to enter the water system and thus affect sea life, the water we drink and the air we breathe.
The students wanted to do more than just collect their waste for two days What more could they do to help? Their raised awareness is definitely impacting how they consume and discard. They are also making bricks of plastic they would have previously thrown away. During last year’s 8thgrade trip to Costa Rica, Kevin learned from their guide how to tightly pack plastic bottles with trash, making them so dense that they can be used as bricks to create structures. Middle schoolers are making their own bricks, lots of them, to turn into something such as a bench, a new gaga pit, sculpture, art, chair, or perhaps…a bike locker for Kevin.Read More
By Honor Taft, Head of School
On a recent Friday, while visiting with our middle school students, I witnessed something unique that I believe captures some of the magic of our school. As part of the daily welcome, middle school science teacher Kevin Nugent prompted the students to share one or two things they are grateful for. As this traveled around the group of nearly forty students, and as students expressed gratitude for pets and food and family, at least 6 of them included “Friends School” on the short list of things that they are grateful for. One student went further, saying “I am grateful for friends, and just to be clear, I mean the school and the people.”
If you haven’t spent much time around middle school age students, this may not seem noteworthy. But if you have (or when you do), you will know that for a middle school student to be so bold and proud as to speak up and compliment their school in front of their peers is something truly special. Students at our school are not only being challenged in their classes, they are seen, known and valued for who they are and they feel this to their very core.
As a parent remarked to me at the close of graduation in May, Friends School sent a class of students into the world having loved middle school and that is an accomplishment to be proud of. How many of us as children loved our own middle school experience? I can’t say that I loved mine like our students love Friends.
This is the power of Friends School – cultivating a love of learning and a secure view of self that results in empowered, thoughtful and skilled people who know what community feels like and who do and will have a positive impact on our world.
We are honored to provide this experience and environment for our littlest preschoolers all the way through to our 8th graders. And we are grateful to be part of this remarkable community…the school and the people.Read More
by Jenefer Donovan, Friends School Community Board Chair
The new school year is now well underway and off to a great start! From day one I have been overwhelmed by the multitude of ways in which I have witnessed all the elements of Friends School’s mission in action…I have felt the energy and excitement of a dynamic community reuniting and reaching out to support one another and welcome our new families; I have been amazed by the wealth of team-building, collaborative projects and hands-on academic activities taking place in classrooms and I have been touched by the kindness of children connecting and helping others transition. I have felt the renewed energy of our wonderful teachers and met enthusiastic teacher candidates. I have admired the creative process of an elementary all-school collaborative art project and overheard middle schoolers display their passion for learning in eagerly asking when their full schedule would start! I have noticed the time taken in every grade for students to reflect on and share about themselves and listen to their peers, and for teachers and students to all get to know each other again; and I have seen the 5th graders already stepping up as leaders showing compassion and empathy for the new Kindergarteners helping them to feel safe, welcome and at home at Friends School.
These are just a few examples of the elements of the Friends School mission being put into practice, and all of this was in just the first week!
Before Honor started at Friends School, she began looking at everything here through the lens of the school’s mission and vision. One of her priorities in her first year was to “align decision-making practices with the mission and vision of the school”. She worked to bring Friends School’s mission and vision into everyday decision-making, keeping them front and center, putting children and mission first and consistently using the mission and vision to guide her and her leadership team. She encouraged all teachers and staff to do the same. Honor has also brought the 3 core principles of the vision to the forefront: ‘challenging minds, nurturing spirits and honoring individuality’. These provide the framework for all that the school does and, as you know, they have been chosen as the theme for the school this year.
In early September, the Friends School Community Board met for the first time this school year. I would like to thank all of our dedicated trustees for their hard work and commitment to the school. Over the summer the board read First Do No Harm, Progressive Education in a Time of Existential Risk by Steve Nelson and was inspired by his demonstration of “how education can nurture engaged and motivated children who actively discover their world and grow up to be good citizens”. Friends School has been the leader among Boulder schools in social and emotional education for over 32 years and we were proud to appreciate, while reading this book, that Friends School excels on every aspect of Nelson’s ‘Educational Bill of Rights’:
- Recognize the broad consensus that early childhood education should be primarily dedicated to free, imaginative play;
- Provide arts programming, recognizing that the arts are critical to all learning and to understanding the human experience;
- Provide ample physical movement, both in physical education classes and in other ways, recognizing that exercise enhances learning for all children;
- Exhibit awareness that children develop at different rates and different ways; that strict age or grade level standards and expectations are meaningless and damaging;
- Acknowledge the large body of evidence that long hours of homework are unnecessary and detract from children’s (and families’) quality of life;
- Exhibit genuine respect for all children;
- Honor a wide range of personalities and temperaments;
- Encourage curiosity, risk-taking and creativity;
- Cultivate and sustain intrinsic motivation rather than relying on elaborate extrinsic systems of rewards and punishments;
- Understand that brain research supports active learning, engaging all the senses;
- Understand that all children are intelligent in multiple ways and that all these intelligences should be honored and developed;
- Listen to each child’s voice, give them real experience in democratic processes, and allow them to express their individuality;
- Know each child well, appreciate the unique mix of qualities each child brings, and never demean, discourage or humiliate any child.
This year, Friends School Community Board has the important responsibility of creating the next strategic framework/plan for the school. Each of our board meetings throughout the year will include a strategic thinking work session. As we move through the process we will first examine our mission and vision, our “North Star”, guiding us through the journey of creation and implementation of the framework/plan. We will then gather input and data from the entire Friends School Community – teachers, staff, students, parents, families, trustees, founders, alumni parents and alumni students, before synthesizing and processing the data and formulating a strategic, flexible, forward-thinking framework/plan for Friends School.
I am looking forward to working on this process with the Friends School Community Board and our Strategic Planning Committee, led by alumni parent and trustee Anne Hunter. I am also excited to hear from all of you. Over the next few months the Strategic Planning Committee will reach out to all of you with various opportunities for you to provide your input – these could be surveys, small group vision meetings, or larger ‘dream-catcher’ meetings. We hope that you will participate in whichever ways work for you. Friends School is one of Boulder’s best independent schools because it has a strong community that cares.
Thank you all for being part of what makes Friends School such a special place for all our children.
Jenefer Donovan, Friends School Community Board Chair
If you would like more information on the role of the Friends School Community Board or are interested in being part of one of the Community Board committees, please email me at firstname.lastname@example.org.Read More
Challenging Minds, Nurturing Spirits, Honoring Individuality as we start a new school year at Friends School
Introduction by Jenefer Donovan, Friends School Board Chair with excerpts from our division directors (Jessie Vanden Hogen, Mandy Stepanovsky and Shelby Pawlina)
The first weeks of school are an exciting time of building the wonderful community and norms that carry us through the school year and for which Friends School is known. Across the school from Preschool, through the elementary and middle school years and into the Teacher Preparation Program, Friends School is already challenging minds, nurturing spirits and honoring individuality. We invite you to read these back-to-school updates from our program directors.
PRESCHOOL NEWS UPDATE (& Parent Reading Recommendations for all ages)
The Preschool is off to a great start in co-creating our new communities. We had a great New Parent Orientation, delightful day of Class Lemonades, and welcoming Home Visits. Included in this new batch of morning preschool families are some old friends and some new friends. We are growing connections and building trust with parents and children as we set out to create a very gentle, supportive and successful first school experience for the littlest ones. We take our jobs very seriously as we know the dynamics of the gifts and challenges in beginning the journey of separation.
With Head of School Honor Taft’s 4 trail-markers in mind – 1) Social and Emotional Literacy, 2) Creativity, Collaboration and Communication, 3) Rich Academics, and 4) Diversity, Social Justice and Service Learning – the preschool team picked up a few books for our summer reading. NOTE: Some books and authors definitely challenged our thinking and beliefs as well as gave us new perspectives! Our ongoing commitment to professional education and best practices is part of what we believe makes us the best preschool in Boulder.
- Being at Your Best When Your Kids are at Their Worst – Practical Compassion in Parenting By Kim John Payne
- From Teaching to Thinking By Ann Pelo and Margie Carter
- Hold on to Your Kids: Why Parents Need to Matter More Than Peers By Dr. Gabor Mate´
- It’s Ok Not to Share and Other Renegade rules for Raising Competent and Compassionate Kids By Heather Shumaker
- StoryMaking – The Maker Movement Approach to Literacy for Early Learners By Michelle Kay Compton and Robin Chappele Thompson
What we came away with were some themes to work with throughout the year ahead: Empathy – Boundaries – Community – Play
ELEMENTARY SCHOOL NEWS UPDATE
“It looks so open in here!” “The school feels wonderful” “Everything is so light and bright.” These are just a few of the accolades heard as parents entered the elementary school for the first time this school year. It was a busy summer with painting, purging and preparing for students to arrive. The energy in the building has been full of anticipation and excitement for the year ahead. We have only been in school for a short time, but there is already much to celebrate.
We are already challenging minds through:
- Assignments and projects focused on celebrating our summer vacations and setting goals for the year ahead.
- 4th and 5th grade Invention Convention projects
- Implementation of the new math curriculum
- Benchmark testing in literacy and math
- Teacher participation in a day-long Design Thinking workshop with Future Design School that prepared them to bring design thinking into their classrooms this year.
We nurture spirits through:
- Welcoming our new Kindergarten friends and their families to the community, and new friends in other grades too.
- Implementation of Responsive Classroom practices in our K/1 classrooms after teachers participated in a week-long training. With the new implementation of full-day Kindergarten throughout Colorado, we continue to be the most intentional, nurturing, and best Kindergarten in Boulder.
- Time taken in each classroom to set class norms, create class constitutions and engage students in creating the type of learning environment they would like to have.
- Start of the 8 week parent Mindfulness workshop
We are honoring individuality through:
- The creation of a “cool down” space in the old copy room. This is a place where students can go to quietly draw, or jump on a trampoline when they need a moment to reset during the school day.
- Projects and assignments aimed at sharing individual interests/experiences as students get to know each other at the start of the school year.
- The creation of learning plans to further differentiate learning for students who need specific accommodations across subject areas.
- The exploration and celebration of Howard Gardner’s multiple intelligences in 3rd Grade
MIDDLE SCHOOL NEWS UPDATE
The middle school has grown by over 50% this year, and the energy in the building is exciting and inspiring! This incredible growth is a great demonstration of the need for a new, more progressive Boulder Middle School option.
- Summer book discussions – Each grade had a book to read over the summer that Diane chose specifically for its appeal to middle schoolers. One parent of an 8th grader reported that her child LOVED the book so much…a first for him! Each class discussed their opinions of the book, character development, plot, and other aspects of the book. It was a nice way to begin an academic conversation while getting to know one another.
- Problem- solving activities – Remember the game of Mastermind with the colorful pegs? At the middle school there is a similar game that we play…Pico-Firme-Bago in which students have to guess a set of numbers in a particular order while being given feedback of the accuracy of their guesses. The cheers that come from the homeroom when the correct number is finally guessed/ revealed are always enthusiastic. On a physical level, the popular camp game Human Knot got students problem-solving in a different way. Nuno led good reflective sessions on the process, connecting this to group work and problem-solving in general.
- Camping Trip to Rocky Mountain National Park -Temple Grandin has discussed the importance of leveraging the skills of visual learners and making sure our children learn the basics of cooking, shopping, and fixing things- engaging in hands-on learning as much as possible. Our trips program is underpinned by these expectations. In the days before the trip, students developed the menu for the trip, went grocery shopping for the ingredients (comparing products, figuring out amounts, and managing a budget), and learned how to set up/ dismantle the tents independently. On the trip, every student had an opportunity to be on a cook team and clean up team. For some students, these were first time events. There is something about doing things that expand our comfort zones that builds a greater and more nuanced sense of self, increased self-awareness and self-advocacy. In middle school, this is what we are going for.
- All About Me – One of our first central activities is the “All About Me” assignment that culminates in a Gallery Walk before the camping trip. Each student creates a poster of their design and presentation that includes information about each person’s personal heroes, favorite books, important event in their lives, etc. These are great ways to get to know one another as well as serving as jumping in points for teachers to connect curriculum with student experiences. These will decorate the homeroom and hallways.
The school year is off to an incredible start, and we can’t wait for a full year of challenging minds, nurturing spirits, and honoring individuality in this incredible school community.Read More
Friends School’s first 8th grade class will be graduating in May. As they look towards high school, Honor has taken the opportunity to interview each of them to find out about their time at Friends School, whether they are “lifers” (here since Preschool) or brand new to Friends School. Please enjoy this interview of Anastasia Hook, at Friends School since 6th grade.
Name: Anastasia Hook
What grade are you in and how long have you been at Friends School?
I am in 8thgrade and I have been at Friends School for three years – since the beginning of 6thgrade, so all of middle school. Before this I went to Community Montessori.
This is a much smaller school than Community Montessori was. The teachers really have time to work with me one-on-one and go through things in a lot of detail to make sure you really understand things.
How old are you?
I am 14 years old.
Share a memory from a ceremony or trip. Tell me about the experience and what it meant to you.
Last year in Moab all the girls were in one room and we stayed up until about 1:00am talking about all kinds of stuff. We were sad that the year was ending and, even though we would be together again the next year, we were sad it was ending. And Kevin was downstairs and he heard all of our secrets. We were both embarrassed and we thought it was funny. We were laughing and covering our faces when we found out.
Tell me about a project or class that stands out and/or inspired you.
Science really inspires me. Kevin is one of the greatest teachers ever. He has us do really creative and interesting projects. Also, if we are struggling he gives us really inspirational talks. Pretty recently, for example, he gave us a talk about what it will be like when we go to high school. He said there will be the chance for a lot of parties and things, but we should always remember to put our school work first. We need to do this because getting a strong GPA from the start is easier than bringing it up if you start off with lower grades. I had no idea about this before.
What will you take from your experience here into your future?
Friendship. I worked on being friends with people. At CM making friends depended on how we acted. Here, because it is so small, we really only had each other. We might not have been friends in another setting, but this taught me to expand the kinds of friends I have. I know that I can be friends with people even if it doesn’t seem like I can.
Tell me about a person from Friends that stands out and/or inspired you.
Kevin. He has taught us so much in science and otherwise. Also, my friend Ali who gives me a lot of inspiration to try things I wouldn’t try otherwise. She helps to push me out of my comfort zone. And all of my friends here who help me to be the best version of myself.
Do you have advice for future Friends students?
There will be a point some time in life – I don’t know when – when you will feel like what you’re doing doesn’t really matter, or that your grades aren’t important. Even if it is unimportant to you, it is important to someone else, so just work on it and get it done. Also, take every opportunity to do more – if there is extra credit work you can do, do it!
Do you have any advice for me, things to change/things not to change?
Be a friend to the people in the school – being a friend may be more important than being a head of school.
Do you know where you will go to High School?
New Vista – I am so excited. I am ready for a bigger environment, making new friends and having new experiences.
The following questions were asked of Anastasia by first grade students Johnny and Olive, who were acting as junior heads of school for the day:
Johnny – what is your favorite sport?
I’m not really a sports fan, but if I had to choose, I would go for running or volleyball.
Olive – What is something in your life that you would want to go back and change?
Nothing, because if you change something, then you wouldn’t be where you are. I am glad for the experiences I’ve had, the mistakes I’ve made and the people I know. I wouldn’t change anything.Read More
Friends School’s first 8th grade class will be graduating in May. As they look towards high school, Honor has taken the opportunity to interview each of them to find out about their time at Friends School, whether they are “lifers” (here since Preschool) or brand new to Friends School. Please enjoy this interview of Tori School, at Friends School since 3rd grade.
Name: Tori Schell
What grade are you in? 8th.
How old are you? – 15 years old. My birthday is February 17. I have been at Friends School since third grade. Before that I was in a Montessori school, and before that I was in SC at a school called St. Matthews.
Tell me about a person from Friends that stands out and/or inspired you. Diane Bramble inspired me in so many ways. She is the person who taught me to read which is so incredibly special. Diane has been there from the beginning. She will talk with me about absolutely anything and she always listens to me, too. I know that Diane always has my back.
When did you feel like Friends School was the place for you? For me, this happened on my first day of school. I started a couple of days late, because I was on a trip or something. So it was a few days into the school year in Diane’s class and things had already gotten started. Also, many of the kids already knew each other from second grade. So I was a little nervous. I walked in and there was no one in the room. All I saw was Diane sitting there quietly and I was really confused. I walked in and then, to my surprise, everyone jumped out from behind bookcases and couches and surprised me! I felt welcomed and excited and I knew then that this was the place for me.
Share a memory from a ceremony or trip. Tell me about the experience and what it meant to you.
We were just talking about a memory today – when we went rafting. I got teary-eyed – there have been so many fun times. Every memory I have of a trip or ceremony has been special to me in different ways. I can’t really choose a favorite because I loved them all.
One memory that shows how caring everyone is takes me back to Grade 5 when we were coming back from our trip. I had gotten very sick and still wasn’t feeling well on the bus. To make things worse, we had completely run out of tissues. My teacher, Liz, got the bus driver to go to Target and everyone was encouraging her to get the best tissues for me. She returned to the bus with a big box of tissues and I slept in the back of the bus for the rest of the ride feeling supported and cared about by my teachers and friends.
What was it like being a part of starting the middle school
It was really fun, I have to say. There have been times when we’ve had to be flexible and go with the flow, but we are such a connected class and it really feels like we are a part of something special. Whenever we say, “do we have to…?” Kevin always says, “no, you get to…!” After hearing that for three years, I think it’s finally starting to sink in.
Do you know where you will go to High School?
I am going to Monarch. I’m excited and a little bit nervous. Mostly, I’m nervous about getting lost.
What will you take from your experience here into your future? There are a lot of lessons I have learned from being here. Especially in the middle school. I was shy and being here has really brought me out of my shell, and helped me believe in myself. I am still a perfectionist, but being here has taught me that it is okay to be a little less perfect. Learning this has been helpful because I now try new things and feel good about who I am.
Do you have advice for future Friends students? I think the advice I would give is to really connect with the people around you. Knowing that you have a community around you will really lift you up. I can’t say enough how grateful I am for my friends and the friendships I have. Bring your peers up and they will bring you up too.
What question haven’t I asked you that I should have?
What makes this school special? It is the community. It is really special and I am going to miss it a lot.Read More
By Bryn Pennington, Friends School Art Teacher
Our middle school students love creating art. I love helping them develop their creative expression. When I can weave a larger world mission into an art studio project, it’s a plus for everyone. This week, our 6th graders had the chance to do both.
On March 18, the 6th grade students interviewed contemporary artist Lin Evola during their recent art studio project. Lin is the creator of Peace Angels, a creative project turned non-profit that began as her response to street violence in Los Angeles. When Lin learned of the LAPD gun collection program, she gained permission to melt down the collected weapons and transform them into symbols of peace. Her most famous works are the Renaissance Peace Angel housed in the permanent collection of the 9/11 Memorial Museumin New York City, and the Johannesburg “Spirit of Africa” sculpture unveiled by Desmond Tutu in 2003.
6th graders were invited to sculpt their own Peace Angels based on Lin’s words: “Before we can have peace in our world, we need to make peace in our home”. During this project, the 6th graders became curious about the artist and her process. They decided to interview her directly. They brainstormed rich questions, then made the call.
Rohan’s question was about her start as an artist. Lin was born an artist, painting and drawing early in her toddler years. By the end of high school, she was preparing for gallery shows in her hometown, Chicago.
Sadie next asked about her artistic inspiration. Art and life are the same for her, she mused, and art is her mode of expressing and exploring issues that call to her in our world.
Zahara inquired about her process and the time involved to make each artwork. Lin first “captures the lightning” by connecting with a concept. Next is the longest part of her process: researching and making drawings for an angel specific to a place or city. Depending on the size of the sculpture, assistants help her wield and sculpt the models, which range from 3’ to 11’ tall. After, she takes her sculpture to a foundry to be cast as metal from the molten weapons. This part of the process can take over 6 months.
Sadie asked what inspired Lin to first create the Renaissance Peace Angel. Lin began the first angel drawings in 1994, years before the 9/11 tragedy, as a “Renaissance of Humanity”. The sculpture stands for life and a reminder to lift each other up, rather than kill each other. She intended for it to be placed at the World Trade Center in New York, a place where people all over the world came to visit and work. Lin transported the Renaissance Angel to New York City in October 2001 as an act of gratitude for those working at Ground Zero. Over time, hundreds and hundreds of firefighters, police and workers signed their names and messages of thanks at the Angel’s base. Their words remain.
Aiyana asked why the peace angels are so big. Lin reflect that their scale really makes a different impression…more of an impact. Each is made from collected weapons and discarded nuclear casings, so the bigger the sculpture the more weapons are off of the streets. Lin’s current proposed project for a 64’ tall Angel, for example, would remove one million weapons from the world!
Henry asked what the Peace Angels represent to her, and why she choose angels. As an artist, Lin needed a symbol that could lift human beings up….one that could get “humanity beyond ourselves”. She also needed a symbol that could inspire, but still be relatable. So, she choose angels.
Zahara wanted to know how many angels Lin has made. Two Peace Angels have been installed so far, as well as many dozens of smaller models. For example, President Bill Clinton and Jordanian Queen Noor al Hussein each accepted smaller angel sculptures from Lin. Her next big projects include twelve 11’ Peace Angels throughout Los Angeles and three monumental sculptures in New York City, Los Angeles, and Silicon Valley.
Aiyana asked how much each sculpture costs and where she gets the money to make them. A family friend gifted Lin money for the initial foundry work on the Renaissance Peace Angel. She now funds all of her work through sales of art and jewelry. Some patrons purchase angel sculptures for $250,000, but most donations are small. Because so many people donate money toward the Peace Angels, Lin considers them a project by and for everyone.
The final question gave Lin some time to reflect. What was a recent accomplishment or struggle as an artist and what did she learn from it? For Lin, it was letting go of the Renaissance Peace Angel after it’s installation at the 9/11 Memorial Museum. She had spent over 30 years thinking about it, creating it, and then moving it and installing it at its new home. She likened it to raising her son and then sending him out into the world. With its installation at the Museum, Lin joined the few hundred living American artists whose work is part of a permanent collection. Feeling this accomplishment, Lin set the Renaissance Peace Angel free and can focus on new cities, angels and art.
As the interview ended, the 6th graders put on the finishing touches on their own clay angels…the wings. The spirit of Lin’s work and the sound of her voice resonated in the art studio. The final step was to bury a paper scroll inside each sculpture. On each scroll, students had written a “trouble” – a regret, source of pain, or something they found it hard to forgive themselves for. As the angels are fired, the scrolls burn to ash. Whatever “trouble” kept students from finding peace is gone.
The Peace Angels project has a profound impact on our students. I hope they share their work with you and inspire you to spread more Peace Angels throughout our world. We’re honored to be doing our part at Friends School to bring Lin’s message of “holding up the light” to our community and beyond.
by Chris Hollinger, PE Teacher & Director of AfterCare and Enrichment Programs
The Big Blue Blocks (BBBs) are here, and are capturing hearts and minds of the Friends School community! During the past week and a half, grades Kindergarten through fifth have had the opportunity to become familiar with this new and awesome addition to our playground. Each grade was separately introduced to the BBB’s. This served several purposes, including providing a low-stress environment when first using the equipment, age-appropriate comprehensive and inclusive discussions about safety and respecting school equipment, free play with like ages, and getting all kids involved in the pack-up process (cleaning up and storing BBBs).
Already the kids have been using the BBB’s to:
- create forts with water systems
- organize and play their own sports games
- create and problem solve ball ramps
- engage in fair-trading
- build items from speeder bikes to lawn mowers to giant cats
We are excited to introduce the BBBs to the community at large! You will see your child engage in unstructured, child-directed free play. And when weather permits, we’ll bring them outside.
This kind of play is critical to a child’s intellectual, social, physical and emotional development. The three core elements to the BBB’s are: Loose parts, a manipulable environment and “Play Associates” (“Play Associates” are your loving teachers and staff, trained to oversee an open setting where children can direct their own play, while maintaining a safe and welcoming environment). A changing collection of moveable or “loose” parts lets children make each play session a new experience. Children play most creatively in settings that they can manipulate..
Warning: With Big Blue Blocks, children are highly likely to have fun and learn!
Enjoy this short video of our students engaged in play with the BBB’s.Read More
by Meg Hansen, Director of Marketing and Communications
Third grade teacher Caroline Long is always looking for the next great adventure and thinking of ways she might weave it into an interesting lesson for her students. It’s just one of the things our students and parents love about Caroline and what makes her a great teacher.
Back in December, the great uncle of one of Caroline’s students shared something that sparked her interest. A 45-day expedition to Antarctica was about to take place and her students had the chance to be part of it. Through modern technology, a crew of scientists and marine exploration experts were allowing students around the world to track and interact with them via weekly video conferences as they boarded the S.A. Agulhas II on the Weddell Sea Expedition in Antarctica.
This program, offered through Reach the World, a nonprofit global education organization out of New York, connects schools with explorers and scientists around the world. It was the perfect segue to Caroline’s upcoming units on weather, explorers and other cultures. She started researching and even studied for a technical test she had to take over winter break in order to be considered for the program. She passed and she and her third graders were accepted into the program.
Caroline picked this particular expedition to share with her students for two reasons (with its connection to her curriculum):
- Environmental impact– The explorers were looking at the Larsen Sea ice shelf that broke off near the Weddell Sea in Antarctica in 2017. In particular, they were studying global warming’s effect on Antarctica and the broken ice shelf’s impact on water levels, the environment and the rich sea life that exists in this region. (Curriculum link: The class is studying weather and, in particular, they are looking at how climate change impacts weather and changes the overall climate in the U.S.)
- Finding the Endurance Shipwreck– Additionally, these explorers hope to use Autonomous Underwater Vehicles (AUV) to be the first to find Sir Ernest Shackleton’s ship Endurance, which was lost in an ice floe off Antarctica in 1915 and never found again. All members of Shackleton’s crew survived, but all missions to find the ship have failed. (Curriculum link: The class is studying explorers, namely the Spanish and French explorers who settled in Colorado, their country of origin, and what it took to travel all the way to Colorado.)
Caroline receives an email from the ship every Friday and on the following Monday the students learn of their assignment and plan their weeks around the call with a variety of experts on the expedition. Soon the students made connections with Holly, the main scientist on the ship, and began following her blog (many of our students used their time during Readers Workshop to read about the expedition). John Shears, one of the scientists on the ship, offered his thoughts on the expedition and the kids surprisingly learned that John won the Polar Medal from Her Majesty Queen Elizabeth II. Wow! The students began keeping logs of what they were learning, and a list of questions and what they wanted to learn from the explorers. They wanted to know a lot. For example:
- What makes this expedition different from Shackleton’s Endurance and what would happen if the SA. Agulhas II got stuck just like the Endurance?
- How on earth do they get all that safety equipment and people to Antarctica?
- How do planes stop when they are landing on a sheet of ice?
- What were the scientists learning about wildlife in Antarctica?
- What does Antarctica have to do with Mars?
- What are the explorers learning about other cultures since they are mostly just encountering animals?
- We know a lot about collaboration at Friends School, but why is collaboration in Antarctica so important?
- Tell us where flexibility, adaptability and unpredictability lessons were part of this expedition?
The answers are fascinating! See one of our third grader experts who would be happy to share answers to these questions and all they’ve learned about this project. (Teaser: You can’t touch or hug a penguin in Antarctica unless it’s on the runway, and NASA is studying Antarctica in the hopes it will help astronauts one day live on Mars.)
The students are particularly excited about their last video conference which will be a YouTube live stream with John Shears reflecting back on everything they learned on their voyage: has the climate changed and what are the effects, has the ice gotten thinner, and…did they find the Endurance? We can’t wait to find out!
It turns out modern-day explorers are all around us.You don’t have to go to Antarctica to be an explorer. Visits from two Friends alumni will bring modern-day expeditions right into the classroom. Phoebe Norman (Friends School Fifth Grade Class of 2011) visited 3rd grade last week, and Michael Hansen (Friends School Fifth Grade Class of 2007) will visit soon to share their own experiences of exploring the world and learning about new cultures. Through Where There Be Dragons, Phoebe went to Senegal and Guinea for three months and stayed with two different host families. She shared with the students about adapting to a new religion, living in different homes, eating/cooking different food in different ways, and learning new languages. The kids were all surprised to hear that in some places there wasn’t technology or access to WIFI and phones and that she was only able to communicate back home a few times via email. They loved seeing her pictures and learning about a new country and her experiences
as an explorer. Michael will be visiting the students in March to talk with them about his annual college trips to Argentina to study their culture and business economy. After graduating from college, he traveled to Tanzania to climb Mt. Kilimanjaro where he was immersed in the African culture and completed this expedition that was both physically and mentally challenging. There were challenges and surprises along the way and times where he needed to adjust the course of his travels. But all of them were worth it for the people he met, the places he saw, and some of the unidentifiably delicious food he ate.
Whether it’s Antarctica or Africa or just around our beautiful state, Caroline is always challenging her students to reach beyond their own cultures and learn more about our larger world. She hopes the Weddell Sea Expedition project and the real-life expeditions of their Friends classmates who walked our halls long ago spark a desire to continue to explore and discover new lands and cultures. It’s easy to search online for any place on earth these days. While technology can help us explore different lands and cultures, true exploration happens by actually physically traveling to lands near and far and immersing yourself in the culture.
Which one of our current third graders’ future expeditions will inspire the next generation of Friends students to explore our greater world?Read More