Volume: 1 Issue: 2 June 2019 ........................... SHS Home  |  Alumni Page  |  SHS Reunions

A Place to Belong  is   a periodic e-newsletter for SHS alumni that supplements the print magazine. It is brought to you by Shady Hill’s Communications Office in collaboration with the Alumni Board. These articles make evident that the School of today is vibrant and innovative while continuing to embrace the mission and traditions you hold so dear.   Happy reading! The Communications Office and the Alumni Board

SHS Celebrates Olympic Games Aided by bright skies, the fourth graders' colorful chitons lit up the campus. The Olympics began on The Green, with the Olympians reciting odes to Victory and Zeus. The action moved to the playing fields—javelin, discus, high jump, long jump, and foot races. After an afternoon of impressive performances and great sportsmanship, the athletes returned to The Green for the wreathing and closing ceremonies (and some ambrosia).

An Amazing Middle School Social Justice Day    The day started with an assembly where Middle School Head Krista Demas spoke about the value of kindness. “When you make people feel like they belong, you create community. When you do something to make Shady Hill a kinder, more inclusive place, you are building community.” Director of Inclusion & Multicultural Practice, James Greenwood, introduced  Dr. Michael “Mykee” Fowlin, a psychologist and performance artist who tackles challenging interpersonal issues using a combination of theater, humor, and straight-talk.   Wearing a “Normal People Scare Me” T-shirt, Mykee portrayed a series of characters whose stories each contained instructive kernels of wisdom. For example: With his character of a star college football player, he talked about defying expectations by pursuing an advanced degree rather than joining the NFL. “If you can’t tell the difference between what you’re expected to do and what you need to do, you will lose at the game of life.” With his character of a Mexican student adopted by a Jewish family and growing up in a white, affluent community, he explored the issue of not fitting in anywhere. With his character of a recalcitrant high-schooler, he made the point that part of education is learning to speak up for yourself and against what is wrong, even if it makes the people in charge uncomfortable. Throughout his presentation, Mykee peppered his talk with insightful observations, motivating encouragement, and personal experience, all presented with compassion and gentle humor. Early on, he said, “We need to accept that we are all part of the problem. Knowing that, we need to figure out how we can use our talents and abilities so that people feel better after meeting us than they did before meeting us.” He ended by leaving students with the challenge: for the next ten days, smile at ten people who you don’t normally speak to. “It helps make you feel connected others, helps others feel noticed, and is a simple way to begin experiencing your power.”   Students spilled out of the Assembly Hall and reconvened in 20 classrooms for a series of powerful, faculty-led workshops that made the concept of social justice real, actionable, and immediate. At a closing assembly, students volunteered some of the things they had learned, such as: The importance of being an upstander and an ally. Little acts of kindness go a long way. I am not alone and there are always people there for me. Doing things that might seem small can still have a big impact on other people’s lives. Stand up to bullying. Everyone should be included, no matter how different they are. Not everyone is as happy as they look. No one is alone.

Behind the Scenes: The Curricular Vision that Made Social Justice Day Soar “I am so excited about today because this day has been a dream of mine and others for years,” said Krista Demas, Middle School Head. “History is full of examples of young people standing together and using their voices to spur change. With all of the student activism in the news, Social Justice Day is a timely opportunity to think about who we are, the values we hold dear, and ways to use voice to stand up for our beliefs.”    Shady Hill’s mission guides us to nurture the development of children who will become contributing, ethical citizens. To help accomplish this, the School: creates a safe environment for children to be curious, take risks, and make mistakes recognizes that multiple perspectives inform human experience encourages children to be independent thinkers who can transform ideas into meaningful action A team of faculty and administrators planned the day with the following goals in mind: With Dr. Mykee Fowlin’s assembly presentations: Understanding that, in all the challenges one faces, one is never alone Each of us is more powerful than we realize Goals for the day’s faculty-run workshops: Understanding multiple perspectives Understanding the multiple dimensions of one’s identity Understanding systems of oppression and the many ways they manifest Recognizing our privilege and using our voices and action for change Goals for the middle school’s closing assembly: To end the day together with a tone of hope and positivity along with ideas for simple, small actions to empower

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Family-Style Hockey—A Lasting Tradition   This spring, our JV ice-hockey team played the Ice Sages, a team of SHS moms (past and present). For the past five years, these two teams have played at the beginning and end of the season. Some of the Ice Sages played hockey in high school, some in college, and some only began playing as part of this team.   “This group of strong, smart, compassionate women strikes a perfect balance between fun and fury,” said PE teacher Steph Travers. “It’s great playing hockey with them.”   “I like playing against grown-ups,” said sixth-grade center John Kaneb. “Yeah, especially when it’s against my mom,” merrily added sixth-grade defender Sophia Chester. "So I can beat her!”

Visiting Artist Fund  Broadens Students' Artistic & Cultural Awareness At both the lower and middle-school assemblies, acrobat Li Liu performed an astonishing set of routines. "She seems as comfortable on her head as standing up," one lower schooler rightly observed. Between pieces, Li taught students Chinese phrases, talked about Chinese culture, and spoke about how her acrobat father sparked her interest early on. "At age six, he taught me to do handstands and to juggle. I went to circus school in Beijing and practiced at least eight hours a day."   The performances are made possible by Shady Hill's  Visiting Artist Fund , which brings artists and performers to campus to broaden students' artistic and cultural awareness. This year, the Fund has brought the following visiting artists to campus:

Lower School Odds Bodkin storyteller Jessica Zhou harpist Erika Roderick dance  Middle  School Sol Y Canto band Women of the World Jazz band  Lower and Middle School Willy Claflin storyteller Li Liu acrobat Trend N Motion hip hop dancers

Here’s What’s Open Class Correspondent Vacancies 1945, 1946, 1949, 1953, 1956, 1965, 1967, 1973, 1975, 1977, 1983, 1992, 1993, 2003, 2007, 2008, 2010, 2013, 2014, 2016–2019 Class Agent Vacancies 1945–1949, 1951, 1952, 1955, 1956, 1958, 1959, 1960, 1962,–1964, 1966–1968, 1970–1978, 1981–1983, 1990, 1993, 1998, 1999, 2001, 2003–2011, 2013–2019

Former Head Bruce Shaw Reflects on Parenting, Schools, and His Tenure   “As the 20 th  Century progressed, parenting changed,” Bruce opened. “And when parenting changed, childhood changed.”   This spring’s speaker event was co-sponsored by the Parents Council and Alumni Board. Bruce Shaw, SHS Head of School from 1994–2010, spoke about the trends in the second half of the 20 th  Century that altered parenting and the educational landscape.   In honor of the School’s centennial, Bruce authored a history of Shady Hill’s second fifty years, picking up where Ed Yeomans’ history of the School’s first five decades left off. “By its 50 th  year, Shady Hill was an established school,” Bruce noted. “The question for the community was how to adapt to the times while still staying true to the founding principles.”   “What kind of childhood do we want our children to have?” Bruce framed his remarks with this question that parents and educators regularly ponder. He discussed how the rise of two-working-parent families, commuting, technology, and the increased competition for independent-school admission has affected parenting and today’s educational landscape.   Asked about his most controversial decision, Bruce said, “Dropping Shady Hill’s ninth grade and adding three sixth-grade sections was a wrenching change for many. Yet, the change invited creativity and innovation and strengthened the School.”   A parent asked him to reflect on what he saw as Shady Hill’s strengths. Bruce responded by saying, “The TTC is the single best thing that Shady Hill has ever instituted. When I was a Grade IX gradehead, my apprentices kept me on my toes by asking me why I did things the way I did. The resulting reflection, sense-making, and explaining kept me at the top of my game, benefiting me, the apprentices, and my students. This embedded professional-development engine keeps Shady Hill current, thoughtful, and focused on what is best for students.”

The Alumni Board (L to R): Pratt Wiley '91, Hilary Johnson '01, Isabel Blunt '02, Rachel Cooke '02, Abby Wright '00, Kip Brown '84, Meg Grossman '62 Other members not pictured above: Jeita Phillips '94, Melinda Margetson '76, Nora MacDonald '01, Fred Wang '65, Ariel M. Goldberg '99, Carrie Simonds '95, Kathryn Bayliss Phillips '90, Charlie Wyzansi '59, Elena Rodriguez-Villa '08

Keep Our Oceans Clean. Grade III Service Project Aims to Reduce Plastic Pollution The use of plastic straws has been a popular headline lately, and many organizations are moving toward reducing the number of straws they use. Why? Plastic straws cannot be recycled and are so lightweight that they often blow into waterways. Americans alone use more than 500 million (half a billion!) straws  daily , and although some people do need straws, most of us don’t.    To help raise awareness, Grade III students have been working on a service-learning project over this past winter and spring. In Science and Library class, they researched ways in which plastics affect whales and other ocean life. Using this research and their fabulous whale drawings, third-graders designed and made tri-fold brochures that present important facts and a personal statement that speaks to why limiting straw use is important. The tri-fold asks restaurant customers to “skip the straw” in the hopes that restaurants can move away from automatically putting straws in every drink. Third graders will head out into their neighborhoods and share their trifolds with any restaurant that would like to reduce plastic waste. Keep your eyes out for a beautiful tri-fold on a table or counter near you !

The TTC Welcomes its 2019  Future Teachers Institute  Fellows  This spring, Shady Hill's Teacher Training Center (TTC) ran its Future Teachers Institute (FTI). The FTI is for college seniors and recent graduates who are men of color interested in teaching. During the weeklong fellowship, the Fellows shadowed an apprentice teacher, observed classes, participated in graduate courses, and visited public schools. This year's Fellows hailed from Morehouse College, Lesley University, and Babson College. Our 2019 FTI Fellows are an impressive group of aspiring educators and leaders. We hope they will consider returning to campus next year as apprentices in the TTC Class of 2020. Stay tuned!

Too Far or Not Far Enough?  The seventh graders concluded their term with the Colonial Fair, an exploration of colonial culture and events leading up to the American Revolution. Through a combination of one-act plays, skits, and dramatizations, students examine historical moments through the eyes of the British, colonists, Loyalists, and Patriots. Seeing an event through different lenses certainly muddies the waters about who is right. Whether it’s the Salem Witch Trials, Boston Massacre, Quartering Act, or taxes on tea, so much depends on your perspective.   Each class below addressed a different mix of questions and then presented them to the other sections and guests in a unique way. ●       VII Coleman:  After ignoring the colonies for most of their existence, London decided to re-assert its control over its colonies, following the French and Indian War. Was this a case of the unjust abuse of power or had the colonists had it too good for too long? Each group answered this question by researching one cause of the Revolution, and then they collaborated to write and produce original plays. The theme this year was about perspectives. Before we can judge the past, we have to be able to see from a variety of points of view. ●       VII Farmer:  This winter, we have been studying  The Crucible  by Arthur Miller. On the surface, the play is about the Salem witch trials, but as we analyzed it in class, we discovered that it is also about deeper themes of “othering” or exclusion, gender roles, power structures, and truth. For our Colonial Fair, we decided to adapt four key scenes to highlight these themes. Working in groups, we designed different ways to reveal what’s going on beneath the surface of the plot by adding lines of internal dialogue, projections of mental images, and symbolic set pieces.