Independent School Guide

INDEPENDENT SCHOOLS, UNIVERSITIES AND SUMMER PROGRAMS GUIDE FEATURE: ART TO INSPIRE THE IMAGINATION: NINA LEVY’S NAPKIN DESIGNS, THE HIGHLIGHT OF THE LUNCH ROOM PAGE TURNERS BRINGS ARTISTS AND AUTHORS TO INNER CITY SCHOOLS > >

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DAILY NAPKINS BY NINA LEVY

W hile i packed a lunch for our son’s first afternoon at nursery school eleven years ago, I made a quick little drawing in Sharpie on his napkin. I don’t remember what I drew, but I am certain that I wrote a short note on the napkin telling him to have a great lunch and that I loved him. I was hoping to provide a little reassurance from home and maybe to gain him a bit of extra attention from the teachers who were supervising his lunch. This beginning of the napkin thing seems quite reasonable. Thousands of parents whose children go to daycare with a packed lunch containing a paper napkin no doubt do the same thing. But in our case, the situation escalated steadily from there. While my drawing skills were never great, I did attend art school, and sculpting is my day job. I was therefore perhaps slightly more capable than the average parent of producing convincing sketches of Disney, Dr. Seuss or Sesame Street characters. Like all indulgences

of one’s children, after a napkin drawing had been in the lunchbox one time, it could not go missing without prompting violent protest. As I continued drawing for my first son, I discovered that I was nurturing a small art director and media critic. His requests became more and more complicated and challenging. I was pushing my own agenda, trying to demonstrate to his teachers what sort of edifying books we were reading at home. He, however, had no interest in anything that was not on the bleeding edge of cool for three and four-year-old boys. Pretty quickly, the napkins were mostly demonstrating my son’s intense interest in pop culture, and, that maybe he was being allowed to watch too much television. These napkins were going to lunch at a Quaker school. It quickly became a running joke that it was very hard to come up with images that could scratch the boy culture itch and still be appropriate for a philosophically non-violent lower school lunch. I did my best: Superheroes and villains clutched forks

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THE DAILY NAPKIN DRAWINGS BY NINA LEVY FOR HER 13- AND 9-YEAR-OLD SONS. SHE NEVER MISSED A DAY FOR 10 YEARS; TODAY THERE ARE STILL A COUPLE NAPKINS PERWEEK.

instead of guns. Swords, knives and claws skewered strawberries and broccoli florets. Luke Skywalker and Darth Vader posed, arms around each other, declaring galactic peace. Our younger son soon joined his older brother in campaigning for more complicated, full color napkins, as well as more action and weapons. I slowly acquired an impressive collection of Sharpies, and then bought more sophisticated art markers. I try my best to honor their requests, but as I do most of the drawings after the kids go to bed, it is often not possible to orchestrate a complicated scene involving multiple unfamiliar characters. There were a few school years and summer camp sessions when both boys were taking a packed lunch, and I had to make some timesaving rules like “no more than two characters per napkin.” When I don’t receive a request, I try to draw something that interests them, ideally something that they have been looking at, playing with, or reading about the day before. At bedtime, we often talk about what would make a good napkin image – some oddly appropriate or ironic combination of characters perhaps. The kids definitely see the napkins as a collaborative project. In recent years, thenapkins almost always comebackhome in reasonably good shape. Early on, they were actually used for their intended purpose, and returned spotted with berry yogurt andmustard, if at all. At this point, however, neither kid uses them for anything besides decoration and social lubricant. Several years ago my older son reassured me, ““Oh, I only use the napkin to get attention. I wipe my hands on my clothes.” We have boxes of hundreds and hundreds of returned napkins at home. The boys enjoyed looking through them, revisiting their previous obsessions day by day, and leaving piles of napkins spread all over the apartment. A few years in, I started the napkin blog mostly because I was tired of picking up the used napkins and putting them back in the boxes. The blog allows the kids to look back at the entire Batman, or the “Star Wars characters riding dinosaurs,” themed napkins at one time with much less clean up. Now that they are older, they also like to read my commentary on the images and argue with me about it. Making the drawings nightly encouraged me to stay in touch with whatever my sons were obsessing about on a given day. Knowing a little more about, for instance, the annoying phrase that they are shouting repeatedly all week long helps to make it a bit easier to tolerate. I may find a video game that they adore mostly irritating, but if I have to discover something inside it that would be interesting to draw, I learn to appreciate it a little more. Now that both boys eat in the cafeteria and I no longer pack lunches during the school year, the napkins are no longer daily year round. During school, I make a couple a week for the “bank” so that they can be used for summer camp lunches. The napkins appear to be a habit that I can’t entirely shake. And I just don’t seem to draw as well on other surfaces. While the napkin drawings are clearly an indulgence, I do see them as a bit more than just that. I get something out of drawing them beyond just the positive effect on my relationship with my sons. I view the napkins as a sort of compulsory nightly drawing practice, an enforced pop culture update, and (in my most pretentious moments) a particularly long running sort of performance art. None of the napkins are notable works of visual art by themselves. But, well, there certainly are a lot of them, and the group comprises both a narrative of a particular cultural time and a personal relationship. Over 1400 of the napkins can be seen at dailynapkins.com 194 WESTONMAGAZINEGROUP.COM *

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PAGE TURNERS: BRINGING AUTHORS INTO INNER-CITY SCHOOLS BY CAITLAN ROSSI

I got into the fifth grade because of comic books,” confesses author and illustrator Eric Velasquez. He’s presenting to a class at Guardian Angel School in Chelsea. Eight-year-olds in plaid uniforms seem to grow taller without leaving their seats as they study the image on the screen—a black-and-white photograph of the building in East Harlem where Velasquez grew up. Learning English as a second language, it was the pictures, and not the words, that inspired him to write. Page Turners, a volunteer-based program of the Archdiocese of New York, brings celebrated artists like Velasquez into inner- city schools where enrichment offerings like author visits are a challenge to implement without outside funding. The one-time workshops are no more than ninety minutes, built on the simple

premise that students can enhance their lives with just a pen and paper. Some artists, like Velasquez, keep the presentation informal. He chooses a student to model for an impromptu portrait—his easy sketch so vivid it could walk off the easel and take a seat in the classroom. The unique and unstructured setting of each Page Turners class allows students toapproachwritingwithanewunderstanding. Creative Director Lynn Pitts introduced eighth graders in the South Bronx to the basics of copywriting, challenging them to collaborate and make tag lines. Laurie Calkhoven encouraged kids at St. Ann School in East Harlem tomake nonfiction cool by transforming history. Other classes consider the creative process, experimenting with language, and how to confront and convey our feelings through writing. Some artists come to Page Turners from the greater New

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York area. Others are returning to the neighborhoods where they first began to explore the world around them—a possible starting point for every young writer. “Don’t be afraid to draw a character that has your hair,” Jerry Craft tells students at Incarnation, just ten blocks away from his childhood home in Washington Heights. He even shares his vision for The Offenders , a book about bullying (with a twist): “If you were to write a story about a superhero in Washington Heights, would he really want

with Kevin Pilkington, who taught students to energize their writing with similes. The New York poet then prompted the class to stage their own reading. Seventh graders on the Lower East Side were empowered to become contemporary poets who wrote about God, basketball, and birthdays. Left with the tools to create their own writing community at St. Brigid, students wrote their own poetry collection—then sent a copy to Pilkington as a thank you. In Spring 2017, Page Turners will welcome

writers at every level to find their own voice. Additional support for Page Turners is needed to bring more artists into inner- city schools in the upcoming academic year. For more information about how to donate or volunteer, please contact Danielle Forsythe at (646) 794-3343 or [email protected]

TOPTO BOTTOM: ERIC VELASQUEZ; JERRY CRAFT DRAWING OPPOSITE PAGE: JERRY CRAFT OFFENDERS COMPOSITE

Back in Chelsea, Velasquez begins to dance the merengue. As the congas come through the classroom speakers, he reveals that the little boy who learns to dance in his book, Grandma’s Records , is based on him. Writing about his family and his culture helped him to erase the question mark in his identity; becoming an artist was a natural choice. When the song ends, students wave their hands in the air with questions, and a new rhythm. --- Caitlan Rossi’s work has recently appeared in The Louisville Review, The Westchester Review, Yellow Chair Review and Distraction Magazine. WESTONMAGAZINEGROUP.COM 197 *

to come outside in a long cape?” The gym fills with unadulterated laughter. “Maybe he wears a hoodie or some nice sneakers.” That’s Page Turners bringing motivation into the classroom on two feet. Page Turners celebrated poetry month

Annabel Monaghan, who will discuss choosing writing as a career, publishing, and her suspenseful young adult novel, A Girl Named Digit . Todd Strasser, author of over 140 books for teens and middle schoolers, will teach young students exercises that help

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S U M M E R P R O G R A M S COLUMBIA UNIVERSITY – SUMMER 2017 New York, NY Columbia University’s Summer Sessions offer the opportunity to take classes or begin a certificate program fromacross the University. Taught by world-class faculty, courses are available in over 50 subject areas, including Arts, Business, Chemistry, Computer Science, Economics, Human Rights, International Affairs, Mathematics, Prelaw, and Statistics. Summer is a terrific time to learn something new, advance careers, and meet like-minded people in the setting of one of the

SMITH COLLEGE PRECOLLEGE SUMMER PROGRAMS Northampton, MA For talented young women entering grades 9, 10, 11 and 12 in fall 2017

Smith College Precollege Summer programs offer intellectually stimulating and unique opportunities for high school girls who wish

world’s most vibrant cities. Each summer, Columbia attracts students already enrolled in degree programs, individuals looking to improve their knowledge in anticipation of applying for higher education programs, professionals who want to move toward the next step in their career, and seeking personal enrichment through Postbaccalaureate studies. Summer students have access to the state-of-the-art student center, gym and recreational facilities, as well as one of the most renowned library collections in the nation. The varying academic needs and backgrounds of students who attend the Summer Sessions make the community one of the most diverse and dynamic on campus. Expert advisers help students customize a summer plan of action, whether they have their goals lined up and need a few more courses to fulfill

to pursue their academic interests in the classroom and beyond. Annually, these programs, offer 250 young women the freedom to explore challenging and intriguing subjects, to strengthen their college applications, and to increase their exposure to the Smith undergraduate experience while living and studying with other motivated and ambitious students from around the world. The program offerings include Summer Science and Engineering, Women’s Writing, Discovering Women’s History, Field Studies for Sustainable Futures, and a College Admission Workshop. Each summer, Smith welcomes to these programs young women from many nationalities and diverse racial and socio-economic backgrounds who together form an extraordinary intellectual community. The learning environment is hands-on, collaborative, exploratory, challenging and rich in role models. Professors who are world-class scholars offer personal attention in the classroom while encouraging students’ interests and passions and helping them develop new academic skills. Here young women are taken seriously and inspired to excel—as scholars, scientists, leaders. smith.edu/summer/contact.php

them, or they’re starting a new career and want to deepen their knowledge in a field. Taking advantage of the resources of one of the world’s most esteemed universities can help any student reach his or her next step. Columbia University’s Summer Session 1 runs from May 22– June 30, 2017, and Summer Session 2 from July 3–August 11, 2017. Application deadlines begin inMay. To apply, see a complete summer calendar, and learn more about summer options at Columbia, visit http://sps.columbia.edu/summer2017 In addition to classes for visiting and returning students, Columbia University’s Summer Programs for High School Students offer high-achieving students the opportunity to experience college life in the Ivy League while sampling the vibrancy of New York City as well as programs in Barcelona and online. All programs combine academic rigor and instructional excellence with lively extracurricular offerings and careful supervision and support. To learn more and apply, visit sps.columbia.edu/hsp17

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PRE-COLLEGE PROGRAMS AT BROWN UNIVERSITY SUMMER 2017 Providence, RI A True Residential College Experience PRE-COL EGE PROGRAMS AT BROWN UNIVERSITY SUM ER 2017 Providence, RI A True Residential College Experience

THE COOPER UNION Albert Nerken School of Engineering Summer STEM Program New York, NY lbert r Su r

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New York City is positioning itself as a leader in engineering innovation and has seen a dramatic rise in tech startups in recent years. The Albert Nerken School of Engineering at the Cooper Union has been preparing high school students to pursue undergraduate careers in science, engineering, technology, and mathematics (STEM) fields r it i itself as a l i in ovati dra atic ris i in rece t . erke c l f at the r i prepari g hi pursue r science, e i i , and at e ti for over 2 .

Brown’s Pre-College Programs attract serious college-bound students from around the world. As a student, you’ll live in a Brown University residence hall, eat at a Brown dining hall, and join your fellow students on The College Green—just as you would if you were a Brown undergraduate. You will be surrounded by peers from diverse backgrounds and cultures—all sharing a passion for high-level academics and a desire to succeed at a selective institution like Brown University. A student who completes a Pre-College course is better prepared, more confident, and better positioned to succeed during one of the biggest transitions of his or her life: the move to college. Brown University: 250 Years of Academic Excellence Brown is known in the Ivy League for an innovative open curriculum that challenges students to be actively engaged in their own intellectual development. Pre-College Programs are an opportunity to explore this stimulating learning environment. Academics are at the program’s core, with more than 300 courses in one- to seven-week sessions on campus, online and abroad. Dive deeper into a subject you love or a new area of learning you may never have considered. You will face exciting challenges and accomplish more than you can imagine. Come to Brown Pre-College Programs to experience college life, prepare for academic success, and make new friends from around the world. Brown University Pre-College Programs Providence, Rhode Island brown.edu/summer Brown’s Pre-Colleg Programs attract serious college-bound students from around the world. As a student, you’ll ive in a Brown University residence hall, eat at a Brown dining hall, and join your fellow students on The College Gre n—just as you would if you wer a Brown underg aduate. You will be sur ounded by pe rs from diverse backgrounds and cultures—all sharing a pas ion for high-lev l ac demics and a desire to suc e d at a selective institu ion like Brown University. A student who completes a Pre-Colleg course is better prepared, more confident, and bet er positioned to succeed uring one of the big est ransitions of his or her life: the move to college. Brown University: 250 Years of Academic Excellence Brown is known in the Ivy League for an in ovative open curricul m that challenges students to be actively engaged in their own intell ctual dev lopment. Pre-College Programs are an opportunity to explore this timulating learning environ ent. Academics are at the program’s core, with more than 30 courses in one- to sev n-week se sions on campus, online and abroad. Dive deep r into a subject you love or a new area of learning you may nev r have consider d. You will face xcit ng challenges and accomplish more than you can imagine. Come to Brown Pre-College Programs to experience col ege life, prepare for ac demic success, and make new friends fro around the world. Brown University Pre-Colleg Programs Providence, Rhode Island brown.edu/sum er

VALLEY FORGE MILITARY ACADEMY AND COLLEGE Students work closely with Cooper Union instructors and teaching assistants at the forefront of engineering education. Projects range broadly and include robotics, digital fabrication, computer programming and app development, engineering entrepreneurship, biomedical and genetic engineering, improved urban infrastructure, and even race car design. Faculty and teaching assistants from the departments of civil, chemical, electrical, and mechanical engineering provide students with foundational knowledge and expert guidance to address real-world problems in their respective disciplines of expertise. Students also attend workshops on oral presentation skills, technical writing, career counseling, and college admissions. They are given access to Cooper Union’s library resources, computer facilities, and laboratories to perform their research, design, analysis, and prototyping. Typically, projects include at least one field trip to a local museum, exhibition, or gallery to enhance the students’ experience. This program culminates with each group submitting a technical paper or comprehensive website summarizing their research and design, and presenting their work to an audience of invited guests. To recognize their successful completion of the program students will receive a certificate of achievement from the Albert Nerken School of Engineering. Program Timing: July 10 th – August 17 th , 9:30 am to 3:30 pm, Monday-Thursday Location: The Cooper Union New Academic Building at 41 Cooper Square, New York, NY 10003 Eligibility: Current high school sophomores and juniors living LL OR ILI ARY ACADEMY AND CO LEGE i i ti , c t r e rship, i fr str cture, ist ts fro t l, ele t ical, and mechanical engine ri r i l le ge and expert g i t t ir res ective discipli es f i Stude ts ls t ti ski ls, technical writi , issi s. They are give a t s, ter facilities, a l , esign, analysis, a t l t least one field tri t l l t a ce the stude ts’ e ri . is r r l i ti tec ical paper or c i s rc and desig , a r i f i it g ests. To recog iz t i st ents il receive ti l rt erken Scho l of E i i . Progra i i : July 10 th t rs ay Locati : e C r i 41 Co er , Eligibilit : ur e t i i for over 25 years. The Summer STEM Program is an intensive, six- week experience that immerses students in hands-on engineering design and problem solving, thereby placing students on the right track for careers in technological innovation. i t sive, six- e k ex eri t i ering desig a r l t t e right track for car r i Stude ts w r l as ista ts at t a teac ing ti . r jects range br a l progra i bio e ical and eve r the de art ter

and going to school in the Greater NYC area Find out more at: summer-stem.cooper.edu Contact us with questions: [email protected] and g i t Find o t r t: ontact s it .

BROWN UNIVERSITYMAIN GREEN / PHOTO CREDIT: KARL DOMINEY BROWN UNIVERSITYMAIN GREEN / PHOTO CREDIT: KARL DOMINEY

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SUMMERTECH AT PURCHASE COLLEGE, SUNY Purchase, NY On the campus of Purchase College, SUNY, SummerTech has offered the most complete summer technology camp experience designed for rising 4th graders to rising 10th graders since 2002. SummerTech offers weeklong continuing courses in Java, Python, and Web coding, Animation, 3D Modeling, Film Editing and more. Each class is taught at a 3:1 student to teacher ratio, which gives campers the best opportunity to learn at their own pace while working closely with smart, hard-working teachers. SummerTech has earned a reputation of having the most effective and rigorous coding classes for children offered anywhere. “Our >Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50

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