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magazine annual reportOur Passionate Community ............................................................................................ 3 Robert A. Lake, Head of School & Charles Freiberg, Board Chair

Arts Alive .................................................................................................................................................. 4 Scott Clark, Head-Royce Fine Arts Department Chair

Global Online Academy.................................................................................................... 10 Karen Bradley, Head-Royce GOA Site Director and History Teacher

Human Centered Design ................................................................................................. 16 Crystal Land, Assistant Head of School and Academic Dean

On Teaching History: A 21st Century Perspective ...................... 2 2 Peter Reinke, Head-Royce School History Department Chair

Alumni HeadLines ................................................................................................................... 2 6

Adventures Abroad ................................................................................................................. 3 2 Zachary Land-Miller ’09

Exploring the Big Apple .................................................................................................. 3 3 Camden Louie ’08

In Memoriam................................................................................................................................... 3 4

New Leadership, New Milestones ............................................................................ 3 Jim Cavalieri, Chair, Board Development Committee &

Anna Heidinger, Assistant Head for Advancement

2010–2011 Operating Revenues & Expenses ............................................. 4

Head-Royce Annual Fund .................................................................................................. 6

Head-Royce Annual Fund: Parent Giving ................................................. 16

Alumni Giving ............................................................................................................................... 21

Parents of Alumni Giving .............................................................................................. 2 4

Current & Past Grandparent Giving ................................................................ 2 6

Current & Past Employee Giving ......................................................................... 3 0

Community Support ............................................................................................................. 3 2

Heads Up Program .................................................................................................................. 3 6

Endowment: Named Funds .......................................................................................... 4 0

Endowment: Class of 2011 Endowment Fund ..................................... 4 3

Gifts in Honor ................................................................................................................................ 4 4

Gifts in Memory .......................................................................................................................... 4 8

Anna & Josiah Legacy Society ................................................................................ 50

Parents Association Auction ..................................................................................... 5 2

Cover: Just another day in the Yee/Enelow (“Yenelow”) Homeroom! Clockwise from bottom left, all from the Class of 2015: Madelynn Prendergast (in Jayhawks jersey), Giovanni Ramirez, Gabe Gartland, Karan Rai, Clayton Hill, Michael Kim, Connie Tran, Nico Hoerner, Charlotte Merzbacher, Rachel Adams, Paulina Knight, Davis Avila, and Kendra Andrews. Photo by Ray Louie.

Inside front cover: Angelo Paraiso-Arroyo ’17

Back cover: The Counterpoint ensemble in rehearsal

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The mission of Head‑Royce School is to inspire in our students a lifelong love of learning and pursuit of academic excellence, to promote understanding of and respect for diversity that makes our society strong, and to encourage active and responsible global citizenship.

Founded in 1887, Head‑Royce is an independent, non‑denominational, coeducational, college‑preparatory, k–12 school, which offers a challenging educational program to educate the whole child. The School nurtures the development of each individual student through a program that seeks:

· to develop intellectual abilities such as scholarship and disciplined, critical thinking;

· to foster in each student respect, integrity, ethical behavior, compassion and a sense of humor;

· to promote responsibility and leadership, an appreciation of individual and cultural differences, and a respect for the opinions of others;

· to nurture aesthetic abilities such as creativity, imagination, musical and visual talent; and

· to encourage joyful, healthy living, a love of nature, and physical fitness.

All members of the Head‑Royce community strive to create an educational environment that reflects the School’s core values of academic excellence, diversity and citizenship, one in which each student can thrive. We believe that a program based on these core values will prepare our students to be effective global citizens as they face and embrace the challenges and the opportunities of the future.

Robert A. Lake Head of School

Charles Freiberg Board Chair

Passionate about teaching! It’s a requisite trait of any great educator. At Head-Royce, teachers engage young people most fully when their own impassioned interest and care in what they are teaching is inspired and contagious. We are all beneficiaries of the everyday excellence that is Head-Royce, and this is what gives our school so much of its strength.

Great schools cannot stand still and thrive. Head-Royce has launched a number of new initiatives driven by our innovative faculty, some of which you will read about within these pages. Connected to our focus on global initiatives, Head-Royce is one of 10 distinguished schools across the country and internationally serving as inaugural members of a dynamic new collaborative—Global Online Academy. Launched in September 2011, GOA provides secondary school students and teachers with academically rigorous programs designed to promote global awareness, and create truly diverse online school communities.

Our commitment to fostering creativity and intellectual adventure in our students continues with our new partnership with IDEO, one of the top design and innovation firms in the world. Our faculty will be working with IDEO throughout the year, exploring new models about the creation of knowledge, and how to empower students to participate, communicate and become leaders in innovation. Our mission to graduate students who will become thought leaders in a wide spectrum of fields that exist today—and in those not yet imagined—remains core to all that we do.

This year’s Annual Report, embedded within these pages, speaks to the generosity and far-reaching support Head-Royce received in 2010–2011. The Annual Fund achieved a new milestone last year, having crossed the $1 million dollar mark for the first time in school history. Annual Fund contributions increased by 37%—more than $300,000 above the previous year—and we are deeply grateful for the support of our community. Together with the Auction and Big Night Out in support of Heads Up, the year in giving was a remarkable success. None of this would be possible without the volunteer efforts of our community who contributed hundreds of hours on behalf of Head-Royce and its students.

Our belief in the Head-Royce mission of scholarship, citizenship, and diversity connects our school’s past, present, and future as it unifies our families, alumni and faculty. How fortunate we all are to be part of this dynamic and forward-thinking community. Our sincere thanks go out to you for doing so much to ensure our strength, and our future.

Our Passionate Community

Thank you for your devotion andsteadfast commitment to Head-Royce.

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ArtsAliveWe will create classrooms that encourage students to participate in experiential learning, take risks, view the world through multiple lenses, utilize innovative tools, and demonstrate proficiencies through a range of assessments that include real world problems and performances. —hrs principles of good practice for 21st century teaching and learning

The Fine Arts Department has embraced the challenges of educating students for the 21st century by keeping alive the best practices from the past while striving to innovate and model the very characteristics of effective learners we seek to develop within our students. The following are examples of what is new the Fine Arts Department for the 2011–2012 school year.

A visit to the Lower School art class finds students using VoiceThread to engage in collaborative projects with a school across the bay. At both schools, students delve into hat design projects: one based on San Francisco’s famed Beach Blanket Babylon, and the other an exploration of translating San Francisco architecture into wearable art. As Lower School art teacher Nina Nathan explains, “It is great for our classrooms to connect like this; to have the opportunity to see the other students’ work, to comment on it, and to have their own work seen. Any student can comment on any hat and share their enthusiasm, or even ask questions regarding structure and inspirations.”

scott clark · head-royce fine arts department chair

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The Fine Arts Dance Ensemble (FADE) was created by HRS alum Evan Brody ’01 during his senior year.

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Arts Alive

To deepen their understanding of how sound works, students in Lower School music classes build their own instruments, and this informs the work that they subse-quently do when learning traditional instruments from around the world with our own faculty ethnomusicolo-gist Sarah Noll, who serves as the Northern California Orff-Sculwerk Association President.

The Middle School arts elective program has expanded significantly in the past year. Students may now register to participate in a 7th–12th grade orchestra with conduc-tor Josh Tower. Students in Kathleen Ray’s elective are writing their own scripts for dramatic production. A trip to Willie Adams’ class finds students studying song forms, composing their own works, and recording them using a host of digital technologies. Another new offering gives 7th and 8th graders the opportunity to enroll in a two-year traditional/digital arts sequence that involves exploration of painting, drawing, and sculpture as well as digital photography, graphic design, and animation.

The HRS Upper School Dance program is in its second year of offering an advanced dance elective filled with passionate participants. Kim Agnew, teacher for all HRS dance courses, has provided strong encourage-ment to the development of student leadership, which is reflected in the way the students take ownership of their performances. According to Haley Kerchman ’12, who is the president of FADE (Fine Arts Dance Ensemble), “It’s my goal to inspire the dancers of the ensemble while also pushing them past their own physical boundaries in order for them to learn as much about themselves as possible. It is very important that the dancers are exposed to different dance styles and can challenge themselves with every move.” 

The photo and video course offerings at HRS have expanded significantly this year as well. In Upper School, there are two new UC approved courses that are part of a redesigned four-year sequence for digital photography as well as video production and filmmaking courses. According to teacher Harry Muniz, “With advances in photo and digital filmmaking technology, students are more than ever empowered to envision individual worldviews, sharing their creative work with a global community. Students will be able to take the practical and conceptual skills gained through photography and filmmaking to become more sophisticated and critically aware citizens of our time.” Tour the campus and see the creative work gracing the walls outside the classes, and go on line to view entire collections of projects (thephotodept.posterous.com).

Plans are underway for a choral tour of South Africa next summer. Head-Royce Choral Director Bob Wells is ex-cited about the prospect of taking students to a far away continent. “Our repertoire will include South African songs; music from Venezuela, Canada, and Brazil; and works by Mozart, Bobby McFerrin, and Sweet Honey in the Rock.”

Wells continues, “I have been drawn to South Africa in ways unlike any other place I’ve been to on earth. I want to know more about the culture, the music, the history, and of course, the people. I can think of no one better to share this experience of a lifetime than with the students of Colla Voce.”

A spring performace of Colla Voce

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Whether the tools are traditional or cutting edge, the HRS faculty is always mindful of the place and purpose of the arts in school: to experience those transcendent moments that one can only access through the creative self- expression that is the essence of practicing art. The Fine Arts Department is an active participant in the school-wide initiatives that involve embracing 21st century schooling, and department members are proud that students of the arts at HRS engage with experiential learning that involves risk taking, innovating, and seeing our world from a range of different perspectives. The arts are alive and thriving at HRS!

Seventh graders Wesley Yost and A.J. Stella in a new songwriting course.

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Arts Alive

Jordan Perteet ’14 and Nick Thompson ’14

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Karen Bradley, Global Online Academy Site Director

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AcademyGlobalOnline

karen bradley · head-royce goa site director and history teacher

Head‑Royce has joined with nine other leading independent schools to launch the Global Online Academy (goa). The Global Online Academy is a not-for-profit educational partnership serving member school students in grade levels 9–12. The academy aims to harness the talent, expertise and experience that the consortium schools possess to meet their mission to “translate into online classrooms the intellectually rigorous programs and excellent teaching that are hallmarks of its member schools; to foster new and effective ways, through best practices in online education, for all students to learn; and to promote students’ global awareness and understanding by creating truly diverse, worldwide, online schoolroom communities.”

Expanding the Classroom to the Cloud

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Global Online Academy is an innovative way for our schools to con-tinue to define educational excellence. It is estimated that there are already more than one million k–12 students enrolled in online learn-ing programs in the United States. About 70% percent of US colleges offer at least one online course, but only 16 percent of independent schools are doing any kind of online education. The academy will allow students to share their local perspective on global issues with stu-dents from around the world; it will expand the options and choices available to our students so they can discover or explore their passions; and it will allow them to gain and build 21st century skills which will serve them in college and beyond.

The first semester of Global Online Academy began this September, with six upper school Head-Royce students participating. Five are enrolled in “Global Health,” taught by Jake Clapp of Lakeside School, and one is enrolled in

“Media Studies” with Meg Goldner Rabinowitz of Germantown Friends School (see sidebar for descriptions of all courses currently offered to students). According to senior Max Stayman, the courses are both challenging and exciting.

“We’re using a lot of technology,” says Max, “such as Voice Thread, to share comments and observations. We’re also using Diigo for col-laborative bookmarking of online resources.” Students say that their GOA courses take some getting used to, but “we’re starting to figure it out.”

“It’s been very interesting so far,” says junior Lilly Tahmasebi, “and I really like the teacher.”

The Global Online Academy is not intended to be a degree-granting institution itself, but rather a way for member schools to enrich educational opportunities for their students. All courses count for full credit towards graduation, is an adjunct to their standard course requirements, and are offered to Head-Royce Upper School students at

no additional tuition charge. The teachers who are pioneering GOA courses are among the best teachers from member schools, and our students now have the opportunity to explore some fascinating courses with new and differ-ent teachers and classmates from all over the country—and even from Jordan!

Why are students participating? The three main reasons students give for their interest in Global Online Academy courses are these: the topics are interesting and not available as part of the regular Head-Royce curriculum; they are excited about working with students from other schools; and they are curious about what learn-ing in an online environment is like.

The experience of integrating an online course with a standard course load is not without its challenges. For example, students have to schedule their own class participation time into each week, and a number of them have developed a new appreciation for how much simpler it can be sometimes to show up to a class with a live teacher. On the other hand, by learning how to manage their blended learning experience, students are developing a tremen-dous executive functioning skill that will serve them well in college.

global online academy consortium

Head-Royce School Oakland, CA

Lakeside School Seattle, WA

The Dalton School New York City, NY

Sidwell Friends School Washington, DC

Punahou School Honolulu, HI

Germantown Friends School Philadelphia, PA

King's Academy Madaba-Manja, Jordan

Albuquerque Academy Albuquerque, AZ

Catlin Gable School Portland, OR

Cranbrook Schools Bloomfield Hills, MI

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Global Online Academy

Sharing strategies and tech tips with the other students enrolled in GOA classes definitely makes the transition to online learning easier for students, and they meet with Head-Royce Upper School teacher and GOA Site Director Karen Bradley on a regular basis to support and help one another in this pioneering endeavor.

What’s next? New courses that will be available for Head-Royce stu-dents in the spring and summer of 2012 and academic year 2012–2013 will be announced in late October. We hope to have a Head-Royce teacher in the course line-up in the near future. Head-Royce faculty are interested in teaching GOA courses for some of the same reasons that students are: they think it will be interesting to teach students from multiple schools at once in a virtual setting; they want to know what might make an online class “sing;” and they want to evaluate emerging research that suggests that blended learning (that is, student learning that is partly face to face and partly conducted in an online environ-ment) may deliver better results than either face to face or online learning alone.

Everyone recognizes that even fantastic online courses don’t replace the great face to face relationship that many kids have with teachers at our independent schools, and that these relationships are such an important part of their educational experience. The Global Online Academy sees itself as an institution that can go beyond the classroom without ever replacing the bricks and mortar that are the repository of generations of voices learning, generations of voices teaching, genera-tions of shared experience. Think of it instead as raising the roof of the classroom—to the cloud.

Brian Burns ’14 makes a point in U.S. History

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Lilly Tahmasebi ’13 has enrolled in the Global Online Academy.

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Global Online Academy

Global Health What makes people sick? What are the best ways to mitigate health disparities? Using an interdisciplinary approach to address these two questions, this course hope to improve students’ health literacy through an examination of the most significant public health challenges facing today’s global population. Instructor: Jake Clapp, Lakeside School, Seattle

Math for Computer Science This course gives students a chance to explore the math concepts and techniques that form the basis for programming and computer languages. It touches on logic and Boolean algebra, number theory, recursion, graph theory, and other topics. Students explore these through projects and programming challenges, learning theory and application as they create their own solutions to open-ended problems. Instructor: Aran Glancy, The Dalton School, New York

Media Studies Media studies is a rich interdisciplinary subject that builds a bridge between the creation of visual arts, and the analysis of texts in subjects such as English or history. Students in this course develop the ability to question what a given visual text is trying to say, how it goes about saying it, and what impact the medium has on the message. Instructor: Meg Goldner Rabinowitz,

Germantown Friends School, Philadelphia

En Otra Voz: Perspectivas del Mundo Hispanohablante (Advanced Spanish) Students explore the history, literature, and film of different Spanish- speaking regions of the world while developing their individual competencies in written and spoken Spanish. They read news websites and blogs, listen to radio programs, watch news videos, and summarize and report events to the class. These experiences offer students the opportunity to deepen their understanding of global diversity and their own place in the world. Instructor: Emily McCarren, Punahou School, Honolulu

Urban Studies How do cities work? Who does the work? Who are they working for? What are the answers to these questions for your city? Students in this class explore the answers to these questions within the context of urban planning, sustainability, leadership, and civic engagement. This is a hands-on, seminar-style course designed for students from around the world to work together to engage their respective communities and help address various urban issues through the completion of a plan which students develop for a client. Instructor: George Zaninovich, Catlin Gabel School, Portland, OR

The following courses are currently offered to students at all GOA member schools:

what would make a fantastic goa course?

Send us your ideas! Email GOA Site Director Karen Bradley at kbradley@headroyce.org

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During our opening faculty meetings in late August, the entire Head-Royce faculty spent a morning clustered in groups, enthusiastically covering walls with post-its, calling out ideas, and engaging in IDEO’s human-centered design process. Two designers from the Silicon Valley’s celebrated design firm led 100 people through each step of the process in order to train teachers and administrators on ways to apply elements of “design thinking”—often used to innovate in the business world—to our classrooms and school-wide projects.

crystal land assistant head of school and academic dean

HumanCenteredDesign

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Head-Royce teachers Neethi Venkateswaran

and Andy Spear

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The process, in its simplest form, includes discovery or empathizing with the user (what’s it like from a child’s point of view?); interpreta-tion (what does it all mean?); ideation (what are the many possibilities we can approach the problem including out-of-the-box, off-the-wall ideas); prototyping/experimentation (models for innovation and change); and evolution (what worked and what needs changing?).

In order to apply this to Head-Royce and to best serve the needs of our students, we asked all teachers to join a team, identify an interdisciplin-ary, collaborative challenge and spend the year working on this project. We currently have 25 faculty groups actively engaged in identifying challenges and using the process to best “solve” the problem or develop a new and better way to approach it.

What makes the design process worthwhile? According to Lower School Learning Specialist, Kristi Farnham Thompson, it forces groups to go beyond the conventional solution: “Instead of getting stuck first in the limitations or the practicalities, we brainstorm and imagine first before we focus on constraints. It keeps us in a place of thinking of more and more ideas rather than jumping too quickly to limited solutions.”

Faculty have enthusiastically embraced their many projects with cre-ativity and out-of-the box thinking. After two formal meetings, groups are in various stages of interviewing users, brainstorming ideas and developing protoypes.

In the Lower School, one group is eagerly exploring how to create better teaching and learning spaces outside the classroom. The team toured and photographed current spaces where small groups of stu-dents often congregate. They are now brainstorming ways to redesign these spaces to make them more comfortable and useful for student learning and creativity. Some ideas in round one include simple changes in furnishings, innovative use of wall space, more effective

use of sound, development of reading nooks, etc. The next stage in the process, according to Farnham Thompson, is to interview the users (in this case 2nd graders) and engage them in the design. “The teachers have developed our own brainstorming list; now it will be fun and help-ful to have the students create as well.”

In the Middle School, history and science teachers are currently creating an interdisciplinary project that integrates these two subject areas. They are posing the challenge: How will the cell phone of the future (2020) adequately address the cultural, social, health/safety, environmental, and economic problems created by today’s cell phones? Students will begin to form research teams to best understand the current issues. These research groups will then “jigsaw” into design teams with one member from each research group in order to come up with prototypes for future cell phones. Middle School history teacher Eric Taylor believes this type of project allows students to engage in the material through hands-on, connected learning, using a real world problem that they may face in their future professions.

In the Upper School, a group of English, history, music and art teach-ers are focusing on strengthening 9th graders’ understanding of the rich cultural and historical aspects of their study of India. The teachers involved in this project interviewed students to gain feedback on our teaching of Indian history and literature, a central unit in the spring of 9th grade. According to English 9 teacher, Margaret Yee, “We’re excited to design three practicum sessions, one covering Indian music and dance, one featuring a panel of South Asian teachers sharing their experiences growing up, and one focusing on India’s role in the global economy.  We hope that these efforts will make the students’ understanding of the novel A Fine Balance much richer, and that they will alleviate the ‘darkness’ that the students often associate with that text.”

HRS faculty collaborate on their interdisciplinary design projects, inspired by IDEO, one of the world’s leading design and innovation firms.

Left: Middle School teachers Eric Taylor, Lauren Railey, Ryan Garrity, and Kenny Ewbank.

Right: Upper School teachers Chris Kinney, Chris Davies, and Mark Schneider ’00.

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Human Centered Design

Other groups are tackling concrete needs by asking big questions such as:

“How can we get students to prioritize understanding over grades?” “How can we make time and overcome obstacles to create and foster meaningful authentic connections among staff, faculty and administration?” “ How can we enhance the outdoor

play space for Lower School?” “How can we repurpose the Library and Café for the best student use?” “ How might we create a multimedia archive integrated

into our website for the past, present and future members of the Head-Royce community?”

“How can we create a post-AP Upper School interdisciplinary project for the last three weeks of May?” “ What can the 9th and 12th graders

physically build together?”

Our ultimate goal in this year of design thinking is to inspire teachers to approach projects and topics in innovative ways. We hope, through design thinking, to model an effective, creative and thoughtful problem-solving model for our students that will apply to their lives beyond Head-Royce School.

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interdisciplinary projectsproject name essential questions

Celebrating our 125th Anniversary How might we create an archive (i.e. photo, video, narrative) integrated into our website for the past (alums), present (students/parents), and future (prospective families) for the Head-Royce community?

6th Grade by Design How can we create meaningful crossover experiences between core content in 6th grade?

The Welcome Room How can we create a space that visually represents the HRS mission?

The Force for Fun How might we enhance the outdoor play spaces for Lower School?

Admissions EQ What if the admissions process adapted a better EQ assessment? Would it improve the process to include an EQ component?

That's Debatable How can we affect/change the debate curriculum and space to provide a safe, comfortable and varied experience for debate students?

Savvy Kids How can we show students that media literacy, information literacy and digital literacy are all connected to LIFE, library, and computer?

Be A Good Citizen! How might we foster and promote citizenship in athletics, P.E. and playground?

Repurposing the Library How might we move the center of Upper School social culture away from the library into the Jayhawk Café?

Project-Based Learning in the Upper School

How would we design rigorous, real-world interdisciplinary projects that would occur after the AP Exams?

Grade Grubbers Beware How do we create a classroom environment where grades are secondary to understanding?

Una Escuela, Por Favor! How do we establish a connection with a school in another country in order to practice authentic communication in the target language?

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Human Centered Design

project name essential questions

Star Light, Star Bright, First Star Lab I See Tonight

How do we utilize the Star Lab in our Middle School language classes?

The Exquisite Corpse in 3D What project can we design for the 9th and 12th graders to build together?

Inspired by India How do we go deeper into the study of India in English and History 9?

Blending Music, Art, and Literature How might we create a meaningful experience inspired by art, literature, and music of the past four decades for the 7th–8th grade?

Community Connections How can we make time and overcome obstacles to create and foster meaningful, authentic connections among staff, faculty, and administration?

iPhone and Beyond How will the cell phone of the future (2020) address the cultural, social, health, and environmental problems created by today's cell phones?

Exploring Oakland How might we make the study of Oakland the theme/thread of our 1st grade curriculum?

Only Connect! How might History 11 and English 11 teachers make better logical connections between ideas in reading and writing?

And the Beat Goes on… How can we teach students about the connection between art, music and literature?

Making Space for Learning How can we creatively and most effectively use all available spaces in and around the 2-5 building as teaching and learning environments?

Video Pen Pals How do we establish an interactive classroom between schools in two different countries?

Beyond Binary Numbers: Computer Science in the Middle School

How can we inspire all Middle School students to embrace computer science?

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From Voltaire (History is Fables Agreed upon) to Churchill (History will be kind to me for I indent to write it), there is often a societal cynicism about history; a subject purportedly contrived of dry facts and political conclusions that students are taught to memorize. This cynicism appears to have perme-ated too many American schools; according to the National Assessment on Educational Progress (neap), half or more of teenagers in the United States cannot identify a single right provided by the First Amendment or adequately understand that the U.S. Constitution is predicated on the will of the people.

A 21st CenturyPerspective

On Teaching History:

peter reinke · head-royce school history department chair

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History Department Chair Peter Reinke

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Our work at Head‑Royce could be a model for the country; we have crafted a program that engages and enthuses our students and our global body politic. Our work has resulted in outstanding Advanced Placement American and European History programs and courses such as Comparative Politics and Constitutional Law while offering a curriculum shaped by student centered teaching and a global perspective. Importantly, our students learn how to apply the striking lessons of yesterday to the challenges of modern society.

Making history relevant involves designing a student-centered class-room. Our instructors are not modeled on Mr. Chips, lecturing on the Peloponnesian Wars or the British tax policies of the 1760s. Our students do not sit neatly in rows, merely listening to a teacher who fills their heads with facts. Rather, our classrooms are social science laboratories where students grapple with the big ideas—both new and old—committed to finding solutions to age-old problems. As facilita-tors of this process, our teachers exemplify and facilitate collaborative problem solving, recognizing how important and empowering it is for a young person to be encouraged to ask those Weberian “inconvenient questions” while given room to seek new answers to them. Such a model empowers our students to see themselves as full participants in the identification of problems, offering solutions for our society through the lens of historic triumphs and challenges.

Certainly, our course offerings demonstrate this “social scientific” approach to history; Psychology, Cultural Anthropology, Economics, Ethics, Environmental History and Islam are just some of the “history” classes that we offer; courses that challenge students to take historical ideas and theories and explore how they play out in the modern day. In fact, our history courses embrace the global mission of our school; coaching young people in grappling with citizenship and themes of diversity while ensuring a vigorous academic experience.

In effectively coaching students towards good citizenship, our depart-ment believes that throughout a student’s time at Head-Royce, he or she must tackle the same themes in diverse ways; as the mind matures, the student likely sees the same question or challenge differently. In order to ensure these through lines, collaboration among the disci-plines and grade levels is key. For example, our sixth graders meld both American Literature and history as they read Karen Hesse’s Witness;

examining the nuance and imagery of a beautiful text while unpack-ing the unsavory and ruthless politics of the Ku Klux Klan of the 1920s. Importantly, a key part of this unit is drawing on Upper School teachers to discuss the history of the Klan and the complexities of critical race theory. For many students, as they tackle the study of American slavery as sophomores or as seniors, the experience of interacting with Witness remains an important cornerstone in looking at race in American society.

The department’s pedagogy relating to the Constitution is equally impactful across the trajectory of a student’s life at Head-Royce; the 4th grade’s visit to Sacramento to explore how California government works to sixth grade skits and projects on the Code of Hammurabi to 7th grade efforts at writing letters to the editor and to Congressmen and Senators, culminating into Upper School discussions with public policy experts and elected and appointed officials who talk with our students as part of the “Discussions in Leadership” Series. Over the years, individuals from the Honorable Jean Quan to Arianna Huffington have interacted with our students as part of that series. Importantly, as a result of this effort, following an inspiring talk from former Golden State Warriors player Adonal Foyle, Head-Royce char-tered the first high school chapter in the nation of Democracy Matters, Mr. Foyle’s nonpartisan student group that works to engage young people in the civic process.

As our school’s Constitutional Law teacher, I am struck by how our work on civics issues truly encompasses common cause across the disciplines and into our alumni, parent and grandparent commu-nity. Andrew Rabens ’01, spoke last year as part of the Discussions in Leadership series about his work as an official in both the Bush and Obama State Departments, a wonderful opportunity for Head-Royce students to see what their lives could be like in a decade. For several years, the Honorable Marvin Baxter (grandfather of Evan ’17 and Alison Simons ’16), Associate Justice of the California State Supreme Court has invited my law seminar students to hear oral arguments and meet privately with him, allowing them the opportunity to unpack the Constitution with one of California’s most insightful and respected jurists. Along these lines, the Honorable Justice Harry Pregerson of the Ninth Circuit (and grandfather of Dani ’07 and Elana Rodan ’04) invited the class to have dinner with him and talk about how judges

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interpret the Constitution. A number of alumni have credited these experiences with making a choice to pursue law as a career, certainly an important lesson for teachers of the need to draw on experts from the community to help train our young people in our discipline, and illustrating how scholarship leads to applying theories effectively to real world issues.

No article on our department’s efforts to inspire citizenship and engagement with history would be complete without acknowledging our work on the green revolution. Our Asian Studies instructor (and Sophomore Dean and Global Studies Director) Saya McKenna and our Comparative Politics instructor (and Global Online Academy Site Director) Karen Bradley have designed compelling and collaborative projects where students in both classes can work together to learn about the local impact of China-U.S. economic relations. Importantly,

this unit includes visits to the Alameda County Waste Management facility in San Leandro and hearing from experts around the issue of global consumption, while encouraging students to think about exces-sive waste and pollution.

In graduate school, I spent a great deal of time with the works of John Dewey; it is striking that the exhortations that he offers to early 20th century teachers ring true as well for those of us in the 21st. Our students have enormous access to information; we support and coach them in synthesizing it and applying it to their lives. In embracing the ideal of the classroom as laboratory, History teachers could alleviate the sobering data from the neap, giving way to a generation of en-thusiastic and agile learners who are ready to roll up their sleeves and engage in effective global citizenship. At Head-Royce, our 124 years of progressive teaching allows us to be leaders in this effort.

Teaching History

Our students have enormous access to information; we support and coach them in synthesizing it and applying it to their lives.

Tenth graders Max Leefer van Leeuwen, Gregory Hui, and Ryan Kim

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Alumni HeadLines

1956Susan Fratis Penny writes: “My family and I have had a summer full of travel. My son went on an around-the-world trip. He and his wife spent September and early October in New Zealand for the International Rugby Tournament. My daughter and I went to Barcelona for a week, then on a Princess Cruise of Italy, Greece and Turkey for two weeks. I am still in my apartment in Japantown where I’m still doing water aero-bics in the building pool. I am working on my second book and have joined a writing group— Goat Hill Writing Collective—formed mainly with friends from the Fromm Institute at USF which I still attend. My life is busy and reward-ing, surrounded by family (all now living in San Francisco) and dear, stimulating friends.”

1959

Leslie Farnsworth Wilson writes: “Keeping up at 70! A visit with Jackie Belden Macintosh in Winchester, England—passing the news on to Cynthia Neuhaus Doubleday—two great friends I value mightily! Joined by Dana Tolles Beach to introduce her to Guatemala. Just completed project advisory work on a black and white photography book with Guatemalan friends Guatemala: People of Tradition. A good year!

1960Louisa Schaefer Ertl writes: “No special news here except that my recent hip replace-ment operation went very well. After 11/2 years, I am finally walking again without crutches or cane! I feel it’s a triumph! It still isn’t perfect, but it’s getting there. I must continue to do my physical therapy faith-fully! I continue to teach English (I don’t earn much, but it’s fun) and help my husband Robert in his office with the bookkeeping. At 70 and healthy and active, he’s still operating his company which builds special conveyor systems, mostly for the steel industry.”

1972Sally Wiedman McGrath: “I’m spearheading the upcoming reunion, for which I’ll be the class chair. Please let me know if someone else would like to be co-chair.”

1973 Ingrid Knudson Tillion reports that, “We are retiring from the business of almond farming and moving to the Monterey coast!”

1974Robin Royer writes: “The class of 1974 hasn’t always had a large attendance at reunions, but that may be changing. Thanks to the efforts of Alison Furth, the class of ’74 is now congregat-ing on Facebook and there have been lively exchanges and some in-person gatherings.  A group of us actually made it to the last re-union, even though it wasn’t our reunion year.  If you are interested in reconnecting with your circa 1974 classmates, please reach out to Alison on Facebook.”

Alumni: please send us your news and notes. We also welcome ideas for articles and alumni profiles. See the form that is inserted in the magazine.

Les Farnsworth Wilson and Jackie Laws Belden Macintosh during a visit this summer

Jackie Macintosh having fun!

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1978Elmer Mark Kropp writes: “Dr. Livingstone, I presume? My trip to the Amazon made my head spin. Never had I imagined going and I am still processing.” And in other news, as reported by the Augusta Chronicle on June 4, 2011, “Elmer Mark Kropp, MD, was unani-mously elected Treasurer of the American University School of Medicine Alumni Board. The first order of business was the establish-ment of grants to support students on medical missions in Bolivia and South Africa. In addition, he and his wife returned to Jacunda, Para, Brazil where with assistance from the Governor of Kansas and Professor Kathi Shupe they are establishing a clinical rota-tion which includes new research for cures of disease in the Amazon.”

John Reichel wonders, “Do they still have competitions between Lincs and Chans? This was around 1975. The schools (Head and Royce were separate then) arbitrarily assigned students who would be either Lincs or Chans—Lincs for Lincoln Ave in Oakland and Chans for Channing in Berkeley, the old address. There were team competitions between the two. That was fun. It was a good way to con-nect with the historical past. I have seen the old buildings in Berkeley many times but had not known that they were the old school.”

1981Terry Nelidov recently relocated with his or-ganization, Business for Social Responsibility, from San Francisco to their office in Hong Kong. “I work with companies in Mongolia, Kazakhstan, and the Philippines to help them improve their social and environmental per-formance. It’s exciting to be a part of the ‘new Asia’. Let me know if you’ll be coming my way to visit.”

1983 For the better part of the last year, Harry Zimmerman worked on Marvel Studios’ production of The Avengers. The film was shot in New Mexico, Cleveland, and New York, and now he’s taking some time off.

1984Shana Tarter has been helping design a new residential campus for the Wilderness Medicine Institute of the National Outdoor Leadership School. This campus is situated on 240 acres of land outside of Lander, WY.

After the master plan is complete, they will put a conservation easement on the rest of the property preventing further development on this stunning piece of western high desert landscape. In addition to designing a facil-ity optimized for our wilderness medicine courses, the institute is anticipating that this high performance facility will be certified at the LEED Platinum level.

1986Persis Berlekamp is pleased to announce the publication of her book Wonder, Image, and Cosmos in Medieval Islam, published by Yale University Press in 2011. For the academic year 2011–2012 she is also a Fellow of the Aga Khan Program for Islamic Architecture at Harvard University.

Excerpt of the book review from Yale Press: “This original book untangles fundamental confusions about historical relationships among Islam, representational images, and philosophy. Closely examining some of the most meaningful and best preserved pre-modern illustrated manuscripts of Islamic cosmographies, Persis Berlekamp refutes the assertion often made by other historians of medieval Islamic art that, while represen-tational images did exist, they did not serve religious purposes. The author focuses on widely disseminated Islamic images of the wonders of creation, ranging from angels to human-snatching birds, and argues that these

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Alumni HeadLines

illustrated manuscripts aimed to induce won-der at God’s creation, as was their stated purpose. She tracks the various ways that images advanced that purpose in the genre’s formative milieu—the

century and a half following the Mongol con-quest of the Islamic East in 1258. Delving into social history and into philosophical ideas relevant to manuscript and image production, Berlekamp shows that philosophy occupied an established, if controversial, position within Islam. She thereby radically reframes repre-sentational images within the history of Islam.”

Lucan Way and his wife Dr. Zareen Ahmad, a rheumatologist in Toronto, are due to have twin boys in November 2011.

1987Randall Cook has some news: “After almost 12 years at Gracenote, I have left and joined a startup in Emeryville called ConnecTV. I am really enjoying my new position and look forward to building a team to help its prod-ucts and technologies grow. I haven’t felt this focused since Evan Gilbert ’88 and I started Wildcat Canyon Software back in 1993. I am distracting my wife and kids with a major home remodel so they don’t notice my long hours at work. So far, so good.”

Ken Denmead has a new book coming out. His third book is titled The Geek Dad’s Book for Aspiring Mad Scientists and hit the bookstores on November 1. It’s chalk-full of science projects

for kids and parents to try together, or for kids to do for science fairs. Note: there’s a shout-out to his Head-Royce science teachers in the

“Special Thanks.” Ken continues to run the popular GeekDad blog at Wired.com, and still has his ‘day job’ as a civil engineer working on transit projects in the South Bay.

1988Jason Langkammerer and wife Samantha Hero welcomed Beckett George Langkammerer into the world on March 23, 2011, future mem-ber of the HRS class of 2029!

1991Pamela Smith Diebel is currently a kindergar-ten teacher in a Berkeley public school, has been married for five years, and is a mother of three.

1992Ann Hertelendy writes that she’s enjoying fundraising for the UCSF Ophthalmology department—and is also looking forward to next year’s Class of 1992 20-year reunion.

“Dang we’re old!”

1993Connie Cabello married Alex Boyd in 2007 and they have a beautiful 2-year-old son, Diego. Connie attended USF School of Law. She then Connie worked in the family law department of Bay Area Legal Aid for many years until recently, when she joined forces with her former colleague to begin her own firm, Cabello & Lezin. Connie took a brief break from practicing law after the birth of her son, when she moved to the Middle East to embark on the new adventures of parenthood. She is excited to be back in the Bay Area and excited about this new business venture.

Beckett George Langkammerer

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Angela Walter Wells and her husband, Jonathan, are happy to announce the birth of their second son, Bennett Michael Wells. Bennett was born September 18, 2011, and joins big brother Tyler Walter Wells (age two). They live in Atlanta, GA.

1994Elias Plishner and his wife Emily welcomed their second child, Jonah Evan Plishner on April 25, 2011. The Plishner Family, including big sister Lilah, are all doing great.

1995Erica Klaus, MD married Creed Stary, MD, PhD in La Jolla, CA over Labor Day week-end. They will be moving back to the Bay Area next summer after finishing anesthesiology residency in order to complete fellowships at Stanford University in pain management (Erica) and research (Creed). The wedding was also attended by Kathryn Patton, who has been Erica’s best friend since HRS!

1996After 10 years of medical training, Renee Benson graduated from her pediatric pulm-onology fellowship in June. She has started a new job as pediatric pulmonologist with Bay Area Pediatric Pulmonary at Children’s Hospital & Research Center Oakland and California Pacific Medical Center.

1998Kelly Brandli Crocker lives in Oakland with her English musician/teacher husband, James (together for 11 years) and their 4-year-old son, Dorian. They are expecting a little girl, Lydia, in January. Kelly works full-time as a registered nurse in the Family Care Center (mother/baby unit) at Alta Bates Summit Medical Center and loves her job.

Peter Leroe-Muñoz writes: “Just wanted to drop a note and let you all know that I am cur-rently serving my first term as a City Council Member for the City of Gilroy. I am really enjoying public service and leadership.”

2000 Naomi Shatz reports: “After practicing civil rights law in New York City for a few years I moved to Boston, where my husband is doing his surgical residency. Our daughter Noa was born in May, and I am now clerking on the Massachusetts Supreme Judicial Court.”

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Francesca Valerian married Carey Brown ’98 in a double wedding with Dominic Valerian ’98 and Xinying Chi. The celebration was held on August 20 in Paso Robles, CA. It was a beau-tiful day and quite the Head-Royce reunion. Both couples are living happily ever after in the Bay Area.

2001Kimberly Ang recently took a break from making robots for the government to participate in her first runway show at the Liberty Hotel during Boston Fashion Week. Rodriguez-Ang Designs premiered the Hanes collection, an apparel line made from upcycled t-shirts and stretch vinyl, embodying chic, affordable, and sustainable design.

2002Ben Rosenberg writes that he is now a 4th year Ph.D. student in applied social psychol-ogy at Claremont Graduate University. He received his M.A. in May 2010 and recently published his first article in a peer-reviewed scholarly journal. The paper, written with two colleagues and his advisor, assesses the abil-ity of online vs. face-to-face social support to ameliorate the effects of a traumatic life event. It was published in the September 2011 issue of the journal Computers in Human Behavior.

2003Ciara Sanker reports: “Since this summer I’ve been hosting a pop-up café at my house in North Oakland, which has grown from a gathering of just a few friends to a regular Saturday morning event with friends, neigh-bors, and anyone else who wants to come chat over coffee and breakfast in the garden. Rogue Café started as a collaboration with my friend Eric Thoreson, who roasts coffee in Oakland for the startup OneNinetySeven, and has become a fixture in my North Oakland neighborhood! You can follow along with us on Facebook (facebook.com/roguecafe), or come say hello if you’re in the neighborhood.”

Ciara Sanker ’03 (middle) with friends at the Rogue Café

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2004Courtney Parham wants to share with you her new accesso-ries line, Stella & Dot. They just launched their stunning Holiday 2011 collection, which has already been featured in Vogue, InStyle, and Lucky.  At right is a photo of Courtney’s favorite piece, the Pegasus Necklace!

Elizabeth Weitzen has had a busy summer and fall as an actor and costume designer in New York City. She finished work on several shows, including Purple Rep’s Ampersand in the New York Fringe Festival, Shakespeare’s Gospel Parodies with the Dark Lady Players, The Love Letter You’ve Been Meaning to Write New York at 3LD artspace, Papo Colo’s Confessions of a Face 2011 at ExitArt, and Ball Today reading series by Nicholas Knight. She can be seen in the upcoming parody of restoration comedy Any Which Way Thou Would’st Have It! A Decidedly Gay A-Morality Play. The show will go up in early December at the Barrow Group Theatre; she’ll be playing a pirate! Elizabeth is also on the organizing committee for the New York City Slutwalk which took place on October 1. Her perfor-mance with the Dark Lady Players will appear in a BBC documentary about questioning Shakespeare’s authorship.

2005Daisy Alexandra Linden was recently promot-ed to ‘Strategist’ at San Francisco innovation and leadership consulting firm SYPartners. She is beginning her second year of trustee-ship at Oxbow School in Napa, which she attended for a semester of HRS junior year. She lives in Emeryville with a small, cat-shaped terror by the name of Mister Cat Pants.

2006David Tran: “After taking a leave of absence from my master’s in computer science at Stanford, I co-founded Crowdbooster (crowd-

booster.com) with two other Stanford alums. We are building the world’s first intelligent social media dashboard and our customers include Jetblue, Britney Spears, Lil Wayne and many more. We are angel-funded and have been featured in Techcrunch, Mashable, Forbes, Inc., and the New York Times. Starting a company has been an unbelievably rewarding adventure. I never imagined learning so much so fast.”

2008 Hilary Katz became captain of Mount Holyoke College’s Western Riding Team this year. “I have been a part of the team since it was founded

my first year at MHC. Last year our team qualified for semi-finals, and this year we’re hoping to make it all the way to Nationals!”

2009Hugh Henry Green is president of the Emory Lacrosse Team who just won their first annual Kaminsky Cup. He is also vice-president of Global Environmental Brigades and led a service trip to Panama this past summer. Hugh is a lab tech in the Lain Group working on Quantum Dot Sensitized Solar Cells and a professor’s assistant working on evolutionary diet and modern chronic diseases. He is an environmental studies major, with architec-ture minor and recipient of best speaker award from the Scholarly Inquiry and Research at Emory Program (SIRE).

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I left San Francisco airport on July 10 with four other UC Davis students, all doing the same UC education abroad program. Twenty-three hours of brutal but fairly uneventful travel later, we were in the southern beach town of Cádiz, Spain. We spent one of the more enjoy-able months of my life here in Cadiz, swimming, talking with the locals, and, of course, eating and drinking the local fare. There was also the intensive language pro-gram where we took language and culture classes. These classes included presentations on topics of our choice such as Spanish castles, tapas, and wine (for one of the more entertaining projects search “tipos de tapas” on YouTube).

One of the things everyone told me before I left was that if I wanted to learn Spanish I couldn’t speak much English, and I shouldn’t hang our with other Americans. This was fairly hard to do seeing as we (40 UC college students) were all living together and just getting to know each other as well. One of the biggest problems that we discovered is that it’s hard to be “yourself” while struggling to speak only in Spanish. My friends and I all were able to communicate anything we needed to in Spanish (given enough time), but I couldn’t make the same comments and have the same types of conversa-tions as I could in English. However, after getting to know each other for a few weeks we started to speak more and more Spanish until we were naturally convers-ing with each other by the end of the month.

Seeing my language skills improve is an amazing feel-ing, but everyone also underestimated how hard it is to become fluent in a language. There are subtleties and tricks that take years of living here to master, but my family and friends at home were correct in that my

Spanish only started to improve when I started speak-ing it a lot everyday; it’s easy to think acquiring the language will come naturally from studying and just being here but you actually have to put in a lot of work to improve. Learning a new language and living in a country where it is spoken is a mental battle. Everyday I feel as though I haven’t improved at all, and yet I also know that it’s necessary to speak it constantly. Within my first few weeks of studying abroad I had to get over the fact that I would struggle and give countless blank looks to people whom I did not understood. However, this feeling of helplessness is rewarded now when I can string sentences together without thinking—and can understand every single word someone has said in a cascade of rapid Spanish.

After Cádiz, I had some time to travel. Everyone im-mediately found Europe’s budget airlines where short flights can be found for less than 10 Euros. Taking full advantage of this, I spent an amazing three weeks travel-ing through Portugal and England. Ten days in England was a nice little break from struggling with Spanish and Portuguese during the past month, but by the end I found myself missing speaking Spanish. It’s almost addictive working on a new language, because although it’s incredibly frustrating it can be even more rewarding.

Now, as I’m writing this article, sitting in my Madrid apartment, I realize that I’ve been in Spain for over three months already. I’m living with two Spaniards and a Korean student studying abroad. My days are far from predictable. I’ve spent days jumping off bridges into the ocean off the south of Spain, playing soccer with locals in Madrid, and eating endless amounts of new and delicious food. But that’s the glorified version. I’ve

also spent many stressful hours calling people trying to find an apartment in Spanish. I’ve been lost many times in European cities, looking up at street signs, asking for directions. And I’ve dreamed of paying up to 20 Euros for a good burrito from Cactus Taqueria back home in Oakland, California. I have come to realize that I am not just experiencing a new language, but an entirely new culture as well. And as obvious as that may seem, it’s impossible to describe all the small things that are so different abroad than at home.

What is life like as a student doing a year abroad in Spain? I’ve learned that it’s something I’ve needed to experience firsthand to truly understand. I find myself just smiling and pinching myself to make sure what I’m experiencing here is true. If I can give advice to anyone studying abroad, it is to repeat the advice that was given to me: first, do it! If you aren’t sure if you want to study abroad, try it; you won’t ever get the experience again, and I can almost guarantee that you won’t regret it. Second, immerse yourself totally: attend a local universi-ty and live with local students if you can because it’s the best risk you can take, and it’s the most important step from being just a visitor to living as a local. And finally, approach it with an open mind. Things are going to be different abroad; don’t glorify it or compare it to home because it is completely different. Just try and live in the moment and experience everything to the fullest.

AdventuresAbroadzachary land‑miller ’09 is a junior at uc davis who is currently studying at universidad

complutense de madrid for the semester. zach is majoring in studio art and minoring in spanish—

and hopes to combine his love of spanish and his passion for photography in future ventures.

Zach Land-Miller ’09 with Head-Royce classmate Zach D’Amato ’09 at the Santiago Bernabéu Stadium in Madrid

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Have you ever spent seven hours driving around New York City? I did, in my first week as an intern with Make Music New York. I had never driven in a big city before; my parents won’t let me drive in San Francisco, so this was my big introduction to city driv-ing. It’s awful. Between the hundreds of different colored signs with arrows pointing in different directions and words and figures, it’s a new and frightening experience at every single block. But, despite the ten years of my life lost while trying to navigate through Manhattan, I think this experience was just foreshadowing for the exciting summer I spent in New York.

I love the arts. Although I began piano much earlier in my life, singing quickly took over as my main passion once I reached Wellesley College and immersed myself in the music scene on campus. But it’s not just music; museums, dramatic works, and dance are all things that fascinate me.

This summer, I explored my interest in working in the arts world through the Multicultural Arts Management Internship program offered by the Arts & Business Council of New York (abc|ny). The goal of the program is to provide young people with a “hands-on introduc-tion to the business fields of the nonprofit arts sector.” I learned about the merging of business and arts by working with the nonprofit arts organization Make Music New York (mmny).

When I learned that I had been accepted with twelve other students from a pool of 147 applicants, my excite-ment was uncontainable, and I started to plan my first summer in New York City.

This was not my first experience in the field of arts management. For my senior project, I spearheaded the summer fundraiser of the Oakland Fund for the Arts. In 2010, I interned with a dance company in

San Francisco, working with their marketing and devel-opment teams. And for one spring semester, I worked at the Conservatoire de Strasbourg to practice my French and get a feel for an international music center. These past internships coupled with my heavy involvement in music at Wellesley as both the musical director of my a cappella group and an officer of the college choir, made arts management seem like an excellent way in which to spend the summer.

Besides driving in a crazy city, I also had to learn how to think on my feet. mmny is a unique festival of more than 1,000 free concerts in public spaces held throughout New York City’s five boroughs on first day of summer, June 21. It was inspired by the Fête de la Musique, held annually in France.

Three weeks into the internship the festival was upon us. Sunday was an event called Punk Island, where I helped manage and coordinate seven outdoor stages on Governor’s Island and heard punk music for the first time. On Monday, a new event for mmny occurred, Funk Island, a concert for the inmates on Rikers Island, which my boss left me alone in the office to oversee. The day before the main event was just a little taste of the responsibility I would have the next day, as I fielded phone calls, emails, and frantically coordinated with the city government and police to ensure that all the necessary permits were in place.

Tuesday, the day of the Make Music New York festival, began early for me. I was in charge of the group of amateur performers who were arriving at Merchant’s Gate in Central Park at 5am for Yoko Ono’s Secret Piece, the sunrise kickoff of the festival. Furthermore, my boss had named me the contact person for all questions and emergencies, and I was fielding calls from numerous performers and venue contacts.

It was an amazing day to say the least. Watching a piece on Wall Street where one group of performers was play-ing from the balcony of the New York Stock Exchange and exchanging notes with a group down on the side-walk, a young pianist playing Chopin in Union Square, an iPhone symphony during lunchtime, a brass piece on the lake in Central Park, a mass of random singers gathering to sing Mozart’s Coronation Mass in Chelsea; these are some of the performances I was able to attend.

After the festival, I learned about post-event media organizing, grant reports, and everything else my boss has to do because we shared a desk. He also asked me to begin planning a new event for mmny, Make Music Winter, which will be held on the winter solstice this December. The staff at abc|ny and my business mentor also provided a wonderful support system and served as teachers throughout my summer as well.

This program was a priceless experience for me as it enriches both the arts and business fields by nurtur-ing future classes of interns, arts hosts, and business mentors of abc|ny. When I think back on my various experiences, this summer stands out as one of the most educational and inspirational I have had. As I finish up my degrees in American studies and music at Wellesley, I hope I can continue to explore this path, combining my developing management skills with my love for the arts.

Exploring the Big Applecamden louie ’08

Camden Louie ’08 in Istanbul, Turkey

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Elizabeth Campbell Power 1925–2011

Elizabeth “Liz” Campbell Power passed away on Sunday, September 4, 2011, at the age of 85. Jim Power, her life-time soul-mate predeceased her in March 2008.

Elizabeth graduated from the Anna Head School for Girls in 1942. She enrolled at UC Berkeley, joined Kappa Alpha Theta, spent her sophomore year at the University of Mexico, and worked for the United Nations in San Francisco upon graduation with a BA in journalism in 1946, translating Spanish.

On December 14, 1946 she married Jim Power in Berkeley. Their three children were born in Palo Alto Hospital. She worked as bookkeeper/office manager for Power Construction Co. All of the family enjoyed skiing, but tennis was her life-long sport, as well as gardening, and deep-water sailing in Mexico and the Caribbean. Liz was fluent in three languages, was an international traveler, and a prodigious writer detailing her apprecia-tion for all cultures.

In 1979, they moved to Foresthill, CA. She was active in the New Hope Lutheran Church, the Foresthill Historical Society, and numerous other volunteer projects. Liz and Jim celebrated their 60th wedding anniversary in 2006 in the historical Power Family Mansion in Auburn.

Liz had many close friends from all stages of her life. She was described as a beautiful soul; a most intelligent enterprising woman, unselfish and uncomplaining; filled

with empathy, love, vitality and compassion. Her sense of humor and radiant smile were a joy to all, even in the face of her great physical pain. She had a unique gift of non-verbal communication: her singular grace and dignity, with humil-ity—along with her insightful hazel eyes did not require

words. As a devoted mother and accomplished woman, her optimism inspired all who knew her to focus on the good qualities of others and of life itself.

She is survived by her children: Elizabeth Thwing, Michael Power, and Janet Gulley. She is also survived by her grandchildren who were the light of her life: Brenden Thwing, Katie Robinson, Beth Beegles, Amelia Jackson, Lindsey McCaulmont, and Jamie Mateos. Her six great grandchildren were equally precious to her.

Her graveside service was on October 28 at the Power Family Plot, in the Historic Auburn Cemetery. In lieu of flowers, the Elizabeth Campbell Power Scholarship has been established at Head-Royce School, under The Anna Head Memorial Fund. Donations in her name can be sent to: Head-Royce School, 4315 Lincoln Avenue, Oakland, CA 94602—noting the “Elizabeth Campbell Power Tribute Fund.”

1942

In Memoriam : : Obituaries & RemembrancesIn Memoriam AlumniMyrle Loveland Hillback 1936

Barbara Braund Bee 1941

Elizabeth Campbell Power 1942

Mary Foster Farley 1959

Jennifer Reilly Guthrie 1982

John Thornborrow 1984

1959 Mary Caroline Foster-Farley

After a brief illness, Mary passed away on February 19, 2011 at her home in Mexico City.

1982 Jennifer Reilly Guthrie

Jennifer Reilly Guthrie died suddenly of pneumonia September 20, 2011 in Arcata, CA.

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Calling all Head-Royce and Anna Head Alumni…Please use this form to update your information or tell us what you are doing. Kindly share your story with us. You may also submit your news online at www.headroyce.org/alumni.

Contact Information

Tell us what you’re up to…

full name

address

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class maiden name

Let us know if you would like to be profiled in a future Head-Royce publication. Or tell us if you wish to assist us with alumni programs.

Tell us what Head-Royce/Anna Head means to you, or share a funny story from your time at school.

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Board of Trustees2011–2012

Charles Freibergboard chair

H. Peter Smith III ’78Frank Williamsvice chairs

Martha Sellerstreasurer

Tim Ripsteen ’93secretary

Robert A. Lakehead of school

Rick Arney ’88

Denise Bass Allen

Laura Baxter-Simons

Diane Bessette

Sara Buckelew ’88

James Cavalieri

Dan Chao

Elizabeth Crabtree

Leo Dorado

Peter Drake

Lisa Hardy ’84

Dan Kammen

Kym Luqman

William Newell

Edie Zusman Pratt

Susan Sherrerd

Theresa Tao

John Woolard

Frank Yeary

Administration2011–2012

Suzanne Abbeyhead of lower school

Kate Augusdirector of college counseling

Brendan Blakeley ’88director of athletics

Catherine Epsteindirector of admissions and financial aid

Andrei Ferreradirector of communications and publications

Barbara Geedirector of diversity

Anna Heidingerassistant head for advancement

Robert A. Lakehead of school

Crystal Landassistant head of school academic dean

Ray Louiedirector of educational technology

Dennis Malonecfo/director of operations

Carol Swainsonhead of middle school

Carl Thiermannhead of upper school

Alumni Council2011–2012

Sara Buckelew ’88president

Jessica Naylor Minkoff ’98vice president

Tejal Patel ’86secretary

Ann Catrina-Kligman ’88

Rachel Kirshman Concannon ’96

Nicole Dixon ’98

Sarah Fahey Durantini ’98

Rebecca Carr Eaton ’91

Melissa Gale ’01

Judy Hunt ’67

Bill Marchant ’82

Michael McCune ’88

Jay Rhodes ’85

Terry Richards ’65

Vanessa Mandel Ripsteen ’93

Scott Rogers ’79

Michelle Tajirian Shoffner ’96

Productioneditor

Andrei Ferrera

editorial

Susan Anderson

Anna Heidinger

Ann Quan

Betsy Ringrose ’85

Ida Tolentino

writers

Karen Bradley History Teacher and Head-Royce School GOA Site Director

Scott Clark Fine Arts Department Chair

Crystal Land Assistant Head of School and Academic Dean

Zach Land-Miller ’09

Camden Louie ’08

Peter Reinke History Department Chair

design & production

Shelby Designs & Illustrates

printer

Solstice Press

photography

Claire Bloomberg

Debra Carr

Sam Deaner

Andrei Ferrera

Kirstin Louie ’12

Ray Louie

Ann Quan

Iman Rana ’12

Alexandra Spencer-Wong ’12

Dave Weiland

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