Petroglyph Fall 2011

The Alexander Dawson School

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The Headmaster’s

Desk

What keeps educators on their toes? Many issues—not the least

of which is the question of what and how our students should be

learning. These questions are compounded by speculation that most

of the workforce 20 years from now will be employed in jobs that don’t

yet exist today. While we don’t have a crystal ball, we can predict that

particular skills and knowledge will be necessary.

At Dawson, we continually strive to improve the programs that

enhance and enrich excellence in literacy, mathematics, science, the

humanities, arts and athletics. We are also diligent in our attempts

to develop and implement programs that will bring help our students

navigate in an ever-changing world.

In this Petroglyph, we feature a new Chinese language initiative in

the Lower School and the continued expansion of our experiential

education programs in the Middle School. Both of these programs

enrich our students’ educational opportunities and expand their

choices as they matriculate through their educational career.

We are excited about the expansion of our Mandarin program into

Lower School for next year. It is commonly noted that the three

dominant languages of the 21st century are English, Spanish and

Chinese. While the exact details and logistics of the program are still

being discussed, we are confident the expansion of Mandarin to Lower

School will bring added value to our students.

According to the Experiential Education Association, “Experiential

Education is a philosophy and methodology in which educators

purposefully engage with learners in direct experiences and focused

reflection in order to increase knowledge, develop skills and clarify

issues.” Through our robust advisor program in the Middle School,

our extensive character and leadership initiatives, our experiential

trips and our on-campus challenge course, our Middle School students

are engaged intellectually, emotionally, socially and physically. Our

students are actively challenged to question, investigate, experiment

and problem-solve.

Please enjoy this edition of Petroglyph, comfortable in the knowledge

that we consistently endeavor to improve and enrich our educational

opportunities. As I am frequently heard to say, “The status quo is not

an option at Dawson.”

Michael Imperi, Headmaster

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1 | experiential educationSee how experiential education, in particular

adventure education, prepares students for

more than academics.

3 | d.c. : a student’s perspectiveEighth grader Naomy Pedroza shares her

description of Ford’s Theater in Washington,

D.C.

4 | national junior honor societyNew inductees bring the Dawson NJHS to

45 members.

5 | dawson alumniDawson 2008 graduate Corey Tyndall

studies fashion construction and design at

Southwest Career & Technical Academy.

7 | visiting chinaHead of Lower School Janet Ishkanian and

Curriculum Coordinator Tammy Miles

travel to China as part of the Chinese Bridge

Delegation of School Leaders.

11 | technology takes offWith an iPad program in the ECEC, even

our youngest students are benefiting from

technology.

13 | amaZing reasons to give See how Annual Fund participation benefits

students in our performing arts program.

15 | amaZing student work

See what students have been up to in visual

arts classes this semester.

on the cover: Supported by trusty Avery Link and Carson Van Kalsbeek, and spotted by watchful Adam Cohen , Finn Keilty and Sarah James, Sixth Grader Mitchell Jones safely surmounts the Ladder to Heaven, one of numerous team and trust-building exercises in Group Dynamics.

(left to right) Catherine Yackira, Anastasia Vassiliou and Ava Bailey having fun at this year’s Fall Festival.

Contents

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Experiential Education L E A r N I N g O u T S I D E T H E C L A S S r O O M

A Dawson Middle School student, his eyes closed, tentatively holds his

hand out while his partner, his eyes open, must use only his voice to help

guide the student’s hand down toward a table where a set mousetrap

awaits him. A mean trick? Of course not — it’s just another day in eighth-

grade science teacher Josh Keilty’s group Dynamics class.

“I ask students to face an element of perceived risk and trust their

peers enough to keep them ‘safe,” said Keilty. While the mousetrap is

completely safe when pressed a particular way, it’s still scary for many

students, especially when asked to close their eyes and allow a classmate

to guide them. “Not only does this activity build trust, but it also allows

students to practice their communication skills,” he said.

group Dynamics, a class where Middle School students work together

without the pressure of grades or tests to practice important life-skills,

is one example of the many experiential education activities Dawson

teachers conduct in advisory classes each week. Experiential education is

defined as a methodology in which a teacher provides a direct experience

( or, “learning by doing”) – in this instance, the student who cannot see

must listen to his partner’s guiding voice in order to avoid contact with the

mousetrap – followed by focused reflection about particular aspects of the

experience. At the completion of the mousetrap exercise, for example,

students would reflect on issues of perceived risk, communication and

trust.

“At Dawson, we integrate experiential education in all of our classrooms,

which means instead of students learning from a book or lecture, they

learn by experiencing a concept or lesson and then they reflect on that

experience to synthesize thoughts into conclusions,” said Keilty. “However,

adventure education takes these experiences even further for our Middle

School students.”

Adventure education is a form of experiential education that engages

learning through cooperative games, trust-building activities, problem-

Kyra Henry ascends, with trust in the support of Carson Van Kalsbeek and Finn Keilty (on the left) and Gillian Gallo (lower right) steadying the ladder, while Bailey Carsten spots from behind.

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Experiential Education L E A r N I N g O u T S I D E T H E C L A S S r O O M

solving initiatives, high adventure activities and expedition leadership,

with the goal of allowing students to process meaning and reflect on

the activity. By using adventure education in group Dynamics classes,

teachers facilitate activities that contain elements of perceived risk to

build trust among students. Through a sequence of escalating challenges,

students develop interpersonal skills self-confidence, leadership and

communication skills.

“I often tell my students that group Dynamics, even though they don’t

receive a grade, is probably the most important class they will take

at Dawson – even more so than a core academic subject,” said Keilty.

“Without the communication, leadership and cooperative skills they learn

in this class, they could not be successful once they go out into the world.”

Middle School students, by nature, are not generally reflective, but they

are incredibly invested in their social interactions. “They live each day

for their social worlds,” said Keilty. During the school day, students are

asked to ignore that which they are most interested in – socializing – and

are asked to reflect instead on interactions. “This can be challenging for

many students; however, in reflecting, they learn important lessons in how

to interact with others,” he said.

To drive this point home, Middle School students are given the opportunity

to experience group challenges outside the classroom through off-campus

class trips. The trips increase in length as students get older, and each year

they are given more independence and responsibility. “The class trips offer

wonderful opportunities for teachers to see students who may struggle in

class in a high-energy environment that is rich in stimulation. Often, those

kids take charge and shine, and peers and teachers are able to see those

students in a new light. They are able to show their competencies in new

ways, which has tremendous interpersonal effects,” said Keilty.

Middle School teachers have observed first-hand the positive social and

intellectual impact of experiential education on Dawson students. “Our

goal is to pull students out of their daily routines and comfort zones to

allow them to learn independence and life skills necessary for high school

and beyond,” said Head of Middle School, Dr. russell Smith. “It’s

important for students to be able to deal with issues and make decisions

without a parent or adult around. Students will be asked to make many

decisions independently once they get out into the world, so it is important

for them to learn these skills in a safe, supervised environment.”

Eighth graders visit Washington, D.C., for their class trip, where they learn about American history and U.S. government.

Sixth graders visited Camp Stevens, where they learned about organic farming by picking and cooking their own food. (left to right) Lexy Smith, Kyra Henry, Caleigh Capaldi & Solomon Siu.

Seventh graders travelled to Camp Surf in San Diego, where they participated in simulated outdoor medical emergencies. Some even became first aid and CPR certified.

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National Junior Honor Society

We left the warm environment of the bus,

and we stared at the building before

us, its tall structure towering over us as

we tried to make our way through the busy street and

onto the sidewalk. As some of us huddled together,

shielding ourselves from the cold, looming over us were

letters spelling out Ford’s Theater. The wind, whistling

through the streets, taunted us as we waited outside the

theater, shivering. Were we really going to watch a play

in the same place where one of the greatest presidents

in u.S. history was killed decades before?

Behind the horizon, a setting sun was transforming the

light gray sky into a dark ocean of clouds. We eighth

graders were growing anxious; we looked around and

wondered when we would step inside the famous theater

and out of the ominous weather. At last, the question

was answered: the tour guide handed everyone a paper

ticket indicating where everyone should sit. “Let’s go!”

she exclaimed.

Together we all walked into the brick building, excited

to abandon the cold to witness yet another historical

site, and as we entered, we were welcomed by two

women asking for our tickets. Eager to see the actual

auditorium, I quickly showed them my ticket and

started walking down the narrow path into the theater.

At the end of the path were two double doors and

beyond the doors were rows of brown velvety chairs

lined up side by side. Above us, white pillars held up the

second level of seats. In the center of the room was

a large stage—the set design was reminiscent of an

early twentieth century home. Finally, to the

far right of the room was what everyone had

been anticipating: the box where Abraham

Lincoln had been shot. Showered with golden

drapes and two American Flags was a picture

of george Washington. I looked at the box

and tried to imagine what it was like to

be in that room that night, to witness a great leader

fall; I tried to imagine what the atmosphere was like

and thought about what everyone must have felt at

that tragic moment. The seemingly small State Box

positioned fifteen feet away was much more than that,

and observing that box was like taking a step back

in time and witnessing a small piece of history. One

could only imagine the shock of that night; imagine

the horror in Mrs. Lincoln’s eyes as she watched her

husband die.

Everyone found his or her seat and sat down while some

people continued to observe the famous theater and

while others talked to their neighbors. How were we

supposed to watch a cheerful musical in a room filled

with lingering sorrow? The stage lights were dimmed

low enough to allow people to see; the cast aligned

themselves on the stage, signifying the commencement

of the show, and with the bang of a drum, the actors

began to move around and sing.

Minutes passed, and as the show unfolded, we realized

that Parade—a story about a brutal murder—wasn’t

so cheerful after all. It was gloomy. The bright lights

contrasted with the disturbing plot. The audience

watched eagerly as Frank, the man accused of the rape

and murder of Mary, was singing his innocent plea.

Many cried as they watched little Mary be buried, and

everyone in the audience cheered as the factory man’s

powerful song ended. The show brought everyone to

tears, shock, or laughter.

Stage lights dimming and all movement stopping, the

show that had taken us back to the year nineteen-

thirteen was over. It was outstanding. Back to the

modern world, everyone was swarming to leave the

theater, but before leaving I glanced back and took one

last look at the theater. It was beautiful. How could a

small room hold so much history? Whatever the reason,

I left happy to have seen another piece of the past.

Ford’s Theater: A Student’s Perspective

In October, eighth-

grade students went

on a six-day trip to

Washington, D.C.,

where they examined

national and historic

monuments, toured

museums and

learned about the

Nation’s Capitol.

Upon returning,

students chose a

single experience

and wrote

descriptive essays

in Mr. Browne’s

English class. This

essay was composed

by eighth grader

Naomy Pedroza.

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National Junior Honor SocietySeventh Grade Members

Amanda Mary BradfordReagan Elizabeth EylerAdam Winston GelmanJacob Mathew Langsner Caroline Hope LetelierClaire Elizabeth MasonSamuel Marcus MasonGabrielle Marie MavroidisZane Alistair MechemMarisa Nicole MissionMarco Antonio MercadoCarlyn Rose NordlingSophia K. Norton Paige Elise PoggioneJonathan Michael Patrick ReadRhiannon M RemoAmanda Christine RubeliRyan Jonathan TioJemima Victoria WalshElissa Abby Young

Eighth Grade Members

Michaelyn Yvette AndressPierce Walker AlexanderReilly Patterson BarthAudrey Madison BischoffClaire CaldwellAndrea Campa CloseStephanie Marie DayHollen Maggi HerbstRobert Murdoch JamesAndrew David JayneNicole Brooke JayneJake Parker MantinMax Jordan MantinSamantha Maria MuckleNadia Maryam MuhammadZachary Ellis MurdockMichelle Chiamaka OkekeNaomy PedrozaOwen David RosebeckBrea Jess Kennedy RosenhekElizabeth Paige TitusPhillip Bernard Veale-BroadsJonathan Perrin Walton Cameron Wharton WilesMitch Xi-Yang Yeh

Dawson’s National Junior Honor Society (NJHS), a national

organization that focuses on academic excellence, leadership and

community involvement, continues to grow. Students in seventh

and eighth grades who maintain a cumulative grade point average of 3.75 or

higher in their core and language classes beginning in sixth grade and continuing

through eighth grade are eligible for induction into the School’s National Junior

Honor Society.

These 45 NJHS members focus on community service projects in Las Vegas.

“The goal is for students to understand and appreciate the importance of helping

others by giving back to their community,” said Diana Hobbs, NJHS advisor.

This fall, students visited the Desert Tortoise Conservation Center with the

Bureau of Land Management to help with clean up and learn more about the

importance of maintaining the desert tortoises’ habitats. They also traveled to

Corn Creek with the Desert National Wildlife refuge restoration to clean up.

In November, several NJHS members visited Booker Elementary School, a low-

income school in the Clark County School District, to help serve Thanksgiving

lunch to the students.

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Dawson alumna Corey Tyndall is what many might call a young

fashion expert. She has had her dresses shown in galleries, had

her designs modeled on the runway, and was on a team that won

$1,500 in fashion construction supplies at the Las Vegas Lights

fashion competition. Many would believe these feats could only

be accomplished by a college graduate

or a professional designer, but Corey

is a high school senior in Southwest

Career & Technical Academy’s Fashion

Construction and Design program.

Corey was always interested in fashion,

even while she attended Dawson. In fact, she distinctly remembers

each time Dawson uniforms changed. When she started first grade

at Dawson in 2000, the year the School opened, Corey remembers,

“the School was so small, and over the years, it grew tremendously.

Of course, as a kid, what you wear is very important, so I remember

the uniforms changed a lot in those first years,” said Corey with a

smile.

In her eight years at Dawson, Corey saw the expansion of the

arts programs, noting that the addition of musical theater and

choir was an important part of her Dawson

experience. “I loved musical theater, and I think

it helped me develop the confidence I now have

in public speaking.”

Corey credits Dawson with helping her develop

many personal attributes. “Dawson taught

me to be comfortable with myself and to respect other people’s

perspectives. I also learned a lot about empathy and how to be

happy with myself and reach for my goals,” said Corey.

Most importantly, however, Corey believes Dawson helped harness

D A W S O N

Corey Tyndall, class of '08

Dawson taught me to be comfortable with myself and to respect other people’s perspectives. I also learned a lot about empathy and how to be happy with myself and reach for my goals.

““Corey Tyndall, 2011

First Grade, 2000 Eighth Grade, 2008

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her ability to communicate. “Many of my peers are not comfortable

talking to adults. At Dawson, I learned how to communicate with

others and was taught to ask questions and voice my opinions. This

is a skill that definitely gives me a competitive edge over my peers

when it comes to interviewing for colleges or performing in a job

interview,” said Corey.

Corey reflects on her time at Dawson with fond memories. “When

I left Dawson, I was so afraid of change and losing the friends I had

made during my eight years there. I challenge Dawson grads to take

chances and embrace change. Even though all of my friends went

to different high schools, we all still keep in touch and are as close as

we always were.”

When she graduated from Dawson, Corey

attended Palo Verde High School, where she

participated on the school’s volleyball team. The

transition to high school was difficult for Corey.

“It was such a big school. I went from a class size

of 11 at Dawson to classes with 60 students. I

wasn’t ready for that, and I truly missed the

personal relationships I had with my teachers at

Dawson,” she said.

After her freshman year, Corey applied to Southwest, which was

supposed to open in the fall. When she found out that not only was

she accepted to the school, but also chosen for the Student Council,

Corey decided to leave Palo Verde and enroll at Southwest.

Now a senior, she cannot imagine attending high school anywhere

else. “I absolutely love my school,” said Corey. “So many

opportunities have been offered to me because of Southwest, and

I have been able to work with high-profile industry professionals,

thanks to the partnerships the school has both nationally and

internationally.”

As part of Southwest’s Fashion Construction and Design program,

Corey has been able to explore the construction of clothes and

enhance her sewing skills. According to Corey, the skills she has

learned at Southwest have given her a rare skill set. As part of

her Senior Capstone Project, Corey is creating a five-piece fashion

collection from scratch, including developing her own patterns.

She must also write a complete business plan for opening a store.

“It’s actually a pretty large project,” said Corey. “I have to research

locations here in Las Vegas and find out costs to rent a store, buy

fixtures, hire workers, and all other costs associated with opening a

store. I also have to research the costs associated with producing my

clothing line, as well as marketing costs.”

While she is interested in the construction of clothing, Corey sees

her passions taking her toward the marketing side of the industry.

She is involved in DECA (Distributive Education Clubs of America),

an international organization that prepares high school and college

student entrepreneurs in the areas of marketing, finance, hospitality

and management.

As a member of DECA, Corey competes internationally in the

area of apparel and accessory marketing,

where she currently holds the Nevada state

title in the category. Competition consists of

a comprehensive marketing exam, followed

by several role-playing activities in which the

student is given an impromptu marketing or

management problem and must present a plan

to fix the problem. “It can be very intimidating,”

said Corey. “The judges are industry leaders and

respected professionals. Once, I had to present

in front of the Men’s Warehouse executive for

the entire West Coast.”

Corey’s experience in DECA has helped her hone her marketing

skills, and she has used that experience to secure an internship with

a large Las Vegas public relations and advertising firm next semester.

“We are required to get an internship as part of the program,” said

Corey. “I’m glad; I think it will be a great experience.”

The internship offers another stepping stone, as Corey has big dreams

for her future. She hopes to attend Brigham Young university’s

Business School and earn a general business degree with a minor in

advertising. Following that, she is considering attending the Fashion

Institute of Design and Merchandising to earn an associate’s degree

in international business and product development, which would

give her a competitive edge to get into the fashion industry. Her

ultimate goal: “I’d love to work for Chanel or Betsy Johnson, as they

are both just amazing,” said Corey.

Don’t forget to check out our Dawson Alumni Facebook page: facebook.com/dawsonalumni

“I challenge Dawson grads

to take chances and embrace

change. Even though all of

my friends went to different

high schools, we all still

keep in touch and are as

close as we always were.”

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Many Americans probably aren’t familiar with

Changchung, a Chinese city in the Jilin province,

and even fewer have probably visited this part

of the world; however, this is about to change.

Jilin, located in northeast China near Siberia,

will host the 2012 Winter Olympics, elevating

this rural area into the national spotlight. But,

before the world descends on Jilin, two Dawson

staff members were lucky enough to visit the

province, which is also known for having the

best schools in China.

Tammy Miles, Dawson’s Curriculum

Coordinator, and Janet Ishkanian, Head of

Lower School, took language study to a whole

new level when they visited Jilin and Beijing as

part of the Chinese Bridge Delegation of more

than 400 school leaders. Miles and Ishkanian

were the only Las Vegas educators selected by

The College Board to travel to China for this

week-long educational tour.

The goal of the Chinese Bridge Delegation is

to help u.S. schools build or expand Chinese

language and culture programs, as well as to

provide opportunities for delegates to learn

about Chinese culture and Chinese teaching

methods.

Welcome to China

Tammy Miles (left) and Janet Ishkanian (right) visiting The Great Wall of China.

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Miles and Ishkanian visited three

elementary schools, one middle school and

two high schools while they were in Beijing

and Jilin. The focus of the trip was to learn

how to create partnerships with educators

and schools in China, as well as to explore

the differences between u.S. and Chinese

education practices.

“Everywhere we went the people were

so welcoming. There were banners

welcoming us and elaborate dinners filled

with pomp and circumstance,” said Miles.

Touring the schools, Miles and Ishkanian

noticed vast differences between u.S. and

Chinese education. Miles was impressed

with the precision of the government-

mandated exercise program. “Every day,

the entire student body – sometimes more

than 1,000 students – gathered outside to

conduct 30 minutes of calisthenics led by

a single adult. It was amazing to see all

of the students in rows, moving together

to complete the exercises with such

discipline.”

During their tours, the two saw firsthand

how deeply entrenched the Chinese

government is in the education system.

“China’s education system is very

structured and regimented compared

to ours. There is one curriculum used

throughout the country, and textbooks are

sanctioned by the Chinese government,

with no separate state jurisdictions as in

the u.S.,” said Ishkanian.

Chinese schools, even at the elementary

level, resemble u.S. college campuses in

their size and span, with an average class

size of more than 40 students. A typical

school has more than 1,000 students.

While the schools are often large, students

have the opportunity to participate in

activities that interest them. Ishkanian

and Miles spent time in many rooms where

students were creating beautiful artwork,

learning calligraphy, making intricate

paper cuttings and taking music lessons,

which maintain their cultural traditions.

“The performances we saw were

phenomenal. Students at Cuiwei Primary

School, an elementary school in Beijing,

presented a play for us in English, and

they gave performances using traditional

Chinese instruments and dance,” said

Miles.

While Chinese education is dramatically

different from the American system, Miles

and Ishkanian were able to see many

useful aspects of Chinese methods. “Even

though we are miles apart in our approach

to teaching, one aspect was very clear. We

each care deeply about our students and

want to offer them as many opportunities

as possible to be successful,” said Ishkanian.

Miles with a student in art class perfecting her jianzhi skills, the traditional art of Chinese paper cutting.

Welcome to China

Continued on next page

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Miles and Ishkanian’s favorite part of the

trip was interacting with Chinese students.

“Students served as our guides at each school,

so it was interesting to talk with them and get

their perspectives on American and Chinese

education,” she said. “Students learn English

at a young age, and it is among one of

their core subjects, so every student could

communicate with us in English – most of

them, quite fluently.”

While talking with Chinese students, Miles

and Ishkanian learned about a three-

day test that high school students take to

determine which universities they will be

able to attend and what career they will study

after graduation. “This test pretty much

determines their futures,” said Miles.

Because China’s population is so large, there

is room for only about half the nation’s of

students to attend a prestigious college or

university. If a student doesn’t do well on the

test, he or she cannot attend a desired school

or pursue a desired field.”

“Every Chinese student from a very young

age is focused on preparing for this test. We

even heard middle school students talking

about it. The amount of pressure parents,

instructors and society places on these

students to perform well is palpable,” said

Ishkanian. “Students are focused on entering

‘key schools,’ which are schools that have

more resources, more qualified teachers,

a better facilities and smarter students.

The curriculum is exclusively academic.

Admissions to key schools is based solely on a

student’s test score at the end of ninth grade,”

she said.

At the middle and high school levels, Chinese

students do not have much free time, and

many of them are in school from 7:30 a.m.

until 5:30 p.m. “The high school students I

spoke with said they then go on to do three to

five hours of homework or participate in an

extracurricular activity such as band or choir

after school,” said Ishkanian.

One notable difference between u.S.

and Chinese education is the classroom

environment. “Each classroom we visited,

students were all sitting at their desks with

straight posture and no one was talking or

Thirty minutes of government-mandated exercises at Cuiwei Primary School.Students in an English class use dialogue to learn about Christmas.

Welcome to China

Continued from previous page

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312023_A.indd 12 12/16/11 8:08 AM

looking around the room,” said Miles.

Because there is so much pressure placed on

Chinese students to perform well in school,

Chinese teachers do not frequently discipline

students in class. “The responsibility of

learning is placed directly on the student,

so if a student is misbehaving or not paying

attention in class, it reflects poorly on the

student” said Miles.

Not only did they have the opportunity to

visit several schools, Miles and Ishkanian

also spent several hours touring Beijing and

learning about Chinese history and culture.

They saw the great Wall of China, the

Forbidden City, Tian’anmen Square, the

Temple of Heaven and the Lama Temple.

“The culture of China is unique,” said

Ishkanian. “China has a long history and

a rich culture with centuries of traditions,

making it a blend between the old and new.

You can see high-rise buildings and people

wearing western-style clothing, or you can

see traditional festival celebrations and hear

traditional sounds integrated into modern

music. As you pass through the white marble

bridges and bright red palace walls of the

Forbidden City, hanging above the crimson

archway, Chairman Mao directs his gaze at

McDonald’s and KFC across the square,” she

said.

Dawson’s relationship with China began in

2009, when the School received a Confucius

Classroom Institute grant to expand the

existing Mandarin program in the Middle

School. In tandem with the School’s

Confucius Classroom designation, Dawson

also became part of the Chinese guest

Teacher Program, which allowed the School

to bring YuXia Pan to Las Vegas as a Chinese

guest teacher.

Now in Pan’s third year at Dawson, the

Mandarin program has become popular

in the Middle School with both students

and parents. The interest in Mandarin

has encouraged Dawson administration

to investigate the potential of expanding

Mandarin to other grade levels. “I am

excited about expanding Mandarin to our

Lower School students to offer additional

language opportunties next school year,” said

Ishkanian.

Ishkanian with her guide, Jessica, from Cuiwei Primary School.Ishkanian and Miles with Chad, a high school student at Beijing Royal School.

Ishkanian & Miles with a statue of Confucius at Hanban headquarters.

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R E A S O N S T O G I V EDAW S O N A N N U A L F U N D 2 0 1 1 - 1 2

An actress by profession, Cameron

Wright, Dawson’s Performing

Arts instructor, never intended to

become a teacher. All that changed when

Wright enrolled her son at Dawson 11

years ago. As a parent, she was impressed

by Dawson’s commitment to a strong arts-

based curriculum, and she wasted no time

getting involved as a volunteer for the

budding performing arts program.

For a time, Wright helped conduct

performance rehearsals, as well as design

and build

stage sets and costumes. But it was her

close involvement in Dawson’s Shakespeare

productions that inspired her to consider

teaching. Ms. Wright found tremendous

satisfaction in watching students evolve

into confident performers of such complex

material, and so she made the decision

to earn her Master’s in Education at the

university of Nevada Las Vegas.

While pursuing her Master’s degree, Wright

taught at Dawson as an Artist-in-residence.

She continued to build up the increasingly

popular Shakespeare program, including

enrolling Dawson students in the utah

Shakespeare Festival youth performance

competition.

Three years ago, Wright was hired at

Dawson full-time. She averages nine

performances a year, ranging from

Shakespeare to traditional musicals, and

she loves every minute of it.

When Dawson students arrive at the

Middle School, they are no strangers to the

stage. Dawson students begin performing

for audiences in preschool, so by the time

students reach Wright’s classroom,

they’ve already participated in

an average of two to three

performances a year.

When asked whether

Dawson Middle School

students are well-

prepared to perform

on stage, her answer

is a resounding,

“Absolutely!”

“I can’t tell you

how important it is

Dawson Performing Arts

(left to right) Last year’s sixth graders Edward Rastgoo, Antonio Gutierrez and Hayden Canizalez in “Guys & Dolls.”

By Megan Gray, Development Manager

312023_A.indd 14 12/16/11 8:09 AM

that Dawson introduces students to the

performing arts at such a young age,” says

Wright. “When they take my class in the

fifth grade, much of the stage fright and self-

consciousness that one would expect to see

at that age simply isn’t there.”

There’s no lack of literature drawing

important parallels between the performing

arts and academic discipline and self-

expression. The allure of the arts in general

– visual and performing – is that these

activities allow children to express themselves

in a safe, positive medium, whether it’s on

stage, behind a camera lens, or with paint

on canvas. In fact, research shows that

participation in the arts enhances learning

in other areas, including the development

of higher-order thinking skills and greater

awareness of the world. An arts education

can be designed to inspire creativity, foster

communication and tolerance, promote

cultural exchange, create a positive self-

image, regard for the community, and enrich

the overall educational experience.

And Wright agrees that for those students

on the cusp of the teen years, activities

that promote a positive self-image are

particularly important.

“The students in my class are entering the

teenage years, which for many of them can

be a challenging time, and the performing

arts provide a very particular and very

healthy mode of self-expression,” she says.

“I’ve seen students whose sense of self-

worth becomes utterly transformed by the

experience of performing or singing on

stage, of accomplishing something they

thought impossible. And, like the domino

effect, this sense of achievement begins to

touch everything they do.”

given the importance of performing arts to

education, it’s notable that many elementary

schools do not have a dedicated performing

arts program, much less one with a stage,

state-of-the-art light and sound system, and

intricate costumes and sets. What helps

make this tremendous program possible

for our school is the Dawson Annual Fund.

The Fund supports Wright’s efforts to build

students’ skills and develop their talent by

giving them the best possible performing

arts experience.

“I cannot emphasize the importance of the

performing arts to a child’s overall education.

However, the Annual Fund helps me take

each student performance to a whole new

level of excellence not typically seen in a

middle school environment,” Wright says.

“Our excellent stage, our costumes, the

lights…much of this would not be possible

without the Dawson community’s support

of the Annual Fund.”

First graders howl at the moon during their Desert Poetry performance.

Our Annual Fund goal is 100% participation!

The Dawson Annual Fund is a

necessity. Your gift to the Annual Fund

helps make the difference between

what tuition covers and the actual cost

of educating our students. Please give

your gift today so that Dawson can

continue to provide all students with

exceptional educational opportunities.

Pre-kindergarten students rock out during last year’s Spring Performance.

Fifth graders present “Romeo & Juliet” as part of their unit on Shakespeare last year.

13%

25%

38%

50%

63%

75%

88%

PARENT PARTICIPATION

15%

13%

25%

38%

50%

63%

75%

88%

FACULTY & STAFF PARTICIPATION

51%

Dawson Performing Arts

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312023_A.indd 15 12/16/11 8:09 AM

It’s center time for a group of pre-kindergarten students, but

instead of drawing pictures or playing with Legos, they sit at

a table with giant, brightly colored silicone boxes that look

tough enough to withstand a multitude of natural disasters. A closer

look reveals that these young students are actually using carefully

protected iPads.

In a time when most adults can’t seem to keep up with the changes in

technology, our youngest students in preschool and pre-k are delving

into the technology arena with energy and excitement.

“I watched a student sit in front of an iPad for the first time, and

not only was he able to choose an application, but he was able to

learn how to complete the exercises in a matter of minutes,” said

Headmaster Michael Imperi. “It’s really quite amazing how easy the

iPad is to use. It’s a perfect way for our teachers to use technology to

engage even our youngest students.”

This year, the Early Childhood Education Center is piloting an iPad

program in two classrooms – one preschool and one pre-kindergarten

room. These three- and four-year olds use iPads individually, as well

as in large and small-group settings. The iPad applications reinforce

one-to-one correspondence, math, phonological awareness, and

letter and sound recognition.

“The iPads are really fantastic. They are equipped with our Zoo

Phonics flashcards, so the lessons taught during the day are

reinforced,” said Lindsey Shumway, pre-k teacher. “Students can

read the card out loud, and the iPad will record their voices and then

play it back to them so they can hear their own pronunciations,” she

added.

The iPads are one of many new pieces of technology being

introduced this year at Dawson. Mobile laptop labs in Lower

School are bringing technology right to the students’ desks. With

the mobile lab, second graders are learning to blog, completing daily

journal entries and answering questions about technology online.

Third graders are using the mobile lab to conduct research on

Vikings, including the use of simulations to help visualize what life

as a Viking was like. Once their research is complete, they learn how

Netbooks, iPads & Google Apps! Oh My!

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312023_A.indd 16 12/16/11 8:09 AM

to write and publish materials coinciding with the unit.

It’s these types of learning opportunities that teachers are excited

to be able to provide their students. “Having the mobile laptop

lab available has made research and writing so much easier for us.

Students are more engaged and stay on-task. They are also learning

to write directly on the laptop for editing and publication,” said Mary

gugino-gorts, fourth-grade teacher.

Yet, with these opportunities also comes an

education in using technology safely and

responsibly. Second through fourth graders

complete an email “netiquette” training and

internet safety class, where they learn how

to protect themselves online, as well as the

fundamentals of email and how to conduct

research online. Whether using a computer at

home or at school, such training provides a level

of preventive measures to keep students safe while

online.

Middle School students have technology to thank for lightening

the load in their backpacks: heavy textbooks have been replaced by

Netbooks. This year, the one-to-one laptop program was expanded

to include sixth through eight grades. The laptop replaces a locker

full of books, with all netbooks equipped with digital versions of their

traditional textbooks.

In addition, Middle School students and teachers are embracing

the power and ease of use of google Apps to create presentations,

collaborate on projects, and to build websites about certain class

topics.

“Students can use google Apps to work together on the same

document at the same time from anywhere in the world.

Collaborative projects make excellent educational experiences, not

only because students can bounce ideas off each other and improve

writing skills, but because they also learn the

valuable skill of working with others,” said Debbie

Millican, Middle School technology integration

specialist.

With the addition of two new Technology

Integration Specialists to the Dawson faculty this

year, teachers are being provided with not only the

tools but also the support they need to integrate

technology into the curriculum at all grade levels.

“We knew we needed to do more than just provide

tools, like the iPads, or mobile labs, to teachers,”

said Imperi. “In adding these specialists, teachers

now have daily support in not only how to use

various pieces of technology, but also how to apply them in their

classrooms to enhance student learning.”

Tom Kramer, ECEC and Lower School technology integration

specialist, believes Dawson is light-years ahead of other Las Vegas

schools in terms of technology. “As far as I know, no other school –

public or private – is using technology at the same levels as Dawson.

And, certainly, no other schools are integrating technology as fully

into the curriculum as we are here.”

“As far as I know, no other

school – public or private –

is using technology at the

same levels as Dawson.

And, certainly, no other

schools are integrating

technology as fully into

curriculum as we are

here.”

-Tom Kramer, Technology Integration Specialist

Students in Mrs. Gugino-Gorts’s third-grade class use the mobile laptop lab to do research during class.

Students in Ms. Shumway’s pre-kindergarten class use iPads during center time to practice literacy and math skills.

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312023_A.indd 17 12/16/11 8:09 AM

This ceramic mask was created and glazed by fourth grader Megan Reynolds.

Pre-k students used a variety of materials in the art studio to create stick puppets. This masterpiece was created by Brandon Rayls.

Xavier Nehme, first grade, created this David Hockney Landscape using fabric (bottom) to mimic the land, water and sky in the photo on the top.

After learning about Georgia O’Keefe, second grader Carson McCue used watercolors to paint an impression of a flower pushing off of the page to imitate O’Keefe’s style.

This photograph entitled “Believe,” was taken by Duncan Goodrich, sixth grade.

This race car was created by pre-k student Shane Freeman. He drew lines and shapes and then painted over then with watercolors.

Second grader Sophie Gray created this coil pot in ceramics class and then decorated it with glaze.

AMAZING student work

15

312023_A.indd 18 12/16/11 8:09 AM

This photo was captured and edited by Kobe Ligon, eighth grade.

Makenna Sauter, pre-k, created this colorful crown by drawing shapes and lines and then painting it with watercolors.

This photograph was captured and edited by Hollen Herbst, eighth grade.

This statue was created in ceramics class by Owen Norton, fourth grade.

Fourth grader Aarjav Patel created this piece after studying M.C. Escher and his style of creating tessellation designs using exact mathematical principles.

Charlie Griffith, second grade, created this coil pot in ceramics class and then used glaze to decorate it.

These lilies were drawn with pencil by Caitlin Jones, eighth grade.

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These photographs were captured, edited and arranged by Zach Murdock, eighth grade.

First grader, Chloe Sundstrom, learned about different mediums that could be used to create stars.

Savannah White, pre-k, created this stick puppet in studio art class.

Nicholas Olivei, fourth grade, created this mask in ceramics class and then glazed it.

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