oldfields winter magazine 2012

Oldfieldsmagazine

NuRturing Creativity

winter 2012

Oldfields magazine Staff

Janine K. Brennan P ’11 Interim Editor

Megan Mardiney ’82 Creative Director The Mardiney Group, Inc.

Photography: Janine K. Brennan P ’11, John Dean, Bill Gray, Dori Reigner P ’03

Contributors: Joan Carter Jermakian ’81, P ’15; Dori Reigner P ’03, Jillian Meyer Bledsoe, Maria Vaporis, Caroline Blaum

alumnae & Development Office Staff

Laurie Hurd Director of Development

Eliza Broaddus Director of Communications

Mark J. Brennan P ’11 Senior Development Officer

Joan Carter Jermakian ’81 P ’15 Director of Alumnae Affairs

Janine K. Brennan P ’11 Website Administrator

Sheila Maleson Development Assistant

© 2012 by Oldfields School. Oldfields Magazine is published twice a year by Oldfields School. All rights reserved. Reproduction in whole or in part without written permission is strictly prohibited. Views expressed herein are those of the author exclusively. Oldfields is a private, nonprofit, educational corporation. Oldfields is an organization described in section 501(c) (3) of the Internal Revenue Code, and all contributions to Oldfields are tax deductible to the fullest extent of the law. Correspondence for Oldfields School should be addressed to: Oldfields School, 1500 Glencoe Road, Sparks Glencoe, MD 21152-9321.

Editorial Inquiries: Article submissions and letters are welcome and should be sent to the editor, at Oldfields Magazine, 1500 Glencoe Road, Sparks Glencoe, MD 21152-9321 or via email to [email protected]. Submission guidelines are available upon request. Oldfields Magazine and Oldfields School are not responsible for loss, damage, or other injury to unsolicited manuscripts, photography, or artwork. Any letters sent to the magazine may be published in upcoming issues of Oldfields Magazine or other publications of Oldfields School. The editor reserves the right to edit published letters for length. Oldfields Magazine is a controlled circulation publication. Circulation questions and address changes should be sent to Oldfields Magazine Circulation, 1500 Glencoe Road, Sparks Glencoe, MD 21152-9321.

Printed on recycled paper.

cover artwork by margarita hauck deleuze ’60

“I would like to thank Oldfields School for the honor it

has bestowed on me for featuring my painting ‘Marion's

Hibiscus’ (Oil on linen, 20”x 20”) on the cover of the

Oldfields Magazine. Each and every one of my paintings

has a story and acquires a “soul” of its own as it is executed.

This one in particular was “born” during a visit I had to the

home of my sister Marion Hauck Robbins (Oldfields School

class of ’58) in Colares, Portugal. Her beautiful garden had

a specimen of a blue hisbiscus which I had never seen and

was ready to bloom. I awaited the opening bud which only

appeared the day of my departure and was presented to me

by my sister as I left for the airport.

My paintings are part of me and I always hope they find a

good home; however I have not been able to part with this

blue hibiscus for sentimental reasons and am truly delighted

at the opportunity to share it with the Oldfields family.”

Oldfieldsmagazine

OldfieldsSchool.org

1up front

up front3 From the Head of School

4 From the Chairman of the Board of Trustees

5 The Board of Trustees 2011-2012

6 Changing Technological Advances: Separating Schools Worldwide

on campus

8 What is Art for?

12 Student Spotlight: Muxia “Phoenix” Liu ’12

14 Digital Design: Embracing Change

16 Dance Program

18 Theatre Program

21 Writing Creatively

26 Student Spotlight: Alyson Thompson ’12

28 140 Years of Chemistry

30 Practicing Yoga

31 Field Hockey in Arizona

alumnae

32 Alumnae Gatherings

34 Class Notes

36 Alumna Spotlight: Margarita Hauck Deleuze ’60

41 Alumna Spotlight: Cinda Train Longstreth ’64

42 Turning Points

43 In Memoriam: Hester Braxton Carter ’29

end notes

44 Alumnae Weekend 2012

46 Oldfields School Concert Series

48 The Largo Core Society

Nuturing Creativitywinter 2012

table of contents

8 28

3218 30

2 Oldfields magazine | winter 2012

3up front

Dear Oldfields Friends and Family,

Every spring the School adopts a theme that will guide us throughout the coming year. This year our theme is Honoring Traditions, Embracing Change. Much of the summer magazine will focus on how we have addressed this theme throughout the current year and I will not “jump the gun” and dwell on this in my letter. However, with the focus of this magazine being on the arts and theatre, it is impossible not to talk about the historical thread that joins the Oldfields of the past with that of the present.

The arts have always been important in producing well-rounded Oldfields girls. In my early days at Oldfields, we may not have had the greatest arts facilities, but in spite of that, we produced alumnae who starred on stage and in movies, became world renowned sculptors and painters, as well as recording artists. There seemed to be something magical about the third floor of New House and the stage that doubled as a basketball court.

During the last few months I have received many “remembrances” from alumnae and friends of the School who have shared with me their experiences at Oldfields. Certainly many of them spoke of people like “Pa” McCulloch or Miss Herky as well as the School’s idyllic setting, but more often than not, they spoke of their experiences in the arts while at Oldfields. They reminisced about their beloved teacher, Marjorie Martinet, after whom one of our art awards is dedicated, and their rich experiences on the Oldfields stage, being mentored by Jim Richardson. To them, the arts were one of the most important aspects of School life. Fittingly, from 1960 to 1997, the art department was chaired by the wives of two successive heads of school, George Nevens and Hawley Rogers.

I hope you enjoy this issue of the Oldfields Magazine. In particular, I love the articles that focus on our theatre productions. While our students still enjoy performing in productions, it is a wonderful opportunity for a student to be able to cast and direct a play. I think that it really emphasizes the fact that there is such a strong thread that joins the Oldfields girls of the past and the ones of today. Yes, today we have extraordinary facilities for the arts, but regardless of the School’s resources, Oldfields girls have always had an uncommon flair for the creative.

Please come back to visit during Alumnae Weekend April 27-29, 2012. You will have an opportunity to see the newly renovated David Niven Theatre, made possible through contributions from people like you. In addition, you will be entertained by both the new generation of Oldfields girls as well as by alumnae. See you all in April.

Sincerely,

Taylor Smith

Head of School

A letter from taylor smith

Head of School


Dear Friends,

This year we are focusing on Honoring Traditions, Embracing Change. This focus is

apparent in all of the day-to-day aspects of this marvelous school. The students, the

faculty, the staff and the Trustees are all engaged in activities focused on this deceivingly

simple statement – Honoring Traditions, Embracing Change.

Our theme this year calls on us in two ways. We are called to celebrate and honor

our wonderful history and many, many traditions. For almost 150 years we have

remembered and repeated many of the same activities in which the mothers and

grandmothers of some of our students engaged. Hopefully, in years to come, the

daughters and granddaughters of current students will go through the same ceremonies

and activities our students are experiencing this year. Our school year ends with a

graduation ceremony that is one of the most elegant ceremonies I have ever seen and

is a long standing tradition. There are many traditions we honor at Oldfields. We

honor them because they continue to resonate with us. They mean something to us

and connect us to something important that came before. The traditions “ground” us.

Change can be tricky. We exist for our students; they are the only reason we are here. Few

things change as much and as profoundly as a young lady moving from middle school

through to college. The Trustees know that while we work to maintain the School and

the traditions, we must also work to ensure this march of change that our students are

experiencing and embrace and encourage it at all levels of this community. This passage

can be hard for some and easier for others, but what is clear is that it must happen

within a “Feeling of Family” that embodies the Oldfields ideal.

Art and Creativity work to change us. There are many artists amongst our students and

alumnae. I am convinced that creativity is found in an established view of what “is” and

what “has been.” It is from this place that the artist brings change. Not necessarily an

abandonment of the past, but an interpretation of the past that helps us see the world

through different eyes. We are all so grateful to the women who work to help free us

through creativity without letting go of our traditions.

Sincerely,

John Hawks

Chairman, Board of Trustees

A letter fromjohn hawks

Chairman of the Board of Trustees

5up front

Sheila Wiley Harrell ’90 was the White Team Captain and a member of the Student Council while at Oldfields. She was the recipient of the Witherbee Sportsmanship Award and the Leeds Memorial Prize. Since graduation Sheila has been active in the Alumnae Association serving as class agent, reunion chair, and regional chair. She has also represented the Oldfields Admission Office at local school fairs. Sheila and her husband, Martin, are the proud parents of two young children, Molly and Will. “Oldfields has meant a lot to me over the years, and with Taylor back at the helm, I knew the School was heading in the right direction,” Sheila explained. “When he asked me to join the Board, I didn’t hesitate in saying yes. I’m currently serving on the governance and development committees.”

Debbie Hill ’71 was “thrilled” to be

asked to serve on the Board. “I have

returned to give back a little of what

I was given as a student more than

40 years ago. My own educational

experiences at Oldfields stand out

as not only academically sound, but

also truly formative and nurturing.

As a private psychotherapist, I realize

that the need for an environment that

supports the child is crucial. Oldfields

gave me that. I have no daughters to

send to Oldfields but I am committed

to ensuring its future. I am also a direct

lineal descendant of Anna Austen

McCulloch, the founder, so I think she

might have channeled a bit of courage

and ‘largeness of heart’ into me. What

is going on at the School now is, in

every aspect, more than I hoped I

would find.”

Jean Scheffenacker, mother of Emily

Brownawell ’14, is a senior manager

at Preston Scheffenacker Properties.

“The most exciting part of being at

Preston Scheffenacker Properties is

the opportunity to manage several

departments within the company,

including marketing, website

development, human resources, and

information technology.” Prior to

her current role, Jean had worked in

banking since college. Her previous

position entailed building and

managing an investment company,

within the branch banking system, with

a 40+ sales force providing alternative

products to their clients. Born and

raised in Baltimore, Jean attended both

St. Paul’s and Gunston Day School and

graduated from Towson University.

The Board of Trustees 2011-2012

welcome to our newest members


“If our American way of life is to withstand the pressures of our evolving society and the challenges of a global economy, we need to elevate the quality of schooling for all children. We need to create school environments that give students both the academic skills and the personal wherewithal to compete successfully with their peers worldwide.” This is educator Samuel Casey Carter’s philosophy and the focus of a presentation he gave at Oldfields at the beginning of the 2011-2012 school year. In a forum setting, involving students, faculty, alumnae, and friends of the School, Mr. Carter discussed the rapidly shifting technological advances that are changing schools worldwide.

Drawing on examples from his two best-selling books, Mr. Carter engaged the audience in an open discussion of educational practices and their effect on society. Did you know that over half of low-income 4th graders cannot read with understanding? Almost two-thirds of low-income 8th graders cannot multiply or divide two-digit numbers. At this rate, one out of four children in America go through school with no hope for the future. After analyzing 21 high-performing, high-poverty schools, Carter’s book No Excuses works to remove the excuse that poverty is the cause of academic failure, arguing instead that poverty - and the failure of most schools to teach poor children well - are not inextricably linked. Changes in teaching methods can be, and should be, made.

Expounding on what makes a “great” school, Carter believes that if children are taught that they are good, they can learn to be great. Continuing this line of thinking, Carter explained that when schools focus on a culture of character as their foundation, as Oldfields does, the results are undeniable: students who are encouraged to build lasting personal character and a strong sense of purpose, motivated teachers who feel rewarded for

their hard work, and improved student achievement in multiple subject areas. He emphasized how girls especially often need to feel safe first before they will risk the attainment of difficult things. “Oldfields must continue to nurture young women in this way to help them truly find their individual purpose - while giving them the foundational skills to pursue their greatest interests.”

With these fundamental ideas as a backdrop, Carter then outlined his theory of change that he believes will radically shape teaching and learning in the 21st century:

• One billion people worldwide are set to enter the middle class - most all of them from outside the U.S. - introducing new demands and purchasing power into the global economy, radically driving down the cost while increasing general access to technology.

• In the United States, the workforce is rapidly being replaced, not displaced, by knowledge workers on other continents forcing today’s students to develop skills of adaptation and innovation to new learning environments more than ever before.

• New social, mobile, communication, and gaming devices are being adopted at unprecedented levels forcing technology to enter the classroom whether or not schools are prepared to deliver instruction via engaging technology-enabled media.

• Meanwhile, “digital natives,” individuals who were born after the general introduction of digital technology, expect the world (and everything in it) to engage them anytime, any place, through any path, and at any pace - or they’ll leave it behind.

Carter then proposed a “roadmap” through the future of learning. The “digitization of man,” he projects, will lead to

Educationchanging technological advances:

separating schools worldwide

7up front

a total transformation in teaching and learning. He had the audience envision the future prospect of humanity and the flourishing of global education, where knowledge could be easily shared for everyone’s benefit.

Learning in the 21st century will be personalized, social and mobile. The standard education system isn’t addressing the unique needs of each student; students like one-to-one support. In years to come students will proceed at their own pace. Teachers will “guide,” not instruct, as the curriculum adapts to personal motivation. Peer-to-peer activities will bridge school, home, leisure, and other times. Learning will not be limited to “school hours.” Collaboration among students of all levels and abilities that produces individualized learning, more than consumes rote instruction, will increasingly become the norm. The “educational outcome,” and not necessarily the learning method, will be the focus of education, encouraging increased collaboration and a new focus on social learning. Mobile learning, in the future, will be lower-cost and higher-impact, providing “just in time” delivery of “just enough” information—enabling real education to occur anytime, anywhere. Even more importantly, Carter predicts open source K-12 content will become increasingly more available at lower cost leading to “ubiquitous access to curated content” and making world-class educational opportunities available to people everywhere.

The world is changing and Carter argues that Oldfields needs now to make a greater commitment to digital learning so our girls have the tools both to participate and compete with their peers worldwide.

Oldfields, unlike many other schools, is fertile ground to shape a great digital learning environment because it already has in place the culture of character that Carter argues is the necessary foundation for it. Only when children are safe first can they push new boundaries. The next ten years present a great opportunity for schools of liberal learning, like Oldfields, to form new “global classrooms” that bring our world together in new ways and Carter looks forward to working with interested

alumnae to see it happen.

Pictured: Director of Alumnae Affairs Joan Carter Jermakian ’81, P ’15, and her brother, Samuel Casey Carter

oldfields school board of trustees 2011-2012

Chair

John W. Hawks

Vice-Chair

Carlisle VanMeter Mayer ’78, P ’14

Treasurer

Robert A. Rosenbaum P ’10

Secretary

Richard C. Darrell P ’06

Head of School

Taylor A. Smith

Sunny Adams P ’91, ’93, ’03

Ilana Feldberg Adelman ’88

Carol Atterbury ’74

Kenneth H. Buchanan P ’07

David C. Carroll P ’13

George R. Floyd P ’82

Sheila Wiley Harrell ’90

Debbie L. Hill ’71

Jane McColl Lockwood ’86

Christine Appleby Martinelli ’83

Thomas P. McDonough P ’10

Stephen D. Newton

Frank R. Palmer, IV P ’12

Paige L. Rabalais ’01

Corbin D. Riemer

J. Page Scully ’95

Jean Sheffenacker P ’14

Archibald A. Smith, III

Lisa Wood Wright ’84

CHAIRS EMERITI

Helen Frederick Gray ’51, P ’83

Alan E. Kerry P ’98

Edgar H. Lawton, Jr. P ’85

Denise Alexandre Le Comte ’72, P ’06

Scott Menzies P ’03

Ralph S. O’Connor P ’75

J. Calvin Rivers, Jr. P ’88

William Scanlan, Jr. P ’93

Jane Isdale Schaefer ’52, P ’84

Michael Simpson P ’85


What is Art for? For many Oldfields girls, the journey into learning about art’s purpose

begins with the foundation class known as Studio I. This course is designed to nurture, to

nudge, and to encourage risk-taking, both for the student who is confident and wants to

build skills and for the student who never thought art could have a place in her life. The

girls describe the experience as both terrifying and exhilarating, both fun and frustrating,

and yet, by the conclusion of the first trimester, each girl learns about both herself and her classmates

through this collaborative art experience. This sentiment is best expressed by the girls themselves as

they explore, through writing and observation, their own creative processes.

Some students view their time in the studio as a refuge or break from their other classes.

Sam Arthur ’15 (Westminster, Maryland): I love Studio I, it’s a relaxing part of my day. As everyone

knows, I am an energetic person, so my art is energetic too!

Hanyun “Hannah” Tang ’16 (Shanghai, China): At first, I was very upset because I thought that I

couldn’t complete artwork like the other girls. I got tired and I wanted to give up but, at the same time,

I wanted to see the completed work so I worked and worked. The moment when I finished the image, I

couldn’t believe that it was me who had done it! That idea gave me strength to be an artist: I knew then

that I should never give up and it doesn’t matter if you cannot do a perfect work as long as you have

tried your best.

Eliza Thompson ’15 (Paris, Kentucky): I’ve learned that I learn differently in art than everyone else.

For instance, I take longer to create ideas because I take more time to think about what I really want to

do in a project. Whenever I draw or do anything related to art I feel like it’s a way to express how I’m

really feeling but without using words.

Yiyun “Yoyo” Yang ’15 (Shanghai, China): Studio I is my favorite class this year. This is my first time

having an art class and quizzes in English. Everything was so hard for me at first. But everything became

better. In China, I was not good at using color but now I have improved my painting and become more

self-confident. At first I tried talking with other students while I was drawing, but they spoke so fast.

Now I can understand most of the English words they are saying. In China, I never had group work in

art class. I think the group is powerful because when I have no ideas, I can listen to other people’s ideas.

Others see the studio as a place to make friends, collaborate and share ideas.

Nuturing Creativitywhat is art for?

by dori reigner p ’03, art department chair

Artwork Credit: Masks by Ceramic I students

9on campus

Zoe Filzer ’15 (Short Hills, New Jersey): I have

learned that creating something striking doesn’t

always have to be from the world’s best artist – if

you believe in the art piece you are making and

try your best, someone will eventually see the

beauty in it, too. Your peers are your best critics; they will tell

you the truth and they will want you to succeed in producing

your best work possible.

Alani Harris ’15 (Baltimore, Maryland): Art class has been

a great experience; I have changed a lot. I have always really

loved looking at art but never really liked doing it. Now art

class is a relaxing break from the rest of my classes. I think

two strengths that I have are cutting paper and doing abstract

designs. I think I enjoy using this medium which also makes me

better at it. By doing critiques I have learned that other people

in my class really have a passion for art and it is wonderful to

see. I also learned that I am not as bad as I think in art but also

not as good as I would like to be.

Doing art can also be a way to better understand oneself and

learn to recognize one’s strengths and weaknesses. Project

challenges, coupled with learning vocabulary pertinent to

the subject as well as observing the work of other artists,

encourages students to stretch out of their comfort zones.

Jiayin “Celestia” Sun ’14 (Xi-an, China): Drawing is not just

copying some things onto paper. You have to add your think-

ing. When I’m drawing, I learned that if you want to draw a

beautiful picture, you have to pay attention – I am not a quiet

person so when I draw I have to sit and draw carefully so I can

draw what I am thinking.

Dalvida Palmer ’15 (Dumfries, Virginia): Two strengths I

have gained are creativity and individualism. But my greatest

weakness is time organization. One goal I have set for myself

is to create a plan when assigned work so that I don’t get stuck

finishing a project at the last minute. I actually liked doing indi-

vidual critiques because it allowed me to reflect on what I was

doing well and what I needed to improve on to help me with

future projects.

Madi Brooks-Miller ’13 (Table Grove, Illinois): Everything I

have created in this class has felt like my own and I can see

myself in everything I work on. I have learned that the creative

process takes time and precision; it is not as easy as coming up

with a good idea. I work best when I am paying attention to

one part of my work at a time instead of looking at the work as

a whole.

The education that happens in the Studio I class goes well

beyond learning techniques and materials, beyond the color


wheel and mastering the elements and principles of design. The

shared experience of making art together encourages critical

thinking, personal growth, and a sense of community. This

sentiment, expressed by the students, has not changed over the

course of my 34 years of teaching at Oldfields.

Artwork Credits:

1 SiNa Lee ’13

2 Meghan Olcott ’13

3 (Left to Right) Qiaoyi “Joy” Wu ’13 and Sze Wai “Cannie” Lam ’13

4 Emma Preston ’14

5 Natalia Bokoum ’14

Opposite Page: Muxia “Phoenix” Liu ’12

1

2

3

4

5

Alumna Eonjung “Angeline” Kim ’11, expressed her sentiments about

her Studio I experience this way: “I learned more things about art than

I expected. I learned about lines and colors but also I learned how to

be patient. As I am not a patient person, working on the grid project

made me very tired; however, I finished it at last. I realized that doing

art was what had made me patient. I also learned to look back at what

I did from doing group critiques. I learned to listen to other people’s

opinions. The class was very meaningful and exciting.”

11up front


A passion for life and a passion for art drive Muxia’s every

waking moment. She is a student who truly understands the

discipline, drive, and work necessary to live a creative life. Her

intellectual curiosity extends well beyond the studio into her

classes and to her activities beyond the classroom. She enjoys

asking questions and discovering new ideas. This curiosity

feeds her dream of growing as an artist and she is always

looking for new challenges.

Oldfields has provided Muxia with many opportunities for

creative expression. Coming to the United States has provided

her with the freedom of expression that she felt was unavailable

in China. She spoke of this in her Senior Presentation when

she said:

“The reason I chose to come to America rather than stay in my native country was that I wanted more freedom to explore art rather than having everything controlled as an art student. My Oldfields experience was another kind of gift. I was surprised that it is such a great community. I was a mid-year student as a sophomore. I didn’t know how to become a part of this community with my poor English skills, but my Portfolio class was filled with talented people who gave me encouragement.”

Once she developed comfort in the Oldfields community

Muxia became an effective mentor for younger art students.

This is a rare quality in a high school art student. She freely

gives of her time, provides emotional support and willingly

passes on her skills and expertise to others. The strength of

her personal commitment to her own artistic development is

respected by her peers and she can often be seen in the studio

guiding other students or providing feedback on their work.

Not only does Muxia’s presence in the studio contribute to a

positive studio environment, but it quietly serves as a model

for other students. The time and effort she gives to her images,

often spending her lunch hour, evenings, and weekends in the

studio, is testament to her passion for and commitment to her

artistic development. Although she teaches others, she herself

is always looking for ways that she can also learn from them.

Muxia is a young woman of her word. She is not afraid to voice

her opinion yet is respectful of the ideas of both faculty and

students, and is a careful and considerate listener. She is aware

of both her limitations and her strengths, and faces academic

challenges without hesitation. Each subject is approached with

rigor, with Muxia setting high goals for herself and striving to

achieve them.

The catalyst for Muxia’s energy

is her desire to explore. She has

worked in many different media

at Oldfields, from painting, to

digital design, photography, and

drawing, and is always seeking

new ways to express her ideas. This

year she is taking three visual arts

classes, Photo I, Honors Portfolio

II, and an independent in Digital

Illustration. In addition, she spends

her afternoons participating in the

Oldfields Theatre Program, designing and building sets, as well

as taking piano lessons. Her mind is filled with so many images

it sometimes frustrates her that there do not seem to be enough

hours in the day to record them. This inquisitive nature,

coupled with the drive and determination to follow through

on her ideas, are attributes that enable her to be a strong art

student. I have confidence that she will transform both herself

and those who learn with her as she pursues her dream.

“The most exciting thing is that I am getting closer to my

dream every day. I still do not know what my future is going

to be. But even if I get a job related to economics, I will never,

ever forget doing art because it is my life. That is the magic

of a dream. The power of pursuing my dream at Oldfields has

given me limitless possibilities for my future.”

Student Spotlightmuxia “phoenix” liu ’12

by dori reigner p ’03, art department chair

13on campus

Muxia “Phoenix”Liu ’12 working on a map of the Oldfields Campus


We are immersed in a digital world, a world in which the visual

image is a powerful force in our lives. Not only has technology

become an intrinsic part of a student’s overall education, visual

images are an inescapable presence in their daily experiences.

It is for these reasons that understanding the role of the visual

image in our lives is even more important to our education

now than it was in the past. Where can that understanding

take place? At Oldfields, all art classes investigate the power

of the digital image through our studio classes in different

ways. The Digital Design class was specifically created by Ms.

Reigner through a McColl Grant, in 2010, to address the need

for students to not only be able to

understand the power of the digital

image, but also to build the skills

necessary to create digital images of

their own.

In Digital Design class, students

acquire basic skills in Adobe

Photoshop, Illustrator and

InDesign. The result is a portfolio

of work which demonstrates the use

of this software in a personal and

creative way. In addition to studio

work, students study the history of digital design, develop an

understanding of the roots of traditional graphic design, and

investigate the role of the visual image in our culture.

Who takes Digital Design? This class appeals to both students

who are interested in preparing to pursue college-level

work in design and to students who simply want to better

understand another aspect of technology and a desire to build

software skills. Although the class has only been offered for

two years, it is proving to be a popular addition to our Visual

Arts curriculum. In fact, two members of the class of 2010,

Bridget Heneghan and Vonneice Canada, used this course as

a springboard for further study at the college level where they

plan to major in this field.

One part of Digital Design is learning how it can be applied in

the “real world.” As a part of the curriculum, the girls create

work for “clients” such as holiday images for the Oldfields

website or competing for the opportunity to design the

invitation for Alumnae Weekend. Girls in the class have also

helped with visual images for School theatre productions. All

of these experiences help the Digital Design students to better

understand how an image is built from original concept to final

product. Another challenge for the

students in the class is the opportunity

to “teach” members of the faculty tips

and tricks in Adobe Photoshop in a

workshop where the students help

the adults design an original greeting

card. This assessment benefits the

Digital Design students and helps

them to better comprehend the

teaching process.

Naturally, however, the best measure

of the importance of this class is

expressed by the girls themselves.

They feel that the class challenges them in different ways.

One student wrote, “I think my biggest challenge was having

the confidence in the work I was submitting. Over time, I

realized I was trying my best, and that’s all I could do, so I

should be proud of my work.” Another expressed her personal

frustration with learning new software, saying that she learned

“patience and perseverance” while adapting and building new

skills, “I was able to learn how to use different tools to create

bigger and brighter ideas with my work…my biggest challenge

was overcoming my fear of not being perfect, but with time I

learned not to let imperfection get in the way.”

Nuturing Creativitydigital design:

embracing changeby dori reigner p ’03, art department chair

15on campus

Through the Digital Design class and artwork created in

other studio classes, the Oldfields Visual Arts Department

happily embraces the changes that using technology has added

to our curriculum. Our artistic foundation and philosophy

have remained constant with a focus on artistic process and

individualized learning; using the computer as a medium has

simply added another tool to our creative arsenal!

Digital Artwork Credits:

Hailey Jerome ’13 (Penguin)

Rongjie “Jasmine” Zhang ’12 (Halloween)

Muxia “Phoenix” Liu ’12 (Paris)

Francesca McGinnis ’12 (Happy Holidays)


Dance classes at Oldfields not only introduce students to the

techniques of ballet, modern, and jazz dance, but also teach

the history behind various other popular dance forms from

around the world. While most class time is spent on learning

complex movement combinations, students also demonstrate

their ability to control their bodies and balance. Our location,

convenient to Baltimore and Washington, D.C., enables

students to attend professional performances, where they are

exposed to dance criticism and learn performance appreciation.

Famous choreographers and dancers are studied for students to

increase their knowledge of dance history.

In addition to ballet, modern, and jazz dance classes,

Oldfields offers a course in choreography. Choreography

is designed to introduce students to the many elements

of creating dances. Students learn the skills and methods

to construct a final, finished, choreographed dance that

is completely their own. They are challenged to explore

new music, new ways of thinking, and new ways to solve

movement problems. Working in groups and solo, students

learn how to develop and expand on a theme, use text and

speaking in dance, and use props to support an idea. Students

have the opportunity each trimester to show their work to

the community.

Master classes are also scheduled regularly, and this past fall

dance students of all abilities benefited from the instruction of

Mr. Stanley Wayne Mathis. Mathis has performed on Broadway

in productions such as Oh, Kay! which won him The 1991

Fred Astaire Award for Best Dancer, starring Brian Stokes

Mitchell; Jelly’s Last Jam starring Gregory Hines , written and

directed by George C. Wolf; The Lion King directed by Julie

Taymor; You’re A Good Man, Charlie Brown with Roger Bart

and Kristin Chenoweth; Kiss Me Kate starring Marin Mazzie

and Brian Stokes Mitchell; and Wonderful Town directed and

choreographed by Kathleen Marshall, starring Donna Murphy

and Jennifer Westfeldt, and later with Brooke Shields.

Mathis has studied musical theater at Washington International

College in D.C., at Cynthia Belgrave’s Studio, and HB Studios

in NY. He also was a member of Ebony Impromtu Theater

Company in D.C. and danced with The Charles Moore African

Dancers and Drummers in Brooklyn, NY.

Nuturing Creativityoldfields dance program

A master class with Stanley Wayne Mathisby janine k. brennan p ’11

17on campus

Stanley Wayne Mathis

After-school dance performs to “Exs and Ohs” by Matson Jones

Intermediate Ballet performs during the holiday assembly

Nuturing Creativitytheatre then [and now]

1921: Joseph the Dreamerby janine k. brennan p ’11


19on campus

Theatre arts has always been an outlet for creative students

at Oldfields. Since the earliest days of the School, the Drama

Club has been active, often producing plays to entertain

the alumnae during their annual visit. Among the plays

performed in 1921 was Joseph the Dreamer, an impressive

outdoor pageant which was covered in print and pictures

by The Baltimore Sun. An interesting postscript was the

opinion expressed much later by one of the participants:

“ My first year the play was Joseph the Dreamer,

chosen because it had a large cast, perhaps,

as it was certainly a dreary affair. It was a

production of some magnitude given out of

doors, luckily, as we were all encased in smelly

wigs and costumes to match, and looked like

modern hippies. Later pictures of us appeared

in a Baltimore paper and shouldn’t have been

shown to our worst enemies!

(Reprinted from A Feeling of Family by Mary McPherson)

Now, 90 years later, an emphasis is placed on students

understanding and experiencing all aspects of the theatrical

process, as well as learning an overview of theatre history.

Within the classroom setting, our students experience theatre

by performing different roles associated with theatrical

production. Students act as readers, audience members,

actors, critics, playwrights, designers, and directors.

As the unifying force behind the production of a play, the

director must understand all aspects when producing a play.

In the Directing and Production class, theatre teacher Kate

Briante challenges her students to learn how to analyze

scripts by reading a variety of plays, monologues, and scenes.

Students are taught how to audition actors, cast for specific

roles, create a basic floor plan for the set, and supervise the

costume, scenic, and lighting design for each project. The

student directors also help with the actors' interpretation

and present each project as a cohesive whole. This fall Parker

Phelan, a senior in the Directing and Production class and

veteran of eight Oldfields theatre productions, successfully

directed a play as part of An Evening of One Acts.

Photos from the 1921 Oldfields production of Joseph the Dreamer, courtesy of Elizabeth Lee Boothe Howell ’21.


Nuturing Creativitytheatre now [and then]

2011: Accused of Comedy by parker phelan ’12

As part of my Directing and Production class, I knew that I would be challenged when asked to direct a one-act play this fall. I would be lying if I said I was not nervous. I did not know what it meant to be a “director” nor how I was going to accomplish this task. I was excited, however, and accepted this project with the anticipation of creating something wonderful on the Oldfields stage. I embraced this opportunity to direct as a learning experience!

From the beginning I knew I wanted to direct a comedy, something that would be enjoyable and fun for everyone involved. So, it was an easy decision when I first read “Accused of Comedy.” The characters and their interaction were everything I was looking for in a script: hilarious and believable. The play reminds me of the style found in the slap-stick humorous plays written in the 1920s, 30s, and 40s.

Throughout this entire process I have come to realize the many challenges a director faces when producing a play, such as: designing a workable set, selecting costumes, blocking, scheduling, and much more. Yet the main thing I have learned

is that the director is the “guide” for the play. It is the director’s

responsibility to offer a foundation for everyone, the actors as

well as the production team, to build upon. A director also has

to be a figure of love, encouragement, respect, and discipline.

Sometimes it may be difficult to maintain a balance between

each of these qualities, but as long as the director remains

focused, the actors should follow her vision.

I would like to thank all of the girls involved in putting this

wonderful show together. For most of the actors this was a

new experience for them, since this was our first time working

together. Each worked diligently to bring the characters to

life and to tell the story. I would especially like to thank Mrs.

Briante for being my guide and mentor during this entire

process. Without her I would have been lost every step of the

way.

Above: The cast of Accused of Comedy with the author in the

bottom left.

21on campus

From science fiction to detective novels, some of the greatest literature ever written was done so by genre fiction writers. Freshmen read a wide variety of literature over the course of the year and while the focus is on learning the elements of each genre, students build their critical reading and analytical writing skills through class discussions and essay writing. In the sophomore year five novels provide a foundation for the year. Students read and analyze numerous essays and other non-fiction pieces, explore the ways writers communicate with their audiences, develop a more standardized and expanded vocabulary for analyzing texts, and strengthen their ability to comprehend complex prose and write skillful, effective essays.

As the students start preparing for college in earnest during their junior year, they are required to begin exercising the independence, responsibility, and intellectual proficiency that college-level work demands. Students are expected to complete multiple, substantial writing assignments each term and to move through the writing process independently. These papers will give students a chance to examine the guiding concepts

and themes with which they wrestle, during each class in a deliberate and thoughtful way. They will also continue to hone their research skills by completing a major research paper by the end of the year.

By their senior year, students will spend the majority of their writing time mastering the art of complex literary analysis. Students will be expected to turn in several substantial pieces of writing each term and particular emphasis is placed on the process of writing specific styles of essays in addition to the mechanics of good writing in general. A major research project will be assigned and students will hone their scholarly research skills through library workshops and step-by-step completion of the process, often searching out and synthesizing information from primary sources.

Especially in these four years of high school, when students are ready and able to develop their higher cognitive abilities, creative work plays an enormous role in fostering the more mundane skills we strive to teach in every level of English. For instance, what better way to learn why Poe’s short stories are

Nuturing Creativitywriting creatively

Literary Highlights by jillian meyer bledsoe, english department chair


so effective in their ability to horrify and titillate than to allow

students to mimic his style in the creation of a new story of

their own? Or, while examining a variety of literature

that deals with the coming of age process, why not

ask them to journal what it means to grow and learn

and overcome obstacles in our own lives, then turn it

into a visual map?

Even when we’re examining more intangible themes

like Justice, Beauty, Truth or Citizenship there is a

place for creative work in the English classroom. A

study of the blues – both the socio-economic roots and the

form of the lyrics themselves – enriches our understanding

of the culture at work in To Kill A Mockingbird. Writing

a contemporary sonnet for Justin Bieber allows

us to more fully appreciate the craftsmanship of

Shakespeare’s poetry (shocking though the comparison

may be!) It is through the process of creation that the

work of the many authors we read and analyze begin

to take up residence in our hearts and minds, and it

is our kinship with them, our complicity in the act of

making literature, that allows us to better understand

what it means to be human and present in our world.

While reading Amy Tan’s The Joy Luck Club, Jillian Meyer Bledsoe’s English 10 class discussed the larger issues

of world literature, particularly how the immigrant experience, minority voices, and the process of assimilation

contribute to, and shape, “world” literature. In this short essay, Zainab “Zeze” Suntai, a sophomore from

Nigeria, explains her assimilation experience.

american dream: a brighter pictureby Zainab “Zeze” Suntai ’14

In this world, people are different in their own unique ways. The world itself has been fighting for

peace but there are people who go around making sure that we all understand how and why we are

different. We just are. Many people who had been looked up to in the past told us in their own ways

that this world is full of different people. Ghandi said “an eye for an eye makes the whole world blind.”

He taught non-violence and helped to keep his country in order. But most of all, he reached out to the

world as a whole. We learned to accept each other, and start in the small communities we find ourselves in.

For many years, people have looked out for somewhere they could go to let all their worries go, to be themselves, to be who they

want to be. We leave our dreams on our beds when we wake up every morning, we never remember to take them with us. The

place indeed had been found at last: the United States of America, the place where people are accepted and taken for who they are.

You come to this country with your dream wrapped up in a package. No need to sweat. Clues and hopes are everywhere. You can

be a role model for the world and start a line that will extend forever and ever. Be that one person, that one person who makes a

change. Learn from the sources around you, heal the world. Open your arms and embrace diversity, because it is the key to world

peace. Things have happened in the past, these things are to be long forgiven but stored in history.

We learn from our past, but we always have to believe that the future will be the brightest. You need to trust yourself and set an

example for others. A call out to the world, a shout for peace, a stream of love, something worthwhile. Be the angel, the one that

was sent from heaven. Be YOU.

I came to America and I learned this.

23on campus

Jillian Meyer Bledsoe asked her English 10 students to create an epilogue to the book The Joy Luck Club by

Amy Tan. Erin Wood, a sophomore from Marina, California, submitted this insightful essay.

I stare up at the ceiling, and ask myself, “When is it right to tell someone the hard truth about her family, and when is it better to allow her to be blissfully unaware?” I study the cracks in the ceiling of my long-lost half-sisters’ house, unable to fall asleep. My father and I have travelled to China to find them. They are my mother’s daughters, who she left along the side of the road when she fled the Japanese.

My sisters, Chwun Hwa and Chwun Yu, had insisted that my father and I stay with them instead of going to the hotel where we had planned to sleep at. Since our emotional reunion at the airport, I have struggled with this question, pondering whether or not to tell them the story of our mother’s journey to Kweilin and their abandonment along the way. I think back to the times that my mother warned me, “You must always know your family’s stories. They are what keep you alive. Without them, you are empty.” I wish I had listened better when she tried to tell me about her family, my family who I never got to meet. I realize now that I must tell my sisters. They would want to know everything I can tell them about our mother.

I awake the next morning and swallow the lump of anxiety in my throat. Today they will bombard me with questions. Last night they knew I was exhausted from travelling and let me go straight to bed, but I know they will be waiting to talk this morning. When I walk out into the main room of the house my sisters are sitting at an ornately decorated table quietly drinking tea. They look up immediately when I enter and I can see both the excitement and sadness in their faces. They can’t wait to learn about our mother but I know they are disappointed that it is me they will learn from instead of being able to meet her.

Chwun Hwa stands and moves toward the stove. “Good morning! You sleep well?” she inquires in broken English.

“Yes, thank you.” I reply.

“You want tea?” She holds out a steaming mug before I have a chance to respond. I sip it slowly even though I’m so nervous that my stomach is in knots. We all sit at the table and fall into an awkward silence. I can feel their curiosity but I know that they’re being too polite to question me the way they want to.

“It’s okay,” I mumble, “You can ask me whatever you want about our mother.”

Chwun Hwa jumps at the invitation and begins firing off questions. It’s interesting how similar my sisters look, but how different their personalities are. Chwun Hwa is outgoing and doesn’t mind using her halting English as long as she gets her point across. Chwun Yu on the other hand is quieter, and I get the feeling that she thinks through every sentence that she speaks in English until she has it right before speaking aloud.

I answer my sisters’ questions as well as I can, and am surprised by how much I am able to tell them. I

never felt like I knew my mother very well at all, and since her death I have regretted not listening to her wisdom. However, I realize that I know more about her than I thought, and feel that I am able to give my sisters a good picture of the complex woman that she

was. She could be harsh and demanding, but I know now that she did it out of love for me,

and that she wanted to make her expectations of life in America come true.

I tell them of her unfailing faith to Chinese traditions and her refusal to give up her pride. They smile at this and I can see that they are beginning to feel proud to be her daughters. I realize as I talk to them that I feel proud, too. I am able to see my mother through the stories I tell. My mother was a strong, determined woman. She travelled to America and was able to give me more opportunities than I would have had in China, yet she still remained true to her Chinese heritage. I had never paid much attention to these aspects of her. Instead, I saw the small woman who embarrassed me in public and nagged me to be a prodigy.

Finally, Chwun Yu asks the question I had been dreading. Strangely enough, I don’t feel as bad as I thought I would. Slowly, she asks, “Can you tell us what happened when she left us? Our other parents told us that she must have been fleeing

epilogueby Erin Wood ’14

Yo u m u st a lwaYs k n ow Yo u r fa m i lY ’ s sto r i es . t h e Y a r e wh at k e e p Yo u a l ive .


the Japanese like everyone else. They knew nothing else about her journey, or why she left us.”

“Of course! It was a story she told me often, though I didn’t learn until just a day ago why she had to finally leave you two. As you know, she was fleeing to Kweilin from the Japanese. Your father was in the military, so an officer warned her ahead of time that the Japanese were coming because she would be one of the first to be targeted when they came. She left with a few precious things, food, and both of you. She walked for several days and each day she had to drop another item in order to keep going. The handles of the bags she carried had worn grooves in her hands. After many days, she had only you and a bit of money and jewelry left. I heard from my father recently that she was extremely sick and thought that she would die soon. He told me that she asked other people to take you so that you would live but no one wanted the extra burden of two more mouths to feed. Finally she decided that your best hope would be to leave you with her remaining money and valuables in hopes that someone would

take you in. She only did it because she thought she would die, and she believed that this was the only way you could survive.”

I look into the faces that seem so familiar. I see aspects of my mother in the way Chwun Hwa holds her head, and Chwun Yu has the same eyes. My sisters do not look surprised or upset like I had worried they would be. They appear to have been

expecting news like this and so it has not had a deep effect on them.

“Thank you for telling to us,” says Chwun Hwa. “We so happy you come to see us.”

“Thanks for having me,” I reply. “Coming here has been an amazing experience.” As I say this,

I realize just how true it is. I’ve come to see my mother in a completely new light. I am proud of my Chinese background instead of wishing I was “normal” like before. Although I still wish that I had known this before my mother died, I am grateful that I see it now and that I’m able to truly forgive and understand my mother.

girl, grow upby Sukanya Pusey ’16

Get up every morning and make your bed. Walk to the bathroom and make sure to take a good shower. People don’t want to smell you. Wash your face, brush your teeth, grease your skin or you’ll be dry. Comb your hair, put on your clothes and make sure they are appropriate. This is what you have to do every day. You need to set a good example. Appearance is almost everything. Go to school. FOCUS. FOCUS. FOCUS. Have manners. Get good grades. Do not fool around. Do not pay attention to naysayers. Do not wear too loose or too tight clothing, we don’t need to see anything. Do not get involved with the wrong crowd. Do not curse. Do not be involved in drama. If you have to think twice about doing something it’s wrong, don’t do it. Do not think that boys are everything. You have years to go for all of that. Stop being lazy. You need to do work. You need to

be able to manage school and any other thing that comes your way. How will you be prepared when you grow up? Think about your future. Do not talk to strangers. If you show me your friends I’ll tell you who you are. You want to be in a better position than I am. You need to be strong. Show me you know what you are doing. Do not have an attitude. Take constructive criticism. Speak your mind. You have two things always going against you: you’re a girl and you’re black. You can either let things make you or break you. Walk properly. Do not slouch. Do not talk so loud. Do not use slang. Do not eat food with your hands. “Wassup is for your friends.” The consequences of you telling me the truth are less than if you tell me a lie. Don’t follow the trend, be a leader, grow up. You are a young lady. Do not chomp with your mouth open. Be yourself at all times. Is this who I am supposed to be?

Is this what you want me to be?

English 8 began the year thinking, reading and talking a lot about how one’s society helps define who we are.

The students read Jamaica Kincaid’s prose-poem “Girl” and discussed the “rules” set forth by the speaker’s

mother/society. Jillian Meyer Bledsoe then had the class write their own version of the poem that dealt with the

“rules” their own mothers/societies set for them. This was Sukanya’s response.

In conjunction with the novel, Dream Freedom by Sonia Levitin, the students in Caroline Blaum’s seventh

grade English class were asked to write a poem describing what they dream about. What do they work for?

What motivates them? The following poem is Cabria Perry’s response.

All alone in my little world I dream I dream of having more dreams to come Yes I dream I dream of having the life I hope for Do you dream? I dream that little children who have nothing can at least have a dream that will take them somewhere in life. Like my dream will take me somewhere in life Doesn’t matter if it takes me to the skies or if it takes me on a journeyI know it will take me somewhere I dream to let all minds be free, able to fly among their own dreams. I dream to let life be free No regrets No sorrows Harmless

Fearless And full of love I dream to be free of the demon that takesover my soul I dream to live life to its fullest And to have fun I dream to one day be a great woman likemy mother is raising me to be. I dream I dream to use the brain that has been given to me, cor-rectly Yes I dream I dream to have food on the table and clothes on my back Do you dream? I dream to have someone there to catch if I fall I dream to be there for anybody who needs me I dream Oh yes, I know it’s hard to believeBut yes I do dream

my dreamby Cabria Perry ’17

25on campus


I think most of us remember when we were younger and we were asked “what do you want to be when you grow up?” There are some who always knew what they wanted to be, some who have already had their future decided for them, and some who remain undecided even now. The problem with the ques-tion of “what do you want to be?” is that when you answer it, some people will judge your response and in turn, judge you. For some reason, children with higher aspirations are admired more by the adult, and those who either don’t know yet or answer with something that’s not as respected, are not taken as seriously. It’s not very fair to judge people only based on where they want to go in life. Everyone should be on equal footing in that regard, because in the beginning, everyone has their goals set high. All have the noblest aspirations when they’re young; everyone’s dream is to be some kind of football playing king in space at one point or another.

So without judging people on where they want to go in life, should

we judge them on where they end up? This still seems wrong. As an example: in most cases, a doctor would get more respect than a garbage man. But both are needed in our functioning society, and the argument could be made that a garbage collector is more valuable than quite a few other professions.

In terms of goals, why is it that some people will only view the beginning and the end in order to form their opinions of those who have them? It’s like judging a book by its cover, while skimming the introduction and the epilogue.

To me, the most important thing – and what should be the only important thing – is the middle. It doesn’t matter what goals you have; how you pursue them will determine what kind of person you are. Hard work is hard work, no matter what is being worked towards. Working honestly and with a strong conviction will bring you closer to your goals. Conversely, the less effort you put into something and the more you try to get

Student Spotlightsenior presentation

by alyson thompson ’12

Alyson Thompson ’12 instructs a Sparks Elementary School student

27on campus

around doing things, the farther your reward will be from what you actually wanted.

The work that is put into gaining something is what we should use to see people more clearly. The goal itself is something for the future; the actions being taken are being taken now, and are thus a more accurate reflection of the type of person being analyzed.

Of course, there are people who have high goals and work very hard to achieve them – and for that, they should be commended. However, they may not ever reach their goals because of any number of unforeseen circumstances. And that’s too bad, because from the time we’re little, we’re taught that all we need to do is believe. Through stories like The Little Engine that Could, we’re told that perseverance is key, and believing in one’s self is crucial to any success. And while that is true, there are times when one’s self is not enough, and it becomes necessary to seek solace in another vessel of motivation.

As students at Oldfields, we have the opportunity to draw from the support of our community every day – to give us strength, to guide us in the right direction, to establish our goals, and acquire the tools necessary to reach them.

Before coming to Oldfields, I had very little idea of what direction my life was going in. I was always tempted to fill in 999-undecided on all the test papers we filled out, but I convinced myself that it would be better to just pick a major and do it. Only later did I realize how much I hated following a dream that wasn’t mine; a dream that I had drawn out of a metaphorical hat in an attempt to give my life some direction. I wouldn’t have minded pursuing some other occupation, if only I wasn’t so unmotivated. I don’t ever want to do anything half way and I don’t ever want to give less than everything I have. But if what’s waiting for me at the finish line is something that I never wanted to begin with, then what other direction should I go in?

I was ultimately pointed in the right direction by my mother, Pamela Crowder-Thompson ’85, an Oldfields graduate who finally convinced me that this school was where I should be. The adjustment was overwhelming at first – coming here from a school where nothing really mattered, and nobody really cared. And it quickly became apparent that this school offered the kind of environment where I could figure out everything that I needed to do.

I was starting to lean towards education as a major while I attended Towson High School, which happened to be right across the street from Towson University, which has a well-renowned education program. But I felt uneasy about choosing that because it was only a choice for convenience; I had no

actual interest in teaching at that point. In my junior year, even at Oldfields I again felt the pressure to decide what to do, but that was subsided by two things: first – the college guidance that I received from Ms. Winter and Mr. Bledsoe, and second – The Joy of Teaching May Program. A May Program is a two-week capsule course at the end of May to give students the opportunity to experience activities that are not normally offered. When I walked into the library that Friday of Fall Family weekend, the board that had the word “teaching” drew my attention right away. I saw it as an opportunity, both to do community service for Sparks Elementary School, and to learn more about being a teacher. Signing up for that May Program was probably one of the best decisions I have made so far.

From the time we arrived at the school in the morning, we assisted our teachers, taught lessons, went to recess, and even got to eat lunch in the faculty room. All of the students were so happy to see us; they were energetic and friendly and most importantly – eager to learn. The children in the fifth grade

class that I was teaching were so excited to raise their hands and go to the board to solve a math problem, even if they weren’t sure of the answer. It was very inspirational for me, since up until then I was on the fence about teaching. But by the end of the two weeks, I had learned so much about teachers from observing and assisting them that I came to a decision about my future, and that decision is to teach.

So now, as I go through my senior year, I’m still not exactly sure “what I want to be when I grow up,” but all of my goals are starting to take shape. And more importantly, I’m learning what I have to do to achieve them. Everyone here has

some unique dream that they’re learning to accomplish. We’re not just attending high school to prepare for college; we’re in school to prepare us for our lives. In these important years we’re learning life lessons: how to solve problems, how to manage our time and space, and so many important skills that we can use in almost any situation life can throw at us. So that even if it turns out that the goal we’ve been pursuing is the wrong one, we can be versatile enough to change course and still have all that we need to find our way again. I want to learn enough so that I can tackle any challenge with everything I have, so that people will take note of not only what I achieved, but how I achieved it.

photo by sydney sharp ’12

It was in 1871 that Chemistry, the branch of science dealing with the structure, composition, properties, and reactive characteristics of substances, was first formally taught at Oldfields.

After 140 years, the objectives of the Chemistry I course remain the same: 1) to learn the metric system of units, chemical symbols, chemical formulas, and principals of chemistry; 2) to understand and use the basic concepts in examples; 3) to develop critical thinking through theory, laboratory experiments, and technology. Working individually and in groups, students explore the structure of matter: atoms, molecules, bonding, chemical reactions, nuclear reactions, and organic chemistry; kinetic theory: solids, liquids, gases, and solutions; equilibria: acids, bases, buffers; thermodynamics; and electrochemistry. Creative projects, hands-on laboratory experiments, and challenging research papers allow students to fully explore the fundamentals of the course.

Chemistry Honors, a modern advanced course which prepares students to take the Advanced Placement exam, is designed in

its depth, breadth, and laboratory experience to be comparable to a first-year chemistry course at the college or university level. It explores the relationships between the structure of matter and its properties and reactions. There is an emphasis on quantitative descriptions of the behavior of matter and on the mathematical underpinnings of the theories that explain that behavior. As a consequence, the development of problem-solving strategies and computational skills are an important element of the course.

Oldfields has been committed to the study of the sciences since its founding. “In that time of great new scientific theories and discoveries, the knowledge of scientific facts was an essential part of education” (Feeling of Family, 13). The goal of the Science Department at Oldfields has always been to equip students with the skills necessary to create and test a hypothesis through laboratory experience, to develop an understanding and appreciation of fundamental scientific processes, and to prepare students to make informed decisions about scientifically-related social issues.

Nuturing Creativity140 years of chemistry

The Sciences at Oldfields by janine k. brennan p ’11


29on campus

Students conducting research in our state-of-the-art chemistry lab


Practicing yoga helps keep the mind and body in a state of

awareness that can accelerate the creative process. It challenges

the mind to focus with the breath, while bringing the body

in alignment; building strength and flexibility. However,

yoga is not an exercise alone. It is also a way of living. Living

responsibly and giving back to the community are an essential

part of yoga practice. Yoga accepts and yoga gives back.

The word yoga is Sanskrit (one of the ancient languages of the

East). It means to “yoke,” or unite, the mind, body, and spirit.

Students of Oldfields Yoga learn to transcend their limitations

in class and in life. We learn how to be more observant; bringing

an awareness not only to our own movements and breath, but

also to our thoughts and reactions to everyday life. This class

is not about achieving the perfect pose, but about “intention.”

It is about being in the moment, learning the process, putting

forth the effort, and concentrating.

Yoga is not a competitive sport. There isn’t a better stretch that

one makes or a better breath that one takes. Everyone learns in

their own style, at their own pace. Everyone wins every time

they practice yoga.

Maria Vaporis, the yoga instructor, explains how she learned

her techniques: “The practice of yoga has been a passion of

mine for over 40 years.” My interest actually began when I

was in middle school and TM (Transcendental Meditation)

was the rage. I was curious about what it was, where it all

started, and how it compared to daily prayer and the practice

of Zen. In addition to the meditative aspect of Yoga, I also

discovered the physical benefits while taking it as a gym class

at Princeton. The yoga teacher there introduced me to Hatha

Yoga - a gentle physical form of exercise. From then on I was

‘hooked.’ I started realizing that this heightened awareness of

our body’s strengths and weaknesses, knowing it’s abilities and

limitations, directly affected the very core of our health; not

only physically but also psychologically.”

Through this awareness, I became even more curious about

Nuturing Creativitypracticing yoga

Keeping the Mind Focused by maria vaporis, library director and yoga instructor

Yoga is the quieting of the mind.

Yoga is the ability to listen to one’s breath.

Yoga is the art of flexibility.

Yoga is a way of life.

31on campus

other forms of body movement. I studied the Alexander

Technique (at the Princeton School of Ballet) and modern

dance with Jim Mays at Princeton University. In the early 80s

I moved to Tokyo, Japan for two years where I continued my

informal studies of the body in movement and meditation. I

was able to participate in an intensive month-long workshop

in Butoh dance with Kazuo Ohno (an avante-garde dance that

is completely based upon the expression of the body and its

movements). I also had the opportunity to visit and learn more

about the ancient practice of Zen at many of the country’s

historic temples, sitting alongside monks who had dedicated

their lives to the world of simplicity, quiet, and reflection.

Ever since those early years, I continue to learn and practice

more holistic methods towards health and wellness, attending

lectures and workshops wherever the road may take me.

Today, my practice at Oldfields and at home is a culmination of

all those disciplines. My greatest joy has been to see the students

and adults on campus discover the benefits of yoga – both as

a form of exercise and as an approach to living a more natural

and healthy life. My hope is that “yoga” will be embraced and

practiced in our daily activities while here on campus and at

home; from the simplest forms of taking deep relaxing breathes

right before a test (which naturally increases the serotonin

levels in our bodies in order to relax) and bringing an even

greater awareness of our bodies movements and abilities while

on the playing field. I look forward to many more years of

learning and sharing.

While many prepared for the Thanksgiving holiday, more than

3,500 athletes from across the United States, Canada, Europe

and the Caribbean made their way to Phoenix, Arizona, for the

National Field Hockey Festival. USA Field Hockey’s National

Hockey Festival is the largest amateur field hockey event in the

world. Festival, as it is more casually known within the Field

Hockey community, traditionally attracts nearly 4,000 athletes

competing for titles in men’s and women’s divisions including

women’s age group (Under 16 and Under 19), boy’s age group

(U16), women’s open, and mixed. More than 700 field hockey

matches, played on 18 different fields, took place over the three

day weekend of November 24 - 27, 2011.

Coach Caroline Blaum attended the tournament for the

13th time and, this year, was accompanied by first-time

participants Louise Chapman ’13 and Anastasia Araviakis ’14.

The girls attended the tournament as members of “KaPow,”

a Pennsylvania club team coached by 2008 Olympian Lauren

Powley. While the tournament served as additional experience

and playing time for our two varsity athletes, it also functioned

as one of the sport’s largest recruiting forums. College coaches

lined the sidelines in hopes of finding players willing, and

able, to continue their sports careers at the next level. Overall,

the trip was a huge success and an enormous opportunity to

advance Oldfields Field Hockey in the future!

(Left to Right) Anastasia Araviakis ’14, Coach Blaum, and Louise Chapman ’13 at Festival

Nuturing Creativityfield hockey

in arizonaKeeping the Body in Shape

by caroline blaum, varsity coach

Yoga Class


We started our gatherings season

right here “at home.” Mr. and Mrs.

Smith hosted a beautiful party at

the head’s house on September 22,

2011. Alumnae, parents, neighbors,

and friends dropped in to say hello.

It was a beautiful warm autumn

evening and many were delighted

to visit the house that brought

back fond memories.

Alumnae Gatheringsbaltimore, north carolina,

and new york cityKeeping in touch

by joan carter jermakian ’81, p ’15

Our next gatherings are in Atlanta, Georgia and Palo Alto,

California in early February.

We will also be traveling to Philadelphia in late April and

hope you can join us.

Please contact Joan Carter Jermakian ’81 P’15 if you are

interested in hosting or attending a gathering.

33alumnae

In October, we traveled to North Carolina. First stop was the home of Martin and Sheila Wiley Harrell ’90 in Chapel Hill, North Carolina. Sheila, who is one of our newest board members, treated us to a scrumptious homemade dinner. All guests had the opportunity to choose a green or

white napkin! We had fun sharing our favorite Oldfields stories.

Next we were off to the home of Stuart and Isobel Jeffreys White ’82 in Charlotte, North Carolina. Isobel also wowed us with a delicious home- cooked meal. Several parents, whose daughters are new to Oldfields, joined us as we celebrated our Oldfields connections. The White’s children, Jack and Kemp, impressed us with their terrific serving skills. It was wonderful to see our surprise guest, Past Trustee Jay Rivers, also past parent of Rebecca

Rivers Schrader ’88. It was a great evening.

On November 30, 2011 we gathered at the Colony Club in New York City as the guests of

Christine Wilmer Barkus ’73. We were surrounded by 60 Oldfields

alumnae, parents, and trustees, our largest gathering to date. The club was decorated in its holiday best and we reminisced and laughed

the night away.

1942 - 70th Reunion

Alice Williams Hinman –

I am so gratified for my

Oldfields years and do get a

little homesick when Alumnae

Weekend comes up! I do miss

Nancy Donaldson Starring

’43, who always knew more

about the current school than

I did! At 86 years I can only

feel grateful that I have a great

deal of fun activities here. Past

Trustee Jean Sherrill does a

marvelous job of presenting

the history of Mount Vernon.

Now that she is off the

Oldfields Board, I miss

her updates!

1948

Ann Brooke Holt – I’m

delighted that the fourth

generation of our family,

Gwendolyn B. Griffiths ’15,

has joined the Oldfields

“family” this year. All is well.

I’m still training dogs and

loving it.

1949 Jane “Gouvie” Gouverneur Ten Eyck – Getting old ain’t for sissies. We’ve been slowed down this spring: Ben with A-Fib, me with a thumb replacement. Still thrilled by living in the middle of a tidal marsh. The boys are all fine and happily employed. God is good – we are truly blessed. Love to all!

1952 - 60th reunion Jane Isdale Schaefer – This past year has been a difficult one for our family as Rudi, my husband, passed away on June 10th. I do hope to get to school for Alumnae Weekend in 2012 as it will be my 60th! Where are the rest of you? Hope you will try and come.

1958 Laura Connerat Lawton – I retired from teaching science in a big public high school here in Savannah last June. I am enjoying taking care of

and riding a gentle, lovable horse, a 23-year-old bay mare. I enjoy seeing Sue Perry Palmer ’58 who lives nearby in Beauford, South Carolina.

1959 Pam Barner Titus – Still teaching equestrian sports, but now retired from the health field of physical therapy.

1960 Lena Hallock Pless – Busy keeping up with eight grandchildren. The oldest is eight and youngest is ten months; five boys, three girls. Fortunately, everyone is within driving distance from Vermont. I do have a gardening business, then a little golf and tennis in between.

1961 Dorothy “Dolly” Brinley Howard – Life is pretty much the same. Lots of activities. Spending seven months in Florida and five months in Lake Winnipesaukee, New Hampshire. I am very lucky!

1962 -50th reunion Claudia Fitz-Hugh Kelleher – I am looking forward to our 50th reunion. It would be wonderful if everyone in the class of ’62 would return to celebrate. We had a great group!

Terrell Garrard – I am looking forward to my 50th reunion!! I have a son, James Elliott Scarborough IV, born April 21, 1969 and a daughter,

Elizabeth Scarborough

Butrum, born June 30, 1970.

I have been spending a lot of

time in North Carolina, near

Brevard, and teaching riding

at High Rocks Camp for

Boys in the summer. I have a

grandson named Davis, who

is six, and a granddaughter,

named Spencer, who is

almost two. I’m loving the

grandmother role!

Lynn Turner – My daughter,

Mandy Rhodes, was born

December 27, 1978. On June

23, 2007, she married Bryan

Rhodes from Winchester,

Virginia and they have a

daughter, Louisa Rhodes,

born November 2, 2008.

Mandy is in her third

year psychiatric residency

at Brown University in

Providence, Rhode Island.

I continue to practice in my

psychotherapy center in Old

Town Alexandria and live

near Mount Vernon, five

miles south of Old Town.

I was very excited that my

article on attachment theory

was recently published in the

Psychotherapy Networker Journal. My mother, Margaret Henderson DeLamater,

class of 1942, is still living at

home (age 87) and my sister,

Maggi DeLamater Jeng,

class of 1980, lives near me in

Alexandria, Virginia. It’s hard

to imagine 50 years since we

spent our youth at Oldfields,

and I look forward to seeing

everyone.

Alumnae Newsclass notes

Miranda Freer Mackintosh ’44 is pictured with her loving nieces(left to right) Perdita, Cordelia, Helena, Miranda Freer Mackintosh ’44, Katherine, and Olivia


Sheila Cochran Urmston – I am so looking forward to my 50th reunion!

1963 Blair Bartol MacInnes – Another new granddaughter, Sadie Pembroke MacInnes, joined us in August. I have seen Judy Wakeman Ferenbach, Marguerite “Maggie” Tenney Embry, Marina Craven Kaiser, and Wendy Goodyear Griswold this year. All as wonderful as they were in 1963!

1965 Jane Farley Simonds – Bill and I have been blessed with Jake Graham Simonds, born May 4, 2011. This makes four grandchildren! I am currently the #1 woman in

USCA Croquet rules. It is a wonderful sport with great strategy. Hope to see more OS friends on Facebook!

1975 Margaret Peabody Cotton – Sure was sad I missed our big reunion. 35 years – amazing! As the years add up it makes me feel old! Hopefully for the 40th I’ll bring an anonymous “person of interest!” We are all fine. Both boys, men now, are teachers at inner city schools with a program similar to Teach for America. John is engaged and living in Chattanooga, Tennessee. Andrew lives in Baton Rouge, Louisiana. Miss my “wee ones” but wouldn’t do it again to save my soul! But I do miss being the center of their worlds.

1977 - 35th Reunion Barbara Collins – I would love to share something with Oldfields about my experience so far with breast cancer, especially since October was breast cancer awareness month. I am just getting started but already have seen such incredible

blessings. You can read my past four entries on my blog to see what I mean. I started chemo and am starting to feel better. If I can share what I am doing to help someone else then I in turn reap the blessing. http://Madreminutes.blogspot.com

1981 K’ami Landy – Bought a house on 40 acres near Gainesville, Florida, so naturally it’s been eating my life. I hope to have plenty of guest room very soon. Come see me! Finally I’m starting to get calls from prospective riding students and boarders – just in time to see my son, Gareth, graduate from Cranbrook High School in Michigan. I don’t think he had quite as much fun boarding as we did.

1982 - 30th reunion Eleanor “Pickett” Floyd Fulton – Hi to all. My boys: Alexander is 14 and very big in showing horses, mostly hunters but wants to get into jumpers soon. Also plays lax. Patrick is ten, loves to

ride also, and shows hunters (mostly ponies) and is big in Boy Scouts. I drive the kids up and down the east coast to horse shows. Me: I run the farm with 14 horses and 70 chickens for eggs, and a lot of grass to mow. Michael, the love of my life, and I have been married 16 years this summer. We’ve been together since I graduated from Oldfields. He is doing great. He still owns an excavating business and is working very hard. My father, George R. Floyd, is back on the Board of Trustees, for the second time around, at the age of 80. My sister-in-law, Jennifer “Nifer” Hoff Floyd ’86, is doing well in Durango, Colorado. We see them a lot. Hope to see everybody in April.

Megan Mardiney – I can’t wait to see everyone at our 30th reunion! It is hard to believe it has been that long. All is well with me. Still living in New York City (23 years and counting). I have a great husband, two beautiful kids, and my graphic design

firm just celebrated its

tenth anniversary.

Jackson (9) and Mariah (11), children of Megan Mardiney ’82 Lisa Chapin ’86 and Anna Barker ’86 on A Vela in San Francisco Harbor

Lulu Laubenstein Good ’72, Candy Brooks ’72, Judy & Taylor Smith at the wedding of Hilary Gardner Peterson ’72 to Frank Swain

35alumnae

class notes


Margarita Hauck Deleuze ’60 can be considered a truly

international artist. Her name and inspiration come from

France; her art formation from Latin America, where she

studied with Venezuelan masters; and her art has developed

and evolved in the United States, where she now resides in

Weston, Florida.

“The message of my art is simple and direct, without a profound

statement or complex idea. Its purpose is to embellish a surface

with color, harmony, and balance, executed with realism in a

contemporary setting. We are surrounded by beauty that we

often fail to observe. Art is a patient teacher that makes us

aware and reminds us that the principal meaning of life is to

find joy in the creation and in the magnificence of beauty. To

decorate a wall by capturing the essence of a simple subject is

a thrill that challenges me to search and find patterns of colors

and shapes that are pleasing to the eye to read.

There are no hidden meanings in my art other than to delight

the viewer by depicting the magnificence that interacts between

light, color, and composition in familiar subjects. Rather than

attempting to force observations to fit preconceived ideas

which arise from the failure to observe and actually see the

magnificence that surrounds us, my challenge comes in using

light to define form and space, and in capturing the essence

of a subject through the use of composition, color, technique

and design. To bring this new awareness to the viewer is my

triumph and reward.

My studio is filled with good energy. It’s my refuge for

meditating through my art. Filled with music, light, color, love,

peace, and beauty it triggers my creativity. It’s my personal

kingdom.”

Margarita Deleuze’s oil paintings have been exhibited in solo

and group exhibitions in galleries throughout the United States

and abroad, as well as in the Florida Museum of Hispanic and

Latin American Art in Miami, the Hortt Museum of Art in Fort

Lauderdale, and the San Francisco Museum of Contemporary

Hispanic Art where she received an Honorable Mention.

She has also participated in major exhibitions like Art Expo

’96 in Barcelona, Spain; in Art America ’96 in Miami Beach

Convention Center, Fl.; Art Expo N.Y., the International

Art Fair in her native Caracas, Venezuela; Art Expo 2000 in

Coconut Grove Convention Center, Florida; as well as in shows

in Livorno, Italy; Frankfurt, Germany; Washington, D.C.; and

in Key Biscayne, Orlando, Coral Gables, and Naples, Florida.

Ms. Deleuze is also the recipient of other honors that have

been awarded by the Venezuelan American Association of

University Women, as well as the “Premio Nosotros” awarded

by ALAS in Miami, Florida; and the Artistic Achievement

Award of a five-part national juried competition, Artscape

Naples 2003, Florida. She has had solo exhibitions in Caracas,

Venezuela; Boca Raton, Florida; Miami, Florida; Sarasota,

Florida; as well as in Santo Domingo, Dominican Republic and

San Juan, Puerto Rico. She is featured in The Marquis Who’s

Who of American Women, Who’s Who in America and Who’s

Who in the World, as well as in Strathmore’s Who’s Who.

Alumna Spotlightmargarita hauck deleuze ’60

International Artist

37alumnae

“Margarita Deleuze is a realist artist whose treatment of the equestrian theme is characterized by its cleanliness and effect. In her horse paintings, they render evidence of her profound direct knowledge of the animals and their world; the artist molds the poetry of the perfection of form and movement proper of the noble animal. Together with that type of work and with the same cleanliness, Deleuze now overturns herself to the paintings of fruits and flowers, which she executes with as much realism as color.” Armando Alvarez Bravo - Art Critic the Miami Herald

Frannie Pope Hohman – After Oldfields I studied singing and acting at North Carolina School For the Arts. Then I went on to Boston University where I graduated with a Bachelor of Fine Arts degree in acting. From Boston I moved to Seattle and went on to work in theater, TV, voice-overs for computer games and radio, and commercials. In 1996 I met Robert Hohman, with whom I fell madly in love. We married in 1998 and had our first child in 2000. We have since moved to Tiburon, California which is just 15 minutes north of San Francisco. Currently I

am busy raising Oliver (born May 2000) and Elliott (born March 2003) and occasionally find time to act with a San Francisco based sketch comedy troop to which I belong called “Funny But Mean.”

Susan Westerlund Pizzi – I am married and have one child, Graham, who is now 19. I now have a Master’s degree in Clinical Psychology and I am a Marriage and Family Therapist (MFT) at Family Services of Santa Monica clinic. I still play, write, and record music and hope to be back Alumnae Weekend, singing at the Alumnae and Student Performance.

Kim Smoyer – I can’t believe it will be 30 years next spring – wow, how time flies! I am now living on the side of a mountain in Colorado (at 9200 feet) with my husband, Bill Hatcher, and our two cats. I have been President of Smoyer & Associates for the past 20 years. We are a small fund development and marketing company focusing

on non-profits, governmental

entities, and educational

institutions.

www.smoyerandassociates.com

1983

Mimi Sibley Wolffe – I was so

sad to have missed Alumnae

Weekend last year. Oldfields

always looks so pretty in the

spring! I will be there in 2013

for my 30th year. (Yikes.)

Anyway, I hope Taylor, and

everyone, is well and ready

for spring.

1985

Carol Hunt DuVal – I am

still living outside Richmond,

Virginia, with my husband,

John, and my children Will

(12) and Kathryn (6). Will is

in his second year of middle

school and Kathryn is in first

grade. How time flies! Hope

all is well with everyone!

1986 Elizabeth “Lisa” Chapin –

Recently Anna Barker and a

guest came out for a sail. It

was great to catch up and I

enjoyed seeing her again after

all these years.

1994 Caroline Bowers Evans – My husband Billy and I welcomed John Preston “Jack” to the world on November 14, 2010. His sister, Sadie, and big brother, William, are so happy to have a little brother to play with. We live in Timonium and love catching up with the Oldfields alumnae around town. We get to see Caroline Jones Ruhl ’95, Jen Widmer Bazela, and Jody Cowan Evans quite often. We hope everybody had a wonderful holiday season and has a fantastic 2012.

Alison Scarlett Coltharp – Alison, a CPA, continues her riding in Parker, Colorado where she and “Rayban” win many events in dressage and hunter jumper classic.

1995 Dana “Tyler” Taylor-Constanda – Hope everyone is doing well! I sold my store to a former Martha Stewart employee. I still have my interior design and fine art businesses. My husband and I are also starting a kitchen

class notes

Frannie Pope Hohman ’82 and her family

Jack, William and Sadie, children of Caroline Bowers Evans ’94


While visiting the Bahamas, Taylor and Judy Smith met with Lynne Robertson Adams ’85 and her family.

design business with a showroom in New Canaan, Connecticut. Wish everyone well and a happy 2012!

Heidi A. duPont – I have enjoyed being part of the Alumnae Association, for the last couple of years, which draws me back to campus for Alumnae Weekend. I hope to see lots of you all at Alumnae Weekend 2012. It’s really fun to see old friends and teachers after all the years. Just do it!

1997 - 15th reunion Amanda Delcher Sutton – Hi everyone! I am residing in Strasburg, Pennsylvania, with my husband and my two boys. I had a baby boy born on December 2, 2010, 7 lbs 10 oz, Jackson Christopher Sutton. My other son, Benjamin, is now seven years old. I can’t believe how both of my boys have grown up so much. I have been working as a support coordinator for a mental health/mental retardation agency for five and a half years. My husband continues to work in the

culinary field. We have all

been doing well. I just passed

my ten year reunion for

college and I look forward to

seeing some of you all at our

15 year reunion!

1998

Lauren Serota – I’m

presently living and working

in Washington, D.C. I

would love to hear from

my classmates. I recently

completed another Master’s

degree. I now have Masters’

degrees from Columbia

University and NYU.

1999

Keslie Tomlinson –

I graduated from

Northwestern University

with a Master’s degree in

Sports Administration.

I am currently living in

Portsmouth, New Hampshire.

2001

Sahar Helmy – I am currently

free-lancing as a theatre critic,

reviewing Broadway and

Off- Broadway shows.

Libby Cash Truskey - I am currently living in coastal North Carolina working as a veterinarian at a busy two-vet practice. I was married on July 30, 2011. Life is good!

2002 - 10th reunion Cody Leung – I’ve recently moved to New York for graduate school. Hope to see you at my ten year reunion in April.

Rachael Keller Miller – I graduated from Ross University School of Veterinary Medicine May 31, 2011 with my degree of Doctor of Veterinary Medicine. I will be working as an associate veterinarian at Academy Animal Hospital in Baltimore, Maryland.

Courtney Swanson Pleiss – I just completed my first marathon and am happily looking forward to my next. I can still remember how much I used to loathe running “The Pipeline” during lacrosse practice. What a difference a few years can make! I hope to see the whole class of 2002 at

our ten year reunion this spring.

Celeida Rodriguez – I am currently living in New York City and working for Kate Spade New York in their Merchandising Department. It’s a job I absolutely love, in an industry that never ceases to fascinate me. As it stands, I do not have any children with the exception of a wonderful boyfriend and Golden Retriever who both act like babies!

(left to right) Brooke Adams Holland ’89, Polly Williamson McArthur ’88, and Nena Adams Meurlin ’97 at Polly’s house.

Amanda Delcher Sutton ’97 and her son Jackson

class notes

39alumnae

Keslie Tomlinson ’99 with parents Ed and Gail

2003 Catie Orta – I was married in March and have moved to Ponte Vedra where I am a kindergarten teacher.

2005 Elizabeth “Bess” Harkey – I recently obtained my Master’s degree from the University of Manchester (England) Business School with a degree in Corporate Communications. I am the executive director of the Ovarian Cancer Institute, a research based non-profit working to find an early detection test and better, less evasive, treatments for this cancer. We have made great progress in our quest for this test and hope to have FDA approval in the coming year. I am starting up and serving as the first head of the Young Professional Advisory Board to CHRIS Kids, another non-profit located in Atlanta. I am now an active member of the symphony, ballet, Atlanta Woman’s Club, British American Business Council, and an active

Clemson University alumna. I hope everyone from the class of ’05 is doing well and GO GREENS!!

2006 Elizabeth “EB” Hurley – I know everyone in our class was truly happy to be back at Oldfields (for Alumnae Weekend) and in spite of the rain, it was still a great turnout! We had a fabulous time catching up and enjoying the good food and wine! I have moved to Jackson, Wyoming, to enjoy the beautiful outdoors and ski all winter!!

Emily Hull Griffin – Wedding announcement! Devin Griffin and I were married on September 17, 2011.

2009 Emily Acle – Emily is a junior at The Laboratory Institute of Merchandising (LIM) in NYC and has just started an internship with BWR, a Public Relations Company in NYC and Los Angeles.

Ashton Hampton – Missing Oldfields like crazy while

working hard at Towson

University, but never losing

my white team spirit.

MEOWWW!

Charlotte “Char” Shapiro –

Just completed a semester

in Copenhagen, Denmark

and learned lots of things.

Hope everyone is well. I am

enjoying reading The Lamp

and seeing all the good

things that are happening

at Oldfields. Go Greens!

2011 Amanda Geary – Things are going well for me at Allegheny College! I am studying political science and international studies with a minor in French. I miss Oldfields.

Katherine “KB” Brennan – I love St. Mary’s so far. I am vice president of the freshman class and everything is going well. I miss everybody at Oldfields.

It’s Memorial Day Weekend on Nantucket and middle school teacher Maggie Marshall should be enjoying the start of summer instead of getting tangled up in a web of deceit, treason, and peril. With detective work more bumbling than astute and hilarious family dynamics, Maggie, her two sisters, and their loopy ninety-year old aunt hatch one cockamamie

plan after another to solve the mystery and foil the dastardly bad guys. As this comedic whodunit unfolds, the reader encounters a great deal of anecdotal island history, local legends and lore, as well as an insider’s view into the spirit of authentic Nantucketers. Appealing characters, a compelling plot, and side-splitting dialog keep the reader engaged, entertained, and intrigued until the outrageously funny, unexpected conclusion.

About the Author: Dennie Doran, former member of the Oldfields faculty, lives, teaches, and runs a flower farm on Nantucket. Like her zany heroines, she is a member in good standing of AARP and frequently on the wrong side of good sense.

Taylor (4), Chris, Kellie Lessard Brooks ’99, and Dylan (8)

class notes


auction itemsWe are searching for auction donations for

Alumnae Weekend April 27-29, 2012.

In the past we have received art work, jewelry, wine, wine tastings, vacation homes, tickets to shows and games,

restaurant certificates, clothing, spa packages, memberships to clubs, golf packages, sailing trips, and much more.

We are always in need of contributions and rely solely on our community to donate to our auctions. Please consider

sending or bringing something to our auction in April.

Contact Joan Carter Jermakian ’81, P’15 for further information. [email protected] 443-662-1018

The stunning paintings of Cinda Train Longstreth ’64 were exhibited in a special two-person show, 35 Years: New Views, at the Foxhall Gallery in Washington, D.C., starting on November 1, 2011 and held over to December 31, 2011. Interested art collectors and friends came from across the country, including Los Angeles, California and the Adirondacks, New York, to see the show which celebrated the 35th anniversary of the Gallery.

More than two years ago the Foxhall Gallery asked for Mrs. Longstreth’s work. She submitted six pieces and has been exhibited ever since, with both repeat buyers and new clients purchasing her art. Twenty-seven paintings were requested by the Gallery for this recent show, eight of which were sold. “The best part of the show,” Longstreth

said, “is that I have had good exposure and many people have come to see my work.” Mrs. Longstreth’s artwork is primarily acrylic landscapes that capture the rugged natural beauty of the Adirondack lakes and mountains, although she does have an on-going Southwest series as well.

Mrs. Longstreth has exhibited her art in over 90 shows and her paintings are held in over 300 individual collections across the United States and Europe. Widely regarded as a knowledgeable artist, Mrs. Longstreth has held positions in three museums: Adirondack Museum in Blue Mountain Lake, New York; New Britain Museum of American Art in New Britain, Connecticut; and The Norwich School of Art & Design in Norwich, England.

Alumna Spotlightcinda train lonstreth ’64

Landscape Painter

by janine k. brennan p ’11

41alumnae

birthsBorn April 26, 2011 a daughter, Elizabeth “Ellie” Jane Meyer Bledsoe, to faculty members Cortney Bledsoe and Jillian Meyer Bledsoe

Born November 14, 2010, a son, John Preston “Jack” Evans, to Billy and Caroline Bowers Evans ’94.

Born December 2, 2010, a son, Jackson Christopher Sutton, to Joshua and Amanda Delcher Sutton ’97.

marriages

Emily Hull Griffin ’06 married Devin Griffin on September 17, 2011

Alison Scarlett Coltharp ’94 married Craig Coltharp on April 2, 2011

Libby Cash Truskey ’01 married Marcus Jay Truskey on July 30, 2011

in memoriamConstance O’Driscoll Cann ’85 August 8, 2010

Martha Cavander Coale ’67 March 26, 2010

Sandra Clarholm Gibson ’58 March 28, 2011

Joan Shippee Oram ’56 August 14, 2011

Louis Buhl Sanderhoff ’56 April 28, 2011

Esther Anderson ’48 August 25, 2010

Elise “Bunny” Wilmer Hilbert ’41 Past Trustee January 6, 2012

Frances Priscilla Osborne Ambrose ’40 October 11, 2011

Marion Marsh Potter ’39 June 18, 2011

Barbara Schoolfield Miller ’31 October 15, 2010

Hester Braxton Carter ’29, Past Parent and Trustee, November 9, 2011

Helen V. Dixon Former Math teacher January 6, 2012

From left: Tara Kaleh ’06, Marney Babbit ’04, Emily Hull Griffin ’06, Devin Griffin, Amanda Walker ’06, Lauren Shorofsky ’06, Allyson Ebert ’06

turning points

Ariel Taxdal ’10 and Emmy Dallam ’14 with Kayle the Holstein

Celeida Rodriguez ’02

The Bledsoe Family at Ellie’s baptism


43alumnae

Hester Braxton Carter, a resident of Peconic Landing in Greenport, New York, died on November 9, 2011. She was 100 years old.

At Oldfields Hester was a loyal member of the Green Team and a Maypole Dancer at graduation. She was a dedicated trustee, serving on the Board from 1963 until 1968.

Hester was born in Norfolk, Virginia, on June 16, 1911, daughter of Nina and Robert Tomlin. Her grandfather was Col. Walter H. Taylor who served as Aide de Compte to General Robert E. Lee during the Civil War. Hester was a long-time resident of Bridgehampton since 1936 when she married Paul Stuart Carter.

Hester lived in Norfolk until she was 16 when her father died suddenly, and her mother moved to Baltimore to be near a sister. Hester then attended Oldfields School in Glencoe, Maryland. Upon graduating in 1929, she moved to New York City where she went to work for Macy’s. She met Paul while in New York, and they were married on January 18, 1936. They resided in Manhattan where Paul worked in the advertising business. They eventually moved to Montclair, New Jersey just before second daughter, Antoinette, was born.

Paul, son of Antoinette Rose Esterbrook and Colin Stuart Carter, spent his summers in Bridgehampton. His family owned a house known as Tremedden, which was on the corner of Ocean Road and Sagaponack Road, as well as a second house on the beach on Mecox Road. It was that beach house that Hester and Paul used during the summers after they were married. Then, during the 60’s, they purchased a small house a few doors down from what used to be Muller’s Market, now Almond Restaurant, on the corner of Ocean Road and Montauk Highway. They ultimately ended up in a house on Hildreth Lane. When Paul retired, they sold their house in New Jersey and made Bridgehampton their full-time residence. Paul died in 1981, and Hester continued to live in her house until she became a resident at Peconic Landing in 2002, soon

after it opened.

Hester was an active member of the Bridgehampton

Community Association, the Bridgehampton Library, and St.

Ann’s Church, where she served on the Vestry. She celebrated

her 100th birthday this past August with a great many of her

friends and family in attendance.

She is survived by two daughters, Nina Rosselli Del Turco

’57, of Rome, Italy, and West Hartford, Connecticut, and

Antoinette Carter Vreeland ’66 of Owings Mills, Maryland,

and Bridgehampton. She leaves behind seven grandchildren

and eight great-grandchildren.

A Celebration of Hester’s life will take place in August, 2012,

at St. Ann’s Episcopal Church in Bridgehampton. In lieu of

flowers, donations can be made to St. Ann’s Episcopal Church,

P.O. Box 961, Bridgehampton, New York 11932; or Oldfields

School, 1500 Glencoe Road, Sparks Glencoe, Maryland 21152.

In Memoriamhester braxton carter ’29

Dedicated Trustee

(left to right) Antoinette Carter Vreeland ’66 and her mother, Hester Tomlinson Carter ’29

Hope you are busy making your plans to come to the Alumnae Weekend on April 27-29, 2012. While every year is a reunion year at Oldfields, this year we are celebrating with the 2’s and 7’s!

We have all kinds of fun activities planned. On Friday evening we

encourage you to attend the Spring musical in our newly-renovated

David Niven Theatre. This year the students are performing You’re

A Good Man, Charlie Brown at 7 p.m. Mr. and Mrs. Smith will be

hosting a happy hour at their home on Friday afternoon. Please plan

to join us for fun and conversation and then head on over to the play.

Two very important alumnae events happen during Alumnae

Weekend. One is the Alumnae Association Luncheon, where the

senior class is inducted into the Association. This ceremony is a

wonderful rite of passage for our girls. If you would like to attend

this luncheon on Friday please be sure to let Joan know.

On Saturday morning you are invited to Immanuel Church to

remember our alumnae who have passed away. The Candlelight

Memorial Service is a truly moving experience and a special way to

honor our fallen sisters.

On Saturday we will have our traditional country picnic here at

School. If you would like to attend the Maryland Hunt Cup there

will be an Oldfields group gathering to stand on the rail. In the

evening we will be celebrating our reunion classes with a cocktail

party and auction here on campus.

Reservations can easily be made on our website or by responding to

the invitation in early March. The Oldfields website also lists all of

the hotels in the area where you can make a reservation. Super rates

are happening now so be sure to take advantage of them!

If you would like to donate to the auction please be in touch with me

in the alumnae office.

We cannot wait to see you all in April!

Joan Carter Jermakian ’81, P ’15

Director of Alumnae Affairs

A letter fromjoan carter jermakian ’81, p ’15

Director of Alumnae Affairs


45end notes

!Oldfields School

alumnae weekendSchedule of Events

friday, april 27th

Time Event Location

8:00 am Founder’s Day Celebration David Niven Theatre

10:00 am Alumnae visit classes Rodney Building

12:00 pm - 1:30 pm Lunch (full community) McCulloch Commons

12:30 pm - 1:30 pm Class of 2012 & Alumnae Association Lunch • By Invitation Only

Garden Room

2:00 pm - 3:00 pm Alumnae & Student Performance David Niven Theatre

3:30 pm - 4:30 pm Alumnae Association Meeting Miss Nan’s Library

3:45 pm - 5:45 pm Sports Athletic Fields

5:30 pm - 8:00 pm Oldfields Happy Hour Head’s House

7:00 pm Spring Musical You’re A Good Man, Charlie Brown David Niven Theatre

saturday, april 28th

9:00 am - 10:15 am Golden Alumnae Breakfast • 50th – 80th Reunion Years Garden Room

10:30 am - 11:30 am Candlelight Memorial Service Immanuel Church

11:45 am - 12:15 pm Recollections and Remembrances David Niven Theatre

12:00 pm - 1:00 pm Ten-year Prediction Letters Head’s House

s t u d e n t l e d t o u r s t h r o u g h o u t t h e d a y

12:00 pm - 3:00 pm Country Picnic Commons Lawn

12:00 pm - 2:00 pm Herky’s School Store open McCulloch Commons

12:00 pm Maryland Hunt Cup Shawan Downs

6:00 pm - 10:00 pm Reunion Celebration Cocktail Party • Auction and Alumnae Awards McCulloch Commons

sunday, april 29th

8:00 am and 10:15 am Church Services Immanuel Church

10:30 am - 12:30 pm Brunch McCulloch Commons

2:00 pm Spring Musical You’re A Good Man, Charlie Brown David Niven Theatre


Oldfields School Concert Series

Free concerts and cultural events for the local community

magpie

terry leonini & greg artzner

Friday, march 23, 2012

7:oo pm

the united states navy band

commodores

Friday, april 6, 2012

7:oo pm

Johns Hopkins Gospel Choir

Friday, February 17, 2012

7:oo pm

The David Niven TheatreAdmission is free, but reservations are required. Please contact (410) 472-4800 for more information.

Concert Series made possible by International Humanities, Inc.

Oldfields School | 1500 Glencoe Road | Sparks Glencoe, Md 21152 | 410-472-4800 | OldfieldsSchool.org

!

47up front

Oldfields Ceramic Steins now available for Alumnae

Order by March 1, 2012 to have your Stein delivered to Oldfields by Alumnae Weekend, April 27-29, 2012

22 oz. fine quality white ceramic stein 5.5 inches tall with the Oldfields School seal

kiln fired in green. Your name will be inscribed in green in Old English lettering.

Your graduation year will be added to the front seal as displayed.

The back of the mug will be imprinted in green with your information (up to four lines).

To place your order login to the Alumnae Portal at OldfieldsSchool.org

$33.00 plus shipping

FRONT BACK


Joining The Largo Core Society is a tangible way for us to

support the future of Oldfields School. It is every bit

as important to be among those who plan to insure

the continuance of this singular school as it is to

be among those who contribute annually.

It is the future that holds so much promise. It

is the future where we will find the leadership

among the women who will matter in our society.

Oldfields is part of that future.

Oldfields provides the individual attention to each girl’s needs,

knows how to discern her capabilities and skills for optimum

growth, and provides the setting for her to realize all she

can be. It is this quality of the School that initially caused

us to have our daughter, Joan Carter Jermakian ’81

enrolled, and which now benefits our granddaughter,

Claire Jermakian ’15.

We trust in the future every bit as much as we are

confident of the present, there now for everyone to see.

Rosemary and Charles Carroll Carter

Oldfields Legacythe largo core society

Why we joined The Largo Core Society

(left to right) Samuel Casey Carter, Joan Carter Jermakian ’81, P ’15, Charles Carroll Carter, Claire Jermakian ’15, and Rosemary Casey Carter

49up front

Mertze Anderson ’75

Anonymous (3)

Katherine Trautlein ’81

Edith Clark Bouscaren ’71

Elizabeth Atkinson Bryan ’39

Jacquelin Thomas Carey ’64

Mr. and Mrs. Charles Carroll Carter P’81,

GP’15

Riley Chapin ’83

Pamela Prizer Chernick ’66

Samantha Coker ’90

Barbara Trotter Collins ’77

Pauline Combe-Clark ’73

Janna Conti ’81

Lara Burns Cunningham ’65

Mr. and Mrs. Richard C. Darrell P’06

Margaret McKee Elwood ’75

Carol Hubbell Engebretson ’72

Elaine Foster ’51

Terrell Garrard ’62

Helen Frederick Gray ’51

Daphne Preece Hellmuth ’55

Laura Hoskins ’94

Kingsley FitzHugh Jack ’64

Cory Jones Jackson ’85, P’12,’13

Susan Hadden Lawrence ’65

Dede Alexandre Le Comte ’72, P’06

Jennifer Littleton ’84

Elizabeth Turner Love ’90

Carlisle Van Meter Mayer ’78, P’14

Scott Menzies, P’03

Dawn Danagher Peters ’78

Ronald Romanowicz, P’87, ’89

Susan West Ross ’64

Bunny Salisbury, P’90

Katharine duPont Sanger ’62

Maria Carter Satterfield ’44

Eloise Gilbert Savi ’42

William Scanlan, Jr., P’93

Jane Isdale Schaefer ’52, P’84

Sarah Buck Schmader ’82

Robin Gimbel Senior ’71

Carla Simmons, P’98

Cannon Simpson Stoffel ’76

Michael Simpson, P’85

Margaret Ulle ’78

Vanessa Weber ’73

Elizabeth Humrichouse Werth ’37

Natalie Riegel Weymouth ’61

Mariah Sibley Wolffe ’83

Lisa Wood Wright ’84

Katherine Wright ’90

We also offer our appreciation to the

following donors, now deceased, who have

provided a gift through their estate in

perpetual support of Oldfields School:

Martha Osborne Adams ’48

Marion H. Allen III, P’92, ’96

O. Frederick Bates, P’73

Susan Brandau ’30

Edward D. Cobb, P’76

Elise Eppes Cutchin ’24

Elizabeth M. Dickson ’49

Caroline Gouveneur Dillon ’45

Reynolds duPont, Sr., P’62, ’71

Stephen Fuller, P’60, ’62

Sandra Clarholm Gibson ’58

Jane Goodale ’44

Margaret Samson Harris ’36

Elizabeth Lee Boothe Howell ’21

Katherine Young Keck ’19

Elizabeth Eierman Kennedy ’44

William T. Littleton, P’84

Suzanne W. McCarthy P’76

Duncan McCulloch III

Kim York McNamara ’63, P’97

Janet Coit Meegan ’38

Gay Griscom Mehegan ’56

Terence Nolan, P’90

Jane Morton Norton ’26

Margaret Hamilton Riley ’11

Margaret Sutor Rood ’31

Armistead P. Rood

Jan Scott

Beverly Bissell Sullivan ’66

Regina Johnson Tomlinson, P’78, ’80, ’85

Helen “Miss Herky” E. Travers

Lily Dulles Van Pelt ’26

Mary Mixsell Waldron ’28

Ann Hickok Warner ’54

J. Michael Welsh

Gretchen V. Welsh

Nancy “Twinkie” Crompton Wendell ’39

Cynthia Bullock Woodger ’49

Oldfields Legacythe Largo Core Society

Largo Core – largeness of heart – is the name given to the society established to recognize those with the vision to include Oldfields

School in their estate planning. As a member of The Largo Core Society, you will have an important impact in shaping the values

and traditions of generations to come and in ensuring a strong future for Oldfields as the School moves towards its 150th anniversary

and beyond. Your legacy will be an investment in the future of young women and our world.

Non-Profit Org

U.S. PostagePAID

Southern MDPermit No. 305

stay connected

oldfields school1500 Glencoe RoadSparks Glencoe, Maryland 21152-9321

save the date

Oldfields Schoolalumnae weekend

April 27-29, 2012

Register now atOldfieldsSchool.org

OldfieldsSchool.org

oldfields winter magazine 2012

Documents

oldfields magazine circulation

oldfields family

oldfields magazine staffjanine

brennan p

glencoe road

sparks glencoe

dori reigner p

published letters