N C S Magazine

Magazine

Spring 2009

Cover: Photograph by Aaron Hayes, Class of 2009. This photograph was B OA R D O F T RU S T E E S
an assignment for a photography class at Norfolk Collegiate School. This Dr. Ronald A. Stine
Chairman
image was selected out of a series of works that focused on nature in the
local community.
Mr. Scott G. Kennedy
President

Mr. Gary D. Bonnewell
Vice President

Mrs. Joan Park Buckle
Vice President

Mrs. Carol H. Moore
Secretary

Mr. Kenneth J. Beck
Treasurer

Tr u s t e e s
Dr. J. Patrick Baker
The Honorable Joseph F. Bouchard
Mrs. Ashlyn M. Brandt ’80
Mr. Neal P. Brodsky
Mrs. Pamela Q. Combs
Mr. Jeffrey S. Creekmore ’89
Mr. Robert H. DeFord, III
Mr. W. Taylor Franklin ’00
Mr. Robert E. Garris, Jr. ’74
ADM Harold W. Gehman, Jr., USN (Ret.)
Mrs. Diedre M. Granger
Mrs. Karen Price Grinnan
Mrs. Charlotte P. Herndon
Mr. Steven B. Hall ’81
Mr. Henry U. Harris, III
Mrs. Lesli W. Henry
Mr. Christopher Kanter
Mrs. Susan H. Kelly
Mr. Richard F. Kiefner, Jr.
Mr. Michael J. Massie
Mr. Charles R. Patty, Jr.
Mr. Harrison J. Perrine
Mr. Kent P. Porter
Our Mission Mr. Edward J. Reed
Dr. Barbara M. Sarris
The mission of Norfolk Collegiate School is to educate a diverse Mr. Jeffrey M. Silverman
Mr. Brook J. Smith
body of students to thrive in a college setting and beyond. Each
Mrs. Elizabeth S. Smith
student learns through traditional and innovative teaching within Mrs. Kelly O. Stokes
Mr. Jeffrey A. Swartz
a warm and caring community.
Mrs. Lauren V. Wolcott

Ho n o r a r y Tr u s t e e s
Mr. Frederick V. Martin
Mr. Richard D. Roberts
Mrs. Betsy N. Mason
Mr. Stanley G. Barr, Jr.

Spring 2009

Norfolk
Collegiate
School
M a g a z ine
HEADMASTER A Message from the Headmaster 3
Scott G. Kennedy

E D I TO R Around the Courtyard 4
Susan E. Malandrino ’98

CONTRIBUTING WRITERS
Middle School Lecture Series 7
Betty M. Jones Students learn the wonders of Japan through the book “Samurai Shortstop”
Dr. Karen Clifford
Shannon Parker Chrysler Arts Program at the Lower School 13
DESIGNER
Maya C. Norvel Big Sisters, Little Sisters Program 15
New program creates bonds between middle and upper school students
PH OTO G R A PH Y
Kelly Willette, Ian Bradshaw, Bob Turner,
Aaron Hayes and members of the Norfolk Character at Norfolk Collegiate School 17
Collegiate School community.
Applying to College in the 21st Century 19
The Norfolk Collegiate School Magazine is produced
by the Office of Marketing & Communications.
Letters and comments are welcome. Winter Sports Season Wrap-Up 21
Please send inquiries and comments to:
NASA Award Winners 23
Susan Malandrino, Director of Marketing and
Communications, Norfolk Collegiate School,
7336 Granby Street, Norfolk, Virginia 23505, 2009 Art Show and Sale 25
email to smalandrino@norfolkcollegiate.org, or
telephone (757) 480-2885.
Parent Volunteers Lead the 2009 Annual Fund Campaign 27
Norfolk Collegiate School
7336 Granby Street
Faculty News 29
Norfolk, Virginia 23505

Norfolk Collegiate Lower School Campus Mr. Ernest Etheridge 31
5429 Tidewater Drive A tribute to a beloved NCS Headmaster
Norfolk, Virginia 23509

Alumni News 35

Alumni News: Class Notes 37
Professional Achievements and Personal Milestones

Norfolk Collegiate School is accredited by the Virginia Association of Independent Schools and the Southern Association of Colleges and Schools Council on
Accreditation and School Improvement. Norfolk Collegiate School admits qualified students without regard to race, color, ethnic background, national origin or religion.
2

Headmaster’s Message

As I reviewed this issue of the Our students
magazine, I was fascinated by the become men
richness of the experiences and and women of
programs described in these pages. character, in
Trips overseas, community service part, because of
projects and athletic events are woven the experiences
into the tapestry of what is Norfolk described in this
Collegiate School. magazine. Our
While our strong academic program lower schoolers
is the institution’s cornerstone, the understand
experiential learning our children have how working
outside the classroom make academics to clean-up local
applicable to the world. neighborhoods makes a difference. The
One of my former teachers used entire middle school looked across the
to mesmerize our class with tales of Pacific Ocean to gain an appreciation of
overseas adventures and wonderful an Asian culture. Upper classmen found
anecdotes of history. “Schools prepare creative ways to help their younger
you for school but only life prepares you schoolmates transition from middle to
for life,” he said. This may seem to be a upper school. The enthusiasm of our
strident statement to come from a gifted students enrolled in the Chrysler Arts
academician who spent years teaching Program reminds us that the beauty of art
generations of youngsters. However, I teaches us larger lessons about life.
have often reflected on this statement Our dedicated faculty are not the
and am continually astonished by its only ones teaching inspirational lessons.
profound simplicity. It is life’s experiences Members of our parent community lead
that give scholastic pursuits purpose. by example. As you will read in this issue,
Understanding what it means to be our energetic parent volunteers are
a person of character, recognizing that generating an unparalleled enthusiasm
there are under-served constituents of for philanthropy at Norfolk Collegiate
our society and spending time embracing School. Our campaign for the Fine and
cultures that are different from yours Performing Arts Center, which is moving
are factors that develop citizenship in along at a rapid pace, further shows the
a community. A citizen then has the dedication of our alumni and friends of
responsibility to use his or her education the school.
to make the community a better place. All of these are examples of our
Schools and books should prepare one community’s appreciation of being part
for a life of service. Norfolk Collegiate of something larger than themselves.
School’s mission is to educate its The willingness to work on the behalf
“students to thrive in a college setting of others is a hallmark of the Norfolk
and beyond” and it is in the world beyond Collegiate School experience.
where the richness of life lies.

Scott G. Kennedy
Norfolk Collegiate School Headmaster

AR O UND T HE C O U R TYAR D
Academic Development
Character Development
Physical and Emotional Development

100th Day of School
Norfolk Collegiate School students marked the 100th day
of school on Tuesday, Feb. 3 with innovative lessons in the
classroom and larger lessons about helping others. McKenzie
Irwin’s kindergarten students had fun writing about what they
would buy with 100 dollars and seeing what they could build
with 100 blocks, Legos and Lincoln Logs.

At the first grade level, 100 days of school became a tangible
and fun lesson to learn about math. Teresa Kraft’s first grade
class made trail mix with different food items including 100
gold fish crackers, 100 marshmallows and 100 fruit loops. “It
turned out to be really tasty,” said Mrs. Kraft.

Other activities included counting 100 M&Ms for each child,
remaining silent for 100 minutes, which was a challenge for
kindergarten students, and show-in-tell with each student’s
100 collection, that included match box cars, gummy bears,
gum balls, crayons and pencils. “We had a wonderful time
and learned a great deal in the process,” said Mrs. Kraft.

According to teacher Jennifer Pierson, the second grade
celebrated the day learning to be concerned citizens. Students
brought in and packaged 100 bags of hygiene products for
the homeless in Norfolk. These bags were distributed to the
homeless through Ghent Area Ministries and the NEST
program. “We love giving back 100 Caring Bags to our
community in honor of our 100 days,” said Mrs. Pierson. Pictured, left to right, are as follows: (Top) front row: Lily Easter, Emily
Kesser, Jack Becker, Micah Herndon and Hannah Gulley; back row: Cecilia
Firoved, Harry Ramsey, Ander Crenshaw, Harrison Williams and Kaylee
Bejarano. (Bottom) front row: Darden Purrington, Ann Burns Morrison,
Oak Ambassador Program Mary Douglas Wilson, Emma Taylor-Fishwick, Faith Rush and Allison
Kesser; second row: Tyler Smith, Carter Kennedy, Kiersten Potter, Maryliz
This spring Norfolk Collegiate School launched the Oak Lentz, Annie Gao, Laura Gayle and Alejandra Radiguet-Correa; third row:
Tanner Hirschfeld, Victor Layne, Stephenson von Schaaf-Heretick, Jermaine
Ambassador Program at the lower school. Oak Ambassadors Taylor, Dennis Engebrigtsen, Devon Donis and Charlie Seerden; back row:
consists of committed fifth grade students who want to make a James Cooper, Mr. Smith, and Shay Maney.
positive change in their world. Through the program, students
will gain self-respect and show compassion for others, learn new
skills, develop essential and effective leadership abilities and make a significant difference in someone’s life. “Through
these altruistic activities, the students will grow into autonomous, intrinsically motivated and caring individuals,”
said Lower School Dean Cleteus Smith. According to Smith, this spring the Ambassadors will participate in the Great
American Cleanup and projects with the Virginia Beach SPCA.

4

AROUND T H E C O U R T YAR D

Middle School Science Fair
Unlocks Mysteries
Eighth grader Andrew Gordon was awarded first place Projects were judged by
in the Norfolk Collegiate Middle School Science Fair on a panel of prominent
Wednesday, Jan. 21. Andrew was commended by a panel of scientists from the area,
guest judges for his experiment on the effects of temperature including Dr. Alan
on tennis balls. In his testing, he varied the temperatures of Rowe, Norfolk State
tennis balls and then measured the height of the ball’s bounce University Chemistry
when dropped from a fixed position. Department Chair, Jean
Krail of the Tidewater
According to Claire Fornsel, middle school science teacher, Alliance of Chemistry
“the Science Fair convinces students to own science.” The Teachers and Amanda Pictured, left to right, are as follows: (front
project, which begins the first day of school, requires that Willouby of Old row) Chandler Peddle, Chris Cardelia, Lee
students design their own experiment and carry it out to its Dominion University. Ellen Markley, (back row) Andrew Gordon,
logical conclusion. Mark Jamias, Kaitlyn Rountree and Bria
Felton.
For Fornsel, the
Another component of the project is the incorporation Science Fair fulfills
of feedback from students and teachers. With numerous the last, but not least,
deadlines throughout the semester, students learn to budget requirement of a
their time. “The student becomes the scientist; they are no scientist—communication. “Through these posters, students
longer passive but active learners,” said Fornsel. tell about their work whether it is successful or not and why.
I tell my students that this is where you can fail and still
Kaitlyn Rountree and Lee Ellen Markley were awarded get an A,” said Fornsel. “Though it is heartbreaking when a
second place for their experiments featuring Smoothies. They hypothesis is not true, students still learn from the experience
varied the natural sugar content in smoothies using different and because they communicate their information, others will
fruits and then measured the viscosity of the smoothie learn as well.”
by noting the time it takes a marble to drop through the
smoothie. As one judge mentioned, “it is great to have an
experiment you can eat and extra credit should be given.”

Chandler Peddle was awarded third place for her project
on chemical reactions. She varied the amount of vinegar
poured into baking soda and then measured the amount of
carbon dioxide produced during this chemical reaction. By
displacing the water in an inverted test tube with the carbon
dioxide, Chandler could measure the amount of carbon
dioxide produced.

Projects by Chris Cardelia, Bria Felton and Mark Jamias were
awarded honorable mention. Chris and Bria made their own
hovercraft and measured the effect that weight has on the
hovercraft’s speed. The weight of the hovercraft was changed
by adding bricks to its upper surface. According to Fornsel,
“Rumor has it that the hovercraft was also fun to ride.” Mark
made his own wind tunnel and put models of aircraft, wings
into the tunnel and measured the difference in the wind
speed. Mark then calculated the time it would take an aircraft,
with that particular type of wing design, to travel from
Norfolk to Charlotte. Above: student science fair projects

5

AR O UND T HE C O UR TYAR D
Journalism Conference at NCS
Norfolk Collegiate School held the Third
Annual Student Journalism Conference on
Wednesday, Feb. 18. Keynote speaker Dr.
Joyce Hoffmann told students, “You are on
the cutting edge of shaping the future of
journalism.” Hoffmann, an associate professor
at Old Dominion University and former public
editor of The Virginian-Pilot, is the author of On
Their Own: Women Journalists and the American
Experience in Vietnam.

During her keynote speech, Hoffmann told
students “Journalism is the essence of our
democracy. . . It is the only place where people work at understanding
our environment and community.” Noting that the future of
journalism is uncertain, she urged aspiring journalists to be flexible as
the industry changes with technological innovations.

The conference included a variety of seminars from local and regional
television and print reporters. Virginian-Pilot sports reporter Larry
Rubama stressed that reporters should ask the right questions. Pilot
reporter Bob Molinaro told students to read more than just the paper,
“read everything you can—magazines, websites and novels.”

This annual event brings together over 130 students, advisors and
media professionals for a day of workshops, networking and sharing
publications. This year’s student conference coordinators were seniors
Wesley Host and Tommy Christie.

NCS Scientists Travel to Costa Rica
Loli Marshall, upper school science teacher, led a group of 12 upper
school students to Costa Rica during Norfolk Collegiate School’s
spring break, Feb. 28 – March 6.

According to Marshall, the group had an itinerary packed with
educational and adventurous activities. Highlights from the trip
included a visit to the Tirimbina Rainforest, where the group set up
nets to catch bats with field ecologists from the region. A white water
rafting trip down the Old River offered some of the most scenic Pictured, left to right, are as follows: (top left) Journalism
Conference keynote speaker Dr. Joyce Hoffmann, who is an associate
views and glimpses of the area’s diverse plant and animal population,
professor at Old Dominion University and former public editor
including toucans, Jesus lizards and rare frogs.
of The Virginian Pilot; (top) Virginian-Pilot sports reporter Larry
Rubama shares lessons on journalism with NCS students. (Middle)
Students were most excited about zip lining over the Costa Rican NCS students prepare for a trip to Costa Rica over spring break.
rainforest. While Marshall pointed out the expansive views of the Pictured left to right, are as follows: (back row) Mayowa Afolayan,
flora and fauna, students were excited about the thrill of zipping to Ellen Bouchard, Sophia Anderson, Emily Welsh, Moly Seng, Alysse
14 platforms over the forest. Additional activities included a visit to Maynard, Casey White, Andrew Maynard, Nick Rosenbaum,
Monteverde where the group toured a butterfly garden, cloud forest Stephen Cosgrove and Justin Ray; (front row) Michelle Reynolds
and explored a frog pond. “We did not have much time to relax,” said and Loli Marshall. (Lower) Norfolk Collegiate students, left to
Marshall. “We were too busy unlocking the region’s vast scientific tight, Nick Rosenbaum, Emily Welsh, teacher Loli Marshall,
Andrew Maynard, Sophia Anderson, Stephen Cosgrove, Michelle
treasures.”
Reynolds and Moly Seng after a white water rafting trip down the
Old River in Costa Rica. 6

Middle School “TALKABOUT”

Samurai Shortstop
From tea ceremonies to Kabuki Theater, this February, Norfolk Collegiate School
felt more like 19th century Japan than modern day Virginia.

I
n anticipation of Samurai Shortstop
author Alan Gratz’s visit, the middle
school embarked on an in-depth
exploration of Japanese culture, history and
tradition. All Norfolk Collegiate Middle
School students read the novel for the 2009
“Talkabout.” According to Middle School
Dean Roz Klein, when a book is selected
for the “talkabout,” it has to have value
from a literary and historical perspective
as well as grab the interest of students. The
program was created to provide a shared
experience and facilitate class discussion and
interaction among our students. “We want
students to learn and have an enjoyable
experience at the same time,” Klein said.

Middle School English Teacher Julianne
Hastings recommended Samurai Shortstop
because her students are attracted to the
genre of historical fiction. “I cannot think
of a better way to bring this historical period
to life for our students,” Hasting said. “We
knew the text would spill over into other
classes and work as an entire thematic unit.”

Samurai Shortstop is a coming of age story
chronicling the struggles of Toyo Shimada, a
young high school boy, during the Japanese
cultural Renaissance at the end of the 19th
century. The novel was among the American
Library Association’s (ALA)
2007 list of Best Books for Young Adults
and The Washington Post’s 2006 Top Ten
Books for Children.

7

For Hastings, the novel provided students with global cultural lessons. “This novel was so multi-layered. Students
not only learned about the history and traditions of Japan but they also inevitably expanded their cultural tolerance,”
Hastings said. “By doing so, they are better able to appreciate diversity wherever they find themselves.”

According to Klein, the novel contains a character education component. “The lessons of character and discipline of
the samurai in the 19th century are universal themes that transfer to everyday life here at Norfolk Collegiate School,”
she said.

During the “talkabout,” students explored the text of Samurai Shortstop and the culture of Japan. For several weeks,
choice time offerings included lectures and demonstrations from experts on Japanese martial arts,
Sumo Wrestling, Japanese tea ceremony, origami, Japanese clothing and music, Kabuki Theatre,
Harajuku dolls, wood block prints, samurai warriors, Japanese
animation and sushi. “With our “talkabout” we are not just
creating an educational program,” said Klein. “Our goal is to
create a shared experience that will translate into a variety of
interdisciplinary lessons.”

The “talkabout” program concluded with a visit from author
Alan Gratz on Feb. 18. While on campus, he discussed his
novel, ways to inspire creative writing and the importance of
reading. His visit included an assembly with the entire middle school
on the process of writing and individual seminars with English classes
to explore the text Samurai Shortstop. Later that evening, middle
school parents received advice on making your child a voracious
reader. “We were tremendously pleased to have this author share
his experiences with Norfolk Collegiate School students and parents,” said Klein.

Pictured, left to right are as follows: Page 7 (top)
Kenneth Edmond and instructor Mizuki Hamada
play the Koto, a traditional Japanese instrument;
(bottom left) NCS student learns aikido; (bottom
middle) Students learn origami; and (bottom
right) Sushi is offered to middle school students;
Page 8: Student art work from thank you cards to
author Alan Gratz.


Middle School ASSeMbly lecture: Finding your Path
At an assembly with Norfolk Collegiate Middle School students, author Norfolk Collegiate School
Alan Gratz shared stories of success, failure and the long journey to students attended a variety of
literary success. A native of Knoxville, Tenn., Gratz told the students he lectures and seminars to expose
always wanted to be a writer. His first attempt at a novel was in the fifth them to Japanese culture.
grade, entitled Real Kids Don’t Eat Spinach, and he has been writing ever
since. Koto
Mizuki Hamada
shared the music
“Life does not always turn out as planned,” said Gratz, telling students of Japan with
how he worked as an eighth grade English teacher, attempted a career in Norfolk Collegiate
public relations and took jobs writing greeting cards, radio commercials, School students.
plays, comic books and television episodes. While working as a writer She performed
several traditional
on the television show City Confidential, he reached a turning point Japanese songs on
in his career. “I realized I did not want to be a television writer but the koto, including
more importantly, I learned larger lessons about writing, structure and the song Cherry
deadlines,” he said. “Finding out what I did not want to do was a more Blossom. According
to Hamada, few
valuable lesson than I could have ever imagined.” instruments
have remained as
Working as a television writer, Gratz learned the importance of outlines, unchanged and yet
copious notes and organization. “This was a huge breakthrough!” he told stayed as vibrantly
relevant to their
students. Organization and outlines help in the creative process, and culture at large as
make writing a more fluid exercise. “All of these experiences lead me to the Japanese koto.
write my first novel, Samurai Shortstop,” he said. The koto is a long, hollow instrument;
about six feet long and 14 inches wide,
made from Paulownia wood, often called
Outlines and preparation are not just for school projects, Gratz told Empress Tree.
students. It took the author nine months to complete the research and
write the novel. Edits and rewrites with his publisher took another year. The official written history of the koto
“Imagine taking the last paper you wrote in English class and spending in Japan dates from the 16th century. In
modern times, the instrument had become
two years on it. You can use creative license in historical fiction but you relatively obscure. “Since it was reserved
must know your facts. This is not just something you use in school; for royalty, very few Japanese people knew
organization and thoroughness will help you for the rest of your life, how to play it,” said Hamada. In 2002,
particularly if you are interested in a literary career,” he concluded. the government relaxed restrictions and
schools and music teachers were allowed
to teach the koto. “The only problem
was most teachers did not know how to
instruct students since most had never
used it!” she said. Today the koto is
growing in popularity as students from
around the world learn to play. Hamada
teaches the instrument to students through
classes at Old Dominion University’s
Community Music Center and private
lessons.
Pictured, left to right are as follows: Page 9 (left) Author
Alan Gratz lectures to the middle school; (top) Mizuki
Hamada shows NCS students the Koto and shares
information about Japanese music; Page 10 (top) NCS
students eat sushi after a seminar from Sage Chef Adam
Woods; (middle) Warren Morgan shows students Aikido;
(bottom) Student learn self defense techniques.

9

Individual Seminars: Telling Engaging Stories
In individual seminars with English classes later in the
Sushi
Sage Chef Adam Woods
day, Gratz and Norfolk Collegiate School students delved shared the history of sushi
further into the text of Samurai Shortstop. Students asked and even brought samples for
specifics about the story, the cultural differences between NCS middle school students
19th century Japan and modern day North America and, and parents. Woods traced
of course, baseball. the history of sushi from
seventh century China to
“Why did you write about Japan?” asked eighth grader present day. After a major
Alton Smith. Gratz told how he read a book about the earthquake in 1923, sushi
Meiji Period in Japan and became enthralled with this chefs lost their jobs in Tokyo and then spread out
time in history. During this period, Japan modernized across the country looking for work making this
form of sushi well known. Today
and became a world power. “I had no idea where to begin
it is a widely popular and healthy
my story but I knew something was there, so I continued
food enjoyed across the world. Students
to research and the story evolved over time,” he said.
munched on California rolls,
shrimp tempura and vegetable
The more Gratz researched, the more engrossed he rolls. According to Woods, “This was a
became with this moment and this place in time. great lesson and exposed students
“Imagine living in a closed society and then within to both the history and tastes of
two decades your whole world changes, you now have Japan.”
access to things you could never imagine like ice cream,
lemonade, baseball and new ideas and values that change
your way of thinking,” Gratz told students. Naturally,
Gratz argued, this created generational conflicts within
Aikido
Students learned the
Japanese society. “Stories of conflict between parents and Japanese martial art Aikido,
kids are universal. These themes change slightly but at the which translates into English
core, remain the same.” as “The Way of Harmony of
the Spirit,” from instructor
“Baseball is the bridge in this story,” Gratz said. “Through Warren Morgan. Morgan,
the game of baseball, cultural differences disappear and who has been at Old
middle school students can relate to characters from a Dominion University for the
different time and place. Their struggles feel a bit more past seven years, said Aikido
like our own.” Gratz and students talked about baseball focuses not on punching
in the United States and Japan, a game first played in or kicking opponents, but
1872. “Although I was never good at playing baseball, rather on using their own
I always loved the sport,” he told students. “When I energy to gain control of
them or to throw them away
started writing this book, I started with something I knew
from you. “It is not a static
well, baseball. As aspiring writers, I would say that is the
art, but places great emphasis
most important lesson you can learn, write about your on motion and the dynamics of movement,”
passion. Chose a subject that moves you and you will be he said.
successful.”
“You are not defeating your opponent.
At the conclusion of each seminar, Gratz autographed Rather, you are letting your opponent defeat
each book and stamped it with a hand crafted stamp of himself,” Morgan told students during
Gratz: Samurai written in kanji. “I’ve been so impressed his demonstration. He praised Aikido
with the students at Norfolk Collegiate School,” Gratz for providing physical activity, mental
said. “They’ve asked so many thoughtful and provocative development and spiritual connectivity.
questions about the story and the process of writing.”

Parent Seminar: Cultivating Young Readers
Origami The day concluded with an evening seminar for Norfolk Collegiate School
Norfolk parents, exploring ideas for encouraging children to read. “That kids are
Collegiate reading is much more important than what they read,” said Gratz. “The right
Middle School book for the right child has the power to trump all of the things that lure our
teacher Lisa kids away from reading—television, movies, video games, ipods, cell phone
Lain shared and the internet.” Gratz argues that parents and educators are too often
the ancient focused on raising proficient versus voracious readers. “A passion for books
art of origami; must be instilled in our children,” he said. For Gratz, parents unintentionally
paper folding,
deter their children from reading in a variety of ways. He’s crafted a top ten
with students.
list for parents to avoid.
Origami began in China in the first
1. You’ve read that book twice before.
or second century and then spread
to Japan sometime during the sixth Gratz asked parents how many times have they seen their favorite movie.
century. Today it is a widely popular “Why can’t we do this with our favorite books?” he asked.
artistic form associated with Japanese 2. Series books, like Goosebumps and Magic Tree House, are all the
culture. same.
“We watch series on television and love the appeal of a formulaic story. Why
Lain learned to fold origami when shouldn’t our children look for this in books?” said Gratz.
she was eight when her dad brought 3. That book is too easy for you.
home a couple of Japanese origami “If a child is reading a book below their level, that is okay,” he said. “They
books from a Navy deployment to feel comfortable in this space and on their own time will move to a more
Asia. “Origami was an inexpensive complex work.”
and fun pastime for me – I used to 4. Comic books aren’t real books.
create cards, ornaments and gift tags
Comic books are great adventures for students who don’t love to read.
for various occasions,” she said.
“While the graphics serve as a crutch for students who may need help, they
are improving their reading proficiency,” Gratz said.
As a teacher, Lain uses the art in
her personal development, creative 5. You can’t read anything else until you’ve finished this book.
problem solving and math classes. Gratz says that life is too short for boring books. “If television is boring, we
“Once students understand basic change the channel. Allow your children the creative freedom to read what
folding patterns, you can challenge interests them. Leave the required reading for English class,” he argues.
them to make certain figures and 6. Audio books aren’t real books.
angles. Geometric shapes are According to Gratz, reading comprehension does not catch up with auditory
prevalent in origami, and the folds comprehension until a child is 12 years old. “Auditory books are a great way
help the students visualize the shapes to get a child hooked on a story.”
along with the processes involved in 7. You don’t need me to read a story to you. You can read it yourself.
creating them,” Lain said. Gratz argues that reading aloud can be a family activity and a wonderful
way to connect to your kids.
8. Don’t waste your time on that fluff.
“We don’t do this with other media,” said Gratz. He stresses that we should
never apologize for what we read. That we read is the important thing.
9. Have you done your required hour of free reading?
Make reading available but not mandatory. “Is your child interested in
skateboarding? Rent a book from the library or a magazine and leave it
on the kitchen table,” said Gratz. “Your children are curious, foster that
curiosity.”
10. I don’t have time to read.
Gratz argues that children learn by example. “If they do not see you read,
how are they going to know that this is what families do?”
11

Gratz argued that he has yet to meet a child that does not like
to read. “Rather, I’ve met plenty of children who simply have Japanese Culture
not found the right books,” he said. “We can stop unwittingly Students learned the ancient
traditions and modern
discouraging reading and cultivate a generation of readers,” he
customs of Japan from Norfolk
concluded.
Collegiate School social studies
and psychology teacher Jane
Gratz is the author of four novels for young adults, Samurai Hedgecock. Her presentation
Shortstop, Something Rotten, Something Wicked and his new novel, included a review of Shintoism,
The Brooklyn Nine, debuts this spring just in time for the baseball the indigenous religion of Japan,
season. consisting chiefly in the cultic
devotion to deities of natural
forces. Hedgecock also explored
the history of Sumo Wrestling
and Sumo traditions. Sumo, she
told the middle school, was a way
of entertaining the kami during
matsuri (festivals).

Students were most excited about
her review of baseball. In modern
Japan, baseball is centered on
spirituality, loyalty, self-control and
discipline (bushido). Hedgecock
told students that at Japanese
baseball games, they can get a hot
dog, popcorn or a bento box of
sushi. “So while the game would
be familiar to you, it is not the
same as an experience in the
United States,” she said.

Last summer, Hedgecock was
selected for a 20-day study tour
in Japan, with educators
from across the
country. The
trip, which was
organized by
the National
Consortium
for Teaching
about Asia at the
University of Colorado,
Boulder, focused on
understanding Japanese
history and contemporary
culture though the arts. Next
year, Hedgecock is teaching
Pictured, left to right, are as follows: Page 11 (top) Luke Siebert and Drake Zirkle practice Culture, Art and History of East
origami; Teacher Lisa Lain shows students origami techniques; Page 12: (top left) Teacher Jane
Asia at Norfolk Collegiate.
Hedgecock shares lessons from her travels to Japan; (top right) Rachel Brodsky carves a traditional
Japanese wood block; (middle) Alex Arborgast, Vince Thomas, Jeffrey Wade, Lauren Gates
and Marnie Abraham show off their origami creations; (bottom) Students watch an Aikido
demonstration.

Chrysler Arts Program

“Our goal is to provide our students with
as much access to the wide array of cultural
resources found in our area,”
- Barbara Hall, Head of the Lower School

O
n a recent afternoon, about for a student who has an appreciation for both lecture and lead demonstrations of
a dozen Norfolk Collegiate the arts that we can cultivate and inspire,” artistic techniques. Curriculum is unique
School students arrived at said Channon Dillard, museum educator each year and is developed in conjunction
the Chrysler Museum to at the Chrysler. with Norfolk Collegiate School staff and
find their work hanging in the Margaret administrators. Past lessons have included
Shepard Ray Children’s Gallery. Upon The collaboration between Norfolk elements of basic design, photography,
recognizing their work on the museum Collegiate School and the museum began sculpture, meeting the Museum’s
walls, the group erupted in cheers and five years ago and was inspired by both conservator and touring the conservation
giddy laughter. Their sculptures, inspired parents and faculty who wanted students laboratory and a scavenger hunt. “The
by the modern artist Robert Rauschenberg, interested in art to have access to the docents involved with this program enjoy
explore pop culture and the experience region’s most comprehensive collection. sharing their love of art with the students,”
of living in the modern world. One of Barbara Hall, head of the lower school, said Dillard.
the students, Skylar Roberts, was beyond says this program has been a joy for both
ecstatic to see her work on display. “My students and their parents. “We’ve been so According to Hall, Norfolk Collegiate
piece is about the things you do each day, pleased with the comprehensive program School recognizes the benefit of fostering
from talking on the phone, to eating your that exposes our students to a wide range relationships with local arts organizations.
favorite snack. It’s really neat,” she said. of art in a variety of medium,” she said. “Our goal is to provide our students
“Plus our students just love it!” with access to the wide array of cultural
Each year, 10 to 15 fifth grade students resources found in our area,” she said.
at Norfolk Collegiate School are Chrysler Museum of Art staff members
recommended for this after school program have an infinite amount of material to Nancy Lazaron, lower school art
by faculty members. The class, which is inspire our students. The museum is home teacher, says this program has created an
unlike anything else in the area, meets to an encyclopedic collection of nearly unparalleled excitement for art. “It has
once a month at the Chrysler Museum, 40,000 objects spanning nearly 5,000 years allowed our fifth graders to see art pieces
providing students with a behind-the- of history. Highlights include an impressive in a whole new way, as the museum staff
scenes tour of the facilities and access to and comprehensive survey of European reveals the stories behind pieces in their
some of the museum’s top curatorial staff. and American painting and sculpture, a collection,” said Lazaron. “Our students
“When a student is recommended for the world-renowned glass collection, a rich are absorbing all of this wonderful
Chrysler Arts Program, we are not looking photography program, Art Nouveau information.”
for the best artists. Rather, we are looking furniture, as well as African, Asian,
Egyptian, Pre-Columbian and Islamic art.
13 Throughout the year, master docents

On a recent tour, docent Peggy Mackey explored a handful of the
museum’s portraits with the students. As she showed the group “This program has shown me
the “Bust of the Savior” by Gianlorenzo Bernini (1679), she asked different ways to look at art work and
students if they knew the difference between subtractive and additive
sculpture. About four eager students raised their hands to explain to see the stories, I’m excited to tell
that subtractive sculpture involves cutting away materials to make an everyone what I think about art.”
image, while additive is the opposite.
- Victor Layne, Fifth Grade Student
The group then moved to the Dutch Painter Ferdinand Bol’s
Portrait of a Gentleman and Portrait of a Lady Holding a Flower
(1650). They explored the symbolism of the objects found in the
painting and the way the paintings are displayed. “The man is on the right, dominant side and the woman on the left, to show
his authority, which was important at the time in European society,” said Mackey. The lesson concluded with a non-traditional
portrait, by American Abstract Painter Richard Diebenkorn, entitled “Coffee” (1956). About half of the class liked modern art,
while the rest preferred the traditional portraits from earlier periods.

At the end of the seminar, each student toured a portrait gallery, filling out a questionnaire on the subject matter. The questions,
which ranged from serious to silly, included: Who would you like to meet? Who looks like they didn’t want their portrait painted?
Who looks like they would be the most fun at a party? The exercise allowed students to express themselves and interpret the work
on a personal level.

Victor Layne said that he loves coming to the museum each month. “This program has shown me different ways to look at art
work and to see the stories,” he said. “I’m excited to tell everyone what I think about art.”

According to Dillard, input from the students is vital in keeping the program fresh and innovative. At the end of the year, students
complete a comprehensive survey of the year. “We need to know what works for the program and ways we can further engage the
students enrolled,” said Dillard.

When fifth grader Melina Marks is asked about her favorite assignment
since she has been in the program, she has to think for a few minutes.
“I know, my favorite lesson was on sketching,” she said eagerly. She tells
of having to recall a fun
memory and having to draw
it. “I chose an afternoon at
my Grandma’s house, when
we had a big storm and
she told me it was raining
cats and dogs,” said Marks.
“I ran to the window and
was disappointed to only
find rain. I drew it as I had
imagined, with a sky full of
my favorite animals,” said
Marks.

“Art tells stories,” said Dillard. “It’s not so much
about a particular lesson but what does each
student see and why is this important to him
or her,” she said. “The program reflects that the
study of art is a unique exploration. There are no
wrong answers,” said Dillard.
Pictured, clockwise left to right, are as follows: (Page
13) from top left, Dalianna Vaysman and Ann
Burns Morrison study their art work; Victor Layne
takes notes in the portrait gallery and Elizabeth
Diffenbaugh and Kiersten Potter review their art.
(Page 14) Ann Burns Morrison tests the projector in
the museum’s theater; NCS students study the Bust
of the Savior” by Gianlorenzo Bernini; Docent Betsy
Brown shows students a miniature replica of the
Chrysler Museum.
14

Big Sisters
Little Sisters Program

H elen Keller once said that the unselfish
effort to bring cheer to others will be the The benefit of the program
beginning of a happier life for ourselves. “That’s is that as our middle school
something we strive to teach to our students,”
said Norfolk Collegiate Upper School Dean of students go through years of
Students Shannon Parker. “I love the idea of physical and emotional change
students helping one another and learning more
about themselves in the process.” with a positive role model who
can be their advocate on a
This year, she and Middle School Dean Roz
Klein have started the Big Sisters, Little Sisters variety of levels.
Program at Norfolk Collegiate School. The -Shannon Parker, upper school dean
program matches eighth grade girls with a big
sister in the junior class. Klein and Parker asked each student
participating in the program to fill out a
“The benefit of the program is that as our 40-question characteristic inventory matching
middle school students go through years of their likes, hobbies, academic and extra-
physical and emotional change with a positive curricular interests. The students were paired
role model who can be their advocate on a depending on similar commonalities.
variety of levels,” said Parker. “When these
students enter high school, they have a senior At a luncheon on Dec. 18, the big sisters were
who is a confidant and mentor.” revealed to the eighth grade students. Before
their first meeting, members of the junior class
According to Klein, the best advice often comes were given the inventories of the eighth grade
from someone who has just experienced the students. “This proved a great jumping point for
same situation. “The program will give our a variety of conversations at our first luncheon.
students another familiar face in the hallway,”
she said.

15

They [Eighth Grade Girls]
were excited and that made us
feel good, and it is a fun way
for us to connect with these
younger girls.
- Jordan Wilkinson ’10

Within minutes, the Big Sisters and Little Sisters
were sharing everything from favorite places to
shop, to movies and sports,” said Parker.

“When we first learned the identity of our little
sisters in November, we left notes on their lockers
saying silly things like “Yea, you are my sister!” or
“I’m so excited to meet you!,” said junior Jordan
Wilkinson. “They were excited and that made us
feel good, and it is a fun way for us to connect with
these younger girls,” she said.

Both Klein and Parker agree that the program has
taught big and little sisters that Norfolk Collegiate
School is a community. While Klein sees the
middle school students learning from a positive
role model, Parker sees leadership developing
within the junior class. “Each participant involved
reaps something positive from the program,” said
Klein.

On Valentine’s Day, the big sisters left candy and
positive notes for their little sisters. In addition to
several more lunches and a self defense seminar, the
group will conclude the year with a lecture from
a guest speaker. “Sisterhood means something.
We talk about being a family a lot at Norfolk
Collegiate and this program shows how we really
are one,” said Wilkinson.
Pictured, left to right, are as follows: Page 15: Emily Newton, Emily
For Parker, the Big Sisters, Little Sisters Program Warden and Lauren Cudden; Page 16: (top) Kasey Exum and Lauren
is eye opening for those involved. “Each student is Klevan; (middle) middle and upper school students at the Big Sisters,
responsible for the legacy they leave. This program Little Sisters luncheon; (bottom) Tori Harney, Debbie Abramov, Amber
Silva and Christine Atkins make Valentine’s Day cards.
shows our students that they are making an
investment in the future,” she concluded.

16

Why Character Counts
At Norfolk Collegiate School
By Karen Clifford, Ph.D. Director of Student Services

A
braham Lincoln once said, “Reputation is the shadow. Character is the tree.” As the Mighty Oaks, we take this charge quite
seriously. Establishing who you are and growing roots are the cornerstones of Norfolk Collegiate School. Having character
empowers our students to make good decisions but sometimes bad decisions are made. When this happens, the honor code
and the educational process help students find their paths, plant seeds and grow from the lessons learned.

When students learn from bad decisions, they demonstrate good character and, in turn, encourage others to
do the same. The honor system is designed for students to recognize their mistakes, how those mistakes
transpired, and most importantly how mistakes can be prevented in the future. The Honor Code
and the mission of Norfolk Collegiate School help our students develop and improve their own
character. We recognize the vital importance of character to the success of our lives, our
families, our school, our community, our country and our world.

Character is woven into our mission and is one of the twelve Desired
Results for Student Learning (DRSLs), the framework for the
school’s curriculum and co-curricular programs. The primary
purposes of character education are instilling in students
the motivation and desire to do their best, to be honest and
responsible, to have concern for others, and to make
positive contributions to the world around them.

Character development education “experts”
Philip Vincent, Thomas Lickona and Marvin
Berkowitz conclude that character development is
accomplished through teaching and modeling
the core principles of character, establishing
standards and expectations for behavior and
procedures for upholding them and providing
opportunities for “practicing” and demonstrating
character. These elements of teaching and
modeling, upholding standards, and practicing
are evident in many aspects of daily life at
Norfolk Collegiate School.

Teaching our students trustworthiness,
respect, caring, fairness, responsibility and
citizenship is a part of the school’s everyday
life. Lessons for younger students focus on
heroes and heroines, while older students are
engaged in thinking and discussing more
complex ethical issues woven into their
literature, history and science courses and
in advisory discussions.

The lower school discussed a variety of character
issues during Red Ribbon Week, guidance lessons
and “Random Acts of Kindness.” Weekly assemblies
and class of the week lunches promote school pride,
reinforces the value that the school community places on
working hard and doing one’s best and recognize acts of good citizenship, such as the “Clean Broom Awards” given to
classrooms that are kept clean.
17

“Talkabout” and “Conversations” programs at the middle
school and upper school level feature book discussions which chArActer in Action
often encompass character traits such as integrity, justice, At norfolk collegiAte
responsibility and kindness and sometimes provide
students with an opportunity to become immersed Second grade students assembled 100 bags
of toiletry items for homeless persons and
in understanding other cultures. The characteristics of developed a PowerPoint presentation featuring
a good leader may be discussed while reading Julius Caesar pictures of the students assembling the bags.
in English or learning about the Civil Rights Movement in These students shared this project with the rest
United States History. of the lower school in a morning assembly by
singing the song “With My Own Two Hands”
and performing it in sign language as their
The Honor Code, a cornerstone of the Norfolk Collegiate
PowerPoint presentation was shown.
School community, is a commitment that students and
faculty members make to do their own honest work by Two young students playing soccer in Mr.
pledging that they will not lie, cheat, steal, or deceive. Maddox’ P.E. class collided while going after the
Under the student-run honor system, student honor ball. One of the students had a hard fall, and
council representatives are elected by their peers to serve as the other student reached down to help him up
and ask if he was okay.
role models and peer educators helping students understand
how to avoid plagiarism and academic dishonesty. The varsity girls’ field hockey team exhibited
good sportsmanship by resisting the temptation
Students at all grade levels practice character through to respond to poor sportsmanship from a rival
service to others, cooperative learning and participation team during a game.
in governance. Community service activities range from
After enjoying snacks brought in by their
collecting coats, canned food, school supplies and holiday advisor and participating in a discussion
gifts for those in need, to volunteering time and hard work at about respecting peers and thinking before
places such as animal shelters, hospitals and nursing homes, speaking, students in Mrs. Davis’ eleventh grade
to service clubs and senior projects that raise students’ homeroom discard their trash and put the desks
awareness and provide support for Operation Smile, Special and chairs back in place.
Olympics, the Children’s Hospital of the Kings Daughters,
the Susan G. Komen Foundation and other organizations.
Students also coordinate a school-wide recycling program to Tips for Promoting
be responsible caretakers of their environment. Character Development
Talk to children about your values and your
Recognizing K-12 character development efforts as a beliefs about the importance of honor, trust
school priority during the most recent strategic planning and honesty.
process, a character development committee was formed
to examine current efforts and to develop new plans for Model integrity. Do the right thing.
teaching and promoting character. The committee has
Keep the lines of communication open so your
exciting initiatives planned for the 2009-2010 school year, children will talk with you about problems and
including professional development activities for faculty let you help them navigate everyday challenges.
and staff and programs for students including guest
speakers, skits, assemblies and activities featuring a school- Model kindness and respect and use others’ rude
wide theme of respect. behaviors as “teachable moments.”

Tell your child that you want him/her to be
At Norfolk Collegiate School, most often students do what is honorable and trustworthy and to do the right
right because it is the right thing to do. A student who gives thing even when faced with the temptation to
up his front row seat at a basketball game for a person who do otherwise.
can’t walk up the stairs, hands in a wallet with a hundred
dollars in it, or just carries a bag for a friend because she is Set clear expectations and rules, and stick with
them.
on crutches; these small acts of kindness happen everyday at
NCS. The faculty and students build on these experiences to Watch your children’s favorite TV shows with
make a tall tree of character, for we are the Mighty Oaks. them and use the decisions and choices that are
made by the characters as teachable moments
for conversation.
Upper School Dean Shannon Parker contributed to this article.

18

College Counseling

Applying to College in the 21st Century
Plus ça change, plus c’est la même chose
By Betty M. Jones, Director of College Counseling

A s I reflect on 30-plus years of college counseling, I
am struck by how well the adage “the more things
change, the more they stay the same” sums up the
current college admission scene.

I have seen significant changes in the college search and
application process—escalating early action programs
and priority deadlines; college ratings in magazines
generating frenzied attention; mind-boggling selectivity
at some institutions, some of which now admit less than
10% of their applicants; increasing ethnic and socio-
economic diversity on campuses; zooming tuitions;
aggressive college marketing techniques; and advances
in technology that have transformed the ways students
apply and colleges market themselves.
Director of College Counseling Betty Jones poses with Clarke
Hitch, Class of 2007, who is a sophomore at Duke University.
Although colleges still mail viewbooks and send
representatives to high schools, marketing efforts now
depend heavily upon the internet. Virtual tours, blogs, 97% of its applications online. Students now routinely
chat rooms and YouTube videos are commonplace. utilize the Common Application, sponsored by an
Efforts are not limited to attracting student hits. A 2007 association of 347 colleges and universities. As of Jan. 15,
study by the National Association for College Admission its system had already processed 1.4 million on-line
Counseling (NACAC) revealed that nearly 80% of colleges applications for fall 2009—a total surpassing the total
and universities have web pages tailored especially for processed during the entire admission cycle the previous
parents of prospective applicants. Many have designated year. On Dec. 31, its website set another record: 102,202
portals for counselors. Throughout the fall and winter, applications processed in a single day.
I regularly check passcode-protected counselor websites
maintained by the University of North Carolina at Chapel Astounding increases in applications at some colleges,
Hill and James Madison University, just to name a couple, especially at public and highly competitive private
to make certain that submitted materials have been institutions, are attributable to demographic trends
recorded as received. and aggressive recruitment efforts. A marked change
in student behavior augments the trend: students are
Today, rather than mailing them, the vast majority of submitting more applications. This fall NACAC reported
students submit college applications via the internet. that 19% of the preceding year’s freshman had submitted
The University of Virginia, for example, reports receiving seven or more applications for admission. Counselors
on the association’s e-list recount students applying to as
“How can students prepare many as 25 schools. Norfolk Collegiate School students
have resisted such excess. In the past four years, the average
themselves to navigate successfully number of applications submitted by seniors has risen
from slightly under three to slightly over five.
through today’s changing college-
selection process? Advice that I’ve Recent tumultuous economic developments add more
uncertainty. Investment or job losses, along with reduction
repeatedly given still stands. Student of student loan availability and declines in college
credentials are the key.” endowments, often used to fund merit scholarships, has
complicated the college-application matrix; and the search
for financial aid and scholarships is becoming a higher
priority for many families.
19

I recommend that students ladder their list of possible for the wellbeing of others or a search for political
schools by affordability, as well as by selectivity. Initially, and social justice. The abundance of clubs and teams
however, a college should not be eliminated because of available to Norfolk Collegiate School students offer
cost. The bottom-line may vary greatly from “sticker plentiful opportunities to explore interests, develop
price.” Over the years, I have worked with students who, talents, and demonstrate leadership skills. By taking full
because of scholarships or financial aid, found that their advantage of these, students are more likely to become
cost was less at a supposedly far more expensive college the enthusiastic, interesting candidates that colleges want
than one apparently less expensive. When affordability to accept.
is a determining factor, it pays to wait until information
is received from all colleges before making a final choice. Additional keys to application success can be found in
two R-words—research and realism. Colleges provide
Students are increasingly looking at in-state public detailed statistical information about their applicants
institutions. Virginia’s top-tier public institutions have and accepted students. Candidates are far more than
always attracted applications from Norfolk Collegiate their GPA and test scores, of course. But it behooves
students. This year, however, record numbers of our students to compare their statistics to the colleges’
seniors have submitted published numbers. Today’s college
applications to these “Colleges seek doers, not mere websites make this data easy to
institutions. In some discover.
instances, the one-year joiners. The word passion is
increase is stunning.
Applications to Virginia
frequently used to describe the Norfolk Collegiate’s subscription
to Naviance, the nation’s premier
Tech were nearly triple intense interest/involvement web-based college planning and
that made by the NCS application-management system,
Class of 2008 and that helps set successful allows the school to generate on-line
those to the University candidates apart.” scattergrams that depict application
of Mary Washington decisions from previous classes so that
were more than double. students are able to compare their
Applications to James Madison University were up credentials to those of students from previous years.
well over 50% and to the University of Virginia over
30%. Played out on a state-wide level, such trends are It is crucial, though, for students to recognize
worrisome, not only for colleges relying upon historic that historical patterns may not be as predictive as
comparisons to make decisions, but also for counselors usual—especially for public institutions. Advice that
and applicants who find it harder to anticipate results. I’ve stressed for years—ladder your applications—is
more important than ever. I strongly urge students
How can students prepare themselves to navigate to categorize prospective colleges into three groups:
successfully through today’s changing college-selection “reaches,” “targets” and “anchor” schools. In the
process? Advice that I’ve repeatedly given still stands. current competitive environment, students may face an
Student credentials are the key. Repeatedly, college uphill fight for acceptance, not only at reach schools
admission officers assert that the single most important but possibly at those, based on past patterns, viewed
criterion is the strength of the schedule. as targets. A thoughtful approach to the process does
Balance is vital, however. Students should seek a not guarantee a gratifying outcome, of course, but it
challenging course load, but it must be one in which significantly increases the probability of it occurring.
they will find success. Students who focus upon the match between their
credentials and the schools’ profiles, reduce the
Colleges seek students who will contribute to their probability of surprises. More importantly, students
institutions—in the classroom and to student life. who focus on the match between an institution and their
Colleges seek doers, not mere joiners. The word passion personality, abilities and interests are far more likely to
is frequently used to describe the intense interest/ have a successful and personally fulfilling college career.
involvement that helps set successful candidates apart. Searching for the right fit is just as vital now as it was
The focus of their zest can vary. It might be intellectual, when I began college counseling years ago.
athletic, or artistic; or it might be concern and action

20

SportstheAt NCS
Home of Mighty Oaks

Winter Sports Season Wrap Up
N orfolk Collegiate School
completed the winter athletic
season with many accolades. “Many of
At the state indoor track meet, the girls’
club team placed fifth and the boys club
our varsity teams did really well,” said team placed eighth. Highlights from
Larry Swearingen, athletic director. “The the meet include first place finishes for
sportsmanship of our fans is also a great Markell Smith in the high jump, triple
source of pride,” he said. jump and 55 yard hurdles and a first place
finish for Darryl Smith in the high jump.
Varsity Girls’ Basketball finished the
season in a three-way tie for first Other season highlights included Boys’
place in the Tidewater Conference of Varsity Wrestling, which completed
Independent School (TCIS). The team the regular season in third place in
was TCIS tournament champions. They the conference and placed third in the
finished the state tournament with a tournament. The team finished twelfth
bang, placing sixth. Markell Smith and in the state tournament. David Kirkland
Andrea Paphites were named First Team was named First Team All Conference.
All Conference. “It was a fantastic season Varsity Cheerleading placed second in
and we are extremely proud of our the TCIS championship. Varsity Boys’
student athletes,” said Coach Suzanne Swimming finished the season in fifth
Midkiff. place and Varsity Girls’ Swimming
finished in ninth place.
NCS Varsity Boys’ Basketball finished
the season in first place in the Tidewater Looking forward, Athletic Director
Conference of Independent School Larry Swearingen says that the spring
(TCIS), in a dramatic overtime win season, which has already begun, will
against Norfolk Christian, 46-44. The be just as exciting at Norfolk Collegiate.
Oaks were the runner up in the TCIS “It is shaping up to be a great season for
tournament and placed ninth in the state NCS. Go Oaks!”
tourney. Senior Donte Hill, who has
committed to play basketball at Clemson
next year, was named First Team All
Conference and TCIS Player of the Year.

Additional Sports News Pictured are as follows: (top) Shelby
Ortiz at a swim meet; (top middle) The
Anna Pidgeon ’08 is on the women’s rowing team at George Mason University and Varsity Cheerleading squad poses for
Sarah Wolcott ’07 sails at The College of Charleston. Congratulations to all of our a photograph (lower middle) Norfolk
Collegiate swimmers Patrick Smith, Rob
student athletes! Heinke and Clint Boyer prepare for a
meet; (lower middle right) Dante Hill
reaches for a rebound as Austin Colbert
For more information about Norfolk Collegiate School
athletics or to see game schedules and results, visit watches, (bottom left) Chris Adsit at
www.norfolkcollegiate.org. a wrestling match; and (bottom right)
TCIS Champions Varsity Girls’ Basketball
team poses for a photograph after the
21 championship game.

Homecoming
2009
Norfolk Collegiate School Middle
and Upper School students celebrated
Spirit Week Jan. 26-30 in anticipation
of Homecoming. Students and faculty
participated in a variety of spirit days
including Pajama Day, Celebrity Day,
Sports Day, Whacky Tacky Day and Spirit
Day.

During activity time, NCS students
participated in the annual Powder Puff
Flag Football Tournament. This year, the
Flying Walruses defeated the teachers in a
close match, winning 3-2.

The Norfolk Collegiate School
Community gathered for Homecoming
on Saturday, Jan. 31 to watch basketball
games and to celebrate the 2009
Homecoming Court. Caroline Mears and Pictured are as follows: (top) 2009 Homecoming
Mike Swartz were named princess and Queen Tori Philips and King James Hitch, (bottom)
prince and Tori Philips and James Hitch 2008 Homecoming Queen Jessie Miller, Headmaster
were named king and queen. Scott Kennedy and 2009 Homecoming Queen Tori
Philips.
The varsity basketball teams both scored
victories with the boys’ defeating Calvary
77-57 and the girls’ defeating
St. Gertrude 72-55.

22

NASA Award
winners Are
Out of this World
T his January, seven Norfolk Collegiate School students were named award winners in the
National Aeronautics and Space Administration (NASA) Langley Research Center 2009 A to
Z Art Contest. Norfolk Collegiate School freshman Tetyana Hollandsworth was honored as
the grand prize winner and her work was chosen as the cover of NASA’s commemorative 2009
calendar.

Art teacher Nance Corriveau commended Tetyana for capturing this year’s theme in a
fresh way. “The piece is particularly vibrant,” she said. “What I love about her painting is
that it truly reflects the role of NASA in the larger community. She chose to highlight the
organization’s work in the fields of business, education and science, which is what NASA was
hoping participants would explore with this year’s theme All Around Us: A to Z.”

It’s no surprise to learn that art is Tetyana’s favorite subject. In her spare time, she meets
with Ms. Corriveau to work on a variety of projects. Tetyana has been creating pieces since
she was a small child and particularly enjoys watercolor, paint and color pencils. She plans
on majoring in art in college and, according to Corriveau, is building an impressive digital
portfolio.

Corriveau encourages her students to enter local and national art contests throughout the year.
In recent years, Norfolk Collegiate School students have won awards in the Lion’s Peace Poster
Contest, Elie Wiesel Visual Arts Competition and NASA’s 2008 commemorative calendar.

When asked why she thinks her students are so successful in these contests, Corriveau gushes
about the creativity of her student artists. “I look at the strength of the individual artist and
work with them to determine what medium, such as oil, acrylic, sculpture, pencil or digital,
is their strong suit. I like to help guide each student to reflect the theme of the contest in a
medium that highlights his or her individual strengths,” said Corriveau.

Corriveau also thinks that the wide variety of classes offered in the visual arts allows students
to expand their talents. “Additionally, our students have the opportunity to work on their
schedule, when they are inspired, before and after school and during choice time or a free
bell,” she said.

Additional Norfolk Collegiate School students recognized by NASA included: Sarah Green
(sixth grade), third place winner; Anya Kaszubowski (seventh grade), honorable mention;
Gabby Shelanshi (eighth grade), honorable mention; Alysse Maynard (eleventh grade), third
place; and Emily Macon (twelfth grade), second place.

Each award winner was recognized at a special unveiling ceremony on Jan. 14 at the Virginia
Air and Space Museum in Hampton. Their original art work will remain on display in the
museum until Dec. 31, 2009. The calendar is produced by NASA Langley Research Center in
Hampton, Va.

23

NASA Award
winning art from
NCS students,
top left, clockwise:
freshman Tetyana
Hollandsworth,
seventh grader Anya
Kaszubowski , junior
Alysse Maynard,
sixth grader Sarah
Green, eighth grader
Gabby Shelanshi and
senior Emily Macon.

24

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