Character Building - Cannon School

Character Building - Cannon School



Character Building

Going Beyond the

Classroom to Help Others

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Cannon Magazine is published semiannually

by the Office of Advancement. Send us your




David L. Long

Director of Communications


Haley Acuff, Caroline Coggins ’12,

Lyndsay Cooper ’12, Bill Diskin,

Corey Inscoe, Angelique Mitchell,

Emily Ranson ’12, Kelly Ratté-Matsey,

Brian P. Scales, Tias Sen ’13,

Megan Thompson, Bri Wyatt ’12



Matthew E. Gossage



Matthew J. Rush



Brian P. Scales


Shayne Cokerdem


Gay Roberts


William Diskin


Doug Maynard



Anne Shandley

> Engaged Learning

Smart Growth 4

By Bill Diskin

The Honor Roll 7

Cannon Alumni, Where Are They Now 8

> The Arts

A Musician of Note 10

By David L. Long and Angelique Mitchell

Bharatanatyam: My Cultural Experience 12

By Tias Sen ’13

Select Singers 12

Follow the Gold and Maroon Walls 12

By Bri Wyatt ’12

Mint Art 13

Creativity From the Start 13

By Caroline Coggins ’12

> Athletics

He’s Not My Teammate, He’s My Brother 14

By Corey Inscoe, Charlotte Observer

Running Starts 16

By Emily Ranson ’12

Cougar Kudos 17

> Character Education

Constructing Character 18

By Haley Acuff

In the Middle of Giving 20

By Megan Thompson

Project Wrap-In 21

> Community

40th Birthday Bash 22

What 40 Looks Like to Us 23

By Caroline Coggins ’12

Endowments Helping to Secure the Future 23

By Brian P. Scales

Welcome Grandparents 23

> Alumni

Alumni Spotlight: Mitchell Galloway ’08 24

Alumni Notes 25

> News

BarnStock 09 26

By Lyndsay Cooper ’12

Filling In the Big Picture 26

By Kelly Ratté-Matsey

Golf Tournament Strengthens Cougars 26

In the News 27

Cannon Magazine Wins Gold 27

Old Time Views in New Perspectives 27

By Emily Ranson ’12

> > > > > > > > > > > > > > > > > Table of Contents


Letter from the Head of School < < < < < < < < < < < <

“Students have had greater opportunities here and abroad to learn more about the

world, others, and self while putting someone else’s needs before their own.”

Dear Readers,

Activities and programs at schools striving for excellence are self-proclaimed works in progress.

A school striving to be excellent uses a philosophical base daily to make a better and deeper

application of the tenets of that philosophy to program and practice.

To claim a specific program or activity of a school has arrived at its final destination is to write

the preface to a period of stagnancy and ultimate irrelevance.

Each year the excellent teacher wants to do a better job engaging students in meaningful

learning. A grade level team or a department wants to learn how to work together more

effectively. And an excellent school always has a refining eye toward the balance of skills and

content in its course of study.

In this spirit, it is good and fitting in this new year to shine a light on the community service

program at Cannon. All three divisions of the School have made significant strides in the

service and outreach programs over the last several years. Within these service experiences,

students have had greater opportunities here and abroad to learn more about the world, others,

and self while putting someone else’s needs before their own.

Matt Gossage, Head of School

The teachers involved in the overseeing of these opportunities will tell us we are moving closer and closer to the wholeness of students truly

learning from the service of others. I am grateful to the teachers and students who are leading Cannon in developing a deeper commitment to

servicing and learning.

On behalf of the faculty and staff at Cannon, I want to wish your family a wonderful 2010. We appreciate your support of Cannon, and we

hope you enjoy this edition of Cannon Magazine.



“Earlier is not necessarily better and sooner is not smarter. Children learn and grow at their own rate.”


Smart Growth

School yourself in advocating for your child as he or she grows and develops.

By: Bill Diskin, Director of Admission

A child will learn when he or she is developmentally ready.

That simple truth guides Cannon School’s approach to

teaching and learning. Another simple truth is that parents

are a child’s first and best teachers – and strongest advocates.

As a parent, getting involved in your child’s education is one of

the biggest predictors of academic success. So, how can you be

an effective advocate for your child One of the first steps is to

be familiar with your child’s developmental stages so you can

better know your child, his or her educational program, and

the options available should challenges arise. Put simply, use

information as a powerful tool for understanding the puzzle of

your child’s developmental readiness.

The Three Knows

In September, educator Cheryl Wolfe met with Cannon

parents to present “The Three Knows for Parents – Advocating

for Your Child in the Classroom.” Wolfe, a member of the

Gesell Institute of Human Development’s National Lecture

Staff, has been sharing her knowledge and insight about

the growth and development of children for more than a

decade. She feels strongly that parents benefit from having

information about growth and development research when

they set out to be advocates for their children.

“In ‘The Three Knows for Parents’ we uncover the many

important factors that influence children’s behaviors in and

out of the classroom and the importance of knowing your

child when making educational decisions,” Wolfe explains.

“We also discuss the importance of knowing the school and

the expectations within a program and/or classroom. And

finally, we discuss the importance of knowing your options

and alternatives – within your family, classroom, school, and

community – when challenges or difficulties arise.”

Time to Grow

The work of the Gesell Institute began in the early 1900s when

Yale professor Dr. Arnold Gesell developed a set of norms that

illustrate sequential and predictable patterns of growth and

development in children. The Institute opened officially in

1950 when Dr. Louise Bates Ames and Dr. Frances Ilg opened

the New Haven, Connecticut-based organization to honor Dr.

Gesell, who retired that year.

“Dr. Gesell’s work on the ages and stages of growth

and development in young children is foundational to

understanding why some children, although the same age

chronologically, may not be ready to learn the same material,”

Wolfe explains. “In our approach to education, earlier is not

necessarily better and sooner is not smarter. Children learn

and grow at their own rate. It is important that we as adults

respect this individual growth rate in young children and set our

expectations of them, in and out of the classroom, accordingly.”

According to the Gesell Institute website, the Institute’s

vision is that “…all children enjoy childhood and have the

time and opportunity to grow and to learn at their own pace

and in their own way.” That’s the same message Cheryl Wolfe

shares with parents in her workshops. “Requiring children

to work at a level where they are always reaching and pushing

and stressing to succeed creates unhappy children, unhappy

teachers, and unhappy parents,” Wolfe says. “Young children

have a natural desire to learn and learning at this age should

be fun. Keeping in mind that positive, encouraging, and

successful experiences during the first years of school set the

stage for the love of lifelong learning.”

Cannon School, like many independent schools around the

country, uses the Gesell Development Observation (GDO)

as one of its school readiness assessments in the application

process. “This developmental assessment allows us to observe

developmental readiness for each applicant,” explains Jackie

Hurley, Cannon’s Lower School admission coordinator

and junior kindergarten teaching assistant. “Our junior

Allow Learning to Develop

and growth.


> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Engaged Learning

Successful classroom experiences early in life set the stage for lifelong learning.

Smart Growth (continued)

kindergarten and kindergarten classrooms

are geared for developmental learning and

the teachers use appropriate activities and

curriculum for the age group.”

A Whole Child

Laura Huffman, a parent of a current

junior kindergarten applicant, attended the

September workshop and was intrigued

by Wolfe’s presentation. “Cheryl’s thesis

– that children will learn when they’re

developmentally ready to – I think fits

perfectly into Cannon’s idea of ‘adaptive

expertise’,” Huffman says. “You can’t force

a child to do something he or she is not

developmentally ready to do; one needs to

respect the importance of developmental age

versus chronological age.”

Huffman, who is also an Upper School

History teacher at Cannon, found Wolfe’s

message about a child’s developmental

readiness helpful in a number of ways. “I

learned so much useful information from

Cheryl’s presentation – as both a teacher and

a parent,” Huffman says. “I was especially

happy to hear that I had not done my son a

disservice by not getting one of those ‘baby

can read’ programs they hawk on TV.”

Huffman also found Wolfe’s explanation

of developmental readiness comforting.


“Cheryl said that children who learn to read

before they are really developmentally ready

to do so are actually at a disadvantage, because

they can often have significant difficulty with

reading comprehension (attaching words to

meaning) later on,” Huffman says. “In today’s

competitive environment, it was a great relief

to hear that my son will learn to read when

he is developmentally ready to do so. And,

whenever that is, is what’s best for him.

What a relief !”

This emphasis on the importance of

recognizing when a child is developmentally

ready fits nicely with Cannon School’s

approach to teaching and learning. “Cheryl

spoke of teaching to a child’s learning

readiness,” Hurley explains. “At Cannon,

we believe that our whole child approach to

learning reflects the Gesell Institute’s research

and philosophy – that social, emotional,

and physical development are equally as

important as academic development in order

for a student to be successful.”

Laura Huffman agrees. And she has found

some of Wolfe’s strategies helpful – even

with her Upper School classes. “In my own

classroom, I utilized Cheryl’s presentation

regarding the physical inability for a 14-

year-old boy to sit still,” Huffman explains.

“Now I let them ‘take a lap,’ or do jumping

jacks, especially on long class days, or find

another way to get them up and moving

around, because Cheryl suggested that,

developmentally, sitting still for that long

would be agony. The students are greatly

appreciative, and I have a much more

responsive class.”

Over the years, Jackie Hurley has

noticed the benefits of this emphasis on

developmental readiness throughout the

halls and classrooms at Cannon. “This

approach encourages the development

of well-rounded students who are able to

communicate with their teachers, socialize

with their peers, and manage their class loads

for the breadth of their education,” she says.

Basics Training

Cheryl Wolfe likes to share three pieces

of advice with parents. And though they

seem basic, she notices that they are often

overlooked in today’s parents’ busy, overscheduled


“Making sure children come to school

having had a nutritious breakfast and a

full night’s rest is so important and yet

emphasized very little,” Wolfe says. “School

requires so much more than academics and

we want all systems to be ready to go each

morning. Also, having family time is so

important – be it reading a book, playing a

game, having popcorn. And then, finally,

making sure that, as parents, you keep

communication open between your children

and their teachers.”

semifinalists in the 55 th

National Merit Scholarship

Program: Will Carter, Camille

Davis, Matt Sarett, and

Katie Sumner.

Sophomore Cassie Calvert attended

contest: first-graders Drake Griffith

and Molly Morrison; fifth-grader

Mimi Wahid; and eighth-graders

Jake Flynn and Liz Wahid.




Thirty-five Middle School


are Parker Cain, Maryclaire

Farrington, George Lovett, Davis

Nelson, Tommy Prindle, Uday

Uppal, and Brandon Wade.

Seniors Ashley Rivenbark and

Menaka Wilhelm were named

semifinalists in the Morehead-Cain

Scholars Program, which pays for

of North Carolina at Chapel Hill.

Raffi Yessayan joined other

nation in Washington, D.C., for

Merit Scholarship Program


Byrnes, Leah Davis, Alex Gordon,

Ryan Scolaro, Sterling Swygert,

and Menaka Wilhelm.


Cannon Alumni, Where Are They Now < <

Cannon School alumni from the classes of 2006-2009 are continuing their educational pursuits at institutions of higher learning

that best fit their individual goals and needs, from small liberal arts colleges and major state universities to Ivy League schools and

service academies. Students in these four classes attend 106 colleges and universities in 18 states, and received approximately $11.3

million in scholarships.


1. College of Santa Fe

2. Stanford University

3. University of San Diego

4. University of Southern California


5. Appalachian State University

6. Auburn University

7. Barton College

8. Belmont Abbey College

9. Catawba College

10. Central Piedmont Community College

11. Christopher Newport University

12. The Citadel, the Military College

of South Carolina

13. Clemson University

14. College of Charleston

15. Columbia College

16. Converse College

17. Davidson College

18. Duke University

19. East Carolina University

20. Eckerd College

21. Elon University

22. Emory & Henry College

23. Emory University

24. Furman University

25. Gardner-Webb University

26. Georgia Institute of Technology

27. Greensboro College

28. Guilford College

The University of North Carolina

at Chapel Hill is the most popular

destination for Cannon alumni from

the classes of 2006-2009. Twenty-four

Cougars became Tar Heels.




29. High Point University

30. Hollins University

31. Lenoir-Rhyne University

32. Mars Hill College

33. Meredith College

34. Methodist University

35. Nashville State Technical

Community College

36. North Carolina State University

37. Pfeiffer University

38. Presbyterian College

39. Rhodes College

40. Rollins College

41. Samford University

42. Savannah College of Art and Design

43. Southern Methodist University

44. University of Central Florida

45. University of Georgia

46. University of Miami


47. University of Mississippi

48. University of North Carolina

at Asheville

49. University of North Carolina

at Chapel Hill

50. University of North Carolina

at Charlotte

51. University of North Carolina

at Greensboro

52. University of North Carolina

at Wilmington

53. University of Richmond

54. University of South Carolina





66. Carleton College

67. Case Western Reserve University

68. Grinnell College

69. Kenyon College

70. Miami University

71. Michigan State University

72. Ohio State University

73. Ohio Wesleyan University

74. Purdue University

75. University of Dayton

76. Washington University in St. Louis


77. Boston University

78. Brown University

79. Harvard University

80. Lesley University

81. Massachusetts Institute of Technology

82. Middlebury College

83. Northeastern University

84. Tufts University

85. Wesleyan University

86. Williams College












73 69



59 62 53 11






23 26



92 86 84



85 78



89 99

100 101



106 88 104













87. American University

88. Bowie State University

89. Bucknell University

90. Carnegie Mellon University

91. The Catholic University of America

92. Colgate University

93. Cornell University

94. The Culinary Institute of America

95. Georgetown University

96. The George Washington University

97. Johns Hopkins University

98. King’s College

99. Lehigh University

100. Pennsylvania State University

101. Princeton University

102. Skidmore College

103. Stevens Institute of Technology

104. United States Naval Academy

105. Washington College

106. West Virginia University





55. University of Tampa

56. University of Tennessee, Knoxville

57. University of Texas, Austin

58. University of Virginia

59. Virginia Military Institute

60. Virginia Polytechnic Institute and

State University

61. Wake Forest University

62. Washington and Lee University

63. Western Carolina University

64. Wingate University

65. Wofford College




28 21 18




61 51 49 36





31 17


8 10


63 64

16 37

25 34

24 65






12 14



“I haven’t met a student in my career that has his depth of passion for the music.”

– Brad Davis


A Musician of Note

By: David L. Long and Angelique Mitchell

Cameron Cook was born into music. Literally. “When I was

born, my mom and dad were playing Eric Clapton’s Unplugged

concert,” says the Cannon School junior. His first musical

moment set the tone for what has become a lifelong passion

that is matched by his prodigious talent for making music.

“I haven’t met a student in my career that has his depth of

passion for the music,” says Brad Davis, Cannon’s band and

jazz instructor. He was drawn to music by a childhood

experience that made a lasting impression. “My first powerful

musical memory was a street festival with my parents when I

was no more than three or four,” he says. “I remember hearing

a very loud saxophone and it sort of rattled me, in the way any

loud noise does, but somehow more powerfully than that.”

He didn’t pick up the instrument until he was in fifth grade,

by which time he was already “noodling” around on the piano.

“I started playing piano, guitar, and saxophone in the sixth

grade,” he remembers. He has since added clarinet, bass guitar,

and harmonica to his repertoire.

Brad Davis has seen a growing maturity in Cook’s

musicianship since the budding virtuoso joined the Advanced

Jazz program. “He has started to experiment as much as he

can while at the same time always striving to be empathetic

to other players,” says Davis. In his solos, listeners can hear

the influence of many master jazz tenor players, such as John

Coltrane, Sonny Rollins, and Dexter Gordon, and a gift for

improvisation that can shine through at unexpected moments.

He felt the melody of Michael Jackson’s “Man in the Mirror”

during a performance of a jazz piece and launched into a solo

based on the song. He says he likes to “slip into melodies and

quote different songs” in his pieces.

Cameron’s fellow musicians in Advanced Jazz provide the

ideal partners for perfecting his art, Davis believes. “They are

one of the best groups of student musicians I’ve ever worked

with,” he says. “They are hungry to learn.” Cameron agrees.

“I like the artistic freedom and the ability to experiment with

different styles in the Advanced Jazz group.”

The teacher and student have developed a relationship

between musical colleagues, and Davis sees a bright future

ahead for his pupil. “He will most certainly have his pick of

jazz schools because he is that good. It is very rare to have a

student perform at this level for his age.”

Beyond school, Cameron has performed with Quartet

Blue since he and Cannon classmates formed the group in

September. Patrick Beck, a senior, plays guitar with sophomore

bassist Kevin Ross and sophomore drummer Deven Lankford,

while Cameron rounds out the group on saxophone. They

played for a soup kitchen benefit, at Christmas in Davidson

and various Cannon School events, and even a few paid gigs.

Ultimately, music makes Cameron happy and he wants his

gift for making music to bring happiness to others. However,

there’s more to Cameron than music. He is also an athlete on

Cannon’s varsity cross country, track, and swimming teams.

Swimming coach Megan Thompson, also Cannon’s Middle

School guidance counselor, says that Cameron is the type of

student-athlete that every coach dreams of having on his or

her team. “He is the epitome of a Cannon student who ‘goes

beyond’,” she says. “He always comes to practice early, with a

smile on his face, great positive energy and ready to go. He is

always the first in the water, works extremely hard in the pool,

and always wants to do more and improve.”

Music played a defining role in Cameron’s past, from birth

to early childhood memories to “noodling” on a piano in

Middle School. He now imagines a future in which music is

at the center of his life. When he graduates from Cannon in

2011, he plans to go to a large city like New York, or perhaps

to Europe, where jazz is big, and become involved with the

production and recording of music. Rest assured that he

intends to keep playing jazz on the many instruments through

which he brings his musical visions to life.

Cameron Cook’s “Desert Island Discs”

him to a desert island:

Saxophone Colossus

Kind of Blue


Dr. John Plays Mac Rebennack, Dr. John: His New

A Love Supreme, John Coltrane: The only thing more

Live at the Regal, B. B. King: I listen to other genres



> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > The Arts

Bharatanatyam: My Cultural Experience

By: Tias Sen ’13

Recently, as a culmination of our study of

India, I had the privilege of dancing for the

World History I classes. Since I was five years

old, I have been learning Bharatanatyam, a

form of Indian classical dance. It originated

Tias Sen performed Indian classical dance for


in Tamil Nadu in the southernmost part of

the Indian Peninsula and is one of the oldest

forms of Indian classical dance. For the past

nine years, I have been learning this dance

form from my teacher, Radhika Unnithan.

She holds dance recitals every year that always

benefit a charity, and she choreographs about

15 to 20 dances for over 80 students.

Bharatanatyam has been not only a great way

to perform for a good cause, but it has also

given me the chance to learn more about my

culture. Through the mudras (hand gestures)

and abhinaya (facial expressions), dancers

tell the stories of the different Hindu gods

and goddesses and their lives. The songs are

in several different languages, but most of

the time they are in Sanskrit.

As my presentation to the World History

I classes, I performed two dances, showed

my classmates pictures of the traditional

costumes, and told them about my

Arangetram, or classical dance graduation

(a two-hour solo performance).

Doing Bharatanatyam is my favorite extracurricular

activity, and I feel very privileged

to do it. It has given me the chance to learn

about my culture artistically, while sharing it

with others.

Select Singers

Two Cannon School students were

chosen to participate in honors

choruses featuring the state’s best young

singers following a rigorous selection

process. Stephen Metz, a senior, and

seventh-grader Joanna Copio were

among a select group who sang with

honors choruses that performed in

November at the North Carolina Music

Educators Association (NCMEA)

Conference in Winston-Salem.

Follow the Gold and Maroon Walls

By: Bri Wyatt ’12

Upper School art teacher Belinda Armstrong spent last summer

creating a masterpiece on the Lower School and Middle School

walls. The Fine Arts Department approached her to complete

the project and she agreed. “I have always been interested in

improving the aesthetics of our school,” she says. “I know that

color can impact how we feel, act, and think.”

The walls show how Cannon values our core values because of

their depiction on the walls in the School’s colors. It was the

perfect touch to the hallways, adding passion, color, and life.

Mrs. Armstrong also painted a “Go Beyond” logo mural on a

wall near the Middle School hallway. See the finished product

next time you are on campus!

The selection process began in October

and culminated with auditions

before a panel of six independent

judges. Stephen and Joanna worked

independently for four weeks with

Middle School/Upper School Choral

Music Teacher Tim Rancont to prepare

for the event.

The experience provided both students

with a valuable opportunity to work

with a nationally acclaimed choral

conductor and then to perform with a

group. This year’s High School Honor

Chorus was conducted by Jefferson

Johnson, director of Choral Activities

at Kentucky University, and the

Middle School Chorus was conducted

by Jonathan Willcocks, a renowned

English conductor and musical director.


Mint Art

By: Angelique Mitchell

The Mint Museum in Charlotte was the place to be during the

months of November and December to see the artistry of Cannon

School students of all ages. More than 90 works of art by students

in all three divisions were selected to represent the School in the

Cannon School Invitational, a premier art exhibition that showcases

the creativity and talent of our student-artists.

Artwork was displayed in the museum’s STAR Gallery, which

features K-12 student artwork on a regular, rotating basis to

promote the awareness and appreciation for visual education

within the community. This is the third time the Mint

Museum has chosen to exhibit artwork by Cannon students.

“The Mint chose Cannon again,” says Belinda Armstrong, the

School’s Fine Arts Department chair. “It is a very powerful

experience for young artists to have their work exhibited at

the premier museum in Charlotte. For many of the older

art students, it becomes a significant point of affirmation

in their artistic journey.”

Creativity from the Start

By: Caroline Coggins ’12

When it comes to art, Ms. Krista Johns is as enthusiastic as it gets.

Cannon’s Lower School Art teacher lights up when anyone asks her

about her students, what she is currently teaching, or why she wanted

to teach art in the first place. “Art has always been my passion, it’s

what I love,” she says. “I used to love to tutor people in high school,

so I thought why not put my two favorite things together”

Ms. Johns, who studied art at West Virginia Wesleyan College, says

she teaches everything in her Lower School Art classes. She wants her

students to experience as many different types of art as possible. Her

personal favorite is the unit on clay because it involves fun projects

that students do not get to do every day. Perhaps that’s why her

students love it too!

Ms. Johns tries to run a focused but flexible class. “I want them to

be learning one style, but I would never expect their finished work

to look the same.” She has been known to add a project into a unit

simply because a student asked her to. This gives the students more

input while remaining focused on art.

Krista Johns shares many types of art with Lower School students.

Artwork by Lower School students is always displayed in the hallways

and the Arts Link. Ms. Johns encourages everyone to come by and see

all the great projects her students have been working on.



“There is a unique cohesion that comes from being brothers and being teammates.”

He’s Not My Teammate, He’s My Brother

The Eddie and Belfield brothers are close on and off the basketball court.

By: Corey Inscoe

This article, published on December 2, 2009, is reprinted with

permission of the Charlotte Observer.

Sophomore Jason Eddie, senior Jarell Eddie, junior Keith

Belfield and freshman David Belfield all play varsity

basketball for the Cannon Cougars. The brothers form the

core of one of the best teams in the area.

“They’re typical brothers,” said Cannon basketball coach

Glen Taylor. “They’ll fight and claw each other’s eyes out, but

when push comes to shove you better believe that both those

boys will have each other’s backs.”

Taylor should know, he played three varsity sports with his

younger brother in high school.

Though only a couple years apart, neither of the pair of

brothers have played on the same team since childhood.

“To finally get to play together on the basketball team,

especially varsity basketball at the same school, is a lot of fun,”

said Keith. “I enjoy spending time with him.”

Jarell and Jason even got matching haircuts, the same style

they wore the last time they played together in a recreation

league. Jarell said that the best part of playing with his brother

is how well they know each other’s tendencies.

“He knows my game, and I know his game really well so we

kind of predict what we’re going to do,” said Jarell.

Keith recalled a moment in their first game of the season

against Northside Christian when David looked at him on a

fast break, and Keith knew exactly what he was going to do.

“He did a little behind the back pass to me for a dunk,” said

Keith. “I knew it was going to happen. It’s stuff we’ve done in the

backyard before.”

Playing at home against each other has helped Jarell and Jason

learn what the other is going to do in certain situations.

“We just have this kind of connection, and we know how

to read the defense collectively to see what we need to do to

score,” said Jarell.

As much as they enjoy playing together, the four say that there

are definitely times when they get annoyed with each other.

“I have to consciously separate them from certain drills that I

know may lead to fraternal conflict,” said Taylor. “They’re all

four really competitive.”

They are also talented.

Jarell has already signed his letter of intent to play basketball

at Virginia Tech next year, and Keith has gotten interest from

several Division I schools.

Jason was named to the Cannon Classic tournament team this

year, and David is being trained as a true point guard that will

lead the team.

Keith and David say they have different playing styles that

compliment each other when they’re on the court.

“We do some things similar, but I think I’m the more athletic

one right now,” said Keith. “He’s more of the point guard, and

I like to get the ball in the basket.”

Jarell and Jason are the same way. Jarell describes himself as a

finesse player while Jason is more of a tough, physical player,

something that comes from Jason’s time on the football field.

Jason plays tight end and outside linebacker for the Cougar

football team.

“He’s a phenomenal athlete,” said Taylor of Jason. “He’s

probably going to be a Division I football prospect in addition

to basketball.”

Virginia Tech-bound Jarell Eddie is one of two talented Eddie

brothers at Cannon.


> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Athletics

He’s My Brother


No matter how good of an athlete

he is, Jarell expects a lot from his

little brother.

“If he doesn’t do something that I

thought he should have done, then I

get on him more because I expect it of

him,” said Jarell.

The brothers are constantly pushing

each other to get better.

“For me and Jason it’s good because...

they’ve got a lot of experience and they

know what they’re talking about so we

have to listen,” said David.

Jason and David won’t have to listen for

too much longer. Jarell graduates this

year and Keith will be leaving next year.

“I’m going to miss him because he’s my

best friend,” said David. “On the court

it’s going to be a little different because

they do some exciting stuff.”

Cannon students begin physical education in junior kindergarten.

Running Starts

By: Emily Ranson ’12

Jason said he’s also going to miss his

older brother, but he’s excited about

getting the chance to make his own

name on the basketball court.

“For me it’s just a matter of getting my

own name instead of ‘Oh yeah, you’re

Jarell Eddie’s little brother,’” said Jason.

If they have their way, though, Jason

and David will follow their brothers to

whatever school they choose.

The brothers have a connection with

each other that most teammates don’t

have. They even accidentally chose

corresponding numbers: Jarell is 33 and

Jason is 13, Keith is 32 and David is 12.

It’s that connection that makes them so

dangerous on the floor.

“There is a unique cohesion that

comes from being brothers and being

teammates,” said Taylor. “And to have

two sets of them on the same

kind of a unique experience.”

“It leads to a very tight knit fabric on

our team, no doubt about it.”


A good athlete doesn’t become one

overnight. It happens over time. The

Cannon physical education staff works

hard to ensure that Lower School and fifth

and sixth grade students are prepared for

the challenges and rigors of junior varsity

and varsity sports – and for life. Our PE

teachers go beyond in everything they do,

and it shows in the faces of excited Cannon

students entering the gym for another fun

PE experience.

Students begin participating in physical

education in junior kindergarten. Up to

five days a week, students in grades junior

kindergarten-6 migrate from their regular

classrooms to the much-loved “wood” and

“blue” gyms. Anticipation grows as they

enter the gym lobby and they see the many

athletic trophies that line the walls. That

anticipation turns into excitement as they

step onto the gym floor and are greeted by

the welcoming and enthusiastic PE staff.

The young students may not realize it, but

what they are now learning in PE will help

them for the rest of their lives.

The PE staff helps their students develop

physical, mental, and social skills that last a

lifetime, like sportsmanship, cooperation,

physical movement, and a positive selfimage.

They believe that the most important

skills for young students to learn are

eye-hand coordination, how to stretch,

and physical conditioning. These are the

“building blocks” to becoming a successful

athlete and a healthy person.

The coaching staff realizes that it can be

difficult to capture the attention of young

children long enough to teach them the

basic skills of any sport, so coaches have

come up with unique and fun ways to

educate their students. Basic skills form

the foundation of the coaches’ pyramidlike

teaching method, with play time and

strategy built upon that base. In order to

master any sport, these skills need to be

developed in that sequence.

Fun is also a big element in teaching kids.

“We try to encourage them,” says Russ

Marks, a PE teacher for both Lower School

and Middle School students. He believes

that it is vital that students have fun as they

learn basic skills because they might never

again develop skills they need to master at

this early stage.

Dillon Freer, Zach Rossitch, Matt

Sarett, and Zack Tysinger

Taylor Byrnes

Brianna Ratté

Tim Gruber and Andrew Powell

The junior varsity football team

The girls’ varsity cross country


and the boys’ team finished eighth

The Middle School volleyball team

Tim Gruber

state championship. He and

Andrew Powell

The Middle School girls’

tennis team placed second in

The boys’ varsity soccer team lost

Day School. Zach Rossitch and

Matt Sarett were named to the



The JV volleyball team beat

Charlotte Christian School and

third place at the October 23 end-of

The boys’ varsity basketball team

won the Cannon Classic title,

and scores.

Anna Estep, Allie Gray, and

Darby West were named

Hines Liles

and Steven Bennett were named to


“It was a lot of fun to figure it out on our own. It really brought out our inner adaptive expert.”


Constructing Character

Four Cannon students build shelter for a family in need.

By: Haley Acuff

This past summer, I began reflecting on the growth of the Upper

School Service Learning Program, and how Cannon School

is always encouraging its students to Go Beyond. I wanted to

create an opportunity for students in the Upper School Habitat

for Humanity Club to truly understand the Habitat experience

to its fullest – and to benefit from that experience. There are

few more valuable ways to build character and leadership skills

than by joining with others to help the less fortunate through

the dignity of work. I quickly realized that this would not be

possible without taking this lesson beyond the classroom. So, I

set to work organizing a trip to the Mississippi Gulf Coast for

a team of four Habitat Club leaders: Dylan Mason, William

Nelson, Andrew Powell, and Alex Rennie.

Having worked at Our Towns Habitat for Humanity, which

serves the Mooresville, Davidson, Cornelius, and Huntersville

communities, before coming to Cannon School, I knew how

fun, rewarding, and eye-opening the work of Habitat for

Humanity can be when you are involved on the ground level.

On November 30, we set off on our week-long journey to

Biloxi, Mississippi with great anticipation. I looked forward

to seeing how this trip would impact and motivate these

four Cannon juniors. I knew that coming to the Mississippi

Gulf Coast four years after Hurricane Katrina and working

with seasoned Habitat employees and volunteers would give

these students an invaluable opportunity to witness Habitat’s

mission in action – and to build their leadership skills as they

joined a Habitat team to build shelter for a family in need of

decent, affordable housing.

On their first day, the four Cannon students helped construct

a home while working alongside AmeriCorps volunteers, Our

Towns Habitat volunteers, and local construction staff. They

worked on insulation, built siding, nailed fascia to rafters, and

painted. On their last day, they were given the opportunity to

put their newfound knowledge to work. They were asked to

build a shed adjacent to the home. They put up siding and the

roof, and they caulked and painted. They built the shed on

their own.

Throughout the week I asked the students some questions

that I hoped would inspire them to reflect on their service

experience beyond the classroom.

Why did you choose to take time away from your busy

school schedule to come on the Habitat trip

Dylan Mason: I jumped at the chance to participate in this

trip because I knew it would be very beneficial. I learned

important leadership and relationship skills that will help me

throughout the rest of my life.

William Nelson: The stories that I have heard from friends

and relatives that have gone on Habitat trips really motivated

me. One thing about these stories that inspired me was being

able to work alongside great people who will respect you and

teach you.

Andrew Powell: I figured that it would be a great opportunity

to work on time-management skills, being away for so long. It

ended up being an invaluable opportunity to build my character

and to grow a better appreciation for how blessed I am.

What have you personally gained from this experience

Did you learn anything about yourself

Dylan Mason: I gained more appreciation for the situation

that I am in. I have a home, I go to school, and I have a bright

future. Unfortunately, many people from the Gulf Coast have

either been forced to leave home, or stay and have to rebuild

an area that was not very prosperous in the first place.

William Nelson: One thing that did come into the light for

me was the damage that Hurricane Katrina caused to the Gulf

Coast. Just seeing the foundation of old houses and nothing

else really motivated me to get as much done during the build

as I could.

How did you go beyond to accomplish something that you

felt challenged you

Andrew Powell: On the last day, the four of us were tasked

with finishing a shed by ourselves. The shed was basically built

in the same way as the main house, only in miniature, so it really

took all of our skills and creativity to properly figure out how to

build it. It was a lot of fun to be left to figure out the process on

our own. It really brought out our inner adaptive expert.

William Nelson: We were supposed to take the knowledge

we had gained from the other members and complete the

shed. After the first couple attempts we began to get the

rhythm and with the right tools and good attitudes we were

able to get the job done.

Dylan Mason: All four of the Cannon kids went beyond.

We finished the entire shed, except for the door knob.

Would you encourage other Cannon students to

participate in a service project like this, and, if so, what

advice would you give them to get started

Dylan Mason: I would definitely encourage them to

participate in a trip like this, but they should remember to

challenge themselves and stay on top of school work.


> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Character Education

Constructing Character


Andrew Powell: As for getting started,

just don’t be afraid to take advantage of

opportunities that arise, because you always

take out of the experience exactly what you

put into it.

William Nelson: There is always something

you can do in your local community that

can help get you prepared to travel on a trip.

Start by helping your local Habitat office

with projects they think you can help out

on. If you have the right attitude you will

always be in good company.

Alex Rennie: Volunteer for things and get

active in your community. Eventually an

opportunity like this will arise.

Haley Acuff is an Upper School Spanish

teacher and Upper School Service Learning


William Nelson, Dylan Mason, Andrew Powell, and Alex Rennie worked with Habitat for

Humanity in Biloxi, Mississippi.

In the Middle of Giving < < < < < < < < < < < < < < < < < < < < < < < < <

By: Megan Thompson

Courage, teamwork, respect, integrity, and

passion are all values that we, as educators,

encourage our students to exemplify every

day at Cannon. Here in the Middle School,

our students embody all of these core values

through our new community outreach

program. Students in each grade now go

off campus during “outreach days” to work

with organizations and nonprofit agencies

in the greater Charlotte-area, all with the

goal of helping others in a developmentallyappropriate


Fifth Grade

All 54 fifth-graders travel to Plaza Road Pre-

Kindergarten Center, a Head Start Program

school in Charlotte, to read stories to

students, help them learn how to write their

names, practice counting, and play games

together. It is wonderful to see the faces of

the Plaza Road children light up when they

see their Cannon buddies. Our most recent

visit was a very rewarding one. Cannon

students had collected warm weather items


and school supplies for the children, all of

which was greatly appreciated.

Sixth Grade

Sixth-graders help our environment through

their work at Latta Plantation’s Historic

Center and Nature Center, and the Carolina

Raptor Center. Students clean up various

areas at all three parks, making it safe for local

children to play. Many students have said that

it feels good to work outside while helping

keep our environment clean and safe.

Seventh Grade

Seventh-graders visit the Second Harvest

Food Bank and the Crisis Assistance

Ministry in Charlotte. At Second Harvest,

students work together in teams to create

care packages of food for individuals and

families. They sort through and select

clothing that will be made available at

the Crisis Assistance Ministry clothing

store. Many of the staff complimented our

students’ maturity and efficiency. In fact,

the work they did on December 15 helped

clothe 81 families for one year.

Eighth Grade

Eighth-graders don’t go off campus for

community outreach, but they do go beyond

while working on various student leadership

projects. They help clean our campus and

local woods and trails, keeping Cannon as

beautiful as possible.

Middle School students have had a great year

so far, filled with helping others and giving

back to our community. Our students have

learned the importance of treating others

with kindness, and they have learned that it

feels good to help others. It is my hope that

through this outreach program, students

will gain a passion for helping others and

encourage their families to get out and

volunteer with them, as there are infinite

ways to help our community!

Megan Thompson is Cannon’s Middle School

guidance counselor.



Children in need had gifts to

to the generosity of the Cannon

December 9 all-school assembly.

child foster care program, and the

Imani Augustus, Brandee Branche,

Taylor Dicken, Alex Gordon, Nora

Munger, and Kate Sherrill of the

Haley Acuff





past and present.


What 40 Looks Like to Us

By: Caroline Coggins ’12

In a year as monumental as Cannon School’s 40th anniversary,

our students have heard a lot about what life was like in 1969.

We know about the students who attended Cannon during

its first year, when it was called Cabarrus Academy. Thanks

to Head of School Matt Gossage and our teachers, we even

know about the important events happening in the world at

that time. In this year full of celebration, I decided to ask the

youngest members of the Cannon community to express what

40 means to them.

I visited the Lower School to interview students ages four

through nine. Their responses show that there are many

ways to perceive the number 40. When students were asked

what they thought of while considering someone who is

40 years old, some, like fourth-grader Kristen Estep and

kindergarten student Nathan Campbell said they thought of

their mothers. Third-grader Riley Frasier had a very original

response: “Energetic!”

A few other responses to this question were, “someone very old,”

from kindergartener Elizabeth Pope, and “Cannon School

from Kenlee Griffin, who is a junior kindergarten student.

When I asked the students what job they thought they would

have when they are 40 years old, first-grader Gracie Ledet,

fourth-grader Allison Slattery, junior kindergartener Grace

Petzold, and kindergartener Elizabeth Pope all said they

thought they would be veterinarians. Evan Essex, who is in

first grade, wants to be a “zoo keeper to take care of a lot of

animals that are 40 years old.” Some of the other students

wanted to be teachers, firemen, and even chefs.

The answers really started to vary when I asked the Lower

School students where they thought they would be living in

40 years. Allison Slattery wants to live in Chicago, while Riley

Frasier hopes to live “somewhere in the Northeast.” Kenlee

Griffin said he wants to live in New Jersey, “because my mom

used to live there.” And Elizabeth Pope She says she will be

living with her mom and dad!

When I asked these young Cougars which teacher they

thought they would look most like when they are 40 years

old, their faces lit up at such a silly question. “Ms. Royal,”

third-grader Greta Gruber answered. Riley Frasier and

Nathan Campbell think they’ll look like Mr. West, and

Allison Slattery said Ms. White. “Ms. McWilliams,” Gracie

Ledet answered, while Kenlee Griffin thought he would look

most like Mr. Gossage.

These diverse answers simply prove that the number 40 looks

different to everyone. I think there is one thing that all my

interviewees would agree on, and that is that the number 40

has brought the Cannon School community together this

year. Our 40th anniversary helped us remember the past while

celebrating the present and looking forward to the future.


Helping to Secure

the Future

By: Brian P. Scales

This year, $20,000 was raised for the general endowment

For more information on endowments at Cannon School

Brian P. Scales is Cannon School’s Assistant Head of School

and Director of Advancement.



More than 250 grandparents and special friends came to


> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Community






Current location: The Class of 2008

graduate is an International Studies major at

Virginia Tech following a gap year that took

him from Appalachian trails to Patagonia to

Morocco. He is in the Air Force ROTC and

is considering a career serving our nation in

the Air Force as a search and rescue officer.

He is also considering a career in journalism

or writing.

What inspired you to volunteer and travel

for a year after graduation from Cannon

I read an article written by a Harvard grad

about how British students take “gap years”

before or after college. The idea stuck

with me, and I explored my options with

my parents.

Did you plan your gap year in advance, or

did you just wing it

“Winging-it” is dangerous. I spent the

better part of my second semester senior year

planning out the entire gap year. That way, I

could spend more time living it.

You could probably write a book about

your year, but give us a quick rundown of

your experiences!

Someday, I think I might actually write a

book! First, I spent three weeks in the Great

Smoky Mountains volunteering with the

Appalachian Trail Conservancy because

I wanted to give back to a park that I’ve

enjoyed my whole life. We rebuilt damaged

parts of the trail, camping out every

night. We even became well-acquainted

with a local black bear that we nicknamed

“Hershey” right before the park rangers

tranquilized him.

Next, I spent two months in the North

African country of Morocco helping the


less fortunate. I learned about other

perspectives on America, especially being in

a less-conservative Islamic country. I gained

a deeper understanding of the world we live

in and of Islamic-Christian relations, all

while improving my French.

At the start of 2009, I was a part of a sea

kayaking and mountaineering expedition

in the wilds of Patagonia, Chile. For three

months, the National Outdoor Leadership

School (NOLS) taught my expedition

mates and me how to become better

outdoor leaders.

What benefits did you gain during your

gap year

Maturity and focus. I came into college with

confidence and determination as to what

I want in life and what I need to do to get

there. I’ve also become very self-sufficient

and resourceful.

How did your experiences at Cannon help

prepare you for being on your own and

adapting to challenges

Cannon really set me up well. The

support from the teachers was amazing.

Cannon created a positive and competitive

environment that conditioned me well for

life abroad and in ROTC.

You applied for college acceptance along

with your fellow classmates from the class

of 2008. How did you go about deferring

for a year

I wrote Virginia Tech a letter and they were

completely on board, as long as I didn’t

receive college credit during the gap year,

and I had to keep them informed of my

plans. Because I met these conditions, they

reserved a spot for me for fall semester 2009.

What is your fondest memory of Cannon

After 10 years at Cannon, my memory is

inundated with good times. Perhaps my

fondest was when former President Jimmy

Carter visited campus and spoke to us, or

when three friends and I played “Free Bird”

at Senior Night the day before graduation.

There are too many to narrow down to

just one!

What advice do you have for Upper

School students as they plan their futures

If you want something, you need to go out

and get it with willpower and determination.

Mitchell Galloway ᾿08 in Morocco.

1993 (Cabarrus Academy)

Jaime Roskam lives in Helena, Montana. She fondly

remembers attending classes in the historic J.W. Cannon home

in downtown Concord and is “amazed at the transformation

of the school” in the years since.


Samantha Kaebe lives in Augsburg, Germany, and is a

Cultural Geography student at the University of Erlangen-



Katie Wells is pursuing a graduate degree at the University

of Virginia. She received a bachelor’s degree in History from

Bowdoin College in 2007.


Gretchen Wells received a B.A. in Theatre last May from

Denison University. She worked last summer at the

Community Children’s Theatre in Charlottesville, Virginia.

Kaitlyn Grant lives in Virginia with her partner, Sandra, and

their adopted daughter, LaShawna.


Melody Yuan was inducted into the Sigma Delta Pi Spanish

National Honor Society at the College of Charleston.


Anthony Oddo is a double-major at Emory University,

studying both Biological Anthropology and Chemistry. He is

now performing experiments to analyze the effects of nicotine

on pregnant mothers and their children. He continues to

work as a medical office assistant while also finding the time to

be active in Emory’s American Chemical Society affiliate, the

Alpha Theta chapter of Alpha Tau Omega fraternity, Students

for a Free Tibet, and the Emory triathlon team.

Brandon Shirley is a U.S. Marine stationed at the Marine

Corps Air Station in Cherry Point, North Carolina.


Bethany Corbin received two public service grants totaling

$1,800 from the University of North Carolina at Chapel Hill

to start a new service program called Project Safe Girls, which

will empower middle school-age girls with safety awareness

and self-defense techniques.

Virginia Goode is an English major at Rollins College. She

was elected new member chairman of Kappa Kappa Gamma

sorority and was chosen to serve on an honor council for the

Greek system. She is considering studying in Europe next fall.

Jessie Robbins, a sophomore at Georgetown University,

traveled to Copenhagen, Denmark in December to observe

the historic United Nations Climate Change Conference.



Ranika Kejriwal is a freshman at Carnegie Mellon

University in Pittsburgh, where she is a member of the

Bhangra Indian dance team and the executive board of a

group called OM. She is also making the most of

opportunities to learn from innovators such as Bill Gates,

Google Inc. CEO Eric Schmidt, and one of the creators of

Java, all of whom recently spoke at CMU.

Connect with “Cannon School Alumni” on

Young Alumni Homecoming

Anthony Oddo ᾿07 (at left, with teacher Belinda

Armstrong) joined more than 50 other Cannon alumni

on January 5 for our Third Annual Young Alumni

Homecoming. Alumni reconnected with classmates and

teachers, shared their college experiences with Upper School

students, and cheered on Cougar basketball teams.

> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Alumni

Filling In the Big Picture

An Annual Fund Update

By: Kelly Ratté-Matsey, Director

1 Night of Peace & Music

By: Lyndsay Cooper ’10

Senior Miles Brown found a way to combine his passion for music and helping his community.

Last summer, inspired by the 40th anniversary of Woodstock (Cannon’s founding wasn’t the

only memorable thing to happen in 1969!), Miles organized BarnStock 09, a benefit concert

to raise money for the Davidson Fire Department. With the help of his brother, Daniel

Brown ’08, Miles talked with a few local bands about performing on the Brown family’s

farmland. To get the word out, Miles tapped into the social networking of Facebook, on

which he posted an event page to invite all 650 of his Facebook friends. Miles built a stage

using materials borrowed from a local theater company and got his friends to volunteer their

time mowing grass, pruning trees, cleaning out the barn, and otherwise preparing the one-ofa-kind

concert site. To make money without charging admission, he asked for donations and

sold refreshments.

When asked about his inspiration to host such a big event for such a great cause, Miles said

his love of music started at an early age. “My siblings and I were never allowed to watch much

TV or have any videogames,” he remembers. “Instead, we were encouraged to pick up different

instruments and take lessons.” His passion for music contributed to the success of BarnStock

09. In total, more than 500 people attended the July 24 concert and Miles was able to present

a check for $2,500 to Fire Chief Jeff Almond during a November 10 meeting of the Davidson

Board of Commissioners. Afterwards, Miles said he felt “a sense of accomplishment from

organizing such a big event that people enjoyed and that benefited the community.”

Miles plans to make this an annual event and will host BarnStock 10 in July. “Thanks to my mom

for allowing all those late night practices,” he says. “Hope everyone will come out next year.”




Senior Miles Brown showed the

difference one person can make in service

to a community when combined with the

efforts of many others who also care (see

story at left). Quite simply, a community

that gives, even during challenging times,

secures the foundation upon which that

community can build and renew.

Cannon School is no exception.

Through the generosity of our many

dedicated supporters, this year’s Annual

Fund “Big Picture” campaign is reaching

important financial and participation

milestones. Every trustee, faculty

member, and 57 percent of Cannon

parents have joined with staff members,

grandparents, parents of alumni, and

friends in giving to the Annual Fund

so far this school year. Our wonderful

parent volunteers are working hard

to encourage every Cannon family to

pledge their support. With each gift

and pledge, our school community joins

together to meet the budgetary needs of

our school and further enrich the unique

educational experiences available to

every Cannon student.

If you haven’t yet helped us fill in

Cannon School’s “Big Picture,”

please visit

supportcannon to make a pledge or

give online. If you have any questions,

please contact your Annual Fund gradelevel

parent volunteer or the Office of

Advancement at 704-721-7186.

Golf Tournament

Strengthens Cougars

Heavy rains and strong winds were no

match for Cougar Club members and guests

during the athletic booster club’s annual golf

tournament. The event, held on October 12,

2009, at Skybrook Golf Club in Huntersville,

raised approximately $23,000 that will provide

additional benefits to Cannon athletics.

Special thanks to tournament director Tom

Oddo and organizers Paul Jaszewski, Tommy

Watkins, Jim Venos, and Matt Olearczyk.

In the News

Cannon School students continue to make news for achievements

in academics, athletics, and the arts, and for their service

learning projects that benefit the community. Visit to read all about it! In the

meantime, here are some recent highlights.

Charlotte magazine singled out Cannon School’s curriculum

as one of the area’s best independent school programs

( January 2010).

Cannon students unite for the needy,” reported the Charlotte

Observer about the School’s third annual Project Wrap-In

in December. The Charlotte region’s largest newspaper also

shined a light on the varsity swim team’s “Laps for Life”

benefit that raised $3,000 to help fight cancer.

Fifth-grader Kieran Patel was featured on the Observer’s

front page in December for designing a winning entry in the

newspaper’s eighth annual holiday card contest.

Cannon was featured in a November 2009 University City

Magazine article on “Inspiring Middle School Minds.”

At Cannon, “students in even the youngest grades are

encouraged to help their needy neighbors on a regular basis,”

reported Lake Norman Magazine in November.

Gay Roberts and her 33 years as a Cannon educator and

Head of Lower School made front-page news in the Charlotte

Observer on January 6.

Senior Jarell Eddie signed to play basketball at Virginia

Tech, an accomplishment noted by the Charlotte Observer.

Swimming World Magazine announced senior Leah Davis’

decision to swim at Penn State.

The Lake Norman Herald Weekly, Salisbury Post, Lake

Norman Citizen, and Cornelius Today profiled several awardwinning

Cannon students. reported fourth-grader Michael

Sanders’ busy season of golf and senior Miles Brown’s

BarnStock 09 charity concert that raised $2,500 for the

Davidson Fire Department.

Freshman Murray Farrington’s project to build a leopard

habitat at Tiger World in Rockwell, North Carolina, earned

notice in the Salisbury Post.

The Charlotte Observer reported on Cannon’s growing football

program and called the boys’ basketball team “one of the top

programs not only in private school basketball, but in the

entire Charlotte area.”

Junior Cameron Cook’s dedication to Cannon’s swim team

received notice in the Charlotte Observer.

Cannon Magazine

Wins Gold

Cannon Magazine has won a MarCom Award from the

Association of Marketing and Communication Professionals.

The magazine, redesigned in late 2008 by Cannon

Communications Director David L. Long and Moonlight

Creative Group, received a gold medal in the Magazine/

Educational Institution category.

The MarCom Awards is an international competition for

marketing and communication professionals involved in the

concept, writing, and design of marketing and communication

programs and print, visual, and audio materials. It is

administered and judged by the Association of Marketing

and Communication Professionals, which consists of several

thousand marketing, communication, advertising, public

relations, media production, and freelance professionals.

Read back issues of the magazine at in

the News section, under School Publications.

Old Time Views in

New Perspectives

By: Emily Ranson ’12


> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > News

At Cannon School, physical activity is an essential ingredient

for the healthy development of children. Thanks to the

leadership of 13 Cannon School families, Lower School

students will soon have a new playground on which to play

and develop physical and social skills that will last a lifetime.

A newly configured Lower School playground planned for

completion during the 2009-2010 school year promises to be

both fun and aesthetically pleasing. More importantly, it will

offer a place for children that promotes:


peer interaction and creativity; and

The $46,000 renovation project will also include new

playground safety features and add 10 parking spaces to the

A New Place to Play

Lower School parking lot, including spaces for visitors to the

Admission Office and other guests.

With a safer and more secure playground, Cannon School

will be better able to provide our students with developmental

experiences that will make a lasting difference in their lives –

thanks to the generosity of Cannon families.

5801 Poplar Tent Road

Concord, NC 28027

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