Under the Oak Fall Magazine

Duke School's annual magazine featuring classroom highlights, alumni news, and the 2020-21 annual report.

Duke School's annual magazine featuring classroom highlights, alumni news, and the 2020-21 annual report.


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<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />

FALL 2021<br />

From Project to Protest<br />

Kindergarten Bike Project sparks a<br />

class-wide advocacy movement.<br />

A Special Message from Lisa<br />

Duke School’s Head of School reflects on<br />

her first year at Duke School and looks<br />

forward to a bright future.<br />

2020-21 Dragon Fund Report<br />

Celebrating and recognizing <strong>the</strong><br />

Honor Roll of Donors

Our Mission & Core Values<br />

WHAT WE DO<br />

Inspire learners to boldly and creatively shape<br />

<strong>the</strong>ir future.<br />


Learner-Centered<br />

Learners are <strong>the</strong> center of a dynamic and<br />

collaborative learning, inquiry and discovery<br />

process.<br />

Active Inquiry<br />

Intellectual curiosity through project-based<br />

learning propels learners to explore multiple<br />

paths to creative solutions.<br />

Bold Thinkers<br />

A deep love of learning and respect for our<br />

community forms bold, critical thinkers for life.<br />

WHY WE DO IT<br />

To prepare <strong>the</strong> next generation of problem<br />

solvers for our complex world.<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />



EDITOR<br />




Michaela Dwyer<br />

Candy Thompson<br />

Laura Thompson<br />

Sarah Dwyer<br />

Nancy Joyce<br />

Lisa Nagel<br />

Dr. Kenneth W. Chandler<br />

Duke School publishes <strong>Under</strong> <strong>the</strong> <strong>Oak</strong> annually for<br />

its alumni, parents, grandparents and friends. If<br />

you would like to add someone to our mailing list,<br />

please email communications@dukeschool.org.<br />

We also welcome news about alumni for future<br />

publications; please email alumni@dukeschool.org<br />

with this information.<br />

ON THE COVER: A Duke School kindergarten<br />

class advocates for equity in <strong>the</strong> sport of professional<br />

cycling during <strong>the</strong>ir Bike Project. More on page 8.

In this Issue<br />

6<br />



Lisa Refelcts on her first year at Duke<br />

School and looks forward to a bright<br />

future.<br />

38<br />

40<br />



Marisa Rauwald ‘12 reflects on her<br />

career in sports broadcast journalism<br />

and <strong>the</strong> foundations she built at<br />

Duke School.<br />


Congratulations and high school<br />

destinations of Duke School’s Class<br />

of 2021<br />

8<br />


Advocacy, collaboration and innovation<br />

highlight classroom work in <strong>the</strong> 2020-21<br />

school year.<br />

40<br />



Rebecca Feinglos Planchard ’03<br />

addresses Duke School’s Class of 2021.<br />

31<br />



Duke School counselors respond to<br />

changing student and curriculum needs.<br />

43<br />


Celebrating <strong>the</strong> post-high school<br />

destinations of Duke School’s Class<br />

of 2017.<br />

33<br />



Faculty and staff showcase art in a local<br />

exhibit at Hearth Studios in Durham.<br />

45<br />

DUKE SCHOOL’S 2020-21 ANNUAL<br />


A closer look into Duke School’s<br />

incomes and expenses<br />

35<br />


Teachers Marki Watson and Beth Harris<br />

look back on <strong>the</strong>ir respective careers at<br />

Duke School.<br />

46<br />

DUKE SCHOOL’S 2020-21 DRAGON<br />


Celebration and recognition of <strong>the</strong><br />

Honor Roll of Donors.

Class Spotlights<br />

8<br />

11<br />

15<br />

18<br />

20<br />

21<br />

24<br />

27<br />

29<br />


Kindergarten Bike Project sparks a class-wide<br />

advocacy movement.<br />


Third and fourth grade teachers and students<br />

problem solve and adapt <strong>the</strong>ir projects in real time.<br />


Sixth graders enhance <strong>the</strong>ir school and home<br />

environments with innovative trails.<br />


Curriculum and Educators Institute Director Kathy<br />

Bartelmay reflects on eighth grade’s infectious<br />

disease research collaboration with Duke University.<br />


First grade finds Bird Project experts in new and<br />

unexpected places.<br />


Seventh graders collaborate to advocate and<br />

commemorate citizen science for a wider audience.<br />


MUST GO ON<br />

Second grade’s Theater Business Project is a<br />

“virtual” success.<br />


Preschool teachers implement a coordinated approach<br />

to project work.<br />



Fifth grade teachers and students discover and<br />

explore finer connections between projects.


A Special Message from Lisa Nagel<br />

Lisa reflects on her first year as Duke School’s Head of School and looks forward to a bright future.<br />

As <strong>the</strong> Duke School Dragons<br />

volleyball team took to <strong>the</strong><br />

court for <strong>the</strong> first time in over<br />

a year, excitement rippled<br />

through <strong>the</strong> crowd. A parent,<br />

sitting masked and three feet<br />

from me, said, “I never thought<br />

seeing <strong>the</strong> scoreboard light up<br />

and taking a seat near a fellow DS parent could bring<br />

such joy!” I thought about all that<br />

was wrapped up in this instance of<br />

<strong>the</strong> girls’ team practicing pre-game<br />

drills. This seemingly simple moment<br />

was <strong>the</strong> result—an example among<br />

many—of a community working<br />

bravely toge<strong>the</strong>r, caring for one<br />

ano<strong>the</strong>r, and creatively addressing<br />

<strong>the</strong> complex problem of conducting<br />

school in a pandemic.<br />

Arriving on campus last summer, I<br />

met with faculty and staff on <strong>the</strong> art<br />

patio, where we discussed toge<strong>the</strong>r<br />

<strong>the</strong> year ahead. Their courage,<br />

compassion, and candor resounded<br />

in <strong>the</strong>se conversations. They made a<br />

commitment to serve our students in<br />

<strong>the</strong> face of innumerable unknowns,<br />

offering creative solutions to worrisome problems.<br />

They shared <strong>the</strong>ir concern for <strong>the</strong> well-being of <strong>the</strong>ir<br />

students, <strong>the</strong>ir colleagues, and <strong>the</strong> school’s families,<br />

providing ideas of ways to infuse hope and laughter<br />

into daily life. They brought honesty and deep inquiry<br />

to <strong>the</strong> quandaries we were facing.<br />

The faculty and staff modeled Duke School’s core<br />

values to <strong>the</strong>ir fullest, and our school was alive with<br />

joy, curiosity, and engagement throughout <strong>the</strong> year.<br />

6<br />

“<br />

Faculty and staff modeled<br />

Duke School’s core values to<br />

<strong>the</strong>ir fullest, and our school<br />

was alive with joy, curiosity,<br />

and engagement throughout<br />

<strong>the</strong> year. In this environment,<br />

our students persevered and<br />

thrived, <strong>the</strong>ir work marked by<br />

bold thinking and innovation.<br />

In this environment, our students persevered and<br />

thrived, <strong>the</strong>ir work marked by bold thinking and<br />

innovation. <strong>Under</strong> tents outside, our eighth graders<br />

shared projects focused on topics like gender equity<br />

in <strong>the</strong> entertainment industry, music production<br />

in <strong>the</strong> digital age, and hacking and cybersecurity.<br />

Culminations throughout <strong>the</strong> school pivoted to<br />

online modes, incorporating QR codes, videos, and<br />

live online sharing. Our students, faculty, and staff<br />

adapted, donning PPE and carefully<br />

following <strong>the</strong> guidance that allowed<br />

<strong>the</strong> school to remain open every<br />

day, all year long.<br />

Duke School’s participation in a<br />

surveillance study designed to<br />

assess <strong>the</strong> feasibility of a noninvasive<br />

surveillance and detection<br />

method of COVID-19 offered<br />

a unique chance to live out our<br />

mission to prepare students to be<br />

upstanders in our community. After<br />

a guest expert provided students<br />

with an introduction to infectious<br />

diseases, eighth-graders conducted<br />

experiments to detect germs on<br />

surfaces and ways handwashing can<br />

eliminate <strong>the</strong>m.<br />

Then, student volunteers collected surface samples<br />

in classrooms and sent <strong>the</strong>m to Duke University<br />

for analysis. The students were delighted to learn<br />

that information gained from this study might help<br />

influence o<strong>the</strong>r school’s decisions to open, as Duke<br />

School did.<br />

When I first became acquainted with Duke School,<br />

families told me time and time again about <strong>the</strong> caring

nature of our community—many referred to Duke<br />

School as <strong>the</strong>ir “second home!” While safety measures<br />

prevented visitors on campus last year, our families’<br />

understanding, empathy, and school spirit connected<br />

and buoyed all in innumerable—and novel—ways.<br />

LIFE committee events, including a book group<br />

discussion on “The Color of Law” and a Zoom cooking<br />

class with guest chef Zwelibanzi Williams, kept spirits<br />

high. Maintaining flexibility with our school schedule,<br />

<strong>the</strong> PSO’s appreciation gift baskets and supportive<br />

notes to faculty and staff just skim <strong>the</strong> surface of <strong>the</strong><br />

ways our community held one ano<strong>the</strong>r up.<br />

What our community accomplished toge<strong>the</strong>r was<br />

remarkable. The common bond we formed in <strong>the</strong><br />

most extraordinary circumstances fortifies us as we<br />

begin this year. It’s “game on,” and Duke School is<br />

ready to tackle <strong>the</strong> year ahead!<br />


Some of <strong>the</strong> class pictured with Lou Gibson.<br />

From Project to Protest<br />

Kindergarten Bike Project sparks advocacy.<br />

“It’s Not Fair!”<br />

When uttered by a 5- or 6-year-old, this refrain often<br />

may be <strong>the</strong> result of some deeply felt personal<br />

injustice, like a too-early bedtime or having to share a<br />

precious toy with someone else. For students in Abby<br />

and Dayna’s kindergarten class, <strong>the</strong> message was far<br />

more global in scope.<br />

During <strong>the</strong>ir spring bicycle project, <strong>the</strong> students<br />

learned that <strong>the</strong>re is no Tour de France— perhaps <strong>the</strong><br />

most famous bicycle race in <strong>the</strong> world—for women.<br />

“There was just a huge reaction,” said Abby. “They<br />

were really upset.”<br />

The students had been learning about people<br />

responding to injustices and making a difference<br />

during Black History Month in February and Women’s<br />

History Month in March.<br />

“We talked a lot about making things right when you<br />

see something that’s wrong and just talking about<br />

how one person can make a difference,” said Abby.<br />

Yet, <strong>the</strong> students still had a hard time comprehending<br />

that this type of inequality exists today.<br />

Dayna said, “They didn’t fully believe us because<br />

<strong>the</strong>y said, ‘Oh, like <strong>the</strong>y can now, right?’ Every o<strong>the</strong>r<br />

thing we had read about, like women voting, women<br />

wearing pants, women riding bikes in <strong>the</strong> first place,<br />

had been fixed. I think <strong>the</strong>y thought all <strong>the</strong> work had<br />

been done and that <strong>the</strong>re was nothing left to do.”<br />

As <strong>the</strong> project progressed, <strong>the</strong> students continued to<br />

bring up <strong>the</strong> perceived injustice during discussions in<br />

<strong>the</strong> classroom. Abby and Dayna felt that <strong>the</strong>y needed<br />

to help <strong>the</strong> students find an outlet for <strong>the</strong>ir passion<br />

and energy.<br />

“When you teach ‘when you see something wrong,<br />

you should do something,’ we cannot say we’re not<br />

going to do something,” said Abby. “We had to show<br />

<strong>the</strong>m that we were going to make a difference—or<br />

else we’re hypocrites.”<br />


Anger to Activism<br />

But how could <strong>the</strong> students register <strong>the</strong>ir concerns with<br />

a huge organization in a foreign land— particularly<br />

during a pandemic?<br />

They considered writing letters, but<br />

<strong>the</strong> logistics of sending those to race<br />

organizers in France seemed somewhat<br />

impractical to <strong>the</strong> class.<br />

Creating protest signs, as <strong>the</strong> students<br />

had seen in books and videos, seemed<br />

more doable. However, sending <strong>the</strong><br />

signs to France was not an option, and<br />

COVID-19 restrictions on ga<strong>the</strong>rings<br />

would prevent large numbers of people<br />

from seeing <strong>the</strong>m at school and in <strong>the</strong><br />

wider community.<br />

“<br />

Just like <strong>the</strong> way<br />

adults feel angry about<br />

inequities and injustice,<br />

[kindergarteners]<br />

definitely care, too. And<br />

<strong>the</strong>y’re not too young to<br />

talk about it.<br />

messages in a video to share with <strong>the</strong> parents and <strong>the</strong><br />

larger Duke School community.<br />

“We showed <strong>the</strong>m signs from history and how <strong>the</strong>y’re<br />

short and how <strong>the</strong>y’re to <strong>the</strong> point,” said Dayna. “We<br />

had each kid come up with <strong>the</strong>ir own slogan. I think<br />

<strong>the</strong>y felt really empowered.”<br />

The completed video was posted to <strong>the</strong><br />

Duke School Facebook page, where it<br />

was extremely successful with thousands<br />

of views.<br />

Additionally, Sarah Dwyer, Duke<br />

School’s marketing and communications<br />

associate, suggested sharing <strong>the</strong><br />

video with several international<br />

women’s cycling groups and advocacy<br />

organizations.<br />

“Normally, we may have just taken those posters, hung<br />

<strong>the</strong>m in a place (at school) and <strong>the</strong>n we would have<br />

had a culmination,” said Dayna. The parents could<br />

<strong>the</strong>n view <strong>the</strong> posters while <strong>the</strong> students explained<br />

<strong>the</strong>ir messages.<br />

Then, it occurred to Abby and Dayna that <strong>the</strong> students<br />

could make <strong>the</strong> protest signs and record short<br />

The InternationElles, a group of 10 women cyclists<br />

from around <strong>the</strong> world, responded immediately,<br />

posting <strong>the</strong> video on its own website. British team<br />

member Lou Gibson even sent <strong>the</strong> students a thank<br />

you video.<br />

“She was really excited to see that someone else<br />

cared,” said Abby. “Their whole organization …<br />

The InternationElles shared a<br />

video on <strong>the</strong>ir website featuring<br />

a message from <strong>the</strong> class.

this is what <strong>the</strong>y’re fighting for. For <strong>the</strong>m to see that<br />

kindergarteners in a totally different country cared, <strong>the</strong>y<br />

really loved it.”<br />

Local television news channel ABC11 was next to pick<br />

up <strong>the</strong> story and featured excerpts from <strong>the</strong> video on its<br />

evening news broadcasts. The students were seeing that<br />

<strong>the</strong>ir message had, indeed, made an impact.<br />

Reflections<br />

No one imagined that a bicycle project would lead to an<br />

experience in social activism. Dayna and Abby are quick<br />

to credit <strong>the</strong>ir students as <strong>the</strong> driving force.<br />

“Listen to your kids. You might have a plan in mind, but<br />

for us, it went in a totally different direction,” said Abby.<br />

“And it just kept unfolding. It was magical to watch it.”<br />

The flexibility of Duke School’s project approach was also<br />

a key factor.<br />

“Duke School allows you <strong>the</strong> freedom to take <strong>the</strong> learning<br />

where it needs to go—where it organically is moving<br />

towards,” said Dayna.<br />

“I think people underestimate 5- and 6-year-olds and<br />

what <strong>the</strong>y are feeling and how big those feelings are,”<br />

said Abby. “Just like <strong>the</strong> way adults feel angry about<br />

inequities and injustice, <strong>the</strong>y definitely care, too. And<br />

<strong>the</strong>y’re not too young to talk about it.”<br />

Dayna added, “It wasn’t just that <strong>the</strong>y realized it wasn’t<br />

fair. There’s still work to be done. And I don’t think you’re<br />

ever too young to realize that.”<br />

*It was announced in June that <strong>the</strong>re will be an eight-stage Tour de France for women, starting on July 24, 2022.<br />


Re-Engineering Engineering Projects<br />

Third- and fourth-grade teachers and students problem solve and adapt <strong>the</strong>ir projects in real time.<br />

Fourth Grade<br />

Engineering Project<br />

Switches Gears<br />

Engineering is problem solving. The Duke School<br />

community collectively engineered many solutions<br />

so that students could attend school both on campus<br />

and virtually throughout <strong>the</strong> 2020-21 school year.<br />

Modifications happened on a daily, if not hourly, basis.<br />

Fourth grade, for example, re-engineered <strong>the</strong>ir<br />

engineering project to make it more accessible to all<br />

<strong>the</strong>ir students. In past years, students worked with<br />

partners or small groups to design and construct<br />

programmable robotic machines using LEGO®<br />

Mindstorms kits. This year, COVID-19 safety protocols<br />

restricted sharing <strong>the</strong>se materials among groups of<br />

students.<br />

“At <strong>the</strong> beginning of <strong>the</strong> year, we found out we weren’t<br />

going to be able to share [<strong>the</strong>se particular] LEGO sets<br />

and we knew for sure that we didn’t have enough kits<br />

for everyone to be able to do it—at least not at <strong>the</strong><br />

same time,” said fourth-grade teacher Beth Harris.<br />

Each student began by taking an engineering<br />

personality test as well as writing about a past<br />

experience where <strong>the</strong>y engineered a solution to a<br />

problem.<br />

In <strong>the</strong> first construction challenge, each student<br />

devised a tool for moving a ball from <strong>the</strong> floor to a<br />

table. This was followed by an exercise in materials<br />

engineering, where <strong>the</strong>y dissected an unused<br />

disposable diaper and repurposed <strong>the</strong> materials to<br />

create something else.<br />

Building a bridge with an 11-inch minimum span that<br />

could pass three stability tests was <strong>the</strong> next challenge.<br />

When compared to <strong>the</strong> LEGO bridges of previous<br />

years, <strong>the</strong> results were surprising.<br />

“Our bridges were super sturdy,” said teacher Geoff<br />

Berry. “In <strong>the</strong> typical tests we did—which are a wind<br />

test, an earthquake test and a weight test—we had<br />

like a 90 percent pass rate, which never happens. That<br />

was interesting.”<br />

Those limited resources combined with <strong>the</strong> rollout of<br />

new LEGO Mindstorms software led <strong>the</strong> fourth-grade<br />

teachers to look for an alternative approach.<br />

“In <strong>the</strong> past, we had done some things—little<br />

challenges that didn’t involve LEGO sets. And we<br />

thought, well, maybe we can just do <strong>the</strong> whole thing<br />

without <strong>the</strong>m,” said Beth.<br />

Essentially, <strong>the</strong> only change was in <strong>the</strong> materials.<br />

“We used <strong>the</strong> whole design process—all of that was<br />

<strong>the</strong> same,” said Beth. “But we just didn’t use LEGO<br />

(Mindstorms) or computers for it.”<br />

Students ran earthquake simulations to test <strong>the</strong>ir bridges.<br />


A new challenge this year proved<br />

to be more difficult than expected.<br />

The task was to build a cardboard<br />

shelter for a toy pet that had three<br />

sides, a floor, and a roof with cuts<br />

in <strong>the</strong> cardboard and one foot of<br />

duct tape holding it all toge<strong>the</strong>r.<br />

As student frustrations grew,<br />

<strong>the</strong> teachers found <strong>the</strong>mselves<br />

problem solving as well—<br />

eventually allowing students to<br />

use more tape and, in some cases,<br />

even staples.<br />

“When it was over, we were like,<br />

‘OK, we really have to revamp<br />

that because it was so hard,’” said<br />

Geoff. “The kids said in <strong>the</strong> end,<br />

‘Don’t ever ask anybody to do that again, please!’”<br />

For <strong>the</strong>ir final projects, students looked around for<br />

real problems that needed solving. Maintenance<br />

supervisor Sean Wilmer provided some inspiration by<br />

taking <strong>the</strong> students on a tour and pointing out some<br />

problem areas around campus. Bridged Distance<br />

Learning (BDL) students searched <strong>the</strong>ir homes and<br />

neighborhoods and asked grownups for help as well.<br />

“We wanted <strong>the</strong>m to have a real problem that<br />

impacted <strong>the</strong>m,” said teacher Tori Morton.<br />

“<br />

Their projects this past<br />

year were almost a<br />

little more ‘out of <strong>the</strong><br />

box’ because <strong>the</strong>y were<br />

just freer with what<br />

<strong>the</strong>y could use to build.<br />

I felt like that pushed<br />

<strong>the</strong>ir imaginations<br />

a bit more.<br />

The project culmination featured<br />

many digital elements—as has<br />

become <strong>the</strong> norm during <strong>the</strong><br />

pandemic. Students used iMovie,<br />

Google, and Padlet to create<br />

videos and share photos and<br />

journal entries with parents.<br />

“Students kept a running journal<br />

and digital video portfolio of all<br />

of <strong>the</strong>ir work, chronicling all <strong>the</strong><br />

phases and all <strong>the</strong> work that <strong>the</strong>y<br />

did along <strong>the</strong> way,” said Beth.<br />

“And <strong>the</strong>n we had <strong>the</strong>m set up <strong>the</strong><br />

share <strong>the</strong> week of <strong>the</strong> culmination.<br />

It obviously wasn’t <strong>the</strong> same, but<br />

it had a little bit of <strong>the</strong> same feel<br />

of getting to see <strong>the</strong> process and<br />

showcase what <strong>the</strong>y did and <strong>the</strong> opportunity to see<br />

o<strong>the</strong>r kids’ work as well.”<br />

Some students even created “Shark Tank”–style<br />

marketing videos to generate interest in <strong>the</strong>ir<br />

inventions.<br />

Solving drainage issues and cleaning up wildlife<br />

droppings on playing fields inspired several invention<br />

prototypes. O<strong>the</strong>r inventions included a LEGO piece<br />

organizer, a pet umbrella, a gravity-assisted cereal<br />

dispenser, and a magnetic levitating hover scooter.<br />

LEGO bricks, motors and sensors were replaced with<br />

cardboard, paper tubes, popsicle sticks, wooden<br />

dowels, string, rubber bands and tape. If someone<br />

needed more specialized materials, <strong>the</strong>y were<br />

purchased by <strong>the</strong> teachers or even fabricated in <strong>the</strong><br />

Duke School shop by Sean.<br />

Though much of <strong>the</strong> work was done individually, <strong>the</strong><br />

teachers continued to emphasize and encourage<br />

collaboration with o<strong>the</strong>r students. Students completed<br />

surveys and offered feedback and suggestions to <strong>the</strong>ir<br />

classmates throughout <strong>the</strong> project.<br />


Although LEGO Mindstorms will continue to be a<br />

mainstay of <strong>the</strong> fourth-grade engineering project, <strong>the</strong><br />

2020-21 adaptation had its merits.<br />

“Overall, I feel like LEGO (Mindstorms) are very<br />

exciting and cool, but also limiting in a way,” said Tori.<br />

“Their projects this past year were almost a little more<br />

‘out of <strong>the</strong> box’ because <strong>the</strong>y were just freer with what<br />

<strong>the</strong>y could use to build. I felt like that pushed <strong>the</strong>ir<br />

imaginations a bit more.”<br />

Third Graders<br />

Design Solutions to<br />

Real World Problems<br />

While fourth graders at Duke School navigated building<br />

with various materials due to safety protocols’ impact<br />

on LEGO® Mindstorms kits usage, <strong>the</strong> re-engineering<br />

of third grade LEGO inquiries created new space for<br />

innovative and imaginative solutions.<br />

“Usually we have <strong>the</strong>m in partners and it’s a<br />

communication exercise,” third grade teacher<br />

Hea<strong>the</strong>r Greene said. However, to adapt to COVID-19<br />

protocols, logistics had to be re-worked while still<br />

maintaining key aspects of <strong>the</strong> activities.<br />

At <strong>the</strong> beginning of each design challenge, <strong>the</strong><br />

students were presented with scenarios to solve or<br />

construction prompts to respond to, all grounded in<br />

potential real-life situations: What would you build to<br />

move a large object into a house? How about when<br />

constructing a safe and entertaining space for a baby<br />

to sit in while dinner is being made?<br />

Third graders used five steps of design thinking as a<br />

framework for navigating solution building: empathize,<br />

define, ideate, prototype, and test.<br />

Students share represenations of <strong>the</strong>ir inventions.

Following this initial information ga<strong>the</strong>ring session,<br />

third graders <strong>the</strong>n syn<strong>the</strong>sized this information to<br />

understand and define what components needed to<br />

be included in each design. From here, each designer<br />

brainstormed imaginative solutions and built LEGO<br />

prototypes to represent <strong>the</strong>ir ideas.<br />

After hearing each challenge prompt, students had<br />

<strong>the</strong> opportunity to interview <strong>the</strong>ir teachers to learn<br />

more about <strong>the</strong>ir audience and what matters most to<br />

<strong>the</strong>m.<br />

In response to <strong>the</strong> prompt of making something to<br />

occupy a baby while dinner is prepared, students<br />

asked what <strong>the</strong> baby likes to do and whe<strong>the</strong>r or not<br />

<strong>the</strong> baby can crawl to see how high <strong>the</strong> structure<br />

should be. Upon hearing that <strong>the</strong> baby likes to make<br />

loud noises, one student asked if Hea<strong>the</strong>r minded <strong>the</strong><br />

sounds or if she prefers quiet while cooking.<br />

On pitch day, Hea<strong>the</strong>r said “<strong>the</strong>y recorded a video<br />

on <strong>the</strong>ir iPad documenting what <strong>the</strong>y had done and<br />

how it was safe and entertaining because that was<br />

<strong>the</strong> main objective.” Teachers and students alike<br />

provided feedback on what worked and what didn’t<br />

go as planned to provide guidance for a second<br />

round of prototyping. Students on campus and those<br />

participating in Bridged Distance Learning were able<br />

to bridge safety protocol distance by watching each<br />

o<strong>the</strong>r’s videos. Through this communication step, one<br />

student discovered <strong>the</strong> possibility of adding a classical<br />

music speaker to help calm <strong>the</strong> baby.<br />

Hea<strong>the</strong>r noted that each challenged informed <strong>the</strong><br />

next: “from <strong>the</strong> first one, <strong>the</strong>y learned that <strong>the</strong>y need to<br />

ask lots of questions, or more focused questions in <strong>the</strong><br />

empathize stage so that <strong>the</strong>y have all <strong>the</strong> information<br />

that <strong>the</strong>y need” to help solve <strong>the</strong> problems. By<br />

grounding each challenge in real-world scenarios,<br />

third graders practiced and streng<strong>the</strong>ned solution<br />

finding skills that can translate well to environments<br />

outside of LEGO building.<br />


Trails by Design<br />

Sixth graders enhance <strong>the</strong>ir school and home environments with innovative trails.<br />

For <strong>the</strong>ir final project of <strong>the</strong> 2020-2021 school year,<br />

Duke School sixth graders gave <strong>the</strong> school community<br />

even more reason to go outside. Over several weeks,<br />

<strong>the</strong>y transformed parts of <strong>the</strong> campus into <strong>the</strong>med<br />

trails guiding visitors through natural scenery, fantasy<br />

adventures, inspiring art, and engaging exercises.<br />

The spring trails project was new to <strong>the</strong> sixth-grade<br />

curriculum, but it built on <strong>the</strong>mes of environmental<br />

awareness and project design that have been staples<br />

in years past.<br />

“I think our main goal was to get <strong>the</strong> kids outside,” said<br />

sixth-grade teacher Becca Wooldridge. In addition to<br />

limiting indoor class time during <strong>the</strong> pandemic, <strong>the</strong><br />

teachers wanted to help students “reinforce <strong>the</strong> design<br />

process, to learn to work in groups cooperatively and<br />

help <strong>the</strong> environment through design.”<br />

The trails project kicked off during spring break, when<br />

teachers asked students to explore trails around<br />

<strong>the</strong>ir homes or vacation destinations. “We wanted<br />

<strong>the</strong>m to go out and see as many different kinds of<br />

trails as possible so that when <strong>the</strong>y came back, <strong>the</strong>y<br />

could brainstorm different trails that <strong>the</strong>y might be<br />

interested in designing,” said Becca.<br />

Back at school, <strong>the</strong> students discussed and settled on<br />

several trail types to design: a nature trail, a sound<br />

and meditation trail, fitness and sensory trails, two<br />

trails of miniatures depicting fairies and gnomes as<br />

well as scenes from The Hobbit, an art trail, and chalk<br />

trails with mazes and o<strong>the</strong>r sidewalk activities.<br />

Becca and fellow teachers Ben Felton, Michelle Reich<br />

and Dillon Ross advised <strong>the</strong> student teams, as did art<br />

teacher Lucia Marcus and middle school counselor

Rachel Wer<strong>the</strong>imer. Media specialists, additional staff<br />

members and outside experts also lent <strong>the</strong>ir time and<br />

knowledge.<br />

The students formed teams according to <strong>the</strong> trails<br />

that interested <strong>the</strong>m most. Each team considered<br />

<strong>the</strong> tools that <strong>the</strong>y would need, who <strong>the</strong>y could ask<br />

for expert advice, and who <strong>the</strong>ir trail’s primary users<br />

would be. Maps in hand, <strong>the</strong>y toured <strong>the</strong> campus to<br />

find promising trail sites.<br />

Before beginning <strong>the</strong>ir designs, <strong>the</strong> teams consulted<br />

prospective stakeholders to learn how <strong>the</strong>y might<br />

use each type of trail. For <strong>the</strong> fairies and gnomes<br />

miniatures trail, students asked for input from <strong>the</strong><br />

kindergarten, first-, and second-grade classes that<br />

would use it. O<strong>the</strong>r trail teams surveyed <strong>the</strong>ir peers,<br />

school administrators, and o<strong>the</strong>r grade levels to glean<br />

ideas and priorities. This feedback helped determine<br />

each trail’s location, length, and features.<br />

16<br />

During <strong>the</strong> final, two-week design phase of <strong>the</strong> project,<br />

<strong>the</strong> teams created maps or models of <strong>the</strong>ir trails as<br />

prototypes. Many teams <strong>the</strong>n built <strong>the</strong>ir trails along<br />

sidewalks and wooded areas surrounding <strong>the</strong> campus.<br />

O<strong>the</strong>rs presented <strong>the</strong>ir prototypes as potential future<br />

campus projects. Sixth graders involved in distance<br />

learning created trails in <strong>the</strong>ir own neighborhoods<br />

and communities.<br />

Students drew on a variety of skills, talents, and new<br />

experiences to create <strong>the</strong>ir trails. The miniatures<br />

teams modeled fantasy scenes and creatures from<br />

clay, popsicle sticks and o<strong>the</strong>r found materials. For<br />

<strong>the</strong> sound and meditation trail, students assembled<br />

a playlist of music and nature sounds to complement<br />

visits to <strong>the</strong> proposed space. Students designing<br />

fitness trails considered exercises that could be<br />

mapped in chalk as well as those requiring specialized<br />

equipment. The art team built installations inspired by<br />

artist Andy Goldsworthy into a wooded landscape.

For <strong>the</strong> nature trail, which is designed to be a<br />

permanent feature at <strong>the</strong> edge of <strong>the</strong> Duke School<br />

campus, students cleared paths, removed invasive<br />

plants, and posted interpretive signs highlighting <strong>the</strong><br />

native vegetation and creatures that visitors might<br />

encounter along <strong>the</strong> trail.<br />

“It’s always nice to have one project a year where<br />

you just try something new and see how it goes,”<br />

Becca said. Launching <strong>the</strong> trail project at <strong>the</strong> end of a<br />

pandemic-transformed school year seemed especially<br />

appropriate.<br />

“We knew <strong>the</strong>y’d be excited about it. We knew <strong>the</strong>y’d<br />

come up with creative ideas,” she said. “I guess <strong>the</strong><br />

one surprise is that, at <strong>the</strong> end of a long, grueling<br />

year, <strong>the</strong>ir energy was still super high. They were very<br />

excited, and <strong>the</strong>y worked really hard.”<br />

Photos courtesy of <strong>the</strong> Sixth Grade Team Teachers

COVID-19 Surveillance Study<br />

Reflections by Kathy Bartelmay, Duke School’s Curriculum and Educators Institute Director<br />

At <strong>the</strong> beginning of <strong>the</strong> 2021-22 school year, I had a<br />

wonderful session with new teachers as I introduced<br />

<strong>the</strong>m to project work at Duke School. I began by<br />

asking <strong>the</strong>m to brainstorm <strong>the</strong> skills <strong>the</strong>y want<br />

<strong>the</strong>ir kids to have when <strong>the</strong>y send <strong>the</strong>m off to high<br />

school. “Problem-solving. Empathy. Collaboration.<br />

Persistence. The ability to help o<strong>the</strong>rs,” <strong>the</strong>y offered.<br />

“At Duke School,” I told <strong>the</strong>m, “These are <strong>the</strong> skills<br />

we intentionally cultivate as we strive to create <strong>the</strong><br />

next generation of Upstanders.”<br />

And <strong>the</strong>y’re <strong>the</strong> qualities that personify a group of 8th<br />

graders that worked with me on a very special project<br />

last year.<br />

When we returned to campus in August 2020,<br />

Infectious Disease physicians and Duke School<br />

parents Micky Cohen-Wolkowiez and Susanna Naggie<br />

saw a wonderful opportunity to involve Duke School<br />

students in an important real-world project. Duke<br />

University was about to conduct a Surveillance Study<br />

to assess <strong>the</strong> feasibility of a non-invasive, low-cost<br />

method of surveillance for COVID-19, and thus find<br />

a way to detect <strong>the</strong> virus, minimize transmission, and<br />

allow schools to stay open. Duke School could be<br />

one of <strong>the</strong> test sites, and doctors could work with our<br />

8th graders to help conduct <strong>the</strong> study.<br />

We jumped at <strong>the</strong> opportunity and <strong>the</strong> study was<br />

launched as part of <strong>the</strong> 8th grade unit on cell biology.<br />

After introductory work in science class, Dr. Nick<br />

Turner, <strong>the</strong> lead investigator on <strong>the</strong> Surveillance<br />

Study, gave students an introduction to Infectious<br />

Diseases. Science teacher Cara Karra followed up<br />

by having students design and conduct experiments<br />

for detecting and eliminating germs in <strong>the</strong>ir classes.<br />

Finally, Dr. Nick taught Cara, <strong>the</strong> kids and me how<br />

18<br />

to safely don personal<br />

protective equipment.<br />

From that point forward,<br />

Tuesdays and Thursdays<br />

became <strong>the</strong> highlight of<br />

my week. At morning<br />

carline, little ones declared<br />

<strong>the</strong>y were learning to<br />

“get more spit” as <strong>the</strong>y<br />

dropped saliva samples<br />

into our collection box.<br />

And at 2:45, 8th graders,<br />

Cara, and I sanitized our hands, donned gloves and<br />

face shields, prepared swabbing packets, and headed<br />

to 12 randomly selected pods and bathrooms to test<br />

surfaces for signs of <strong>the</strong> coronavirus.<br />

Many 8th graders enjoyed <strong>the</strong> experience, but a few<br />

dedicated researchers stuck with <strong>the</strong> project until<br />

<strong>the</strong> end. As we walked past a group of boys playing<br />

ball one afternoon, I thanked Genaro Hood for his<br />

dedication. “It’s okay. I like doing this, Kathy. I think<br />

it’s important.”<br />

“I love doing this study,” Addie Snider added. “When<br />

<strong>the</strong> permission letter came out, my mom told me that<br />

I could decide if I should participate or not, but that<br />

it would be a real missed opportunity if I didn’t. She<br />

was really right.”<br />

For years, I’ve spoken to educators across <strong>the</strong> country<br />

about <strong>the</strong> importance of teaching students <strong>the</strong> skills<br />

that matter most—noticing problems in <strong>the</strong> world,<br />

designing ways to solve <strong>the</strong>m, and persisting through<br />

<strong>the</strong> hard parts and failures that lead to solutions. I<br />

never imagined a world, however, in which middle<br />

schoolers would spend <strong>the</strong>ir last year at Duke School

in masks and gloves, carefully swabbing surfaces to<br />

send to a lab at Duke to test for a deadly virus.<br />

Most of my young friends started high school this<br />

school year. I’ve seen back-to-school photos of<br />

<strong>the</strong>m on Instagram, <strong>the</strong>ir smiling faces showing an<br />

eagerness to start this new chapter. Their resilience,<br />

humor, empathy, and steadfastness continue to inspire<br />

me. And I have no doubt that <strong>the</strong>se qualities will serve<br />

<strong>the</strong>m well as <strong>the</strong>y go on to do great things as former<br />

Duke School Upstanders.<br />

With sincere gratitude to Dr. Ethan Bausch, Dr. Micky<br />

Cohen-Wolkowiez, Dr. Sarah Lewis, Dr. Susanna<br />

Naggie, and Dr. Bimal Shah for <strong>the</strong>ir guidance<br />

throughout <strong>the</strong> pandemic and to Dr. Nick Turner for<br />

all of his help and for teaching us how much fun it is<br />

to be researchers.<br />

*At <strong>the</strong> conclusion of <strong>the</strong> Surveillance Study, <strong>the</strong>re<br />

were no traces of COVID-19 detected on <strong>the</strong> surfaces<br />

tested nor any transmissions on campus. Duke School’s<br />

on-campus program remained open to students <strong>the</strong><br />

entire school year.<br />

What We Learned: Reflections<br />

from 8th Grade Researchers<br />

“Covid has taught me that struggles<br />

are hard to overcome. I hate to say it,<br />

but it took a worldwide pandemic for<br />

me to become empathic enough to truly<br />

understand this.”<br />

“Some people are really brave. And kind.<br />

Both! Honestly, I think that kindness<br />

is part of what keeps us swabbers<br />

and frontline workers going. It’s nice<br />

feeling appreciated, but it’s even nicer<br />

knowing that you’re making an important<br />

difference in people’s lives.”<br />


Guest Experts<br />

Near and Far<br />

First grade finds guest experts in unexpected places.<br />

Guest experts are a cornerstone of project work<br />

at Duke School, visiting classrooms to offer realworld<br />

perspectives that help students research a<br />

topic. Parents, family, friends, and o<strong>the</strong>r community<br />

members are typically recruited to provide this crucial<br />

element. Last year’s COVID-19 protocols prohibited<br />

most in-person appearances by<br />

guest experts. Surprisingly, this<br />

restriction resulted in opening a<br />

few doors—or Zoom windows—<br />

that o<strong>the</strong>rwise might not have<br />

been considered.<br />

First-grade classes, for example,<br />

were able to tap resources from<br />

both near and far during <strong>the</strong>ir bird<br />

project last spring. In May, <strong>the</strong>y<br />

had a Zoom visit with renowned<br />

author and bird photographer<br />

Ralph Fletcher. They also found<br />

a great resource much closer to<br />

home—first- grade student Jane<br />

Boyer.<br />

Based in Durham, New Hampshire,<br />

Ralph Fletcher has written close to<br />

50 books including picture books,<br />

fiction, non-fiction, and poetry. He<br />

has also authored numerous texts<br />

for writing teachers.<br />

“He is like a writing teacher guru,” said firstgrade<br />

teacher Carolynn Klein. “Kathy Bartelmay<br />

and I remembered when we heard him speak at<br />

Teachers College that he had a hobby of doing bird<br />

photography and writing poetry, as well. We reached<br />

out to him in hopes that he would share some of his<br />

bird photography.”<br />

He accepted <strong>the</strong> invitation and shared some of his bird<br />

photographs with <strong>the</strong> students as well as answering<br />

<strong>the</strong>ir questions.<br />

20<br />

“The images are just striking,” said Carolynn. “And he<br />

talked to <strong>the</strong> kids about <strong>the</strong> process and <strong>the</strong> patience<br />

behind it, how he gets his shots, and where he travels<br />

to get <strong>the</strong>m.” Because <strong>the</strong> students were studying<br />

poetry at <strong>the</strong> same time, Fletcher also spoke to <strong>the</strong>m<br />

about <strong>the</strong> beauty of poetry and how his photographs<br />

also inspire his poetry writing.<br />

“He was a really amazing guest expert,” said Carolynn.<br />

“To have one of my heroes that I studied come in and<br />

talk to <strong>the</strong> kids from educator, photographer and<br />

writing perspectives was really cool.”<br />

Photo courtesy of<br />

Ralph Fletcher<br />

Student Jane Boyer’s<br />

presentation was <strong>the</strong> only<br />

in-person guest expert<br />

visit during <strong>the</strong> project.<br />

Jane raises chickens and<br />

brought a hen to show her<br />

classmates.<br />

“She shared how she cared<br />

for <strong>the</strong> chicken—things<br />

that <strong>the</strong> chicken ate, how<br />

big <strong>the</strong>y can get how long<br />

<strong>the</strong>y can live, how <strong>the</strong>y lay<br />

eggs, as well as how to<br />

tell a male from a female,”<br />

said Jane’s teacher Janeia<br />

Knox. The students were<br />

also able to touch and pet<br />

<strong>the</strong> hen.<br />

Having students as guest<br />

experts has many benefits,<br />

Janeia said. Often students<br />

can connect and relay<br />

information to each o<strong>the</strong>r<br />

in interesting ways, and classmates respect seeing<br />

<strong>the</strong>ir peers in that role.<br />

It is also a great experience for <strong>the</strong> presenter. “It<br />

involves planning, organizing, and also thinking<br />

critically about what’s important to share,” said Janeia.<br />

“She (Jane) had her note cards <strong>the</strong>re … to refer to<br />

things that she wanted to hit in case children didn’t<br />

ask about it. She had her whole teacher voice going<br />

on and was fully answering questions. She had <strong>the</strong><br />

class fully engaged.”

Putting A Stamp on Science<br />

Seventh graders collaborate to advocate and commemorate citizen science for a wider audience.<br />

Sometimes what is on <strong>the</strong> outside of an envelope may<br />

be as important as <strong>the</strong> message inside. At least that’s<br />

what a group of seventh graders hoped as <strong>the</strong>y asked<br />

<strong>the</strong> United States Postal Service (USPS) to produce a<br />

postage stamp commemorating citizen science.<br />

Never heard of citizen science? That’s <strong>the</strong> point!<br />

Citizen science is essentially crowdsourcing for<br />

scientific research—inviting <strong>the</strong> public to take part in<br />

collecting data and observations for scientific studies.<br />

Citizen scientists, primarily volunteers, can provide<br />

more and broader scientific data without, for example,<br />

having to increase project funding.<br />

“How can citizen science, which is a form of open<br />

science, prepare us to create a better world and<br />

place to live in <strong>the</strong> future?” was <strong>the</strong> question posed<br />

by seventh grade science and project teacher Juliana<br />

Thomas. She <strong>the</strong>n led <strong>the</strong> class in a study of shark<br />

tooth forensics. The students found fossil shark teeth,<br />

measured <strong>the</strong>m, created graphs, analyzed data,<br />

drew conclusions, and shared <strong>the</strong>ir results with North<br />

Carolina State University paleontologist Dr. Terry<br />

“Bucky” Gates.<br />

Next, in typical Duke School fashion, Juliana challenged<br />

<strong>the</strong> students to participate in citizen science projects<br />

of <strong>the</strong>ir own. “I gave <strong>the</strong>m <strong>the</strong> opportunity to ei<strong>the</strong>r<br />

choose a citizen science project that’s out <strong>the</strong>re—here<br />

in North Carolina, or in United States, or around <strong>the</strong><br />

world—to be part of, or to create <strong>the</strong>ir own citizen<br />

science project,” said Juliana.<br />

A number of varied and interesting project topics<br />

emerged including:<br />

• What animals appear in our local ecosystem?<br />

• What do insects do in winter?<br />

• How does flour type affect a sourdough bread<br />

starter?<br />

• What types of mosses can be found in <strong>the</strong> Durham<br />

area?<br />

• How has <strong>the</strong> use of personal protective equipment<br />

during <strong>the</strong> pandemic affected <strong>the</strong> amount of waste<br />

generated?<br />

Ano<strong>the</strong>r topic idea came from <strong>the</strong> Citizen Science<br />

Association (CSA) itself, of which Juliana is a member.<br />

The organization was requesting that someone<br />

propose a postage stamp to <strong>the</strong> USPS that would<br />

increase awareness of and promote participation in<br />

citizen science. A similar project had recently been<br />

successful in Australia, so Juliana suggested that as<br />

an option for her students.<br />

Enter Ananya, Erika, Gaby, Reegan, and Navya.<br />

“I liked <strong>the</strong>ir enthusiasm,” said Juliana. “When I threw<br />

<strong>the</strong> (stamp) project out to <strong>the</strong> whole class, <strong>the</strong>y were<br />

very eager to get started with it!”<br />

The opportunity to creatively blend art and science in<br />

<strong>the</strong> stamp project was very appealing to <strong>the</strong> girls. “It<br />

combined a lot of things that I love, and it’s totally a<br />

great way to get <strong>the</strong> word out about citizen science<br />

and bring more attention to it,” said Gaby.<br />


“We had to do a lot of research in <strong>the</strong> beginning to<br />

figure out what was <strong>the</strong> process for submitting <strong>the</strong><br />

idea, what should be on a stamp, <strong>the</strong> artwork, and also<br />

how to write a good proposal,” said Ananya. “We had<br />

to write a strong proposal that would really convince<br />

<strong>the</strong>m to accept citizen science as a stamp idea.”<br />

All that research led to a ra<strong>the</strong>r unforeseen challenge—<br />

too much information!<br />

“I was noticing how much evidence that we had, and<br />

how it’s definitely hard to get it all into one proposal,”<br />

said Navya. “It’s all strong evidence.”<br />

They encountered ano<strong>the</strong>r complication when <strong>the</strong>y<br />

learned that <strong>the</strong> USPS rarely uses <strong>the</strong> artwork that is<br />

submitted with stamp proposals. “We found out that<br />

<strong>the</strong>y would choose an artist to design stamps for a<br />

topic that was proposed … so you couldn’t actually<br />

submit <strong>the</strong> stamp designs,” said Ananya. “So that was<br />

one of <strong>the</strong> challenges … trying to figure out how to<br />

work around it.”<br />

Never<strong>the</strong>less, <strong>the</strong> girls found <strong>the</strong> experience to be<br />

rewarding and worthwhile.<br />

“(Citizen science) is a very useful thing for scientists<br />

who want to ga<strong>the</strong>r a large amount of data from many<br />

different places. It’s hard to do that when you don’t<br />

have many people participating,” said Navya. “I<br />

learned how under-appreciated it was and how not<br />

many people knew about it.”<br />

Gaby had ano<strong>the</strong>r take on <strong>the</strong> project. “This is going<br />

to sound very corny, but how amazing it is to be able<br />

to work in a group with people that you know, you’re<br />

on <strong>the</strong> same page … you want to do <strong>the</strong> same thing,<br />

and <strong>the</strong>n you just create this beautiful, amazing thing<br />

out of just a few words and a drawing. It’s really great!”<br />

The girls ultimately decided to create <strong>the</strong>ir own designs<br />

and portfolios to fur<strong>the</strong>r illustrate and represent <strong>the</strong><br />

project. After analyzing components of <strong>the</strong> Australian<br />

citizen science stamps, <strong>the</strong> students created <strong>the</strong>ir own<br />

artwork using both traditional and digital techniques.<br />

Nature and wildlife combined with <strong>the</strong> human element<br />

were recurring <strong>the</strong>mes in <strong>the</strong>ir designs.<br />

“For one of mine, I drew a bee in a flower with<br />

someone holding it,” said Erika. “The bee and flower<br />

represent <strong>the</strong> nature that we’re learning about. And<br />

<strong>the</strong>n for <strong>the</strong> citizen part, that’s where <strong>the</strong> hands come<br />

in, so it can show how people can help save bees.”<br />

Reegan added, “One (of mine) was a picture of a<br />

chipmunk with a camera next to it like someone taking<br />

a picture of it. That showed <strong>the</strong> process of collecting<br />

data for it.”<br />

The girls submitted a proposal and a proposal letter<br />

to <strong>the</strong> Citizen Stamp Advisory Committee (CSAC) in<br />

late February. A supporting letter from <strong>the</strong> Citizen<br />

Science Association was also included in <strong>the</strong> package.<br />

Unfortunately, <strong>the</strong> students learned in April that<br />

<strong>the</strong>ir stamp proposal was not accepted by <strong>the</strong> USPS.<br />


“This stamp is meant to get people<br />

interested in citizen science [which] has<br />

made a significant impact on <strong>the</strong> world of<br />

science in <strong>the</strong> United States, and it will<br />

continue to do so as more people recognize it.”<br />

Duke School<br />

Teacher Juliana<br />

Presents on<br />

Citizen Science<br />

Because of her extensive work and promotion<br />

of Citizen Science, Duke School teacher Juliana<br />

Thomas was selected to speak at <strong>the</strong> National<br />

Science Foundation’s Distinguished Lecture titled<br />

“You Can be a Citizen Scientist Too: Celebrating<br />

Earth Day with NSF” on April 22, 2021.<br />

“I talked about <strong>the</strong> various citizens science<br />

projects I have worked with or initiated, including<br />

successes and challenges,” said Juliana. “I<br />

enjoyed sharing information about citizen<br />

science so that o<strong>the</strong>r educators get excited about<br />

including it in <strong>the</strong>ir school lessons. Students can<br />

be real scientists too.”

The Business of Creativity: The Show Must Go<br />

Second grade’s Theater Business Project is a “virtual” success, attracting new audiences and creating room for innovation.<br />

Before 2020, <strong>the</strong> chances of hearing <strong>the</strong> phrase “Zoom<br />

play” over <strong>the</strong> course of an average conversation<br />

were slim to none. But as COVID shut down live<br />

onstage performance as we know it, artists and arts<br />

organizations were tasked with thinking creatively —<br />

and quickly — about how to sustain <strong>the</strong>ir craft and<br />

livelihoods. For many, ranging from international<br />

professional <strong>the</strong>ater companies to regional<br />

independent artists, video became <strong>the</strong> most useful,<br />

and COVID-safe, tool.<br />

Add to those ranks <strong>the</strong> second graders at Duke School,<br />

who — split between four pods during <strong>the</strong> 2020-<br />

21 school year — fully adapted <strong>the</strong>ir annual <strong>the</strong>ater<br />

business project to a video format, with multiple<br />

<strong>the</strong>atrical productions made and filmed in-person and<br />

one created for and performed entirely on Zoom, <strong>the</strong><br />

video conferencing platform that became a popular<br />

communication vehicle early in <strong>the</strong> pandemic.<br />

For <strong>the</strong> second-grade teaching team, made up of<br />

Tery Gunter, Cynthia Coward, Dan Heuser, and Dawn<br />

Amin-Arsala, adapting <strong>the</strong> project — which engages<br />

<strong>the</strong> students in every aspect of play production, from<br />

creating and naming a <strong>the</strong>ater business to auditioning<br />

and performing to budgeting and marketing —<br />

required a combination of weighing which aspects<br />

could remain <strong>the</strong> same as in previous years and which<br />

would have to change.<br />

As with all project work at Duke School, <strong>the</strong> <strong>the</strong>ater<br />

business project takes an interdisciplinary approach<br />

to help students think through, as Tery said, “what it<br />

takes to run a business.” The teachers led students<br />


“<br />

Students and teachers alike<br />

came away from <strong>the</strong> experience<br />

focused on <strong>the</strong> advantages of<br />

virtual performance... non-local<br />

friends and family members could<br />

finally see, and share, <strong>the</strong> students’<br />

efforts to create truly original<br />

<strong>the</strong>atrical performances.<br />

size to practice dramatic expression and read-aloud<br />

techniques. Student favorites, year after year, include<br />

The Three Little Pigs and Anansi and <strong>the</strong> Moss-<br />

Covered Rock.<br />

On<br />

through exercises to “reawaken” <strong>the</strong>ir existing<br />

knowledge about <strong>the</strong> topic: getting <strong>the</strong>m to think<br />

about “<strong>the</strong>ir world, <strong>the</strong>ir local community.” In previous<br />

years, this would typically involve a field trip to <strong>the</strong><br />

Carolina Theatre to see a performance geared toward<br />

younger audiences. Within <strong>the</strong> constraints of this<br />

past year, students thought more creatively about<br />

how performance and <strong>the</strong> concept of an audience<br />

have shown up in <strong>the</strong>ir life. Of course, <strong>the</strong>re’s seeing<br />

a production of The Nutcracker — but what about<br />

watching or playing in a baseball game? Ga<strong>the</strong>ring<br />

with family for movie night?<br />

Sharing <strong>the</strong>se anecdotal experiences prepared<br />

students to study existing plays, seeing how authors<br />

from around <strong>the</strong> world spin everyday events into<br />

fables and fairytales and trying <strong>the</strong> stories on for<br />

One of Dan and Cynthia’s pods ended up choosing<br />

The Lion and <strong>the</strong> Mouse, and thus began <strong>the</strong> task of<br />

adapting a production entirely to Zoom — or, as Dan<br />

described it, “<strong>the</strong> technological leap.” Puzzling through<br />

this leap for <strong>the</strong> first time, students and teachers were<br />

on <strong>the</strong> same level, so, as Cynthia said, “it wasn’t just<br />

<strong>the</strong> teachers coming up with ideas.” What did this<br />

look like when it came to <strong>the</strong> performance? Against a<br />

virtual rainforest backdrop, <strong>the</strong> student-actors would<br />

pass an object from one Zoom “window” to ano<strong>the</strong>r;<br />

in one scene, a student playing a hunter literally<br />

throws <strong>the</strong> net down onto <strong>the</strong> computer camera lens,<br />

creating an immersive effect. Students and teachers<br />

alike came away from <strong>the</strong> experience focused on<br />

<strong>the</strong> advantages of virtual performance. For Cynthia,<br />

who began teaching at Duke School this past school<br />

year, <strong>the</strong>re was, advantageously, no preexisting idea<br />

of what <strong>the</strong> play “should” look like. “I think that’s<br />

probably a good thing,” she reflected, “because I was<br />

like, ‘Okay, let’s try it!’ It really opened my mind to <strong>the</strong><br />

possibilities.”<br />

On-campus, as teachers and students figured out<br />

how to block onstage actions and rehearse while<br />

abiding by COVID safety protocols, new in-person<br />

partnerships bolstered <strong>the</strong> overall production<br />

experience. Embedded in Tery’s pod, Duke School’s<br />


Top left: Students<br />

present <strong>the</strong>ir donation<br />

to Book Harvest.<br />

Lower School Art Teacher Marki Watson offered<br />

expertise in set design. Collaborating with Marki,<br />

Tery said, meant she could “integrate a lot of her art<br />

lessons” into <strong>the</strong> <strong>the</strong>ater business project in a more<br />

au<strong>the</strong>ntic way than usual because Marki “was seeing<br />

[in real-time, firsthand] what we were doing in all our<br />

subjects, and we could ping-pong different ideas.”<br />

While none of <strong>the</strong> plays were performed and seen<br />

“live,” each was filmed — by retired Duke School<br />

teacher Candy Thompson — and distributed widely<br />

to students’ family members. Ticket fees collected<br />

were donated to <strong>the</strong> local literacy nonprofit Book<br />

Harvest. The video format also provided <strong>the</strong> benefit<br />

of expanded accessibility beyond <strong>the</strong> performance.<br />

Instead of having guest experts come to class inperson,<br />

<strong>the</strong> second graders Zoomed with far-flung<br />

<strong>the</strong>ater workers living through <strong>the</strong> professional<br />

realities students were studying and simulating.<br />

Perhaps this has been <strong>the</strong> biggest benefit of performing<br />

artists pivoting to video formats: increasing public<br />

access to artwork that would previously have limited<br />

audiences. For <strong>the</strong> Duke School second grade, nonlocal<br />

friends and family members could finally see,<br />

and share, <strong>the</strong> students’ efforts to create truly original<br />

<strong>the</strong>atrical performances. After all, running a business<br />

successfully takes a little creativity under constraint.<br />


New Collaboration<br />

Leads to Innovation<br />

Preschool teachers implement a coordinated approach<br />

to project work.<br />

Whe<strong>the</strong>r learning in <strong>the</strong> classroom or online, all Duke<br />

School preschoolers explored <strong>the</strong> world of trees,<br />

clo<strong>the</strong>s and wheels in 2020-2021.<br />

The coordinated curriculum departed from <strong>the</strong><br />

preschool classes’ usual approach to projects, where<br />

each class tackles different topics according to<br />

teachers’ and students’ interests.<br />

“That was so we could collaborate toge<strong>the</strong>r and kind<br />

of work smarter and not harder, since we were kind<br />

of reinventing an entire school year and how we do<br />

things,” said teacher Ca<strong>the</strong>rine Linford.<br />

With all six on-campus preschool pods and two<br />

distance learning groups focusing on <strong>the</strong> same subject<br />

at once, teachers hoped to minimize disruptions for<br />

students who had to move between in-person and<br />

remote learning during <strong>the</strong> school year.<br />

Teachers met weekly to share ideas and establish a<br />

planning template to keep each unit on a common<br />

track and timeline. Within that structure, <strong>the</strong> project<br />

plan “gave us <strong>the</strong> leeway to do our own activities with<br />

our pods that were specific to our kids’ abilities or<br />

interests,” said Ca<strong>the</strong>rine.<br />

While studying clothing, for example, Ca<strong>the</strong>rine’s pod<br />

of eight students became fascinated with garment tags<br />

and learning more about where <strong>the</strong>ir clo<strong>the</strong>s came<br />

from. Maureen Dwyer’s distance learning pod wanted<br />

to learn more about how <strong>the</strong> logos and designs <strong>the</strong>y<br />

could see on <strong>the</strong>ir classmates’ shirts through Zoom<br />

were printed.<br />

“We know when we choose a project topic, it needs<br />

to be something that kids can get <strong>the</strong>ir hands on,<br />

something <strong>the</strong>y can investigate in <strong>the</strong> classroom,”<br />

Maureen said. With <strong>the</strong> addition of distance learning,<br />

“we had to be really thoughtful about things that <strong>the</strong><br />

kids would be able to access in <strong>the</strong>ir homes.”<br />


“<br />

The project plan ‘gave us <strong>the</strong> leeway<br />

to do our own activities with our pods<br />

that were specific to our kids’ abilities or<br />

interests.’ [This] adapted teaching plan<br />

spurred innovations that will carry into<br />

future school years...tight connections<br />

among <strong>the</strong> preschool team and <strong>the</strong> grace<br />

and cooperation of families helped make<br />

<strong>the</strong> unusual year successful.<br />

The coordinated curriculum caused some challenges,<br />

such as sharing library books and resources across all<br />

pods ra<strong>the</strong>r than a single classroom. But in o<strong>the</strong>r ways,<br />

<strong>the</strong> adapted teaching plan spurred innovations that<br />

will carry into future school years.<br />

Unable to invite family members to in-person<br />

culmination celebrations, Ca<strong>the</strong>rine printed photos<br />

of her students’ project work in a keepsake book.<br />

Maureen held culmination events on Zoom, where her<br />

distance learning students talked through a website<br />

of project photos and information with <strong>the</strong>ir family<br />

members. Posting culmination materials and video<br />

recordings of guest experts online helped broaden<br />

<strong>the</strong> reach of preschool classes’ work in new ways.<br />

“I think <strong>the</strong> key to making it work is building<br />

relationships,” said Maureen. When her students had<br />

a chance to meet in person for <strong>the</strong> first time in May,<br />

visiting campus to see a parent’s Lamborghini as part<br />

of <strong>the</strong> wheels project, “it took about a minute for <strong>the</strong>se<br />

kids arriving to just be so excited to see one ano<strong>the</strong>r.”<br />

Ca<strong>the</strong>rine agreed that tight connections among <strong>the</strong><br />

preschool team and <strong>the</strong> grace and cooperation of<br />

families helped make <strong>the</strong> unusual year successful.<br />

“As hard of a year as it was in many ways, it was also<br />

this wonderful year when we each got to have a smaller<br />

group and build those relationships in a different way<br />

than we have before,” she said.<br />

Photos courtesy of <strong>the</strong> Preschool Team Teachers.<br />


Curriculum Connections and Project Work<br />

Fifth grade teachers and students discover and explore finer connections between projects.<br />

Naming and interrogating connections between<br />

past, present, and possible futures have always been<br />

central aims of <strong>the</strong> annual fifth-grade Work, Land, and<br />

Power in Colonial America project. Guided by <strong>the</strong><br />

essential question, “Who built <strong>the</strong> United States?”,<br />

<strong>the</strong> project delves into <strong>the</strong> period between 1607 and<br />

1687, tasking students with syn<strong>the</strong>sizing fieldwork<br />

and deep reading to think through how power is<br />

created and maintained in <strong>the</strong> United States through<br />

systems and institutions, how work shapes <strong>the</strong> lives of<br />

all people, and how community survival is dependent<br />

upon access to land and material resources.<br />

But this past 2020-2021 school year — <strong>the</strong> “COVID<br />

year,” as fifth-grade Science and Project teacher<br />

Meghan Morris termed it — put a finer point on <strong>the</strong><br />

project’s contemporary relevance. The pandemic<br />

highlighted, and exacerbated, several overlapping<br />

crises across <strong>the</strong> country that felt crucial to address<br />

inside <strong>the</strong> classroom.<br />

The summer of 2020 saw widespread protests in<br />

response to George Floyd’s murder by police in<br />

Minneapolis and <strong>the</strong> corresponding mainstreaming<br />

of <strong>the</strong> Black Lives Matter movement. Instances of<br />

hate and violence against Asian-Americans increased<br />

in response to racist extrapolations of COVID’s<br />

geographic origins. A presidential election and<br />

violent pre-inauguration insurrection at <strong>the</strong> Capitol<br />

fur<strong>the</strong>r exposed <strong>the</strong> fractured state of <strong>the</strong> country’s<br />

political infrastructure. On top of it all, COVID, as<br />

fifth-grade Social Studies teacher Annie Genti<strong>the</strong>s<br />

said, required us all to think about “who is essential”<br />

— in o<strong>the</strong>r words, how <strong>the</strong> virus compounded public<br />

health disparities, especially in terms of race and<br />

socioeconomic status.<br />

How, <strong>the</strong>n, to draw <strong>the</strong> historical throughline, to<br />

acknowledge <strong>the</strong> urgency of <strong>the</strong> present while<br />

drawing connections to a specific period in <strong>the</strong> past?<br />

The fifth-grade team — including Meghan, Annie, and<br />

Language Arts teacher Claire Koerner — used that<br />

particular year’s sequence of project work to lean in.<br />

“There is no getting it right,” Annie said. “The only<br />

way to get it wrong is to not give our kids space to<br />

talk about it.”<br />

In previous years, <strong>the</strong> fifth-grade project team would<br />

begin <strong>the</strong> Work, Land, and Power Project with a twoday<br />

field trip to Williamsburg and Jamestown, during<br />

10<br />

Photos courtesy of <strong>the</strong> Fifth Grade Team Teachers.

which students completed fieldwork noting how <strong>the</strong><br />

two sites present <strong>the</strong>ir respective roles in American<br />

history. Barred from traveling due to pandemic<br />

restrictions, Annie, Claire, and Meghan decided to try<br />

something new by explicitly connecting <strong>the</strong> concept<br />

of Work, Land, and Power to <strong>the</strong>ir preceding project,<br />

Visible Values, which looked at <strong>the</strong> role of public art<br />

and how it represents a community’s values.<br />

During Visible Values, <strong>the</strong> teachers “asked <strong>the</strong><br />

students to take walking tours of downtown Durham,”<br />

Claire recalled, “and because of <strong>the</strong> Black Lives Matter<br />

movement [protests] that happened just a few months<br />

prior, <strong>the</strong>re was so much public art<br />

around Black Lives Matter,” largely<br />

created on boarded-up downtown<br />

storefronts as part of Durham’s Pay<br />

Black Artists initiative. “[It helped]<br />

students connect to <strong>the</strong> idea that<br />

art helps us express our feelings<br />

and emotions. One of <strong>the</strong> things<br />

that our community here in Durham<br />

values is that Black lives matter and<br />

that Black history matters.”<br />

In transitioning from <strong>the</strong> Visible<br />

Values Project to <strong>the</strong> Work, Land,<br />

and Power Project, <strong>the</strong> teaching<br />

team piggybacked on <strong>the</strong> present<br />

moment, asking <strong>the</strong> students<br />

to think about <strong>the</strong> cultural and<br />

political circumstances that<br />

necessitated <strong>the</strong> Black Lives Matter<br />

movement. To move from <strong>the</strong>re<br />

back in time, <strong>the</strong>y leaned into <strong>the</strong> reading repertoire<br />

<strong>the</strong>y’ve developed over <strong>the</strong> past several years: one<br />

that selectively engages older historical writing<br />

with, as Annie described, “newer, more balanced<br />

perspectives and stories,” including The New York<br />

Times’ “The 1619 Project,” which argues for placing<br />

<strong>the</strong> consequences of slavery at <strong>the</strong> center of American<br />

history, and Kwame Alexander Bell’s longform poem<br />

“The Undefeated,” which details <strong>the</strong> struggles and<br />

celebrates <strong>the</strong> triumphs of Black Americans across<br />

history. (One important priority of <strong>the</strong> fifth-grade<br />

teaching team, Claire shared, is to focus on <strong>the</strong> “<strong>the</strong><br />

joy, <strong>the</strong> strengths, <strong>the</strong> heroes, <strong>the</strong> resistance, and<br />

perseverance” of Black history.)<br />

“<br />

These are<br />

all conversations that<br />

we have with our<br />

students, modeling how<br />

we have transformed<br />

our own thinking...<br />

<strong>the</strong> only way to get<br />

it wrong is to not give<br />

our kids space to talk<br />

about it.<br />

This past year, <strong>the</strong> students combined this “reading<br />

frenzy,” as <strong>the</strong> teachers called it, with a simulated oncampus<br />

“field trip” to Williamsburg and Jamestown<br />

to exercise <strong>the</strong>ir critical reading and historical analysis<br />

skills. They wrote letters to colonial history book<br />

publishers, articulating ways to better balance <strong>the</strong><br />

historical narrative.<br />

Having moved through <strong>the</strong>se new, connective<br />

curricular approaches with <strong>the</strong> fifth-grade students<br />

during an unprecedented school year, Meghan,<br />

Claire, and Annie continue to think through fresh ways<br />

to draw <strong>the</strong> line between past and present. Is it most<br />

productive, for instance, to begin<br />

<strong>the</strong> Work, Land, and Power project<br />

with Jamestown and Williamsburg,<br />

or is starting with its contemporary<br />

links more suited for underlining<br />

<strong>the</strong> colonial period’s contemporary<br />

resonance? How can <strong>the</strong>y continue<br />

to build <strong>the</strong>matic connections<br />

between projects?<br />

“These are all conversations that we<br />

have with our students, modeling<br />

how we have transformed our own<br />

thinking,” Claire said, about race<br />

and representation in historical and<br />

cultural narratives in <strong>the</strong> United<br />

States. This transparency helps<br />

students “make strong connections<br />

between <strong>the</strong> institutions that were<br />

developed during <strong>the</strong> colonial<br />

times and how those have an<br />

impact on us still today.”<br />

History, after all, is made in <strong>the</strong> right-now. The fifthgrade<br />

project pedagogy, always responsive to <strong>the</strong><br />

times, prepares students to read history’s past with<br />

an eye toward changing its present and future for <strong>the</strong><br />

better for all.<br />

Students tune in to<br />

a Zoom field trip.<br />


Through A Counselor’s Eye: Wellness at Duke School<br />

Counselors Victoria and Rachel reflect on how student needs and <strong>the</strong>ir curriculum changed over <strong>the</strong> last year.<br />

As <strong>the</strong> Duke School community adapted to masking,<br />

small class pods and distance learning for <strong>the</strong> 2020-<br />

2021 school year, counselors Victoria Goatley and<br />

Rachel Wer<strong>the</strong>imer also helped students manage <strong>the</strong><br />

emotional challenges of a year unlike any o<strong>the</strong>r.<br />

“Every human on <strong>the</strong> planet was under an increased<br />

level of stress over <strong>the</strong> last year,” said Rachel, <strong>the</strong><br />

middle school counselor. On top of worrying about<br />

<strong>the</strong>mselves or family members catching COVID-19,<br />

she said students expressed “a real anger and<br />

grief” around losing experiences like athletics and<br />

extracurriculars.<br />

For lower school students, concern about <strong>the</strong> virus<br />

often came with feelings of frustration toward<br />

those not following masking and social distancing<br />

guidelines, said Victoria. Small classroom pods of<br />

about 12 students also led to more interpersonal<br />

irritations than usual. “I would see that start to happen<br />

with some kids where, <strong>the</strong>y were really good friends,<br />

but <strong>the</strong>re was something happening and <strong>the</strong>y were<br />

starting to kind of wear on each o<strong>the</strong>r,” she said.<br />

To help navigate <strong>the</strong>se challenges, both counselors<br />

held regular virtual meetings on Zoom with classroom<br />

pods in <strong>the</strong>ir respective divisions. On campus,<br />

Victoria met with lower school students individually<br />

in a makeshift outdoor office that offered privacy.<br />

Rachel used Google Classroom to share resources<br />

with middle school classes, including “Wellness<br />

Wednesday” lessons on topics like getting adequate<br />


sleep, managing wellness, and coping with sudden<br />

spikes in fear or worry.<br />

The unusual circumstances had a few unexpected<br />

benefits. Rachel said she found that virtual meetings<br />

sometimes “provided a little bit of a sense of safety”<br />

for students to communicate more freely than at<br />

school. Because Victoria’s lessons with kindergarten<br />

pods met outdoors, “I could incorporate nature more<br />

into our meditative practices,” she said. “What sounds<br />

do you hear when we’re sitting out here? What do<br />

you feel?”<br />

Facing ano<strong>the</strong>r school year shaped by pandemic<br />

concerns, Victoria said she expects <strong>the</strong> counselors to<br />

continue working with students to manage<br />

anxiety proactively.<br />

“Something I say a lot to <strong>the</strong> kids is, ‘You can do hard<br />

things,’” she said. “Just because it’s hard doesn’t<br />

mean that you can’t do it, or that you shouldn’t do it.”<br />

Rachel’s Counselor Corner<br />

Tips for handling stress and anxiety from Victoria and Rachel<br />

Take a breath. Pause for a few moments to brea<strong>the</strong> deeply and recognize what you are feeling,<br />

advises Victoria. Whe<strong>the</strong>r <strong>the</strong> feelings are good or bad, understand that <strong>the</strong>y are valid and not<br />

permanent. “Know that those feelings will come and go, and however you’re feeling right now is<br />

fine for now.”<br />

Lend an ear. When helping a child or loved one cope with anxiety, resist <strong>the</strong> urge to jump straight<br />

to solving <strong>the</strong> problem. Reassurance and problem solving are helpful, said Rachel, but sometimes<br />

simply validating someone else’s feelings is <strong>the</strong> most valuable way to help. “A phrase I encourage<br />

folks to use with tweens and teens, in particular, is ‘Do you need me to help you figure this out, or<br />

would it be better if I just listened right now?’”<br />


The Art of Process, Creativity, and Innovation<br />

Duke School faculty and staff Lucia, Katie, and Brian create and share work in a community virtual art show.<br />

During <strong>the</strong> spring of 2021, three Duke School<br />

community members had art accepted at Hearth<br />

Studio’s virtual “Art of Process” show. Middle School<br />

Art Teacher Lucia Marcus, Director of Innovation<br />

Katie Ree, and Director of Technology Brian Horton<br />

created work that reflected on and responded to <strong>the</strong><br />

prompt of “<strong>the</strong> process of process.” The show was<br />

presented virtually, consisting of <strong>the</strong> work of over 50<br />

artists. Working in various mediums and styles, Lucia,<br />

Katie, and Brian are continuing to live out our values<br />

of innovation and creativity both inside and outside of<br />

Duke School. Reflections are by each artist.<br />

Beneath Your Feet, Shale Song, & May You<br />

Embrace <strong>the</strong> Unknown, by Katie Ree, Director<br />

of Innovation<br />

Upcycled paper, ink, thread, 26” x 21” x 2”; Sticks,<br />

twine, yarn, upcycled fabric, 19” x 26” x 4.5”; Upcycled<br />

paper, ink, thread, wood, 26.5” x 27.5” x 4”<br />

My artwork has helped me process and understand <strong>the</strong>se<br />

times. It has also transformed. Two new bodies of work have<br />

evolved - Tapestry and Interwoven | Interbeing. Both of <strong>the</strong>se<br />

are about connection; connection to ourselves, each o<strong>the</strong>r,<br />

and nature. I felt <strong>the</strong> need to put down my paintbrush and<br />

make, construct, and feel <strong>the</strong> materials going into <strong>the</strong> work.<br />

As always, I hope my work inspires o<strong>the</strong>rs to connect more<br />

deeply and explore <strong>the</strong>se connections we have.<br />


Cedar Heart & Hickory Gem<br />

by Brian Horton, Director<br />

of Technology<br />

Eastern Red Cedar, 115mm x<br />

113mm x 35 mm - 117g, 2020 &<br />

Hickory, 102mm x 82 mm x<br />

41 mm - 203g, 2020<br />

Wea<strong>the</strong>r Report by Lucia Marcus,<br />

Middle School Art Teacher<br />

Acrylic on Canvas, 2021, 30”x24”<br />

These faceted wooden gems juxtapose<br />

<strong>the</strong> angular beauty of crystal with <strong>the</strong><br />

warmth of wood. They are meant to be<br />

held and provide a focal point for visual,<br />

tactile and olfactory senses. When held,<br />

<strong>the</strong>y warm from your body heat and<br />

provide a calm meditative focus on <strong>the</strong><br />

natural fragrance, complexity of <strong>the</strong> ring<br />

structure, and <strong>the</strong> velvet smooth texture<br />

of <strong>the</strong> micro lapped facets. They change<br />

with use as friction and natural body oils<br />

interact with <strong>the</strong> wood.<br />

Katie Ree told me about this show, and I submitted two<br />

pieces that I have worked on over past few months. This<br />

was a good show for me since my art is so much about<br />

process, about responding to what <strong>the</strong> materials are doing<br />

and letting <strong>the</strong> painting evolve. These paintings are kind of<br />

a dance between <strong>the</strong> organic nature of <strong>the</strong> materials, my<br />

personal design motifs and <strong>the</strong> geometry of <strong>the</strong> whole.<br />

Painting and designing is a cathartic game that involves<br />

discovering and creating my voice through shapes, colors<br />

and symbols. Through <strong>the</strong> process of personalizing and<br />

creating design motifs I am developing a visual language<br />

to record my experiences and emotions. This process<br />

is also about responding. Not only am I responding to<br />

outside stimulation, but I am also responding <strong>the</strong> evolving<br />

geometry of <strong>the</strong> composition.<br />

Making art is like a game because of <strong>the</strong> rules or limits that<br />

influence <strong>the</strong> outcome. In this piece, I was responding to a<br />

broader range of ideas but was limiting my design choices<br />

by being influenced by <strong>the</strong> ink dripped grid that I initially<br />

laid down. Confidence in <strong>the</strong> process of unfolding is key<br />

to arriving at <strong>the</strong> end of <strong>the</strong> game with a painting that is a<br />

harmonious whole.<br />


25<br />

Twenty-Five Years and Counting<br />

A Q&A with Marki Watson, Lower School Art Teacher, and Beth Harris, Fourth Grade Teacher<br />

Marki<br />

Q. Marki, congratulations on your 25 year milestone!<br />

Can you tell us a little about <strong>the</strong> varied roles that<br />

led you to your current position as lower school art<br />

teacher?<br />

A. It all began as a part-time job in <strong>the</strong> afterschool<br />

program. At <strong>the</strong> time, I was actually enrolled in a<br />

program to become a Montessori school teacher.<br />

When I saw what was going on at Duke School, I quickly<br />

realized that <strong>the</strong> project approach is such a natural<br />

way for kids to learn. What I was seeing fit me better<br />

because of <strong>the</strong> way kids learn through exploration and<br />

documenting what <strong>the</strong>y were learning. I withdrew from<br />

<strong>the</strong> o<strong>the</strong>r program and looked for every opportunity<br />

to be in <strong>the</strong> classroom so that I could learn more and<br />

more about project work. That led me to a couple of<br />

years of heavy-duty substitute teaching. By year three,<br />

I was teaching full time in a fourth-grade classroom.<br />

I enjoyed teaching fourth grade that one year, but<br />

I realized that I didn’t enjoy <strong>the</strong> full spectrum in <strong>the</strong><br />

classroom as much as I enjoyed <strong>the</strong> art aspect. That’s<br />

when I enrolled in North Carolina Central University’s<br />

art education program. The middle school campus<br />

on Erwin Road was also opening at that time, and I<br />

worked in middle school afterschool and summer<br />

camp. After finishing my art education work, Duke<br />

School art teacher Lucia Marcus asked me to be<br />

her assistant. She had been teaching art on both<br />

campuses. We taught toge<strong>the</strong>r for a couple of years<br />

and <strong>the</strong>n decided it might work better if we each<br />

took a campus. That brought me to lower school art.<br />

I continued to do afterschool at <strong>the</strong> lower school until<br />

just a few years ago.<br />

Q. You do an amazing job integrating art with<br />

classroom projects. How are you able to do that work<br />

so successfully?<br />

A. Honestly, <strong>the</strong> real truth in all of this is<br />

that Lucia is an amazing mentor. I wanted<br />

to become an art teacher because that<br />

was my favorite part of <strong>the</strong> curriculum.<br />

I loved watching Lucia teach art, and I<br />

loved seeing what <strong>the</strong> kids could make<br />

that was integrated into <strong>the</strong> project<br />

work in <strong>the</strong> classrooms. The time I spent<br />

getting to work directly with Lucia built<br />

<strong>the</strong> foundation for my knowledge and<br />

understanding of project work and<br />

how to include art in a—hopefully—<br />

meaningful way.<br />

Also, once you’ve been doing it long<br />

enough, going to conferences, doing art<br />


at home, and looking on <strong>the</strong> internet and seeing what<br />

o<strong>the</strong>r people are doing, <strong>the</strong>n you come up with new<br />

ways to use materials and you see connections that<br />

seem natural to do in project work. Over time, you<br />

start seeing art everywhere and can <strong>the</strong>n integrate it<br />

into <strong>the</strong> curriculum.<br />

Q. As a specialist, you teach all <strong>the</strong> students in<br />

preschool through fourth grade. What are <strong>the</strong><br />

challenges and rewards of that position?<br />

A. In my opinion, it’s a matter of keeping it age<br />

appropriate and remembering <strong>the</strong> audience. Perhaps<br />

<strong>the</strong> biggest challenge is switching gears. For example,<br />

preschoolers are just starting to know materials. Often<br />

<strong>the</strong> stuff that we show <strong>the</strong>m, <strong>the</strong>y’ve never put <strong>the</strong>ir<br />

hands on, so remembering that for <strong>the</strong>m it’s more<br />

about exploration than it is about creating a product.<br />

You also need to keep <strong>the</strong> kids challenged. Our kids<br />

are incredible! Many already know a lot and have<br />

already done a lot. To keep <strong>the</strong>ir attention and to<br />

build <strong>the</strong>ir art skills, you really have to stay on top of<br />

materials—new materials, ideas, and find new ways to<br />

use old materials so that you’re keeping things fresh<br />

in <strong>the</strong> classroom.<br />

Q. There are many things that happen on and off<br />

campus that exemplify <strong>the</strong> uniqueness of Duke<br />

School and its community. Please tell us your favorite<br />

#OnlyAtDukeSchool moments.<br />

A. There are a trillion, billion, 240 million of <strong>the</strong>m!<br />

I always say my favorite event in <strong>the</strong> entire year is<br />

Durham’s Pride Parade and Festival. It’s because Duke<br />

School always has a huge contingency of people who<br />

go out and have a good time and wear <strong>the</strong>ir rainbows<br />

and support all people, which I love. It just makes me<br />

proud that I am part of <strong>the</strong> Duke School community.<br />

Ano<strong>the</strong>r thing—I’m having dinner tonight with a<br />

former student. We’re making pasta. That, to me, is<br />

uniquely Duke School. Some of <strong>the</strong> people that I still<br />

hang out with are students who have been gone for a<br />

long time. I feel like because <strong>the</strong> school is small and<br />

we’re allowed to be who we are and real with <strong>the</strong> kids,<br />

we make <strong>the</strong> kind of connections and relationships<br />

that last a lifetime. I love it.<br />

Finally, we also have kids who are so proud of <strong>the</strong>ir<br />

art. There are many students that leave here, and art<br />

continues to sustain <strong>the</strong>m—maybe not professionally,<br />

but certainly sustains <strong>the</strong>ir souls in some way because<br />

<strong>the</strong>y keep wanting to do art and look at art and be a<br />

part of art. I think that’s <strong>the</strong> best of Duke School—for<br />

me, anyway.<br />

Beth<br />

Q. Beth, congratulations on your 25-year milestone!<br />

You hold <strong>the</strong> distinction of having taught every grade<br />

in Lower School! Would you tell us about your varied<br />

roles and what led you to your current position?<br />

A. When I was getting my teaching certificate I worked<br />

with kids of different ages. I especially enjoyed 9- and<br />

10-year-old kids so I wanted to teach fourth grade.<br />

When I applied to Duke School, <strong>the</strong>re was a secondgrade<br />

position available, and I decided to take it. I<br />

LOVED second grade and taught that for 10 years. My<br />

very first group here was a bulge year so I looped up<br />

with those kids and did third grade for a year.<br />

36<br />

Then I took some time off to stay home with my<br />

kids. After that I worked in after school, mornings in<br />

preschool, and afternoons in <strong>the</strong> office for a bit until<br />

I came back full-time. When I came back, I worked in<br />

kindergarten for several years and loved that.<br />

My next move was to first grade where I spent four<br />

years working with Carolynn. I also loved first grade.<br />

I finally got word that a fourth-grade position was<br />

opening up and I leapt at <strong>the</strong> chance. I have loved<br />

all <strong>the</strong> positions I’ve held at Duke School for different<br />

reasons. I have also loved teaching with so many<br />

talented and wonderful partners, but fourth grade

feels like home for sure. It only took 20 years<br />

to make it!<br />

I’ve also worked before school and many<br />

summer camps here. Working so many different<br />

positions and grade levels and having two kids<br />

that went all <strong>the</strong> way through eighth grade here<br />

has allowed me to see Duke School through<br />

multiple lenses. I love that.<br />

Q. Duke School’s project approach relies<br />

heavily on <strong>the</strong> creativity and collaboration of<br />

its teachers. What would you say are <strong>the</strong> keys<br />

to success for innovation and teamwork in <strong>the</strong><br />

classroom?<br />

A. I would say keys to success are keeping an open<br />

mind and allowing yourself to ask questions and<br />

learn from your co-workers. I learned so much from<br />

all <strong>the</strong> master teachers I worked with at every level.<br />

Just knowing that I’m never done learning keeps me<br />

interested, engaged, and growing. I am consistently<br />

amazed with <strong>the</strong> level of skill, creativity, and motivation<br />

that I am surrounded by in this place. This is an<br />

outstanding group of people to work with every day. I<br />

am very fortunate.<br />

Q. As a mo<strong>the</strong>r of two Duke School graduates—<br />

James (Class of 2016) and Ainsley (Class of 2018),<br />

what have you appreciated most about <strong>the</strong> education<br />

<strong>the</strong>y received at Duke School?<br />

A. I appreciate everything. They were so well prepared<br />

academically in every area for high school which was<br />

obviously wonderful. But I would say that even more<br />

important to me was how well prepared <strong>the</strong>y were<br />

to meet <strong>the</strong> social demands of high school. They<br />

went into <strong>the</strong>ir new environments poised, and ready<br />

to meet all challenges. They were able to advocate<br />

for <strong>the</strong>mselves and saw teachers as partners in <strong>the</strong>ir<br />

learning. They were comfortable with group projects<br />

and presentations (<strong>the</strong>y were always sought-after<br />

partners!). They are also both very good friends and<br />

willing to stand up for injustices <strong>the</strong>y see.<br />

Q. There are many things that happen on and off<br />

campus that exemplify <strong>the</strong> uniqueness of Duke<br />

School and its community. Please tell us your favorite<br />

#OnlyAtDukeSchool moments?<br />

A: I will start with a couple of things that happened<br />

with my own kids.<br />

One day when Ainsley was in middle school, we were<br />

in <strong>the</strong> car, and I was getting frustrated in traffic. She<br />

guided me through a mindfulness exercise that she<br />

had been doing at school saying, “Mom, label your<br />

feeling. How does it feel in your body?” It was just<br />

funny and helpful, and definitely a very Duke School<br />

moment.<br />

One Saturday night when James David was in fifth or<br />

sixth grade, he was in <strong>the</strong> office on <strong>the</strong> computer. I<br />

hear him laughing and I’m trying to figure out what<br />

he’s doing. It turns out he’s playing a game with friends<br />

in his class where <strong>the</strong>y’re asking each o<strong>the</strong>r questions<br />

and <strong>the</strong>y’re not allowed use certain words like “a” and<br />

“<strong>the</strong>”— words that are difficult to have a conversation<br />

without using. He spent a couple hours on a Saturday<br />

night doing that kind of nerdy Duke School thing.<br />

For me, I feel teaching at Duke School has made me<br />

more aware of social justice issues. It helps me to be<br />

mindful about things that are going on in <strong>the</strong> world<br />

and question, “Is that okay? Why is this happening?<br />

What can I do to make this better?” I would like to<br />

think that those are things I would still think about,<br />

but what I appreciate about teaching here is that it’s<br />

always <strong>the</strong>re. We’re always thinking about it for <strong>the</strong><br />

kids. We’re always thinking about it as faculty and<br />

staff—how can we keep moving forward in a<br />

good way.<br />



Marisa (far right) alongside her<br />

team of fellow researchers.<br />

Pursuing Her Dreams<br />

Marisa Rauwald ‘12 reflects on her career in sports broadcast jouralism and foundations built at Duke School<br />

When legendary U.S. Olympic gymnast and gold<br />

medal favorite Simone Biles made <strong>the</strong> unexpected<br />

announcement that she would step back from <strong>the</strong><br />

team gymnastics finals during this past summer’s<br />

Tokyo Olympics, Marisa Rauwald’s (Duke School<br />

Class of 2012) research team at NBC Sports was on<br />

<strong>the</strong> clock, working one of <strong>the</strong>ir typical 2AM-2PM days<br />

from headquarters in Stamford, Connecticut.<br />

“All <strong>the</strong>se news sources were reporting that [Biles] was<br />

pulling out for [physical] injury,” Marisa remembers.<br />

“We had to be quick to jump on that, to fact-check<br />

and correct,” she says, to clarify that Biles’s early<br />

exit was instead borne from <strong>the</strong> athlete’s decision to<br />

prioritize her mental health. Once <strong>the</strong> true narrative<br />

began to circulate in <strong>the</strong> media, <strong>the</strong> moment became<br />

monumental: ano<strong>the</strong>r leap forward — following tennis<br />

star Naomi Osaka’s similar decision to withdraw from<br />

2021’s Wimbledon and French Open tournaments —<br />

for mainstream awareness of and advocacy for athlete<br />

mental health.<br />

Course-correcting <strong>the</strong> story of Biles’s exit was just one<br />

of <strong>the</strong> assignments Marisa’s team puzzled through<br />

during her time working on <strong>the</strong> Olympics; o<strong>the</strong>r<br />

duties included compiling anecdotal information<br />

about athletes for primetime announcers to read on<br />

live television during <strong>the</strong> Parade of Nations. Though<br />

small kernels of a much larger puzzle, <strong>the</strong>se forms of<br />

research work are crucial for doing justice to <strong>the</strong> full<br />

story of sport.<br />

“My dream job is to tell <strong>the</strong> stories of athletes, in<br />

whatever form,” Marisa says. She alludes to two<br />

popular long-form documentary series, ESPN’s 30 for<br />

30 and Netflix’s Untold, as examples of popular sports<br />


media platforms that make space for <strong>the</strong> big picture,<br />

delving into <strong>the</strong> full personal and political resonance<br />

of moments in sports history.<br />

While Marisa has come a long way from preschool<br />

through eighth grade years at Duke School, her present<br />

work and longer-term career goals make perfect sense<br />

considering <strong>the</strong> ways she was able to flex her creative<br />

muscles as a Dragon. (Marisa was also a prolific athlete<br />

at Duke School, playing volleyball, basketball and<br />

soccer, <strong>the</strong> latter she also pursued in competitive club<br />

leagues.) Her first foray into documentary production<br />

was in eighth grade, when for her culminating solo<br />

project Marisa made a film about American parents<br />

who had adopted children from China. She learned<br />

professional film editing techniques and received<br />

mentorship from videographer Rick Allen. Having <strong>the</strong><br />

ability to “hone in on visual learning” through project<br />

work at Duke School was formative for Marisa’s<br />

burgeoning interests in media.<br />

After attending high school at Carolina Friends<br />

School, Marisa pursued a degree in journalism and<br />

mass communication at UNC-Chapel Hill. Knowing<br />

she wanted to continue developing her documentary<br />

media expertise, she found a home in Sports Xtra, an<br />

ESPN-like sportscast specifically focused on athletics<br />

stories at UNC. A standout project for her was,<br />

fittingly, an examination of how athlete mental health<br />

is affected by outsize performance expectations and<br />

corresponding social media criticism.<br />

Back on a regular work schedule, and having switched<br />

out of Olympics-mode, Marisa is reintegrating into<br />

<strong>the</strong> NBC Sports marketing team — coordinating<br />

between editors, directors, and producers to make<br />

sure promotional material runs smoothly — while<br />

staying focused on her longer-term career goals in<br />

sports storytelling. Right now she’s busy working on<br />

<strong>the</strong> NFL season, preparing to return from her family’s<br />

home in Chapel Hill to Stamford, and raising her two<br />

foster kitttens. In o<strong>the</strong>r words: doing her best to stay<br />

grounded in <strong>the</strong> present.<br />

Asked what advice she’d give to current students,<br />

particularly given <strong>the</strong> unconventional student life<br />

necessitated by COVID, Marisa clearly speaks from<br />

<strong>the</strong> sense of equilibrium she’s had to develop from<br />

working in an always-changing field.<br />

“Dream big, and try to enjoy <strong>the</strong> process. Everything’s<br />

a process, and everything’s going to work itself out.”<br />

As an undergraduate, Marisa leveraged her growing<br />

production skills to earn internships at NBC Sports<br />

Philadelphia, NBC Entertainment in Los Angeles, and<br />

<strong>the</strong> Tonight Show Starring Jimmy <strong>Fall</strong>on in New York<br />

before coming to NBC Sports, where she landed after<br />

graduating mid-pandemic.<br />

She’s sensitive to how COVID has shifted <strong>the</strong> realities of<br />

her field. As someone “interested in going on remote<br />

shoots, being on set, and shooting with talent,”<br />

Marisa has seen production companies cut budgets<br />

and travel and eliminate roles along <strong>the</strong> way, instead<br />

shipping camera packages to talent and arranging for<br />

remote shoot instructions led by media professionals.<br />

She has a hunch, though, that opportunities will shift<br />

back to a more normal flow as <strong>the</strong> pandemic continues<br />

to abate.<br />

Photos courtesy of Marisa (center).<br />


Class of 2021 High School Destinations: Cary Academy, Cedar Ridge, Carolina Friends School, Chapel Hill High School, Christ School, Durham<br />

Academy, East Chapel Hill High School, Fuquay Varina, Jordan, Riverside, Research Triangle, Seaforth, Trinity School, Voyager Academy<br />

Congratulations, Duke School Class of 2021!<br />

A special (excerpted) message to <strong>the</strong> Duke School Class of 2021 by Rebecca Feinglos Planchard ‘03<br />

It is such an honor to be<br />

here today, back at Duke<br />

School, though it looks a lot<br />

different today than in 2003<br />

when I graduated in <strong>the</strong><br />

middle school gym.<br />

Duke School is so important<br />

to me. I started here in Pre-K<br />

when I was just three<br />

years old.<br />

One of my favorite Duke<br />

School memories was being<br />

<strong>the</strong> chief lyricist in writing our<br />

4th grade class graduation<br />

song that we performed for<br />

<strong>the</strong> whole school. It was to <strong>the</strong> tune of <strong>the</strong> classic hit,<br />

TLC’s “No Scrubs” – which was topping <strong>the</strong> charts at<br />

<strong>the</strong> time in 1999. For those of you who might not be<br />

familiar, imagine <strong>the</strong> equivalent of writing a graduation<br />

song to <strong>the</strong> tune of <strong>the</strong> brilliant singer songwriter<br />

Olivia Rodrigo’s hit “Driver’s License.” That’s how cool<br />

we were.<br />

Now, I know what you’re all wondering: Do I still<br />

remember all of <strong>the</strong> lyrics to our 4th grade graduation<br />

song? Of course I do.<br />

I remember our China unit in 8th grade when I made<br />

detailed models of silk worms and learned to play<br />

mah jong. I remember secretly ducking out of sight<br />

while running laps on <strong>the</strong> big field during PE when it<br />

got really hot outside.<br />

40<br />


In 2001, my 7th grade year, <strong>the</strong> September 11th<br />

attacks shocked <strong>the</strong> world. I remember my teachers,<br />

Mary and Kate, ga<strong>the</strong>ring <strong>the</strong> class to tell us about<br />

it. I remember it was a Tuesday because my Hebrew<br />

school was cancelled later that afternoon. Everyone in<br />

<strong>the</strong> US felt unsettled, fearful of <strong>the</strong> unknown threats of<br />

more terrorism.<br />

And, sadly, by <strong>the</strong> time I was sitting in your seats,<br />

my mo<strong>the</strong>r had passed away after a long battle with<br />

brain cancer. My mom died <strong>the</strong> summer between<br />

my 7th and 8th grade years at Duke School, and she<br />

had been sick since she was diagnosed when I was<br />

in kindergarten. Her illness defined so much of my<br />

childhood and I can’t think about or talk about Duke<br />

School without thinking about my mom.<br />

By 8th grade, I had already lived through a lifedefining<br />

tragedy in losing my mom, and a national<br />

tragedy – a worldwide tragedy – in September 11th.<br />

And throughout all of it, Duke School was my escape<br />

– a place where I knew I was safe.<br />

I was recently looking through some of my old diaries<br />

from elementary and middle school, and in between<br />

page after page after page of details of which boys<br />

I had crushes on and who liked me back, I found a<br />

striking sentence: “It feels like I’m living a double life.”<br />

I went on to describe how no one really knew how<br />

hard things were at home with my mom so sick, my<br />

fa<strong>the</strong>r stressed with work and taking care of her…I just<br />

came to school, and tried to look and do my best every<br />

day. I didn’t want anyone to think I could possibly be<br />

struggling at home.<br />

Those were <strong>the</strong> very beginning days of what ultimately<br />

developed into my very worst habits by high school,<br />

college, and my professional career– unhealthy<br />

obsessions over my weight and appearance, diving<br />

deeply into work to <strong>the</strong> detriment of my physical and<br />

mental wellbeing.<br />

I truly hope none of you can relate directly to my Duke<br />

School experience of having a sick loved one at home,<br />

but maybe you can. Maybe, sadly, you can even relate<br />

to having lost someone you love already by your 8th<br />

grade year. There are things you have been through<br />

that only you and your families know. Or maybe only<br />

you know how hard things have been sometimes.<br />

But each of you has persevered through this school<br />

year. I know <strong>the</strong>re were times you were scared because<br />

we knew so little about COVID in 2020. We were all<br />

scared. But here. You. Are.<br />

You have survived unpredictability and instability.<br />

As you move into high school, I want to let you in<br />

on <strong>the</strong> secret to a happy life. Yes, I, Rebecca Feinglos<br />

Planchard, have figured it out. The hard way.<br />

The secret to this whole thing called life is BALANCE.<br />

Balance. A balance between work and rest. Between<br />

resisting and surrender. Between stretching yourself<br />

and relaxing.<br />

I want to tell you a story to illustrate my point. This is<br />

a story of my 2020:<br />

I had started to learn some of my worst habits by 8th<br />

grade. By high school, <strong>the</strong>y were like second nature<br />

to me. My anxiety was as persistent as my heart beat,<br />

and I didn’t even recognize it was a problem.<br />

Quite <strong>the</strong> opposite, I got rewarded for it. In high<br />

school, I got accolades and awards for all of my hard<br />

work, and I even got into Duke.<br />

So, I kept up this “productive Becki (I was known as<br />

Becki Feinglos, <strong>the</strong>n)” through college – Productive<br />

Becki was working so well for me, it didn’t matter<br />

that I felt awful all <strong>the</strong> time. Productive Becki pushed<br />

me through Teach For America in Dallas-Fort Worth,<br />

through graduate school at <strong>the</strong> University of Chicago,<br />

through my first 5 years of marriage, through working<br />

for <strong>the</strong> Mayor of Chicago, and through my first two<br />

and a half years coming home to work for Secretary<br />

Mandy Cohen at <strong>the</strong> North Carolina Department of<br />

Health and Human Services.<br />

Productive Becki was a rock star!<br />

And <strong>the</strong>n on March 14th, 2020, everything started to<br />

change for me. Everything changed for all of us.<br />

I was asked to come in to work that day, a Saturday, by<br />

our state leaders.<br />

The Governor was announcing that afternoon that we<br />

were shutting down schools because of COVID.<br />

41<br />


And on that very same day, while I was with my<br />

colleagues coming up with our game plan, I got a<br />

phone call that changed my life. My fa<strong>the</strong>r had died<br />

very suddenly, and completely unexpectedly.<br />

I’m sure you can imagine that my fa<strong>the</strong>r and I were<br />

extremely close, since we had lost my mom. Honestly,<br />

I felt like I didn’t know how to be me without him.<br />

a mystery, but in short it can be triggered by severe<br />

stress. My doctors said: “You HAVE to rest. You HAVE<br />

to recover from this virus.” My boss said “You should<br />

take time off.”<br />

But all I heard in my head, was, “You’re not good<br />

enough. You’re not strong enough. You couldn’t<br />

do enough.”<br />

This was <strong>the</strong> beginning of <strong>the</strong> end of <strong>the</strong> Productive<br />

Becki I had been building up since 8th grade.<br />

At <strong>the</strong> urging of my colleagues, I took <strong>the</strong> next month<br />

off work. And I didn’t even want to do that! We were<br />

in <strong>the</strong> middle of a crisis! I knew I could help!<br />

No. Take this time to rest and heal, I<br />

was told by literally everyone.<br />

It was <strong>the</strong> first time in my life that I<br />

wasn’t working, I wasn’t in school.<br />

I didn’t have my fa<strong>the</strong>r. I felt<br />

absolutely worthless. I had always<br />

defined myself by my achievements,<br />

I had always been praised for my<br />

incredible work ethic. Who was I if<br />

I wasn’t doing....anything?<br />

I fell back into my old habits by April<br />

when I came back to work. I dove in<br />

head first to Covid school projectseven<br />

though my colleagues were<br />

cautious at first to load me up with<br />

things to do. But I was insistent that<br />

I was ready to lead our school reopening efforts for<br />

<strong>the</strong> state.<br />

So I did. Every single person on our team at DHHS<br />

was working around <strong>the</strong> clock. I slept for maybe 4 - 5<br />

hours a night, in fits, from April through December<br />

2020.<br />

Somewhere along <strong>the</strong> way, my anxiety and stress<br />

overcame me. All of that mixed toge<strong>the</strong>r with my<br />

grief for my fa<strong>the</strong>r during quarantine...it all felt<br />

unbearable. I was giving every ounce of energy I had<br />

and I still didn’t feel like I was doing enough, like I was<br />

productive enough.<br />

I got <strong>the</strong> shingles virus in November—that shouldn’t<br />

happen when you’re 31. The shingles virus is a bit of<br />

42<br />


“<br />

For every single<br />

one of you...allow<br />

yourself peace, and<br />

stillness. Finding<br />

balance isn’t a privilege<br />

– it’s essential to being<br />

human in this<br />

crazy world.<br />

So, feeling defeated, I took this past January off on<br />

family medical leave. I spent that time doing two<br />

things: (1) sleeping, and (2) in <strong>the</strong>rapy. And I started<br />

to realize that <strong>the</strong> way I was living my life wasn’t<br />

sustainable for me. I can’t ignore my own wellness in<br />

order to achieve outcomes.<br />

In January, my <strong>the</strong>rapist told me:<br />

Your worth is not just what you<br />

produce.<br />

Let me say that again. Your worth is<br />

not just what you produce.<br />

Today, I am trying to remember that<br />

every single day. The person you<br />

see standing here is still struggling.<br />

But I’m learning how to be<br />

balanced. What it looks like, what it<br />

feels like, to prioritize rest, stillness,<br />

being grounded in my own worth,<br />

and also being proud of <strong>the</strong> work<br />

that I do. This is a whole new way<br />

of being for someone who used to<br />

drink three diet cokes a day.<br />

So. I bring this all back full circle, to each of you,<br />

graduating today from middle school.<br />

You are going to continue to be challenged emotionally<br />

just like you were this year – because of COVID, and<br />

because of whatever else has been going on in<br />

your life.<br />

You are going to go to a different school where <strong>the</strong>y<br />

may not provide you with <strong>the</strong> same type of love and<br />

support that you’ve had here at Duke School.<br />

I want you to remember, in those moments where<br />

you might be tempted just to put your head down<br />

and keep working, to push feelings aside…you might

elieve that your happiness doesn’t matter, isn’t as<br />

valuable as finishing a project, getting an A, getting a<br />

job…I want you to remember in those moments that<br />

you have value just for being you.<br />

Graduating today has taken an incredible amount<br />

of work and effort from you, your families, and your<br />

educators at Duke School, this incredible community,<br />

and each and everyone one of you should be<br />

so proud.<br />

And - I hope each of you can build <strong>the</strong> habits<br />

now – today- of balance as you move into high school.<br />

For every single one of you, beyond just our graduates,<br />

I hope you can all be gentle with yourselves this<br />

summer– you have survived so much this year. Allow<br />

yourself peace, and stillness. Finding balance isn’t a<br />

privilege – it’s essential to being human in this<br />

crazy world.<br />

As you go off to wherever is next for you, I want you to<br />

remember that you matter, you are worthy, you have<br />

value, you deserve balance, you deserve rest, and you<br />

deserve to love yourself, no matter what.<br />

Congratulations, Duke School Class of 2021.<br />

Congratulations, Duke<br />

School Class of 2017!<br />

Class of 2021 Destinations: University of North Carolina at Chapel<br />

Hill (7), Wesleyan University (2), Scripps College, Duke University<br />

(4), University of Michigan, University of Arizona, Dartmouth<br />

College (2), Pepperdine University, University of Pennsylvania,<br />

UNC Greensboro, Tulane University, University of Rochester,<br />

Virginia Tech, Washington University, Elon University, Amherst<br />

College, Appalachian State University (2)<br />


Join Duke School’s Alumni Facebook and LinkedIn<br />

Group—forums for reconnection with former<br />

classmates while keeping in touch with Duke School.<br />

43<br />



Duke School 2020-21<br />

Annual Report<br />

Tuition/Fees<br />

94.8%<br />


Net Tuition & Fees<br />

This income is derived from student tuition, The Learning<br />

Center and certain fee charges.<br />

Net Fund Raising<br />

3.6%<br />

Auxiliary Programs<br />

1.5%<br />

O<strong>the</strong>r<br />

0.1%<br />

Auxiliary Programs<br />

This is income from all camps, after school programs and<br />

educator workshops.<br />

Net Fund Raising<br />

This category embraces our fund-raisers and Dragon fund net<br />

figures.<br />

Salaries/Benefits<br />

79.0%<br />


Classroom Resources<br />

and O<strong>the</strong>r Admin Costs<br />

14.2%<br />

2020-21 Campaign Highlight:<br />

$339,028 Total Giving<br />

(including <strong>the</strong> Dragon Fund<br />

and fundraising events)<br />

Auxiliary Programs<br />

1.4%<br />

Facilities<br />

4%<br />

Debt<br />

1.4%<br />

*Data is based on a June 2021 year-end forecast.<br />

Duke School’s distribution of income and expenses<br />

were impacted due to COVID-19. If you have any<br />

questions about this budgetary information, please<br />

contact Russell Rabinowitz, director of finance and<br />

operations, at russell.rabinowitz@dukeschool.org.<br />

Salaries & Benefits and Classroom &<br />

Administrative Costs<br />

These categories include all expenses related to instructional<br />

and academic activity, including faculty and staff salaries and<br />

benefits, programmatic expenses, student support services,<br />

classroom materials and supplies, media centers, professional<br />

development, technology and laptops, and special programs.<br />

All included are expenses related to Duke School Admissions,<br />

Marketing and Communications, Human Resources, Business,<br />

and Development Offices, etc.<br />

Facilities<br />

This category includes all costs related to operations and <strong>the</strong><br />

repair and maintenance of school-owned facilities and grounds.<br />

It includes: utilities, waste removal, supplies, repair and<br />

maintenance of campus buildings, grounds, streets, fields and<br />

related machinery and equipment.<br />

Debt Service<br />

This category represents <strong>the</strong> payment of interest and principle<br />

on outstanding tax-exempt revenue bonds. The bonds are used<br />

to finance <strong>the</strong> costs of construction, improvement, renovation,<br />

furnishing, and equipping <strong>the</strong> existing school.<br />

Auxiliary Programs<br />

This is income from all camps, after school programs, and The<br />

Educators Institute at Duke School.<br />


2020-21 Honor Roll of Donors<br />

Ben Abram<br />

Lawrence Baxter<br />

Laurie Braun<br />

Cathy Bryson<br />

Garry Cutright<br />

Sarah Doran<br />

Christopher Gergen<br />

Board of Trustees<br />

Clint Harris<br />

Trina Jones<br />

Corey McIntyre<br />

Florence Peacock<br />

Gary Pellom<br />

Monica Rivers<br />

Bimal Shah<br />

Julie Shermak<br />

Craig Spitzer<br />

Vicki Threlfall<br />

Alex Tolstykh<br />

Alison Windram<br />

Yousuf Zafar<br />

Advancement Committee<br />

Patricia Ashley<br />

Omar Bell<br />

Robin Hardie-Hood<br />

Bill Miller<br />

Florence Peacock<br />

Gary Pellom<br />

Tisha Powell-Wayne<br />

Vicki Threlfall<br />

Alison Windram<br />

20 Years+<br />

Kathy Bartelmay and Roger Perilstein<br />

Libby and Lee Buck<br />

Duke University Medical Center<br />

Elaine Cameron<br />

Harris Teeter<br />

Hui Li and Fan Yuan<br />

Sue Kreissman and Philip Breitfeld<br />

Bob Robinson and Marya McNeish<br />

Jane Shears<br />

Candy and John Thompson<br />

Marki Watson<br />

Becca and Julian Wooldridge<br />

15 Years<br />

Keith DaSilva and Kay Kohring-DaSilva<br />

Jane and James Hales<br />

Leslie Hamilton<br />

Carolynn Klein<br />

Chris Marshall and Moira Smullen<br />

Dave and Claudia Michelman<br />

Jenny and Craig Murray<br />

Russell Rabinowitz<br />

Emily and Lee Taft<br />

10 Years<br />

Geoff Berry<br />

Elise Dunzo<br />

Maureen Dwyer<br />

Eman Elmahi and Husam Hasanin<br />

46<br />

1947 Society<br />

Lori Etter and Jeff Welty<br />

Katie Garman and Tom Becker<br />

General Mills Box Tops for Education<br />

Annie and George Genti<strong>the</strong>s<br />

Lisa Kern Griffin and Richard Griffin<br />

Robin Hardie-Hood and Thomas Hood<br />

Beth and Jeff Harris<br />

Clint and Kylie Harris<br />

Jennifer Harris<br />

Melanie Hatz-Levinson and<br />

Howie Levinson<br />

Elizabeth and David Hays<br />

Mary Beth Hes and Honza Hes<br />

Amy and Jamie Lau<br />

Kerry Holbrook<br />

Carla Horta and James Leo<br />

Brian Horton<br />

Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />

Nancy and Timothy Joyce<br />

Joy Martin and Ben Philpot<br />

Beth and Ed Murgitroyd<br />

Miriam Ornstein and David Luks<br />

Gary and Kirstin Pellom<br />

M.C. Ragsdale and Karen Popp<br />

Katie Ree<br />

Michelle and Brian Reich<br />

Connie and Truman Semans<br />

Naz Siddiqui and Casey Jenkins<br />

Renee and Joseph Francis Smith<br />

Nicole Thompson<br />

Mary Townsend and Jonathan Stiber<br />

Alison and Soren Windram<br />

5 Years<br />

Natalie and Chris Aho<br />

Amazon Smiles<br />

Love and Ian Anderson<br />

Meytal Barak and Micky<br />

Cohen-Wolkowiez<br />

Lawrence and Sharon Baxter<br />

India and Ryan Bayley<br />

Grace and Mattie Beason<br />

Dr. and Mrs. Dan Blazer, II<br />

Lucy and Tom Bradshaw<br />

Laurie Braun and John Taylor<br />

Dayna Brill<br />

Joel and Beverly Brown<br />

Leslie Bryan<br />

Cathy Bryson and Kelly Bruce<br />

Mara Buchbinder and Jesse Summers<br />

Natalie Cappadona<br />

Susan Cates and Scott Warren<br />

Dr. Kenneth W. Chandler<br />

Robyn and Jamie Claar<br />

Hea<strong>the</strong>r Clarkson and Sean Wilmer<br />

Heidi and Jason Cope<br />

Jen Crawford Cook and Steve Cook<br />

Linda Cronenwett and Shirley Tuller<br />

Garry and Keisha Cutright<br />

Kiersten and Clint Dart<br />

Tracie DeLoatch<br />

Mrs. Penny Dietz<br />

Dan Divis

Foley Dyson<br />

Dan Epperson<br />

Dr. Anabelle Estrera and Dr.<br />

Clemente Estrera<br />

Mat<strong>the</strong>w and Cleo E<strong>the</strong>rington<br />

Ben Felton<br />

Meghan Fitzpatrick<br />

Christopher Gergen and<br />

Hea<strong>the</strong>r Graham<br />

Victoria Goatley<br />

Brian and Elizabeth Greene<br />

Hea<strong>the</strong>r and Bret Greene<br />

Tery and Michael Gunter<br />

Dr. Vasudha Gupta and Dr.<br />

Bhupender Gupta<br />

Mary and Stephen Harward<br />

Wendy and Paul Henderson<br />

Daniel Heuser<br />

Sunshine and Joel Hillygus<br />

Lauren Hiner<br />

Diane Hom and Chris Larson<br />

Beatrice Hong and Ziad Gellad<br />

Tonya Hunt<br />

Sandra and Peter Jacobi<br />

Lisa Kahan and Duncan Higgins<br />

Cara and Ravi Karra<br />

Claire and Matt Koerner<br />

Jin Yi Kwon and Larry Moray<br />

Jodie LaPoint and Chris Weymouth<br />

Mr. and Mrs. Greg Lau<br />

Charlotte Lee and David Siegel<br />

Marin Levy and Joseph Blocher<br />

Lucia Marcus<br />

Mr. Steve Markey<br />

Mollie and Chad Ma<strong>the</strong>r<br />

Ms. Brenda Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

William K. Mat<strong>the</strong>ws<br />

Colleen McLaughlin<br />

Kristin and Corum McNealy<br />

Beth and Tim Miller<br />

Meghan Morris<br />

Susanna Naggie and Chuck Gerardo<br />

Anne and Phil Napoli<br />

Ilana Osten and Jason Liss<br />

Sari Palmroth and Ram Oren<br />

Shital and Nilay Patel<br />

Florence and James Peacock<br />

Natalie and Emiliano Corral<br />

Tina and Mitch Prinstein<br />

Linda Raftery and Phil Spiro<br />

Grechen and Jonas Sahratian<br />

Richard Scher<br />

Gita Schonfeld and Marvin Swartz<br />

Julie Shermak and Steve Goodman<br />

Lisa Simmons<br />

Irecka Smith<br />

Darryl Spancake<br />

Craig and Rona Spitzer<br />

Jinda and Kevin Stoll<br />

Jessica and Albert Sun<br />

Dr. and Mrs. Robert Sun<br />

Alex Tolstykh and Rick Sanchez<br />

Stephanie and Nathan Vandergrift<br />

Linda Vargas<br />

Jill and Ben Weinberger<br />

Mr. and Mrs. Donald Weinberger<br />

Rachel Wer<strong>the</strong>imer<br />

Megan Whitted<br />

Mr. and Mrs. Andrew Widmark<br />

Kia Williams<br />

Jen Wu and Shane McSwain<br />

Yousuf Zafar and Fatima Rangwala<br />

3 Years<br />

Ben (‘99) and Sophia Abram<br />

Amazon Smiles<br />

Maribel Aristy<br />

Patricia Ashley and Chris Newgard<br />

Stacy Bailey and Matt Russell<br />

Grace Bell<br />

Omar Bell<br />

Rachel Brewster and James Mulholland<br />

Jeannine and Joseph Brown<br />

Christine Caffarello<br />

Meihua Chen and Denis Kalenja<br />

Mrs. Gail Daves<br />

Eddy Davis<br />

Dan Divis<br />

Jeremiah and Christina Dodson<br />

Sarah Doran and Amanda Patten<br />

Dr. and Mrs. Marc Dorio<br />

Mr. and Mrs. David Easterling<br />

Melissa and Josh Eggleston<br />

Pam and Russell Goin<br />

Emily Greene<br />

Elizabeth and Taylor Greganti<br />

Robyn Gunn and Will Dean<br />

Dr. Timothy Harward and Dr.<br />

Mary Harward<br />

Leah and Joe Houde<br />

Dana Howard<br />

Elizabeth Howell<br />

Ms. Diane Hundley<br />

Trina Jones<br />

Judith Landrigan<br />

Ca<strong>the</strong>rine and Matt Luedke<br />

Venetha Machock<br />

Caroline Mage and Josh Schoedler<br />

Maria Mar Martinez Pastor and Jorge<br />

Marques Signes<br />

Corey and Kelly McIntyre<br />

Jennifer Moore<br />

Mr. and Mrs. Hugh Mulholland<br />

Will Newman (‘07)<br />

Mariana Olvera and Albert Whangbo<br />

Molly O’Neill and Vicki Threlfall<br />

Tisha Powell-Wayne and James Wayne<br />

Monica and Prince Rivers<br />

Moira Rynn and Al Caltabiano<br />

Corey Savage<br />

Paula Scatoloni and Andy Ovenden<br />

Vanessa and Jacob Schroder<br />

Theresa and Dave Scocca<br />

Bimal and Rina Shah<br />

Karen and Kevin Shaw<br />

Trent Smith (‘14)<br />

Mr. and Mrs. Ted Strader<br />

Lipi and Sunil Suchindran<br />

Christina and Clay Thomas<br />

Fabi and Ron Unger<br />

Dr. and Mrs. Prabhakar Vaidya<br />

Dani Weiss and Jeff Weiss<br />

Nikita and R.J. Wirth<br />

Laura and Duncan Work<br />

Stacy Young and David Brown<br />


Giving Clubs<br />

Founder’s Club<br />

($10,000+)<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Club<br />

($5,000-$9,999)<br />

Hull Avenue Club<br />

($2,500-$4,999)<br />

Erwin Road Club<br />

($1,000-$2,499)<br />

Dragon’s Club<br />

($500-$999)<br />

Maroon Club<br />

($250-$499)<br />

Donor’s Club<br />

(Up to $249)

Giving Clubs<br />

Founder's Club<br />

Anonymous (2)<br />

Duke University Medical Center<br />

Christopher Gergen and<br />

Hea<strong>the</strong>r Graham<br />

Vanessa and Jacob Schroder<br />

Sanchez-Tolstykh Family<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Club<br />

Anonymous<br />

Ben (‘99) and Sophia Abram<br />

Regi and Michael Bradley<br />

Cathy Bryson and Kelly Bruce<br />

Sarah Doran and Amanda Patten<br />

The Happy Tooth Foundation<br />

Elizabeth and David Hays<br />

Josh Parker<br />

M.C. Ragsdale and Karen Popp<br />

Julie Shermak and Steve Goodman<br />

Hull Avenue Club<br />

Kathy Bartelmay and Roger Perilstein<br />

Lawrence and Sharon Baxter<br />

Laurie Braun and John Taylor<br />

Joel and Beverly Brown<br />

Karen and Chris Carmody<br />

Susan Cates and Scott Warren<br />

Lorinda Coombs and Brad Lewis<br />

Robin Hardie-Hood and Thomas Hood<br />

Diane Hom and Chris Larson<br />

Jeanine and Bill Miller<br />

Beth and Ed Murgitroyd<br />

Lisa Nagel and Emily Garvin<br />

Susanna Naggie and Chuck Gerardo<br />

Mariana Olvera and Albert Whangbo<br />

Kirstin and Gary Pellom<br />

Fatima Rangwala and Yousuf Zafar<br />

Bimal and Rina Shah<br />

Martha and Blair Sheppard<br />

Katie and JD Simpson<br />

Craig and Rona Spitzer<br />

Erwin Road Club<br />

Anonymous (10)<br />

Patricia Ashley and Chris Newgard<br />

Stephanie and Vince Aurentz<br />

Casey and Neil Bagchi<br />

Mrs. Placide Barada<br />

Omar Bell<br />

Travis Brady and David Grose<br />

Breitfeld Family<br />

Chylack/Postal Family<br />

Jenny and Jonathan Cude<br />

Keisha and Garry Cutright<br />

Mrs. Gail Daves<br />

Elise Dunzo<br />

Jackie Dzau<br />

Dr. and Mrs. Victor Dzau<br />

Julie Edell<br />

Nita Farahany and Thede Loder<br />

Katie Garman and Tom Becker<br />

Joy Goodwin and Ethan Basch<br />

Richard Griffin and Lisa Kern Griffin<br />

Kylie and Clint Harris<br />

Christine Herman and Angie Pridgen<br />

Susan and Larry Herst<br />

Hugh Hobbs, Jr., and Elaine Hobbs<br />

The Houde Family<br />

Mr. and Mrs. Joel Huber<br />

Ms. Diane Hundley<br />

Kristin E Ito and Charles K Gayer<br />

Lindsey and Drew James<br />

Cara and Ravi Karra<br />

Judith Landrigan<br />

Mollie and Chad Ma<strong>the</strong>r<br />

Mr. and Mrs. John McClure<br />

Dave and Claudia Michelman<br />

Beth and Tim Miller<br />

Gary and Carelyn Monroe<br />

Molly O’Neill and Vicki Threlfall<br />

Shital and Nilay Patel<br />

Florence and James Peacock<br />

Tina and Mitch Prinstein<br />

Russell Rabinowitz<br />

Moira Rynn and Al Caltabiano<br />

Connie and Truman Semans<br />

Naz Siddiqui and Casey Jenkins<br />

Kathryn and Ramsey Smith<br />

Candy and John Thompson<br />

Triangle Ecycling<br />

The Vandergrift Family<br />

Widmark Family Fund of Triangle<br />

Community Foundation<br />

Nikita and R.J. Wirth<br />

Dragon’s Club<br />

Anonymous (10)<br />

Emily and Brandon Anderson<br />

Chuck and Judy Bausell<br />

Rachel Brewster and James Mulholland<br />

Libby and Lee Buck<br />

Dr. Kenneth W. Chandler<br />

Robyn and Jamie Claar<br />

Leslie and Brad Clark<br />

Dr. and Mrs. Jack Cronenwett<br />

Tania and Justin Desrosiers<br />

Gail Aronoff Granek<br />

Brian and Elizabeth Greene<br />

Abby and William Jeck (‘97)<br />

Trina Jones<br />

Lisa Kahan and Duncan Higgins<br />

Denise Kassab and Rafael Dix Carneiro<br />

Kash Family<br />

Romina and Amir Khandani<br />

Bridget and Jason Koontz<br />

Dr. Russ Langdon and Dr. Gloria Lewis<br />

Jodie LaPoint and Chris Weymouth<br />

Goldis Malek and Boris Reidel<br />

Shannon and Sam Mallery<br />

Maxon Family Foundation<br />

Levinson Family<br />

Liss Family<br />

Corey and Kelly McIntyre<br />

Kristin and Corum McNealy<br />

Hetal and Abhi Mehrotra<br />

Jenny and Craig Murray<br />

Cindy and Gregg Pacchiana<br />

Penzer Family<br />

John J. Pinto<br />

Linda Raftery and Phil Spiro<br />

Jinda and Kevin Stoll<br />

Mr. and Mrs. Ted Strader<br />

Lipi and Sunil Suchindran<br />

Emily and Lee Taft<br />

Janet Tcheung and David Ming<br />

Linda Vargas<br />

Dr. and Mrs. James Wayne<br />

Ann Winter-Vann and Robin Vann<br />

Christina and Shane Wyatt<br />

Maroon Club<br />

Anonymous (4)<br />

Natalie and Chris Aho<br />

Amazon Smiles<br />

Karen and Tom Baker<br />

Dr. and Mrs. Dan Blazer, II<br />

Meihua Chen and Denis Kalenja<br />


Hea<strong>the</strong>r Clarkson and Sean Wilmer<br />

Kay Kohring-DaSilva and Keith DaSilva<br />

Penelope Dempsey Dietz<br />

Jeremiah and Christina Dodson<br />

Elizabeth and Mark Donahue<br />

Dr. Marc and Patricia Dorio<br />

Durning Family<br />

Dr. Anabelle Estrera and<br />

Dr. Clemente Estrera<br />

Jordan Etkin and Jonah Berger<br />

Erin and Bill Faley<br />

Meghan Fitzpatrick<br />

Mrs. Renee Floyd<br />

Elizabeth and Taylor Greganti<br />

Sheila Smith Griffin<br />

Erin, Paul and Genenieve Haley<br />

Harris Teeter<br />

Karen and Colleen Heller-McLaughlin<br />

Benay Hicks and Leith Rankine<br />

Beatrice Hong and Ziad Gellad<br />

Mr. and Mrs. De D Hsu<br />

Mr. and Mrs. G. F. Jonas<br />

Kralic Family<br />

Sarah and John Lewis<br />

Emily and Arch McClure<br />

Joyce Miller<br />

Modest Family<br />

Victoria and Chris Moody<br />

Roger and Geraldine Moore<br />

Mr. and Mrs. Hank Newman<br />

Victoria Parente and Ben<br />

Wildman-Tobriner<br />

Josh and Julie Penzner<br />

Mr. and Mrs. James Pridgen Sr.<br />

Erin and Jerry Reiter<br />

Monica and Prince Rivers<br />

Gita Schonfeld and Marvin Swartz<br />

Moira Smullen and Chris Marshall<br />

Elizabeth Strauss<br />

Fabi and Ron Unger<br />

Dr. and Mrs. Prabhakar Vaidya<br />

Kate and Hunter Walton<br />

Ryanne and Samson Wu<br />

Mel York and Lake Lloyd<br />

Donor<br />

Anonymous (23)<br />

Mr. and Mrs. Richard Abrams<br />

Hiroko Aikawa<br />

Nicky Allen<br />

Dawn Amin-Arsala<br />

Anderson Family<br />

David Antoine<br />

Maribel Aristy<br />

Mr. and Mrs. Biagio Azzarelli<br />

Emily Bahna and Ram Neta<br />

Grace and Mattie Beason<br />

Grace Barada Bell<br />

Ulysses Bell<br />

Geoff Berry<br />

Mr. Ed Blocher and Ms. Sandy Powers<br />

Jennifer and Lee Bollinger<br />

Mr. and Mrs. Val Boudreau<br />

Lucy and Tom Bradshaw<br />

Mr. and Mrs. Leo Bratland<br />

Dayna Brill<br />

Joseph Brown<br />

Sonya and David Brown<br />

Leslie Bryan<br />

Mara Buchbinder, Jesse Summers,<br />

and Siimon Summers<br />

Bullock Family<br />

Christine Caffarello<br />

Elaine Cameron<br />

Natalie Cappadona<br />

Maryssa Cappelletti (‘99)<br />

Maria Cassinelli-Bernstein and<br />

Fernando Bernstein<br />

Mr. and Mrs. Dick Claar<br />

The Cope Family<br />

Bob and Allyn Kay Cornwell<br />

Creech Family<br />

Emma Cromwell<br />

Linda Cronenwett and Shirley Tuller<br />

Molly Cronenwett<br />

Mr. and Ms. Bill Culton<br />

Kiersten and Clint Dart<br />

Melissa Daubert and Rob Ma<strong>the</strong>ws<br />

Eddy Davis<br />

Tracie DeLoatch<br />

Anna and Damjan Denoble<br />

Damjan and Anna Denoble<br />

Dan Divis<br />

Julie and Tim Dodge<br />

Crista and Neil Donewar<br />

Mr. and Mrs. John Donewar<br />

Mr. and Mrs. Peter Durning<br />

Maureen Dwyer<br />

Sarah Dwyer<br />

Foley and Blake Dyson<br />

Mr. and Mrs. David Easterling<br />

Jamie and Ben Edell (‘95)<br />

Eman Elmahi and Husam Hasanin<br />

Dan Epperson<br />

Mat<strong>the</strong>w and Cleo E<strong>the</strong>rington<br />

Ben Felton<br />

Elizabeth and David Finley<br />

Mr. and Mrs. Joe Fly<strong>the</strong><br />

Mr. and Mrs. Rogers Freedlund, Sr.<br />

Lisa and Frederick Freeman<br />

Dr. Judy Fritz and Dr. Richard Fritz<br />

Kate and Marat Fudim<br />

John Gaddy<br />

Mr. and Mrs. Alan Gayer<br />

General Mills Box Tops for Education<br />

Annie and George Genti<strong>the</strong>s<br />

Natalie and Derek Gominger<br />

Cathy Gracey and Steve Smith<br />

Emily Greene<br />

Hea<strong>the</strong>r and Bret Greene<br />

Sara and Daniel Greene<br />

Sara Nour (‘03) and Holland Greer<br />

Ms. Patricia Grose<br />

Robyn Gunn and Will Dean<br />

Tery and Michael Gunter<br />

Vasudha and Bhupender Gupta<br />

Mr. and Mrs. Tony Guzman<br />

Jane and James Hales<br />

Waka and Yohei Harada<br />

Beth and Jeff Harris<br />

Jennifer Harris<br />

Laurie Ann and Scott Harvey<br />

Mary and Stephen Harward<br />

Mac Hays (‘16)<br />

Wendy and Paul Henderson<br />

Mary Beth Hes and Honza Hes<br />

Daniel Heuser<br />

Alison Hill and Tandy Jones<br />

Sunshine and Joel Hillygus<br />

Lauren Hiner<br />

Kerry Holbrook<br />

Carla Horta and James Leo<br />

Dana Howard<br />

Neva Howard and Shahar Link<br />

Elizabeth Howell<br />

Jenny and Cameron Howell<br />

Tonya Hunt<br />

Indulge Catering, LLC<br />

Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />

Sandra and Peter Jacobi<br />

Mr. and Mrs. Perry James<br />

SangHee Jeong and Mattia Bonsignori<br />

Hea<strong>the</strong>r and Jordan Karp<br />

Donna King and Kevin McClain<br />

Hélène and Alexander Kirshner<br />

Carolynn Klein<br />


Erik H. Knelson (‘99)<br />

Janeia Knox<br />

Koerner Family<br />

Millie and Clark Lamb<br />

Ms. Paula LaPoint<br />

Amy and Jamie Lau<br />

Mr. and Mrs. Greg Lau<br />

Nicoleta Lazar<br />

Charlotte Lee and David Siegel<br />

Pat and Kathi Lee<br />

Marin Levy and Joseph Blocher<br />

Hui Li and Fan Yuan<br />

Stacy Lubov and Jeffrey Bryan<br />

The Luedkes<br />

Abby Lyon<br />

Venetha Machock<br />

Caroline Mage and Josh Schoedler<br />

Elizabeth and Michael Malinzak<br />

Mr. and Mrs. David Malinzak<br />

Lucia Marcus<br />

Mr. Steve Markey<br />

Mr. and Mrs. David Martak<br />

Marques Martinez Family<br />

Brenda G. Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

William K. Mat<strong>the</strong>ws<br />

Margaret and Richard McCann<br />

Mr. Don McKinney<br />

Dr. Paula Mitchell and Dr. Ed Haynes<br />

Mr. and Mrs. Luis Molina<br />

Meghan Morris<br />

Tori Morton and Zak Loring<br />

Mr. and Mrs. Hugh Mulholland<br />

Will Newman (‘07)<br />

James and Tobi Nguyen<br />

Miriam Ornstein and David Luks<br />

Judy Panitch and Andy Hart<br />

Natalie and Emiliano Corral<br />

Melody Peaks<br />

Emily Perlman<br />

Mr. and Mrs. Alexander Phocas<br />

Ms. Kathleen Przybycien<br />

Robyn and Richard Putnam<br />

Elisandra Rangel and Marcos Rangel<br />

Alisha Rao (‘15)<br />

Michelle and Brian Reich<br />

Bill and Helen Reifenberger<br />

Mr. and Mrs. Ron Ritschel<br />

Davian Roberts<br />

Bob Robinson and Marya McNeish<br />

Kara and Andy Rudd<br />

Mr. and Mrs. John Rushing<br />

Grechen and Jonas Sahratian<br />

Mike Strauss and Harmony Salzler<br />

Laura and Chris Sample<br />

Paula Scatoloni and Andy Ovenden<br />

Richard Scher<br />

Roxanne Schoedler and Kiel Person<br />

Barb and Don Schoene<br />

Theresa and Dave Scocca<br />

Mr. and Mrs. Ramesh Shah<br />

The Shaw Family<br />

Jane Shears<br />

Lisa Simmons<br />

Ann Skye and Jami Norris<br />

Irecka Smith<br />

Renee and Joseph Francis Smith<br />

Trent Smith (‘14)<br />

Darryl Spancake<br />

Karen Springer and Alex Herskowitz<br />

Mr. Steve Stephenson and<br />

Ms. Regina Hugo<br />

Stiles Family<br />

Maryellen and Bill Stone<br />

Bernie and Justin Strader<br />

Swinney Family<br />

April Tate and Renee Knight-Tate<br />

Taybron Family<br />

Emily and John Templeton<br />

Megan and Jason Theiling<br />

Christina and Clay Thomas<br />

Juliana Thomas<br />

Patti and Holden Thorp<br />

Michelle Torian<br />

Mary Townsend and Jonathan Stiber<br />

Tina Valdecanas and Doug Aitkin<br />

Tori and Victor Velazquez<br />

Judith and Richard Voorhees<br />

Mr. and Mrs. Sigurd Wagner<br />

Rebecca Walsh and Jim Shah<br />

Sharia Warren<br />

Mr. and Mrs. Donald Weinberger<br />

Mr. and Mrs. David Weiss<br />

Jeff Welty and Lori Etter<br />

Rachel Wer<strong>the</strong>imer<br />

Westlund Gustafson Family<br />

Megan Whitted<br />

Kia Williams<br />

Kourtney and Jefferson Williams<br />

Alison and Soren Windram<br />

Becca and Julian Wooldridge<br />

Laura and Duncan Work<br />

Nancy Worsham<br />

Yarbrough Family<br />

Harriet Bogin Yogel<br />

Gift In Kind<br />

Linda and John Eads

Gifts were made in honor of Duke School Faculty, Staff, Students and <strong>the</strong><br />

Duke School Community by <strong>the</strong> following:<br />

Anonymous<br />

Mr. and Mrs. Richard Abrams<br />

Natalie and Chris Aho<br />

Love and Ian Anderson<br />

Grace and Mattie Beason<br />

Mr. and Mrs. Val Boudreau<br />

Mr. and Mrs. David Bowers<br />

Mr. and Mrs. Leo Bratland<br />

Mara Buchbinder and Jesse Summers<br />

CDM Foundation<br />

Dr. Kenneth W. Chandler<br />

Dr. Kenneth W. Chandler<br />

Meihua Chen and Denis Kalenja<br />

Mr. and Mrs. Dick Claar<br />

Mr. and Mrs. Robert Cornwell<br />

Dr. and Mrs. Jack Cronenwett<br />

Linda Cronenwett and Shirley Tuller<br />

Mr. and Ms. Bill Culton<br />

Mrs. Gail Daves<br />

Mrs. Penny Dietz<br />

Mr. and Mrs. John Donewar<br />

Ms. Brooking DuPriest<br />

Mr. and Mrs. Peter Durning<br />

Dr. and Mrs. Victor Dzau<br />

Meghan Fitzpatrick<br />

Mrs. Renee Floyd<br />

Mr. and Mrs. Joe Fly<strong>the</strong><br />

Mr. and Mrs. Rogers Freedlund, Sr.<br />

Dr. Judy Fritz and Dr. Richard Fritz<br />

John Gaddy<br />

Annie and George Genti<strong>the</strong>s<br />

Christopher Gergen and Hea<strong>the</strong>r Graham<br />

Mrs. Gail A. Granek<br />

Elizabeth and Taylor Greganti<br />

Sheila Smith Griffin<br />

Ms. Patricia Grose<br />

Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />

Katie Gustafson and Ron Westlund<br />

Mr. and Mrs. Tony Guzman<br />

Mary and Stephen Harward<br />

Mary and Stephen Harward<br />

Benay Hicks and Leith Rankine<br />

Elizabeth Howell<br />

Mr. and Mrs. De D Hsu<br />

Lindsey and Drew James<br />

Mr. and Mrs. Perry James<br />

SangHee Jeong and Mattia Bonsignori<br />

Mr. and Mrs. Jerry Jonas<br />

Cara and Ravi Karra<br />

Kay Kohring-DaSilva and Keith DaSilva<br />

Leslie Hamilton<br />

Alex and Zack Abrams-Garrett<br />

Cam and Finn Aho<br />

Ethan and Percy Anderson<br />

Court and Than Beason<br />

Jude and Lola Creech<br />

Annie and Ruby Gen<strong>the</strong>sis<br />

Gemma Weinberger<br />

Simon Summers<br />

Archilbald McClure<br />

Emma Heller and Colleen McLaughlin<br />

Facilities and Housekeeping Staff<br />

Dave Michelman<br />

Max Claar<br />

Ellie, Chase and Mollie Ma<strong>the</strong>r<br />

Elena and Taylor Mills<br />

Elena and Taylor Mills<br />

DS teachers and staff<br />

Jack Greganti<br />

Alex and Tori Houde<br />

Rory Donewar<br />

Graham Campbell Lea<strong>the</strong>rland<br />

John Durning<br />

Renee Smith and Dave Michelman<br />

Kathy Bartlemay<br />

Brayden and Cameron Ross<br />

Emerson Fly<strong>the</strong><br />

Emily and Josh Rajerison<br />

Josie Gratian<br />

Jim Shorts Fitness Guru<br />

8th Grade Teachers<br />

DS Teachers and Staff<br />

Yair and Nadav Granek<br />

Jack Greganti<br />

Richard Griffin’s birthday<br />

Julia Grose<br />

Neta and Amit Ariely<br />

All <strong>the</strong> great DS teachers past and present<br />

Owen Kirby<br />

Beth Harris, Ca<strong>the</strong>rine Lindford, and Geoff Berry<br />

Tim Adams & Team and Sean Wilmer & Team<br />

Shariah Warren<br />

Jenny and Elizabeth Howell<br />

Ben and Everett Petersen<br />

Carolynn Klein and Christine Caffarello<br />

Ella James<br />

Lia Bonsignori<br />

Landen and Kaden Rudd<br />

DS Faculty and Staff<br />

All DS teachers past and present<br />


Sue Kreissman and Philip Breitfeld<br />

Judith Landrigan<br />

Ms. Paula LaPoint<br />

Marin Levy and Joseph Blocher<br />

Stacy Lubov and Jeffrey Bryan<br />

Ca<strong>the</strong>rine and Matt Luedke<br />

Ms. Brenda Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

William K. Mat<strong>the</strong>ws<br />

Beth and Tim Miller<br />

Mr. and Mrs. R. Leonard Moore<br />

Jennifer Moore<br />

Mr. and Mrs. Hugh Mulholland<br />

Beth and Ed Murgitroyd<br />

Mr. and Mrs. Hank Newman<br />

Ilana Osten and Jason Liss<br />

Cindy and Gregg Pacchiana<br />

Mr. and Mrs. Alexander Phocas<br />

Mr. and Mrs. James Pridgen Sr.<br />

Robyn and Richard Putnam<br />

Linda Raftery and Phil Spiro<br />

Bill and Helen Reifenberger<br />

Mr. and Mrs. Ron Ritschel<br />

Kara and Andy Rudd<br />

Mr. and Mrs. John Rushing<br />

Paula Scatoloni and Andy Ovenden<br />

Roxanne Schoedler and Kiel Person<br />

Mr. and Mrs. Donald Schoene<br />

Gita Schonfeld and Marvin Swartz<br />

Connie and Truman Semans<br />

Mr. and Mrs. Ramesh Shah<br />

Martha and Blair Sheppard<br />

Ann Schoene Skye and\ Jami Norris<br />

Trent Smith<br />

Darryl Spancake<br />

Mr. Steve Stephenson and Ms. Regina Hugo<br />

Maryellen and Bill Stone<br />

Mr. and Mrs. Ted Strader<br />

Betsy Strauss<br />

Lewanda and Pierre Taybron<br />

Mr. and Mrs. John Templeton<br />

Dr. and Mrs. Prabhakar Vaidya<br />

Tina Valdecanas and Doug Aitkin<br />

Mr. and Mrs. David Weiss<br />

Nancy Worsham<br />

Ryanne and Samson Wu<br />

Harriet Bogin Yogel<br />

All <strong>the</strong> wonderful DS teachers<br />

Ilaria, Hero and Petra Bailey<br />

Norah Weymouth<br />

Debbie Marshall<br />

Rudy Lubov<br />

Samuel and Elise Luedke<br />

Nia Stroud<br />

Nia Antoinette Stroud<br />

Nia Stroud<br />

DS Amazing faculty and staff<br />

Vaughn Moore<br />

DS Faculty and <strong>the</strong>ir outstanding performance<br />

Evie Brewster-Mulholland<br />

DS Teachers and Staff<br />

David Grose Family<br />

DS Day of GIving<br />

Dave Michelman<br />

Alex and Josie Desrosiers<br />

Esme Herman-Pridgen<br />

Taft family<br />

Adriane and Claire Spiro<br />

Elizabeth Howell<br />

Ellery and Leighton Sheppherd<br />

Kaden and Landen Rudd<br />

Lorelai Nguyen<br />

Barry Harwood<br />

Nora and Lucas Schroedler<br />

Haley Skye<br />

Jonas and Sam Swartz<br />

Wilder, Annabel and Tucker Semans<br />

Aarrna Shah<br />

Ellery and Leighton<br />

Grandma NeNe and Grandma Schoene<br />

Renee Smith<br />

Addie Snider and <strong>the</strong> amazing teachers at DS<br />

Regina Hugo<br />

Lucas Dodge<br />

Ava and Aly Strader<br />

Cam and Carly Strauss<br />

Diane Bailey<br />

Liam and Maura Templeton<br />

Aksay Suchindrian<br />

DS Teachers and DS Community<br />

Serena and Gus Weiss<br />

Lillian and Jane Boyer<br />

William Horn<br />

Tery Gunter<br />

Kathy Bartelmay and Roger Perilstein<br />

For <strong>the</strong>ir upstanders work on <strong>the</strong> Surveillance Project<br />

Ruby Genti<strong>the</strong>s, Caroline Welty, Genaro Hood,<br />

Addie Snider, Lucy Linh Murphy, Emerson Windram,<br />

Elyse Gellad, Toby Rangel, Tucker Semans, Andrew<br />

Schreiber, Nick Thomas<br />


The following donations have been made in memory of<br />

loved ones, special friends and former Dragons:<br />

Grace Bell<br />

Dr. and Mrs. Dan Blazer, II<br />

Rachel Brewster and James Mulholland<br />

Mara Buchbinder and Jesse Summers<br />

Dr. Kenneth W. Chandler<br />

Julie Edell<br />

Elise Dunzo<br />

Dan Epperson<br />

Jenny Fly<strong>the</strong> and Robert Stankavish<br />

Elizabeth Howell<br />

Millie and Clark Lamb<br />

Mr. Steve Markey<br />

Ilana Osten and Jason Liss<br />

Emily Perlman<br />

Tisha Powell-Wayne and James Wayne<br />

Paula Scatoloni and Andy Ovenden<br />

Ann Schoene Skye and\ Jami Norris<br />

Emily and Lee Taft<br />

Juliana Thomas<br />

Judith and Richard Voorhees<br />

Laura and Duncan Work<br />

Dr. Andy Barada<br />

Karen (KC) Heller<br />

Karen (KC) Heller<br />

Karen (KC) Heller<br />

Karen (KC) Heller<br />

Alan Edell<br />

Mark Dunzo<br />

Tom Epperson<br />

Karen (KC) Heller<br />

Cameron Howell<br />

Karen (KC) Heller<br />

Claudia Markey<br />

Karen (KC) Heller<br />

Karen (KC) Heller<br />

Brenda Reed Powell<br />

Barry Harwood<br />

Papa Jim and Papa Schoene<br />

Mary Scott Hoyt<br />

Fabio Arciniegas<br />

Karen (KC) Heller<br />

Karen (KC) Heller<br />


100<br />

90<br />

2020-21 Class Parent Participation<br />

80<br />

70<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

0<br />

PS K 1st 2nd 3rd 4th 5th 6th 7th 8th<br />

The Dragon Fund is accepting international currency! Duke School’s Development Office encourages<br />

families to donate unused foreign currency (paper) and apply it to <strong>the</strong> school’s Dragon Fund. Please contact<br />

us at (919) 493-9968 for more information and to give!<br />

We make every effort to ensure <strong>the</strong> accuracy of information contained in <strong>the</strong> annual Honor Roll of Donors. If you<br />

have a question about a listing, please contact a member of <strong>the</strong> Development Office at (919) 493-9968.

Follow us @DukeSchool1<br />



PAID<br />


PERMIT # 112

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