Welcome Back Class of 2009! –Summit’s Newest Alums Return for First Reunion

Members of the Class of 2009 gathered just before the beginning of the school year for a yearbook party held in the spectacular new 9^th Grade Lounge in the Upper School. After many exclamations over the transformation of the former art room into the new lounge space, the alums caught up on who did what this past summer and where they were headed to school this fall (See list below). They then headed out to the covered walkway to see their newly installed named bricks.

Afterward, they toured the Arts and Technology building where they stopped to chat with former teachers. They were amazed at the new facility which houses Digital Media and Digital Music studios, a Media Production Studio­– the new home of Summit’s TV-6, the Robotics Studio, two spacious light-filled art studios, band and music practice rooms, the Black Box Theater, and the Design Studio. Many of the graduates were heard wishing they could return to Summit to take advantage of the amazing state-of-the-art facilities included in the new building.

Part of the summer 2009 construction projects included the renovation of the former Upper School art room into a space designed exclusively for 9^th graders. Bright orange lockers with photos of each student ring the perimeter of the room.  There is a sleek sofa and matching chairs for lounging, and a table and chairs– with more pieces on order. Special thanks go to parent Laurie Whitaker for donating the furniture and for her design expertise. Her son, George, a Summit 9^th grader, served on the Interior Decor Committee along with fellow students Benjamin Carson, Olivia Hinson, and Emily Troxell.

George says he enjoyed the process of helping to take the dimensions, working on a floor plan, and scouring catalogs for just the right contemporary pieces to make the room come together. “I think it was a really good idea to turn the dirty, beat-up old room into the new space,” says George. “It was fun to watch it formulate. It is really cool.” George also gave credit to his aunt who had the ingenious idea of making throw pillows out of t-shirts with school logos.

Ninth graders use the room in a variety of ways throughout each day. Advisor Groups meet first thing in the morning to discuss the day’s schedule and students are allowed to eat morning snack in the lounge. A group often gathers there during free time following lunch in the Dining Hall.

If you haven’t seen the new space, make sure and stop by. Stay tuned for upcoming news on 9^th grade activities.

What is Next for the Class of 2009?

Dana Barnhill…………………………West Forsyth High School

Lasley Cash…………………………….Forsyth Country Day School

Caroline Ciener……………………….R.J. Reynolds High School

Austin Conger………………………….Episcopal High School

Imran Cronk……………………………Forsyth Country Day School

Mimi Daniel…………………………….Mt. Tabor High School

Carolyn Ebeling……………………….Forsyth Country Day School

Mariah Edwards………………………Reagan High School

Gray Eller……………………………..…R.J. Reynolds High School

Sam Falken………………………..……Episcopal High School

Zada Gabriel…………………………….Salem Academy

Jordan Hicks……………………………Magnet Academy for Cultural Arts (Opelousas, LA)

Catherine Hinshaw……………………R.J. Reynolds High School

Trent Holmes…………………………….St. Paul’s School

Savannah Jones…………………………R.J. Reynolds High School

Briana Lawrence………………………..Mt. Tabor High School

Maya Lipscomb………………………..…Winston-Salem Preparatory Academy

Miranda Lipscomb………………………Winston-Salem Preparatory Academy

Hannah Lonsinger………………………Salem Academy

John Mann…………………………………Forsyth Country Day School

Bethany Mann…………………………….Reagan High School

Jack McCall…………………………………Forsyth Country Day School

Hayley Moyer………………………………Reagan High School

Mary Thompson Phillips……………….R.J. Reynolds High School

Leslie Rainey……………………………….R.J. Reynolds High School

Evan Sohmer…………………………..….Mt. Tabor High School

Lauren Spencer…………………………..Salem Academy

Annie Wittenberg………………………..Salem Academy

Summit Summer 2009- A Meeting of the Minds

What do poetry, the weather, sea creatures, choreography, and wind instruments have in common? As it turns out, quite a bit.

Much of the teaching and learning that happens at Summit is about connections. By the end of the two-week Summit Summer “Music, Mind and Reading” camp, students were making connections that improved their reading and listening skills, while allowing them to explore areas that were new to them.

The School first offered the camp in the summer of 2004, after planning the reading element of the program in conjunction with researchers in the Section of Neuropsychology at Wake Forest University School of Medicine. Peter Perret, former conductor of the Winston-Salem Symphony, directs the music component using the Bolton curriculum, which has proven effective in enhancing reading and related cognitive skills. A professional woodwind quintet serves as the musical faculty, working with the children each day, as did a dance and movement instructor.

Summit teachers Deanna Moss, Barbara Scantland, and Heather Scantland developed themes around which lessons were presented. Children explored weather, animals, and the ocean through poetry, movement, music, and dance.

For instance, the word “tornado” is much more likely to become firmly ingrained in a child’s vocabulary after he has experienced his body whirl in motion, and heard music that evokes the same driving intensity. “The children learned how closely connected our language is to the language of music,” says Barbara. “We talked a lot about how music and movement tell a story as well.”

Last spring, teacher Terry Schaub, from The Carroll School in Boston, was looking at colleges with her daughter when she saw a poster at Wake Forest announcing that Peter Perret would be speaking that evening on the “Music, Mind and Reading” program. In his talk, he referenced the Summit Summer camp. Kerry immediately thought of starting a similar program at her school, and returned to Winston-Salem to spend a week observing our camp. “The idea of incorporating more music into our program is exciting,” said Kerry. “I couldn’t believe the kids could close their eyes and identify notes as played by multiple instruments. It is a marvelous way to help open their neural pathways.”

On the final Friday of the camp, each child proudly marched to the front of the theatre and presented the quintet with a musical score they had written. Using a form of shorthand, the students indicated which instruments were to play their piece, and whether the notes were piano or forte (loud or soft), staccato (short bursts), or legato (smooth). At the end, each beaming composer took a bow. The sweeping compositions soon ended, but it was obvious the young composers’ confidence would soar long after the music was over.