Heading to Living Latin in New York City!

I continue to evolve my practice in Latin from a grammar-based approach to natural method to now, comprehensible input. It is based on an initial dissatisfaction with not being able to read and think in the target language, despite all of my training. I have been working on instilling CI into my program and have been looking for more training – so I am excited to be able to attend, thanks to the support of my administration back at Pine Crest.

Read more about what I hope to accomplish here on Romae.org. I will miss time with my family, but it will give me incredible momentum moving forward in helping me perfect my practice and really develop our Latin program into one of the most innovative in the country!

The Luminary Set for Proofing!

It started as an idea I had several years ago, I was teaching AP European History and AP Art History at the same time and I wanted an outlet for my students to extend their ideas and develop their skills at doing academic research. It’s an easy leap – students need to develop the ability to examine evidence and investigate ideas. Consumption of information is critical in the age we are living in and assessing its credibility is vital.

Once I keened in on the need for research, I also wanted to give them an incentive that went beyond the mere grade – I wanted to give them an opportunity to publish their work. This would give them a great experience as well as offer them another way to stand out on their college transcript. More importantly, it would give them a sense of pride and validation for their hard work. Thus was born the idea of a student research journal that would be set aside for students taking AP courses.

Fast forward several years and a few stops later, here I am at Pine Crest and serving as department chair (from 2015-2017). We have several post-AP courses being offered where students can take a deeper dive into the content of those courses. For example, I was able to teach Post-AP Art History, where I took the initial course from a power point presentation heavy senior babysitting job to an introduction to art historical methodology and research. Students learned to examine art through various lenses (Marxism, gender and sexual identities, etc.) while also picking an original idea of their own to research.

I went back to my idea about developing a student research journal. I wanted it to be a vehicle for publishing student research and hopefully, down the road, instilling a culture for doing research whereby students may even turn to previous research and expand upon it. I imagined presentations from these students and ongoing academic debates. It seemed that the research being done in my post AP class would serve as excellent potential content and so, The Luminary was born.

As department chair, I wanted this to be an initiative that went up and down our hallway. We had post AP offerings in Mac/Mic Econ, Psych, Gov/Pol, and even Capstone. This would give us a wide range of content to pull from and the best of it would make excellent material for publication. We got buy-in from the entire department and even formed a faculty advisory board to oversee the creation of the journal. We also had administrative support as they recognized the potential of this project for our community.

That was 2015-2016. I had to give up my post AP Art History class these past few years since I was developing the Latin program and just didn’t have the time to teach the course. That presented a particular challenge as I was depending on that for content as well as potential staff to put the journal together. We had a skeleton crew cobbling together the journal and learning how to structure the staff as well as the product. Now it is ready – we have a very innovative and aesthetically pleasing design and the content remains very good as the submissions were culled by a staff of students who each had the courses and knew the content and could verify, with their teachers, that the works were sound.

It took longer than anticipated, and we had to overcome challenges, but we have  emerged with a finalized document ready for publication. We will get the proof, approve it, and then publish a limited run (100 copies) to distribute to the stakeholders and also publish the journal digitally for archival purposes. We hope that this will create a buzz and get students energized. We will then discuss how to move forward and keep this project sustainable for years to come. It is my hope that we can crank out a second volume this year and then continue to do the same each and every year forward!

I want to credit Ava Goldstone and Pedro Damasceno for their tireless work in making this journal, The Luminary | The Pine Crest Journal for Student Research in Social Sciences and Humanities, a reality! Without them. we certainly aren’t where we are today and we probably never make this vision manifest.

Completed AP Art History Trip to NYC 2015

Since recently taking over the AP Art History program at Pine Crest, it also fell to me to lead the tour to New York City. It’s a tough job…as they say!

This trip definitely proved to be an amazing opportunity and experience for our students. The fact that this is sort of a long-standing tradition at Pine Crest – dare I say, even a right of passage – is a testament to the school’s vision. To have the opportunity to see these artistic visions in person and experience them in a museum setting will prove to be a formational moment for our students.

We started our odyssey of art after we landed at La Guardia. We proceeded to the Met directly from the airport in order to maximize the time we had in New York City. We spent a good three and a half hours there and then hiked on down to the MoMA for an evening visit. After closing the place down, we then head back to our hotel and grabbed dinner.

The next day we walked from our 55th street hotel all the way up to the Guggenheim, seeing Central Park to our left along the way. We spent a few hours there and then walked back to our hotel area for lunch in the snow – in late March, by the way.

We spent the evening out for dinner and then caught a Broadway play. We closed down for the night, had a nice easy morning with a great breakfast, then loaded back onto the buses for our trip back home.

Three days, three major museums – thousands of artistic works. Almost as many selfies and tweets along the way. The students enjoyed their time in New York; they took to posing like their favorite works and I made sure to drill them whenever I could (which is probably why I roamed alone in the museums!). Truly a unique experience and a wonderful opportunity not just for our students, but even for myself, as their teacher, to become reacquainted with some of the most important works in our field. It had been some time since I have been to NYC, after all.