Spring 2008 - Carrollton School of the Sacred Heart

Transcription

Spring 2008
Contents
LA PLUME • Spring 2008
Letter from the Headmistress.............................................................2
Letter from the Chair of the Board.....................................................3
Celebrate Vision!................................................................................4
Education Through The Arts..............................................................7
Carrollton School of the Sacred Heart
3747 Main Highway
Miami, Florida 33133
(305) 446-5673
Suzanne Cooke, RSCJ
Headmistress
Reba Buckley
Chief of Staff
Michael Cole
Graphic Artist in Residence
Hilda Novas
Development Office Manager
Amy Repine
Annual Fund Coordinator
Isabel Junco Singletary ’69
Major Gifts Officer and
Community Relations Coordinator
Photography Credits:
Sergio Alsina
Carrollton Staff
Michael Cole
Joanna Gazzaneo
Victoria Stone
We thank the faculty, staff and
alumnae whose contributions
made this magazine possible.
Carrollton School of the Sacred Heart is a
Catholic, all-girls Montessori-3 through Grade 12
college preparatory school.
The school is part of an international network of
Sacred Heart schools whose mission is to
educate women leaders in the Sacred Heart tradition
that fosters growth in an active faith in God,
intellectual values and a commitment to social awareness
in an environment of wise freedom and community.
VISUAL ARTS:
Every Penguin Has Her Own Art Song.......................................8
Printmaking in the Intermediate School......................................9
Intermediate Students Collaborate............................................10
Creating Art to Illustrate Sacred Heart Goals............................11
Art From the Heart...................................................................12
Images of the Holy Mother.......................................................13
Carrollton’s Visual Arts Teachers...............................................14
PERFORMING ARTS:
Commitment to Performing Arts..............................................15
Music Makes You Smarter.........................................................16
Voices Soar................................................................................17
Art Onstage..............................................................................18
In Their Own Words.................................................................18
Miami’s Own Great Debaters....................................................19
Julia Burke Award.....................................................................19
Celebration of the Arts.....................................................................20
Expressions Through The Arts..........................................................22
The Art of Athletic Performance.......................................................24
Network Summer Programs.............................................................25
COUNSELING:
The Role of Nursing..................................................................26
The Role of Counseling.............................................................27
Carrollton’s Counselors.............................................................28
College Counseling...................................................................28
Breakfast Clubs Helps Parents...................................................29
ALUMNAE:
Reunion....................................................................................30
Spotlight on Alumnae......................................................... 32-35
Alumnae Excel in the Arts.........................................................36
Class Notes......................................................................... 37-39
New Website Launched....................................................................40
2007-2008 Board of Trustees
Joanna Lombard Hector, Chair; Patricia Sanchez Abril ’93; Paolo Amore; Sheldon Anderson;
Antonio L. Argiz; Mary “Bunny” Bastian; Suzanne Cooke, RSCJ; Luis A. de Armas;
Frances de la Chapelle, RSCJ; Silvia E. Fortún; Charles Herington; Elizabeth K. Hicks;
Helen McCulloch, RSCJ; Luisa Botifoll Murai ’66; Lynne Neitzschman; Jorge Padron;
Roberto Pesant; P. Nelson Rodriguez; Frances Sevilla-Sacasa; Brian Tague
La Plume Spring 2008
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From the Headmistress
Dear Alumnae, Parents, Faculty, Staff and Friends,
I am delighted to share with our community the latest
issue of La Plume. This year we have been celebrating the
Arts at Carrollton. I wonder how many had the chance to
read an article, “Creativity Step by Step A Conversation with
Choreographer Twyla Tharp” in April’s Harvard Business
Review. Ms. Tharp has just written The Creative Habit. When
asked about change, she commented, “You can’t allow yourself
to get comfortable with what you’re comfortable with, because
then that’s all you will want to do. Now, I am trying something
different and working on three new pieces simultaneously,
which is a tour de force and a new kind of challenge I have set
for myself. If I weren’t comfortable with changing the way I
work, these ballets would never get made. Change drives my
work, and it is as important to the creative process as habit is.”
She explains further that “Fundamental change is an
endeavor, it’s a real enterprise, it’s not something that just
happens. You make a choice to keep evolving and keep growing.”
Ms. Tharp’s insights about change and creativity reminded me
of a letter Mother Stuart wrote regarding mystery:
“Everything has a meaning and is a symbol of something else;
everything raises the mind to mysteries and leaves it there, and after
all, mystery is the true home of the Christian mind. We can grow
weary of things we can understand. It is the life of faith where
we are most at home when reason fails us: there our soul finds ever
more firmness, assurance and joy. There we come to mystery, it
is reaching the enveloping, strong presence of God, and our faith
rests, exults, and rejoices in it.” – Janet Erskine Stuart, RSCJ
Mother Stuart clarifies the role change and creativity play
in inspiring us to realize our full potential as human beings, as
those endowed with grace to carry on God’s work.
St. Madeleine Sophie hoped that Sacred Heart graduates
would live life rooted in informed, active faith. From this
foundation, she believed one could draw the courage and
confidence so necessary to women of communion and
compassion. Carrollton hopes to provide the learner with an
environment in which she experiences the mystery of God and
is able to examine her own spiritual feelings and beliefs essential
to a personal relationship with God. Such an atmosphere must
be imbued by the arts so that the learner can experience beauty
as a window into mystery. In other words, a Sacred Heart
education assumes the essential role played by the arts because
mystery is essential to developing a fundamental orientation
toward God.
Carrollton has enjoyed a long tradition of commitment
to the arts. We have designed this issue of La Plume around
the arts so the Carrollton family can discover how the arts are
influencing this generation of Sacred Heart students. We hope
our readers can see how the arts provide an ideal framework
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Spring 2008 La Plume
through which students and faculty come to encounter mystery
and beauty while exploring wise self expression. Collectively
the articles demonstrate how students of different ages engage
in the act of creation as they develop competencies as creators.
We want to share how the sheer process of creation demands
that the students draw from the depths of their souls as they
become strong, confident, compassionate women.
Enjoy,
Suzanne Cooke, RSCJ
The Contemplative Beauty of Place
T
By Joanna Lombard Hector
Chair, Board of Trustees
he Board congratulates the students and faculty
on outstanding achievements in the arts.
Supporting the people and relationships that
encourage the development of talent and skill,
Carrollton has invested in enhancements to the
spaces that frame artistic endeavor. Most recently, the High
School has moved into the newly renovated east wing of the
Barry Building’s first floor, home to the soon to be dedicated
Jay Weiss Gallery, as well as studios for dance and music,
along with rooms for 2-and 3-dimensional art. With new
facilities and dramatically improved illumination, the east
wing has become a dynamic hub of activity. As each school’s
studios and performance spaces are enhanced and become
more clearly identifiable, the internal excitement of the work
will become increasingly evident at Carrollton.
More indirectly, the commitment of Carrollton to
artistic achievement extends to the contemplative beauty of
place—the architecture and landscape that nurtures creative
inspiration. Writing just 10 years before El Jardin opened,
Edith Wharton, in The Decoration of Houses, advised readers
who looked to her for guidance on how tastefully to appoint
the palatial estates of the Gilded Age. She believed that
children deserved the highest forms of art to challenge the
intellect and inspire the heart. Her objective of the broadened
view of life represents the secular view of art which has
at its foundation, the role of the artist in revealing God’s
presence to the world. And this of course, leads us back to
the fundamental mission of Sacred Heart education. It is a
joy to witness the impact of the arts at work within the entire
community.
Les Choristes, the High School choir, practices in the music room.
Students learn artistic techniques in the 2-D art room.
Visual art students create a sculptural installation using the new sewing machines in the 3-D studio.
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Celebrate Vision!
Carrollton celebrated its 46th Anniversary
focusing on vision and the arts. Parents,
alumnae, neighbors and friends joined
together under the Barat Oak. The evening was
comprised of an auction and a lovely reception
where 18 of the most exciting local restaurants
showcased their specialties as a gift to the
Carrollton community. Participating restaurants
who served their signature dishes included:
Baleen, Cacao, Café Abbracci, Chispa, Jaguar,
La Cofradia, Mari-Nalli, Mariposa, Michael’s
Genuine Food and Drink, Ortanique on the
Mile, Pasha’s, Pasta Factory and Perricone’s.
Award winning desserts were served by Havana
Harry’s, Edda’s Cake Designs, Daily Bread
and Por Fín. Jorge Anaya-Lopez, owner of
Click Events and Promotions orchestrated the
restaurants and bars as well as the décor for
the party. Carrollton parents Steve and Celina
Calderon from Diamonette Party Rentals and
Steven and Malou Perricone from Perricone’s
and Pistils and Petals, created a beautiful setting
reminiscent of the 1920s era when El Jardin was
originally built.
Jackie Nespral, NBC-6 television anchor
and current parent, served as the mistress of
ceremonies for the live auction which included a
signed World Series Champions Boston Red Sox
baseball bat by hometown favorite Mike Lowell,
the World Series most valuable player. The silent
auction had close to 300 items ranging from
week-long stays in faraway resorts and European
cruises to exquisite jewelry.
Chairs Jeanie and Gus Vidaurreta welcomed
the more than 500 guests who attended the
event. Trustees, including Board Chair Joanna
Lombard Hector, thanked all who came to help
Carrollton surpass its fundraising goals. Grand
sponsors for the evening were Gibraltar Private
Bank & Trust Company and Carrollton parents
William and Patricia Cruz. Daisy Hayworth and
Nacira Gomez were co-chairs of the event.
To cap the magical mood of the evening,
Jorge Moreno, Latin Grammy Award Winner for
Best New Artist, performed his chart-topping
music to the delight of guests who danced well
into the night.
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First row, from left: Sr. Cooke, Augusto
and Jeanie Vidaurreta, Nacira Gomez,
Daisy Hayworth, Peter Dolara and Mary
Lou Rodon. Second row: Tony Argiz,
Sr. Frances de la Chapelle, Conchy Argiz,
Steve and Daisy Hayworth, Nacira and
Orlando Gomez. Third row: Norma
Quintero, Steven and Malou Perricone,
Lynne Griffin, Saskia Galliano-Touret,
Nieves Feal and Arthur Cullen. Fourth
row: Bunny Bastian, Marlen Pernetti,
Martha de Cespedes, Rolando and
Deborah Castro, Debbie and Charles
Herington. Fifth row: Raphael Bastian
and James Boink, Jr., Dennis and Susan
O’Hara, Aleyda and Jorge Mas, Silvia and
Roberto Palenzuela. Sixth row: Veronica
and Ernesto Peralta, Aidita Vizoso, Mike
and Francine Tomas, Ellen Downey and
Luis de Armas. Bottom row: Yvette and
Alberto Gonzalez, Carol Flynn, Jenny
Peters, Nelson and Chely Rodriguez,
Board Chair Joanna Lombard Hector.
At right, clockwise from top: The silent
auction was held inside Founders Library
Reading Room, faculty musicians Alex
Consuegra, Debra Consuegra and Walter
Busse entertained in the breezeway of the
Science-Technology Building, Mistress of
Ceremonies Jackie Nespral, Headmistress
Sr. Cooke, Former Headmistress Sr.
Taylor, guests outside enjoyed the beautiful
evening, Jorge Moreno entertained.
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Education through the Arts
By Billy Birnie, Educational Consultant
O
pportunities for girls to
participate in the arts abound
at Carrollton School of the
Sacred Heart, not only in
classes that are dedicated to specific
art forms – music, visual arts, theater,
and dance – but also in classes that
focus primarily on
other subjects, such
as mathematics,
language arts,
science, and social
studies. In addition
to the obvious
benefit of enhancing
understanding of the
Billy Birnie
arts themselves, this
integration of the
arts into the wider curriculum enriches
the academic program and promotes the
development of critical thinking, selfconfidence, perseverance, motivation,
discipline, and peer relationships.
In 10 years of observing classes at
Carrollton, I have seen many examples
of the arts at work in the classroom. In
a First Grade lesson on addition, girls
created “number houses” of colored
construction paper. After the teacher
had explained the concept and told the
children they could choose their own
colors and their own numbers, the child
sitting next to me turned to me and
exclaimed, “I just love this!” First Grade
students also created three-dimensional
pictures of the various kinds of clouds
under study and illustrated their original
stories with colorful drawings. In a
Second Grade class, children dressed as
the characters whose biographies they
had read and then presented their book
reports orally. After each presentation,
the speaker was required to answer
questions from the audience. The
young lady who had just told of George
Washington’s life was asked by one of
her classmates why Washington was
elected president. Somewhat exasperated
at her peer’s failure to see what was
eminently clear to her, she exclaimed,
“Well, he was a war hero, for heaven’s
sake!”
“And which war was that?” the
teacher asked.
“The Revolutionary War.” That
Second Grade student knew a great
deal about George Washington and
the period in which he lived – and I
am convinced that no small part of her
enthusiasm for learning emerged from
being able to become, for a little while,
the character she had studied.
When Third Grade girls crawled
into a kiva to imagine how the Pueblo
Indians felt, when they wrote and
illustrated nursery rhymes about
Florida fauna, when they imagined
what it would be like to be the “little
people” in The Borrowers, they were
bringing art to bear on their academic
endeavors. Likewise, when Fourth
Grade girls created their own version
of Romeo and Juliet, when Fifth Grade
students studied the architecture of
colonial buildings in their math classes,
and when the Sixth Grade wrote
their memoirs, they were traveling
artistic highways to arrive at academic
destinations. It is no wonder that by
the time they reach Junior High, they
understand to a great extent the role of
metaphor, the need for imagination,
and the joy of expression – all of which
they apply in their assemblies and
their classrooms. When they move
into High School, they are ready for
even more challenging opportunities.
Students in the honors geometry classes
create pictures using lines and curves.
In the honors algebra and precalculus
classes, they employ lines, circles,
parabolas, ellipses, and hyperbolas to
fashion “portraits” about which they
compose stories. The arts are also
found in the literary magazine, where
students’ paintings and poetry display
creative talent, and the yearbook, where
photographic art blends with poetic
text. The theater arts, too, are evident,
not only in drama classes dedicated to
their practice, but also in the delivery of
historical speeches in history classes and
the enactment of plays in language arts
classes.
From Montessori through High
School, Carrollton students experience a
rigorous curriculum thoroughly infused
with the arts. They reap the benefits
described by Richard Colwell when
he said, “Treating the arts seriously
in teaching and learning is necessary
for the acquisition of knowledge and
skill; in addition, it leads to expanded
imagination and creativity in the
art form itself, to the application of
understanding from the arts to other
subjects, and to a way of living.”
Carrollton students’ “way of living”
is undoubtedly richer because of the
artistic encounters experienced in the
classrooms.
Billy F. Birnie, Ph.D., of Birnie and
Associates, is an educational consultant
who has been working with Carrollton
for 10 years.
From
Montessori through
High School,
Carrollton students
experience a
rigorous curriculum
thoroughly infused
with the arts.
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Penguins on
display.
Every Penguin Has Her Own Art Song
By Maxine Cohn, Primary Art Teacher
Art teachers create an atmosphere in which students are
unafraid of experimentation and are welcome to use different
techniques and materials in order to experience the world with
new eyes. In this spirit, the Primary students participate in an
annual interdisciplinary project.
Last spring, we celebrated the Year of the Penguin. Building
on the enthusiasm generated by the popularity of two movies,
“March of the Penguins” and “Happy Feet” we began our
journey into the world of paint, patience, and penguins.
The project involved the Third Grade whose canvases were
large sheets of foam board cut in the shape of penguins. Parents
spray painted the creatures black, with a large area of white
masked off for painting. As the preparation of the penguin
canvases progressed, the Third Graders’ anticipation grew. The
first day finally arrived, and each student received her penguin,
only to discover that her height and the penguin’s height were
almost equal.
The assignment was to paint an imaginative picture either
in the style of a particular artist or to replicate a famous work.
Each student received a page with pertinent information about
an artist and a few examples of their work. Students were
encouraged to use the art library and the Internet to research
their assigned artist. In science classes, the focus was on
environments that support penguins. This helped students
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understand the different types of penguins. The final reports
included facts as well as the students’ opinions about these
famous artists. Upon completion, students learned about the
artists’ history, biographical details and the artists’ choice of
style, color usage and subject. These reports were attached to
the backs of the penguins. There were 17 artists ranging from
Renoir to Andy Warhol.
The days of creation were fantastic fun! Pencils and
erasers flew around the art room as students began their work.
Paintings took several weeks. To witness the transformation
of the foam boards into masterpieces delighted artists and
observers alike.
When the day arrived for the unveiling of Carrollton’s
penguins, the Primary green was transformed by these black
and white friends. Parents arrived to hear the students,
dressed as penguins themselves, explain what they learned
about the artists. Through songs and poems, the students
shared their knowledge of the penguins.
On the same day, First and Second Grade students
participated in a penguin hunt. Each student was given an
art questionnaire that enabled the Third Graders to share
what they had learned. The Year of the Penguin provided
the entire Primary School with fun, adventure, learning, and
discovery.
Printmaking in the Intermediate School
Interview with Taylor Houlihan By Kari Snyder, Intermediate Art Teacher
The Sixth Grade worked on a printmaking project through which the students learned how to make an edition
of relief prints. Using rubber printing
plates, students used linoleum carving
tools to carve away areas in their plates,
creating positive and negative shapes.
Ink was then rolled over the surface of
the finished plates. The inked plates
were printed onto paper, creating an
edition of black and white prints. Sixth
Grade student Taylor Houlihan shared
her thoughts about this inspirational
project:
KS: What inspired you to do
this piece?
TH: The colors of the materials
inspired me. As I carved the rubber,
we used black ink and the results were
white and black, and those are the
colors of a raccoon. KS: What was your biggest
frustration when creating your
print?
TH: My biggest frustration was
learning how to carve the right way;
should I carve up, down or this way or
all together and while you’re at it you
have to watch out just in case you don’t
cut yourself!
KS: How do you feel about the
completed piece?
TH: I feel great about my piece. It’s
something out of the blue. I feel that
no one would have thought of it and
there were many ideas that were too
ordinary but I picked something that
you really don’t think about every day.
KS: What would you have done
differently, knowing what you
know now?
TH: I would have done a panda bear
instead because I am from China and I
would like to celebrate the animals of
my culture.
KS: Does the final piece look
like what you initially imagined
it would?
TH: Yes! Yes! Yes! More than I dreamed
it could ever turn out. Before I started,
I thought “let me get this over with”
but I enjoyed the work and especially
the result.
Sixth Grade student Taylor Houlihan and
Intermediate Art Teacher Ms. Snyder share a
moment when printmaking comes alive.
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Intermediate Students
Collaborate
By Kari Snyder, Intermediate Art Teacher
G
lass artist Dale Chihuly was the inspiration for
sculptures created by both Fourth and Fifth Grade
students. After looking at the abstract floral and
sea forms of Chihuly, students made their own
versions of his nesting bowls and a collaborative installation
piece to emulate his glasswork.
The Fourth Grade transformed discarded soda and water
bottles into works of art by cutting the bottles into abstract
organic shapes. The bottles were molded with a heat gun to
produce glass-like surfaces and forms.
Special glass enamel was used to paint
these natural forms and give them a bright
translucent appearance like Chihuly glass.
Instead of creating sea forms and
flowers, they took inspiration from
Chihuly’s famous nesting basket shapes.
The sculpture, above, right, that was created is a combination of work from both
the Fourth and Fifth Grades.
Carrollton’s Fourth Grade students
worked together to create a collaborative
rendition of Matisse’s painting, right. This
project focused on the use of warm and
cool color, value, hue and optical color
mixing. Students worked together by strategically placing small bits of colored paper
next to each other to create this large-scale
collage. When viewed from far away, the
colors in the collage mix optically, creating
the portrait of Matisse’s wife.
The inspiration for this art came from an
oil and tempera on canvas entitled “Green
Stripe (Madame Matisse): from 1905. In
this unusual portrait of Matisse’s wife,
Amélie, Henri painted a green stripe down
the center of the face. The stripe divides
Amélie’s face chromatically, with the warm
colors on one side and the cool colors on the other. The hair is
a mixture of blues and purples.
Matisse’s use of bright, wild colors is the main reason he was
labeled the leader of the art movement called Fauvism.
Above: Dale Chihuly with one of his sculptures that inspired
Intermediate students.
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Creating Art to Illustrate Sacred Heart Goals
By Kathryn Banks, Junior High Art Teacher
L
earning how to see is the first step in learning
how to draw. At the beginning of the semester, art
students make a viewfinder which is used throughout the course in drawing. A monochromatic still-life is set
up in the middle of the room which helps teach the principles of light, reflected light, composition, positive and
negative space, proportions, perspective and foreshortening
through a series of studio lessons.
The collage is explored through
a recycled materials project that
provides students an opportunity
for personal expression as well as
an appreciation for the materials
we consume in and outside the art
From left: Megan
room. The end result is a colorful
Rickborn, Madison Uva
box in which students store their
and Camila Ferre use
personal art supplies.
their viewfinders.
The students respond very well to
the medium of clay, so the addition of a kiln to the art studio
was a significant benefit to the program. Taking our inspiration from the beautiful Junior High butterfly garden, Seventh
Grade students created ceramic butterflies which were displayed
in the garden in the Les Papillons de Duchesne exhibition in
the spring.
The Goals and Criteria of Sacred Heart Education are at the
core of what Carrollton is about. As a result, Eighth Grade
students designed a Carrollton heart mobile with organic forms
to represent their interpretation of each of the Five Goals, while
referring to the work of the great kinetic sculptor, Alexander
Calder, for inspiration. They first created a design on paper and
then, through a variety of clay techniques, crafted each shape
by hand, glazed them and strung them up to demonstrate an
appreciation for 3-D spatial relationships, balance, proportion
and movement.
Other studio projects included the self portrait, both
realistic and blind contour versions; figure drawing in
which action lines, proportion and foreshortening were
emphasized; Impressionist-style landscape painting, and a unit
on graphic design for the Fairchild Challenge.
It is so rewarding to see these young ladies grow in their
abilities and appreciation for fine art, which makes all of life
more fulfilling. I feel blessed to be part of this process.
Gabriella De Souza works on her collage.
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Art From the Heart
By Patricia Wiesen, High School Art Teacher
I
n a world where
our students and
daughters are
inundated with
information,
how do we
keep them from being
swallowed up in the
deluge? How do we give
them a voice? One way
is through art. Students
in the High School visual
arts program express their
concerns about issues that
are important to them
within a social art context.
Passion and research drive
their ideas and concepts
as they create pieces that
raise awareness and even,
at times, affect social
change.
Last year, some of
Carrollton’s IB visual art
students spent several
Saturday afternoons
at the oncology unit
at Miami Children’s
Hospital creating art with
young cancer patients
to help them to forget
their pain – if only for a
short period. They also
sent small paintings to
Nicaragua’s La Mascota
Hospital in Managua to
brighten the bare walls
in their children’s cancer
ward. On a more global
level, Seniors Mariana
Through art, our students
integrate their understanding of
Goal Three: “Social awareness
that impels to action,” and
realize that even as young
women, they too can make a
contribution to the world.
Vanin and Elizabeth
Reyes created a blog
and secured “virtual
signatures” which were
written on hanging
paper cranes in a
collaborative sculpture
and installation entitled,
“Cranes for Peace.”
Nearly 1,000 cranes
hung from the ceiling
in the Barry Building.
They were accompanied
by a portrait of the
young Japanese girl
named Sadako Sasaki,
who folded cranes as a
pledge for peace as she
lay dying from radiation
poisoning after the
bombing of Hiroshima,
Japan during World
War II. Signatories
from around the world
and even students and
staff in our Carrollton
community came to
sign the cranes and join
other voices to promote
a more peaceful
world. Through art,
our students integrate
their understanding of
Goal Three, “a social
awareness which impels
to action” and realize
that even as young
women, they too can
make a contribution to
the world.
Portrait of Sadako Sasaki
by Mariana Vanin ’08
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Images of The Holy Mother
By Patricia Wiesen, High School Art Teacher
The image of the Madonna has been embedded in the
visual art of the western world for nearly 2,000 years. Some
call her a mediatrix between her devotees on earth and the
divine. She has inspired artisans, crusaders, saints, prisoners,
pilgrims, and mothers. Images of her are the optical focus of
devotional activities around the world.
High School Junior Carolina ValdesLora stated, “Mary has no nationality – she’s
someone to whom every culture can relate.”
Carolina, a student in the International
Baccalaureate (IB) program, was the winner
of the Florida Catholic 2007 Christmas cover
art contest. Her charcoal portrait of Mary and
the baby Jesus appeared on the cover of all six
Valdes-Lora
editions of the newspaper.
Carolina used
charcoal pencils and
background pastels
to create her serene
and gentle version
of Mary.
Upon hearing
about the Florida
Catholic art contest,
the High School
art department
decided to use it
as an opportunity
to introduce figure
drawing from life to
the IB art students.
Art teacher Patricia
Wiesen called a
local university,
hired a model and dressed her in garb the real Mary would
have worn, allowing the 18 students to choose their own
media and approach the project from their own perspectives.
Students decided if they wanted to draw Mary directly as
the model appeared, or add a halo, stars or other traditional
aspects found in historical Marian portraits. The students
researched costuming and images of Mary throughout
the years. This project coincided with the school’s annual
celebration of Mater.
Images of the Holy Mother, by:
Carolina Valdes-Lora ’09 (left), Sophia Diaz ’10 (above),
Patricia Navas ’08 (below, left), Claudine Fernandez ’10 (below, right).
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Carrollton’s Visual Arts Teachers
By Carolyn Borlenghi, Duchesne Academy ’98
Through nurturing direction, the
teachers at Carrollton show students
that inside each of them lies the gift,
they themselves can find it and utilize
it. Inevitably, learning to channel their
creativity, the girls gain new ways to
express themselves.
Primary Art Teacher Maxine Cohn
believes that within each student exists
the potential to create and it is up to the
art teacher to hold a mirror up to that
student, drawing out hidden talents
and a knowledge of one’s self. She does
not hold back when teaching even the
youngest of children and finds herself
introducing projects to them that were
once considered college level, only to be
amazed at their ability to find new ways
of exploring the art universe. Ms. Cohn’s
first love is photography. She alters her
images with hand coloring on textural
backgrounds to create beautiful one-of-a
kind pieces. Ms. Cohn graduated from
Carnegie-Mellon.
Intermediate Art Teacher Kari Snyder
describes herself as a figurative artist who
especially loves portraiture and creates
portraits, figure studies and drawings of
animals. Her work uses the printmaking
process of chin colle in
which she prints etchings
and engravings done on
both copper and Plexiglas
on top of handmade papers. She finds
creative inspiration in the physical
environment at Carrollton. Ms. Snyder
is a recipient of a 2008 Individual Artist
Fellowship from the Florida Department
of Cultural Affairs. She received her
graduate training at the University of
Miami.
Junior High Art Teacher Kathryn
Banks graduated from Manhattanville
College in 1980. Prior to that she studied
visual arts at the Art Students League of
New York for one year, and at Sankei
Gakuen, in Tokyo, Japan, for six months.
Following a 15-year career in Japanese
television, where Mrs. Banks hosted and
produced a variety of network shows,
she continued to work for Japanese
clients including Benihana of Tokyo, as
a graphic and Web
designer. Mrs. Banks
began teaching fine
art six years ago and
joined Carrollton in
January 2005. She
continues to work in
her favorite media of
oil, pencil, and Sumi
calligraphy, as well as
her ongoing work in landscape sculpting
her Coconut Grove garden.
High School Visual Arts and Art
History Teacher Patricia Wiesen,
NBCT, believes the study of art helps her
students progress in other areas of their
educational and personal development.
While studying for her M.A. at FIU, she
experienced the power of art. In addition
to teaching important life lessons, art
incorporates other subjects such as
philosophy, history, literature and even
science and mathematics. Ms. Wiesen
believes that art also allows students to
express themselves through a “visual
language” and understands that life is
complex and issues are often not just
“black or white” but “full of the nuances
of gray.”
High School Art Teacher
Helen Webster received a
B.F.A. from the Art Institute
of Chicago and an M.F.A.
from Indiana University. Her
favorite artists are Balthus,
Degas, Filippino Lippi, and
Goya.
She gets her artistic
inspiration from the music of
Omara Portuondo, movies by
Kar Wai Wong, Chinese art,
New York, Puerto Rico and
rainy days.
She describes her style: “I
usually paint in oils and my
work is mostly figurative,
though I will do an occasional
landscape. My paintings are
quiet, nostalgic and pensive.”
Clockwise, from far left: Kari
Snyder’s collage, “Layla,” a
watercolor butterfly card by
Patricia Wiesen, Maxine
Cohn’s photo, Kathryn Banks’
Sumi painting of Park
Avenue, Helen Webster’s view
of the valley.
14
Commitment to Performing Arts
By Carolyn Borlenghi, Duchesne Academy ’98
A
s a Sacred
Heart alumna, I
remember the pure
joy of entering the
music room as a child. My
voice was not perfect, I surely
did not sing on key, but that
was not the point, it was not
the focus. We would practice
and prepare songs for the
upcoming liturgy making
us feel empowered and
excited to sing praise to the
Lord during mass. It wasn’t
about learning to perform or
learning to sing, it was about
feeling and expressing oneself
and somewhere in there I
learned. It was safe and it
was fun. What I know now is
that it was important.
Each of the teachers of
the performing and musical
arts at Carrollton strives
to instill an understanding
and passion for the arts in
the girls. They come from
an array of backgrounds
and enjoy different kinds of
music and art themselves;
each of their experiences and
the work that they themselves
create helps shape who they
are as teachers and how they
inspire their students.
For Kim Barretto Loaiza,
Montessori and Intermediate
music teacher, the
environment allows her to
focus on helping her students
grow spiritually as well as
artistically. At Carrollton
she has both the freedom to
teach using methods that she
believes in and the strong
support of her directors and
the administration to guide
her. This allows her to focus
on the most important part
of her work, her students. In
“It is indisputable
that a strong
education in the
arts facilitates more
intense development
in all areas of life;
cognitive, academic,
interpersonal,
physical, and above
all spiritual.  Its
importance cannot be
understated. Other
disciplines of study
help us to survive.
The arts help us to
understand why we
survive.”
– Dr. Walter Busse
a statement that embodies
the spirit of the Sacred Heart,
Ms. Loaiza described her
personal work to me as “to
live a life dedicated to the
child.”
To Kristin Camacho,
Primary music teacher,
it is important to build
on the strengths of each
of her students while
identifying and addressing
the weaknesses. She believes
that music allows the girls
to exercise a part of the
brain that is not used often
and as they begin to open
this gateway they can find
relationships between art and
other core academic subjects.
Debra Consuegra, Junior
High music teacher and
school liturgist, describes
art as both objective and
subjective, stating that
music requires the use of
both sides of the brain
which allows everyone to
succeed. She feels music is
a very intellectual discipline
which allows students the
opportunity not only to learn
about the subject, but to
experience it in practice and
performance.
Zena Rodriguez, High
School performing arts
teacher, believes that first she
must earn the respect of her
students and in turn she will
earn theirs, which gives them
the fundamental motivation
to achieve their highest
potential. In the performing
arts, students are asked to
become someone they are
not; in doing so, they have
the opportunity to learn
about, express and experience
another side and they gain an
appreciation for others.
Dr. Walter Busse, music
coordinator at Carrollton,
believes the study and
creation of music is tightly
intertwined with the greater
goals of the Sacred Heart
community. Dr. Busse
strives to instill a life-long
love of music in his students
with the belief that it will
aid their development in all
other phases of their lives.
His passion, not only for
the arts, but for the teaching
of the arts is apparent in
both his philosophy and his
methods. He, along with
all the teachers of the music
and performing arts, slowly
builds a strong foundation of
music and art over the years
of each girl’s education.
Kim Barreto Loaiza
Kristin Camacho
Debra Consuegra
Zena Rodriguez
Walter Busse
15
Music Makes You Smarter
By Dr. Walter Busse, Music Coordinator
R
ecently in our culture, expectant mothers
have taken to playing classical music directed
toward the womb in an effort give their child
an intellectual advantage. Products such as Baby
Einstein videos and mommy and me “music time” type
classes have grown exponentially in the last several years. A
generalization has emerged amongst young parents in our
society that, exposure to and creation of, music is beneficial to
a child’s development. Is this just an urban legend? A newly
formed wives’ tale? Or is there some substantive merit to the
claim that “music makes you smarter?”
Historically, the Ancient Greeks instinctively understood
the value of music education. Alongside geometry and
astronomy, music was considered one of the three main
disciplines of study, part of the Trivium. Later, in Rome,
ars musica was central to the development of the whole
person. While many modern cultures have continued to
embrace private music lessons as an important element of
overall education, it wasn’t until 1983 when Dr. Howard
Gardner proposed the idea of multiple intelligences, with
musical intelligence as being one of eight discreet domains.
Since then, many other types of intelligences have been
proposed, and most researchers now concur that “musical
intelligence” is in itself, by definition, comprised of aspects of
all eight of Gardner’s intelligences including linguistic, logicmathematical, spatial, and kinesthetic, along with a multitude
of others.
Music creation encompasses much more than just the
aesthetic. When people study
music, they are actually utilizing
many different parts of the brain
in both right and left hemispheres.
A great deal of research has shown
that the act of learning and
performing music causes significant
and real changes in brain activity
and cognitive development, with
measurable results transcending
all disciplines of study. Music
cognition truly encompasses all
subject areas simultaneously…
• Music notation is a foreign
language, using extremely
complex symbols and semantics.
Dr. Busse helps a student understand
finger placement while learning to
play the guitar.
16
• The structure of the musical scale and western harmony are
Pythagorean mathematics based on simple ratios.
• Rhythm and subdivision of time in music are all based on
fractions.
• Musical form is a very real geometry, complete with
symmetrical patterns and shapes.
• Music production is a science, encompassing physics,
acoustics, mechanical and electrical engineering, and
computer technology.
• Music performance is physical athletics requiring extremely
precise control, dexterity, coordination, strength and
stamina of multiple muscle groups.
• These complex physical processes of playing an instrument
or singing can be understood through the study of anatomy
and physiology.
After considering all that is involved, it makes sense that it
takes years of commitment and countless hours of hard work
through practice to gain real proficiency on an instrument
or voice. This discipline needed, along with interactive teamwork necessary in ensemble groups, is exactly why so many
music students enjoy successes in all areas of life. Volumes
of studies have proven that involvement in music activities
produce members of society who not only value the arts,
but are more successful in academics and business, less likely
to use drugs, much more active in community and charity
efforts, and score higher on IQ tests, SATs and GPAs.
In short, it is true, “Music really does make you
smarter!”
Voices Soar
By Debra Consuegra, Junior High Music Teacher and School Liturgist
Music is my life and I am able to
share my love of it with my students.
I have the opportunity to show the
young girls the simplicity of chant, the
delicate qualities of the madrigals and
motets of the Renaissance, the intricate
yet straightforward beauty of Bach, the
genius of Mozart, and the exquisiteness
of Beethoven. I introduce them to the
language of music through theory and
ear training, and I attempt to instill in
them an appreciation for the magnificent
sonorities heard throughout the history
of music. But, I could do all that in
any school. I love my job at Carrollton
because not only am I able to teach these
young ladies all about music, I am able
to share my personal gift of music with
them through our liturgies.
Music ministry is a vital part of the
Roman Catholic Mass. In the early days
of the church and even before, in Jewish
synagogues, music has been an integral
part of worship. Rituals have been and
continue to be accompanied by chanting
prayers. Music enhances the worship
experience. St. Augustine said “singing
is praying twice.” That is a beautiful
thought. I’m sure many of you have
heard your daughters sing while they
played with their toys or while trying
to put their dolls to sleep. Wasn’t that
the sweetest sound you’ve ever heard? I
imagine God has that same feeling when
we sing.
Choirs
Perform at
Carnegie Hall
The
newly-formed
choirs,
Junior High’s Coeur de Chant,
under the direction of Mrs. Debra
Consuegra and High School’s Les
Choristes, directed by Dr. Walter
Busse, were invited to Carnegie
Hall on April 21 to perform works
from various Spanish Zarzuelas and
Brazilian composer Villa Lobos. The
collaboration with Barry University
included more than 100 voices and
a full orchestra. Dr. Busse said,
“This is a life-changing opportunity
to perform on the world’s most
famous stage.”
With our busy lives and complicated
schedules, I know it’s sometimes easier to
attend a “silent mass” where there is no
music. I confess I have attended these
masses from time to time. But whenever
I leave the church, I feel like I’ve missed
something. The music in liturgy is our
opportunity to be a part of the celebration
taking place, to be more than just
spectators. We say the prayers together,
we recite “Amen” together, but when we
sing together, something transcendent
happens. We are all united in prayer
on a deeper level. God is listening to us
lift up our voices in His praise. We are
acknowledging and thanking Him for
holding us as His beloved.
Sharing the gift of music, be it singing
or playing an instrument, is one way of
giving back to God and offering a service
to the church. I have found that singing
in a choir at mass allows me to use my
talents with others who share the same
gift of music. Choirs are present to
share in the liturgical experience, to add
to the beauty of the mass, to encourage
participation among the congregation,
and to inspire prayer. Singing during
mass unites us in a sacred celebration of
faith.
17
Juniors Dominique Villegas, left and Elizabeth
Valentine, right
Art Onstage
For the past six years,
Catherine Roen ’13, right, has danced
in the production of the Nutcracker.
Six years ago she began as an angel
and for the last two years, she danced
the part of one of the girls in the classic
Christmas party scene. She began
dancing when she was a 3-year-old
after seeing her first ballet production
of Swan Lake. Catherine has been
with the Thomas Armour Youth
Ballet from the beginning and has
been dancing for nine years.
By Zena Rodriguez, High School Drama Teacher
This school year marks the first time International
Baccalaureate (IB) theater arts is being offered at Carrollton.
The program runs for two years and is offered as an elective to
the IB students.
The IB theater arts course is aimed at helping the student
understand the nature of the theater by making it as well as
by studying it. Students experience theater not only with
their minds but with their senses, bodies, and emotions.
Students discover the various forms theater can take in
cultures other than their own. The course focuses on the
development of the performer through individual experiences
as well as collaborative ones. Students are asked to reflect on
their personal growth in theater and to participate in two fullscale productions.
The IB theater students have devised and designed
elements of theater both through writing and through
performance by taking on the role of performer, director, and
designer. They created and built set designs for Masquerade
Ball and are currently working towards their first production,
Lunacy by Patricia Weaver Francisco. In class, they have
studied Ancient Greek theater, Italian Renaissance theater
and Commedia dell’Arte. They were asked to perform
original pieces based on what they learned.
Mia Cefalo ’15 is a member of The
Grove Players, a musical theater troupe
that specializes in Broadway musicals.
The group performs weekend programs
where student soloists showcase their
talents. The Players also perform in group
numbers and learn what it takes to
produce a single performance or a play.
They choose music, choreography, and
make-up with guidance from the vocal
coach, director and producer.
As Bitsy the Clown, she sang
“Leave ’em Laughing” in an original
production of “Party Central.”
18
In Their Own Words
Fourth Grade student
Susan Kim is in the
process of completing her
first novel, The Secret Files
Girls, The Enigma of the
Ring. This mystery/
adventure story is the first
in a series.
Susan started writing
The Secret Files Girls, The
Enigma of the Ring, in First
Grade. This past summer,
Susan Kim
it became apparent that writing is not a mere hobby for
Susan. It is an outlet for her creativity and her true
passion. As she said, “Writing is the means that allows
me to let my imagination fly freely, without any limits.”
Before coming to Carrollton,
Freshman Tiffany Virgin experienced the cruelty of bullying. At
the same time, she was grieving
the loss of her grandfather.
Tiffany turned to prayer and
reflection. She recently selfpublished these reflections in
Light on Shades of Gray.
Tiffany Virgin
Tiffany said, “I learned to see
things from a different view.
From this inspiration came thoughts…soon I found
myself filling a notebook with thoughts and prayers
that I knew would help others and me.”
Tiffany gave a reading of her book at Books &
Books in Coral Gables on January 12.
Miami’s Own Great Debaters
By Joseph Carver, Director of Debate
I
n Denzel Washington’s latest
film, The Great Debaters, a group
of students from East Texas
defy the odds and go on to win
a prestigious national championship in collegiate debate. In real life,
Carrollton is seeking to do the same.
By the time La Plume goes to press,
Seniors Catalina Santos and Dorothy
Anne Hector will be on their way
to the prestigious Tournament of
Champions (TOC), the high school
policy debate community’s national
championship tournament.
Dorothy Anne and Catalina have had
the most successful debate career in
Carrollton’s history. They are twotime qualifiers for the Tournament
of Champions and are one of the top
fifteen teams in the country.
Policy debate is comprised of two
teams (four students) who debate a
policy proposal as a resolution for an
entire academic year. The work begins
long before the school year starts since
debaters spend their entire summers
at workshops held on college campuses with the goal of preparing for the
upcoming season. This past summer
twenty of our students worked at such
camps compiling research from law
reviews, philosophical texts and
electronic news media to defend and
reject the resolution.
Given the enthusiasm and dedication
of the Debate Team, we will continue
to hear about Carrollton’s leadership
within High School policy debate circles
for years to come. Not only did
Carrollton dominate the elimination
round of the Crestian Classic, where all
the Florida teams compete, with three
out of the eight teams advancing to the
elimination round but, Tenth Graders
Helen Gomez and Chelsea Wood were
the only non-seniors to appear in semifinals, losing to the team that won the
tournament. Both students were top ten
speakers at this event.
In addition, among Freshmen, Anna
Dimitrijevic and Nastassja Schmiedt
were declared Novice Champions in
December and confirmed their national
dominance by taking first place in three
consecutive tournaments.
In an activity dominated by males,
Carrollton’s all girls teams stands out.
In each of the last three years Carrollton
has been the only all-female program to
qualify for the TOC and are commonly
seen as the only nationally competitive
all female debate squad in the country.
Carrollton competes at approximately 15
tournaments annually around the country.
Back row, from left: Elena Pesant ’11,
Kristen Cruz ’11, Jamila Williams ’10,
Michelle Cotton ’10, Helen Gomez ’10,
Leandra Lopez ’09, Andrea Barcia ’10,
Lauren Sisak ’10, Maria Arazoza ’09,
Amberly Nardo ’10. Middle: Alejandra
Zamparelli-Perez ’11, Lauren Cue ’11,
Nastassja Schmiedt ’11, Tiffany Virgin ’11,
Chloe Burke ’10, Chelsea Wood ’10, Carla
Perez-Abreu ’09, Katrina Rodriguez ’10,
Camila Hernandez ’10, Alina Gomez ’10.
Front: Sofia Baez ’11, Natasha Johnson ’11,
Anna Dimitrijevic ’11, Stephanie
Arencibia ’11, Susana Jimenez ’11,
Ana Siberio ’11, Alyssa Padilla ’11.
Julia Burke Award
Dorothy Anne Hector
Senior Dorothy Anne Hector is a semi-finalist for
the Julia Burke Award which is the most honored award
a high school debater can receive. The purpose of this
award is to recognize a high school policy debater who
achieves competitive excellence in high school policy
debate on the national circuit, and who demonstrates
goodness of heart despite the pressures of competition at
the highest level. The award includes a perpetual and an
individual trophy, a college scholarship, and a contribution to the charity designated by the recipient. Dorothy
Anne is one of three national finalists.
19
Celebration of The Arts
More than 1,000 people
attended the closing of
Carrollton’s 46th
Anniversary Weekend on
Sunday. The day included a
Family Liturgy of
Thanksgiving and the
Celebration of the Arts.
Much to the delight of
the alumnae, a surprise
visitor at the mass was Sr.
Velez, a member of
Carrollton’s original
community of Religious of
the Sacred Heart. Her
presence meant a great deal
to everyone who met her.
We give special thanks to
the choirs who joined in
beautiful singing of the
hymns and songs.
The Celebration of
the Performing Arts was
fantastic! Sitting under the
“big-top” proved to be a
wonderful way to see the
talented performances of
students of all ages.
The Visual Arts were
displayed in adjoining tents.
Third Grade docents helped
guide everyone through the
art displays. It was a day
filled with worship, beauty
and artistic accomplishments.
20
21
Expressions Through the Arts
By Alejandra Bunster, Director of After School, Spring and Summer Programs
Students at Carrollton can enhance their learning through
Carrollton’s After School Program, and Spring and Summer
Camps. In these programs, the emphasis is on discovering and
expanding understanding of different cultures, different points
of view, and appreciation of art in all forms.
The After School Enrichment Program offers extracurricular activities and courses such as flamenco, Irish dance,
ballet, jazz dance, yoga, drama, ceramics, digital photography,
mosaic making, and silk scarf painting. Students discover their
potential, cultivate their talents, develop artistic sensibility,
imagination, originality, creativity, intuition and spontaneity.
They build on their strengths, discover themselves, gain
confidence, self-esteem, concentration, and awareness of their
expressive possibilities. They also fortify their areas of weakness, such as inhibition, communication, language barriers,
and learning difficulties.
orld In 20
D
ay
mp
n
he W
t
d
s
A
rou
Alejandra Elsesser Bunster has resided
in Miami for the past 20 years. Originally
from Switzerland, she lived in Paris for
12 years. She graduated from Université
de Paris III, Etudes Theatrales, Sorbonne
Nouvelle. She has studied and worked as
an acting teacher, theater director, producer,
and art therapist in Germany, France,
Russia, Indonesia, and Chile. Alejandra is the author of “A
Theater Atelier,” a three-year project commissioned by the
Chilean Ministry of Education to add expression and drama in
the school curriculum. In Miami, she has worked at New World
School of The Arts, University of Miami, Fairchild Tropical
Garden, Miami Film Festival, Miami Dade County Division
of Arts and Culture, Parks and Recreation.
Ca
r
e
2008 Summ
Through the introduction of Mind Lab Method, time
is spent playing games while developing and training their
thinking abilities and skills at the same time.
As global citizens, students spend time learning international languages so they can communicate. Acquiring Chinese,
Japanese, French or Spanish isn’t easy, but when the teachers
make it fun and creative, the students excel.
During Spring Camp, girls were introduced to the endless
possibilities that nature provides to create art pieces. The theme
of birds in paradise offered an opportunity for the girls to take
a field trip to the Deering Estate for some birdwatching. There
was another field trip to the Fruit and Spice Park where girls
experienced the joy of tasting fruits picked by them directly
from the trees.
Girls decorated the Montessori-Primary School statue of
the Virgin Mary, designing a permanent ceramic fern pedestal adorned with ceramic flowers made by them. The ceramics
produced in this program will continue to enhance Carrollton’s
beauty, such as the tiles that will be installed for all to admire.
Last year, the Summer Camp’s theme was “Around the
World in Four Weeks.” This experiernce was such a success
because girls were captivated by a unique daily schedule that
included singing, acting, dancing, computer lab, art projects,
baking, languages, and swimming every single day.
Girls are delighted to perform at the end of each session,
showing parents, teachers and friends their accomplishments.
Each week of camp has a different theme allowing parents to
enroll their children in the weeks of their choice. This year,
the themes for summer camp are flora and fauna, fairyland,
artists and their masterpieces and celebrations around the
world. Contact Mrs. Bunster for more information.
Clockwise from above: Tiles made in the Spring Camp
decorate the pedestal of the statue of the Virgin Mary; in the After
School Enrichment Program, Primary students learned the art
of Flamenco dancing; in the After School Enrichment Program,
Montessori pre-ballet students demonstrated what they learned;
learning through puppet play in the After School Program;
students demonstrated their musical skills at Summer Camp;
Around the World in Four Weeks Summer Camp butterfly tiles;
during Spring Camp, a field trip to the Deering Estate for bird
watching; the cover of the brochure for this year’s Summer Camp.
23
The Art of Athletic Performance
F
or the 2007 fall athletic season,
there were more than 150 Carrollton students in grades 4-12
competing in five sports.
The volleyball program continued to
improve. The Junior Varsity Team, consisting of Fifth through Eighth Graders,
finished with a 6-8 record and was triumphant over a major competitors. The
Varsity Volleyball Team competed in the
district tournament.
In swimming, a developmental team
was started. The Junior High team consisting of students in Sixth through
Eighth Grades, finished in first place
at the Ransom Invitational, the Miami
Independent School Championships,
and the Westminster Christian Invitational. The team received the runner-up
trophy at the Dade County Youth Fair.
The varsity team qualified four individual swimmers and three relay teams for
the Regionals. The 200 meter free-relay
team of Nicole Brunner, Lisa Donna,
Chelsea Wood and Laura Rodriguez,
finished 15th in the Class 1A state finals.
The golf program also started a developmental team, consisting of 10 girls,
Carrollton
Sophomore
Carolina
Palacios
competed in
the USA Snipe
Nationals
at Dillon
Reservoir in Colorado. The Snipe has
consistently been one of the top twoperson sailboat racing dinghies in the
United States and throughout the
world. 80 Snipe teams participated
from around the country braving some
frustrating moments with wind shifts
and wind velocity changes. Carolina
and her partner, Rogelio Padron, took
the top prize as Special Junior National
Champions.
24
By Matthew Althage, Athletic Director
Grades 4-8, that
went to Crandon
Golf Course to
work with their
staff. The varsity
team won the
Dade County
Youth Fair for
the third year in
a row. Freshman
Alexandra Perez
was the individual champion
for the second
year in a row. At the district level, the
team won their fourth consecutive title.
Senior Elisa Murai was the individual
champion for the third consecutive year.
Competing in one of the toughest regions in the state, Cyclones finished in
third place at the regional tournament.
The Cross Country Teams trained hard
and continued to improve their times.
The Junior High Team competed in the
ACC this season. The girls wrapped up
their season at the All Catholic State
Invitational.
Fourth Grader Maria
Madiedo finished 30th overall and
was the top runner for Carrollton. At
regionals, the varsity team finished in 9th
place. Freshman Jennifer Wilde finished
11th place overall and qualified for the
state meet. At the state meet, Jennifer
placed 99th out of 178 runners.
The Junior High Basketball Team
of 7th and 8th Graders were the ACC
northern division champions finishing
the season with an 11-2 record. The
Intermediate Team, Carrollton’s juniorvarsity-in-training girls, had a 4-4 season
in the ACC. The Varsity Team went into
the district tournament as the 5th seed
and advanced to the semi-finals.
Having graduated many players last
year, this year’s Soccer program has
focused on building the team. Special
congratulations to our All Dade players.
Top photo: Congratulations to the
athletes who were selected by the
Miami Herald as part of the AllDade County Fall Team. From left:
Elizabeth Valentine (volleyball),
Patricia Navas (volleyball), Erica
Vazquez-Bacardi (volleyball),
Lauren Rodriguez (swimming),
Nicole Brunner (swimming), Lisa
Donna (swimming), Chelsea Wood
(swimming), Lydia Pulver (golf ),
Marie McGrath (golf ), Jennifer Villa
(golf ). Not pictured: Alexandra Perez
(golf ), Elisa Murai (golf ), Carolina
deArmas (golf ).
Bottom photo: Congratulations to
the athletes who were selected by the
Miami Herald as part of the AllDade County Winter Team. From
left: Carolina Gorordo (soccer), Kiera
Russell (soccer), Mary Pisano (soccer),
Beatriz Sagarduy (soccer), Katherine
Wolfsthal (basketball). Not pictured:
Daniela Calderon (basketball)
Network Summer Programs
Seattle
Poughkeepsie
I had never
came. I ate an
been to a workextraordinary
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amount of
the expericheese produced
ence at Sprout
at the farm and
Creek was an
even helped save
unforgettable
a calf. Taking
one. Sprout
the Junior High
Creek is a 200
students to the
acre, beautiful,
lunch for the
educational
homeless and to
and productive Carrollton teachers M.T. Valle ’79, left, and
pick vegetables
farm in New
helped me realJoan Trujillo enjoy a moment at Sprout Creek
York’s Hudson Farm.
ize how much
River Valley.
our youth needs
Run by the
to reconnect
Religious of the Sacred Heart, the farm
with our environment and with people
promotes educational and spiritual pro- that are outside of their comfort zone. I
grams for children and adults through
admire the Religious who work 18-hour
a hands-on experience. Animals like
days to maintain a program of farm
cows and goats are tended, milked and
work, serious study, service and
fed by the staff. I quickly learned how
communal living. The farm provides
work is done on the farm. My most
opportunities for responsibility and
memorable experience was shepherding decision making, for spiritual growth
as it helped me recall the Bible passages and for experience of a simpler, more
where Jesus called his sheep and they
environmentally integrated way of life.
– M.T. Valle ’79
Many special memories fill my heart
from the Seattle Summer Network
Project. The experience working with
the homeless had a most profound
effect, since my stereotypical view of the
poor, without shelter, was shattered. I
encountered people who were educated,
polite, but had a bad turn in their lives.
Also, the food which we served at the
soup kitchens was tasty, not at all the
sense that it was “leftovers.” Visiting the
elderly, mostly of Japanese descent, was
also a very rewarding experience. What
made the project outstanding, however,
was its international dimension: each of
the American students who participated
came from a different Sacred Heart
school in the country, and the Japanese
girls from our school in Sapporo
interacted so effortlessly with them, that
the universality of a Sacred Heart
education was quite evident to me.
– Beatriz Bustillo
Participants in the Seattle Service Project.
25
Heart and Soul
The Role of Nursing in the Carrollton Community
By Mary A. Gallo, R.N., School Nurse
Carrollton now has more than 700 students – 17 different
student age possibilities, plus multiple cultural considerations.
Add to all of this the faculty, staff and an occasional parent
and the day becomes filled with questions for the nurse and
the counselors.
There are lots of illnesses, actual and perceived, that
present themselves during the course of a school day.
Broken bones, cuts, scrapes and fevers are what make up easy
days for the nurse. I’d rather immobilize a dozen jammed
fingers than struggle with the decisions about the source of
a Primary student’s stomach ache. How to figure out the role
that friendship issues have in the sudden onset of pain in an
Intermediate student is part of the job. I remember all too
well how sick to the stomach algebra made me and I remember
the days when I was sick all day because I forgot to study the
history dates for the test.
Instead of just sitting around waiting for the inevitable
illness, much of my time is spent teaching students about
wellness: the how and why of hand washing, the proportions
of a balanced diet and the role of food in health and other
information to enhance their wise decision making. Our girls’
26
health is as vulnerable to social and peer pressures as it is to
bacteria and viruses.
My favorite part of school nursing is the overwhelming
effect that a little understanding, listening and a kind word
can have on a child having a bad day. The worst part is having
to take a stern approach to convince a chronic complainer that
she will be fine and can go back to class. Her fears seem so
real; she really thinks she’s sick, but she will learn over time
how to cope without the benefit of the nurse or an ice pack or
a band-aid. It’s a valuable but difficult lesson and it’s hard for
me as well.
The biggest challenge for the school nurse comes from
stressing the importance of behaviors that are contrary to
social pressures – a balanced diet and a good night’s sleep.
Adults have a hard enough time with those issues; it
must be difficult for students to be lectured about things that
they don’t have full control over and are too young to fully
appreciate. I pray for understanding over time.
Not every complaint is diagnosed with a stethoscope and
a thermometer! I collaborate with and rely on the expertise of
my colleagues in counseling.
Heart and Soul
The Role of Counseling in the Carrollton Community
By Lori Maschke, Junior High Counselor
From suspicious stomach aches to adolescent meltdowns,
Carrollton counselors wrestle with the psychological versus
physiological sources of a student’s bad day.
In its infancy, school counseling revolved around guidance
programs designed to identify and steer students toward
needed professions. Professional school counselors are now
trained at the master’s level and armed with a diverse arsenal
of qualifications and skills to address students’ academic,
emotional, and social needs.
For Grades 1-8, counselors facilitate classes centered on
a developmental curriculum. At Carrollton, these groups
are built into the schedule and are conducted on a weekly
basis. Classes are planned and purposeful yet remain flexible
to address the “here and now” of school climate and student
experiences. For example, one week’s character lesson was
postponed to accommodate discussions about Katrina and
hurricane fears. The High School counselors work with
students as they transition into and out of high school, provide
individual, academic and college counseling and guidance or
intervention with the psycho-social needs that arise during the
teens’ development years.
At Carrollton, we also offer individualized services that
focus on student planning, organization, and goal setting.
These services are available to every student and can be both
proactive and responsive, personalized to fit the developing
child struggling with any number of challenges that are
encountered in the journey through Primary, Intermediate,
Junior High and High School toward college. We provide
a host of responsive services that include preventative or
intervention activities that are designed to meet the immediate
and future needs of the school and students.
There is no mystery to the clinical aspects of the “behind
the scenes” counseling work that occurs: we provide individual
or group counseling to address developmental bumps in the
road including, but not limited to self-image issues, friendship
issues and academic challenges. We refer and confer with other
school and community services, and serve as a resource for
parents, students, and teachers regarding child and adolescent
developmental ages and stages.
With an eye toward the hearts and minds, bodies and souls
of the young women entrusted to our care, we think, work, feel,
collaborate and determine as a team. Whether the challenge is
influenza or test anxiety, our job is to figure out where to place
the band-aid and heal the wound literally and figuratively.
27
Counselors: Caring, Careful Advisors
Gretchen Boehm grew up in Buffalo,
NY and attended Cornell University.
While studying in Ithaca, she was a
member of the varsity swim team.
She earned an M.S. degree in athletic
administration from Springfield College
and pursued this passion at Dartmouth
College serving as the NCAA compliance
coordinator. Gretchen made the switch to
admissions in 2000 working at the Tuck
School of Business at Dartmouth College.
Through this experience, she traveled
extensively to recruit and interview MBA
students. She moved to San Francisco in
2003 and worked at the Castilleja School,
an all-girls college preparatory school
in Palo Alto, as an admissions officer,
coach, and counselor. Gretchen joined
the Carrollton community this year
and serves as an academic and college
counselor, primarily working with the
Juniors. Over the course of the school
year, Gretchen has met frequently with
the students in the Junior Class, attended
Kairos retreat, and has begun college
meetings. She traveled with students to
Washington D.C. for Close-Up and she
coaches the developmental swim team.
Regina Coello Canto ’95 is
Carrollton’s counselor for grades M-6.
Regina attended the University of Miami
where she received a B.A. in women’s
literature and psychology. She went on
to Florida International University where
she received an M.S. degree in school
counseling
Regina said, “My goal as a Sacred Heart
educator is to help raise compassionate,
independent, empathic, and confident
girls. I encourage my students to use their
emotional intelligence when cooperating,
connecting and communicating with
others. Learning how to resolve conflicts
peacefully is a skill that I teach all of my
students to embrace and apply to their
lives. As their counselor, I want each of
my students to learn how to recognize
her strengths and limitations, and accept
and respect herself and others.”
Lori Maschke has worked in an
in-patient substance abuse treatment
College Counseling
to strategize on how to make them stand out in
A native Miamian, Carol Recicar has been
today’s competitive marketplace.
a counselor at Carrollton since 1981. During
As the Senior grade level team leader, Ms.
her 27-year tenure she witnessed firsthand the
Recicar works closely with faculty in assisting
growth Carrollton has made in terms of facilities,
the Seniors in planning traditional Senior Class
enrollment, and the addition of new academic and
extra-curricular programs. She was instrumental
activities. She is responsible for monitoring the
in developing Carrollton’s comprehensive college
academic progress of the Seniors and working
with Ms. Solis-Silva, the IB Coordinator, to
counseling program which begins formally in the
ensure that each student is making progress
junior year, but includes programs and activities for
toward earning her IB diploma. For the first
students in grades 8-10 as well.
This past fall, the seniors met regularly with
time this year, the College Counseling staff met
Carol
Recicar
with the Eighth Graders where they participated
Ms. Recicar and submitted over 600 college
in an interactive game called “College Knowledge IQ.” They
applications all across the country. Ms. Recicar served as the
were reminded that decisions from this point forward have
chairperson for the annual Miami Invitational College Fair
hosted by Carrollton and eight other independent schools
a tangible impact on the success of their college application
in Miami in which 200 college representatives were available
process.
Ms. Recicar earned a B.S. degree from Florida State
to meet with interested Juniors, Seniors, and their families.
University as well as a M.S. degree in Counseling and
In addition, Carrollton hosted over 70 representatives on
Human Systems. In January, she received an Excellence in
campus. Individual conferences with the juniors and their
families have already begun to assist them in developing a list
Counseling Award from the University of Miami based on a
nomination by Jennifer Safstrom ’07.
of colleges to research that meet their individual needs and
28
facility, as a liaison between clients with mental
illness and their communities, as a prevention
educator for the Council on Alcohol and Drug
Abuse, conducting in-class drug awareness and
prevention modules for area public and private
schools. Mrs. Maschke joined The Academy of the
Sacred Heart, “The Rosary,” in New Orleans in
2001 as a counselor. In August 2006, she joined
the Carrollton community as the Junior High
Gretchen Boehm
counselor.
As a school counselor, Lori assists students in
furthering their educational, physical, psychosocial, and moral growth.
She said, “On a personal note, I love working
with girls in the environment of a Sacred Heart
school.”
Libby Sedgwick has worked as a counselor,
teacher, and coach at Wesleyan School in Atlanta,
Georgia followed by a teaching assignment at the
Regina Coello-Canto ’95 Baylor School, a boarding school in Chattanooga,
Tennessee. She joined the Carrollton faculty in
August 2006 to counsel the Junior Class and
teach IB English. She is currently the academic
counselor for the
Freshman
Class
“My goal as a
and continues to
teach IB English.
Sacred Heart
Lillian Soliseducator is
Silva ’92 received
to help raise
a M.S. degree
in
marriage
and
Lori Maschke
compassionate,
family counseling
independent,
from the University
of Miami, and her
empathic, and
bachelor’s degree
confident girls.
from
Bowdoin
College in English
– Regina Coello Canto ’95
and
romance
languages.
She
spent a semester in Paris and in her senior year of
college, she was a Spanish teaching assistant.
Lilli has worked at Carrollton since 1996,
Libby Sedgwick
when she returned as Alumnae Director. After
five successful years of bringing alumnae back to
the school, Lilli moved to the High School faculty
as a teacher of religion and English. She was the
High School Retreat Director, and was responsible
for implementing the International Baccaluarate
Program. For the past three years, Lilli has been
part of the counseling team as the Sophomore
Class counselor.
Dr. Lancelotta takes a moment after a
Breakfast Club meeting to have a one-onone discussion with a Carrollton parent.
Breakfast Club
Helps Parents
As part of Carrollton’s
ongoing commitment to parent
education, the school counselors
and the Parent Association
worked together to create The
Breakfast Club. The program
continues under the direction of
Lori Maschke and Regina Coello
Canto ’95.
Carrollton
parent
Dr.
Gary Lancelotta, a practicing
psychologist, serves as a valuable
resource. The meetings are open
to parents of Carrollton students
and are aimed at increasing
awareness of multiple issues that
surround parenting children in
today’s society. These meetings
provide strategies for addressing
issues that directly impact
students’ educational performance
and their social, emotional, and
psychological well-being.
Lilli Solis-Silva ’92
29
Alumnae Update
Reunion
Celebration
Founders Library
Saturday, January 26 saw the return
of alumnae to Carrollton for a reception in their honor in the school’s new
Founders Library, the gift of the Miguel
Fernandez Family. The Founders
Library was a beautiful setting for
former classmates to meet again and
catch up. Reunion classes ending in ’3
and ’8 were honored and reconnected
with classmates from around the world
via a live webcast.
The weekend ended on Sunday with a
family liturgy by the bay followed by a
picnic and the Celebration of the Arts.
Alumnae enjoyed the day’s
festivities from their hospitality tent
along with the rest of the Carrollton
community. E-mail addresses were
exchanged, photos taken and much
reminiscing was had by all.
Rafael Bru, Ana Maria Ana-Mari Calleja ’98, Denise Moreno ’98, Irene Delgado ’98,
Moreira Bru ’88
Katie Branchini ’98, Ana Carreño ’98, Caro Garcia ’98
Michelle Albert ’03,
Ana Carolina Varela ’05, Alan
Michelle Branchini ’03 Crockwell, Carrollton Faculty;
Laura Varela ’03
Silvi Larrieu ’03,
Dani Villoch ’03
Susana Rojas ’03,
Mariana Rosette ’03,
Mariana Nazir ’03
30
Maggie Ledo
Carreño ’68,
Ana Carreño ’98
Ame Travieso ’92,
Arturo Rodriguez
Ilean Nachón Salgado
’03, Gianni Blanco ’03
Alina de la Fuente St. Louis
’74, Michel de Vallois, Carmen
Dominguez-de Vallois ’72
Kathy Flannery Cervon ’78, Debbie Gibeau Lenehan ’78, Alison Repo Shapiro ’78,
Laura Sweeny Evans ’78, Eileen Torricella Diaz-Silveira ’78, Madeleine McQuillan
Fields ’78, Kelly O’Malley Mulligan ’78
Lois Weber, Carrollton
Faculty; Alexandra
Weber ’03
Lourdes Machado Pardo ’88,
Sr. Suzanne Cooke, Ivette Murai
Paniagua ’88
Manuel Ramirez, Elsa Arango Ramirez ’72,
Nat Chediak, Conchita Espinosa
Chediak ’71
Carol Recicar, Carrollton Faculty;
Montserrat Paradelo Morrison ’81,
Sandy Moore, Carrollton Staff
Nathaly Garcia ’03, Laura Faraci ’03, Natalia
Echeverri Sabagh ’03, Karina Lopez ’03, Claudia
Garcia ’03, Andrea Faraci ’04
Cristina Beauperthuy
’83, Dr. Gilbert
Beauperthuy
Elena Suarez Garcia-Montes ’83, Elaine Toricella
Diaz-Silveira ’78, Brigid Flanigan Prio ’84
Leslie Jones ’73, Mallory Burkett
Boyd ’73, Joan Burkett, 1970s
Carrollton Librarian
Yolanda Crespo, former High School
teacher; Mimi Abella-Blanco ’83;
MT Valle ’79
Osvaldo and Elena Rodon Romero ’88, Lizette Callejas Rodriguez ’88,
David Rodriguez, Brenda Garcia-Serra Novo ’88, Alex Novo
Hortensia Sampedro Hacker ’68,
celebrated her classmates on their
40-year reunion with a surprise hot air
balloon ride. The tethered balloon was
flown from the playing fields of Barat.
Alumnae and guests enjoyed the beauty of
Hortensia Sampedro Hacker ’68, Jill Piowaty Orpin ’68, Coleen Dooley ’68, Maria
an ideal evening in Coconut Grove where
Pardo Diaz ’68, Naomi Bell Brutlag ’68, Maggie Ledo Carreño ’68, Sr. Suzanne Cooke, one could see to Downtown Miami, Key
Titi Pujals Rosell ’68, Maureen Corey Patten ’68
Biscayne and beyond.
31
Spotlight on Alumnae
Carrollton’s Introduction of the Arts in My Life
By Anamarie Gari Moreiras ’85
As a Carrollton alumna, I certainly have an appreciation for
the arts. I continually reflect on being in El Jardin as a student
and how this glorious building has impacted my view of the
arts. Although not artistic in any manner, the appreciation for
music, dance, drama and the fine arts was certainly instilled in
me as a Carrollton student. All Sacred Heart girls are
educated to the heart – encompassing a much needed
completeness. Education at Carrollton is all inclusive, catering
to the spiritual, emotional, intellectual and cultural intellect of
every young woman who passes through its doors. The study
of the arts is an integral part of that.
I remember, both reflecting in El Jardin and, seriously
wondering how and by whom every detail in that majestic
building had been created. As I grew and traveled I realized
that it was this curiosity that opened my mind to detail,
creativity and a genuine appreciation for individualism at all
levels. The implementation of the arts throughout a typical
day at Carrollton teaches lessons beyond history and culture.
Subsequently, it teaches an individual to search for other
meanings, to consider diverse points of view, to understand
clearly that all individuals have talents and continuous
contributions to offer a global society.
Oftentimes, I am asked what at Carrollton is most
influential in helping secure a successful career. The answer is
easy, everything! At Carrollton, a young girl is sculpted into a
well-rounded woman; a woman with a total education,
encompassing the heart and mind, compounded with a
healthy dosage of courage and confidence.
I thank Carrollton for the
successes of my career, for
broadening my vision and for
awakening the appreciation of the
arts in my life.
Anamarie Gari Moreiras ’85
is a current parent to Sixth Grader,
Mariana, and a member of the
Alumnae Council. She is the
principal of South Miami K-8
Center, a Miami-Dade County
Public Magnet School for the arts
providing art, music, dance and
drama instruction for eligible
students in grades three through
seven. The total school population
includes children from prekindergarten through grade seven.
Anamarie with some of her students.
32
Carrollton’s Influence
By Isabel Junco Singletary ’69
Major Gifts Officer and Community Relations Coordinator
Alden Carol Schwarz ’67 is one of the original students
enrolled at Carrollton. A member of the fourth graduating class, Carol, as she was know at school, reverted to her
original first name after graduating from Carrollton. She has
enjoyed a fascinating and multi-faceted life in part because
she believes Carrollton’s influence “taught me the discipline to
work hard and apply myself to anything I tackled.”
Alden attended Sarah Lawrence College where she earned a
degree in English and Comparative Literature. At
Sarah Lawrence College, she had the privilege to
be chosen by Joseph Campbell to study one-onone with him for a year. With the publication
of The Hero With a Thousand Faces in 1949,
Mr. Campbell was established as the world’s
most noted scholar in Comparative Mythology.
During his many years at the college he became
a master teacher and mentor to generations of
notable women. Through his influence, Alden’s
images are frequently inspired by her study of
mythology and Jung.
She later continued her professional studies at
the Juilliard School of Music in New York, the
Guildhall School of Music and Drama in
London and the London School of
Contemporary Dance. After 25 years in the
performing arts including work in music, dance,
mime, puppetry, acting, directing and set and
costume design, she took a clay class and fell in
love with the visual arts. She is a printmaker and
sculptor who finds her main inspiration in the
beauty and wonder of the natural world as well
as the magical world of dreams. She says, “Some
of my works are whimsical, some tell a story, but
with all of them I hope to evoke an emotional
response in the viewer.”
Alden has had numerous exhibits and awards.
Her works are in the permanent collection of Bloomsburg
University and in private collections. Living in Danville,
Pennsylvania, she is the resident visual arts instructor at Box
of Light Theater in Danville and Camp Horizon in Millville,
PA. She has two children, both graduates of Sarah Lawrence.
Her daughter, Anna, is a composer and flautist in Portland,
Maine and her son, Eben is finishing up a doctorate in
psychology.
Above: “Figures with Landscape,”
by Alden Schwarz
steel and brass with patinas. 60” x 168”
Commission for Bloomsburg University
33
Spotlight on Alumnae
Reflections on a Sacred Heart Education
By Meme Ferre ’74
Meme Ferre ’74 charted her artistic
path early. A graduate of the Pratt Institute with a B.F.A. and an M.A. from New
York University,
Meme also attended the Rhode
Island School of
Design. As an
art teacher in
the Miami-Dade
County Public
Schools, Meme
nurtures budding
artists with ingenious works that strive to do more than
give voice to artistic expression. In the last
few years, she has created an art colony at
her great-grandmother’s home in Puerto
Rico. Restored, with enough rooms to house
writers and artists, the home is surrounded
by the natural beauty of a national park.
In the last 30 years, Meme has taught,
explored, experimented and succeeded in
many aspects of the arts. She has traveled a
most interesting road which began with the
training and encouragement she received
during her years at Carrollton. Her reflections on a Sacred Heart education which
follows gives insight into the choices she has
made and the artist she has become.
Lately, I’ve been reminiscing on
many aspects of my life. In 1964,
when I was eight years old, I entered
Carrollton. I have very happy memories
of my years spent by that sparkling
bay – one of them being in 1973. As a
Senior, I represented the school on an
educational cultural exchange program
to India. I lived with a Christian-Hindu
34
family in Bombay, traveled throughout India by train for nearly a month,
attended classes at the University in New
Delhi and meditated and prayed at an
ashram in a village called Poona. These
encounters and experiences enhanced
my preparation for a new life of public
service in education. In encountering
extreme poverty and suffering in India,
I began to understand my responsibility
and role that my Sacred Heart education
had bestowed on me all those years. Back
at Carrollton, through their community
outreach programs, I had tutored impoverished migrant children in Naranja,
Florida. Also, my father, Maurice Ferre,
was mayor of Miami and my great-aunt
Sor Isolina Ferre was a missionary social
worker in Puerto Rico. In both of them
I saw a calling for a mission of contribution. Since 1991, I have been an art educator with Miami-Dade Public Schools.
Last April, as one of our school projects,
students at North Beach Elementary
created a portico out of 600 recycled
shoes for the Earth Day celebration at the
Biscayne Nature Center, in Key Biscayne.
I wanted to teach my students through
an art project the privilege of sustainable
stewardship. Therefore as a result of my
Sacred Heart education and my family’s
commitment to the less fortunate, I have
pursued my quest through art education
to pass the philosophy of transferring
knowledge and social conscience to an
eager awaiting generation.
My Two Worlds
By Hannah Rich ’07
My mother enrolled me in dance at the age of five to help
me overcome my shyness, unintentionally instilling in me a
fierce passion for ballet. When I turned seven, my family
moved to Miami, and I enrolled at Carrollton and Miami City
Ballet (MCB). Still painfully shy, I found it difficult to speak in
class. I only felt truly comfortable in the ballet studio; there, I
was not only expected to be quiet but was even rewarded for it!
Dancing was my preferred way to communicate.
I credit Carrollton with helping me find my speaking voice.
With the support of my teachers, I discovered how to articulate my thoughts through words, both written and spoken. I
developed a love for language and ideas as well as the ability
to express that love. I suspect there were moments during the
heated debates in my IB classes senior year that some of my
teachers wished the shy little girl would return.
By the time I entered high school at Carrollton, I was a
full merit scholarship student at MCB and was dancing 2035 hours a week. By junior year, my principal ballet teacher
urged me to consider leaving school to train full time. I was
not willing, however, to give up the intellectual environment in
Carrollton that I found so rewarding. When I graduated, I
was the only student in the advanced level at MCB who still
attended traditional high school.
I could not have succeeded without the support of my
Carrollton teachers. My teachers at MCB were equally supportive and my training there provided me with exceptional
opportunities. I graduated to leading roles in the annual MCB
student showcases in pieces including Le Source, La Bayadere,
La Ventana, and Ballabile. To work with Edward Villella,
Hannah Rich, left, performed La Ventana with Peter Doll and
Gabriella Gonzalez at the 2007 Miami City Ballet School
Student Showcase.
Artistic Director of MCB, the
greatest male ballet dancer
in America’s history, and
witness his energy and genius
was an extraordinary privilege.
I was fortunate to attend the top
ballet summer intensives in the
world. I took master classes
from some of the greatest dancers of the 20th century, whose
performances I had watched on
film as a young girl. A particular highlight was being taught
George Balanchine’s Donizetti
“ Hannah has an by Patricia McBride, one of
incredible sense of his most famous prima ballerinas.
Performing this piece for an
balance, not just on audience of 5,000 with full
the dance floor, but orchestra at Chautauqua
Festival is a moment I will
in her life. I think always cherish. My experiences
this is due in great at these programs were life
changing and served to intenpart to the Sacred sify my commitment to dance.
When I began the college
Heart education
application process, I intended
she received at
to defer college to dance professionally. I went to Edward
Carrollton.”
Villella thinking he would
– Robyn Rich
advise to put off any thoughts
of college. Instead, he advised
me to “follow my heart” and made me realize that I could
attend Princeton and still pursue a professional ballet career.
I am now a freshman at Princeton and so far the reality
of the college experience is even better than the dream. I am
considering a major in mathematics, but I know that this could
easily change. And, yes, college parties are great; the courses are
really challenging; and all the hard work to get here was worth
it! But more than that, I am determined as ever to pursue
a professional career in ballet. I am studying contemporary
dance and choreography as part of my course load at Princeton.
I am also studying classical ballet outside the university in the
professional training program at the Princeton Ballet School.
My journey through the college admissions process senior
year made me realize what amazing gifts I received, both at
Carrollton and MCB. Carrollton inspired my love of learning,
and MCB inspired my love of dance. I have been a part of
both the ballet world and the academic world my entire life. I
am not willing to give up one and compromise who I am.
35
Alumnae Excel in the Arts
Carrollton’s commitment to educate
to the awareness of God’s love enables
our educators to teach the academic disciplines with the passion born from recognizing God’s spirit in our world. Nowhere is that passion more evident than
in the visual and performing arts. With
their ability to draw emotion and engage
the senses, the visual and performing arts
can have a powerful and lasting impact.
Four alumnae have taken that passion
and created some very special works.
Vivien Lesnik Weisman ’78
graduated from Barnard College and
New York Law School. She received an
MFA in directing from UCLA School
of Film and Television. Her numerous
awards include the prestigious UCLA
Spotlight Award for Best Dramatic
Short, the Houston Film Festival Best
Short Award and a Golden Eagle for
Excellence in Latino Filmmaking.
Vivien won IFP New York’s Fledging
Fund award for a Work-In-Progress
for The Man of Two Havanas, her first
documentary, which was featured at last
year’s Tribeca Film Festival in New York.
The film has been playing to full houses
in New York, California and Tampa.
Vivien resides in Santa Monica.
Alexandra Codina ’96 directed and
co-produced a documentary, Monica
and David, about two adults, one of
them Codina’s cousin, with Down Syn-
drome, who embark on a new life
as a married couple
amidst much love
and
trepidation
from their family
and friends. Ali’s
work was selected
for the Tribeca All
Codina
Access (TAA), a
program designed
to help foster relationships between
film industry executives and filmmakers from traditionally underrepresented
communities. TAA presented 32 projects from more than 300 entries during
last year’s Tribeca Film Festival in New
York. Recently Alexandra has signed a
“first-look agreement’’ with HBO for
Monica and David, This is Alexandra’s
debut as director-producer, though she
worked with the Miami International
Film Festival for more than four years
as programmer and outreach manager.
Distribution of Monica and David will
include a comprehensive outreach plan
of post-film discussions, an interactive
website, screening with advocates and
policymakers and educational tools
distributed to high schools.
Vanessa Garcia ’97 is a graduate of
Barnard College, Columbia University.
She owns and runs a theater/arts company that merges visual art and theater.
Vivian Lesnik Weisman ’78 and her father, Max.
36
The Krane, composed of singers,
actors, dancers,
painters and photographers,
all
native Miamians,
who have traveled the world, is
a company that
Garcia
in its artistic productions, takes
artists and audiences from the workshop
to the stage touching upon every step of
the artistic process. Vanessa’s play Cloudcuckooland, about the City of Miami
with all its complex layers, was recently
performed at the Abanico Theater in
Coconut Grove. For further insight into
The Krane’s activities, visit their website
at www.thekrane.com.
Alejandra Alberti ’02 was chosen
from hundreds of artists for the 2006
BMI (Broadcast Music) Latin Podcast with her single “Quiero.” Her first
CD was released a year ago through
Rockera Records, JM Records and Sony. In
addition, her career as a singer-songwriter was greatly recognized when last
September Alejandra received a Latin
Grammy nomination for best new artist.
Alejandra Alberti ’02
A Class Act!
’60s
Maggie Ledo Carreño ’68 is the
proud grandmother of Javier Ignacio.
Born March 13 to
her son Javier and
his wife Victoria.
Aunts, Mana
Carreño Rodriguez
’92 and Ana Carreño
’98 beamed with
Maggie Carreño
pride. They hope
he’ll eventually meet a Carrollton girl.
’70s
Ada Lluhi Stevens ’71 has opened
her own photography company:
SnapHappy Photos. She is doing both
personal and corporate photography.
Annemarie Harris
Block ’76, has been
serving along with
her husband Wayne,
as co-president of
Carrollton’s Parent
Association. Their
The Blocks
daughter, Alexandra
Block ’06, attends Vanderbilt and their
younger daughter, Ilyssa, is in Eighth
Grade at Carrollton.
Mary Brimhall-Ales ’79 is
working as a radio announcer with an
afternoon show. Her eldest son, Justin,
received a Ph.D in vision science from
University of California at Berkeley. He
just started a post-doctoral fellowship
at Smith-Kettlewell Eye Research
Institue in San Francisco. Her second
son, Barney, graduated from the
United States Air Force Academy. Her
daughter, Virginia, is attending college
in Chicago. She is very proud of them
after many years of home schooling.
Jacquelyn Caldwell ’79, presided
over the design of new additions and
surgical suites at Baptist Hospital
in Miami and is now working as an
architect and design specialist for
Allsteel for the entire state of Florida.
M.T. Valle
’79 went on a
trip to Turkey
last summer
which took her
to caves where
Christians such
as St. Basil and
M.T. Valle
St. Jerome lived
in the First Century. She took camel
rides and visited the home where Our
Lady is said to have resided the last
years of her life. M.T. visited Ephesus,
Pergamo and traveled on one of the
routes used by Alexander the Great.
Mimi Spillis
Sofia Salazar
Spillis ’87 and her
husband Peter had a
baby girl on March
14. Mimi joins
siblings Nina and
Gori.
Lourdes
Machado
Pardo ’88
and her
husband
Jaime
added more
excitement
Pardo Family
to their
household with the arrival of a beautiful
baby girl, Catalina. She joins her
brothers, Alberto (11), Felipe (8) and
Javier (5).
From left: Irene M. Recio ’86, Irene
Canosa Recio 1961, Elisa Montoro de
Canosa 1937, Fabiola Lacayo Recio ’89
and Olivia Recio ’22.
Masson Family
Sue Eber Masson ’79 is the
current president of Carrollton’s
Alumnae Council. She was previously
committee chair of the mentoring
program. Her daughter, Elizabeth, is a
Sophomore at Carrollton.
’80s
Yanik FentonEspinosa ’86 and
her husband Carlos
Yanik and Carlos welcomed a baby boy,
Carlos Nicolas, last fall. His sisters are
thrilled with the precious new addition
to the family.
Fabiola Lacayo Recio ’89, her
husband Frank, and daughter Olivia
visited New England before Olivia
started Carrollton this year. The final
stop of the trip was in the Adirondacks
where four generations of Sacred Heart
women gathered including Olivia,
Olivia’s aunts, grandmother and greatgrandmother.
Marcela F. Eugarrios ’89 has
returned home to Nicaragua after
finishing her medical specialty and
subspecialty training in Mexico.
Karina Hall-Victoria Kalb ’89
and her family will be living in London
for the next 18 months due to her
37
A Class Act!
husband’s work. She is homeschooling
her daughters who are also attending
The Royal Academy of Dance. Both
girls performed in Miami City Ballet’s
Nutcracker over the Christmas
holidays.
’90s
Aliette Fenton-Sharpe ’90 has
launched her web-boutique specializing
in high quality, eco-friendly essentials
for baby, mom and dad. The website is
www.NewBornMom.com.
Christie
Anne
Darias Daniels ’94
took a short break from
her duties as senior
attorney in the Human
Rights Institute at St.
Thomas
University
last
fall.
She and
Monty Daniels
her husband Jeremy
welcomed a baby boy, Montgomery, on
October 28.
Cristina
Gross
Sullivan ’94 and her
husband
Matthew
added to their family
this past October with
the welcomed addition
Mia Sullivan
of Mia Catherine. She
joins brothers Matty, 5 and Lucas, 2.
From left: Elda Brouwer ’91, Angie
Ciocca ’91, Jennifer Failla ’91
Jennifer Failla ’91 is living in
Austin, Texas. She was visiting in Miami
last December and visited with Elda
Brouwer ’91, and Angie Ciocca ’91.
Lilli Solis-Silva ’92 and her husband
Javier Figueroa welcomed their first
child, Lillian Isabel on March 13. Lilli
has been serving
as Director of
the International
Ba c c a l a u re a t e
Programme at
Carrollton. Javi
is a Carrollton
Javi, Lilli and baby
coach
and
recently redesigned the Carrollton
website.
C a r o l i n a
Arellano-Cejas
’93
married Pablo Cejas
and they welcomed a
baby boy last fall.
Pablo Cejas III
38
Regina and
Sebastian
R e g i n a
Coello Canto ’95
and her husband,
Alberto, welcomed
son Sebastian on
November 12. She
currently
serves
as Counselor for
Grades M-6 at
Carrollton.
Cristina Pelleya
Toledo
’95
and
her husband, Eddie,
welcomed a bundle of
joy named Lucas on
October 18. Cristina is
currently on the faculty
Lucas Toledo
at Carrollton.
Twombly Family
A n n - Ja n e t t e
Fuentes Twombly
’96 is an advisor at
the US Mission to
the United Nations.
She and her husband
Dillon welcomed
their first baby. Tate
Rafael Twombly made his appearance
on March 22.
Carolina Argiz
’98 launched a new
personal concierge
service company
called ZeroStress
that takes care of
time-starved clients
Carolina Argiz
who want things
done but don’t have the time to do
them. www.zerostress.us.
A m a n d a
Ferrer ’98 and
Peter
Wilson
married
March
29 at St. Stephen’s
Episcopal Church.
The
bride
is
director of the after Amanda and Peter
school program at
Temple Beth Am, and the groom is a
student at Barry University. He hails
from Hull, England. They will reside in
Miami. A second celebration is planned
in the UK for August 2008.
Is a b e l - Ma r i e
Norda
Scalise
’99 has been 
a
manufacturing
engineer in Palm
Beach Gardens for
three years working 
for a dental implant
manufacturer. She
Isabel-Marie and graduated from the
University of Miami
Michael
in 2004 with a B.S.
in biomedical engineering. IsabelMarie married Michael Scalise at Walt
Disney World and classmates Marilise
Bastien ’99, Jenny Busto ’99 and Selvis
Morales ’99 and Laura Alberi ’99
attended the wedding.
’00s
Jennell Botello ’00 received her
M.A. degree with a major in religious
studies this past December. Jennell
graduated magna cum laude from FIU.
Back, from left: Tatiana Pereira DaCunha
’00, Michelle Riston ’00, Diana Caridad
’00. Front: Maria Helena Ortega ’00,
Paola Barrera ’00, guest, Paola Chapur
’01, Anita Ortega ’01, and Candi
Arocena ’00.
Tatiana Pereira DaCunha ’00
married Yuce Hekimoglu last month
in Miami. Many Carrollton alumnae
attended.
Veronica Mendiola ’01 has been
working in the Investment Banking
Division at Lehman Brothers in New
York since graduating from Williams
College in 2005.
Ma r i a nna
Ruiz ’01 is living
in Los Angeles and
working as manager
of an art gallery. She
and her sister Julia
were selected last
November as one of
Marianna Ruiz
the teams competing
in the Amazing Race on CBS.
Liza Lamar ’02 graduated with a
degree in Communications from UM
and is studying at Parsons School of
Design’ Masters Program in NYC. She
is interning at Ralph Lauren and helping
design a clothing line for the resort wear
collection.
Dani Villoch
’03
graduated
last year from
Princeton with a
Bachelor of Arts.
She is working
for the Knight
Foundation
in
Dani Villoch
Miami
while
contemplating law school.
Silvia Larrieu ’03 co-chaired
with Dani Villoch their five year class
reunion this past January. Silvia received
a B.S. from Babson College with a
concentration in entrepreneurship. She
has officially joined the labor force as
the Miami Herald online marketing
coordinator.
Jennell and Jocelyn Botello
Jocelyn Botello ’03 joined her
sister Jennell and graduated Cum Laude
from FIU this past semester. Jocelyn
majored in Computer Engineering and
Mathematics.
Rachel Weldon ’03 missed her five
year reunion because she is studying
abroad this year.
Isabelle Castillo ’05 is studying at
Mt. Holyoke majoring in Geography
with a concentration in remote sensing
and satellite imagery. She was the
recipient of the college’s leadership
award and was selected for a research
fellowship in the same month she
earned her EMT (emergency medical
treatment) state certification. She now
serves as on-campus student auxiliary.
Inelis Garcia Peña ’05 helped
found a new student organization at
Boston University, Cuban American
Undergraduate Students Association
(CAUSA). She is vice president of the
group and the dean of students is the
sponsor. She intends to remain in
Boston to attend law school.
Nicole Moremen ’07 is very happy
studying music at FIU. She is a member
of the American College of Musicians. In
addition to her schoolwork, she teaches
piano after school and on Saturdays.
We Remember
Kathy Vereen Clifford
’75, died last summer
in Atlanta, Georgia. She
graduated with honors
from Georgia Institute
of Technology in 1979.
Mrs. Clifford’s sisters,
Shelly ’72 and Carol ’74 suggest
any donations be made to Hospice
Atlanta.
At this year’s Young Alum Reunion, members of the Class of 2007 returned to
Carrollton to share their college experiences with High School students. Front, from
left: Carolina
Arguelles, Elizabeth
Wolfsthal, Sarah
Selem, Maria
Sagarduy, Alexis
Abella, Marissa
Mignone,
Alexandra Coward.
Middle: Lolita
Sosa, Sofia Gaviria,
Jennifer Safstrom,
Alessandra
Villaamil, Isabel
Llanes, Cayetana
Smith. Back:
Laura Alfonso, Nicole Moremon, Karina Granda, Lauren Cuan, Hannah Rich,
Andrea Riviere.
39
New Website Launched
If you have not done so already, we
invite you to visit Carrollton’s website,
www.carrollton.org, which includes
both a public view and an internal
view. The public view speaks for itself,
providing an overview of Carrollton’s
programs, admissions procedures, and
alumnae news. For those who are not a
part of the Carrollton community, the
site helps people understand the school’s
identity as a Sacred Heart school. After
many months and untold hours of
work we thank Admissions Director,
Ana Luna Roye ’92 for masterminding
the project and web designer, Javier
Figueroa, husband of Lilli Soli-Silva ’92,
for creating and executing it.
The portal, or internal site,
offers the immediate
Carrollton family of parents, teachers and
alumnae a virtual community. Through
the introduction of My Backpack, a
secure site that allows members of the
Carrollton community to access an
array of information directly from the
school’s database, parents have access to
their daughters’ schedule, homework,
information from the school director
as well as such things as the weekly
newsletter, Red Envelope, and as well
as updates on programs. Alumnae will
be provided a login and temporary
password to access this secure, internal
site. Once there, alumnae will be able
to update address and
biographical information online, as
well as find and contact classmates and
friends through the electronic alumnae
directory. Navigating the portal will be
facilitated with posted, easy-to-follow
instructions.
The login and temporary password
will be assigned electronically, so an
e-mail address is required. Alumnae who
have not received e-mail communications
from Carrollton are asked to provide
an e-mail address to Isabel Singletary
in the Alumnae Office at isingletary@
carrollton.org
at the earliest
possible
time
to
finalize the
alumnae
portion
of
the
website.
About La Plume’s inside covers:
Art is more than just color and form. Art is creativity
in action – from athletics to robotics to classroom activity,
one feels the energy of the students’ genius.
40
41
Carrollton
School of the Sacred Heart
3747 Main Highway • Miami, Florida 33133
FOR PARENTS OF ALUMNAE ONLY:
If this magazine is addressed to your daughter
who no longer maintains a permanent address
at your home, please notify the Alumnae Office
of the correct mailing address by calling
(305) 446-5673, ext. 1230.
42

Spring 2008 - Carrollton School of the Sacred Heart

Transcription

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