Vox 2025

Making Space for Difference

By Nora Bates Zale

It is intentional, and not just because I love them dearly and like to glance at their sweet faces with frequency, that a picture of my familymy gender nonconforming wife, our two children, and me—sits on the shelf near my office door. As I meet with each prospective parent or caregiver that comes to visit The Academy, or field tears from a student who may be struggling with their family’s or the world’s reaction to their identity, I want to make sure that each of them understands that ⅓ of the school’s leadership is unabashedly queer. I want them to know that all of us here are deeply dedicated to making sure our queer students feel seen, respected, and ultimately cherished not despite their identities, but very much including them. This is the same feeling we want all of our students to have–strongly valued for who they are—but one that LGBTQ+ youth are far less likely to experience at school than their peers who align with cisgender-heteronormativity.

In asking former Head of School Todd Sumner–himself a gay man–to reflect on this history overall, he pointed to the era in which The Academy was founded, locating it “between Stonewall and the national campaigns for marriage equality and military service,” and noting the “generosity of spirit among the founders, a humanistic, civil commitment to seeing people as people and valuing what they might offer the school community, not merely as role players in an organization.”

Sumner went on to recognize that “this stance and spirit embraced a range of sexualities, surely, but also a range of perspectives, backgrounds, and skill sets. Politically, the act of faith was that school meeting and democratic governance could and would bring and keep the community together. The AAC project ‘made space’ for difference and invited folks to cultivate and bring forward their gifts in service of the mission.”

While I have always personally viewed the founding of The

Academy as a deeply audacious act, and those at the helm as revolutionaries of sorts, Sumner reframed this for me (as he did with great deftness many a time as my teacher):

Eric Grinnell was, fundamentally, a reformer--not a revolutionary—seeking to recover, reconnect, and reinvigorate a deeply rooted set of ideas, values, and commitments that were important to him. And none of us could have known at the time that succeeding decades would not only expose and arraign the systemic and systematic failings of the West, but also erode the institutions on which it has relied in the modern era.

Indeed, this modern era we now find ourselves in is one in which it is far more probable that queer adolescents will face challenges around mental health, substance abuse, bullying–oftentimes twice as likely as their heterosexual/cisgender peers. That comparison jumps to four times as likely when evaluating suicide

risk. That schools ought to then extend themselves especially to ensure a safe space for LGBTQ+ students is a natural conclusion in my mind, and is thankfully shared by my colleagues.

As to when in the school’s history this intentionality began, many alums from across the decades will gladly proclaim that it is and always has been generally a welcoming and inclusive place to all people. During my years as a student, in the mid-late ’90s, I certainly felt enmeshed in that culture of togetherness, though I don't recall specific instances of queer culture being explicitly acknowledged, let alone celebrated. I do remember the reverence felt to the innumerable lives lost (some of which had ties to the school) when a portion of the AIDS quilt made a visit to campus, and I remember a few community members who were collectively presumed to be gay, but it wasn’t talked about. We certainly did not study units in Health class about sexuality and gender identity as 8th and 10th graders do today.

The explicit movement towards that extension at The Academy is perhaps most accurately located in the founding of our Gender & Sexuality Alliance, courtesy of three 8th grade students during the 2014-2015 school year–Wes Chalfant, Sophia Corwin, and Leni Sperry-Fromm. “I had just come out at the end of 7th grade, and I was looking for community and a place where I could explore this new thing that I was thinking about, and so I went to Nora Bates Zale with Leni, my friend at the time and my friend now, and I remember sitting in her office in this big comfy chair, drafting the proposal… that image is really representative of the support that we got at every step of the process… The Academy was an inclusive place before the GSA existed, but I think that the school has really taken that spirit that we ignited and run with it,” reflected Wes Chalfant in a testimonial on this topic from a couple of years back. “I really believe that I would not be able to be as out and as confident as I am now if I hadn't gone to The Academy, and that's huge,” concluded Wes.

A reflection from another student of that same time in our history, Tucker Boyd, continues to remind me that this is an important value for our school.

Being from a small town in southern Vermont, I knew everyone I went to [elementary and middle] school with not only as themselves, but also as someone’s sibling or someone’s kid. There were benefits to knowing each other in this way. I never felt like I could miss a day of school and my absence would go unnoticed, for example. But there were also challenges. As a Queer kid growing

up in a conservative town, that hypervisibility was difficult and at times even scary… it was clear to me that I could not be openly queer and happy (or even, at times, safe) at school. I would have to choose one or the other.

I never had to make that choice at The Academy. For perhaps the first time in my life up until that point, I had LGBTQ+ adults to look up to, and as importantly, LGBTQ+ peers who felt safe and secure enough to explore gender and sexuality without the fear of harassment. The Academy’s more welcoming environment allowed my teenage world to open up beyond the constant fear that my queerness might be found out. With the energy that freed up, I was able to try new things and fail, to make mistakes and take responsibility for them. And to grow towards seeing queerness not as something to be ashamed of, but as a way of being with the potential to radically transform

OPublished annually by The Academy at Charlemont

1359 Route 2 Charlemont, MA 01339 (413) 339-4912 fax (413) 339-4324 academy@charlemont.org

Contributing Writers

Anne Brooks ’31 Claire Brown ’30

Coco Gamsey-Boudier ’27

Katje Gibb-Buursma ’27 Lev Marmer ’29 Gus Petrovato '28

Contributing Photographers Doug Mason P27 Academy Staff

Editor Allie Church

Production Mike Grinley P23

The Academy at Charlemont does not discriminate on the basis of race, color, creed, handicap, national origin, sex, gender identity or sexual orientation in its education, admissions, and financial aid policies, or in any other programs and policies administered byThe Academy.

and improve society. The Academy’s commitment to community building, accountability, and social justice not only created an environment where I could move beyond fear, but also instilled in me those values which I have carried with me into my personal, academic, and professional life.

As a social worker, I often think about my practice through those values–community building, accountability, and social justice–and I have The Academy, at least in part, to thank. I recognize how rare a privilege it is for anyone, let alone a queer kid from a rural, conservative place, to look back at high school favorably, but I do. The Academy helped me grow into who I am. I think everyone has a right to an education that does that.

I often found myself in agreement with Tucker when they were a student with us, and certainly their closing sentences above find me nodding my head more than ever. And now I look to today.

The first day of school has for many years (maybe always?) included donuts, full school role call, seniors announcing their team members, and adults introducing themselves. That final component now includes us adults sharing our pronouns, and this has been the case for a few years now. Students are also encouraged to write their pronouns beneath their photos on our Faces Board as we make sure everyone has the opportunity to learn the names of all other community members. This is one small way in which we can show allyship to our gender-expansive community, and signal normalcy around clarifying pronouns for others when we meet them.

Last October, thanks to the efforts of a devoted Academy parent (and advocate for many marginalized groups), we were treated to a performance by the Queer Joy Chorus, an event that happened to align with National Coming Out Day. As the whole community took in the group’s stories of coming out (some warming the heart, others tearing at it), and their melodic and thoughtfully crafted

set list, I reveled in how precious it was to be able to provide this gift of solidarity, joy and togetherness for everyone, but especially for our queer students–perhaps even more so for those who have not yet found their way to coming out and expressing that piece of their identities. I wondered how much sooner I myself would have walked that path, how many heartaches spared, had I felt this same connection during my own adolescence.

Our GSA continues its hard work, considering how to reckon with current events in a manner that is both educational and supportive for our wide age range of students, and how to best approach various annual events like Transgender Day of Remembrance and Pride festivals. Logistics aside, there exists undeniable, rich value in having a dedicated group on campus that at the very least holds lunch meetings where any student could join with assuredness that their questions and/ or convictions around their own identities will not only be safe, but embraced wholeheartedly. I have it on good authority that our students feel held in that embrace, thanks to parent and trustee Beth Honeyman P29: “In these turbulent times, it feels crucially important for LGBTQ+ kids and teens to have communities where they feel recognized, valued, and safe. Our family feels so fortunate to be a part of a place and space like The Academy and that our own Aardvark feels supported by everyone there— faculty, staff, and students.” Matty Wilhelm-Scott and Liz Klarich P31 echo these sentiments: “Over the last two years at AaC, our non-binary child has felt very supported by the teachers, staff, and their classmates. The GSA meetings were a great way to feel welcome at a new school and meet other LGBTQ+ students across the grades, including high school. On campus, teachers and

The author and one of her wee sidekicks, mid-march at Hampshire Pride

staff are always conscientious about pronoun use and respectful of student identities, which models and fosters an environment of inclusivity.”

In the current political climate, I admittedly lie awake at night wondering if that same level of value–noted in connection with student-driven efforts like the GSA–exists in having Academy leaders of today make sure to live our pride in our queer community out loud, or in spending federally-sourced funding for professional development on training with local organization Translate Gender–and what we might be risking in doing so. My fiercest hope is that the benefit of ensuring that our school is a safe space, a home, a launchpad for all of our students—and especially those less likely to find it elsewhere—vastly outweighs the pain of alienating those who find that objectionable. e.e. cummings, a poet whose works have been read at The Academy for decades, tells us “It takes courage to grow up and become who you really are.” This is what I remind myself in those sleepless moments–if what we’re doing at The Academy today means more of our students locate that courage to become themselves more thoroughly at a more expeditious rate than I could (and perhaps other queer alums of the pre-GSA era), then I believe we’re on solid ground.

Maple Sugaring at The Academy: Success Never Tasted Sweeter

By Coco Gamsey-Boudier ’27

In the early months of 2024, the Academy grounds buzzed with the annual vernal chorus of returning warblers and ice melting into the rushing river. However, that semester, a new sound had joined the end of winter concert: a steady plink, plink, plink of maple sap dripping from metal spiels into rustic tin buckets hung from majestic maple trees lining the western edge of the school’s perimeter. This marked the beginning of what was to become a yearly school-wide tradition.

who “worked tirelessly in planning and carrying out the steps needed to get the program off the ground.”

The maple sugaring project, initiated and led by Science Teacher Will Miller, resulted in delicious syrup and a new hands-on way to engage students of different ages throughout the school. Using a mix of modern (rocket stove) and indigenous (freezing the water in the sap to increase sugar content) methods, the project successfully taught about collecting data in the field and applicable uses of science. And to everyone’s delight, it continued the following sugaring season.

When asked about why Miller wanted to start the challenging–but also extremely rewarding–project he explained that he “wanted to explore the thousands of years-old Dawnland [the land of the Wabanaki Confederacy extending throughout New England and into Canada] tradition of maple sugaring as a way to engage students’ natural curiosity using the scientific method.” It had been an idea of his ever since he started teaching high school students, and he credits his Environmental Science class

The goals for the first year were to produce a “modest amount of maple syrup” and “teach about plants, ecology, chemistry, and meteorology all in one exciting, hands-on project,” without overwhelming the trees, the students, or the other community members who helped bring this program to life. These goals were met and exceeded. Success never tasted sweeter.

In 2025, students looked at places to improve the project, such as limiting the amount of sap wasted (it cannot sit out for too long after being collected) and enhancing the efficiency of the evaporator built the previous year. The evaporator is used to boil down the sap, bringing it from a liquidy semi-sweet drink, to a sticky richly flavored syrup. To create the necessary heat it contained a rocket stove, giving students an example for real-world applications of subjects like thermodynamics, which can sometimes feel unnecessary,

confusing, or hard to visualize. Students in the second year were given the opportunity to do group projects about curriculum-related curiosities they had on the sugaring process. This allowed Biology, Chemistry, and Environmental Science classes to make their own discoveries about anything from testing the thermodynamic efficiency of the

wood-fired evaporator in boiling the sap, to looking at the production and flavor of sap from different species of trees, to examining the effects of invasive species on sugar production in the forest.

Even with all the achievements already made, there are still exciting advancements to look forward to in the 2026 sugaring season and beyond, such as building a roof for the evaporator (to protect it and students from rainy weather) and using the data collected from the past two years to create more educated and supported questions and hypotheses.

This project is a new highlight of The Academy at Charlemont’s robust curriculum, and Miller notes that it would not be possible without the aid of “the students, parents, [his] Academy colleagues and Heads of School, [his] friends in the Abenaki and Nipmuc community, and the Rural Schools Collaborative.” Thank you to all those who helped create such an incredible opportunity for students to learn about the land in which they dwell in such an engaging and exciting way.

Maple syrup everywhere has grades (dark, medium, light) but The Academy is special because its grades have syrup.

Play Scrappy, But Fair: The Supportive Environment of Academy Athletics

By Katje Gibb-Buursma ’27

This past school year consisted of incredible sports seasons and incredible teams. With an uptick in sports participation, every sport benefitted from new energy and excitement. There was specifically lots of enthusiasm around the creation of GX (girls and nonbinary) teams during cross country, basketball, and Ultimate frisbee seasons.

Starting in the fall, the cross country season was incredibly successful with the GX division coming in first at almost every meet. Our all-gender middle school and varsity soccer teams also fared well and, thanks to Coach Storm Cindir, P26, 28, and his business Silverscreen Design, we were able to acquire new jerseys. As the weather got colder, there was lots of excitement about winter after school activities, especially basketball.

During basketball season, we played with an eight person GX basketball team. We made it to the semifinals before we were beaten by Putney’s team of twenty-two people. Coach Synphany BZ coached us well, teaching the team–made up of almost half new players–the basics of dribbling, passing, and shooting. We also worked on new plays and Coach BZ was key in encouraging us to take up space and be aggressive. The fact that we had small numbers made our victories even sweeter and our losses gave us even more reason to fight. It was a season filled with practicing penalty shots and running the five-out motion offense, of yelling “Sofia,

cow moo!” for a certain play, and teaching each other how to play scrappy, but play fair.

We also had our own GX ultimate team for the first time ever this spring. Mr. Miller, or should I say Coach Miller, was very excited about this prospect, and both he and Athletic Director Kara Fagan were so significant in making it possible. We started every practice with an attack drill and ended with a circle of

appreciations and acknowledgements. There was such a positive vibe around the whole team and it created a learning environment where we felt we could make mistakes and not feel self-conscious about making them.

For me, when asked when I feel most empowered, it is when I am playing a sport. When I can run faster than my defender, when I steal the ball from the offense, when I slap down the disc

that the other team just threw… When Sofia Mason '27 was asked about what empowers her, she also mentioned sports:

“There was endless cheering and encouragement from the rest of the players during every step of each game and meet, and it was such a wonderful and empowering experience even when our competition was tough. I love how easy it is to communicate with the other players on the team, and even though we don’t always have numbers, it always feels good to accomplish victories over teams with super tall players or twice as many players.”

When asked about playing against other teams of the same gender identity, Coco Gamsey Boudier '27 says, “The sense of support that being on a team of people who experienced some of the same tribulations in sports as myself was really great. I felt more valued and was able to play without feeling pressured to do anything but have fun.” Not only is playing against other girls and non-binary people a really rewarding experience, it creates outsideof-school friendships that we can keep throughout high school and beyond. Crafting two-minute long ballads to sing for the other frisbee teams, eating cookies that Putney’s basketball team gave us, and getting to bond with people outside of your grade and cheer them on is so positive and fulfilling. I think I speak for all of us when I say that we are so grateful we got to partake in these GX teams this year.

Dungeons & Aardvarks: A Dramatic Academy Adventure

By Lev Marmer ’29

It was that time of year in between winter and spring sports, when most Academy students go home a couple of hours early. As soon as they were all gone, the school began to buzz with excitement. It was Tech Week, the week leading up to the first performance of this year’s Academy play, and each and every one of the over forty students in the drama program stayed in school until 7 PM, rehearsing lines, putting the finishing touches on props, and making sure that every little detail was exactly how we wanted it to be for our show. We all put in so much effort, and we were all very proud of how our production of She Kills Monsters turned out.

She Kills Monsters: Young Ad-

venturer’s Edition (first premiered 2011) is a play by Vietnamese playwright Qui Nguyen. It tells the story of high school senior Agnes Evans (Zorah Miller ’26), whose geeky younger sister Tilly (Ainsley Murray ’26) dies in a car accident. Agnes, a cheerleader and an overall “normal” kid, had very little to do with her sister, who spent her time slaying imaginary dragons with her friends. When Agnes finds Tilly’s old Dungeons & Dragons notebook, she enlists local Dungeon Master Chuck Biggs (played by me) to help guide her through the D&D adventure that Tilly wrote. Agnes comes to understand and connect with Tilly through her D&D character, Tillius the Paladin. Along with Tillius’ friends Kalli-

ope Darkwalker (Mabel Chesnes ’25), Lilith Morningstar (Fallon Paxton ’26), and Orcus (Alaric Galvagni ’28)−each of whom represents one of Tilly’s real-life friends−the sisters explore the world of New Landia, bond in ways they never did when Tilly was alive, and, of course, kill monsters along the way.

One of the things that most stood out to me about this year’s production was the sheer amount of work that every single person in drama put into this play. Because of the size of the cast, most people didn’t get to spend much time in the spotlight, but everyone found their own way to contribute to the show. Our wonderful director Kimberly Overtree Karlin, also known as

Ms. OK, said that, “This year’s show was particularly special because of the effort students put into creating the costumes and props.” Under the supervision of Art Teacher Rafael Kelman, many students spent time working on beautiful props, including Tillius’ sword and the draconic heads of Tiamat, which are now on display at The Academy in the back stairwell in Hobbs. Other students helped friends memorize lines and work on blocking, or served as understudies during rehearsals. And of course, we can’t forget the incredible students working behind the scenes.

Armed with t-shirts bearing the words “Unseen Servant” (a D&D reference cleverly concocted by Seeley Palmer ’29),

Assorted scenes and characters from She Kills Monsters--danger and hilarity at every turn!

this year’s techies quite literally made the show possible. With a trio of Ivan Harder ’26, Luna Petrovato ’26, and Liz Hoffman ’27 managing lights, sound, and background scenery projections respectively, the show was seamless (with the exception of occasional minor failures on the part of the building’s electricity or WiFi). Arlo Dube-Hooker ’26, our Production Stage Manager, led a team consisting of Seeley

Palmer’29, Caleb Maunz-Reid ’30, Lyric Potter ’29, and Owen Brown ’29, who made sure to get all of the props and set pieces on and off the stage at the exact right time.

Obviously, all of the hard work paid off, and the play turned out to be pretty great. Nathan Liberatore, this year’s teacher for the D&D Studio Block, said that while it was not what he expected from a D&D play, it was “an

impressive show, from the music choices, the choreography, and the choice of actors” and that it “all led to a very solid story that hit several emotional moments very well.” He has “played DnD now for 23~ish years and I must say a very heartfelt well done to everyone.” Ms. OK said that, “There was a level of ownership and care that made this production stand out.”

Getting to be a part of the

Academy drama program is truly a special experience, and it seems that it keeps getting better. Mabel Chesnes, a senior and veteran drama participant, told me that, “our drama program is very unique compared to other schools,” and, “we spent a very long time on props. The costumes were more thought out and it felt like a much more professional play than ever before.”

According to Ms. OK, “When

I first started directing, we had a much smaller group, and the focus was primarily on acting. But now, we have an incredible team of students who contribute to all aspects of the show, including set design, lighting, and sound. The program has become a wonderful collaborative effort, and I love how many students are now involved in every part of the production.” Our assistant director Jackie Walsh P13, 16, told me that, “I love seeing people who’ve never done theater before suddenly doing it.”

As is Academy tradition, after the final show, the seniors in the program thanked our wonderful staff members for their hard work: Director Kimberly Karlin, Assistant Director Jackie Walsh, and Art Teacher and Prop Director Rafael Kelman. Next, the juniors gave the seniors each personalized cards as a thank you and a farewell for their time in the program. This year’s drama program had four seniors: drama veterans Mabel Chesnes (Kalliope Darkwalker) and Jonah Pollock (The Great Mage Steve), along with first-time actors Oleander Brenizer (Farrah the Fairy) and Raia LeBreux (Vera).

Overall, the drama program is an incredible experience, and I’m so glad to have had the opportunity to participate in it.

Expressing the Original Human Mind: Poetry at The Academy

By Anne Brooks ’31

Everybody at The Academy has probably taken and enjoyed a poetry unit here at some point. I know that at least my classmates and I have. When I first heard we were doing a 6th Grade poetry unit, I felt pretty neutral about it. I wasn’t super excited, but I wasn’t dreading it either. I assumed it would be like all the school poetry classes I’d taken before—boring, but not traumatizing. But when we started, I was shocked by how much creative freedom, support, and actual constructive feedback we got. I ended up loving poetry and have continued to write outside of school. I believe that this is all because our school makes learning, reading, and writing poetry extraordinarily fun.

I know that the experience I described above isn’t everybody’s, but I think that quite a few people have had something similar happen to them. In Ms. Schmidt’s poetry class, we learned some basic poetic devices, and came up with several adjectives, as well as looking at and analysing some poems. We even had her husband and wellknown contemporary American

poet, Martín Espada, in for a poetry reading! Having a famous poet come and read to us was a very special experience and made it all quite fun. Then we were set loose with the simple prompt of “food.” We had work periods where all we did was write poetry. After we finished writing our chapbooks, we held a mini poetry reading, where each of us read a couple poems.

The entire experience—having Martín Espada come in for a reading and getting the opportu-

nity to share our poems—made me feel like my work was valued and people were excited to hear it. This experience is one of the many great things about poetry at The Academy.

I asked Ms. Schmidt a few questions about poetry at our school, including why she enjoyed teaching poetry here. She responded, “What I enjoy most about teaching poetry at The Academy is that, for whatever reason, many students come to poetry convinced that they don't like poetry or that they don't ‘get it,’ so I take it as a kind of challenge to help disabuse them of such pronouncements.” I thought it very interesting that she enjoyed the “challenge” of helping kids learn to like poetry because, to me, it seemed many people at our school already enjoyed poetry. I saw this at the Mini Poetry Festival that was held at The Academy towards the end of the school year, thanks to the generosity of a grant from the Massachusetts Cultural Council.

got to listen to poetry readings from poets Joseph O. Legaspi, Rage Hezekiah, and Martín Espada, and enjoy poetry workshops with Joseph and Rage. Much of the student body chose to attend. Ms. Schmidt, who organized the event, said she was “deeply moved by how many students took part in the workshops” and hopes to repeat it next year. I think that it is experiences like this that make poetry at our school so special. In this event, we had the opportunity to share our work and observe that of others, as well as the chance to work with fun prompts. Throughout the entire event, an atmosphere of deep respect was maintained. This, again, made people feel like their work was valued.

Allen Ginsberg, a famous American poet and activist once said, “Poetry is the one place where people can speak their original human mind. It is the

At the Mini Poetry Festival, we

outlet for people to say in public what is known in private.” The Academy at Charlemont's slogan, “Find your voice, speak your mind,” is quite similar to what Allen Ginsberg said and, in my opinion, is best embodied in all the beautiful poetry that happens at our school. So next time you are sitting down to write a poem, remember to speak your “original human mind.”

Fostering Creativity: Students Take on MASS MoCA Teen Invitational

By Saul Hirshberg ’29

As a young jazz drummer in 8th grade, I have naturally found it difficult to showcase my creativity. As jazz becomes more niche, there are progressively fewer opportunities to perform. Despite this, I have found many creative outlets to show my talent, one of which is the MASS MoCA Teen Invitational. The MASS MoCA Teen Invitational displays 250 artworks made by students and teachers from 10 high schools in the northern Berkshires area: The Academy at Charlemont, BART Charter School, Buxton School, Darrow High School, Drury High School, Hoosac Valley Middle and High School, McCann Technical High School, Miss Hall’s School, Mt. Greylock Regional School, Pine Cobble School, Pittsfield High School, and The Greater Commonwealth Virtual School. The invitational occurs annually, and completed its 13th exhibition this past April. This was The Academy’s 8th time participating in the invitational. The Teen Invitational has consistently shown its support of the youth art community, and has proved to be a fantastic way to showcase music, visual art, and other creative endeavors.

I began playing drums in 2nd grade, and my interest in jazz was sparked in 6th grade after my grandfather showed me a standard called “In A Sentimental Mood” by Duke Ellington and John Coltrane. On first listen, I was hooked. I remember scrolling through Duke Ellington’s discography, finding a recording of his Cotton Club Orchestra, and listening to it for an hour straight, periodically adding songs to my playlist. In fact, about 6 months after listening to my first jazz song, I had already finished reading an entire jazz textbook,

overviewing the comprehensive history of jazz from Dixieland to Dilla beats. I was happy–I had found a new hobby, and a new medium to creatively express myself. Although, this came with a downside. Having an interest as niche as jazz (especially in this day and age) can be quite alienating. The dissonant chords, the exotic timbres, and the syncopated rhythms of jazz just aren’t appreciated enough, and so I naturally had very few people that I could geek out about jazz with.

I began attending local jam sessions, and met some fantastic musicians, but it still wasn’t enough. That’s until my nerdy (and annoying) obsession with jazz finally prompted The Academy to revive a Jazz studio block, led by Jared Cruz. In our first semester, we covered Jazz Fusion, playing songs by the likes of Jaco Pastorius and Freddie Hubbard. In our second semester,

we covered Modal Jazz, learning virtually every song on Miles Davis’ influential album, Kind of Blue. Naturally, when Jared (our teacher) announced that we had a gig at MASS MoCA, I was thrilled! I knew that I would be able to share my work with other like-minded people, and witness creative prowess across all artistic mediums.

Upon arriving at MASS MoCA, we were escorted to a backstage concert area. It was cluttered, but at the same time professional looking. The staff greeted us after we had surveyed the room, and led us to the stage where we would be performing. The stage was dazzling: It had ample visual effects, including smoke that came from the ceiling and disco lights, and everything was EQ’d perfectly. Our band was invited on stage pre-concert, and we practiced one of our songs: “So What” by Miles Davis. I was

on drums, Sofia Mason ’27 was on bass, Joe Mason ’27 and Callum Watkin ’27 were on guitar, and Ezekiel Mirin ’28 was on piano. We had finished practicing with a wonderful set: “So What” followed by “Freddie Freeloader”, both by Miles Davis.

After our practice session, we ate dinner while admiring the visual artwork of over 250 students. Everyone in any of Mr. Kelman’s Art classes grades 8 and up at The Academy were encouraged to submit, so we were well-represented in the art showcase. Academy students contributed works in painting, collage, sculpture, textile, printmaking, and digital art, among other mediums.

I submitted a satirical parody of conceptual artwork that contained Benjamin Netanyahu’s head on the body of a naked mole rat, and other humorous images. After finishing dinner, I sat down and watched as a fellow Academy

band, The Snapdragons, performed. The Snapdragons consist of Bela Boehmer ’28 on voice and guitar; Sofia Mason ’27 on voice, guitar, and occasionally on flute; Katje Gibb-Buursma ’27 on voice and guitar; Nola Griggnaffini ’27 on voice, guitar, and occasionally on banjo; and Charlotte Williams ’27 on voice and guitar. They performed “Crowded Table” by the Highwomen, “We Shall Be Known” by MaMuse, “Traveling Soldier” by The Chicks, “Part Of Me” by Katje Gibb-Buursma ’27, and “When You’re Gone” by The Cranberries. It was a splendid performance with a folky twang that fit perfectly with the music.

After the Snapdragons’ performance, our Jazz band, Precipitation Notification (a pun about the Jazz Fusion band Weather Report) made our way to the stage. We were once again surrounded by disco lights as we performed both of our songs: “So What” (exiting out with a chorus of Coltrane’s “Impressions”), and Miles Davis’ “Freddie Freeloader.” We received a round of applause, and much praise afterward. One attendee wrote in to the school:

“Last night I attended the MASS MoCA event and I just wanted to say how much I was blown away by your musicians. The quintet who played in the eating area was spectacular, and I couldn’t believe how good the original song they wrote was. The Cranberries cover was to die for. The jazz band was out of this world too. Special mention to the rhythm section because they really

Precipitation Notification

laid down a solid foundation for some great contributions from the others, who were amazing as well. It’s amazing how people so young could sound so in sync and professional, and that goes for both bands. Please tell them ‘thank you’ for making such great music, and for giving me hope that the future of music is bright.”

After our Jazz band performed, other bands presented their music. The BART Charter Public School’s Rock band, and Drury High School’s “School of Rock” band performed, both of them having a rock’n’roll sound that pumped up attendees and filled the stage with energy. After this, the visual art awards were announced.

Ainsley Murray ’26 received an honorable mention for her crocheted masterpiece, which was an image of a heart and rib cage; Parker Brown ’29 received an honorable mention for his relief print; Raia LeBreux ’25 received an honorable mention for her graphite self-portrait; Liz Hoffman ’27 received an honorable mention for her acrylic piece, which was a landscape with her cat; Rafael Kelman P31 (the Academy’s Art Teacher) received the Pepper/Jackson Award for Art Instruction; Jonah Pollock ’25 received an honorable mention for his acrylic painting, “Smochi The Dame Motorcycle Painting”; Bela Boehmer ’28 received an honorable mention for her paperclay work, “The Blue Astronaut”; Lucas Watkin ’25 received an honorable mention for his styrofoam creation, “Magma Brick”; Jack Cook ’29 received an honorable mention for his relief print; Thomas Perez ’28 received an honorable mention for his ceramic sculpture, “Italian Man’s Head”; Lev Marmer ’29 received an honorable mention for his acrylic self-portrait, “Me”; Asha Langford ’29 received an honorable mention for her block print scarf; Ruby Bogdanove ’29 and Liam Hayden ’29 received honorable mentions for their acrylic self-portraits; Sequoia Strader ’29

received an honorable mention for her relief print, “Stray Dog”; and Parker Lane ’25 received an honorable mention for his wire sculpture entitled “Violence Incarnate”. To use the phrase written by the admirer who wrote to the school about our musicians, I was blown away by the fantastic artwork that these students and others submitted.

The MASS MoCA Teen Invitational proved to be a great way for all of the students featured to showcase our creative prowess. With the help of the Teen Activators (a group of students who facilitated the Invitational) and the 10th-12th grade Visual Studies classes curating and installing Academy artwork, students were able to feel comfortable while also sharing their skills. As a young jazz drummer, I am confident that the MASS MoCA Teen Invitational fulfilled my and others’ desires to embrace creativity, and I will certainly return next year if given the opportunity to do so.

* For photographs of the event, visit Doug Mason’s website at douglasmason.smugmug.com/ Client-Pages/MoCA

* Learn more about the Invitational at massmoca.org/event/ teen-invitational-reception-2025/

Academy Class Trips: Adventures in Bonding and Learning

By Gus Petrovato '28

Class trips are one of the most looked forward to parts of the school year. Each class goes on unique overnight trips, both bonding with each other and learning about the area where they are staying in a more interactive format than can be taught in the classroom. Here are some of the activities that students engaged with during their trips this past year.

Instead of going to someplace far away, the sixth grade focused their first class trip more on getting to know the area around our school. That said, they did start off by going to the Montshire Museum of Science in Norwich, VT, which included fun exhibits such as a “bubble room.” On the second day, they spent their time at The Academy working on plays based off of ancient Greek stories for their Ancient Civilizations class. For this activity, students came up with the script, made props, and brought or made costumes to wear during their

performance. For their third day, the sixth grade decorated clay pots at a pottery studio. “I really liked the class trips. They were enjoyable and exciting, too,” says Urso Blackburn, ’31. “Everyday was a thrilling new adventure,” noted another sixth grader, Calliope Pietrewicz ’31.

The seventh grade also focused on activities nearby, but stayed at a campsite for a night instead of just doing day trips. On the first day, they went to the Quabbin Reservoir, and saw a demonstration on how the whole thing worked, as well as visiting the observation tower that overlooked the reservoir. The next morning, they headed to MASS MoCA to view contemporary art, which ended up being a pretty memorable experience. After that, they went to their campsite at Foolhardy Campground, where they hung around and made tacos to end their day. For their last day, they visited a fish hatchery, where they got the experience of feeding the fish, as well as going to The Beneski Museum of Natural His-

tory in Amherst where there were dinosaur fossils. “I had a good ol’ time,” claims Akira Soviecke, 29’.

The eighth grade spent their first and third days exploring this area as well, but spent time in the Boston area during the second day. They started by going to the New England Peace Pagoda in Leverett, before also briefly spending time in the local town of Sunderland. On the second

6th graders at Montshire

day, they drove to Boston and went on fun adventures like eating at the Time Out Food Market and visiting museums, including the Isabella Stewart Gardner Museum and the MIT Museum. On the last day, they went to Old Sturbridge Village, a living history museum where the students got to learn about the history of New England, as well as be immersed in early 19th century culture.

The ninth grade took the ferry to the island of Nantucket. They were housed by the Maria Mitchell Association, and they learned about all of the namesake scientist’s accomplishments, particularly the comet she discovered. The Maria Mitchell house where they stayed also serves as a museum, with animals there such as tortoises, frogs, horseshoe crabs, and a very cool eel. The ninth grade helped the caretakers for these animals with the maintenance of their cages, and learned about the different species that were native and invasive to Nantucket. The freshman got a tour of the nearby observatory and a demonstration of how it worked, but they could not use it due to the weather. They spent lots of time at the beach and went wading in the ocean, where they caught some sea life to feed to the animals at the house. The ninth grade got a tour of historic Nantucket, and some time to roam around the center. Free time was spent playing games, hanging with friends, and even swimming in the ocean.

The tenth grade traveled to New York City, where they stayed in a local YMCA. When they arrived, they visited a folk art museum, but unfortunately it was partially closed due to renovations. The sophomores visited places all over the city, such as the United Nations, a book store, and the Museum of Modern Art. Even when they weren’t in a specific place, they spent lots of time wandering around the city and seeing what it has to offer. “It was a cool experience to feel like you had ‘adult independence’ in a big city,” says Liz Hoffman, ’27, “and it was a big responsibility, and it is pretty freaking awesome.” One particularly cool event that the tenth graders got to experience was when they were at Central Park and a film maker asked them to be in a movie about Flaco the owl, who escaped from their enclosure in 2023. Naturally they agreed, and so they stood staring at a tree pretending an owl was there. So in a year or so, members from the class of ’27 will be featured briefly in a documentary on HBO Max.

The eleventh grade ventured up to Hudson, New York, where they learned about the lives of

many figures from that area, including the artists from the Hudson River School movement. During the first day, the juniors stopped in Hyde Park, New York to take tours of historical mansions, namely the FDR House and the Vanderbilt Mansion. They stayed in an Airbnb, where they had free time to hang out, play games, and even watch a movie. On the second day, the eleventh graders learned a lot about the Hudson River School, an artistic movement designed to show the natural beauty of the world. The juniors visited Kaaterskill falls, a location that was used as part of this art movement, as well as the houses of two important Hudson River School artists, Thomas Cole and Frederick Church. To finish their day, they went back to their Airbnb for some delicious s’mores. On the last day of their trip, while heading back home, the juniors made one last stop at MASS MoCA before ending their penultimate class trip.

The seniors went to Martha’s Vineyard, and perhaps fittingly spent their last class trip doing lots of bonding time. With Martha’s Vineyard of course being an island, they spent plenty of time at the beach, where they hung out and swam. The twelfth grade also worked with the Aquinnah Wampanoag tribe, including doing community service. Making dinner was also a highly recollected part of their trip. “We had a lot of fun at the beach,” says Jonah Pollock, ’25, “We had a great time.”

A special thanks to all the faculty members and parents that helped chaperone these trips, as it wouldn’t be possible without them. Also thank you to all those that I interviewed, namely Calliope Pietrewicz and Urso Blackburn ’31, Akira Soviecke ’30, Liam Hayden ’29, Liz Hoffman ’27, Luna Petrovato ’26, and seniors Jack Nayak, Ole Breneizer, and Jonah Pollock ’25.

Class of 2025

Like many others, Ole enjoyed the community feeling and leadership opportunities available at The Academy. Some of his most memorable moments include performing in concerts at real concert halls and getting involved in inclusive athletic teams, which he called “stronger now than they have been.”

Mabel looks back on her time at The Academy with fond memories of the drama program, bands, Philosophy, and Environmental Science. Through philosophy in particular, Mabel says, “I got to discover my morals and who I want to be.” Self-discovery has

Parker Lane

Thanks to great teachers and his own personal interest, Ole’s favorite classes were History 10 and Global Studies. Ole’s senior project involved the design and construction of an original lawn game Ricochet (goplayricochet.wordpress.com). He plans to attend Union College where he will study civil engineering.

been an important part of her high school journey. Mabel’s senior project, entitled floriensoul (the spirit of blooming), a collection of multimedia self-portrait art pieces. Moving forward, Mabel will attend UMass Boston with a planned major in criminal justice.

Parker found a passion for computer science during his time at The Academy, particularly through his senior project, which entailed coding a computer game. Parker noted, “I made a video game and now I really love comp sci!” He also credited the school for sparking an unexpected interest in art

For Raia, The Academy was a place to explore leadership and individuality. “If you’re looking for it, you can lead so many things,” she said. Raia took full advantage of those opportunities, from leading the Social Justice Council to being part of the GX Ultimate team, and collaborating with classmates on projects. Raia pointed to her involvement with

Emlyn Mitchell-Bates

late in his senior year, and appreciated his time on the basketball team with Coach BZ as “an Academy baller.” “The school has a great sense of freedom,” he reflected. Parker will attend Worcester Polytechnic Institute in the fall to study computer science.

the Social Justice Council as an experience she hopes to carry forward. Raia’s senior project, Hands in the Land, was an extensive historical and artistic exploration of working with local clay (handsintheland17.wordpress.com/). Next year, Raia will attend SUNY Binghamton, where she plans to major in Mechanical Engineering and minor in Studio Art.

Reflecting on his time at The Academy, Emlyn highlighted close relationships with teachers and the flexibility of small classes as major strengths, along with frequent free periods and the opportunity to take on a yearlong senior project. Favorite classes included Global Studies, History 10, Philosophy, and American Literature: “The Things They Carried

is my favorite book I’ve ever read.” Emlyn’s senior project, an original short film entitled Memory of Fireflies (emlynmb2.wixsite.com/my-site-1) bodes very well for his future plans–attending Pratt Institute to study film, with ambitions to make more movies in the future.

Matilda leaves The Academy with sage advice for younger students: “Be patient, understanding, and gentle with yourself. Know when to take breaks. The best is all you can do.” During her time as an Academy student, Matilda grew in her confidence to try new things and ask for help. She especially

Music became central to Jack’s Academy experience, from learning to play drums to performing with school bands. “Concerts here are so great,” he said. “People are scared of performing at other schools, but it’s smaller and more trusting here. People get to try that out.” Jack’s senior project, where he ex-

Jonah Pollack

Class of 2025

loved the music program, Polyglot, the senior trip, and Mr. Miller’s science classes. Matilda’s senior project was an in-depth and personalized study of equine therapy. Next year she will attend the University of Montana, where she plans to study animal science/equine studies.

plored making music (sites.google.com/view/utuado/home), has had a lasting impact, too. He will be attending Skidmore College in the fall to study music. He also valued the outstanding teachers and tight-knit community fostered through his Academy years.

After writing a magazine-worthy essay for American Literature, Jonah will go on to study English as well as Art at the College of Wooster. That said, his high school math and science classes did not go unappreciated. Jonah found real-world connections throughout these studies, saying, “Doing calculus and physics really opened up those worlds for me, how it can

After taking his first ever photography class at The Academy, Maceo carried that interest forward every year, including for his senior project (a series of photographs and poems, entitled A Study of Childhood, Emotion, and the Art Forms that Made Me Who I am Today). Outside of photography, he enjoyed studio block classes, Global Studies, Envi-

Lucas Watkin

connect to computer science, architecture…how it connects to the real world.” A true learner, he found lessons in everything from classes to morning meetings, class trips, the drama program, and his senior project–a series of deeply personal interviews with and painted portraits of the adults in his life he sees as role models.

ronmental Science, and being able to tailor his class choices. Maceo felt a similar sense of agency when on class trips, calling the trip to NYC, “the first time we got a lot of freedom to explore and do what we wanted.” Next year, he will attend Pitzer College in California with a focus on journalism.

Lucas’s Academy experience was all about surprise and discovery. Over the years, he was surprised to find that he enjoyed unexpected things like school dances, community suppers, sports, class trips, and making friends in other classes. He plans to carry forward the spirit of trying new things as he begins to study nursing at the University of Vermont. During

high school, Lucas was especially fond of Global Studies and leading a team as a senior. He reflects, “Teams are such a great way to encourage interacting with people we would not otherwise have”. Lucas’s senior project was an artistic and scientific exploration of native fungi, one that he included younger Academy science students in as well as his own studies.

Words of Wisdom and Warm Goodbyes: Commencement 2025

By Claire Brown ’30

On Saturday, June 6th, The Academy welcomed the faculty, students and families back to campus for a celebration of the Class of 2025 (and 2029!). Everyone gathered under the grand white tent for an afternoon of well-deserved pride, awards, and food.

The event began with the newly-elected Student Representative for the Board of Trustees, Lucas Tikkala-Cutler, reading the land acknowledgement, which had been rewritten by the Social Justice Council earlier this year.

As Lucas was exiting the stage, three lines began to emerge, walking towards the back of the ten, to the turning of many heads. These lines consisted of the 8th grade, the graduating seniors and the staff, which gained much prolonged applause.

Once the teachers and seniors took their seats, Co-Head of School John Schatz welcomed the audience to the day’s ceremonies, and began the proceedings with an additional recognition of the “heart and soul” of The Academy–our faculty and staff. Schatz particularly recognized departing faculty members

Fabiola Solis and Donald Young. Athletic Director Kara Fagan and Co-Heads of School Neale Gay and Nora Bates Zale (BZ) approached the stage to distribute Sports, Academic and Community Awards, respectively.

After the awards ceremony, John Schatz and teacher Marco Almeida addressed the rising freshmen with complimentary remarks, as well as reassuring them that although some aspects of their high school experience may be more important or challenging, most will stay the same.

After Schatz and Almeida finished congratulating the Class

of 2029, BZ returned to the stage to segue the event to the part most are there for: the presentation of diplomas and the newly-turned alumni’s graduation speeches. She spoke about the class’s start—which had unfortunately timed up with the COVID lockdown starting during their 7th Grade year and ending in the start of their 9th Grade year— and how the class persevered by “showing up,” even despite the intense shift from normalcy in COVID, and how they have been “showing up” ever since–whether that be for themselves, or for something they were interested

in, or their community. BZ ended the speech by citing the words of President Lyndon B. Johnson in saying that the class is part of the generation in the process of gaining responsibility over

the world, and “help[ing] build a society where the demands of morality…can be realized in the life of the Nation.”

Finally, after all of that, came the thing most had been waiting for: the seniors’ speeches. Ole kicked things off, noting that The Academy had been part of his life via siblings from the time he was 4 years old. He profoundly stated, “This speech feels like it's my chance to say goodbye to the community, and in many ways, it is. But in the past few weeks, I’ve realized that there are not always final goodbyes, and change is rarely marked by one single moment.”

Next was Mabel. As she reflected on big life changes to come, she thanked her fami-

ly and herself for getting her this far, saying, “I always knew who I was. I always got myself through the really hard parts of life.” Parker, on the other hand, thanked The Academy’s teachers and also coffee. He closed with, “Thank you faculty and students, and remember, there is no problem coffee can't solve.”

In a nod to BZ’s earlier statements, Raia reflected on the impact of the pandemic on this senior class. She recalled, “When COVID hit, I came here for 8th grade, and this was the place where the teachers cared enough to still challenge us, even if we were stuck at home on Zoom.”

Emlyn, who came to The Academy a year later, in 9th grade, offered advice for other newcomers: “Try and find friends, do what you need to do to take care of yourself, and try to appreciate your time here.”

In addition to gratitude for her teachers and classmates, Matilda brought advice for incoming Academy students, too. She urged them to “please please please, be kind to yourself. Learn to love yourself, be gentle, always always try your best, and know that your best is all you can do.”

Jack also offered sage advice and wisdom in the form of personal reflection, as he found himself feeling differently than expected upon reaching the end of senior year. He thoughtfully remarked, “Life is so unexpected, and you don’t always need to know why it makes you feel the way it does. Be excited to turn to the next chapter

of your life, but remember that you can never predict how you’ll feel making that transition.”

Jonah’s advice was not necessarily for new Academy students, but for everyone—classmates, parents, and the world at large: “Be a little kinder to the people in your lives. Help mom do the dishes. Save yourself an argument and tell people you love ‘em. Listen, we’re all struggling here; all of us. Empathy, and the courage that comes with that, I believe, is the only sustainable remedy for all our struggles.”

It was Lucas who got to close out the night, as he compared

life to the everchanging, moving, evolving branches of a stream. Lucas reflected on gratitude, struggle, and the indelible mark of experience. He ended saying, “finally my class, thank you for everything, and congratulations! I am so proud of you all and cannot believe we have made it this far.”

With that, the seniors shared their class gift, sang the school song, and Schatz thanked everyone for being there before inviting them to the reception. Just as Lucas alluded to with his water metaphor, the afternoon left an unforgettable mark on its attendees.

ALUM NOTES

1988

Jenny (Jaros) and Lawrence Friedl and family, including Jenny's mother Rita and Rita's partner Wes

Jenny (Jaros) Friedl

I am still living just outside Washington DC, where Lawrence and I are raising our three teenagers, managing life, and finding joy where and when we can. It’s a tough time down here in DC. Lawrence is a dedicated civil servant at NASA, but it’s a crappy time to be a federal employee. We are trying to look ahead and make plans under deeply uncertain circumstances. Amid that situation and everything else going on, we are doing what we can to create a better world, running a busy household, going camping, enjoying listening to the kids laugh hysterically as they scroll through Instagram Reels, reading lots of books, and trying to figure out new things to make for dinner. Our empty-nest era is approaching and we’re really appreciating these years with our kids while we have them.

1990

Kipp Sutton

Symone Bates Zale and Asher EM Frigard especially enjoyed a car ride with one another.

Hello to all up north! After a couple decades abroad, we have settled into our new US home for the foreseeable future. A quaint little town up in the Appalachians, next to Smoky Mountain National Park, called Waynesville, NC. It's about 30 minutes from Asheville and a ton of outdoor fun. I retired from USAID last year (no crystal ball, just dumb luck) and keep happily busy with a part time gig for a local environmental nonprofit while my wife gets to "fill her soul" playing with and teaching little ones, and our daughters carry on their academics and sports for the first time in American schools. Hope all is well–Vivat Academia!

2000

Nora Bates Zale & Aethena Enzer-Mahler and families met up at the Cummington Fair this summer. As evidenced in the photo here, the little ones tend to enjoy each other's company, much to the delight of their mothers! Nora and Aethena remain in near-daily touch, along with Tobey Ward, having picked up a serious group-video-messaging habit during the darkest days of COVID, and not looking back since.

2003

Zachary Kolodin

After 6 years working for Governor Whitmer in Michigan, I left government to start Pont Advisory, a consulting firm focused on unlocking sustainable growth through policy change and public-private partnerships. I'm also doing a bit of legal work on the side through Pont Law. The family is still enjoying living in the City of Detroit. Jett is 9, and primarily focused on basketball and anime. Kit is 6, and delights us every day with her improv routines. I've had a chance to hang out with Abel McDonnell '03, Ryan Pirtle-McVeigh '03, and Simon Reid '01 (and of course Van Kolodin '08) at various points over the last year -- always a delight.

2006

Leah Decker & Dan Quigley

Katie Overgaard

My son with partner Jerry Berman, Walter Cole Overgaard Berman, was born in November 2024! He was named in part after Thomas Cole (a Hudson River School painter for whom Jerry and I share a deep admiration - and who famously painted The Oxbow as seen from Mount Holyoke!). We are enamored of and enchanted by him, and feel very lucky. We three - and Sadie, my 9 year-old Golden Retrieverare living in “Upstate Manhattan” (Washington Heights, near Fort Tryon Park) and enjoy taking long walks around the neighborhood’s many green spaces.

Will Zale

Will has returned to multi-generational life on Pine Hill in Conway after stints in Shelburne Falls, Florence, Easthampton, and a brief few months back in Taiwan (all for different teaching jobs). He’s enjoying being an uncle to Nora and Synphany’s children, and recently began work as an adult educator for the Franklin County Sheriff’s Office in Greenfield. He’s happy to have returned to Franklin County, and is looking forward to never moving again.

Various members of the Class of 2006 (& co.) gathered in August to belatedly celebrate the nuptials of Leah Decker and Dan Quigley. L-R: back row: Dan and Leah, Madeline Leue, Katie Overgaard (and Walter), Hannah Smith, Glen Sawyer; front row: Meghann Decker, Nick van de Kamp, Will Zale.

Will and best friend

Fellow Aardvarks (from L to R, excluding Carly herself and Matt!) Grace Hall '12, Erin Wooldridge, Sophia Keins, Claire DiLeo, Marcello deLesdernier and Corinne Coryat were in attendance!

Rains Browning delivering a speech about his life post-AaC

ALUM NOTES

2013

Ben Miller

In 2025, Ben Miller bought some used vintage hand-knotted rugs for his apartment in the East Village. He is still working as an audio engineer at Power Station and is still trying to get decent at playing soccer and piano. This year he underwent a massive left-right top-bottom jaw surgery in order to line up his teeth so that he might consume NYC staples like pizza and bagels. If you see him around the city or WMass you might not recognize him, so if you're not sure, say hi just in case!

2015

Carly Hall

Carly Hall ‘15 got married June 28, 2025 to her husband Matt at the Red Barn at Hampshire College.

2016

Rains Browning

I went to The Academy a very long time ago. I only attended for 2 years, these being 7th and 8th grade (2010-2012). I have essentially no connection left to the school, but I miss it very much and it was pivotal in my life. I've always believed that it was the most important institution in shaping who I am today. Right now, I work for a NASA contractor building a commercial space station. Before that I got my Masters from the University of Chicago, and my BA in Political Science and History from Southwestern University. I gave a commencement speech at my high school that you can view here https://www.youtube.com/ watch?v=DbiCQyERqkI - it starts at 23:58. It gives an overview of my life and experiences. I suppose this is just an effort to stay connected with the school that I miss so much.

2019

Lila Goleman writes, “After many months (but really years), I dropped “Judy”. She tumbled out and spilled her love all over the floor. She came with friends (and she’ll leave like thunder). Go listen with your eyes closed and tell me what colors come to you.” Lila’s album can be found at https://lilajudy. carrd.co/. Additionally, she extends gratitude to the following Academy

community members: Scott Hoffman (Music Director), Grayson Rizzi ’18, Nat Boyd-Owens ’19, as well as “the long New England winter, the spring flowers and peepers, the rocks and river, my ’66 Gibson (Lovely) and my ’55 National, reverb and tremolo, Albuquerque and wmass, and everyone everywhere.” Lila also shares that she actually wrote the album’s title track “hastily for an Academy open mic in 2018 in Clio half an hour before the show started. I wanted to perform something original but had nothing prepared, so Grayson laid down a simple chord progression and Judy came into existence.”

2020

Kat Tobits

Hello! After taking a gap year due to the pandemic following my graduation from the Academy and starting college in 2021, I graduated from SUNY Purchase this year (2025) with a bachelor's degree in Theater and Performance in the Directing Concentration. I just started work as a Company Management Assistant at the Williamstown Theater Festival for the summer and I will be moving to Yonkers in September to pursue theater directing in New York City! Plans on the horizon include grad school, but I'll be working for the next 1-3 years to build up experience first. Excited for what the future holds!.”

2022

Bridge of Flowers Road Race

2024 and 2025 had a great turnout from Academy at Charlemont students, alums, and staff at the annual Bridge of Flowers Road race.

The 2025 race: Ole (’25) and Aiden (’17) Brenizer, Ben Michalak(’17), Henry Walker-West (’17).

The 2024 race: Henry Walker-West, Aiden Brenizer, Sam Zakon-Anderson, Ben Michalak, (all ’17), Lyric Williams-Russell and in frontAllen Gabriel (’16).

2024 – 2025 GIVING

The Academy at Charlemont gratefully acknowledges the following donors for their voluntary contributions to our Annual Fund during the 2024-2025 fiscal year (July 1, 2024 – June 30, 2025). Donors are listed in the following categories: Headmaster’s Circle ($5,000 and above), Founder’s Society ($2,500 - $4,999), Charlemont Society ($1,000 - $2,499), Patrons ($500- $999), Scholars ($100 - $499) and Friends (up to $99).

Heads’ Circle

($5,000 and above)

Anonymous (3)

Carla LaGrassa

Carole & James McAuliffe GP27

Cornelia and Wallis Reid P01

T. Backer Fund

Jennifer Rosner and Bill Corwin P19, 22

Jaka Saarony ’90

Jody Cutler & Liisa Tikkala P26

Johnson Scholarship Foundation

Marc Fromm and Beth Sperry P11, 14, 19

Ranganath Nayak GP25, 29

Susan and Michael Slowinski P98, 00, 01

Susan Leeds

Founder’s Society

($2,500 - $4,999)

Deborah Shriver P03

Ellen Harder GP26, 29

Brian Hoffman P27

Charlemont Society

($1,000 - $2,499)

Alfred & Jennifer Mitchell P18, 22

Carol Corwin GP19, 22

Dallas Jewish Community Foundation

Dane Boryta ’84

David Epstein ’87

David and Maureen Ginsburg GP29

David Howe P21

Denny Fuller

Dr. & Mrs. Paul Hoffman GP27

Ed & Edith Overtree

John Harder GP26, 29

John Shriver ’03

Judith Haupt P97

Ken Rocke P01, GP31

Kerlin Conyngham

Luke Jacobs ’95

Martha Jane Rich and David Kelman GP31

Mary Anne Schiff GP23

Nancy Malina

Oliver Stebich ’88

Peter and Coralee Wallen GP30

Sandy Warren

Theresa Ruggiero P19

Zachary Kolodin ’03 and Hilary Doe

Patrons ($500- $999)

Amy and Ben Murray P26

Anand Nayak and Polly Fiveash P25

Britt Crow-Miller P31

Catherine Peltz GP24, 30

Charlotte Meryman and Benjamin Thompson P09, 12

Christine Lioce P15

Cindy Palmer GP27

Dasha Tobits P20, 21

David Adie P08, 12

Elizabeth Slowinski ’98

Jaslyn Cincotta ’04

Joan and Edgardo Bianchi P09

Joan Honeyman GP29

Jody DeMatteo and Nathaniel Cohen P13

Julian Post ’07

Karen Lord GP30

Larry and Candace Langford GP29

Martha and Ted Tirk P07

Mary Schatz

Maya Nayak and George Langford P29

Michael Lioce GP15

Nicholar Taupier ’05

Noah Grunberg and Janet Mullen P20, 27

Patricia Parker and William Comeaux P18

Peter Engelman and Kendall Clark P13, 15

Petra Jaros ’04 and Anna Leue ’02

Phoebe Walker and Dennis West P17

Dr. and Mrs. Richard E. Jones III P87

Sara Wein and Neal Anderson P16

Sarah and Mark McKusick P07, 10

Sean Dacus ’88

Shelley Borror Jackson

Stephanie and David Purington P11, 14

Tupshin Harper ’90

Zoë Plakias ’04

GIVING TO THE ACADEMY

TYPES OF GIVING

ANNUAL GIVING • The Academy relies on the generous, annual support of our community of alumni/ae, parents, families and friends to sustain our programs. Annual Giving supports all of The Academy’s programs, including financial aid.

LEGACY GIVING • An investment in The Academy at Charlemont through a bequest provision or any other planned gift vehicle is a meaningful contribution that demonstrates a strong vote of confidence in the mission and value of an Academy education. Common forms of legacy giving include:

• A bequest of cash, stock, personal or real property via a will, or beneficiary giving via a trust, retirement plan, or life insurance

• Life income plans such as a Charitable Gift Annuity

• Charitable Remainder Trust

Donors are encouraged to discuss their charitable giving plans and needs with their own financial and legal advisors. Our Development Office welcomes inquiries and notification of intent in matters of legacy giving.

RESTRICTED GIFTS

• Restricted gifts are those that are designated for specific capital projects or programs. Please contact our Development Office for more information.

ENDOWMENT GIFTS

• Endowment gifts are permanently restricted to support The Academy’s programs, including but not limited to financial aid, and help sustain The Academy over the long term. Most recently, family and friends established the Eleanor (Ellie) Lazarus Memorial Fund for the Arts to support The Academy’s Studio Block program.

The Academy accepts gifts by check, money order, or credit card and gifts of appreciated securities.

ONLINE GIFTS • Please visit www. charlemont.org/give to make a secure online gift with a credit card. Online gift processing is available for one-time or recurring gifts.

RECURRING GIFTS • The Academy can process a recurring monthly gift with credit card information from the donor, either online as above or manually with the donor’s signature on file. Donors may indicate the beginning and end date of the pledge.

MATCHING GIFTS • Many companies match or multiply charitable contributions made by their employees. Be sure to check with your personnel office about your company’s matching gift policy,

Scholars ($100 - $499)

Abbot Cutler

Aethena Enzer-Mahler ’00

Alejandro Zendejas and Fabiola Solís P24, 29

Alla Katsnelson and Geoff McKonly P29

Amy Estes ’91

Amy H. Waterman Mason ’98 and Josh Mason

Amy and Jamie Sweeting P20

Ana Toth and Dave Cahn P24, 27

Andrea and John Keins P15, 21

Andrea Michael P29

Anonymous (1)

Ariel and Nathaniel Brooks P31

Aysha Peltz and Todd Wahlstrom P24, 30

Bartlett Doty ’00

Beverley and Robert Yoon P08

Brendan Levine ’01

Bruce Lessels and Karen Bloom P14

Carey Baldwin ’98

Carla Bernier GP27

Cassie Nylen Gray ’93

Julie Barker and Chadbourne Gillette P29

Charles Savage

Charlotte Rea and Robert Fricker

Cheves and Stella Walling GP31

and please provide our Development Office with necessary forms in order to maximize your support for The Academy.

PLEDGES • Donors may make pledges to the Annual Fund. Pledges must be paid by June 30th, the end of the fiscal year.

GIFTS OF APPRECIATED SECURITIES • To make a gift of stock to The Academy, please have your broker contact The Academy’s Business Office for instructions about transferring the shares directly to our brokerage account. Stock gifts to The Academy are tax deductible.

GIFTS BY MAIL • You may mail your gift to us at: The Academy at Charlemont Development Office, The Mohawk Trail, 1359 Route 2, Charlemont, MA 01339

For more information about giving toThe Academy at Charlemont, please contact the Development Office at the address above. You may reach us by phone at 413-339-4912 or by email at developmentoffice@charlemont.org

Chris Macek P25

Christina Secor ’16

Clare and Richard Watkin P27, 25

Cleveland H. Dodge Foundation

Colin Grinnell ’12

Colleen Sculley and Chris Polatin P26

Connor O'Brien ’17

Constance Rubinstein GP25

Craig Miller P13

Cynthia and Shawn Allen P13

David Jaros ’90

Deborah and Brian Cook P29

Devon Evans ’90

Diane and Ken Bigelow P14, 16, 21

Edward and Gwynne Fitzgerald P30

Elinor Todd ’93

Elizabeth Adams

Elizabeth Klarich and Matthew Wilhelm P29

Elizabeth Purington ’14

Ellen Zale P00, 06

Emily Gilbert and Jeremy Borer P30

Emily Todd ’85 and Liam Harte

Emma Picardi ’13

Eric Smith

Ethan Olmstead ’98

Frederick Moss

Gerald Palmer and Beth Honeyman P29

Hannah Lord and Andy Mathey P30

Heidi and Glenn Arnold P13

Herbert Fuller

Ilene and Terry Rosenfeld GP20

Irene and George Maunz GP30

Jake Marmer and Shoshana Olidort P29

James Boehmer and Cynthia Fand P28

Jane and Stephen Grant P92, 94, 96

Jayne and Bob Dane

Jean Einstein

Jeannie Bartlett ’10

Jeff Novick

Jennifer Hoffman P27

Jennifer Wood ’09

Jesse Cohen ’13

Jessica and Adam Gibb-Buursma P21, 23, 27

Jody Stewart

Johanna Bates and Colin Mitchell P25

John Harrison ’11

John and Angela Schatz ’01

John and Pauline MacLean P29

John Baldwin

John Petrovato and Rebecca Malakoff P28

Jon and Jane Severance GP29

Joseph Caldwell III GP13, 15

Joshua Shurtleff ’93 and Jennifer McLemore

Julie Lineberger and Joseph Cincotta P04, 08

Katherine Anderson ’16

Kathleen Alford ’07

Kathleen Wallen P30

Keith Clark P21

Kelly Flaherty P25

Ken and Laura Huff GP18, 19

Kevin Drakulich ’98

Kurt Wilkins ’05

Laurie Wheeler ’82

Leah and Alex Hirshberg P29

Leah Lipton

Leah Wiedmann Gailey ’93

Leanne and Ed Dowd P13

Leslie Ferrin P12

Linda Driscoll and Nelson Shifflett P88

Lisabeth Kirk and Colin Milberg P30

M. Jennifer Bloxam P10

Mac McCoy and Polly Byers P15

Madeline and Will Miller

Margaret Bennett ’15

Margaret Seiler and Leonard Melnick P10

Maria Gibb

Masako Yanagita

Matthew Plager ’16

Michael and Joanna Evans

Mollie Donohue-Meyer ’14

Molly Duncan

Naomi and Nicholas Soviecke P30

Nathaniel Cohen P13

Nick Harder and Amber SmithHarder P26, 29

Nicolas and Margaret Miller P26

Pamela Stewart

Patricia Rapinchuk GP10

Paul Breault

Paul and Amy Catanzaro P21, 23

Paul Gay and Sue Macmillan GP29

Peggy Hsiao GP24

Peter and Melanie Zschau P98

Peter Stevens and Linn Bower

Phoebe Shaw and David Chase P20, 22

Phyllis Keyes

Rachael Dube P26

Rebecca Gonzalez-Kreisberg ’08

Rhoda and James McManus

Richard and Mary Boehmer GP28

Lisa Enzer and Robert Mahler P00

Robert Rottenberg P93

Rosemary Mathey GP30

Ryan Schiff and Rebecca Houlihan P23

Sabine and Michael Mauri P21

Sally Loomis and Paul Jahnige P16, 24

Sam and Marie Bartlett P07, 10

Samuel and Kimberly Karlin

Sara Pedrosa ’96

Sarah Hovde

Simon MacLean ’92 and Jessica Striebel MacLean

Simon Reid ’01

Ann and Skip Sorvino P06

Susan and Charles Titus

Susan Katz

Susan Kooperstein GP28

Synphany and Nora Bates Zale ’00

Todd Sumner and

Mark Melchior P04

Tony & Gisela Walker GP17

Valarie and Joseph Scappace P29

Vic Sorvino ’06

Vicki Sutton P90

Virginia Gabert ’84

William Melnick ’10

Willmore Paulding

William Zale ’06

Friends (up to $99)

Aida Perez P28

Adella Catanzaro ’23

Alan Revering

Alex Bigelow ’14

Amy and David Berner P24

Andrea Donlon P27

Anne Kilroy

April Horton P30

Astranada Gamsey P27

Benjamin Miller ’13

Carolyn Asbury and Peter Ranney P06

Carolyn Collins

Cassandra Ellis P31

Charlie Allen

Christina and Neale Gay P29

Cyndy Sperry

Claire Gibree

Deborah Lockhart Phillips P07, 09

Duncan Laird

Edward Haupt ’97

Edward Hogan

Elaina Gibb-Buursma ’21

Eleanora Boyd-Owens ’18

Ella Deters ’18

Emily Alling and Joel Paxton P26

Eric Sumner

Erin MacLachlan and Adam Williams P27, 30

Eva Gray ’16

Eve Bogdanove P29

Gus Grinley ’23

Hannah Richards and Max Adam P30

Hannah Smith ’06 and Jesse Day

Helene Leue GP31

Herbert and Christine Forgey P01

Ingrid Shockey P11

Isabelle Allen ’13

Isaiah Day ’10

Jack Nayak ’25

Jaimee and Timothy Constantine P30

Jen Hale ’90

Jenny Jaros Friedl ’88

Jeremy Finer ’93

Jeremy Galvagni and Kim Pinkham P28

Jerry Levine and Julie McCarthy P01

Jess Stone

Jonathan Bogdanove

Jonathan Healy

Joy Russell

Julia Handschuh

Kara Fagan

Why We Give

John Petrovato & Rebecca Malakoff, P26, 28

Both of our kids are able to thrive at The Academy in a way we had not imagined possible for middle and high school. The small size and welcoming atmosphere have allowed them to partake in so many opportunities that they might not have felt comfortable with in a larger school, from sports to drama and music. Every student has access to leadership roles fostering self-confidence and a sense of community. In addition, we are especially grateful that our transgender daughter attends The Academy, which has been an incredible source of comfort as we know she is always respected and supported. Because she doesn’t have to worry about things like bullying or bathroom access, she can focus on what school should be about: learning, connecting with her peers and teachers, and exploring the many facets of her developing self.

—Rebecca Malakoff

Karen Ferrandino P23

Karen Chase Graubard GP 20, 22

Karen O'Connell and Thomas Por GP23, 25

Karen Parmett ’86

Kate and F. Reed Brown P29, 30

Kat Tobits ’20

Kayla Haskins ’19

Kipp ’90 and Esterlina Sutton

Larry and Susan Flaccus

Lila Goleman ’19

Maki Matsui

Marco Almeida

Maya Blum ’00, P31

Meghan and JP Migeon P31

Meredith and Benjamin Lewis P29

Mike Grinley and Dana Stiepock P23

Mo Turner and Sean Glennon P22

Nathanial Boyd-Owens ’19

Oleander Brenizer ’25

Paige (Grayson) Lane ’23

Patrick Owens P18, 19

Peter and Suzanne Chornyak P01

Peter Gowdy ’85

Priscilla White P86

Rachel Ban and M Rudder P27

Raia LeBreux ’25

Rebecca Cooper ’08

Rick Taupier and Beth Haggerty P03, 05

Sara Bernier P27

Shane Brenizer and Cynthia McLaughlin P17, 19

Stephanie Moss

Susan Todd P85, 89, 93

Tobey Ward ’00

W. Wilder McCoy ’15

Will Purington ’11

Gifts In Kind Donor List

Amy & Ben Murray P26, 29 & Red Gate Farm

Cassandra Ellis P31

Carla LaGrassa

Jess Maenzo-Tanner P30

John Petrovato and Rebecca Malakoff P28 & Raven Used Books

Marcus Printing

Mike Grinley P23

Reed Brown P29, 30

Storm Cindir P25, 27 & Silverscreen Printing

Tapestry Health

Tribute and Memorial Gifts

Gifts in Memory:

Elaine Gay GP29

Frederick Moss

Elaine Gay GP29

Stephanie Moss & Thomas Sands

Jane Hovde

2024 – 2025 GIVING

Sarah Hovde

Jane Hovde

Leah Lipton

Liz Hobbs

Laurence & Susan Flaccus

Vera Maitinsky

Andrea & John Keins

Zephyr Rapinchuk

Margaret Seiler & Leonard Melnick P10

Gifts in Honor:

Cornelia Reid

Charlotte Rea & Robert Fricker

Eric & Dianne Grinnell

Charles Savage

Ruby Bogdanove ’29

Jon, Judy, and Kal-El Bogdanove

Gerrit White

Carolyn Asbury

Gillett G. Griffin

Michael & Joanna Evans

Ivan ’26 and Jude Harder ’29

Ellen Harder GP26, 29

Jennifer Tilley ’87

Dr. and Mrs. Richard E. Jones III

Nora Bates Zale ’00

Wilder McCoy

Nora Bates Zale ’00, Neale Gay P29, and John Schatz

Shelley Jackson

Cornucopia Auction Underwriters 2024

Berkshire Fairfield / ST Insurance

Checkwriters

Greenfield Cooperative Bank

Greenfield Savings Bank

J Smegal Roofing & Gutters

Marcus Printing M&T Bank

People’s Pint

Shelburne Falls Cork

West County Cider

Westfield Gas & Electric/Whip City

Fiber

Cornucopia Auction Donors 2024

Aethena Enzer-Mahler and Nate Frigard / Crimson & Clover Farm

Alfred Mitchell P18, 22

Amy Berner P24

Andrea Chesnes P25, 27

Andy Mathey P30

Anna Maunz P30

Ashfield Hardware

Aysha Peltz and Todd Wahlstrom P24, 30

Bartlett Doty ’00

Berkshire East Mountain Resort

Bill Corwin P19, 22

Cassandra Ellis P30

Christy Knox P14, 18/ Natural

Elements Pottery

Ciara Hayden P29

Clark Orchards

Cyndee Fand P28, 31

Dana Stiepock P22

Dave Russo P31

Dawn Grignaffini P27

Doug Mason P27

Elizabeth Klarich P30

Ellen Zale P00, 06

Emmett Leader

Eve Bogdanove P29

Fran Kidder

Gloriosa & Co.

Geoff McKonly P29

Grant Haffner P30

Gregory Cangialosi

Hager's Farm Market

Hannah Lord P30

Haystack Golf Course

Jessica and Adam Gibb-Buursma P21, 23, 27

Jessica Jory

Jody Cutler and Liisa Tikkala P26

John Petrovato P26, 28

Kadri Pärnamets P28

Karen and Mitchell Soviecke GP30

Katherine Fiveash P25

Ken Kipen

Kevin French

Kim Pinkham P28

Kurt Meyer P11, 14, 16

Laura Briggs ’99/ Calico

Laurel Hoffman GP27 and Miriam Hibel

Linn Bower

Lisa Bloom / Woolen Yarns

Lisse Grullemans ’98

Marco Almeida

Mark Shapiro

Mary Boehmer GP28, 31

MASS MoCA

Matthew Cavanaugh

Maya Jalbert ’01, P31

Maya Nayak P29

Nathaniel Brooks P31

Nathan McElligott

Nicolas Miller P26

Peterman's Boards & Bowls

Prosperity Candle

Rebecca Gonzalez-Kreisberg ’08

Reed Brown P29, 30

Robert Dane Glass

Roosi Isupov ’28

Ross Grant P30

Salmon Falls Gallery / Josh Simpson

Sandy Mazzella

Sara Wein P16

Sean Burns

Sergei Isupov P28

Shelburne Falls Cork

Snow Farm

Stetson Wood Collection

Steve Earp

The Academy of Music

The Inn on Boltwood

The Prindle School

The Rowe Center

The Shelburne House

Tracie Butler-Kurth P24

Trip Morse P25

These listings are based on gifts recorded as of June 30, 2025. We regret any errors or omissions and welcome notification thereof.

The Charlemont Legacy Society

As of June 30, 2025 the following donors have made their legacy giving intentions known to The Academy. We are grateful for their forward-thinking commitment to our mission.

Anonymous (2)

Horace Burrington*

Loren Cole and Jason Cooper P08

Carlotta Crissey Chandler

Jayne and Robert Dane

Judy Grunberg* GP20, 27

Don and Margaret Freeman

Eric* and Dianne Grinnell

Ernest Hofer*

Mr. William Hoth*

John Brace Latham*

Elisabeth Leete*

Bruce Lessels and Karen Bloom P14

Mrs. Rolf Merton*

Maud O. Merton*

Cornelia and Wallis Reid P01

Jennifer Rosner and Bill Corwin P19, 22

Todd Sumner P04

Judith Haupt P97

Mary Jennifer Bloxam P10

Dr. Audrey Collins-Watson ’93 *deceased

The Charlemont Legacy Society

HAS THE ACADEMY IMPACTED YOUR LIFE OR THE LIFE OF SOMEONE YOU LOVE? CONSIDER MAKING YOUR IMPACT ON THE ACADEMY THROUGH PLANNED GIVING.

A BEQUEST COSTS YOU NOTHING NOW, AND MAKES A BIG IMPACT ON OUR COMMUNITY

LATER.

Planned giving helps us maintain financial stability As an independent non-profit, our ability to inspire, educate, and develop young citizens and scholars relies heavily on donations from our caring community members Please consider adding The Academy at Charlemont to your will so we can continue to fulfill our mission to nurture creativity, independent thinking, and empathy for generations to come.

Once you decide you want to leave a legacy gift to The Academy at Charlemont, you'll need to include the donation in your will Here are some of the next steps you can take and discuss with your legal counsel:

“To be a part of helping a new generation thrive in their academics, music, arts, sports, social and community development means so much to us All of this, and SO much more, is why Bob and I have been strong supporters of The Academy and why we have chosen to be Charlemont Legacy Donors ” - Jayne Dane, Former Academy Music Teacher

Decide what you want to leave to The Academy

Name The Academy as the primary beneficiary for a specific gift, such as an amount of money or stock, or allocate a percentage of your total estate to The Academy at Charlemont Many people choose to leave 10% of their estate to a cause that’s close to their heart.

Name The Academy at Charlemont as a beneficiary in your will

Full name: The Academy at Charlemont

Street address: 1359 Route 2, The Mohawk Trail, Charlemont, MA 01339

Employer Identification Number (EIN): 04-2724993

Tell The Academy at Charlemont about your planned gift

so we can thank you and honor you in our yearly newsletter Vox!

Email: development@charlemont org or academy@charlemont org