Experience Trevor 2024

Advanced Statistics: Creation and Analysis of a Large Data Set
(Offered only in Session 1)  
Eric Lindow, Upper School Mathematics and Computer Science Teacher
This is an inquiry-based activity that Trevor’s Advanced Statistics students do as an introduction to the year’s second unit. This lesson won’t require any special mathematical/ statistical knowledge, either to perform the activity or to participate in discussing the results. We will use commonplace materials to create a picture of a large set of data. Then, as a group, we will analyze what happened to the data set, and more importantly, why the results are what they are.

Art, Beauté, Esthétique: Les Grandes Questions
(Offered only in Session 1)  
Joseph Ulitto, Upper School French Teacher
For centuries philosophers, intellectuals, and artists have explored and codified notions of beauty. They have grappled with definitions of art. They have attempted to define tastes and sensibilities for their times, and in some cases, for all time. But one doesn’t need to be a philosopher, intellectual, or artist to have opinions about art, beauty, and aesthetics. In this lesson from Trevor’s Advanced French 5 course, participants will explore their relationship to art and creativity, starting with some basic essential questions on the nature of art and ending with an opportunity to define one’s own personal aesthetic. Join us for a relaxed and open discussion (in English, with un petit peu de français) as we tackle questions that have come down through the centuries. 

The City of the Future
Michael Danenberg, Assistant Head of School for Teaching and Learning
David Zheutlin, Upper School Environmental Studies Teacher
The City of New York has reinvented itself repeatedly in its long history and will, no doubt, continue to do so. The goal, presumably, has been to make the city better for its people, ready for the future, nimble and changeable, dynamic, worthy of its potential. Has the city done enough to prepare for rising seas, warming streets, and all things dire? And what will the city of the future look like, feel like, live like? This year, New York City allocated $1.4 billion for the Department of Environmental Protection. Many of the larger projects have price tags that exceed that—in time and in cost. Simply put, the city spends huge amounts of money on its own survival. Are we spending it wisely? Are we planning adequately? Will we be ready for whatever the future brings? This environmental studies exploration asks students to evaluate the city’s efforts to reckon with our ongoing climate emergency. They will work in groups to determine the extent of the problem, evaluate the proposed solutions, and create a plan of their own to reimagine the next 50 years. Expect thoughtful conversation, collaborative investigations, creative scheming, and brief presentations from each group at the evening’s end. In preparation, students will spend time researching five major city proposals in progress (proposals to follow). 

Code a Simple Painting Program in 40 Minutes!
Alyssa Gorelick, Middle & Upper School Computer Science and Digital Art Teacher
This course will introduce you to writing code with p5.js, a dialect of java script popular with artists, designers, and educators. With no prior coding experience needed, and in just 40 minutes, you will learn how to code a simple painting program in which you design a unique “brush” that will follow the mouse, leaving a colorful trail of digital “paint” behind. Then, when the mouse is clicked, the screen will clear and your “canvas” will be cleared and ready to create a new painting. Participants will work on Trevor iMacs in the computer lab. 

College Cluster: Beyond the Numbers (Registration is limited to one parent or grandparent of students in grades 9, 10, or 11).
Adam Exline, Director of College Counseling
Tyler Twilley, Associate Director of College Counseling
Chelsea Yorlano, Associate Director of College Counseling
Welcome to “College Cluster: Beyond the Numbers”—where you are not just a GPA or a test score, but a unique individual with a story to tell. Gone are the days of merely being a statistic; holistic admissions is the name of the game. College’s admissions committees are on a quest to uncover the real you—your passions, quirks, and the sum total of your experiences. As a participant, you’ll navigate the labyrinth of college admissions—perhaps you’ll excel in academics, dazzle with your leadership in extracurriculars, or reveal the depths of your personal growth as you present an authentic version of yourself.

Dark or Light? Defining European “Dark” Ages
Katie Schoenike, Upper School History Teacher
Were the Dark Ages really dark? Did the sun really stay behind a cloud for almost 1,000 years? In the 1300s, the Italian scholar Petrarch used the terms “dark” and “light” to describe the process of learning occurring in Europe. He believed the continent was in the “dark” after the “light” of the Greek and Roman empires. Alternative metaphors for the terms reference the “darkness” people lived in before God sent Jesus Christ to bring “light” to the world, further highlighting the spread of Christianity during this time. Throughout this lesson, students will explore a variety of primary and secondary sources from the time period between the fall of Rome in Europe and the European Renaissance (400 AD–1400 AD) to determine if this was a time of cultural decay and decline. Students will work in groups to evaluate our sources, collaboratively problem solve, and present their findings at the end of the class.

Financial Literacy 101 for Teens
Harold Chang, Upper School Mathematics Teacher and Mathematics Department Chair
Kelly Tice, Upper School Mathematics Teacher
In this class, excerpted from a popular Bridge Seminar for 12th graders, we’ll embark on an exciting journey to demystify the world of money and empower you with essential skills for a financially savvy future. From budgeting and saving to understanding credit and investing, we’ll cover the ABCs of personal finance in a fun and engaging way. Get ready to unlock the secrets of smart money management and build a solid foundation for financial success. It’s not just about numbers; it’s about gaining the confidence to make informed decisions and secure your financial well-being. Let’s dive in and make finance a friend, not a foe!

In Living Color: Natural Pigment Paint Making
Julia Norton, Trevor Class of 2003 Alumnus, Visual Artist and Educator
In this workshop, we will learn about natural colorants derived from pigments, inks, and dyes, from sources such as the Earth, minerals, plants, and even animals! After looking at a range of rare samples, many foraged and gathered by Julia, we will make our own watercolor paint in the “medieval method” by mulling natural pigments with watercolor medium made from gum arabic and honey. After making paint we will create original works of art on paper to take home. Each participant will also go home with a sample of watercolor paint made during the workshop.

Round Pegs in the Square Holes
(Offered only in Session 2)  
Laurie Roth, Upper School Dance Teacher and Performance Coordinator
Emmett Smith, Upper School Drama Teacher
“Here’s to the crazy ones. The misfits, the rebels, the troublemakers, the round pegs in the square holes, the ones who see things differently. They’re not fond of rules, and they have no respect for the status quo.” - Steve Jobs In this dynamic, fun, hands-on exploration of creativity, we will discover the relationship between the strict following of rules and the breaking of norms. This is a class that combines the disciplines of sociology, social psychology, and the making of art. Be prepared to move, explore ideas on your feet, and learn about yourself.

Shakespeare’s Richard II: Evaluating the New in the Light of the Old
Jason Tarbath, Upper School English Teacher and English Department Chair
How is it possible for a play written around 1595, about events which took place in the late 1300s, to shed light on what’s happening in our world today? Marjorie Garber, in her essay on Shakespeare’s Richard II, from her writing on Shakespeare’s works in Shakespeare After All, asserts that a history play can be “perpetually timely—or, as we like to say,…timeless. It can be readily juxtaposed to the current events of any time and find new and startling relevance…The use of the history play to evaluate and critique the current day [followed on from 16th century practices of evaluating the new in the light of the old] and often the images of “then”...(are) uncannily and instructively similar to “now” (Garber, 239-240). Please join me for a probing exploration of Shakespeare’s history play, Richard II. The purpose of our inquiry will be to put Marjorie Garber’s assertion to the test in order to determine the extent of Richard II’s timelessness. You are welcome to either read the play or watch Rupert Goold’s film interpretation in preparation for our class. Resources: Read a free, downloadable copy of Richard II from Folger Shakespeare and/or watch the 2012 film version of Richard II, directed by Rupert Goold.

The Trevor Trajectory of Dimensions Math
(Offered only in Session 1) 
Albert Berishaj, Grade 4 Head Teacher
Barbara Schmidt, Lower School Mathematics Specialist
Michelle Wu, Grade 1 Head Teacher
Ever wonder how Lower School students are learning addition? Does your child’s multiplication homework make you question, “Am I smarter than a 4th grader?” Do you puzzle over how to best support your children with their mathematics development? Join Lower School Math Specialist, Barbara Schmidt, 4th Grade Teacher, Albert Berishaj, and 1st Grade Teacher, Michelle Wu, in this interactive workshop to experience the mathematics mind of a student as they progress through the Lower School curriculum!

Worlds Collide: The Columbian Exchange
Paul Swartz, Middle School History Teacher
In 1491, there wasn’t a single tomato in Italy or a single potato in Ireland. The following year, however, a storm-tossed trio of Spanish ships would arrive in the Caribbean and forever shrink and change the world. Soon, plants, animals, languages, fashions, and ideas would start to make their way from East to West and West to East. This process—at once enriching and ruinous—came to be called the Columbian Exchange. Its influence on our modern world can hardly be overstated. In this lesson, originally conceived for 7th graders, participants will play a game that models the content and consequences of the Columbian exchange. If haggling your way through a high-stakes simulation sounds like your idea of fun, then come and join us in 1492!