Author: The Saklan School Friday Blog

The Saklan School is a private Pre-K through 8 school located in Moraga, CA. Our mission is to think creatively, act compassionately, and live courageously.

Examining Kehinde Wiley’s Art

8th graders recently went to the de Young Museum to view Kehinde Wiley’s exhibit, Archaeology of Silence. Kehinde Wiley is widely known for his presidential portrait of Barack Obama, and his work featuring African Americans using the traditional styles of the old masters. Archaeology of Silence continues Wiley’s work of drawing attention to the value of Black lives through large scale paintings and an exquisite attention to detail. Through this field experience, students were able to see up close how artists are able to convey deep emotion and powerful ideas through visual imagery. 

Prior to the museum visit, students gained knowledge of Kehinde Wiley’s art style and visual tropes through viewing and analyzing his works, and comparing them with the 17th-19th century European paintings he has recreated. They watched a series of interviews with the artist to gain insight into his background and motivations, and discussed parallels between Wiley’s life and artwork with On the Come up, a book they were reading in language arts class. Students also viewed a video poem response to the Archaeology of Silence exhibit, made by an Oakland Youth Poet Laureate. 

Through these sessions, students developed a list of questions they had about the artist, and recurring themes and symbolism in his artwork. For example: Why does he use florals in his paintings? Are the figures sleeping or dead? Why are the colors unnaturally vibrant? Why are the figures all wearing name brand clothing? Why is the show called an Archaeology of Silence?

During their museum visit, students brought these questions with them, and used information from their observations, the audio guides, and museum labels to help answer them. Students also developed new questions, and were able to use the ideas and information provided in the exhibit to broaden and expand their thinking. Here are some quotes from student workbooks:

“[The florals] cradle the subject [and] create a comforting surrounding while still being sad.”

“What makes this figure special while still being ordinary?”

“How long did this take? It’s huge!”

“I connect the poses of the people in the images with depictions that I have seen of Jesus.”

“[Archaeology of Silence] refers to a phrase by Michael Foucault, talking about ‘making visible a socially repressed phenomenon.’”

“This show is moving, it makes you think about the effects of racism and discrimination against African Americans.”

“I used to think that the content [of Kehinde Wiley’s work] was mostly just brutal. Now I think that it’s more than that, it’s about both life and death and not just the latter.”

#SaklanFieldExperience

Open Houses

The 2024-2025 admissions season has officially begun! Saklan has several events planned to help prospective families get a better understanding of our programs and philosophy:

All prospective and current parents are invited to attend these events. Feel free to invite friends or family members to join these events as well.

We encourage Pre-K families to join one of our K-5 Open Houses and for our 5th grade families to join one of our Middle School Open Houses, to see what’s ahead during your child’s experience at Saklan.

If you can’t join us for one of the events listed above but are interested in learning more about Saklan, we will gladly give individual tours at a mutually convenient time. To schedule a tour or more about the admissions process, please reach out to the Saklan Admissions Office at admissions@saklan.org.

Be Creative

In October, Saklan’s social-emotional learning emphasis is to be creative.

During this month, all Saklan students are discussing what it means to be creative and looking for ways to showcase their creativity. On Wednesday, October 25th, the first – eighth graders will meet with their family groups and take part in cross-grade level discussions and activities to gain an even greater understanding of being creative.

#SaklanSEL

My Summer In NYC

Creativity is such a difficult thing to understand. In education circles, we spend time debating about whether creativity can even be taught, and where in the brain it comes from. There are many who still think creativity is relegated to artists and musicians and actors alone; traditional thinking sometimes categorizes us into “right-brained” (creative) or “left-brained” (analytical). I don’t claim to have the answers to where creativity comes from, but I know places where it lives. 

Over the summer, Lauren Haberly (Art), Linda Lathrop (Project and Inclusion Integrationist) and I traveled to New York City for the Annual Broadway Teachers Workshop put on by the Broadway educators group. Over three packed days, we listened, danced, moved, and lived in the creative energy brought by professional actors, directors, educators, and set designers. The cultural and creative diversity in one space was inspiring and beautiful, and we left each day filled with so many new thoughts and ideas. Every morning we stepped into the streets to let those ideas float between us and the ideas from millions of other people around us. People serving really good coffee, people playing cello in the park, people sharing beautiful food from their heritage, people baring their soul through song, people marveling at bright lights, and people just being people. To be in a space where community is everywhere, and strangers are so close in every moment, is exhilarating. The creative energy seems to swirl through the city like ribbons woven through the streets; it fills your heart and fills your soul and stakes a claim there forever. 

All this being said, creativity is not exclusive to New York City. It is not exclusive to the arts, or right-brained people. Creativity lives in community. When we share ideas, thoughts, when we give each other space to explore and when we experience the world side by side with another human, creativity lives. Whether on a stage, a painting, a group project, or anywhere we listen to one another, creativity thrives. We hold NYC in our hearts, and the music and art we experienced there runs through my mind like a banner of inspiration. We hope to infuse that inspiration in every interaction with our students here at Saklan, and bring new energy and passion to every project that we are a part of. We know that creativity lives here, in us. We are forever grateful for the opportunity to be inspired by this experience. Thank you to all of our community for supporting us and your students. 

With gratitude,

Grace Chaffey

#SaklanCreative #SaklanCommunity #SaklanSummerReflectionFund

Fostering Trust and Appreciation

Last Friday, the 6th graders came back from an amazing trip to Westminster Woods, an environmental education and character development program, nestled in 200 acres of redwood forest in Sonoma County.

During their 5-day experience, students were led through a series of adventures that left a lasting impression on all of them. From painting their faces with rock sediment to navigating challenging slopes and terrains, the sixth graders spent their days learning lessons about the delicate ecosystems that surrounded them. More importantly, they learned about their strengths and how they can rely on their community. 

One of the defining moments of the trip was the ropes course challenge, a true test of vigilance and courage. As a class, the students discussed how courage isn’t the absence of fear but the thoughtful action taken in the face of it. Students continued to face their fears by going on a solo night hike in the dark. 

What made these challenges special was the support the class provided to one another throughout the trip. While many middle school trips focus on learning about diverse cultures and community outreach, this trip was unique in how it fostered trust and appreciation among our students.

The lessons learned at Westminster will stay with the students for a lifetime, serving as a foundation for their continued growth and development.

#SaklanFieldExperience #SaklanCommunity

Why Is Accreditation On My Mind?

This past week, I was in Merced for three days, evaluating the work of a small private school. From going into classrooms or talking with parents to examining their financial practices and playing Dodgeball with their students- I (and a team of three others) were “in their business.” 

Our work was to examine every aspect of the school, assessing if they were in alignment with their accrediting body as well as fulfilling the promise of their mission. The school had submitted a 160-page report reflecting on its practices and culture. Our job was to see how accurate their self-reflection was, give feedback, and help them set goals for the next six years.  

Saklan is in the middle of that accreditation process right now. Over the past nine months, the faculty and staff have been working on our own California Association of Independent Schools Accreditation Self-Study. The report will be submitted in December, and there will be a team of 4-5 accreditation members visiting Saklan for four days in March. Once they visit, they will submit their report with “notable strengths” and recommendations for improvement. 

They examine not just how well we are doing in the areas of teaching and learning but also whether our culture is in alignment with our mission and core values. Do our financial practices and governance follow best practices? Do we have a process for continual improvement? And lastly, have we been honestly self-reflective in our self-study report? 

The process is intense and exhausting but also validating and rewarding. It helps us understand our strengths, but also where we need to improve. It is an exercise in self-reflection and learning- which is what we are about. I look forward to sharing our school with the visiting committee in March, as I am so proud to be part of this community.

Sincerely,

David

#HeadsCorner

Inclusive Family Groups

On Tuesday, September 26th, the Saklan first through eighth graders were very excited to meet with their family groups for the first time this year! During the meeting, the students in each group introduced themselves and shared a few of their favorite things. Next, each group had a discussion of what it means to be inclusive and why it is important that we are inclusive, including to help others them feel comfortable and to make friends. Each family then played a game to help them learn something new about everyone in their group, as sometimes its hard to be inclusive when you don’t know much about each other.

The 8th graders then explained to their family group that as they go through the year together, they are a group made up of awesome individuals and they each bring their own strengths to the group. Some may have amazing sports or singing talents. Some maybe be amazing observers or great listeners. These strengths make them a great team, and throughout the year, the group leaders will ask all family members to share their own perspectives.

Each member of the group was then given a puzzle piece to draw or decoratively write one way they have felt included at Saklan. These puzzle pieces were then all put together, with their family group name written on top. Check out their puzzles (and names) below!

#SaklanSEL #SaklanCommunity

See You Sunday!

We look forward to seeing you at The Saklan School’s Fall Festival this Sunday, October 1st from 11:00 a.m. – 2:00 p.m.!

Join us at the Casita at Hacienda de los Flores for face painting, a photo booth, fall crafts and tons of fun! There will also be food trucks, lawn games, a whipped cream pie challenge, and a Fall Food Showcase. This will be fun for the whole family!

#SaklanFallFestival #SaklanCommunity

Refining & Rethinking As We Grow in Knowledge

A PBL Unit kicks off with an entry event, otherwise known as a “hook,” that engages students’ curiosity.  In fifth grade, students study USA history and geography, and so for an entry event into their latest PBL unit, the fifth grade class examined a 3D map of the USA, and noted the flat center that makes up the Great Plains region. Students examined photographs and personal accounts from the early 1930s; the “chocolate-rich soils” that drew many to profitable wheat, corn, and livestock farming during the Great Depression, creating the area’s nickname as “The Breadbowl” of the nation.  

Students then examined photographs and heard personal accounts of the 1939-1949 Dust Bowl Disaster. What caused the year-upon-year sand storms that killed livestock, buried crops, and drove farmers off their once-fertile lands?  The class charted initial ideas, and will collect “clues” in the form of a growing body of knowledge and experiences each week, and then try to answer the complex question (that puzzled scientists for years) at the end of the unit.

Milestone One

Learning steps necessary to reach an end goal is a “milestone” in PBL.  The first milestone in the fifth grade unit is for students to understand the value of water as a precious natural resource.  After defining “resource,” students wrote their answers to the question, “What is the most precious resource in the world?” They posted these on a chart that remains on the classroom wall throughout the unit.  Food, water, and shelter made up the top responses.  Sleep, and being healthy were other thoughtful answers; the 5th graders knew that gold, diamonds, and X-boxes were not it!

Next, students learned about fisherman Jose Alvarenga, lost at sea for 438 days after a storm flooded the engine of his fishing boat. Using buckets to collect fresh rainwater, and his bare hands to catch any sea life he could, Jose was able to get just enough fresh water and food to survive for fourteen months. Students learned that people can survive just three weeks without food, and only three days without water! To conclude, students revisited their thought-board and refined their “…most precious resource” answers, reflecting how we refine and rethink things as we grow in knowledge, skills, and experiences in a lifelong learning process.

With this, the fifth grade Earth Science PBL Unit “Water doesn’t just fall from the sky, you know” was underway. Students will learn about the interconnected nature of the earth’s four spheres, with emphasis on the hydrosphere and an application of learning at the end.

Stay tuned to learn about the next milestone in the fifth grade hydrology PBL unit!

#SaklanPBL

Why I Teach Ewe Music

Alfred and Kobla Ladzekpo came to the United States in the 1960s to teach Ewe music. The Ladzekpos came from a village in the southern Volta region of Ghana called Anyako, an Ewe village. Ewe is one of over 20 languages spoken in Ghana. Ewe music is divided into styles. Each Style has songs (for singing), drum patterns and dance steps. The singing, drumming and dancing together form the musical style.

Alfred Ladzekpo taught at the California Institute of the Arts (Calarts) for over 40 years, and I was fortunate to study with him from 2002-06. He became my mentor and my friend.

Alfred’s main goal with his students at Calarts was to show them how to be an effective musician in his style of music. Ewe music is an oral tradition. Musicians coming from different backgrounds begin a new process of learning through listening. Alfred reveled in every opportunity he had to lecture his students on the importance of listening. Despite the simplicity of the message, every student who embraced this concept came away from Alfred’s class an improved musician.

As a young musician my fascination with Ewe music was sparked by my admiration of its construction. Ewe music weaves a complex counterpoint through all of its elements that rival the greatest artforms of humanity. I was enamored with the sophistication of the drumming patterns and the ability for musicians to dialogue through a musical language. The lead drummer is able to direct their ensemble into new dance moves, drumming patterns, or songs,
by playing a call on the drum. Everyone has to listen or you might miss the call!

This felt like a secret language and my friends and I were hooked. We took every opportunity to learn from Alfred and eventually we were helping him teach his classes and performing in his professional ensemble at schools and community events. Later in life I found another beautiful side to the artform.

The main function of music in Ewe culture is to promote community. People gather in social groups for musical performances. These groups perform at funerals and weddings and are the backbone of both religious and secular events. This is extremely valuable in our recent culture of social media and social distancing. People are craving interaction and Ewe music is a
world class option for community building.

I teach Ewe music as a celebration of West African brilliance. Through honoring and respecting Ewe culture I have found that we can bring value to our school not only through the acute development of musicianship but through the strengthening of our community.

In community,

Isaac

#SakalanCommunity #SaklanArts