Backstage Calm During the Storm

Mr. Fitzpatrick and Mr. Tomizawa backstage at the
talent show with a few production crew members.

Another successful Edgewood talent show this month! One more round next month! Since 2010, we have offered three lunchtime shows each year, with each production repeated for a grade K-2 and 3-5 student audience, plus a dress rehearsal.  Our production crew is made up of about a dozen staff members and three dozen students to pull off a lunchtime show.

Our first talent show of the year is usually in February. The learning experience in this first show is pure madness, as crew members stumble through production routines and responsibilities and are oblivious to the flow of the show. We're often too busy or confused to eat.

Typically, we hit our stride by that third show in May, when the team is a purring V8 engine. That's when the adult supervisors in the balcony and backstage are able to sit and eat lunch, while the students manage the production. But this year, our crew gelled quickly. This year in our second talent show, I snapped a group selfie without worry of distracting the crew and then watched the team execute a flawless production -- while I ate my sandwich. Great show everyone!  -- Paul Tomizawa

Looking at Edgewood History, Piece by Piece

We have a fairly young tradition at Edgewood School. On the first day of school, the non-classroom teachers for Art, Library, Music, Physical Education, Spanish, and Technology coordinate a large multi-grade activity (read more about last year's event here). It's a high energy event that often feels like it's running alongside the edge of chaos, while managing to stay intact and on target with our objectives. 

This year's program focused on the Edgewood Centennial. Students collected cutouts from posterized photos, depicting small moments in our school's history. They had to match their color coded pieces with those found by other students and together, reassemble the images. Students used their bodies and minds to meet the challenge. It was a noisy, fun day and sent a message that learning about the history of our great school was about to begin.
-- Paul Tomizawa

Students dash into the circle to collect puzzle pieces.

Students reassemble their historic images.

Every Four Years

Every four years, since 2002, the students and staff of Edgewood School have participated in our own Winter Olympics. And like the actual International Olympic Games that "coincide" with our event, we also compete. But through these "competitive" games we internalize the values of the five Edgewood Olympic rings -- Caring, Kindness, Respect, Friendship, and Acceptance. During our Opening and Closing Ceremonies this year we recognized the importance of living in a global community and we saluted the nearly 80 national flags that represent who we are at Edgewood.

The event kicked off with an inspiring video featuring student coaches urging Dr. Houseknecht and Mr. Yang to get "back into shape." As a school we met the challenge of running a total of 1827 miles, the distance from the United States Olympic Committee headquarters in Colorado Springs to Edgewood. And as a school we also met Mrs. Turner's challenge of reading 1827 books. A goal that we shattered by reading 4,129 books.

We met every Olympic challenge as a team. During this two week event, students partnered with their "buddy" classes -- older and younger classes working together in a shared activity. The type of activities that former students tell us remind them of the importance of having the Edgewood School community in their lives. As Dorothy Bench wrote in our school song, we belong to "the finest place to be." It's a line that resonates with students long after they leave the Edgewood classrooms and playground. And it's a line we remember, long after the Edgewood Olympic flame is extinguished and just after we light it again, every four years.

Nearly 80 National Flags Displayed

The Five Edgewood Olympics are about Caring, Respect,

Acceptance, Friendship, and Kindness

The Olympic Games included activities led by the teachers

of Art, Music, Library, Spanish, Physical Education, and Technology

Olympic Flame is Extinguished

Backstage Talent

Edgewood produces three lunchtime talent shows each year. Needless to say, the staff and students involved put a premium on production value. It's one thing for students to invest time and creative energy into their performances, as former student Caroline Cavalier once reported. Or to host the shows as our student emcees do with fearlessness, humor, and style. But behind each performance is a highly coordinated team of students and teachers working as Balcony and Backstage crew. They balance music and microphone sound levels. They accentuate moods with stage lighting and lighting effects. They photograph and videotape performances. They coach performers. They open and close curtains. They coordinate and distribute wireless handheld and body microphones. They make sure that performers are patiently waiting in the "on deck" position. They interview performers backstage. They assemble and break down production sets. And this is the short list of our job responsibilities.

If the audience only notices the performers, then for us in the Balcony and Backstage, our job has been well done. If the audience and the emcees aren't forced to wait uncomfortably as the backstage crew sets up the next act, then our job has been well done. Let's take a peak behind the curtains at our final February talent show this year, as the backstage crew (and performers) take about 40 seconds to set up for the next act. And notice how the adults, purposely step aside, so that students pursue and achieve a shared objective. Go team! -- Paul Tomizawa

Frosty Unveiled

Yet another wild surprise at the annual Edgewood Winter Assembly. This year's mystery Frosty the Snowman turned out to be Mrs. Pagel. But for days, students had wondered aloud and in online voting "Who will be this year's Frosty?" Since 2008, a member of the Edgewood School community has snuck into the Frosty costume and danced to "Let It Snow" after coming alive when the magical hat was placed on its head.

During the assembly, the build-up to the Frosty reveal typically features a nutty... circa 1980s madcap, sitcom storyline that draws out the mystery. Dr. Houseknecht is the ringleader, sending teachers off the Gym floor, one by one, to provide assistance to some strange backstage incident. And as each teacher disappears backstage, the suspense builds. After all, in the mind of a K-5 student, one of those teachers is bound to be this year's Frosty...right? Right?!

This year's Frosty was accompanied by the Frosty Dance Troupe featuring Mrs. Ross, Ms. Rosado, Ms. Benitez, Ms. Peterson, and Ms. Marques. Happy Holidays Edgewood!
 -- Paul Tomizawa

Frosty is flanked by the Frosty Dance Troupe.

This year's Frosty is revealed!

Edgewood Toy Drive

Edgewood students delivered a bounty of toys to Cardinal McCloskey Community Services during our annual drive. But fourth graders Charles Rich and Chase Timberger can do a better job of telling this story. Here's how they experienced it, as reposted from Edgewood News.

This year we went on a field trip to deliver toys from our school’s annual Toy Drive to Cardinal McCloskey Community Services in Valhalla. Our toys and clothes will go to more than 5000 kids and adults. Usually when we donate a toy, we don't know where it goes and we just forget about it forever.

But this year we went with lucky Ms. Mangani’s class on a field trip to Cardinal McCloskey to deliver all the toys that Edgewood families donated. Last year Cardinal McCloskey collected about 70,000 items and they are hoping to get even more this year.

Before Ms. Mangani’s class went on the trip, the whole second grade passed all the toys down a line and loaded them onto the bus (see video below). When we arrived at Cardinal McCloskey we were met by their event planner, Kerry Gutenkunst.

When we first entered the Cardinal McCloskey Community Services, the second grade started to sort all of the toys onto tables. The categories were Stuffed Animals, Board Games, Arts and Crafts, Puzzles and Games, and even Clothes. Ms. Gutenkunst reminded us of the important thing we were doing. It’s not just about getting presents, it’s about giving too.

“When you wake up Christmas morning or another holiday you celebrate and you’re opening up a present, remember that there’s going to be another kid opening up one because of what you did,” says Ms. Gutenkunst.

We are definitely thankful for what we have. Thank you Edgewood School for your donations!

Team Edgewood delivers our donated toys

to Cardinal McCloskey Community Services.

Edgewood students deliver toy donations

to Cardinal McCloskey Community Services

-- Paul Tomizawa

Forever Edgewood

Ever year at this time, first graders step into the spotlight for one of Edgewood's grandest and most endearing traditions, the Thanksgiving Assembly.  The energy is palpable as the first graders spill into the hallway, just minutes before their performance in front of family members and the entire school.

In a matter of minutes, they will experience something that they will remember for many years to come and will forever define them as Edgewood students. In a matter of minutes, they will sing the classic song Hey Pilgrims, and be joined by older Edgewood schoolmates in the audience, who will sing and tap along because it takes them back to their first grade.

Edgewood students donated 28 boxes
of food to the Salvation Army.

The Thanksgiving Assembly is about reflecting on our many reasons to be grateful and remembering those in need. The fourth and fifth grade chorus sang songs of gratitude and hope. And Edgewood students collected 28 boxes of food and presented them to a representative of the Salvation Army. But it's the song Hey Pilgrims that provides the soundtrack for the day. It's a song that lyrically tells the story of the first Pilgrims and their journey to freedom, but musically reminds us that we are forever Edgewood. - Paul Tomizawa

Mr. Brown (cello) and Ms. Forte (piano) lead
the fourth and fifth grade chorus.

Discovery by Design

The challenge is this. Use Tinkercad, a 3D modeling program, and a 3D printer to fill the 2x5 inch cutouts in the student tables in Mrs. Blackley's classroom. Prototypes are often among the early steps in the design process, but like those first baby steps in our lives, they can be exhilarating and self-affirming, and can open a seam into previously unforeseen possibilities. That's how we arrived at this photo to the left.


Like most inventions, this design thinking challenge arose out of necessity. Mrs. Blackley's student tables had cutouts to provide an outlet for power cords and cables for electronic devices. A black plastic grommet insert sat on top of the cutout, providing a grooved outlet for cables. The thing is with well-charged, wireless devices these portholes were not necessary, while the grommet became a "bump" on the table.


Enter the lead design challenge team. They are the lead team, not just because they have been assigned this initial task, but they will also assume responsibilities for helping to train other fourth grade students, all of whom will receive their own design challenges this year. With guidance and instruction from Mr. Fitzpatrick, these students are contemplating how to redesign the grommet or make use of the cutout.


So in Tinkercad, they designed prototypes that improve upon the original grommet. Some prototypes sit more flush with the table surface, so there's less of a bump. Some took advantage of the cutout and used it as storage. Another iteration looked at building up from the hole, rather than concealing its presence, to create a fashionable school supply organizer. For students today, the possibilities are endless, when they believe they can pursue them. In the end, this challenge is indicative of learning in schools today that is meaningful to students and elicit their best efforts out of the sheer desire to achieve a measure of success that they have a hand in defining. - Paul Tomizawa

Edgewood's Library Learning Commons

Roosevelt Place view.

The Edgewood Library is currently undergoing a structural makeover, but when it emerges from drop cloths and protective sheetrock, it will be remade as our Library Learning Commons. The term "learning commons" dates back to the 1990s as higher ed began to rethink the purpose of the library and how it meets the needs of today's learners. Today's learning commons have been influenced by the thinking of a number of educators and librarians, including most recently David Loertscher, who view the library as the heart of the school community.

It is a creative space for participatory learning where teachers and students collaborate, design, and build in flexible learning spaces. The learning commons provides the school community with access to information, by way of traditional media (books, photos, magazines, etc) and archives. It provides spaces for small and whole group discussion and collaboration, as well as quiet spaces where learners can immerse themselves in the joy of reading, writing, and making.

Thoughtful and comfortable in
Mrs. Blackley's room.

The task of designing the Edgewood Library Learning Commons will rest with the students and staff of Edgewood school. In the coming months, we'll invite them to participate in conversations on how physical and virtual space impacts student and professional learning. This, however, is not a new conversation. Last year, we began these discussions using a district Center for Innovation grant to examine flexible learning spaces through our use of Room 18, which became a laboratory for reconfiguring classroom space. Since then, teachers have been busy reworking their own classrooms. More to come. - Paul Tomizawa

Mrs. Theall's students surveying library construction

The Walking School Bus Walks Again

Edgewood's Walking School Bus has begun its first rounds of the year. This bus is not fueled by gas, but by students and parents looking to get some fresh air and exercise on their way in to Edgewood School. The bus uses the typical routes. As people join at their stops, the routes look like a parade, with friends and family marching towards school. Edgewood first introduced the Walking School Bus in 2008. Below is the write-up and interviews from an Edgewood Historical Society feature introducing the Walking School Bus that year (pardon the quality of the video):

An Edgewood Historical Society Time Machine Takes Us to 2008

Mrs. Anders welcomes the Walking School Buses in 2008.

"The Edgewood School community replaced their morning buses with the Walking School Bus. Students, family members, and teachers joined in the walk to school along the usual bus routes in a unified gesture to “Go Green.”About 250 students walked to school along the Clarence/Sprague, Drake/Forest, Potter Road, and Popham/Taunton bus routes. Owen, a 4t grader was one of the many students who made the walk. He spoke to a few others on the way to school and edited this audio story, which features interviews with Gabriella/5th grade, Mason/2nd grade, Xavier/4th grade, and Dr. Houseknecht."

(This video was first published on May 30, 2008)

                                                                                                                                       - Paul Tomizawa

Redesigning Room 18: A CfI Grant

Room 18 Grant

What Could we do with Room 18? It’s what we’re asking of Edgewood students and teachers. Take an empty classroom and contemplate the use of space. Remove the classic classroom structures and redesign the room to encourage contemporary thoughts on learning and teaching.

Room 18, which was formerly used as a classroom, has become our laboratory for experimental thinking on instructional redesign. The lead research team includes Marilyn Blackley (4th grade), Matthew Fitzpatrick (art), Lisa Forte (music), and Paul Tomizawa (technology). The team is supported by Dr. Scott Houseknecht and William Yang, along with other staff.

Our goal, with the support of a Center for Innovation grant, is to use this space to springboard ideas that seek to re-envision existing classrooms and prompt thinking on how space impacts teaching and learning. Room 18 is an environment that will provide flexible learning spaces and materials to help us develop collaborative and problem solving skills.

It’s where, through the principles of Design Thinking, we can research and tackle problems, whether they are located globally or in our own classrooms. It’s where teachers and students can imagine the potential inside their own classrooms.

Teachers are perpetually intrigued with reconfiguring their rooms, for the sake of igniting student activity, but the exercise of moving and removing pieces of furniture, often leaves teachers faced with the dread of eliminating the structures that support a longstanding curriculum.

Our hope is that Room 18 becomes the antidote to that dread, providing a sandbox for redesigning classroom space and curriculum experiences, while better meeting the needs of today’s diverse learners. Our hope is that this space is where teachers and students will come to be inspired, using the tools and materials they will need to some day contemplate the question: “What could we do with our own classroom?” -- Paul Tomizawa