Faculty Professional Development Grants
“The Adventures in Creative Writing” course that Catherine Milligan took this past summer was one of 40 faculty professional
development grants awarded to Saint David’s faculty. At Saint David’s School, we strive to provide resources for the pursuit
of initiatives aimed at improving the educational program while simultaneously aiding in the professional development of
faculty through innovative programming. Below, Cristina Cotumaccio, Hannah Frassinelli, and Joseph Shapiro talk about
their recent grant experience and its application to their teaching:
Cristina Cotumaccio
“Arts, Education, and Daily Life in Cuba”
By participating in this six-day educational travel program, I was able to improve my own linguistic proficiency and
broaden my cultural knowledge with the goal of appreciating the diversity of the Spanish-speaking world. This professional
experience reflects my passion and commitment to continuous learning about the subject I teach.
Hannah Frassinelli
“Aspirational Self-Portraits”
This summer I attended a weeklong portrait drawing workshop at the Art Student’s League of New York. One of my
professional goals was to gain new strategies for teaching Sixth Grade Art students about human proportions and gesture for
the trimester unit entitled “Aspirational Self-Portraits.” In this class, boys draw their own self-portraits in the outfit and with
the background of someone they admire. Whereas in previous years, students focused on the head and torso, this year they
are learning how to capture the gesture of the full figure in motion. Additionally, boys are learning how to draw their figures
in correct proportion by using head lengths as the unit of measurement. These skills will also be reinforced in Seventh and
Eighth Grade art lessons. Although initially students struggled with foreshortening and a tendency to minimize the figure’s
action, by carefully watching the instructor draw over their drawing using tracing paper, and then using the sample to make
adjustments to their work, they are in the process of completing convincing, colorful, and skillful “Aspirational Self-Portraits.”
Joseph Shapiro
“Slavery and Secession in Charleston”
Charleston’s role as a slave trading port, hot bed for the secessionist movement (they were the first to secede after all!), and
eventual starting place of the Civil War make it a pivotal city in the Sixth Grade curriculum. A visit to the Old Slavemart
Museum and the Magnolia Plantation offered a harrowing glimpse into what kidnapped Africans experienced when they first
arrived in Charleston. A boat ride to Fort Sumter and a Civil War walking tour solidified my understanding of Charleston
as the true epicenter of the start of the Civil War. A trip to the Avery Research Center for African American History offered
direct access to their extensive collection of primary sources pertaining to the lives of slaves and experiences of Charlestonians
during the Civil Rights movement. In history class, especially ones with the large scope of our Sixth Grade program, there
is a danger of overlooking individuals and their experiences, and only focusing on the big picture. My trip to Charleston
offered me lots of options to incorporate a plethora of new stories to share with my budding historians.
Winter 2018 • 21