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Middle School Orientation - Thompson Island Edition
by Jeannie Segal, Middle School Musicianship
As part of their orientation, the Conservatory Lab Middle School students spent three days on Thompson Island bonding as a community and venturing out of their comfort zones into their "challenge zones." Before arriving on the island, students worked together in their advisor groups, or "crews" and sought to define and understand the Middle School's core values: Integrity, Reflection, Compassion, Courage, and Tenacity. Throughout their time on the island, students discovered the meaning of the core values by living and working together with their Outward Bound leaders and teachers.
 The energetic, competent group of Outward Bound leaders began the process by working with the crews playing various games that required strategizing, communication, and teamwork. The games, such as a jump rope game where students had to work together to discover the leaders' secret pattern that allowed them to traverse through the spinning rope (missteps caused the Outward Bound leaders to drop the rope), took a lot of thought and wracking of brains. In the rope challenge, after a fair amount of energetic exchange of ideas, students successfully solved the puzzle (various combinations of eight students) and passed through triumphantly.
In the next phase, Outward Bound leaders introduced students to the concept of being in a particular "zone" i.e. their "comfort zone," "challenge zone," and/or "panic zone" (!) Students were asked provocative questions (i.e. "How would you feel about: swimming in the ocean; going to another culture where you don't speak the language; and/or eating new food") and determined their response "zone." These reflections helped prepare them to take on physical challenges that stretched them in all directions.
 Initially, they worked together enthusiastically on the low ropes courses, at times frustrated in their attempts to work together productively. After reflection and close examination of their interaction, the crews' cooperation and communication improved by leaps and bounds, and ultimately, they achieved success in each of the tasks.
Next, they climbed to new heights on the "Spider Web," where students and teachers alike climbed a swinging rope wall and rolled into a suspended "nest." This was a bonding exercise, and, as a number of students observed, "we are like one big family" as we sat in the trees looking out at the woods.  Students then tested their courage and fear of heights by climbing a telephone pole to the top, standing up, surrounded by the leafy crowns of the trees, and performing a "Leap of Faith." They attempted to hit a suspended ball, then were lowered effortlessly to the ground - definitely not for the faint of heart!
Ultimately, students tried out their skills on the high ropes, safely harnessed, and attempted to ascend the 50' Climbing Wall and the 80' Alpine Tower. Students served in a variety of roles, both supporting and coaching each other, urging each other on with cheering and clapping, and helped each other strategize about how to reach the next level, take the next step, go farther, and reach their goal. They learned to be responsible for each other's safety and developed trust by "belaying" and "spotting" for each other as they climbed. Each element was progressively more demanding (and daunting!), and it was gratifying and rewarding to see the students rise to each new challenge with relish and gusto and, in many instances, triumphantly reach the top. They demonstrated great compassion for each other and celebrated everyone's efforts equally.
To be "successful" was not necessarily arriving at the top (which a remarkable number of students did!); rather, it was having the students set a goal, stretch into their challenge zones, and go as far as they could - and they were overwhelmingly successful. It was inspiring to watch the students as they screwed up their courage and, with sheer grit and tenacity, stretched themselves far beyond their expectations.
The teachers too, each attempted various physical challenges. Mrs. Delaney, Ms. Ting, Ms. Perella, and Ms. Dwyer valiantly climbed to the top of the Leap of Faith and fearlessly flung themselves off the pole (they were in harnesses!) - successfully hitting the suspended ball before gently sailing back down to earth, while a trepidacious, but determined Mrs. Segal rose to the students' challenge and, with their enthusiastic cheering, made it almost to the top, surprising herself!  There were many memorable moments; however, watching Mr. Gentilly stick by his student while she struggled to master the Alpine Tower - which she ultimately did, conquering her fears by sheer determination - was exceptional. He was an indomitable coach and loyal supporter and helped his student overcome her fears and become successful. And our fearless principal, Mr. Cruz' unswerving leadership, unconditional acceptance and support of our students made him a rock and an anchor for the entire Middle School. He is a champion for their success.
In addition to the physical challenges, students took in their surroundings on beautiful Thompson Island. They explored the woods and discovered the wildlife on the island, some of them spotting a coyote, and others collecting turkey feathers left in the wake of the prolific turkey families strutting around the island (as if they owned it). They were treated to glorious sunsets on evening beach walks, with a stunning view of Boston as the lights twinkled on in the twilight and waded in the water collecting rocks, sea glass, and shells - and raced around with their boundless energy in the freedom of the outdoors breathing in the fresh air.
 Taking on the role of scientists, students had a two-day expedition being introduced to the two salt marshes on the island: the restored and pristine marshes. Students began in the restored marsh, which, in a previous incarnation, had been dammed off to become a water source for farm animals on the island. Outward Bound has worked for the past decade to restore it to its original natural state. In the restored salt marsh, students pulled on rubber boots and dug into the muck with facilitator and marsh specialist, Racquel Hernandez, who led them on a discovery of the balanced ecosystem that makes up the marsh. Given a list as a guide, students searched for various forms of life, investigated, and delighted in the wonders of the salt marsh. They had a "spa treatment" with "detritus" or the nutrient rich mud that forms the foundation of the marsh, identified the gender of green crabs, captured wriggling minnows and scrutinized their distinguishing markings and learned about the ebb and flow of the tides. Raquel culminated the expedition by guiding students through a creative visualization. While students closed their eyes she painted a vivid mental picture of the rich life within the salt marsh.
The next day, students visited the pristine salt marsh, untouched since the early days when the Native Americans came to the island to fish. Science teacher, Caitie Dwyer, and Music specialist, Jeanne Segal, collaborated to bring the music of the salt marsh to life. Ms. Dwyer reviewed the harmony of life within the salt marsh and related it to the concepts of the ecosystem and balance in nature that she had introduced to students in the classroom. Students listed the living things within the marsh, and Ms. Segal worked with the students in a call and response fashion to create the melodies, rhythms, and movement of the salt marsh. Students brought the sounds of the elements and creatures in the marsh to life depicting the grasses, breezes, crabs, birds - even the "detritus" - with dancelike gestures, body percussion, vocal sounds and rhythms. Students then created an "instrumental ensemble," dividing the sounds by small groups and entering into the ensemble group by group, gradually "crescendo-ing" into a pulsating, unified musical salt marsh, accompanied by the salt marsh itself, the breezes, and the waving grass.
The crews came away united and bonded, waving their decorated flags that proudly proclaimed their mythological or fanciful names: "Sphinx United," "The Turn-Ups!," "Blazing Phoenixes," and "The Musicianeers."
After a scenic ferry ride, the students arrived back on land tired and dusty, with stories to tell. After a successful week and a half of orientation, they had truly become a Middle School.
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The Ice Cream Social is for all families in all grades. This will be held in the parking lot in front of the door to the upper school at 25 Arlington Street from 5p.m. to 6 p.m. and is an opportunity for school personnel to meet families, and for children and families to see where they will be attending school. 
These students, along with several other area singers, formed the Dream Chorus led by Joanne Hammil. They performed two songs at the end of a rousing Gathering for Justice and Peace organized to commemorate the 50th Anniversary of the 1963 March on Washington.
The Reverends Kim and Ronald Odom spoke of their continuing work for peace in the years since their thirteen-year old son's death due to gun violence in Dorchester five years ago. And Donnel Baird, a community organizer and environmental social entrepreneur, spoke about the current state of the civil rights movement.
For two weeks in August this year, a group of Conservatory Lab students from the Bernstein and Dudamel Orchestras dove into a large musical pool alongside like minded young musicians and really soaked up showers of individual attention and waves of musical concepts that refreshed their approach to both their instrument and to the way they see themselves as musicians. 
