Project: Pomfret

Media coverage by the In Our Own Words Project Group: David Altman '16, Khia Beeles '17, Charlotte Grunebaum '17, Raphael Guillebon '16, Skye Guindon '17, Olivia Kremer '17, Olivia Leachman '16, Breana Lohbusch '16, Matt Parent '16, Max Ranaldi '16, Papa Sekyere '16, Sera Yanik '16, Sarah Youngman '16
Faculty Advisors: Robin Cook, Louisa Jones, Sheridan Maguire   Video Producer: Tim Baldyga
Learn more about The Pomfret Purpose: Strategic Vision and Plan
“I try not to engage in too much hyperbole, but I found yesterday afternoon and this morning the two best days I have spent in my life as an educator.  Students were engaged, interested (and interesting), and having fun. It was clear from the presentations that for all the potential improvements that could be made to Project: Pomfret, students and faculty learned a great deal about specific topics, collaboration, and project-based work. I believe we all saw a new and different way of learning.” – Head of School Tim Richards, following the finale of the Pomfret’s inaugural 16-day project based learning period

PROJECT DESCRIPTION

Educational and research initiatives and innovations are the essence of the Pomfret Academic Experience. Faculty are consistently enhancing the pedagogical “tool box” in areas such as blended learning, the flipped classroom, project-based learning, and collaborative/interdisciplinary efforts, as well as the research of best practices in learning and adapting best practices in character education and wellness. One example of work being done in this area is the establishment of Project: Pomfret – a two-week interdisciplinary project-based learning period, taking place in December of 2013, when faculty and students will step outside the classroom to focus on thematic projects, as follows:

PROJECTS

  • 99 Problems But a Story Ain’t One of Them!***

    From its origin in the 1970s to the present day, Hip Hop music has left an indelible mark on American culture. While the genre has evolved and diversified over the last forty years, there are still some basic elements which all true Hip Hop songs have in common. But how many people understand the context that Hip Hop grew out of? What makes a successful Hip Hop song?

    This project will seek the answer to these questions. After examining the origins and evolution of Hip Hop, students will engage in the study of the art and science of writing and producing Hip Hop songs. Through conversations with Hip Hop artists as well as exercises such as Braggadocio, Battling and Freestyling, we will develop our own lyrical style and create the musical backing for our individual and group songs.

    Telling A Story With Rap By Charlotte Grunebaum '17

  • Our Stories Without Words***

    Understanding the various stories that create fabric of your identity is an important part of understanding who you are. Learning how to express those personal, family, and cultural stories is critical in learning about each other. Yet, so much of what we learn about each other is beyond words and is conveyed through other mediums of expression.

    This project will ask students, as individuals and in groups, to present their personal, family, and cultural stories to the community without the use of language. To accomplish this, students will be asked to engage in research on their own personal stories, their backgrounds and history as well as create a story of the group.

    The final project will entail sharing these stories through a variety of mediums. Faced with the challenge of storytelling without words, students will try to convey what makes them unique through mediums they never experienced before.

    Our Stories Without Words By Olivia Kremer '17
    Sharing Stories Through Dance by Skye Guindon '17



  • Pomfret Mosaic**

    “Guest or Host?” was the topic of Mr. Richard’s opening chapel talk. He powerfully illustrated Pomfret’s commitment to making its community a place where all feel comfortable and included regardless of their differences.

    This project, The Pomfret Mosaic, will examine the differences and cultural stories that are Pomfret, and research strategies or “cultural proficiencies” that make a community inclusive. This exciting experiment will involve collaborating with students attending the Student Diversity Leadership Conference (SDLC) in Washington D. C. as well as other NAIS schools in the region. The project will parallel the SDLC theme, “The Capital Mosaic: Foresight is 20/20.”

    Students will research, reflect and develop a student-centered guide for achieving equity and inclusivity in schools. This guide, by students for students, will be a center piece for student training to be presented at state and national conferences. If you aspire to be a future leader and are willing to have courageous conversations about issues of social justice, don’t miss this opportunity.

    The Pomfret Mosaic By Skye Guindon '17

  • A History of Food**

    Food is a central tenet of our lives. On a basic and obvious level, it assures our survival as a species. But it has also had profound effects on the human experience, and numerous questions can be raised about its impact. How has food served as an expression and transmitter of culture? How has food shaped the course of human history? And particularly, what has influenced the development of the wide diversity of food around the world?

    This project aims to explore the relationship between geography, history, climate, and food. Students will research how the traditional cuisine of various parts of the world has evolved and particularly how it has been influenced by the geography (terrain, soil, climate, etc.). While focusing specifically cuisines beyond the borders of North America, students consider such questions as what are the essential components of the human diet? Do these requirements vary with climate and locale? What other considerations have played a role in the development of cuisines around the world (availability of various foodstuffs, preservation of foods, length of growing season, access to water, native plants and animals, etc.)? Students will have many opportunities to learn about food in a hands-on manner by preparing, preserving, and eating foods from around the world.

    Part of the project will involve sharing the results of the group’s research through discussion, presentation, writing, and film. The hope is also to create an interactive map which highlights the complex interplay of factors that have influenced what people eat around the world.

    Amazing Taste, The Exploration of Food  by Raphael Guillebon '16

    Astonished Appetites by Khia Beeles '17




     
  • Awesomeness in Environmental Energies****

    Especially over the last half-century, the dependence on and overuse of non-renewable resources has greatly contributed to global warming and climate change. Unfortunately, scientists have linked these phenomena to major, current environmental issues, such as an increase in frequency of natural disasters, a rise in the earth’s temperature, a shift in weather patterns, and an increase in air and water pollution. To preserve our planet, there is a need to immediately and drastically reduce if not end the use of non-renewable energy sources by adopting more sustainable energy practices.

    This project will introduce students to sustainable practices and will give them first-hand experience with two environmental energy issues germane to life at Pomfret School. Students will be divided into two groups to explore two different sustainable energy sources: One group will focus on solar energy and the other on biodiesel. During the project period, students will research the current and future needs of the campus, will investigate the technology, chemistry, physics and social aspects of their environmental energy topic, and will travel to nearby sites to better understand and see how related energy issues have been solved by others.

    Can students develop a plan to reduce the energy consumption of a school building through the use of energy efficient and solar technology? Can students produce enough biodiesel to satisfy the needs of the facilities department? After engaging in research and experimentation, students will develop a final product (one practical and one theoretical) and provide a final presentation which will include recommendations on whether or not Pomfret would benefit from the use of solar energy and/or biodiesel energy sources.

    New Forms of Energy Could Leave a Lasting Impact by Max Ranaldi '16

    Biodiesel, Its Uses and How to Make It By Raphael Guillebon '16




     
  • Art of Journaling: Personal Narrative***

    Arguably the fabric of history, the personal story has a power that compels audiences across the ages; and each story, each life, is drawn from a series of impressions too often disregarded in the passing accumulation of experiences.

    In this project, students will learn to use journals/sketch-books as a medium through which to capture such impressions, refine them, and extract from them the brilliance shone in the narrative of our lives. Daily exercises both on and off campus will be the rough stones of the experiences, catalogued in notes and sketches. Brought to the studio space, these stones will be chipped away at in workshops to shape artistic written and visual expressions of the day. Each night, students will polish their work to reveal a gem-like anecdote in broadsided form (combining visual and written art).

    As part of the final project, these experiences of creating artwork and journals will be tied together to reveal a personal narrative that realizes the meaning of our individual daily experiences. In essence, each student’s project is a sort of study of one’s self through informal portraiture, and taken collectively the works will display the myriad of perspectives accumulating in the common tide of our lives.

    Art of Journaling by Sarah Youngman '16

    Exploration of Journaling by Skye Guindon '17


     
  • Dams – Their Uses, Virtues, Issues, and Failures****

    Access to water is a fundamental necessity for modern civilization. To achieve this goal has required the significant harnessing of nature, more specifically the building of dams. But how well do we harness the power of dams and when do we go too far? This is the fundamental question we will explore in this project.

    Students will look at specific instances in which dams impacted development including the construction of a dam which made Pomfret School’s first hockey rink possible as well as larger events such as the tragedy of the Johnstown flood. The project will also ask students to research the different ways that dams are built, the various purposes they serve, and the on-going political, social, economic, and environmental debates and controversies that exist in dam construction and water management.

    As part of their final projects, students will be asked to create presentations about various aspects of their research as well as create a model of a mill in Putnam, CT which was powered by water from a dam.

    Dams and Bridges By Olivia Leachman '16



  • Eastern and Western Educational Systems: A Comparative Perspective**

    Education has become one of the most important and discussed topics in the global media. But there is not always consensus as to which educational approaches are most fruitful and many questions exist about specific educational systems. Is it true that the best aspects of western education are its innovation, its relevance, and its approach to cultivating excellence? Is it true that eastern education is based on a culture which values rigorous study and high grades for the sole purpose of getting the best job?

    This project will explore these central questions and others. Students will begin by researching the similarities and differences of western and eastern educational systems from a variety of perspectives. Topics such as the structure and style of classes, curriculums, parenting styles and expectations as well as political influences will be examined. Students will also have the opportunity to explore and discuss larger issues in contemporary global education such as gender equity, standardized testing, tuition costs, school lunch, and multiculturalism, to name a few.

    As part of the final project, students may create presentations, papers, short films or a website which highlights their findings.


    Girl Rising Movie Studied in Eastern and Western Education: A Comparative View By Breana Lohbusch '16






  • Evolution of Images*

    The power and influence of the visual image has been a consistent theme in the progression of human culture, especially after the development of photography. Over the last two centuries, the technology we have used to record and display images has changed dramatically. This raises natural questions about how technology has changed the process and profession of photography as well as how we see the larger world.

    This project will ask students to consider these questions and others by exploring both the past processes of photography through analog exposures as well as modern of image technology during this project period. This will be accomplished by having students use a variety of unique technologies, from pinhole cameras to astrophotography software, for photographing and processing images both terrestrial and cosmic.

    As part of the final project, students will produce a physical and online gallery of images for display. They will also present research and reflections on the various technologies and how they impact photography.


    Evolution of Images By Olivia Leachman '16

  • Follow the LEEDer, Multiple Approaches to Sustainable Housing****

    The idea of shelter began as a basic necessity but has evolved over millennia to symbolize many things. In the past half-century, with the rise of the modern environmental movement, the question of creating structures that satisfy the needs of people while also treading lightly on the environment has increasingly moved into the forefront of many societies. But how do these structures look and feel? How do they complement modern life? To what extent is this question influenced by the geography and culture of the inquirer?

    This project explores these questions and others through investigating the concept of sustainable architecture as it is applied to different ecological contexts. Through research, discussion, and consultation with experts students will examine issues such as the history of shelter, the impact of geography and culture on housing and sustainability, and specific technological, environmental, and architectural issues in the construction of sustainable housing. Students will also conduct in-depth research on specific issues in sustainable housing design and construction to help achieve a deeper understanding of the field.

    As part of their final projects, students will present their research and reflections. They will also create housing designs and supporting informational and marketing material for their designs.

    Multiple Approaches to Sustainable Housing By Breana Lohbusch '16



  • From the Iroquois to the Lax Bros – The History of and Evolution of the Game of Lacrosse*

    Lacrosse continues to grow around the world, since it was first documented by European missionaries in the 17th century (though the game is much older). In recent decades, the sport has grown in popularity and has become a multi-million dollar industry.

    This project will study the evolution of the game of lacrosse from the “Creator’s Game” to its modern day version. Specific focus will be on the history of the sport including Native American origins, the culture of the sport, and how technology has impacted the game as we know it today.

    Participants will research the origins of the Creator’s Game through books, online research, and personal interviews. Hands-on activities will include each participant stringing a traditional lacrosse stick. The final presentation will be a website documenting the progress of the group and the resources gathered.


    Lax Bros By Matt Parent '16
  • Future of Energy****

    What is the future of energy? What should the future energy policy of Pomfret School look like? Was Pomfret School’s conversion to a natural gas system for hearing, cooling, and electricity production worth the costs? These are the central questions which guide student’s exploration during this project.

    After an examination of the process which led Pomfret to decide on natural gas conversion, students will also look at other models of energy production, primarily in the local area, to determine the alternatives on the market as well as in development. Throughout the project, students will also research and examine the myriad of issues which surround the energy on the global level. Each student will have the opportunity to dive into a specific issue for research to become a mini-expert in that field.

    The hope is that by combining the study of local realities and global issues that we will come to a greater understanding of the fascinating and complex world of energy which is so critical to the functioning of the modern world.

    Future of Energy by Sera Yanik '16

  • Influence of the Hispanic Community in the United States of America; Past, Present and Future**

    The growth of the Hispanic community in the United States is one of the most significant demographic stories in recent decades. According to most research by 2050, the Hispanic community will be almost one-third of the total population of the United States.

    What effects will this significant growth have on the country as a whole? This project will study the influence of the Hispanic community in the United States, looking at the past, the present, and the future. Students will examine how Hispanic culture has affected as well as been affected by American culture, politics, and society. More specifically, there will be opportunities for students to engage in deep research on how the Hispanic community has affected everything from art and literature to athletics and music, to name a few areas.

    After engaging in research, students will write articles, create presentations, and build a website to display and communicate their findings with the Pomfret community and beyond.

    The Fiery History of Hispanics By Papa Sekyere '16
    Learning About Heritage By Olivia Kremer '17
  • In Their Own Words: Project Pomfret***

    With the advent of the digital revolution, there are many new ways to tell a story. Each technological medium provides its own promises and pitfalls. In order to be a successful storyteller in the twenty-first century, people must be equipped with both the tools and the knowledge of how to use them.

    This project will ask students to dive into these issues by presenting the story of Project: Pomfret itself. Students will present the story to the outside world via Pomfret School’s regular communication channels and, perhaps, discover new ones through researching and experimenting with other forms of digital storytelling available on the Internet. Their challenge will be to work individually and in groups to identify the key components of the Project: Pomfret narrative and decide how and through what channels it should be shared.

    As part of the final project, students will present and reflect on the entire body of work they create over the project period as well as their findings on the various technologies they use to convey the story of Project: Pomfret. They will also use their work to help the school preserve an important part of Pomfret School’s continued educational evolution.

    Marc Allard from the Norwich Bulletin Visits Pomfret! By Charlotte Grunebaum '17
    The Importance of a “Niche” in Media By David Altman '16


  • Into the Untold*

    We are born storytellers. All humans share the need to share. But there are stories that are left untold. Why? What are the forces that suppress a story? Are they too personal, too controversial, too political, too sensitive?

    In this project, students will take a journey into the untold. Students start with a story that we will all share: the history and legacy of Malaga Island on the coast of Maine. This story was left untold for nearly one hundred years. But Malaga is only a beginning. We will experience other stories that were also, for some reason, untold. We will hear stories from two guests, from within and outside our school community. We will look at history, current events, and we will call upon our own experience.

    Each student will then be required to select an untold story to tell and for the next week will research and discover the details of that story. Through careful reflection, the students will also select a medium to communicate their story to the group. These stories could be told through writing, multimedia, performance, photography, audio production. Students will be encouraged to try something new. At the end of the project period, the group will construct a website that captures the essence of each story and, finally, share a selection of the stories with the entire school.

    Stories Left Untold By Sarah Youngman '16


     
  • Israeli-Palestinian Conflict: Is There a Solution?**

    The Israeli-Palestinian conflict continues to be a constant presence in the media. Although many think the conflict began with the creation of the state of Israel in 1948, the roots of the conflict stretch back much further. But, because of it complexities many have lost sight of the nature of the conflict.

    In this project, students will examine and analyze several significant questions. What are the roots of the animosity between Israelis and Palestinians? How is it seen by various actors within and around the conflict? Most importantly, can the issues between Israelis and Palestinians be resolves? This project will ask students to consider these questions through an examination of history, literature, and current events, through book, film, and journalism of various kinds. We will also include the opportunity to meet with experts on the region to enhance understanding. Students will ultimately come to understand that major elements of the conflict and attempt to generate solutions as well.

    Israeli-Palestinian Conflict: Is There a Solution? By Sera Yanik '16

  • Making Sense of the Middle East**

    Just two years ago, the world was abuzz with the term “Arab Spring.” With that movement has come a time of dramatic changes in the Middle East. Even as we begin the school year two years after those initial reports – during arguably a “Post Arab Spring” time – he events in some countries, such as Syria and Egypt, threaten the world with war and genocide on a massive scale. Where is this all headed? What will the Middle East look like in the future? How will this affect the United States?

    This course will aim to help students make sense of the unfolding movements – often termed “The Arab Spring” or “Post Arab Spring” – in the Middle East. After a general overview of current events, geography, and recent history, students will engage in deep research on a specific country and will become mini-experts on the country. Using this research, students will collaborate and establish answers to the bigger questions about the future of the Middle East.

    Students will be expected to present their findings in writing, presentation, and discussion. As part of the final project, students will be asked to create a more comprehensive presentation of the currents and trajectory of the Middle East through a series of blog postings or a Google Maps tour.

    In the Middle of the Middle East Conflict By David Altman '16

  • Manifesto!! What Do You Stand For?***

    Some of history’s greatest and most terrifying moments have revolved around the articulation of a set of principles. The Declaration of Independence, the Surrealist Manifesto, the Communist Manifesto all represent beliefs and credos of particular people at specific moments in history. So what about you? What do you believe in? Perhaps more importantly, what do you stand for? What will be your manifesto?

    This project is an opportunity to reflect on and articulate your strongest beliefs. The aforementioned documents will serve as stylistic models, but students will focus on solidifying their own credo. They will be asked to make an oral presentation to accompany the written manifesto. Additionally, students will be working in the digital graphics lab to create your own logo that represents your manifesto. Trips to Providence and workshops with performance artists will also provide opportunities to practice moving an audience to action. Can your words start a revolution?

    Creating Your Own Manifesto By Khia Beeles '17
  • Materials Technology: Past, Present, and Future****

    Since before the rise of civilization, humans have worked to shape materials to enhance their way of life. The idea of material technology, though ancient is an important part of modern day life. Given all that has been done in the past, what else can be developed and innovated? Can traditional methods and materials continue to create new products or can we use new and recycled materials to create new and beneficial products?

    This project will explore these questions and others by asking students to examine the historical context and evolution as well as present-day techniques and applications of ceramic and fiber materials and technology. Through in-depth research, field trips to historical sites, and work with local artists students will understand the various thought and processes that comprise material technology and how this important technology has shaped the human experience. Three directions for investigation are (1) the invention of a new material or consumer item, (2) the use of recycled materials to create a new material or consumer item, (3) investigate a change in the manufacturing process of a material and how that impacted the production and use of the material.

    As part of the final project students will be asked to create a new material or consumer product based on their research. They will also present their individual research on their findings.

    Materials Technology Learns About Whitcraft Group By Matt Parent '16


  • Music and Myth*

    Can music tell a story? Many of the great myths have been set to music dating back from ancient Greece through modern times. How does music magnify the meaning and emotion within the words of these universal stories? Is it possible to imagine the telling of a story through music alone without words?

    This project consider these questions by examining two great myths from the northern European tradition, The Lord of the Rings by J.R.R.Tolkien and Richard Wagner’s retelling of the Ring of the Nibelung. Students will dive into the relationship between storytelling, music, and film. The project will then explore one of the most famous pieces of music in western history, Beethoven’s Fifth Symphony.

    Students will be asked to engage in deep analysis and discussion of techniques used by composers, research the relationship between music and text, as well as understand the myth or story which the music is trying to convey. Part of the final presentation will ask students to perform a musical piece in an intimate setting similar to salons frequented by Beethoven or Wagner. Time permitting; we will consider the partnering of music and scripture that comprises the centuries old Service of Lessons and Carols.

    Music: My Precious? By Breana Lohbusch '16
    Beyond Just Instruments By Raphael Guillebon '16


  • PLACE & POSSIBILITY: making beauty, pursuing truth, doing goodness*

    To be creatively relevant in any particular place, we need to develop a deepening sense of the place and our individual experiences inhabiting the place. Do you want to engage the Pomfret hilltop in new ways, both in and outside the classroom? Do you want to transform your experience of the place into beautiful and temporary artistic expressions, bold and hesitant statements of truth, satisfying and sacrificial acts of goodness?

    In this project, we will retune our senses and imaginations to the natural and cultural worlds surrounding us and try to bring more beauty, truth, and goodness to the Pomfret hilltop. We will watch videos and movies, read essays and poetry, take field trips to see beauty, truth, and goodness in operation elsewhere. We will keep both personal and artistic sketch journals. We will enjoy conversations that open onto new territories of perception, understanding, and obligation.

    As part of the final project, students will design and execute personal projects and, collectively, collaborate to create a dynamic installation that testifies to the new ground we have covered personally and as a group. Think exploration, risk, and transformation.

    Place and Possibility Work on Finding Inner Beauty By Olivia Kremer '17


  • Pomfret: A Day in the Life***

    Although Pomfret is an open and diverse community, we still make judgments based on how we appear on the outside—what we are wearing, the work we do, where we come from (socioeconomically and geographically), our public personas. While these quick judgments are not always negative, they often inhibit us from fully knowing and appreciating each other’s stories. We feel that if all of us got to know each other at a deeper level this would increase empathy and appreciation for others, in addition to improving how the school community runs as a whole.

    In order to help us understand each other in terms of culture, class, and background, each student will connect with another person with some relation to the Pomfret community – faculty, staff, students, alumni, spouses, children, and parents. Through a series of guided interviews and daily observations, students will compose a portrait of their subject through written word, storytelling, photographs and film. The project will attempt to capture a 24-hour period of the life of each subject. Rather than answering generic questions, this profile will dig deeper into the origins, beliefs, dreams, fears, and life experiences of the subject. It will explore the story that we cannot discern simply by looking at the person.

    All of the individual stories will be compiled into a final product: a short documentary film portraying “a day in the life” of the Pomfret community. All those involved will receive a copy and it will be available for public viewing.
  • “Quiet Corner’s” Civil War Soldiers*

    Most Americans are familiar with the significant events and individuals of the American Civil War. But what was the experience of the average soldier in? How might the experience affected and impacted the soldier who was part of the experience? How do we even reconstruct something so distant from the present-day?

    Students will begin by finding and photographing the graves of local civil war soldiers. They will research and construct the genealogy of these soldiers as a way of creating a background. All of this information will be published on the website, “Find A Grave.” After this, students will reconstruct the experience of these soldiers through in-depth research on the Civil War and, more specifically, the experience of Civil War soldiers from northeastern Connecticut.

    For their final projects, students will be asked to share their findings through writing and presentations as well as through the creation of a self-published e-pamphlet of their research.

    “Quiet Corner’s” Civil War Soldiers By Matt Parent '16

  • Real to Reel: Bridge Building and Documentary Film*

    Throughout the history of film, which was born on a cold, rainy night in Paris in 1895, documentary has captured the public imagination for its powers to record history, effect social and political change, and open a window to people and society. But like all creative art forms, documentary can be profoundly subjective; choices in narration, editing, lighting, and sound shape the experience of the viewer, who is forced to distinguish what is "real"-- to what extent the film is just a mirror-- to what is "reel"-- what is the controlled vision of the filmmaker. How is meaning created in documentary film, and to what effect?

    In this project, students will have the opportunity to film a creative experience as it unfolds. The team will be challenged with the task of constructing a pedestrian bridge across a gorge, repairing a centuries-old crossing that has long been abandoned. They will need to collaborate in order to envision the bridge, design it, and undertake its construction. Simultaneously, the team will learn the necessary technical skills to create documentary shorts that will capture the creative endeavor from different perspectives.

    Students will then work in smaller groups to produce their own cinematic narratives, each distilled from the common collected footage (video 1, video 2, video 3, video 4). They will produce a valuable addition to the School’s trail system for the benefit of the community as well as a number of short films about the process for the school archives. Because the team will create as many as four different documentary films about a shared experience, they will be forced to question the subjective nature of reality as it is expressed on film. Our hope is that each student will learn, through experience, the challenges-- and power-- of documentary filmmaking.


    Documenting the Building of a Bridge By Max Ranaldi '16
    The Huckleberry Bridge By Max Ranaldi '16

  • Stories Everyone Should Know: Telling the Tales of Some Great Pomfret People*

    This project aims to instill a deeper curiosity and greater appreciation for the history, tradition, and developing story of Pomfret School through a unique and personal lens of some remarkable Pomfret people. Drawing upon history, communication skills, oral tradition practices, and the belief that human stories should be shared and retold, this project will center on students' work to develop a relationship with someone whose Pomfret story has not yet been told. They are Educators, War Veterans, Executives, Artists, Travelers, Engineers, Authors, Athletes, and many other ordinary women and men of all ages who have done extraordinary things with their Pomfret experiences and lives.

    This project is designed from the belief that these stories are well-worth hearing, recording, and sharing. These people are well-worth meeting and knowing. Their stories become powerful testimonies to the spirit that is Pomfret School, and our lives are richer for knowing their stories. The end result will be the illumination of some remarkable peoples' lives, a deepening of relationships and linking lives between current Pomfret students and Pomfret people across time, and inspiration for us all as we live forward into Pomfret school's one hundred and twentieth year of life and for the years to come. We hope to share and celebrate our stories with alumni/ae during Reunion Weekend this spring.

    Real Stories From Pomfret School By Papa Sekyere '16


  • Teaching the Kids Next Door*

    Education is one of the most important factors living a fruitful and successful life. It is especially critical that young students get a good start by establishing a love of learning and basic skills. But this is a more complicated prospect than at first glance.

    This project will ask students to explore the minds and educational experiences of second and third graders by teaching them about liquids. Students will be asked to research content, learn about childhood development, and elementary school teaching strategies. They will also collaborate with veteran teachers and the students themselves to understand what makes for effective learning in a classroom and a lesson plan.

    Teaching the Kids Next Door by Sera Yanik '16 & Charlotte Grunebaum '17

    As part of their final projects, students will be asked to produce lessons which will be taught to elementary school students at the Rectory School. Students will also document their journey toward constructing and presenting these lessons.

  • The Individual and the Community***

    The relationship between the individual and the community is one of the most important dynamics in modern societies.

    This project will examine the ways in which the individual impacts the larger community as well as how the community impacts the individual. To accomplish this, three approaches will be undertaken. First, students will be asked to find and research individuals who had an impact on the town of Pomfret, CT. Second, students will research and interview Pomfret alumni to create a the personal story of that individual. Finally, students will pick a family member and examine that individual’s impact on his/her family.

    Using all of this information, the group will produce various presentations and papers that will examine the central question.  Students will present their findings and come to conclusions about this important issue.

    A Day in Someone Else’s Shadow? By Breana Lohbusch '16

  • To Buy Organic Produce or Not, That is the Question!****

    In recent decades, organic food production has grown from the periphery of the economy to a multi-billion dollar industry. But, is organic produce worth the extra cost and how do you know?

    In this investigative project we will examine what you get when you purchase organic vs conventionally-grown produce. What is the price difference? Your answers depend on what you consider. Is it the nutrition or is it the taste that differs between the two and matters to you? Does one impact the environment or your health more than the other; in what ways, and how much is that difference worth to you in the price you are willing to pay? Are there other considerations that may impact your choice? Working in teams to acquire the information you need to decide, you will learn how to design, conduct, and analyze investigations that use statistics to arrive at objective conclusions. Two of these will be (1) a laboratory comparing the vitamin C content of organic versus conventionally-grown produce followed by (2) a double-blind taste-test using people outside of the Pomfret School community. We will visit local grocery stores to collect samples and data. We will visit local organic and conventional farms to see their operations and speak to the farmers. You will use internet and print sources to gather additional information.

    As part of the project, students will work in a variety of media to create a final presentation which makes a case for their decision

    To Buy Organic Produce or Not By Sarah Youngman '16

  • What’s the Big Idea?*

    Innovation and entrepreneurialism are critical in our modern economy, but how does one gain the skills that permit innovative thought and the tools needed to take a concept from a good idea to a functional product? It is an important question. It turns out that design thinking can be taught and practiced - that we can be trained to think in innovative ways. Can the next great innovator be you? Most certainly! But what steps are involved in thinking outside the box and nurturing a "big idea" into a polished product? Would your "big idea" survive in the Pomfret Shark Tank? We will find out together through this Project Pomfret experience.

    This project allows students to gain firsthand experience as innovators by diving into these and other questions. Students will conceptualize, develop and market a product of their choice - one that is connected in some way to improving the Pomfret experience. Students will gain many skills and stretch in new ways as they explore how to generate promising ideas and innovate, think in entrepreneurial ways, market a product or experience, and explore the presentation methods that will sell that winning idea.

    As part of the final project, students will be asked to present and defend their products to a panel outside judges and innovators - the Pomfret Shark Tank. Students will also be asked to share their reflections on what it takes to come up with a new idea and make it a reality.

    Shark Tank By Breana Lohbusch '16
    Living Life Like an Innovator Khia Beeles '17

THE POWER OF CHANGE*

Reviewing historical, literary, artistic, mathematic, and scientific turning points as well as other factors that could change our world as it is today;

CROSS CULTURAL CONTRASTS AND IDENTITY**

Considering culture theoretically with both an inward and outward lens;

PERSONAL STORY***

Looking inward to understand and communicate our own stories and to examine their place in the community and the world;

SUSTAINABILTY AND GLOBAL RESOURCES****

Sustainability and Global Resources – Reflecting on the limits of the Earth’s resources and questioning how we utilize them, opening the door to inquiries as narrow as, “How could we increase the efficiency of a solar cell?” and as broad as, “Where are the world’s natural resources concentrated compared to where they are needed?”

Photo Galleries

STUDENT PHOTOGRAPHY OF GROUP WORK

Project: Pomfret News

Archive

Introducing Projects - November 2013

398 Pomfret Street
Pomfret, CT 06258-0128
860.963.6100 Contact Us

Social Media

Search

TRANSLATE:

Pomfret School cultivates a healthy interdependence of mind, body, and spirit in its students as it prepares them for college and to lead and learn in a diverse and increasingly interconnected society.

Pomfret School does not discriminate on the basis of race, religion, handicap, gender, sexual orientation, age, or national origin in the administration of its education policies, admissions policies, financial aid, or other programs administered by the School.