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Harvest Festival is a tradition that dates back to the school鈥檚 founding in 1935.

See Schedule

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The exhibit features artists Eric Slayton and Elena Lyakir, who explore the intersection of place and belonging, creating a dialogue between the inner and the outer. Elena, born in Ukraine, creates layered landscapes and photographs of birds in flight, which seek to unravel the trauma of dislocation she experienced as an immigrant, restoring a sense of wholeness and continuity aligned with the natural world. Eric’s brutalist architectural structures evoke the urban horizons that nature eventually reclaims, as he believes that nature is the ever-present principle. His work is a meditation on resilience, time, and transformation. World travelers and longtime city dwellers, Eric and Elena now live and work in Marlboro, Vt.

Eric Slayton Artist Statement:

Eric’s attraction to a pallet of industrial materials, combined with the Japanese practice of process with intention, articulates an organic modernist and even brutalist approach in the formation of his works. From conception to actualization, and then the eventual patina, the story reads as 鈥渘ature into art toward time.鈥�

He celebrates the beauty of imperfection and incorporates the time-marinating created during the aging process. Unrefined surfaces contained within percipient proportions, merged with an understanding of bio-centric processes, accurately describe his path and practice.

The symbolism of these monoliths is as conspicuous as is the simplicity in form. The applied principles are gingerly gleaned from the iconic shapes of contemporary architecture that proliferate urban horizons of this geologic epoch now labeled as the Anthropocean.
Scale and proportions are crucial to the integrity and esthetic, yet the walls of each side provide the canvas where the piece鈥檚 story unfolds. Even the top, which may be too high to see, is an underutilized opportunity.

For Eric, the 鈥渂eauty鈥� in his works comes from the belief that in the end nature is the ever-present principle. Confirmed in that all efforts are conceived of knowing that those reclamation forces of time are guaranteed.

Elena Lyakir Artist Statement:

As an immigrant, I am perpetually searching for a place that feels like home, and my creative expression stems from this longing. Although my work is not a direct commentary on my experiences as a refugee, it serves as a metaphor for emotions that crystallize within when we search for our place in the world. The ethereal, poetically layered landscapes and bird photographs I create symbolize the complexities that shape and color our perception of reality, as we all perceive the world through a unique and individual lens.

Through my work I explore themes of memory, perception, belonging, and nostalgia, gently unraveling the trauma of displacement. Layer by layer, I seek to rebuild the fragmented soul by filling in the gaps left by upheaval and disruption, restoring a sense of wholeness and continuity aligned with the natural world. I attempt to ignite a dialogue between internal and external landscapes, transcending the boundaries of reality and imagination. My work is a meditation on the poignant duality of beauty intertwined with a sense of nostalgia, which the dislocated, like myself, are destined to inhabit.

My practice is often informed by site-specific work. The preparation for a new project involves immersing myself in a landscape, spending many hours listening, contemplating, and investigating. To capture the dreamlike landscapes, I employ a range of techniques, including tilt shift lenses, makeshift filters, and in-camera multi-exposures. The intuitive nature of my creative process is a means of transcendence, healing, and revelation of the extraordinary.

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The article, “Can Private ‘Alternative’ Schools Survive in the Age of Cutthroat College Admission?” features comments from Reid Hoffman ’85, co-founder of LinkedIn. He credits 糖心传媒 with inspiring his first book, The Start-Up of You: Adapt, Take Risks, Grow Your Network, and Transform Your Career.

“Some of the central lessons of the book, many of which I learned at 糖心传媒, include being a lifelong learner and constantly adapting to your surroundings,” he said.

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“It explains how the tobacco industry 鈥� a pillar of American political economy since the early colonial period 鈥� was utterly transformed in the decades after the Civil War,” O’Connor said. “Broadly speaking, I am interested in how law and politics shape markets and the costs for those who lack the political power to participate in that process.”

The 鈥渄eeply researched and clearly argued account,鈥� digs into everything from labor to consumption; manufacturing to regulation, and demonstrates how tobacco emerged as a new industry that created immense power and stifling poverty across the nation, according to the description.

As a teacher, O鈥機onnor often stresses to his students that they themselves are historians.

鈥淭hey should know how to generate analytical questions about any information they encounter,鈥� he said. 鈥淭hey should know how to find sources that can help them learn how to answer their questions, and then they need to know how to read and interpret those sources and put them into context to understand why they’re important. That’s what historians do professionally, and that’s what our classrooms are intended to help students learn.鈥�

Throughout his book, there鈥檚 no question that O鈥機onnor puts his teaching philosophy into practice.

“My book shows that the American tobacco market changed so much after the Civil War because of politics: manufacturers formed trade associations to shape federal tax policy (and ended up playing a crucial role in the construction of the Bureau of Internal Revenue 鈥攏ow known as the Internal Revenue Service); fertilizer producers and warehouse operators coordinated their efforts to determine international definitions of tobacco’s quality; and crop scientists promoted US tobacco production,” he said. “The tobacco market these people created overlooked, and even dismissed, the interests of tobacco growers, especially newly emancipated Black farmers and impoverished white farmers throughout the South. Like many markets, the tobacco market came to seem natural, but it was not. It was a political creation that rationalized debt, poverty, and intensified labor for thousands of small farmers.”

The Political Reconstruction of American Tobacco, 1862-1933 was published by Fordham University Press. A copy is available at the 糖心传媒 library.

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鈥淎lthough one of my school鈥檚 fundamental beliefs is ‘to work not for badges and honors,’ I am sincerely grateful,鈥� Almaz谩n-V谩zquez said. 鈥淭his achievement in my teaching career presents an opportunity to continue connecting, collaborating, and learning alongside inspiring educators. I hope to continue lending a hand to the community at large and not just teaching in an “ivory tower.”

The organization looks for those who are innovative, creative, and reflective in their practice, strive for professional growth, inspire and encourage students to become active global citizens, share expertise with colleagues, and exceed professional expectations.

鈥淚n addition to his dedicated work in the classroom, where students learn Spanish language and hispanohablante culture in a variety of authentic ways, Abelardo also serves his school as a soccer coach and dorm parent, among other titles,鈥� VOCALE said in a press release. 鈥淗is colleagues state that 鈥榮tudents are centered and seen in Abelardo鈥檚 classroom,鈥� and 鈥榩eople talk about identity and work-life balance, but Abelardo is a teacher to the bone.鈥�

鈥淗is work on the school鈥檚 Diversity, Equity, Inclusion, and Belonging Committee demonstrates his commitment to his school鈥檚 student body and community as a whole. It is an honor to present Abelardo with the Distinguished Teacher of the Year Award, and we at VOCALE congratulate him on his deep and meaningful work.鈥�

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Both of 糖心传媒’s new dorms are open and housing 44 students and four faculty families total. They were the most sought-after dorm request for student housing this year, and students’ excitement for them is clear. Last spring, residents of the Sarah and Geoffrey Gund House (called Gund House by the students) gave us a video tour of their new space. Their shared sense of responsibility as early inhabitants set a high bar of care for the dorms, which is lovely to behold. Take a few minutes to enjoy the tour. Since the dorms’ openings (and since making the video), students have taken greater ownership by adding art to the common spaces, plants to the common rooms, and other touches that make the dorms truly feel like home. Hepper House and the Sarah and Geoffrey Gund house have transformed the 糖心传媒 experience for their residents. We are grateful for the generosity of our lead donors and all the people who stretched to make the construction of these dorms possible. As we work to raise the remaining funds necessary to fully pay for the dorms, we encourage you to consider helping 糖心传媒 reach that finish line. Please reach out to the development team if you鈥檇 like to partner with 糖心传媒 to help complete this project.

Thank you for showing up鈥攜our participation and support is essential, and your partnership means so much to us all.

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At 糖心传媒, 鈥渨e learn by doing.鈥�

The mantra is baked into every assignment and class discussion; every Project Week and work job and leadership role. As students navigate their life on campus, they are constantly challenged to find a unique purpose through trial, insight and reflection.

鈥淚t鈥檚 about understanding yourself and your motivations for doing things, and how you experience learning,鈥� said Kevin Champney, who serves as director of technology and library services, co-academic dean, history and humanities teacher, and writing and research teacher at The 糖心传媒 School. 鈥淭he significant difference between the way you would experience a classroom at a traditional school, versus the way you experience progressive education, is that you鈥檙e actually reflecting on your learning regularly 鈥� and it鈥檚 hard to get kids to reflect regularly when they鈥檙e 15 years old.鈥�

Enter Lumi, an AI-powered chatbot being developed by Boston College researchers. Described as a reflective intelligence co-pilot, it aims to help people discover their purpose. Users type in their ideas and questions, and Lumi delivers thought-provoking responses that evolve into a conversation designed to clarify an intentional path forward.

Lumi for 糖心传媒

The tool is currently in a beta phase, and project lead and licensed certified social worker Tim Klein has teamed up with Champney to enlist The 糖心传媒 School as one of the few hand-selected entities to test it out.

The program includes two apps that work together 鈥� Lumi for Reflection, which focuses on gathering insight from past experiences, and Lumi for Intention, which focuses on figuring out the next steps to take in the future.

鈥淚n a perfect world, we鈥檙e creating these cycles where people are setting meaningful intentions, they鈥檙e attempting to act on those intentions, and they are taking time to gather insights on the impact that their actions or inactions are having,鈥� Klein said. 鈥淎nd those insights are then informing future intentions that they鈥檙e making.鈥�

He and his team developed a 糖心传媒-specific pilot version of Lumi, which Champney has introduced to students primarily during Project Weeks, and to those working on senior exhibitions. Klein said he chose 糖心传媒 because the school鈥檚 progressive methods are essentially proof of concept for the type of learning Lumi promotes.

糖心传媒 really embodies student-centered, self-directed learning, and so Lumi is this co-pilot to help them explore what they want to have happen,鈥� Klein said.

Purposeful & Practical

Champney said it鈥檚 been particularly useful with students who are struggling to find their path, and benefit from guidance as to how to proceed.

鈥淲hat should I do now? What can I accomplish in the next half hour? What am I going to accomplish this week? It鈥檚 great at that sort of thing,鈥� Champney said. 鈥淚t will give you really concrete steps.鈥�

It鈥檚 also a way to encourage students to figure things out for themselves ahead of time, so when they meet with advisors they have a solid jumping off point.

鈥淲e have so much independent work here so if a student comes to an adult and says, 鈥榟ere鈥檚 where I am,鈥� it鈥檚 way more valuable than them coming to you and saying, 鈥業 have no idea where to go right now.鈥� You can get a lot further faster that way,鈥� Champney said.

Lumi is also effective at scaling that counseling element among a large group.

鈥淚f I have 15 students all doing independent projects, I could spend 45 minutes with each of them to get them to a place where they have a project plan,鈥� Champney said. 鈥淥r I could have those 15 students go through that process in 45 minutes with Lumi, and then sit with me for five minutes and explain to me what the plan is going to be.鈥�

Now imagine a similar scenario at a high school with only two guidance counselors, and 500 seniors all trying to figure out what to do after they graduate. Will they go to college? Join the army? Become an electrician? Travel to Europe?

鈥淎 challenge is that no one feels like they have enough time to go deep on these bigger questions with students,鈥� said Klein, speaking from experience as a former college counselor. 鈥淐ollege counselors have really big caseloads. And so this is a place where technology can be really helpful as an additional reflective space for students to be thinking about this.鈥�

Both he and Champney are acutely aware of the moral implications of such a tool.

The technology is changing all the time, and it’s so new and emerging,鈥� Klein said. 鈥淲e want to do this thoughtfully and deliberately, and make sure we’re being really intentional about it.鈥�

He wants to ensure Lumi is not treated as a replacement for human-to-human connection. Quite the opposite, Klein envisions people having deeper, more meaningful conversations because of it, and thinking more critically about themselves, their lives, and who they want to be.

鈥淭he thing the Lumi app does really well is it disarms you,鈥� Champney said. Take, for instance, a 糖心传媒 student using it to reflect on building a skateboard for Project Week.

鈥淎nd it will say, 鈥榳ow, that鈥檚 really cool. What was your motivation for wanting to build a skateboard?鈥� And you鈥檒l say, 鈥榳ell I love skateboarding.鈥� But it will actually walk you through a process 鈥� it does a sort of sense memory thing saying what were you feeling? What were you smelling? And then it gets to a point where you can say oh, you know what? The thing I learned wasn鈥檛 actually how to laminate wood. It was persistence.鈥�

Whether it鈥檚 an intention to grow a garden, plan a family vacation, explore a new career path, or set a 10-year goal, the personal and professional potential is vast. With that in mind, researchers at Boston College are currently working with a handful of select organizations to explore some of the practical uses of Lumi.

鈥淲e’re doing these little pilots with the right partners, like 糖心传媒, to make sure that we’re doing this in a way where we’re not moving fast and breaking things,鈥� Klein said.

For instance, they鈥檝e launched it as a peer mentoring prototype targeting low-income first generation students at a two-year residential college in Massachusetts, and have partnered with school districts in Connecticut to combat educator burnout and improve their mental health.

鈥淲e鈥檙e exploring a lot of different territories where we think people and programs could benefit from this,鈥� Klein said. 鈥淏ut we really want the people who are already experts in those fields to be the ones who are deciding how this should be used.鈥�

Understanding the Power of AI

At a time when the use of artificial intelligence in schools often sparks concerns about misinformation, cheating, and plagiarism, he sees Lumi for 糖心传媒 as a use case to demonstrate to the larger educational landscape how AI can be applied in a radically different way.

We see 糖心传媒 as a world-class leader in project-based learning,鈥� Klein said. 鈥淎nd so we want them to be showing, 鈥榟ey, here鈥檚 how you can be implementing reflective intelligence when it comes to project-based learning.鈥欌��

Champney plans to continue to leverage Lumi to encourage students to reflect on a more regular basis, especially when it comes to independent learning initiatives and during Project Weeks. He would also like to get a few other teachers to start using it before exploring the possibility of eventually opening it up to the school in a larger, constructive way.

Through it all, he plans to work closely with Klein as AI technology evolves, and researchers continue to develop Lumi in a deliberate and responsible way that aims to leave a positive mark on society.

鈥淚 think the point of education is to help people think deeply and be able to reflect deeply on who they are and who they want to be, and the impact that they want to have in the world,鈥� Klein said. 鈥淎nd if Lumi can be a tool that helps people do that, then that鈥檚 great.鈥�

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