Upper School: Grades 9–12

Every time senior Claire Hersh enters Susanna Mellor’s classroom, the first-grade teacher thinks of the sitcom Cheers.

“The kids always call out, ‘Claaaaaaire,’” she laughs, in a way that reminds her of how the character Norm was greeted when he entered a scene on the television program. “They’re always excited to see her and to show her things.”

And this year, Susanna’s first graders have had a lot of chances to greet and interact with Claire, who joins their class several times each week as part of her independent project on elementary education.

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“Since I was little, I’ve known I wanted to be a teacher,” said Claire, and she’s taken every opportunity she can to prepare for this career: she’s an expert babysitter, has worked as a summer camp counselor, and has a part-time job at an after-school program.

But one of Claire’s goals—to intern in a real classroom—felt out of reach. After all, elementary schools are often on break during the summer, the time when most high school internships take place. So you can imagine Claire’s delight when English teacher Dr. Laura Johnson, who also manages the internship program, proposed that Claire instead take on an independent project, an option the Upper School offers to interested juniors and seniors in good academic standing.

Upper School Assistant Principal Stacia McFadden, who approves and oversees independent projects, said the division has offered an informal version of this kind of experience for years, often used to resolve class scheduling conflicts. But as the Upper School has worked to create even more authentic learning opportunities for students who want to follow their interests and build real-world skills, the team has started featuring independent projects more prominently as an option for deep learning, fitting naturally alongside opportunities like internships and Advanced Research classes.

“We want to make sure students don’t just leave here with book knowledge, but also with experiential knowledge—and perhaps find their passion while in high school,” said Stacia. “Allowing students to follow their passions leads to more engaged learning, which helps them succeed.”

And the division has found that students who take on independent projects tend to feel empowered by the experience. Each student-led project, which earns credit toward graduation requirements, includes a proposal, regular check-ins with an advisor, and possibly a presentation at an end-of-year showcase, all of which require full engagement with their subject. Fueled by their own interests or passions, students build confidence as they exercise their agency and find purpose in their chosen work.

It's a very unique opportunity, and I'm very grateful for it. It's something I would not be able to achieve, really, if I went anywhere else for school.—Claire Hersh, class of 2025

The benefits that come from these opportunities are as varied as the projects themselves. For Claire, who’s dreamed of teaching since she was four years old, an independent project has allowed her to try on her dream career, solidifying her confidence in that path.

“I’m actually teaching,” said Claire, who’s led both small- and full-group lessons that have helped her get a feel for the job—a rare opportunity for a high school student, and one that most student teachers only have in their last year of college. And it goes beyond benefiting her today: Claire will continue to tap into the knowledge she’s building as she begins her undergraduate work this fall.

“Claire’s going to be able to connect these experiences with her studies,” said Susanna, who views Claire’s independent project journey as a perfect example of the natural learning cycle that builds meaningful, lasting knowledge. “She can use these concrete experiences to hook theoretical ideas back to. I would have loved to engage in something like this prior to studying educational theory, approaches, and history.”

“It’s a very unique opportunity, and I’m very grateful for it,” added Claire. “It’s something I would not be able to achieve, really, if I went anywhere else for school.”

Junior Catherine Seagrave has a similar perspective, knowing her independent project experience could have only happened at Rowland Hall. Like Claire, Catherine found her passion early in life: a love of all things French, nourished by Fancy Nancy, fashion, and her father’s fondness for romance languages. She planned to take a year of French IV as a junior, but at the start of the year, she spotted a second-semester conflict: the Ornithology class she was interested in was the same period as French. Around the same time, French teacher Effy Bentley, whom students call Madame, approached Catherine about an exciting opportunity: the chance to work as a server in Effy’s friend’s bakery, located in a coastal city in northern France, for the upcoming summer—a dream come true for the young Francophile.

I’m grateful I have access to so many teachers who are invested in their students.—Catherine Seagrave, class of 2026

The duo saw a chance to turn the scheduling conflict into a transformative learning experience that would prepare Catherine to live and work in France for eight weeks this summer. After starting in French IV in the fall, Catherine switched to an independent project for the second semester. Building on her first-semester studies, she created a plan that would further the skills she’ll need for her time in France, like a solid knowledge of travel, home, and time vocabulary, opportunities for oral practice, and even creating a French resume. It’s been a purposeful way to deeply engage with her language studies and build her confidence, and Catherine is thankful to be at a school where her passion was recognized and supported in such an unexpected way.

“It’s been so meaningful. It makes me feel very valued as a community member,” she said. “I’m grateful I have access to so many teachers who are invested in their students. I feel personally recognized by my teachers, specifically Madame.”

She’s also grateful that the experience has helped her better understand herself as a learner.

“I like to work independently, so being able to plan my own coursework and learn things on my own, and sometimes work with Madame, is something that I really enjoy doing,” said Catherine.

This ability to take a new kind of ownership of learning has been a game-changer for many of the students conducting independent projects. Senior Ashlyn Lieberman, for one, has enjoyed the chance to determine how and when she wants to take on her studies in wilderness first aid, a subject she felt would be a wise use of her time as someone who spends a lot of time outdoors. With a busy senior-year workload, including four AP classes, it’s been refreshing for Ashlyn to have a project where she’s fully in charge of setting tasks and managing deadlines.

“It’s allowed me to take my time and learn the material I’m interested in,” she said. And it’s let her apply the skills she’s been building at Rowland Hall in new, low-pressure ways that are good practice for college.

“It gave me freedom that I really haven’t had before,” said Ashlyn. “I have a new sense of when things need to get done, and how I can do them to meet my internal standards.” It’s even, she shared, proving to be a smart move as she applies for summer jobs like river guiding, because it shows initiative to employers.

Ashlyn said she’s hopeful more students who enjoy a bit of independence in learning will consider this kind of option. “The type of student who will do well with this doesn’t have to have the best grades of all time or be the most academic,” she said. But if you crave a chance to be more self-reliant and you’re willing to try out a path that may help lead to success, it can be a wonderful way to uncover your personal strengths and build your self-confidence.

And whether a student chooses a project on education, or French, or physics, or finance, the many benefits, and memories, that stem from this type of authentic learning opportunity stay with them long after the work is complete. For Claire, those memories are numerous, though there’s one that rises above all others. When she walked into the first-grade classroom on her 18th birthday, she was greeted by the students as usual, though this time with cries of “Happy birthday!” mixed in. The class then presented Claire with a stack of handmade cards, each of which shared something special: an “I love you” message, a hand-drawn picture of Claire as a cat. As she read through the cards, Claire teared up.

“They reflected the lessons I taught them about punctuation, the impact that our conversations and relationships have had on them,” said Claire. Each was a representation of a child she’s gotten to know, whose life she’s brought joy into, and each is a reminder of the passion that led her to take on this opportunity. She plans to bring the cards to college, where they’ll continue to inspire her as she takes the next step on her journey to bring her teaching dream to life.

“Those will always be treasures to me,” she said.
 

Authentic Learning

When media arts teacher Danny Schmidt was in high school, he didn’t dream about making films.

“I always appreciated visual arts, and the teachers in those programs—I liked using that part of my brain—but I had a mind for science,” he remembered.

So as an undergraduate, Danny chose to study geography and computer science at the University of Utah, ultimately earning a bachelor’s degree in earth science. He then began looking into graduate school, starting his search with what he called the “obvious options” tied to his undergraduate field of study. While searching, he discovered Montana State University’s master of fine arts in science and natural history filmmaking, a program that trains students with backgrounds in science, engineering, and technology as creative filmmakers.

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“That sounded really fun,” Danny remembered, and like a great way to combine his love of science with his continued interest in the visual arts. He enrolled in the program and fully jumped into learning the art of filmmaking.

After graduation, Danny began working as a director, producer, and cinematographer on projects across film styles: non-fiction television, web content, and, what he may be most passionate about, documentaries. Looking through Danny’s portfolio, it’s clear his work—which has appeared at film festivals around the world and can be seen on PBS, Disney+, and Netflix—is made up of projects he cares about.

“I’m not making a film about something I don’t have an investment in,” explained Danny. That’s because he works on films for years at a time and knows the vicarious toll that telling human stories can take. By choosing topics that resonate with him, Danny ensures he’ll have the drive he’ll need to move his projects forward—and that he’ll create work that touches audiences.

It’s no surprise, then, that Danny's projects have received numerous accolades over the years. Most recently, Path of the Panther, on which he worked as a cinematographer and consulting producer, won the national Emmy for Outstanding Nature Documentary. (Danny has also won regional Emmys for the PBS films Indian Relay and Finding Traction.)

Path of the Panther follows people dedicated to protecting the endangered Florida panther and its shrinking habitat. As cinematographer, Danny traveled to the Florida Everglades a dozen times to capture the lives of panthers and the essence of their home, which, as more and more people move to the state, is being encroached upon. The goal of the feature-length documentary, one of a series of National Geographic films about native Florida wildlife, was to highlight the biodiversity of swampland through the perspective of panthers. As a result of these films, conservation efforts, including legislation to protect the Florida Wildlife Corridor, have become a reality. So while the Emmy recognition is really gratifying, Danny is also proud of the project’s larger impact.

We make these films because we care about the world. ...
By teaching, I multiply my efforts of putting this medium to good use to make change.—Danny Schmidt, Middle School and Upper School media arts teacher

“We make these films because we care about the world,” he said.

And because Danny cares about making an impact on the world through film, he’s chosen to empower the next generation of young filmmakers as a teacher. He’s a firm believer that anyone can make documentaries, and he enjoys helping students push past the art form’s steep learning curve so they can create work they’re proud of and share their voices with a larger audience.

“By teaching, I multiply my efforts of putting this medium to good use to make change,” he said.

At Rowland Hall, which is expanding media arts as part of our strong visual and performing arts program, Danny is putting his expertise to work, aiming to make the school’s program top-notch among independent schools nationally. This year alone, the program is offering classes in media arts, media literacy, and podcasting in the Middle School, and media arts and documentary film production (levels I and II) in the Upper School. It will expand to include classes in advanced post-production and cinematography in 2025–2026.

“Danny's vision for the program and some of the work his students are already doing with his guidance align beautifully with our strategic priority goals,” said Upper School Principal Ingrid Gustavson. She added that, in addition to working with his own students, Danny collaborates with colleagues across disciplines to showcase the power of film as a tool for communication, collaboration, building understanding, and taking action, all of which amplify student voices.

“The medium lends itself well to student-designed projects, creative problem-solving, and documentation of our immediate, as well as wider, community, for the purpose of highlighting timely issues and compelling stories,” Ingrid continued.

Indeed, by investing in media arts, Rowland Hall is benefiting students in numerous ways, beginning by helping them see themselves as storytellers with valuable perspectives. One way Danny builds this understanding is by having students pick the subjects they’re most interested in for their projects. This allows them to discover and tap into their personal passions and become confident in their storytelling abilities.

“It’s empowering for students to take a big cinema camera and tripod, walk confidently down the hall, and start filming a story and capturing reality as they see it, not as someone else does, or as they’re told,” explained Danny.

Filmmaking can help shape empathetic and ethical global citizens. Through the process, students are asked to slow down, to really look at the world around them, to ask questions about what they care about, and to build empathy.

It also democratizes filmmaking, a powerful medium that was once tightly controlled. Today, Danny said, students can flip the script, telling stories about what they want, the way they want. It shows them their voices matter and have influence, while helping them better understand the media they themselves consume and the power that media can have. And it helps shape them as empathetic and ethical global citizens. Through the filmmaking process, students are asked to slow down, to really look at the world around them, to ask questions about what they care about, and to build empathy. “It’s really impactful on students to make films about themselves and others,” said Danny.

Ninth grader Will Weisselberg, who was initially worried about the challenge of making films, said his media arts classes have built his confidence and taught him a lot about himself—particularly when it comes to his commitment to the process and his passion for his work.

“I think this passion comes from the idea of sharing my perspective on things I'm interested in,” he said. “I can put effort and time into things I care about.”

Will’s even considering filmmaking as a career and said he’s grateful he’s had the chance to learn from a teacher who believes students can make a real difference.

“Danny Schmidt is by far one of the best teachers I have ever had,” said Will. “He teaches with such passion and commitment, and truly cares about how we learn and the kinds of films we make.”

And for Danny, who has long been aware of the school just up the street from his house, joining Rowland Hall’s faculty has been a welcome addition to his impressive career, allowing him to make an impact on a learning community whose values align with those that have driven his filmmaking.

“I knew at Rowland Hall I would have not only the resources, but students that would take the medium seriously,” he said, “not to mention the integrity of people who care a lot about making change in the world.”

People

When determining this year’s dance concert theme, middle and upper schoolers knew one thing for certain: they wanted to focus on community.

The process of choosing a dance concert theme begins in the spring with brainstorming sessions designed to narrow the dancers’ focus. As the group began thinking about the 2025 concert, it quickly became clear that, whatever was chosen, they wanted to break away from the messages of polarization and disagreement that seemed to be all around them. Later, as teachers Sophia Cutrubus ’18 and Grace Riter ’18 reviewed the dancers’ brain maps, they saw such a focus on connectivity that they decided on the theme, Where We Meet.

After students returned to campus in August, Sophia and Grace tasked dancers with choosing topics that fit under the Where We Meet umbrella. Then, before beginning choreography, students were asked to go into the community and conduct interviews that explored the connection between their chosen topics and real people’s lived experiences.

“We wanted them to be curious about their community, and to make an effort to connect with and see someone else’s humanity, perspective, and story, and elevate that, even if it’s not what they expected,” explained Sophia.

These topics led dancers in a variety of directions, producing a concert that will delight viewers as they, too, are invited to explore the many ways our human experiences meet.

Check out the above video for a sneak peek of Where We Meet and to hear from the dancers behind the performance. And please plan to join us for Where We Meet, on Friday, February 7, and Saturday, February 8, at 7 pm in the Larimer Center for the Performing Arts. Tickets are not required for entry, but a donation of $10 per attendee is suggested.

Arts

This year, Rowland Hall’s celebration of the life and legacy of Dr. Martin Luther King Jr. focused on the theme Justice & Joy: Cultivating the Beloved Community. Designed to prompt reflection and foster solidarity towards action, the event allowed the community to imagine a beloved future where everyone can be themselves in multifaceted ways.

The celebration kicked off on Wednesday, January 15, with a community event featuring actor, writer, and singer Carleton Bluford, and a performance by Trash Panda Drum Group. Carleton spoke about how his work connects to this year’s theme, and how joy is the energy that allows justice to emerge, as well as sang a song from Ragtime, his favorite musical.

Dr. King’s articulation of the beloved community emphasizes the necessity of individuals uniting across differences to build a trusting, loving, and better world for all.

On Thursday, January 16, students engaged in activities around storytelling, dance, and music, led by Carleton Bluford and Salt Lake Capoeira. Students deepened their understanding of joy and connection through shared movement and music, and explored how they can envision and shape more inclusive futures.

Faculty workshops were also held on Wednesday and Thursday to deepen learning around the theme.

On Monday, January 20, Martin Luther King Jr. Day, students and families engaged in community-based service projects at Tracy Aviary’s Nature Center at Pia Okwai and Crossroads Urban Center’s downtown food pantry, and joined the University of Utah’s MLK Day March & Rally.

Thanks to all who participated in this important work around Dr. King’s vision of becoming the beloved community through love, understanding, and solidarity. We encourage each person to carry forward the spirit of these gatherings, remembering that our dreams of and for the future necessitate listening to one another’s stories, being in relationship with each other, and working toward a shared future.

Community