THE GREAT HAWK MOBILE USES THE SCHOOL MASCOT AS THE STARTING POINT. Religion classes from kindergarten through eighth grade rotated through a special workshop, each creating panels for this hanging artwork. Working with shrinking plastic medium (a.k.a. Shrinky Dink), the boys drew and painted what they find most interesting about the life and world of a hawk: including habitat, prey, anatomical features, nesting, eggs, and chicks. The hawk design resembles a Red- Tailed Hawk, the most common hawk in our region and the basis for “Forbes,” the School’s mascot. These hundreds of panels—translucent and a bit like stained-glass—have been strung together in the shape of a CATHEDRAL SCHOOL FOR BOYS AT-A-GLANCE 47,965 MORNING HANDSHAKES | 25 STUDENT-BODY ASSEMBLIES 263 STUDENTS 24 Zip Codes Represented 17 Preschools 12 Different Religions 37% 100% THE GREAT HAWK MOBILE PROJECT BY SUKEY BRYAN SELF OR PARENT IDENTIFIED MALE THE GREAT HAWK MOBILE USES THE SCHOOL MASCOT AS THE STARTING POINT. Religion classes from kindergarten through eighth grade rotated through a special workshop, each creating panels for this hanging artwork. Working with shrinking plastic medium (a.k.a. Shrinky Dink), the boys drew and painted what they find most interesting about the life and world of a hawk: including habitat, prey, anatomical features, nesting, eggs, and chicks. The hawk design resembles a Red- Tailed Hawk, the most common hawk in our region and the basis for “Forbes,” the School’s mascot. These hundreds of panels—translucent and a bit like stained- glass—have been strung together in the shape of a hawk and 1% STUDENT-BODY ATTRITION SELF-IDENTIFIED AS STUDENTS OF COLOR 51 PRESCHOOLS 33 MIDDLE SCHOOLS Applicants from 19 HIGH SCHOOLS Attending
suspended in the School. As a metaphor for the interdepen- dency of all aspects of nature, the Great Hawk Mobile shows the web of a hawk’s world literally linked together. This piece demonstrates how, when we each do a small part, those small parts can add up to something big. The installation also demon- strates the many ways we are linked together: by our lives within our communities and by our shared connection with nature through the land we inhabit. As Grace Cathedral’s artist-in-residence, I was privileged to work with all the students on such an ambitious and complex piece.
25% OF STUDENTS
COVERS 70% OF TUITION
receive $1.35M in Adjustable Tuition
$22,900 average Adjustable Tuition grant
RANKS IN THE 98TH PERCENTILE IN PEER SCHOOL PARENT GIVING
28 SPORTS TEAMS
98.5 % OF STUDENTS
participate in sports with 78% multiple sport athletes
6 DIFFERENT SPORTS
4 FULL-SCALE MUSICAL PRODUCTIONS (K-2, 4, 6, and 8)
64 STUDENTS PLAY IN SCHOOL BAND
31 CHOIR BOYS
100 % OF STUDENTS
perform in a school production
ABOUT SUKEY BRYAN: Sukey Bryan is a painter and printmaker whose work explores natural eco-systems, in particular water, fire, and earth cycles. A recipient of a fellowship from the National Endowment for the Arts and a grant from the Maryland State Arts Council, Mrs. Bryan was artist-in-residence at Denali National Park, Alaska in 2008. Mrs. Bryan created a seven-year project, a series of more than 100 paintings and prints, celebrating the beautiful and threatened Alaskan glacier ice cycle. Presently, Mrs. Bryan is artist-in-residence at Grace Cathedral, making artwork and group projects to celebrate the earth and engage audiences on issues around climate change.
Mrs. Bryan has created large outdoor pop-up installations including “Sky Fountain” at Stanford University as well as “Sky Steps” and “Water Without” at Grace Cathe- dral—each piece draws attention to the simultaneously delicate and powerful elements of our environment. Mrs. Bryan graduated from Yale University with a B.A. in fine art and English and with an M.F.A. from the Maryland Institute. Her work has been exhibited nationally and in U.S. Embassies in Fiji, Russia, Finland, and Norway. She lives and works in Stanford, California. For more about Mrs. Bryan’s work, please visit sukeybryan.com
6 LANGUAGES SPOKEN THROUGHOUT THE COMMUNITY
100 % STUDENTS GRADES 2-8
100 % OF STUDENTS
participate in the 1:1 iPad program
participate in Service Learning
396 ORGANIC CHEESE PIZZAS DEVOURED DURING LUNCH
TEACHERS THAT ATTEND PROFESSIONAL DEVELOPMENT:
30 AFTER-SCHOOL CLASSES (coding, robotics, cooking, chess, etc.)
use morning care, after-care, and/or after-school study hall on campus
70 % OF FAMILIES
100%
80%
110 | CATHEDRAL SCHOOL FOR BOYS TEACHERS WITH ADVANCED DEGREES
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