< Back Image into Sound The Project: Students photographed themselves making light paintings that involved moving glow sticks in a dark room to create light trail images. The photos were then inverted and run through a sonification program to translate the visuals into musical information. Each student chose their own sounds to shape the texture of their piece, and the results were combined into short videos pairing image and sound. Power in Numbers Previous Next

Lang's unique library spans the academic hallway, integrating student input and diverse texts to foster a love of reading and support information literacy across all grades. Library AN EXCEPTIONAL LIBRARY FOR EXCEPTIONAL MINDS LIBRARY HOME ABOUT OUR LIBRARY LIBRARY CATALOG STUDENT RESOURCES TEACHER RESOURCES OTHER RESO URCES 1/5 HERE TO HELP YOU FIND A "JUST RIGHT BOOK" ANY DAY

< Back Ben Persky Upper School Counselor QUINNIPIAC UNIVERSITY — BA IN HISTORY; MA IN TEACHING, SECONDARY EDUCATION & SPECIAL EDUCATION CERTIFICATION MONMOUTH UNIVERSITY — MS IN EDUCATION, SCHOOL COUNSELING I am excited to serve as an Upper School Counselor at The Lang School. I hold two master’s degrees, one in Secondary Education and another in School Counseling, as well as a bachelor’s degree in History and a certification in Special Education. This educational background allows me to bring a well-rounded perspective to supporting students throughout their school experience. I chose school counseling because I wanted to build meaningful relationships with students and support them both in and beyond the classroom. What I enjoy most is getting to know each student as an individual and helping them navigate their own unique path toward the future. Outside of school, I enjoy watching movies and television, playing video games, reading comics, hiking, and taking an annual trip to Walt Disney World. I am also an avid sports fan and have a deep interest in all things related to space and science fiction. ben.persky@thelangschool.org

< Back Richard Garriott Board Member Richard Garriott joined the Lang board in spring of 2026. He has served on the board of numerous for-profits and non-profits, including: The XPRIZE, Space Adventures, Zero Gravity Corp, The Explorers Club, Huntsville Space & Rocket Center, The Challenger Learning Center, and others. He is an early founder of the Computer Gaming industry. In addition to creating award winning games, he coined much of the terms and standards of the industry, such as the term “Avatar”, “MMO” and others. He is an astronaut, aquanaut, polar explorer, and a serial entrepreneur in the exploration industry. Most recently he served as President of The Explorers Club here in NYC.

Music Production and Ensemble Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Ensemble & Music Production elective provides interested students with the opportunity to compose, produce, and develop their performance skills. After warming up as a group, the class will has the choice to work collaboratively or individually on projects. Performance students focus on jazz and contemporary music. Students will learn various approaches to improvisation, and a shared repertoire of songs. Production students are expected to consistently make and refine work each week, and receive feedback from peers and the instructor. Instrumentalists from the elective will make up the core of the accompanying ensemble for Lang’s winter and spring showcase. < Back

Guidance Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Middle School and Upper School Guidance Rotation. We work on skills such as executive functions, anti-bullying, communication skills, goal setting, and conflict resolution. < Back

PE Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade, Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Lower School, Middle School, Upper School Grade(s) Division Students will be provided the content and instruction needed to help them develop fine motor and gross motor skills, and knowledge for physical activity and fitness. Students will also learn valuable life lessons and knowledgeable facts that can help better their every day lives. For example nutritional facts and dynamic stretches and warm ups. < Back

Ancient History II Ninth Grade Upper School Grade(s) Division Ancient History 2 (Global History I) - Ancient World to the Industrial Era Course Description: Ancient History (Global History 1) is a course that cultivates an understanding of world history from humanity's earliest beginnings in the Paleolithic and Neolithic Eras to the beginnings of the Industrial Age of the 1750s. Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course will examine World History through the lens of one or more themes in each unit: Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organizations, and Technology and Innovation. Students will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout World History. This course aims to cultivate well-rounded, informed, and socially aware historians by equipping them with the needed skills to navigate a complex, interconnected world. Essential Questions: 1. Throughout history, how have societies evolved and interacted to lead to our current interconnected world? 2. What are universal themes found throughout history - how do these themes reflect the human experience? 3. How do geography, culture, and individual agency shape and mold historical events? Key Topics: 1. Ancient Civilizations: Mesopotamia, Egypt, Indus Valley, early China, etc. 2. Classical Civilizations: Greece, Rome, Byzantine, Ottomans, etc. 3. Medieval World: Feudalism, Crusades, the Silk Road, Japan, India, etc. 4. Age of Exploration: Impact on indigenous peoples, global trade, etc. 5. The Renaissance and Scientific Revolution: Art, science, culture, etc. 6. Enlightenment and Revolution: Influence on modern political thought 7. Imperialism and Colonization: Global consequences, resistance, and change 8. Industrial Revolution: Transformations in nature, society, and economics Learning Outcomes and Objectives: By the end of this course, students will be able to: Investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to studying World History. Develop knowledge of historical content through the application of thematic learning objectives. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. 1. Analyze and interpret historical events, primary sources, and cultural artifacts. 2. Explain the significance of key historical figures, movements, and periods. 3. Recognize the impact of globalization on contemporary society. 4. Develop strong research, critical thinking, and communication skills. 5. Formulate connections between past and present, fostering a global perspective. Areas for Social-Emotional Learning & Executive Functioning Growth: 1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies. 2. Effective Communication and teamwork: Learned through collaboration and class discussions. 3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects. 4. Decision-Making: The examination of historical strategies will foster effective decision-making skills. < Back

MS French (2) Sixth Grade, Seventh Grade, Eighth Grade Middle School Grade(s) Division MS French 2 furthers the study of grammar, vocabulary, and an understanding of the various Francophone cultures. Students improve listening, speaking, reading, and writing skills using different supports which are based on themes that teenagers can relate to. < Back

Creative Lab (2/3) Second Grade, Third Grade Lower School Grade(s) Division In this hands-on workshop, students immerse themselves in the tactile beauty of analog materials like wood and ceramics. They unleash their artistic potential as they learn to craft intricate wooden sculptures and mold exquisite ceramics. Students gain the skills to transform raw materials into remarkable art while fostering their imaginative spirit, exploring the interplay between form and function, and creating unique, tangible expressions of their creativity. Course Goals: By the end of this course, students develop a strong foundation in working with analog materials like wood and ceramics, enabling them to design and create their own artistic pieces that merge craftsmanship with creativity. < Back

< Back Shira Cornfeld Vice Board Chair Shira’s professional work involves education and art. She has worked with art-based social service nonprofits such as Creative Arts Workshops, Henry Street Settlement’s Abrons Arts Center, the JCC in Manhattan Art Department, Free Arts and ran a partnership between The Dalton School and the Metropolitan Museum of Art. Shira also has extensive experience teaching photography and developing her own photographic practice. For ten years, Shira was a special education teacher for the NYC Department of Education through the NYC Teaching Fellows Program, working in schools in Washington Heights and Inwood. She also developed many arts based partnerships within her classroom and for the school. Currently Shira is involved with curriculum design and fundraising as a board member with Her Future Coalition, a nonprofit that supports women and girls who are survivors of trafficking or are at high risk. HFC runs several red light district care centers, a central Learning Center, and a school in rural Nepal where she has volunteered. Shira has been involved with volunteer work and board service for the Little Red School House & Elisabeth Irwin High School where her daughters attend. Shira is very proud and grateful to be a new member of Lang’s board. Her stepson August has attended Lang for eight years and is currently a sophomore. Shira grew up in New York and attended Yale where she studied Art History and Photography and went on to complete an MFA from Columbia and an MA in education from Hunter College.

< Back Anna Brooks Resident Teacher SKIDMORE COLLEGE - BA As a resident teacher, I’m grateful to continue my master’s degree studies in special education with Lang in collaboration with NYU. I studied sociology, education, and intergroup relations in undergrad at Skidmore college. My background is working with elementary age students as an inclusion facilitator but I’m excited to work with middle and high school students at Lang! My passion for studying special education started as a neurodiverse student myself, feeling the difference between true accommodation and inclusion. This intention to serve invisibilized groups aligns with one of my life callings to ensure a more equitable future for all through community organizing. In my free time, I am an enthusiastic creative; my main mediums are ceramics, collage and poetry. In the day to day, I love listening to music, making playlists, and cooking or baking. My friends would say I love getting people together and take the art of a good dinner party seriously! At Lang, I’m excited to learn more about my students and their interests–especially anime and dungeons and dragons. Can’t wait to meet you all! anna.brooks@thelangschool.org