A Loring Award Journey Through Spain

By: Claudia Ovalle, Lower School Spanish Teacher

Since joining Shore Country Day School, I have come to deeply appreciate the role professional development plays in enriching both teaching and learning. For that reason, I was honored to receive the Loring Award for the 2024–2025 school year, an opportunity that allowed me to travel to Spain during the summer and broaden my cultural and professional understanding as a Lower School Spanish teacher.

Teaching a language is never only about vocabulary or grammar; it is about culture, identity, and human connection. This belief inspired me to apply for the Loring Award, as it offered a meaningful way to experience firsthand the history, art, and traditions I share with my students every day. After multiple applications, learning that I had been selected was both exciting and deeply meaningful, especially after years of postponed travel plans due to international restrictions. Finally being able to explore Spain felt not only professionally rewarding but also personally fulfilling.

My journey began in Barcelona, the vibrant capital of Catalonia, where history, art, and modern architecture coexist beautifully. I was captivated by La Sagrada Familia, Gaudí’s monumental and intricately designed cathedral, whose scale and creativity left me in awe. Exploring other examples of Gaudí’s architecture, from the creatively designed buildings in the Eixample district to the organic curves of Park Güell, allowed me to see how art and design can shape a city’s identity. I visited the stunning Palau de la Música Catalana, whose ornate modernist interior showcases the beauty of Catalan craftsmanship, and I climbed Montjuïc for panoramic views of the city and its coastline. I also experienced the lively sports culture at Camp Nou, home of FC Barcelona (Barça), feeling the passion that unites people across generations. A highlight of the region was the Dalí Museum, which offered incredible insight into the work of this iconic surrealist artist and inspired reflections on creativity, innovation, and artistic expression. Experiencing Barcelona’s linguistic diversity, with both Catalan and Spanish widely spoken, deepened my understanding of regional identity and the close connection between language, culture, and daily life.

From Barcelona, my travels continued through Andalusia, where I focused on history, art, and cultural fusion. The Alhambra in Granada was my greatest inspiration, a palace and fortress whose intricate Islamic art and gardens were already familiar to me through teaching materials. Seeing it in person, walking through the Nasrid Palaces, and understanding the architectural genius behind its design was profoundly moving. In Córdoba, I visited the Mosque–Cathedral, witnessing the harmonious blend of Islamic and Christian influences that shaped the region’s identity.

In Granada, another unforgettable experience was visiting the Mirador de San Nicolás, high in the Albaicín neighborhood, offering iconic views of the Alhambra against the backdrop of the Sierra Nevada mountains. I also explored Sacromonte, the emblematic Gitano (Roma) neighborhood, renowned for its cave dwellings and flamenco performances. The Cuevas del Sacromonte represent a unique blend of history, culture, and folklore, showcasing authentic traditions passed down through generations. Experiencing live flamenco in this setting was a truly immersive cultural performance, a vibrant celebration of Granada’s heritage and artistic spirit. Seville offered additional richness, with its flamenco traditions, Semana Santa processions, and the Feria de Abril, all of which demonstrate how history, religion, and art intersect in lived experience. Walking through the streets, I observed the interplay of architectural styles, music, and local customs, insights impossible to grasp from a textbook. These experiences provide authentic examples that I now bring into the classroom, making lessons on cultural fusion, history, and tradition more vivid and meaningful for my students.

Traveling north through Segovia, Burgos, Logroño, and Bilbao, I explored a rich mixture of Roman, medieval, Gothic, and modern history. In Segovia, the Roman Aqueduct is an engineering marvel, and the old town’s narrow streets give a sense of daily life in the Middle Ages. Burgos impressed me with its magnificent Gothic cathedral, while Logroño offered a taste of the famed La Rioja wines and regional gastronomy. In Bilbao, I experienced the striking contrast between the modern Guggenheim Museum, with its contemporary art and avant-garde architecture, and the historic Casco Viejo, where traditional markets and local shops preserve centuries of heritage. This region showed me how history, culture, and innovation coexist, and how lessons about adaptation and continuity can be illustrated through architecture, urban planning, and daily life.

I concluded my journey in Madrid and Salamanca, two destinations that beautifully combined art, education, and historical reflection. In Madrid, visiting the Prado Museum and Reina Sofía Museum was especially impactful. Standing before Diego Velázquez’s Las Meninas and Pablo Picasso’s Guernica was an unforgettable, vivid reminder of art’s power to express history, emotion, and identity in ways that words alone cannot. The Royal Monastery of San Lorenzo de El Escorial, commissioned by Philip II, provided insight into Spain’s religious, political, and architectural history. Its austere Herrerian architecture reflects discipline, devotion, and power, offering a rich context for lessons on monarchy, religion, and historical legacy.

In Salamanca, I visited the historic University of Salamanca, one of Europe’s oldest universities. I strolled through the Plaza Mayor, enjoying an afternoon of traditional tuna music performed by university students. Experiencing this lively historic atmosphere, connecting past and present, emphasized the enduring significance of education and tradition. These moments reinforced my belief in the importance of personal experiences in learning, showing how culture is lived and celebrated beyond textbooks.

One of the most meaningful moments occurred unexpectedly at the Prado, when I encountered Annabelle Curley ’24, a former student participating in a Spanish immersion program. Her gratitude for having inspired her to learn Spanish, combined with a warm embrace, was the greatest reward of my teaching journey, a reminder that the seeds we plant as educators can blossom far beyond the classroom.

Spain is, in many ways, the “motherland” for Latin Americans, and so is the Spanish language itself. This journey allowed me to reconnect with my roots, reflect on my personality, and strengthen my resilience in unfamiliar environments. Experiencing other cultures firsthand highlighted the importance of adaptability as a global citizen, the value of learning from different cultures, and the insights we can bring back to our own communities. It reinforced my commitment to teaching students how learning another language can open doors academically, personally, and professionally.

This journey has strengthened my teaching by allowing me to bring authenticity, personal stories, and cultural depth into the classroom. It underscored that professional growth extends beyond textbooks and that cultural immersion and personal reflection are equally powerful tools for inspiring students. 

Beyond the many professional and personal benefits of this remarkable experience, I am deeply grateful for the opportunity to share part of this journey with my husband and my children. Experiencing these meaningful places together as a family and traveling alongside my children as adults, independent, and curious learners was an additional gift I will always treasure. Sharing moments of culture, history, and discovery strengthened our family bond and added a profound personal dimension to this journey. This experience reinforced my belief in the value of lifelong learning, curiosity, and meaningful connections that extend far beyond the classroom.

I am deeply grateful to Shore Country Day School for supporting opportunities like the Loring Award, which allow educators to explore, reflect, and bring the world back to the classroom in ways that resonate for years to come.

Established in 1995, the Loring Award honors the service and board leadership of the late Caleb Loring, Jr. (Board President, 1961–1964) and his son, Caleb Loring III ’59 (Board President, 1983–1987). The award provides annual travel support for faculty professional development.