GAIS HEADLINER Spring 2013 Edition by GAIS

GAIS HEADLINER SPRING 2013 Edition

GAIS HEADLINER – Spring Edition 2013

CONTENTS Words from the Managing Director and Editor

Page 2

Preschool Corner

Page 3 - 4

Elementary School Corner

Page 6 - 8

International Middle School Corner

Page 9 - 14

Student Academy Leadership Corner

Page 15

New Interns @ GAIS

Page 15

Miscellaneous

Page 16

GASPA Summer Camp

Page 16

GAIS Agenda

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TABLE OF CONTENTS

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GAIS HEADLINER – Spring Edition 2013

WORDS FROM THE MANAGING DIRECTOR AND EDITOR GAIS and IB Four years ago we started developing the International Middle School, to build the important continuum between PSES-IMS. Today, we compete successfully with distinguished International Baccalaureate (IB) schools worldwide and renowned local private schools. Recently, we talked to our graduates from last year and we are proud to hear that the transition to either private or public high school has been exceptionally smooth, with many of our students outperforming their peers. During February and March I can usually be found in th personal meetings recommending our 8 graders to the admissions directors from the private high schools. Getting into private high school is a long journey, which includes many assessments. However, through the IB education, our students are well rounded, confident and academically prepared. The IB organization is recognized worldwide and I leverage this during my discussions with admissions directors, emphasizing that our school is distinguished by multiple key advantages. For one, we strive to develop our students into responsible citizens with an intrinsic drive to be lifelong learners. Another advantage that our school provides is unique multicultural interaction. In addition, GAIS offers a reliable and validated pool of knowledge and a diverse approach to succeeding in our fast-changing world. These skills support our students to understand larger concepts and apply them in different situations, how to apply content in context and to be passionate in reflecting on their outcome. Our students have a strong foundation on which they can build. In order to challenge the students, and to solidify this foundation, we depend on a team of highly qualified teachers to enhance and facilitate this multifaceted process in the classroom. The team is the motor for success. I am proud and grateful to have great teachers who not only see the student as the center of the process but also challenge the student with different perspectives and different environments.

We recognize that we are approaching a challenging phase due to the facility issue. That said, it is the GAIS Board's priority and mine to either extend the lease on our current site or to secure a new facility in a timely manner. Due to

the lease situation with our current campus it is likely that we will have to vacate our site as early as July 2014. Furthermore, I am confident that we have a great school and administration team, structure, and skills to get through this phase. With our core values of respect, sincerity, humility, reliability, honesty, trust, tolerance and responsibility firmly in mind, we will continue to provide a sense of community and a great learning environment at GAIS and we are optimistic about the future. We will make every effort to keep you informed of any key developments. Yours sincerely, Dominic Liechti

Welcome! I am very happy to present the third edition of our magazine “GAIS HEADLINER”. In this issue, we focus on the topic of the IB - International Baccalaureate - Program. The contributions written and gathered in this issue all show the implementation of the IB Program in daily school life at GAIS. Please feel free to comment on the magazine, send your contributions, or just get in touch with us at communications@gais.org. I am looking forward to hearing from you. Yours sincerely, Roman Bruegger Communications Manager and Editor

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GAIS HEADLINER – Spring Edition 2013

PRESCHOOL CORNER Welcome! I am happy to inform you about what is going on in Preschool at the GermanAmerican International School. Heike Schmalstieg Principal PS

outcomes by guessing the color changes when mixing paints or what will happen if water or salt is poured over ice. Math skills are learned by classifying and sorting buttons or shapes and by noticing their differences and similarities. Measuring how much a plant has grown or the size of their friend using blocks helps them understand bigger math concepts. These are examples of how inquiry into math and science is used every day. Often teachers organize these types of activities and experiments to foster exploration. At other times, investigation and discovery happens during free play at the water table, in the sand box, in the garden, etc.

PRESCHOOL IN THE CONTEXT OF THE IB PROGRAM Inquiry based learning is the main approach to learning in the context of IB at GAIS. In order to develop lifelong learners, we build upon the natural curiosity of the children. Through their curiosity, enthusiasm and sense of wonder, children make sense of the world around them. In Preschool children begin to inquire by exploring and experimenting through their play. They learn scientific concepts through real life exploration as they play and build in the sandbox, measure flour for a cake or observe a worm.

For young children, science is a natural process and sometimes a messy one! Our program promotes the development of the processes that are integral to science: observing, classifying, communicating, inferring, measuring and predicting. Observation skills are learned by examining leaves and rocks or by noticing how a shadow changes. Children predict

Play is the foundation of all learning. Research confirms the importance of play and documents the many benefits for children's intellectual, social, emotional, physical and language development. Researchers also show that intrinsic motivation - when we work on a task primarily because we find it satisfying - is the most effective and engaging way to learn. In our program, we make a conscious effort to provide an environment with a wide selection of materials and activities that provide interest for the children and stimulate their inborn curiosity. We provide ample time in the schedule to allow choices in play, which encourage exploration, creativity, decision-making, problem solving, independence and collaboration, develop critical thinking and leadership skills, and help negotiate their ideas. There certainly is a place for structured activities, but never underestimate the power and benefits of play. We thrive on creating a balance of both.

GAIS HEADLINER – Spring Edition 2013

PRESCHOOL CORNER An inquiry-based program creates lifelong learners. It keeps them excited about learning by providing stimulating learning opportunities that make sense to the child. It takes the child’s questions and builds upon them. It encourages the child to ask questions and find answers. Our program is about making sense of the information and the answers, which is why hands-on learning and exploration are so important at this age.

“Tell me and I forget, Show me and I remember, Involve me and I understand.”

(Chinese Proverb)

by Heike Schmalstieg, Preschool Principal

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GAIS HEADLINER – Spring Edition 2013

ELEMENTARY SCHOOL SECTION Welcome! I am delighted to provide you with information about some of the learning highlights in the Elementary School at GAIS recently. Sally Thorogood Principal ES

Since the Holiday Break, it has been a busy time in the Elementary School, especially because January is the month when teachers write the first semester reports. Despite the extra work, the day-to-day teaching and learning continues apace and there were a number of significant events as the fourth unit of inquiry came to an end, which reflected important aspects of the IB context at GAIS. There are four particular aspects I would like to highlight in this article: • • • •

Guided Inquiry Using a wide range of assessment tools & strategies Collaboration between teachers Transdisciplinary Approach to learning

for themselves while the teacher acts as a facilitator, asking probing questions and guiding them to make connections and discover new facts without telling them the information directly. Working in collaborative groups so that conversations develop and ideas are shared and built upon fosters this process. One activity that provided an opportunity for guided inquiry occurred in Grade 1 at the end of January, as Claudia Gruber and Eva Dorner now describe: ‘Both first grade classes celebrated 100 days of school on January 30. The children rotated in groups to 6 different stations both inside and outside the classroom where they had to try to locate numbers on the 100 grid. The students also practiced reading numbers in German and counting to 100. They strung up 100 pearls, wrote one hundred words (in groups), did one hundred jumping jacks, and estimated the number of white beans in a jar of 100 mixed colored beans. The first graders really enjoyed exploring the numbers to 100 and working with different peers from both classes.’

GUIDED INQUIRY One of the most rewarding moments experienced by a teacher (and a principal) is the ‘aha’ moment when a student makes a connection or comes to a realization for the first time. Making that connection for themselves means that students are more likely to retain new-found knowledge over time, and this is an important factor that influences our teaching at GAIS. Although direct teaching is appropriate in some learning situations, the IB emphasizes allowing students the opportunity to investigate and explore

USING A WIDE RANGE OF ASSESSMENT TOOLS & STRATEGIES

A second aspect of the IB is that we should use a wide range of assessment tools and strategies to allow students to demonstrate their learning in different ways. Some students are more adept at presenting through the written word, others visually and others orally. 6

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ELEMENTARY SCHOOL SECTION Varying the types of assessments allows an opportunity for students with different learning styles to ‘shine’. Recently, the end of unit summative assessments in two different grade levels involved performance-based presentations. In both cases the unit being studied was ‘How we express ourselves’. In Grade 2, the students were exploring how we express ourselves through writing whereas in Grade 3 the students were exploring how we express ourselves through theatrical performance.

POEMS

‘Rock Climbing is Fun’ a haiku poem by by Markus, Grade 2R Rock climbing is fun Falling down is not fun Looking at the sun

‘The Fun Day’ a couplet poem by Colin, Grade 2H In Grade 2, the students presented a variety of poems that they had written during their English classes with Ms Greco at a Poetry Café attended by the parents. They explained the different types of poems that they had studied and then presented their own poems. Witnessing the sense of achievement on the students’ faces as they shared their learning added to the pleasure of the occasion.

We had lots of fun Then it was done

‘Living Things’ a diamante poem by Eva, Grade 2R Wolf Big scary Running hunting sneaking Both have teeth and eyes Walking running shopping Big clean People

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ELEMENTARY SCHOOL SECTION THEATRE PERFORMANCE

The same sense of achievement could be seen when the Grade 3 classes each performed their versions of “Die Bremer Stadtmusikanten”. The performances were of a very high quality and all the students remembered their lines perfectly. The applause from the parent audience was well-deserved and wellreceived. A special thank you to the parents who attended these events. The students’ sense of pride is all the more obvious when sharing their learning with their parents.

TRANSDISCIPLINARY LEARNING

APPROACH

The final aspect, again reflected in both units, is that of the transdisciplinary approach to learning which is actively encouraged in the IB. Although on a class schedule you may see English or German as a separate lesson to the Unit lessons, wherever possible different subjects are integrated. So the Grade 2’s focus on writing within the unit lent itself to the building of language concepts, skills and knowledge. English and German lessons were as much unit lessons as those entitled ‘unit’. The students in Grade 3 developed their writing skills through creating their own scripts. As noted before, making connections deepens understanding, and making connections across subjects is a vital part of the IB. Opportunities for exploration which foster “aha" moments, opportunities for sharing learning in different ways, teacher collaboration and a transdisciplinary approach are all valued at GAIS because we believe that the effectiveness of our teaching and the students’ learning are enhanced by each of these aspects. by Sally Thorogood, Elementary School Principal

Both Grade 2 and Grade 3 units provided an example of the third and fourth aspects of the IB approach to be highlighted.

COLLABORATION BETWEEN TEACHERS In Grade 2 the teachers agreed to focus on different genres of writing in their lessons; the homeroom teachers would focus on story writing and letter writing in German, while the English teacher would focus on the genre of poetry. In Grade 3, the teachers all focused on scriptwriting but regularly compared notes on how the students were progressing in both English and German. Collaboration was also obvious between the English and homeroom teachers in making use of Mr Giesen’s experience with directing theatrical performances, as the students developed their acting and speaking skills.

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INTERNATIONAL MIDDLE SCHOOL SECTION WITH CONTRIBUTIONS FROM HEADS OF DEPARTMENTS WELCOME! Welcome to the IMS section of the Headliner. Please read to learn about our exciting current events. Also, please find more specific updates from each of our Department Heads. Amanda Afshar Assistant Principal IMS

One of the highlights for many IMS students and staff is the annual Ski Trip to Sugar Bowl in Donner, California. Many values are taught and relationships built on this exciting trip. Students are not only skiing or snow boarding, they must also work to assure that the organization of meals, cleaning, serving, and other activities are completed. The trip is a time of teamwork and of learning skills that are necessary in order to be independent and self-sufficient in a new environment. Some observations throughout the week included seeing the students setting tables for meals and making it fun, encouraging friends to dance, playing trivia games about a book series they have read, challenging themselves to try something new, supporting homesick friends, moonlight hiking, surprising a friend with birthday cake, playing board games, playing duets on the piano, as well as several noses in books reading away in the evenings. As a teacher and leader, it was incredible to see the students outside of the traditional classroom setting where a different set of skills and strengths were evident.

Within the classroom setting, the idea of innovation and self-sufficiency are a great part of the IMS units of study as well. Students are encouraged to not only learn the content, but to engage in what they are learning by creating novel responses to which they can apply their own insights and reflections. The end of the unit is a wonderful time to view newly created items such as learning games, logos, books, dramatic and informative presentations, and several other kinds of summative products. As one student stated, “My subjects were much easier in my old school because all I had to do was memorize…you are always asking me to do things that are much more challenging here [at GAIS].” Unbeknownst to that student, this is exactly the kind of analysis that I like to hear from incoming students. It is great to see that the students themselves can note the difference in expectation and assigned tasks from being a part of an IB Middle School as opposed to a more traditionally structured school. I look forward to seeing the products produced by our students as they engage in their current and coming units of study. By Amanda Afshar, Assistant Principal IMS

NEWS FROM THE MATH DEPARTMENT At GAIS, the students go beyond “just learning the rules” of the mathematical language. An essential component of IB math curriculum is to be able to communicate numerical concepts and reflect on the meaning of mathematical solutions. In preparing our future citizens to be global thinkers in a competitive world, communication is essential, even in mathematics. To gain insight into the universality of number systems, our grade five students studied a wide range of written number systems used throughout history and across various cultures. The students recognized that numbers are communicated in different ways. To help support this understanding, at the end of the unit, the students created their own mathematical counting system. The end results showed that the students grasped the concept that numbers are merely patterns of repeating symbols connected together based on counting. In essence, it is a language of counting that is communicated in written form. The benefits of recognizing this concept will help prepare our students’ understanding that patterns exist everywhere and can be communicated symbolically. 9

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INTERNATIONAL MIDDLE SCHOOL SECTION WITH CONTRIBUTIONS FROM HEADS OF DEPARTMENTS The method of communicating mathematics is adapted to the content explored through the MYP program. In Grade 6, students investigate patterns of fractions and decimals to communicate new solutions. They also created worded problems related to their everyday life. In Grade 7, students apply their knowledge of geometric shapes to design a Google SketchUp house. They must present the importance of their interior design in relation to the shapes and layout of their homes. By Grade 8 our students study quadratic functions in alignment with the German Curriculum and National Common Core Standards for the U.S. In traditional school settings, students examine various ways to manipulate the equation to change the shape of a parabola. They begin to recognize which constants needs to be adjusted to widen, inverse, or shift a parabola. However, students must go beyond just knowing the concept of quadratic function and understand how this relates to their world. The concepts must have relevance to provide meaning and retention. At the end of the unit, students examined two video games: Mario Brothers and Angry Birds. These games were selected because they are both commercially successful and based on the main characters following parabolic trajectories. The students analyzed the curvature of the path to create mathematical solutions to “communicate” numerically the Mario Brothers’ trajectories. In Angry Birds, the students created a mathematical formula to communicate to the program the needed trajectory of their birds to hit their targets. By examining the applications of quadratic formula, students can see how the numerical ideas are communicated in the digital world of the latest video games.

NEWS FROM THE SCIENCE DEPARTMENT One world - this is an evaluated criterion that makes IB Science unique. Students at GAIS must study the implications of Science on societies. This is relevant in today’s world as the ethical approach of science has increasing importance over the economic gains that have been made through twentieth century scientific innovation. In grade eight, our students examined the properties of chemicals and how particular elements have been used in the twentieth century. They also investigated the positive and negative affects of handling chemical elements. Science does not simply affect the environment, but it also ties into social habits and political decisions. These are issues that are discussed in the classroom. An example would be the ethics of using tantalum mined from Central Africa. Right now, our Grade 8 class is studying thermodynamics and how our understanding of thermodynamics has transformed the Industrial Revolution as well as investigating the positive and negative consequences they have had on society.

These examples illustrate some ways in which the Math Department uses the IB philosophy to create activities that allow students to better understand how mathematics is used within the modern world. By Alex Norwood, Head of Math and Science Department

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INTERNATIONAL MIDDLE SCHOOL SECTION WITH CONTRIBUTIONS FROM HEADS OF DEPARTMENTS In Grade 7, our students examined social and economic determinants that can affect the rate of infection within communities. Students also learn that education isn’t the only way to influence individuals to make healthy choices, but that economics also plays a role in the access to information and infrastructure that can affect the overall health of a community. In Grade 6, our students applied their understanding of the scientific method to analyze everyday uses of acids and bases and how these chemicals affect our society.

Some of the exciting projects the middle school students created ranged from identifying and recounting important ideas in a novel, writing creative narratives focusing on morals, constructing analytical essays to understand symbolism in a text, and creating children’s stories with activity pages and vocabulary guides as an ESL resource. Through these units, the students collaborated to complete assignments and improve skills. The students also understood that responsibility means the ability to respond maturely to all situations. th

The 8 grade especially demonstrated this with their anti-bullying campaign “The One” and “Why the Grinch Stole Christmas.” They went into the elementary classrooms to present and teach the book “The One” by Kathryn Otoshi and performed an anti-bullying play enveloping the ideas of inclusiveness, friendship, selfconfidence and redemption.

In Grade 5, students applied their understanding of the scientific method to help them understand the classification of species and examined how this classification is imperative for identifying and protecting future species. At our school, our students are seeing the interconnectivity that science plays in various facets of day-to-day life. They are not only acquiring the skills to examine properties of chemicals, genetics, or thermodynamics but they are seeing the implications that this knowledge has in transforming our “One World”.

By Alex Norwood, Head of Math and Science Department

The elementary school expanded their verbal skills with nd creative oral presentations. The 2 grade hosted a Poetry Café to present their poems in front of an audience and demonstrate the new skills they acquired. The students studied and practiced a variety of poems, learning how to be enthusiastic risk-takers when speaking to a group.

NEWS FROM THE ENGLISH DEPARTMENT

“Their commitment and dedication to their final poetry books showed a true understanding of the unit.” - Ms. Greco

The English Department has had an eventful first term. The students have been working hard to improve their skills in reading comprehension, writing effectively and speaking in front of an audience while encompassing IB philosophies. The middle school students embraced this curriculum by showing their inquisitive nature when studying fiction and non-fiction texts.

The 3 grade classes also gained confidence with public speaking by performing a three-minute play inspired by Greek Theatre. Students studied Dionysus and Greek celebrations, and they collaborated to plan and perform a play. They also compared literary figures to our world today. Students understood that human emotion is complex and we universally have the same

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INTERNATIONAL MIDDLE SCHOOL SECTION WITH CONTRIBUTIONS FROM HEADS OF DEPARTMENTS th

cares and concerns for family and community. The 4 grade class practiced letter writing, reflecting on how humans have explained our existence with different beliefs such as the solar system or religion. This conceptual knowledge developed into students understanding complex human emotions when comparing values. As a department, we look forward to the many exciting learning opportunities planned for the second term. By Katherhine Schatzler, Head of English Department

NEWS FROM DEPARTMENT

THE

GERMAN

the sometimes subtle, but very important differences in their main languages. Our 5th Graders explored different cultures poetically by reading and discussing “Märchen” (fairy tales) from all over the world. The students highlighted timeless and universal values, as well as truths about people, by rewriting an old fairy tale and placing it in their own cultural setting today. Grade 6 and 7 are currently working on understanding the power of language through effective presentations and educational videos to enhance a better understanding of the world around us. The cultural highlight for our German B students in February was a field trip to Esther’s Bakery in Los Altos. They ordered their dinners in German and communicated in German throughout the trip.

German – Communicating Globally Languages are both an integral part of our cultural identity, and a key to international understanding, and thus an important aim of the IB program. By offering German as a second Language A as well as English, GAIS keeps the German, Swiss or Austrian background of many of our students alive, and uses the benefits of bilingualism to awaken a deeper understanding for other cultures and to develop an open-mindedness for different perspectives of the world.

In the upcoming weeks, our 6th and 8th Graders will take the ZDP (Zentrale Deutschprüfung) and the DSD I (Deutsches Sprachdiplom) to demonstrate their proficiency in German. These certificates open more opportunities for the students in the future by allowing access to colleges in German-speaking countries and facilitating entry into companies with an international perspective.

In the 8th Grade, we focused on this cultural aspect of language by analyzing and comparing daily situations like eating, driving or making friends in Germany and the U.S. The students not only discovered many

NEWS FROM THE VISUAL ARTS DEPARTMENT Visual Arts – Creating Balance A challenging goal in the IB Learner Profile is to develop balanced students. Visual Arts contributes in a significant way to that goal by giving students the opportunity to express their ideas and feelings not only through words and intellectual reasoning, but also through visual and kinesthetic forms like drawing, painting or sculpting. Creative expression activates all our senses, thus allowing students to express themselves in a holistic manner.

differences in how people act, but also in how they differentiate through language. At the end of the unit, the students translated a children’s book that they had written in English class, and gained a better feeling for

To encourage aesthetic contemplation and creative th expression, the 5 Grade curriculum is based on the exploration of the specific language of Visual Arts. Throughout the four units, students discover the impact of the main elements of line, form, shape, texture, color and value in various pieces of artwork. In the current unit, ‘Impact’, they focus on color theory to understand 12

GAIS HEADLINER – Spring Edition 2013

INTERNATIONAL MIDDLE SCHOOL SECTION WITH CONTRIBUTIONS FROM HEADS OF DEPARTMENTS the influence of different colors, values and color combinations on one’s perception and appreciation of artwork. th

The 7 Graders deepen this understanding in their third interdisciplinary unit “The Sound of Color.” They experience how music can be a great inspiration for visual expression of emotions and impressions. By creating a musical collage for their final summative project, they will apply their knowledge of color theory and texture to create balance within their artwork. Interdisciplinary approaches intensify any learning experience, which is also evident in the Egyptian Unit in th 6 Grade. By first studying the key elements of the Ancient Egyptian culture in Humanities, the students then went more in depth by analyzing techniques and meanings of different art forms. Finally, they created props and set pieces like canopic jars and paintings on papyrus for their Egyptian play.

We would like to invite the whole GAIS community to the performance of “The Egyptian Play” on Monday, th March 18 at 6:30pm. In addition, you will have the opportunity to admire the Middle School students’ art th th work at Café Zoe from March 25 to March 29 . By Eva Chase, Head of German & Visual Arts Department

NEWS FROM THE PHYSICAL EDUCATION DEPARTMENT Collaboration, one of the most important words in our GAIS community, plays a major role in our everyday Physical Education world. We work on collaborating with each other on a daily basis and discuss how it becomes more and more important in almost every situation in life. We encourage acceptance of differences in terms of our cultures, talents, skills and interests. This creative and active subject makes it possible to get a very different impression of the students’ personalities, strengths and skills than in a more academic setting. In focusing on being good communicators, we encourage our students to be caring - about others but also about themselves.

The students are encouraged to “play fair”, adjust rules of games, and even invent their own games. They also get introduced to totally new areas of sports (Ballkorobics, Acrobatics, Video Clip Dancing) which influences them to be more open-minded. This allows them to become balanced individuals inside and out while exploring new things, releasing stress, and also gaining expertise in specific sports. In trying new fields, they get to be risk-takers and step out of their comfort zones. Ballkorobics is a good example, which was part of our recent curriculum in Grade 5. Ballkorobics combines dancing attributes with creating a performance using ball handling skills. This unit balanced out the different interests of both genders. 13

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INTERNATIONAL MIDDLE SCHOOL SECTION WITH CONTRIBUTIONS FROM HEADS OF DEPARTMENTS In Grade 8, we worked on a dance performance selected by the students. They worked independently most of the time collaborating and communicating with each other about the steps of the performance and caring for each other.

The IMS bands are working hard on new repertory for our Spring Concert, which will take place on May 15th in the school gym. I have been very impressed by the rapid progress made by all our bands and as a result, we are able to prepare a full concert program comprised of bands only - Junior Band, Senior Band and Jazz Band.

Earlier this year the 6 grade created their own games, working in groups. Collaboration and communication were very important in inventing a creative, fun, and competitive game—some of which the students still ask to play in class. th

The 7 graders just finished a unit working and focusing on their personal engagement and social skills. In each lesson, different students got to be the "teachers" and had to organize a lesson. This inspired them to be responsible and caring while collaborating and experiencing a class setting from a different perspective. The main focus during this unit was to demonstrate respect as a teacher or as a student. In short, the Physical Education IB curriculum implemented at GAIS allows us to focus on integrating all IB Learner Profile requirements in a meaningful way. By Janine Weers, Head of Physical Education Department

NEWS FROM DEPARTMENT

THE

MUSIC

After Ski Week and Winter Break, we are feeling refreshed and excited in the Music Department. To kick off the beginning of this semester, we celebrated the arrival of our new marimba and snare drum. We funded these instruments through the Fund-A-Need portion of the auction this year. Our percussion section is very excited to incorporate these fine instruments into their program.

In the elementary school, music is being used to make links with the IB curriculum across all levels. For example, second grade students are exploring music that describes landforms and their physical characteristics. They are also creating their own music for this unit. The students in first grade are learning to play and sing songs that focus on nutrition, exercise and health. Third grade is focusing on setting music to a poem about weather. The fourth graders are learning new instruments with which they can express themselves. They will be using ukuleles to make these poems into songs. The third unit is well under way in IMS Music as well. In grades 7 and 8, students are studying the Blues. The students at GAIS have already proven their innate ability to take risks, as they experiment with the blues scale and practice improvising over a bass line. They are practicing creating ideas, which they will use to create unique blues melodies of their own. During Martin Luther King week earlier this month, the students were fascinated to learn about how the Blues finds its roots in times of slavery in the US. By Amy Nathan, Head of Music Department

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STUDENT ACADEMY LEADERSHIP CORNER IMS DANCE 2013 th

This year’s first IMS Dance was awesome! Everyone had fun thanks to our amazing 8 grade DJ, Nicolas B. The music was amazing and, thanks to our Leadership team, everyone was very enthusiastic. Every single person who came had a great time and enjoyed dancing with their friends. We would also like to thank the volunteers who helped to set up and clean up the dance and Roman Bruegger and Nicole Mueller for chaperoning. We hope that everyone will enjoy our next dance, which will take place in May 2013. by Maike Silver and Student Leadership Team

NEW INTERNS @ GAIS WELCOME! We welcome our two new interns, Annina Frangenberg and Julian Hambrock, who will join the GAIS Team for the upcoming months. We wish both of them an interesting, memorable, successful, happy and educational time here at GAIS.

until June 2013. I‘m really enjoying my experience at G.A.I.S.

Julian Hambrock Hello! My name is Julian Hambrock, I am 25 years old and one of the new

Annina Frangenberg Hello, everyone! I am Annina Frangenberg from Bergisch Gladbach, which is a small town near Cologne in Western Germany. I am studying German and History at the Bergische University in Wuppertal with the aim of becoming a teacher one day. I'm now in my fourth year of five, so I have almost finished and thought I would take one semester as a sabbatical to experience teaching in a foreign country.I will stay in California and assist in the first grades

interns at GAIS for this semester. I studied English and

History

FAU

Erlangen-Nuremberg, Germany. At GAIS, I assist teachers

mostly

the

second grade, in subjects like German, English, IT and PE. Personally, I hope to gain some valuable experience in teaching, as well as improving my own English skills. In general, I am looking forward to a great school year! 15

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MISCELLANEOUS MUSIC PROJECT FUNDRAISER SUMMARY A huge thank you to all our donors that supported the Cambodia Music Project! The Music Department has raised $5326 for this project. The 7th and 8th graders have been learning about what life is like for orphans in Cambodia and have sent letters about their lives here in California. The students also participated in a Play-A-Thon in order to raise additional funds. Ms. Nathan went to Cambodia, bought musical instruments (ukuleles and recorders) and started a music program at the orphanage during the December break. The remaining funds are being used to pay a local music teacher from Phnom Penh (recruited by Ms. Nathan) to travel to the orphanage on a weekly basis to teach. The funds raised by the IMS Music Department will provide lessons for about six months. Visit the orphanage website at watopot.org if you wish to learn more. by Amy Nathan,, Head of Music Department

GASPA SUMMER CAMP GASPA SUMMER CAMP 2013

Program details available at:

and

registration

information are

www.gaspa-ca.org and www.gaspa-ca.org/summer-school-program/overview

Gedanken in den Wolken - Füße im Matsch! (With your head in the clouds and your feet in the mud!) That is the motto of our 2013 Summer Camp Program. We, the German-American School of Palo Alto GASPA, are excited to once again offer a full-immersion, 4-week day camp / summer camp program for children aged 3-12. The session runs June 24th to July 19th, from 9am to 2pm on the GAIS campus. No prior German language knowledge is required.

GAIS HEADLINER – January / February 2013

GAIS AGENDA MAR 11 – MAR 17

ART EXHIBITION KINDERGARTEN/VORSCHULE Please visit our Art Exhibition of students of Grade Kindergarten/Vorschule at Café Zoe in Menlo Park during the week of Monday, March 11 until Saturday, March 16, 2013. For directions to Café Zoe, go to www.cafezoemenlopark.com.

MAR 18 – MAR 24

ART EXHIBITION ELEMENTARY SCHOOL Starting on March 18, 2013, our Grade 2 & 3 students will show their masterpieces at the Art Exhibition at Café Zoe in Menlo Park. Feel free to drop by for a glimpse of their work. For directions to Café Zoe, go to www.cafezoemenlopark.com

MAR 25 – MAR 31

ART EXHIBITION INTERNATIONAL MIDDLE SCHOOL The International Middle School will have an art Exhibition for a whole week from March 25 – March 31, 2013 at Café Zoe in Menlo Park. Please feel free to visit the Art Exhibition and enjoy the artwork of our talented Grade 5 – Grade 8 students. For directions to Café Zoe, go to www.cafezoemenlopark.com.

APR 15 – APR 19

SPRING BREAK The school will be closed for Spring Break from April 15 – April 19, 2013.

GAIS MORE ENROLLMENT – OPEN NOW GAIS is currently in the process of admitting outside applicants for the next school year 2014/15. If you know someone who might be interested in applying their child/children at the German-American International School, please refer them to our admissions website: http://www.gais.org/admissions/

DRIVING DIRECTIONS Coming from 101 North or South, look for the big IKEA sign and then take the University exit and proceed towards Palo Alto. At University Circle, turn right on Woodland Ave, turn right on Manhattan Ave, turn left on O'Connor Street, turn left on Elliott Drive and drive to the end where our school is located. We kindly ask you to observe the speed limit of 15 mph on Elliot Drive. Thank you.

THANK YOU The whole team of the German-American International School would like to take this opportunity to thank all of you for your support and trust in the past.

German-American International School

275 Elliott Drive Menlo Park, CA 94025 www.gais.org / info@gais.org / +1 650 324 8617