Spotlight Magazine 2014

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THE ISB MAGAZINE | ISSUE 02

SPOT LIGHT

CONTENTS | Overview

Foreword from the Director | FOREWORD

ISB MISSION To provide an international education to the highest recognized academic standards.

Contents

The School is committed to promoting learning, cultural awareness and international under­standing and to developing respect and appreciation for people of all nationalities, religions and cultural backgrounds.

3 Foreword from the Director 4 Student life Student-led Organisations

14

Model United Nations at ISB Students Representing Students

10 Arts Making Music Instant Orchestra – an opportunity for talented ISB students to make music, Rust In Time – musical staff get in on the act

14 Sport After-school sports

FOREWORD from the director

Staying involved in sport after the school day ends

16 Travel Educational trip

16

Students experience different aspects of South Africa

20 On campus International Festival A day of fun and celebration

22 Spotlight Holiday Camps A safe and stimulating environment for younger students during the vacations

I am delighted to welcome you to the second edition of Spotlight – the International School Basel magazine.

As its name suggests, the magazine aims to cast a “spotlight” on some of the many varied activities – campus life and travel, the arts, parent support groups, sport and after-school activities – in which the ISB community has been involved in the past twelve months.

In this issue we invite you to read about: • Model United Nations – Look smart!

ISB students host a version of the United Nations.

• Students Representing Students – giving students a voice and opportunities to be heard.

20 © International School Basel ISB, Fleischbachstrasse 2, 4153 Reinach, Switzerland, T +41 (0)61 715 33 33, info@isbasel.ch, www.isbasel.ch As an international school with almost 60 nationalities representing our community, we encourage and celebrate diversity everyday. You will notice that there are several English standards (American, British and Canadian to name a few) being used throughout this publication, depending on the article.

Photography: School Photo Archive Design and Art Direction: StuderGuldin GmbH, Zug Contributors: ISB staff, students and parents as told to Cathy Barker Printer: S. Bürgin Druck + Verpackungs AG

2

SPOTLIGHT | 5/2014

• Music groups on campus – how can some of our most talented student musicians find opportunities to perform together?

And, what about the musical talents of ISB staff – not usually known for “blowing their own trumpets”?

• After-School Sports – when the school day ends, it’s time to stretch those limbs and get involved in a wide range of sporting activities.

• South Africa educational trip – Senior School students reflect on the time spent working and playing alongside young South African students during an intense and rewarding educational journey.

• The PA’s International Festival – we open the doors to our students, staff, families and the public to celebrate some of the many benefits of being a truly international community.

• School Holiday Camps – find out more about our winter and summer vacation day camps, engaging our younger students in creative and energetic tasks in a safe and sociable environment.

Whether you dip into the magazine to find an article that particularly interests you, or choose to read it from cover to cover, I hope that you enjoy discovering more about just some of the very many events and activities that take place at ISB during the year. As a magazine written with the ISB community in mind, I would like to encourage you to offer comments and feedback on this issue, which will be used to steer the direction of future issues of the magazine.

Warm regards,

Lesley Barron Director SPOTLIGHT | 5/2014

3

CONTENTS | Overview

Foreword from the Director | FOREWORD

ISB MISSION To provide an international education to the highest recognized academic standards.

Contents

The School is committed to promoting learning, cultural awareness and international under­standing and to developing respect and appreciation for people of all nationalities, religions and cultural backgrounds.

3 Foreword from the Director 4 Student life Student-led Organisations

14

Model United Nations at ISB Students Representing Students

10 Arts Making Music Instant Orchestra – an opportunity for talented ISB students to make music, Rust In Time – musical staff get in on the act

14 Sport After-school sports

FOREWORD from the director

Staying involved in sport after the school day ends

16 Travel Educational trip

16

Students experience different aspects of South Africa

20 On campus International Festival A day of fun and celebration

22 Spotlight Holiday Camps A safe and stimulating environment for younger students during the vacations

I am delighted to welcome you to the second edition of Spotlight – the International School Basel magazine.

As its name suggests, the magazine aims to cast a “spotlight” on some of the many varied activities – campus life and travel, the arts, parent support groups, sport and after-school activities – in which the ISB community has been involved in the past twelve months.

In this issue we invite you to read about: • Model United Nations – Look smart!

ISB students host a version of the United Nations.

• Students Representing Students – giving students a voice and opportunities to be heard.

20 © International School Basel ISB, Fleischbachstrasse 2, 4153 Reinach, Switzerland, T +41 (0)61 715 33 33, info@isbasel.ch, www.isbasel.ch As an international school with almost 60 nationalities representing our community, we encourage and celebrate diversity everyday. You will notice that there are several English standards (American, British and Canadian to name a few) being used throughout this publication, depending on the article.

Photography: School Photo Archive Design and Art Direction: StuderGuldin GmbH, Zug Contributors: ISB staff, students and parents as told to Cathy Barker Printer: S. Bürgin Druck + Verpackungs AG

2

SPOTLIGHT | 5/2014

• Music groups on campus – how can some of our most talented student musicians find opportunities to perform together?

And, what about the musical talents of ISB staff – not usually known for “blowing their own trumpets”?

• After-School Sports – when the school day ends, it’s time to stretch those limbs and get involved in a wide range of sporting activities.

• South Africa educational trip – Senior School students reflect on the time spent working and playing alongside young South African students during an intense and rewarding educational journey.

• The PA’s International Festival – we open the doors to our students, staff, families and the public to celebrate some of the many benefits of being a truly international community.

• School Holiday Camps – find out more about our winter and summer vacation day camps, engaging our younger students in creative and energetic tasks in a safe and sociable environment.

Whether you dip into the magazine to find an article that particularly interests you, or choose to read it from cover to cover, I hope that you enjoy discovering more about just some of the very many events and activities that take place at ISB during the year. As a magazine written with the ISB community in mind, I would like to encourage you to offer comments and feedback on this issue, which will be used to steer the direction of future issues of the magazine.

Warm regards,

Lesley Barron Director SPOTLIGHT | 5/2014

3

STUDENT LIFE | Student-led Organisations

Student-led Organisations | STUDENT LIFE

STUDENT-LED ORGANISATIONS Basel Model United Nations For the past few years, ISB has hosted a model version of the United Nations – BAMUN

ISB’s student dress code, reflecting the trend across Switzerland, tends towards the informal, so anybody who happened to be at the Reinach campus after lessons one Friday afternoon in February might have raised an eyebrow on observing groups of teenage students, clad in their usual attire of skinny jeans and tops, as they disappeared into various bathrooms, only to emerge a few minutes later, dressed for business in smart suits and ties or modish dresses or skirts, hair carefully styled and shoes newly polished.

The occasion was the hosting by ISB of the eleventh annual Basel Model United Nations (BAMUN) conference. Over three days, student delegates from nine other schools converged in Basel to join ISB students to discuss, debate and get to know each other in a forum, the remit of which is to reflect as closely as possible the workings of the actual United Nations. Students participate as delegates, researching the history and politics of the country they have been allocated to represent, and formulating 4

SPOTLIGHT | 5/2014

realistic political positions based on their knowledge of that country. They join committees to debate policies revolving around issues such as human rights, the environment, disarmament and security.

The long history of the Model United Nations (MUN) stretches back to 1927, when it was recorded that students at Harvard University began to meet to run a simulation of the League of Nations.

Over the years, MUN has spread from the United States to schools and colleges around the world. As of now, there are approximately 400 MUN conferences worldwide.

ISB is one of only a few schools in Switzer­land that hosts the interschool MUN. Students who join MUN in CAS in High School, have had, in previous years, the opportunity to become delegates at conferences held in Paris and Geneva.

The BAMUN conference is open to all students in Grades 9–12, and many students who join then choose to commit to it until graduation. ●●●

SPOTLIGHT | 5/2014

5

STUDENT LIFE | Student-led Organisations

Student-led Organisations | STUDENT LIFE

STUDENT-LED ORGANISATIONS Basel Model United Nations For the past few years, ISB has hosted a model version of the United Nations – BAMUN

ISB’s student dress code, reflecting the trend across Switzerland, tends towards the informal, so anybody who happened to be at the Reinach campus after lessons one Friday afternoon in February might have raised an eyebrow on observing groups of teenage students, clad in their usual attire of skinny jeans and tops, as they disappeared into various bathrooms, only to emerge a few minutes later, dressed for business in smart suits and ties or modish dresses or skirts, hair carefully styled and shoes newly polished.

The occasion was the hosting by ISB of the eleventh annual Basel Model United Nations (BAMUN) conference. Over three days, student delegates from nine other schools converged in Basel to join ISB students to discuss, debate and get to know each other in a forum, the remit of which is to reflect as closely as possible the workings of the actual United Nations. Students participate as delegates, researching the history and politics of the country they have been allocated to represent, and formulating 4

SPOTLIGHT | 5/2014

realistic political positions based on their knowledge of that country. They join committees to debate policies revolving around issues such as human rights, the environment, disarmament and security.

The long history of the Model United Nations (MUN) stretches back to 1927, when it was recorded that students at Harvard University began to meet to run a simulation of the League of Nations.

Over the years, MUN has spread from the United States to schools and colleges around the world. As of now, there are approximately 400 MUN conferences worldwide.

ISB is one of only a few schools in Switzer­land that hosts the interschool MUN. Students who join MUN in CAS in High School, have had, in previous years, the opportunity to become delegates at conferences held in Paris and Geneva.

The BAMUN conference is open to all students in Grades 9–12, and many students who join then choose to commit to it until graduation. ●●●

SPOTLIGHT | 5/2014

5

STUDENT LIFE | Student-led Organisations

Student-led Organisations | STUDENT LIFE

MUN in CAS students meet regularly throughout the academic year to discuss politics, international relationships and current affairs, and to prepare for conferences. The fact that students organize things to a large extent by and for themselves is acknowledged by Michelle Wyss and David Clayton, teachers at ISB and directors for MUN. Ms Wyss emphasizes how important it is “…that MUN is student driven. They set the agenda, decide on the topics.” Students usually opt to be involved in either administrative responsibilities or press and publicity. Everything, down to the very name badges that delegates are required to wear, has to be planned for and ­prepared. Photos and video are shot and processed, interviews are conducted and articles for the MUN newspaper must be proofread, prepared for layout and printed.

“I truly love the administrative side of things!”

VALERIE PUGINIER, GRADE 12 STUDENT CO-HEAD OF ADMINISTRATION

Students involved in MUN in CAS acknowledge that it has had an influence on the decisions they make regarding their future lives. We talked to some Grade 12 ISB students who were involved in leading the 2014 MUN conference – BAMUN “The Rise of the Rest” – to find out what their involvement means to them:

Daniel Sims, Co-Head of the War Council says that he has “…developed skills of argument and counter-argument, research, leadership, communication and teamwork.” He further comments that MUN has inculcated in him a sense of responsibility that he is certain will be an asset to him in his chosen future career in medicine.

Thomas Hollands, Co-Head of Press, has no difficulties setting out an argument on the page, but he a ­ cknowledges that belonging to MUN has given him opportunities to explore the demands of making unscripted speeches to a live audience. He intends to study for a degree in Physics: “Involvement in MUN has given me practice in expressing and communicating my ideas effectively. These are skills not necessarily associated with physicists!”

Planning to study Events Management at university.

Q&A Lucy Wagner is the President of the General Assembly, and, like her fellow Grade 12 peers, will hand over the reins of office to younger students after BAMUN 2014. She cites how her position in MUN has given her confidence, and helped her develop means of speaking in a specific way to large numbers of people. After ISB, she wants to study for a degree in Anthropology and Inter­ national Development.

Following the BAMUN conference, we spoke to Lucy again:

SPOTLIGHT: The theme for this year’s conference was “Rise of the Rest”. What does this signify to you?

LW: I was attracted to the broad theme implied by the title – how it addresses the empowering of minorities and global disparities. It encouraged us to look at global development from a lot of differ­ ent angles.

SPOTLIGHT: What was your impression of the organization of the conference overall?

LW: I think it was one of the most organized conferences we’ve had, and the opening ceremony was testament to that. We had great help from the AV team, things were well planned in ad­v ance. The opening ceremony set the tone for the conference and helped the whole weekend run smoothly.

SPOTLIGHT: Tell me about the guest speaker on the opening night – Ingrid

6

SPOTLIGHT | 5/2014

Oliveira of the Swiss Peace Foundation, who spoke on the subject of inequality.

LW: We wanted to invite her after we saw her recently at an InDialogue event on Peace and Conflict Resolution. She spoke in her opening address in a way that really resonated with me, and with other students. There are so many dimensions to the discussions on global developments, and she really put the arguments into concrete terms.

SPOTLIGHT: What formalities do you have to observe at MUN Conference?

LW: Smart dress code is important, as is speech and presentation – you have to observe formal ways of speaking, as you would at the UN. You always have to be cognizant of parliamentary p ­ rocedure, not referring to yourself in the first person, because you are there to represent a country and not necessarily your own opinions. You’re often reminded in committee to, “Please refrain from using

personal pronouns”. I think that helps delegates to put themselves in the mindset of their country. It also gives MUN a professional tone overall.

SPOTLIGHT: How do you feel about the job you’ve done as President over the past year?

LW: I think it went well! Moving around committee rooms on the Saturday – I was chairing on the Sunday – I could see everything coming together. We had some schools participating who were new to MUN and delegates who had never taken part before. That was important to me, because seeing how we managed to get really high standard resolutions for each committee, even though some delegates were inevitably inexperienced, shows that myself as President, along with our team, were able to provide people with examples of how to run an MUN Conference well.

SPOTLIGHT: How did the social event on the Saturday night of BAMUN go?

LW: It was great! I don’t want to go about saying that everything was the best it’s ever been, but the social really was one of the best. We had really good catering – Mexican food – and everybody was able to come.

SPOTLIGHT: Tell us more about the “Crisis” meeting on the Sunday. This was when the entire Conference was suddenly presented with an unanticipated and immediately pressing global issue.

LW: The Crisis went very well. There was definitely some theatricality that day!

Those of us who were student chairs and leaders really got the chance to get involved. The Crisis was revealed to be a global epidemic, named “Feral Madness”. Everybody was given face masks to wear – there was a lot of heightened drama and inevitable tension. As the day went on, you had to react fast as new

information trickled in, such as rising casualties and rumors of cures. We were under time constraints. It was hectic at times. Because it was a global epidemic, it was a great chance for even the smaller countries, not just the big players in the Security Council, to get involved in the debate, as the crisis affected every­ one. We managed to get a resolution which I think was viable, such as closing borders and taking care of people, while keeping in mind political standpoints.

The Crisis is always good to participate in, but I think we kicked it up a notch this year!

SPOTLIGHT: Lucy Wagner – thank you for taking the time to talk to Spotlight.

We wish you all the best for your future.

LW: Thank you.

SPOTLIGHT | 5/2014

7

STUDENT LIFE | Student-led Organisations

Student-led Organisations | STUDENT LIFE

MUN in CAS students meet regularly throughout the academic year to discuss politics, international relationships and current affairs, and to prepare for conferences. The fact that students organize things to a large extent by and for themselves is acknowledged by Michelle Wyss and David Clayton, teachers at ISB and directors for MUN. Ms Wyss emphasizes how important it is “…that MUN is student driven. They set the agenda, decide on the topics.” Students usually opt to be involved in either administrative responsibilities or press and publicity. Everything, down to the very name badges that delegates are required to wear, has to be planned for and ­prepared. Photos and video are shot and processed, interviews are conducted and articles for the MUN newspaper must be proofread, prepared for layout and printed.

“I truly love the administrative side of things!”

VALERIE PUGINIER, GRADE 12 STUDENT CO-HEAD OF ADMINISTRATION

Students involved in MUN in CAS acknowledge that it has had an influence on the decisions they make regarding their future lives. We talked to some Grade 12 ISB students who were involved in leading the 2014 MUN conference – BAMUN “The Rise of the Rest” – to find out what their involvement means to them:

Daniel Sims, Co-Head of the War Council says that he has “…developed skills of argument and counter-argument, research, leadership, communication and teamwork.” He further comments that MUN has inculcated in him a sense of responsibility that he is certain will be an asset to him in his chosen future career in medicine.

Thomas Hollands, Co-Head of Press, has no difficulties setting out an argument on the page, but he a ­ cknowledges that belonging to MUN has given him opportunities to explore the demands of making unscripted speeches to a live audience. He intends to study for a degree in Physics: “Involvement in MUN has given me practice in expressing and communicating my ideas effectively. These are skills not necessarily associated with physicists!”

Planning to study Events Management at university.

Q&A Lucy Wagner is the President of the General Assembly, and, like her fellow Grade 12 peers, will hand over the reins of office to younger students after BAMUN 2014. She cites how her position in MUN has given her confidence, and helped her develop means of speaking in a specific way to large numbers of people. After ISB, she wants to study for a degree in Anthropology and Inter­ national Development.

Following the BAMUN conference, we spoke to Lucy again:

SPOTLIGHT: The theme for this year’s conference was “Rise of the Rest”. What does this signify to you?

LW: I was attracted to the broad theme implied by the title – how it addresses the empowering of minorities and global disparities. It encouraged us to look at global development from a lot of differ­ ent angles.

SPOTLIGHT: What was your impression of the organization of the conference overall?

LW: I think it was one of the most organized conferences we’ve had, and the opening ceremony was testament to that. We had great help from the AV team, things were well planned in ad­v ance. The opening ceremony set the tone for the conference and helped the whole weekend run smoothly.

SPOTLIGHT: Tell me about the guest speaker on the opening night – Ingrid

6

SPOTLIGHT | 5/2014

Oliveira of the Swiss Peace Foundation, who spoke on the subject of inequality.

LW: We wanted to invite her after we saw her recently at an InDialogue event on Peace and Conflict Resolution. She spoke in her opening address in a way that really resonated with me, and with other students. There are so many dimensions to the discussions on global developments, and she really put the arguments into concrete terms.

SPOTLIGHT: What formalities do you have to observe at MUN Conference?

LW: Smart dress code is important, as is speech and presentation – you have to observe formal ways of speaking, as you would at the UN. You always have to be cognizant of parliamentary p ­ rocedure, not referring to yourself in the first person, because you are there to represent a country and not necessarily your own opinions. You’re often reminded in committee to, “Please refrain from using

personal pronouns”. I think that helps delegates to put themselves in the mindset of their country. It also gives MUN a professional tone overall.

SPOTLIGHT: How do you feel about the job you’ve done as President over the past year?

LW: I think it went well! Moving around committee rooms on the Saturday – I was chairing on the Sunday – I could see everything coming together. We had some schools participating who were new to MUN and delegates who had never taken part before. That was important to me, because seeing how we managed to get really high standard resolutions for each committee, even though some delegates were inevitably inexperienced, shows that myself as President, along with our team, were able to provide people with examples of how to run an MUN Conference well.

SPOTLIGHT: How did the social event on the Saturday night of BAMUN go?

LW: It was great! I don’t want to go about saying that everything was the best it’s ever been, but the social really was one of the best. We had really good catering – Mexican food – and everybody was able to come.

SPOTLIGHT: Tell us more about the “Crisis” meeting on the Sunday. This was when the entire Conference was suddenly presented with an unanticipated and immediately pressing global issue.

LW: The Crisis went very well. There was definitely some theatricality that day!

Those of us who were student chairs and leaders really got the chance to get involved. The Crisis was revealed to be a global epidemic, named “Feral Madness”. Everybody was given face masks to wear – there was a lot of heightened drama and inevitable tension. As the day went on, you had to react fast as new

information trickled in, such as rising casualties and rumors of cures. We were under time constraints. It was hectic at times. Because it was a global epidemic, it was a great chance for even the smaller countries, not just the big players in the Security Council, to get involved in the debate, as the crisis affected every­ one. We managed to get a resolution which I think was viable, such as closing borders and taking care of people, while keeping in mind political standpoints.

The Crisis is always good to participate in, but I think we kicked it up a notch this year!

SPOTLIGHT: Lucy Wagner – thank you for taking the time to talk to Spotlight.

We wish you all the best for your future.

LW: Thank you.

SPOTLIGHT | 5/2014

7

STUDENT LIFE | Student-led Organisations

Student-led Organisations | STUDENT LIFE

Students

REPRESENTING STUDENTS Students, inevitably, comprise the largest body of people to be found in any school. That is why it is so important to ISB that not only our teachers and support staff, but also our young people, have a voice when it comes to discussing issues and events that are important to them.

8

SPOTLIGHT | 5/2014

There are many organisations supported by the School that are specifically run by and for students, and which give them opportunities to put forward ideas and have a say in matters that affect ISB. Junior and Middle School Student Voice and High School Grade Representatives At ISB, students are encouraged from an early age to voice their ideas, observations and concerns. To do this effectively, students as early as Grade 4 have the opportunity to seek the leadership position of Junior or Middle School Student Voice Representative.

The student representatives listen to their peers and meet regularly with a specially appointed Teacher Represen­ tative, Head of Year and/or the School Principal to express issues and ideas.

Their remit is to identify how student life can be improved and discussed within the School. The requests are often constructive and helpful, and are acted upon if at all possible:

• Could we have more clocks and waste bins positioned in the hallways?

• How can we provide new students with more information and support?

• Can we make the space inside our lockers more practical by inserting shelves?

• Our homework diary – what do we really need and want included in it?

• The walls approaching the computer lab look a little bare – can we deco­­­r­ate them?

• How can we provide better leadership to our classmates?

• How can we assist new students in transitioning to and from ISB? Straightforward and practical as many of the student observations and sug­ gestions are, they have a vital role to play in contributing perceptible improve­ ments to young people’s everyday school lives, and – more importantly – they are determined and driven by the students themselves.

Student Council (StuCo) Who or what is responsible for many of the fun, social events that take place at ISB? The answer is the Student Council, a body comprised of elected students from several year groups, and admin­istered by an Executive Committee drawn from Senior School students.

If you have ever come across a student belting out a pop song in a Senior Idol competition, dressing to impress at a formal dance or prom, or, alternatively, dressing in a rather more unconventional style at a themed disco, chances are the event has been organized by the Student Council.

ISB is fortunate to have dedicated students who devote time and energy to coordinating ideas, publicity, finances and technical matters, all of which culminate in a wide range of activities for the student body to enjoy through­ out the year – a perfect illustration of students “doing it for themselves” and, at the same time, making a great contribution to the positive social environment of ISB. SPOTLIGHT | 5/2014

9

STUDENT LIFE | Student-led Organisations

Student-led Organisations | STUDENT LIFE

Students

REPRESENTING STUDENTS Students, inevitably, comprise the largest body of people to be found in any school. That is why it is so important to ISB that not only our teachers and support staff, but also our young people, have a voice when it comes to discussing issues and events that are important to them.

8

SPOTLIGHT | 5/2014

There are many organisations supported by the School that are specifically run by and for students, and which give them opportunities to put forward ideas and have a say in matters that affect ISB. Junior and Middle School Student Voice and High School Grade Representatives At ISB, students are encouraged from an early age to voice their ideas, observations and concerns. To do this effectively, students as early as Grade 4 have the opportunity to seek the leadership position of Junior or Middle School Student Voice Representative.

The student representatives listen to their peers and meet regularly with a specially appointed Teacher Represen­ tative, Head of Year and/or the School Principal to express issues and ideas.

Their remit is to identify how student life can be improved and discussed within the School. The requests are often constructive and helpful, and are acted upon if at all possible:

• Could we have more clocks and waste bins positioned in the hallways?

• How can we provide new students with more information and support?

• Can we make the space inside our lockers more practical by inserting shelves?

• Our homework diary – what do we really need and want included in it?

• The walls approaching the computer lab look a little bare – can we deco­­­r­ate them?

• How can we provide better leadership to our classmates?

• How can we assist new students in transitioning to and from ISB? Straightforward and practical as many of the student observations and sug­ gestions are, they have a vital role to play in contributing perceptible improve­ ments to young people’s everyday school lives, and – more importantly – they are determined and driven by the students themselves.

Student Council (StuCo) Who or what is responsible for many of the fun, social events that take place at ISB? The answer is the Student Council, a body comprised of elected students from several year groups, and admin­istered by an Executive Committee drawn from Senior School students.

If you have ever come across a student belting out a pop song in a Senior Idol competition, dressing to impress at a formal dance or prom, or, alternatively, dressing in a rather more unconventional style at a themed disco, chances are the event has been organized by the Student Council.

ISB is fortunate to have dedicated students who devote time and energy to coordinating ideas, publicity, finances and technical matters, all of which culminate in a wide range of activities for the student body to enjoy through­ out the year – a perfect illustration of students “doing it for themselves” and, at the same time, making a great contribution to the positive social environment of ISB. SPOTLIGHT | 5/2014

9

ARTS | Making Music

Making Music | ARTS

“Working in a big group is a big challenge. It’s thrilling to work with so many different instruments, which also makes it more interesting to listen to.”

EMMA MOODY, GR ADE 8 STUDENT TROMBONE

“I got to play with a full orchestra, which I hadn’t done before. I enjoyed the three pieces that we learned.

We were able to work together on the difficult sections to make them sound better.”

HANNAH WILLIS, GR ADE 9 STUDENT FLUTE

MAKING MUSIC Motivating Talent Opportunities abound at ISB for students – and staff – to play musical instruments or practise vocal techniques.

Music is an essential part of life at ISB – at Reinach, Fiechten and Aesch campuses, dedicated music classrooms, well-stocked with pianos, keyboards, guitars and an array of percussion instruments, ensure that all students have regular access to the means to make and appreciate music. Throughout their school lives, students experience opportunities to join large ensembles, attend international festivals, perform on stage in musicals and shows, partici­pate in chamber groups or sing in choirs. Through the provision of after-school private lessons on all three campuses, students are able to study and progress in voice and instrument. Young ­musicians are also given the opportunity to take practical and theory examinations t­ hrough the Associated Board of the Royal Schools of Music (ABRSM), for which ISB is an exam centre.

10

SPOTLIGHT | 5/2014

We are pleased to highlight two ISB music groups which contribute to the evident spirit of cooperation, dedication and sheer joy that comes from rehearsing and performing together: Instant Orchestra – bringing together skilled student performers for a condensed, intensive period of rehearsals; and Rust In Time – a showcase for the often hitherto hidden talents of ISB staff members. ●●●

SPOTLIGHT | 5/2014

11

ARTS | Making Music

Making Music | ARTS

“Working in a big group is a big challenge. It’s thrilling to work with so many different instruments, which also makes it more interesting to listen to.”

EMMA MOODY, GR ADE 8 STUDENT TROMBONE

“I got to play with a full orchestra, which I hadn’t done before. I enjoyed the three pieces that we learned.

We were able to work together on the difficult sections to make them sound better.”

HANNAH WILLIS, GR ADE 9 STUDENT FLUTE

MAKING MUSIC Motivating Talent Opportunities abound at ISB for students – and staff – to play musical instruments or practise vocal techniques.

Music is an essential part of life at ISB – at Reinach, Fiechten and Aesch campuses, dedicated music classrooms, well-stocked with pianos, keyboards, guitars and an array of percussion instruments, ensure that all students have regular access to the means to make and appreciate music. Throughout their school lives, students experience opportunities to join large ensembles, attend international festivals, perform on stage in musicals and shows, partici­pate in chamber groups or sing in choirs. Through the provision of after-school private lessons on all three campuses, students are able to study and progress in voice and instrument. Young ­musicians are also given the opportunity to take practical and theory examinations t­ hrough the Associated Board of the Royal Schools of Music (ABRSM), for which ISB is an exam centre.

10

SPOTLIGHT | 5/2014

We are pleased to highlight two ISB music groups which contribute to the evident spirit of cooperation, dedication and sheer joy that comes from rehearsing and performing together: Instant Orchestra – bringing together skilled student performers for a condensed, intensive period of rehearsals; and Rust In Time – a showcase for the often hitherto hidden talents of ISB staff members. ●●●

SPOTLIGHT | 5/2014

11

ARTS | Making Music

Making Music | ARTS

“Concentrating on something so different from what I have to do during my work week can be very relaxing.

Performing can be nerve wracking, but enjoyable too.”

SUSAN LOWE JUNIOR SCHOOL IT SPECIALIST AND CHOIR SOPR ANO

12

Instant Orchestra Students are very busy people – they will be the first to tell you! So, it’s never easy finding opportunities to bring them all together for a single purpose – such as making music. Hence, the concept of the Instant Orchestra has arisen.

In a relatively short period of time, ISB has grown rapidly, and the increase in student numbers has inevitably meant that the School is abounding with ­qual­ified and enthusiastic young musicians who could potentially form the basis for a full student orchestra.

Music is an integral and vital part of the experience of every student at ISB, whether or not they choose to sing or play an instrument beyond the classroom.

For those that do, and there are many of them at the school, opportunities abound to belong to choirs and different instrumental bands. The difficulty is in bringing together all the students who play different types of instruments or study on different campuses. P ­ resently, the Fiechten Ensemble caters for instrumental musicians at the Grade 6–7 Campus. In Reinach, ensembles on offer to students include the Little Big Band, String Orchestra, Concert Band and Big Band. These groups and others meet at designated times either during lunch or at the end of the school day.

Therefore, in an effort to combine these talented students from different campus­ es and extra-curricular groups, the Music Department invited student musicians at an intermediate/advanced level to form a new large symphonic ensemble, comprised of strings, woodwind, brass and percussion. The result was the Instant Orchestra. The 45–50 successful student members meet for a short but intense period of time during School hours: three Monday morning ­rehearsals, taking place during the first 90 minutes of the timetabled day, followed by a half-day rehearsal and, finally, a performance.

Students are coached by music teachers William Norris, Steven Dube and Jerry Thornburg, as well as professionals from outside the ISB community. Inevitably, considering the level of musical expertise required, many of the members of Instant Orchestra are taken from the Senior School; however, students from

SPOTLIGHT | 5/2014

Fiechten (Grades 6–7) are also involved, and two particularly talented Junior School students have also participated.

Since its first performance in March 2013, the Instant Orchestra has al­ready ­established itself as a feature of the music scene at ISB, with performances aiming to include two pieces of classical music (repertoire has included Berlioz’s “March to the Scaffold” and works by Dvorák and Rimsky-Korsakov) and a film score (“Indiana Jones” and “Pirates of the Caribbean” having proved particularly popular choices). The next series of rehearsals will take place in May 2014, leading up to a performance at the final of the ISB Grade 6–8 Music Competition.

Rust in Time It would not be unreasonable to assume that, at the close of the working day on Friday, most ISB staff would welcome the opportunity to hop onto their bicycles and trams or into their cars, and make for home – or even the hills! However, the truth is that many of the people who spend their week preparing lessons and working with students in classrooms, or supporting those who do, are happy to stay behind when the final bell sounds.

The reason – to make music!

Rust In Time is the name given to an informal but dedicated group of ISB staff members who come together at the end of each week to rehearse voices and instruments, the goal being to perform at Junior and Senior School Concerts, and at staff faculty meetings.

Rust In Time was formed in response to a suggestion made to then new staff members William Norris and Maria Voicu that ISB should have a staff choir. Just a few weeks into their first semester at ISB, William and Maria managed to establish not only a choir, but a band as well. Three years on, the ensemble is still going strong.

William is responsible for coining the group’s name. When the creation of a staff music group was first mooted, emails were sent out to gauge interest.

In replying, ISB staff – clearly an enthusiastic but modest collection of people – often cited that they were a “bit rusty” when it came to recent musical experience, but willing to have a go at performing. Hence, the name “Rust In Time”.

Approximately 30 people from all three ISB campuses meet each week, dividing into separate choral and instrumental groups which join together at the end of each rehearsal. A willingness to sing, play and perform is all that is required – there are no auditions. Due to the non-static nature of ISB staff lives and careers – school trips, student and professional development trips, mater­ nity leave (babies have been known to attend rehearsals!) – Rust in Time is an ever-changing set of talents.

The composition of the band depends on what instruments staff bring along: recently there were not one but two ukulele players. Current instruments also include flute, oboe, cello, alto and tenor saxophones, trombone, acoustic and bass guitar, and drum kit. (There is also a clarinet which, curiously, “…is morphing into a French Horn…”, says Maria!) Maria plays piano and organizes the choir. Her flexibility is such that she has even been known to sing bass in rehearsals! William meticulously pre­pares individ­ual scores for each member of the band, modified to the instrument they play and the level of expertise.

Rust In Time is currently preparing for the next Summer Concert, when the group will perform a mixture of con­ temporary and classical music. Previous concert performances – which have included music by Sting and the Beatles – have been received enthusiastically, with students often remarking that they had no idea of their teacher’s musical talents!

One facet of the IB Learner Profile, re­g­­ularly encouraged at ISB, is that of being a risk-taker. As the concert lights dim and Rust In Time walk on stage, instruments and sheet music in hand, anybody in the audience watching the 30 or so staff members as they take a collective deep breath and begin to make music together, will be assured in the knowledge that risk-taking is most certainly a life-long attribute.

SPOTLIGHT | 5/2014

13

ARTS | Making Music

Making Music | ARTS

“Concentrating on something so different from what I have to do during my work week can be very relaxing.

Performing can be nerve wracking, but enjoyable too.”

SUSAN LOWE JUNIOR SCHOOL IT SPECIALIST AND CHOIR SOPR ANO

12

Instant Orchestra Students are very busy people – they will be the first to tell you! So, it’s never easy finding opportunities to bring them all together for a single purpose – such as making music. Hence, the concept of the Instant Orchestra has arisen.

In a relatively short period of time, ISB has grown rapidly, and the increase in student numbers has inevitably meant that the School is abounding with ­qual­ified and enthusiastic young musicians who could potentially form the basis for a full student orchestra.

Music is an integral and vital part of the experience of every student at ISB, whether or not they choose to sing or play an instrument beyond the classroom.

For those that do, and there are many of them at the school, opportunities abound to belong to choirs and different instrumental bands. The difficulty is in bringing together all the students who play different types of instruments or study on different campuses. P ­ resently, the Fiechten Ensemble caters for instrumental musicians at the Grade 6–7 Campus. In Reinach, ensembles on offer to students include the Little Big Band, String Orchestra, Concert Band and Big Band. These groups and others meet at designated times either during lunch or at the end of the school day.

Therefore, in an effort to combine these talented students from different campus­ es and extra-curricular groups, the Music Department invited student musicians at an intermediate/advanced level to form a new large symphonic ensemble, comprised of strings, woodwind, brass and percussion. The result was the Instant Orchestra. The 45–50 successful student members meet for a short but intense period of time during School hours: three Monday morning ­rehearsals, taking place during the first 90 minutes of the timetabled day, followed by a half-day rehearsal and, finally, a performance.

Students are coached by music teachers William Norris, Steven Dube and Jerry Thornburg, as well as professionals from outside the ISB community. Inevitably, considering the level of musical expertise required, many of the members of Instant Orchestra are taken from the Senior School; however, students from

SPOTLIGHT | 5/2014

Fiechten (Grades 6–7) are also involved, and two particularly talented Junior School students have also participated.

Since its first performance in March 2013, the Instant Orchestra has al­ready ­established itself as a feature of the music scene at ISB, with performances aiming to include two pieces of classical music (repertoire has included Berlioz’s “March to the Scaffold” and works by Dvorák and Rimsky-Korsakov) and a film score (“Indiana Jones” and “Pirates of the Caribbean” having proved particularly popular choices). The next series of rehearsals will take place in May 2014, leading up to a performance at the final of the ISB Grade 6–8 Music Competition.

Rust in Time It would not be unreasonable to assume that, at the close of the working day on Friday, most ISB staff would welcome the opportunity to hop onto their bicycles and trams or into their cars, and make for home – or even the hills! However, the truth is that many of the people who spend their week preparing lessons and working with students in classrooms, or supporting those who do, are happy to stay behind when the final bell sounds.

The reason – to make music!

Rust In Time is the name given to an informal but dedicated group of ISB staff members who come together at the end of each week to rehearse voices and instruments, the goal being to perform at Junior and Senior School Concerts, and at staff faculty meetings.

Rust In Time was formed in response to a suggestion made to then new staff members William Norris and Maria Voicu that ISB should have a staff choir. Just a few weeks into their first semester at ISB, William and Maria managed to establish not only a choir, but a band as well. Three years on, the ensemble is still going strong.

William is responsible for coining the group’s name. When the creation of a staff music group was first mooted, emails were sent out to gauge interest.

In replying, ISB staff – clearly an enthusiastic but modest collection of people – often cited that they were a “bit rusty” when it came to recent musical experience, but willing to have a go at performing. Hence, the name “Rust In Time”.

Approximately 30 people from all three ISB campuses meet each week, dividing into separate choral and instrumental groups which join together at the end of each rehearsal. A willingness to sing, play and perform is all that is required – there are no auditions. Due to the non-static nature of ISB staff lives and careers – school trips, student and professional development trips, mater­ nity leave (babies have been known to attend rehearsals!) – Rust in Time is an ever-changing set of talents.

The composition of the band depends on what instruments staff bring along: recently there were not one but two ukulele players. Current instruments also include flute, oboe, cello, alto and tenor saxophones, trombone, acoustic and bass guitar, and drum kit. (There is also a clarinet which, curiously, “…is morphing into a French Horn…”, says Maria!) Maria plays piano and organizes the choir. Her flexibility is such that she has even been known to sing bass in rehearsals! William meticulously pre­pares individ­ual scores for each member of the band, modified to the instrument they play and the level of expertise.

Rust In Time is currently preparing for the next Summer Concert, when the group will perform a mixture of con­ temporary and classical music. Previous concert performances – which have included music by Sting and the Beatles – have been received enthusiastically, with students often remarking that they had no idea of their teacher’s musical talents!

One facet of the IB Learner Profile, re­g­­ularly encouraged at ISB, is that of being a risk-taker. As the concert lights dim and Rust In Time walk on stage, instruments and sheet music in hand, anybody in the audience watching the 30 or so staff members as they take a collective deep breath and begin to make music together, will be assured in the knowledge that risk-taking is most certainly a life-long attribute.

SPOTLIGHT | 5/2014

13

SPORT | After-school sports

After-school sports | SPORT

After-School

SPORTS Regular, timetabled physical education lessons benefit all ISB students from Early Years to Grade 12. But for many, when the school day ends, it’s an opportunity to get involved in even more sport.

Many visitors to ISB’s Reinach campus cannot have failed to notice the glass display cabinets situated in the entrance hall, shelves practically weighed down with shining cups and trophies. These awards are a testament to the skills and dedication of the many students in our school who take part in after-school sports sessions, and also to the staff who train and guide them.

Daniel Parjol is ISB’s Athletic Director for Senior School, and it is his responsibility to organize after-school training and events for students in Grades 6–12. The After-School Sports Programme has three seasons per academic year, with different sports offered in each season.

Soccer, basketball, volleyball, tennis, badminton, swimming and track and field, are just some of the sports in which students have opportunities to get involved. Such is the enthusiasm for being accepted into these sports p ­ rogrammes, that, currently, approximately 300 Senior School students are regularly to be found after school on tracks, pitches, playgrounds and gymnasiums around ISB, practicing and honing their skills in their particular chosen activity.

14

SPOTLIGHT | 5/2014

Giving it a go At the beginning of every season, Daniel and his team hold try-outs, to which all ISB students are warmly invited. During these try-outs, the emphasis is on “giving it a go” – students have the opportunity to get involved in any sports on offer that particular season that interest them.

Students may opt to pursue an activity in which they may already have some experience and ability (there is usually a lot of interest in soccer, for instance!), but Daniel and the other coaches are also keen to encourage students to attempt a sport that may be new to them.

Taking Part ISB belongs to two sports leagues: the Swiss Group of International Schools (SGIS) and the Sports Council of International Schools (SCIS). Being part of these leagues gives ISB students opportunities to practice and demonstrate their sport­ing skills in a variety of fixtures.

Students regularly travel to other parts of Switzerland, such as Zürich or Luzern, to represent ISB in friendly tournaments; moreover, both leagues organize end-­ of-season official tournaments. ISB has in the past been the official host of the SGIS Swim Meet.

Let’s get started Dedication Belonging to a sports team requires a lot of a student: they must be sure to turn up on time to training sessions, have their kit and equipment with them (and not expect their parents to pack it!), and ensure that they keep on top of school and homework assignments. In a ­ ddi­tion, representing ISB in sports fixtures requires other skills: students are part of a team. They need to be patient and supportive of others – even when – or especially when – they fail to pass the ball or miss that vital catch in the final minute. They need to work constantly on maintaining and improving skills, being neither overconfident in one’s ability or, conversely, not confident enough. Students must also take responsibility for the missed shots, as well as the goals that were made.

Motivation Throughout the School, the role of a coach is to motivate students and help improve skills. Coaches are, of course, also best placed to talent-spot. A recent example of this is of an external coach involved in training Junior Varsity girls’ volleyball, who noted the talent and enthusiasm of many of the students and

encouraged three of the girls to join local clubs. Many ISB swimmers (swimming has a highly competitive reputation at ISB) have likewise integrated into local Swiss teams. Coaches will do their best to encourage a student’s skills and enthusiasm for a sport – if students for whatever reason have difficulty finding the time to participate in ISB After-School sporting activities, the ISB team will do its best to find a viable alternative for the student within the local community.

Celebration It is clear from the number of trophies on display in the School that ISB has had its fair share of sporting successes, and these are rightly celebrated: certifi­ cates are awarded in assemblies to students who have represented their school; match reports are displayed for all to see on the ISB website and Athlet­ ics notice boards. Accompanying that success, however, is a constant emphasis on the values of good, fair play. Player of the Match awards are given not only to reflect specific sporting skills, but also to praise those positive values for which sport is renowned: cooperation, independence, participation, effort, commitment and discipline.

Opportunities to be involved in the After-­ School Sports Programme can begin early in a student’s life: Didier Nehr and Craig Christopherson work with girls and boys in Grades 4 and 5 at Aesch campus. At this stage, the emphasis is on exposing these young students to new sports, allowing them to try-out a variety of activities and gain physical fitness, enjoyment and the joy of participation in the process. Physical sporting a ­ cumen is, of course, assessed and rightly acknow­ledged, but being a fair, enthusi­ astic and committed team player, and – occasion­ally and inevitably - a good loser, is also a vital part of the team selection process. Win or lose, at the end of a match all teams will give a “High Five”!

By Grade 6 students will have moved to Fiechten, where Guy Thomas, school teacher and After-School Sports coach, liaises with Daniel Parjol to ensure a smooth running of all practice sessions and fixtures and replication of a ­ thletics notice boards cross-campus. By this stage of a student’s involvement, the sports programme becomes more structured, with ongoing competitions, longer coaching sessions and the requirement of a greater degree of commitment.

SPOTLIGHT | 5/2014

15

SPORT | After-school sports

After-school sports | SPORT

After-School

SPORTS Regular, timetabled physical education lessons benefit all ISB students from Early Years to Grade 12. But for many, when the school day ends, it’s an opportunity to get involved in even more sport.

Many visitors to ISB’s Reinach campus cannot have failed to notice the glass display cabinets situated in the entrance hall, shelves practically weighed down with shining cups and trophies. These awards are a testament to the skills and dedication of the many students in our school who take part in after-school sports sessions, and also to the staff who train and guide them.

Daniel Parjol is ISB’s Athletic Director for Senior School, and it is his responsibility to organize after-school training and events for students in Grades 6–12. The After-School Sports Programme has three seasons per academic year, with different sports offered in each season.

Soccer, basketball, volleyball, tennis, badminton, swimming and track and field, are just some of the sports in which students have opportunities to get involved. Such is the enthusiasm for being accepted into these sports p ­ rogrammes, that, currently, approximately 300 Senior School students are regularly to be found after school on tracks, pitches, playgrounds and gymnasiums around ISB, practicing and honing their skills in their particular chosen activity.

14

SPOTLIGHT | 5/2014

Giving it a go At the beginning of every season, Daniel and his team hold try-outs, to which all ISB students are warmly invited. During these try-outs, the emphasis is on “giving it a go” – students have the opportunity to get involved in any sports on offer that particular season that interest them.

Students may opt to pursue an activity in which they may already have some experience and ability (there is usually a lot of interest in soccer, for instance!), but Daniel and the other coaches are also keen to encourage students to attempt a sport that may be new to them.

Taking Part ISB belongs to two sports leagues: the Swiss Group of International Schools (SGIS) and the Sports Council of International Schools (SCIS). Being part of these leagues gives ISB students opportunities to practice and demonstrate their sport­ing skills in a variety of fixtures.

Students regularly travel to other parts of Switzerland, such as Zürich or Luzern, to represent ISB in friendly tournaments; moreover, both leagues organize end-­ of-season official tournaments. ISB has in the past been the official host of the SGIS Swim Meet.

Let’s get started Dedication Belonging to a sports team requires a lot of a student: they must be sure to turn up on time to training sessions, have their kit and equipment with them (and not expect their parents to pack it!), and ensure that they keep on top of school and homework assignments. In a ­ ddi­tion, representing ISB in sports fixtures requires other skills: students are part of a team. They need to be patient and supportive of others – even when – or especially when – they fail to pass the ball or miss that vital catch in the final minute. They need to work constantly on maintaining and improving skills, being neither overconfident in one’s ability or, conversely, not confident enough. Students must also take responsibility for the missed shots, as well as the goals that were made.

Motivation Throughout the School, the role of a coach is to motivate students and help improve skills. Coaches are, of course, also best placed to talent-spot. A recent example of this is of an external coach involved in training Junior Varsity girls’ volleyball, who noted the talent and enthusiasm of many of the students and

encouraged three of the girls to join local clubs. Many ISB swimmers (swimming has a highly competitive reputation at ISB) have likewise integrated into local Swiss teams. Coaches will do their best to encourage a student’s skills and enthusiasm for a sport – if students for whatever reason have difficulty finding the time to participate in ISB After-School sporting activities, the ISB team will do its best to find a viable alternative for the student within the local community.

Celebration It is clear from the number of trophies on display in the School that ISB has had its fair share of sporting successes, and these are rightly celebrated: certifi­ cates are awarded in assemblies to students who have represented their school; match reports are displayed for all to see on the ISB website and Athlet­ ics notice boards. Accompanying that success, however, is a constant emphasis on the values of good, fair play. Player of the Match awards are given not only to reflect specific sporting skills, but also to praise those positive values for which sport is renowned: cooperation, independence, participation, effort, commitment and discipline.

Opportunities to be involved in the After-­ School Sports Programme can begin early in a student’s life: Didier Nehr and Craig Christopherson work with girls and boys in Grades 4 and 5 at Aesch campus. At this stage, the emphasis is on exposing these young students to new sports, allowing them to try-out a variety of activities and gain physical fitness, enjoyment and the joy of participation in the process. Physical sporting a ­ cumen is, of course, assessed and rightly acknow­ledged, but being a fair, enthusi­ astic and committed team player, and – occasion­ally and inevitably - a good loser, is also a vital part of the team selection process. Win or lose, at the end of a match all teams will give a “High Five”!

By Grade 6 students will have moved to Fiechten, where Guy Thomas, school teacher and After-School Sports coach, liaises with Daniel Parjol to ensure a smooth running of all practice sessions and fixtures and replication of a ­ thletics notice boards cross-campus. By this stage of a student’s involvement, the sports programme becomes more structured, with ongoing competitions, longer coaching sessions and the requirement of a greater degree of commitment.

SPOTLIGHT | 5/2014

15

Educational trip | TRAVEL

TRAVEL | Educational trip

THE SOUTH AFRICA educational trip

OPENING EYES AND ENRICHING LIVES – Last October, Senior School students had the opportunity to visit South Africa, to experience the splendor of that country once again and to work and play with others in environments far removed from their normal daily lives.

There are undoubtedly many benefits to being a student at ISB: constant support to reach your potential, provided in a modern, comfortable and well-equipped physical environment; adults who guide you towards academic achievement; friends with whom you can share the good times (as well as the stressful moments!); encouragement to live a healthy life and share in the sporting achievements of others; social events, musical competitions, theatre, art, technology displays, debating platforms… the list goes on.

Exposing young people to positive experiences such as these helps to shape their perspectives, giving them the scope to make decisions about their own lives – to formulate what is important to them, what gives them fulfilment, what helps them understand their place in the world. With that in mind, the many varied trips that ISB organizes annually are not least among the experiences that contribute to a well-rounded education.

Since 2003, ISB has been taking a group of students on educational trips to South Africa. These trips help to provide students with a genuine service learning opportunity, which focuses on fighting prejudice against children and developing international-mindedness.

“We became aware of the extent to which our visit made an impact on the students at the school, and how much we all appreciated the time we spent together.”

HARRISON WISSON, GR ADE 11 STUDENT

16

SPOTLIGHT | 5/2014

SERVICE LEARNING LINKS WHAT IS TAUGHT IN THE CLASSROOM WITH THE REALITY OF LIFE OUTSIDE AND ENCOURAGES STUDENTS TO TAKE ACTION. The popularity of this particular trip, which takes place during the two-week October break, is such that the 30 or so Senior School students who are select­ed – having submitted an essay on why they wish to go as part of their application – must show a commitment to the aims of the trip and must do a good deal of preparation in advance of departure. At weekly meetings, students are re­quired to research and present information to each other about South Africa’s social, political, geographic, economic and cultural diversity, as well as learn­ing more about the service projects that will be supported. Amongst other activities, students organize regular bake sales to raise funds for the service projects. An added benefit of the trip is that students have the chance to experience the many splendours that South Africa has to offer – its magnificent wildlife and scenery, its history and cultures - while providing opportunities for them to encounter the reality of life for so many of its citizens.

Students also keep a “Green Book” – a sort of journal in which they record key aspects from the presentations as well as what they have learnt about South Africa prior to the journey. From the first day away, they use it to reflect on the trip in terms of the c­ hallenges they face, the awareness of their strengths and areas for growth, the importance of collaboration, learning new skills and shared commitment.

Their experiences include visits to reserves such as the Lanseria Lion Park and game drives in the Pilanesberg National Park, set in the crater of an extinct volcano, to spot the “Big Five”; drumming and marimba sessions in Cape Town; excursions around the Cape Peninsula, including hiking and observing the penguins in Simons’ Town; taking a cable car up Table Mountain. ●●●

SPOTLIGHT | 5/2014

17

Educational trip | TRAVEL

TRAVEL | Educational trip

THE SOUTH AFRICA educational trip

OPENING EYES AND ENRICHING LIVES – Last October, Senior School students had the opportunity to visit South Africa, to experience the splendor of that country once again and to work and play with others in environments far removed from their normal daily lives.

There are undoubtedly many benefits to being a student at ISB: constant support to reach your potential, provided in a modern, comfortable and well-equipped physical environment; adults who guide you towards academic achievement; friends with whom you can share the good times (as well as the stressful moments!); encouragement to live a healthy life and share in the sporting achievements of others; social events, musical competitions, theatre, art, technology displays, debating platforms… the list goes on.

Exposing young people to positive experiences such as these helps to shape their perspectives, giving them the scope to make decisions about their own lives – to formulate what is important to them, what gives them fulfilment, what helps them understand their place in the world. With that in mind, the many varied trips that ISB organizes annually are not least among the experiences that contribute to a well-rounded education.

Since 2003, ISB has been taking a group of students on educational trips to South Africa. These trips help to provide students with a genuine service learning opportunity, which focuses on fighting prejudice against children and developing international-mindedness.

“We became aware of the extent to which our visit made an impact on the students at the school, and how much we all appreciated the time we spent together.”

HARRISON WISSON, GR ADE 11 STUDENT

16

SPOTLIGHT | 5/2014

SERVICE LEARNING LINKS WHAT IS TAUGHT IN THE CLASSROOM WITH THE REALITY OF LIFE OUTSIDE AND ENCOURAGES STUDENTS TO TAKE ACTION. The popularity of this particular trip, which takes place during the two-week October break, is such that the 30 or so Senior School students who are select­ed – having submitted an essay on why they wish to go as part of their application – must show a commitment to the aims of the trip and must do a good deal of preparation in advance of departure. At weekly meetings, students are re­quired to research and present information to each other about South Africa’s social, political, geographic, economic and cultural diversity, as well as learn­ing more about the service projects that will be supported. Amongst other activities, students organize regular bake sales to raise funds for the service projects. An added benefit of the trip is that students have the chance to experience the many splendours that South Africa has to offer – its magnificent wildlife and scenery, its history and cultures - while providing opportunities for them to encounter the reality of life for so many of its citizens.

Students also keep a “Green Book” – a sort of journal in which they record key aspects from the presentations as well as what they have learnt about South Africa prior to the journey. From the first day away, they use it to reflect on the trip in terms of the c­ hallenges they face, the awareness of their strengths and areas for growth, the importance of collaboration, learning new skills and shared commitment.

Their experiences include visits to reserves such as the Lanseria Lion Park and game drives in the Pilanesberg National Park, set in the crater of an extinct volcano, to spot the “Big Five”; drumming and marimba sessions in Cape Town; excursions around the Cape Peninsula, including hiking and observing the penguins in Simons’ Town; taking a cable car up Table Mountain. ●●●

SPOTLIGHT | 5/2014

17

TRAVEL | Educational trip

Educational trip | TRAVEL

On a journey to Robben Island, students reflect on the life of its most famous inmate, the late Nelson Mandela. A visit to the Apartheid Museum in Johannesburg, opened in 2001, and a subsequent visit to Soweto, provides them with a compelling experience of what life was like for the majority of the citizens of South Africa for much of the last century.

A stay-over at the multicultural village of Lesedi, near Johannesburg, gives students the opportunity to experience some of the prominent indigenous African cultures of South Africa.

During this and previous trips, ISB students spend three days at the Linawo Children’s Home in Cape Town, where orphaned and abandoned youngsters are cared for. This particular experience provides our students with a hands-on opportunity to fight prejudice against children and promote their education – a key component of service ­learn­ing.

Funds raised by students at ISB currently support the education of two of the children living there. Students work with the children in practical ways – helping with homework, doing chores and gardening. The highlight for all is undoubtedly the Big Soccer Tournament between ISB students and the ­Linawo children. A cup is awarded to the winning team. For the past few years, despite ISB’s reputation for sporting achievement, Linawo have proved the undoubted winners!

Since the inception of this trip, ISB has established a particular connection with students and staff of the Ruben Monareng Primary School (RMPS) in the suburbs of Rustenburg. Each time ISB visits South Africa, the students visit that school and are able to share their experiences, cultures and l­ angua­g­es and in turn to learn from the RMPS children, all part of developing intercultural awareness. Before the trip, ISB students are allocated pen friends from amongst the oldest (Grade 7) South African students and exchange letters with them. The Primary School students are selected as pen friends on their abil­ity to read and write English. This acts as a strong incentive for these students – they know that if they achieve a good standard of English, they too could be selected in the future to be pen friends of ISB students.

On the day of the school visit, RMPS and ISB students at last have the opportunity to meet face to face, studying and working with each other both in and out of class. With help from funds raised by the ISB community, the school now has a library, and books are filling the shelves (funds for this are a direct result of the bake sales held at ISB prior to the trip); the football field has been grassed over and there are now plans to improve the ablution facilities. The community at large also benefits from these improvements to its local school.

Although primary education in South Africa is free, parental contribution is important to the enhancement of the learning opportunities. Sadly, not all students at Ruben Monareng are part of a stable family unit. Briony Norcross, a Grade 11 student, recently summed up the feelings of many ISB students as she reflected on the experience of visiting the South African school:

“Hearing my pen pal talk about her unfortunate living situation and possibly being an orphan in the future and then suddenly getting so enthused over me teaching her certain life lessons made me very emotional. This was because I had never fully understood the impor­tance of education until then.

I realized that I take my schooling and knowledge for granted and that I have the resources to do anything I want to do. This is an area of growth that I need to work on; I need to take full advantage of the resources I have to make the lives of others better.”

After meeting their pen friends, some ISB students have continued their cor­respondence with them, and others, hav­ing graduated from ISB, have returned for a time to the African continent to further their studies in, for example, marine biology and veterinary science.

Others, having had the opportunity to spend time with South African children and adults, have commented on how this has affected their own lives. Josie, a former student of ISB, who undertook the trip in 2005, says:

“The educational trip to South Africa was one of the true highlights of my secondary schooling – and one which I remember vividly even almost a decade on. As a teenager, born and raised in a privileged community, I knew little about the true meaning and implications of poverty. Working with a charity, developing friendships with local students and being guided through the town­ ships of this remarkable country made me realize how different life can be.

The sights, smells and sounds that we experienced honed my desire to help, explore and experience – character­ istics that have since shaped my chosen career and helped me to form goals and ambitions in life.”

Before, during and after the trip, ISB students experience many opportunities to develop a sense of responsibility and contribute to the lives of others in practical and supportive ways. This trip increases their awareness of the vital need to combat all manifestations of prejudice against children, among them the lack of adequate education, health care or opportunities in life.

18

SPOTLIGHT | 5/2014

SPOTLIGHT | 5/2014

19

TRAVEL | Educational trip

Educational trip | TRAVEL

On a journey to Robben Island, students reflect on the life of its most famous inmate, the late Nelson Mandela. A visit to the Apartheid Museum in Johannesburg, opened in 2001, and a subsequent visit to Soweto, provides them with a compelling experience of what life was like for the majority of the citizens of South Africa for much of the last century.

A stay-over at the multicultural village of Lesedi, near Johannesburg, gives students the opportunity to experience some of the prominent indigenous African cultures of South Africa.

During this and previous trips, ISB students spend three days at the Linawo Children’s Home in Cape Town, where orphaned and abandoned youngsters are cared for. This particular experience provides our students with a hands-on opportunity to fight prejudice against children and promote their education – a key component of service ­learn­ing.

Funds raised by students at ISB currently support the education of two of the children living there. Students work with the children in practical ways – helping with homework, doing chores and gardening. The highlight for all is undoubtedly the Big Soccer Tournament between ISB students and the ­Linawo children. A cup is awarded to the winning team. For the past few years, despite ISB’s reputation for sporting achievement, Linawo have proved the undoubted winners!

Since the inception of this trip, ISB has established a particular connection with students and staff of the Ruben Monareng Primary School (RMPS) in the suburbs of Rustenburg. Each time ISB visits South Africa, the students visit that school and are able to share their experiences, cultures and l­ angua­g­es and in turn to learn from the RMPS children, all part of developing intercultural awareness. Before the trip, ISB students are allocated pen friends from amongst the oldest (Grade 7) South African students and exchange letters with them. The Primary School students are selected as pen friends on their abil­ity to read and write English. This acts as a strong incentive for these students – they know that if they achieve a good standard of English, they too could be selected in the future to be pen friends of ISB students.

On the day of the school visit, RMPS and ISB students at last have the opportunity to meet face to face, studying and working with each other both in and out of class. With help from funds raised by the ISB community, the school now has a library, and books are filling the shelves (funds for this are a direct result of the bake sales held at ISB prior to the trip); the football field has been grassed over and there are now plans to improve the ablution facilities. The community at large also benefits from these improvements to its local school.

Although primary education in South Africa is free, parental contribution is important to the enhancement of the learning opportunities. Sadly, not all students at Ruben Monareng are part of a stable family unit. Briony Norcross, a Grade 11 student, recently summed up the feelings of many ISB students as she reflected on the experience of visiting the South African school:

“Hearing my pen pal talk about her unfortunate living situation and possibly being an orphan in the future and then suddenly getting so enthused over me teaching her certain life lessons made me very emotional. This was because I had never fully understood the impor­tance of education until then.

I realized that I take my schooling and knowledge for granted and that I have the resources to do anything I want to do. This is an area of growth that I need to work on; I need to take full advantage of the resources I have to make the lives of others better.”

After meeting their pen friends, some ISB students have continued their cor­respondence with them, and others, hav­ing graduated from ISB, have returned for a time to the African continent to further their studies in, for example, marine biology and veterinary science.

Others, having had the opportunity to spend time with South African children and adults, have commented on how this has affected their own lives. Josie, a former student of ISB, who undertook the trip in 2005, says:

“The educational trip to South Africa was one of the true highlights of my secondary schooling – and one which I remember vividly even almost a decade on. As a teenager, born and raised in a privileged community, I knew little about the true meaning and implications of poverty. Working with a charity, developing friendships with local students and being guided through the town­ ships of this remarkable country made me realize how different life can be.

The sights, smells and sounds that we experienced honed my desire to help, explore and experience – character­ istics that have since shaped my chosen career and helped me to form goals and ambitions in life.”

Before, during and after the trip, ISB students experience many opportunities to develop a sense of responsibility and contribute to the lives of others in practical and supportive ways. This trip increases their awareness of the vital need to combat all manifestations of prejudice against children, among them the lack of adequate education, health care or opportunities in life.

18

SPOTLIGHT | 5/2014

SPOTLIGHT | 5/2014

19

ON CAMPUS | International Festival

International Festival | ON CAMPUS

“We were dazzled by our first International Festival. Not only was it marvelous to see each nationality celebrate their culture with huge energy, creativity and pride, but also a great opportunity to connect up with fellow countrymen and women. Definitely the best day out in the ISB calendar.”

CIARA O’CONNELL, VOLUNTEER AT THE IRISH BOOTH

The annual

INTERNATIONAL FESTIVAL CELEBRATING THE RICH CULTURES AND COMMUNITIES OF ISB – the Parents’ Association organized event that puts the “fun” into “fundraising”!

Where can you try your hand (and feet!) at a climbing wall, admire the performing talents of student bands and choirs, while sampling foods and drinks from around the world and, most importantly of all, contribute to raising funds that directly benefit students? Where else but The ISB Parents’ Association International Festival!

Held in June each year at the Reinach campus, the long-­ running ISB International Festival is the largest fundraiser that the ISB Parents’ Association organizes. All profits go back to ISB, (funds from the most recent annual festival contributed to the work undertaken in the libraries at all three campuses). The emphasis is most definitely on it being a family fun event, reflecting as much as possible the multi-cultural, multi-national nature of ISB’s students, families and staff. The Festival is open to the public as well as the ISB community, attracting last year approximately 1,500 people.

20

SPOTLIGHT | 5/2014

The event begins with an opening parade, involving students up to Grade 3, who hold aloft the vibrantly coloured flags of every country that they have previously created in class. During the day, there are opportunities to get involved with sporting activities such as basketball and soccer coaching sessions. You can see students performing anything from hip-hop to Scottish dancing, appreciate the voices and instrumental expertise of student music competition winners (and even check out some live student/parent acts!) Booths representing nations as far flung as Sri Lanka and Scandinavia specialize throughout the day in providing food, drink, gifts and crafts typical of their country. Other booths are staffed by local vendors, selling items such as artworks and jewelry, publicizing businesses such as language schools or bookstores, or providing information about charities and community groups.

For the young and not-so-young the International Festival provides the classic sorts of entertainments we all expect to see: such as hair-braiding, face-painting and balloons.

A recent addition to the entertainments on offer is the Silent Auction: attendees can inspect at leisure gift baskets and offer written bids, above a minimum value, on any that take their fancy – previous baskets have included games, foods, and even dog treats! Last year, successful bids on all forty or so baskets generated an agreeable contribution to the overall funds raised that day.

ISB is proud and fortunate to be a school that welcomes stu­ dents and families from all over the world. The annual International Festival is our opportunity to come together as one community to celebrate – through our music and dancing, through our foods, drinks and handicrafts – the richness and diversity of our many nationalities and cultures.

“For me the International Festival means the opportunity to share with all the ISB community a little piece of Mexican culture and their authentic food. I have enjoyed every year…the organization, the preparation, teamwork, the enthusiasm and, best of all, at the end a great result and the nice compliments from the people.”

MERCEDES CORNEJO, LEADER OF THE MEXICAN BOOTH

SPOTLIGHT | 5/2014

21

ON CAMPUS | International Festival

International Festival | ON CAMPUS

“We were dazzled by our first International Festival. Not only was it marvelous to see each nationality celebrate their culture with huge energy, creativity and pride, but also a great opportunity to connect up with fellow countrymen and women. Definitely the best day out in the ISB calendar.”

CIARA O’CONNELL, VOLUNTEER AT THE IRISH BOOTH

The annual

INTERNATIONAL FESTIVAL CELEBRATING THE RICH CULTURES AND COMMUNITIES OF ISB – the Parents’ Association organized event that puts the “fun” into “fundraising”!

Where can you try your hand (and feet!) at a climbing wall, admire the performing talents of student bands and choirs, while sampling foods and drinks from around the world and, most importantly of all, contribute to raising funds that directly benefit students? Where else but The ISB Parents’ Association International Festival!

Held in June each year at the Reinach campus, the long-­ running ISB International Festival is the largest fundraiser that the ISB Parents’ Association organizes. All profits go back to ISB, (funds from the most recent annual festival contributed to the work undertaken in the libraries at all three campuses). The emphasis is most definitely on it being a family fun event, reflecting as much as possible the multi-cultural, multi-national nature of ISB’s students, families and staff. The Festival is open to the public as well as the ISB community, attracting last year approximately 1,500 people.

20

SPOTLIGHT | 5/2014

The event begins with an opening parade, involving students up to Grade 3, who hold aloft the vibrantly coloured flags of every country that they have previously created in class. During the day, there are opportunities to get involved with sporting activities such as basketball and soccer coaching sessions. You can see students performing anything from hip-hop to Scottish dancing, appreciate the voices and instrumental expertise of student music competition winners (and even check out some live student/parent acts!) Booths representing nations as far flung as Sri Lanka and Scandinavia specialize throughout the day in providing food, drink, gifts and crafts typical of their country. Other booths are staffed by local vendors, selling items such as artworks and jewelry, publicizing businesses such as language schools or bookstores, or providing information about charities and community groups.

For the young and not-so-young the International Festival provides the classic sorts of entertainments we all expect to see: such as hair-braiding, face-painting and balloons.

A recent addition to the entertainments on offer is the Silent Auction: attendees can inspect at leisure gift baskets and offer written bids, above a minimum value, on any that take their fancy – previous baskets have included games, foods, and even dog treats! Last year, successful bids on all forty or so baskets generated an agreeable contribution to the overall funds raised that day.

ISB is proud and fortunate to be a school that welcomes stu­ dents and families from all over the world. The annual International Festival is our opportunity to come together as one community to celebrate – through our music and dancing, through our foods, drinks and handicrafts – the richness and diversity of our many nationalities and cultures.

“For me the International Festival means the opportunity to share with all the ISB community a little piece of Mexican culture and their authentic food. I have enjoyed every year…the organization, the preparation, teamwork, the enthusiasm and, best of all, at the end a great result and the nice compliments from the people.”

MERCEDES CORNEJO, LEADER OF THE MEXICAN BOOTH

SPOTLIGHT | 5/2014

21

SPOTLIGHT | Holiday Camps

Holiday Camps | SPOTLIGHT

ISB HOLIDAY CAMPS

“I just wanted to write a short note to thank you and your team for a wonderful camp experience for my boys. They just loved it and have had so much fun. Looking forward to week 2 and to next year!”

FR ANCESCA WUT TKE, PARENT

Cool summer activities, warm winter smiles

Parents and carers often ask: How do we keep our younger children occupied and entertained when we are at home during vacation time?

The answer could be the ISB Holiday Camps.

“Justin just showed me all the pictures and said these two weeks were fabulous. Thanks to all!”

THOMA S KÖSTNER, PARENT OF JUSTIN, GR ADE 6

“Winter Camp was so cool with all the sports and activities. We got to be bakers and actors too!”

22

SPOTLIGHT | 5/2014

JORIS HATEBUR, GR ADE 3 STUDENT

In a large and growing school, such as ISB, it can be a challenge to bring together under one roof students of different ages. One such opportunity is, however, provided by the ISB Winter and Summer Holiday Camps.

Organised by Primary Years Programme Coordinator, Michelle Chittano, the Holiday Camps run during part of the winter and summer ISB vacations.

Students of ISB, ranging in age from three to twelve years old, are invited to spend some of their holiday break at Aesch school campus, taking part in a wide range of thoroughly enjoyable activities.

On arrival, the buzz of excitement mounts as students are grouped by age (Early Years, Grades 1-3 and Grades 4-6) and subsequently, for the duration of the camp, wear a T-shirt in their group’s colour. Teams are then created, members being selected from the different groups. In that way, each team will be represent­ed by a mixture of boys and g ­ irls of different ages. Each team invents a name for themselves (in the most recent Winter camp, imaginations ran along the theme of seasonal weather patterns, with “The Seven Snowflakes” and “The Frozen Snowmen” working alongside “The Snow Owls” and the “Frosted Crystals”). Camp

leaders and assistants, many of whom are drawn from existing ISB staff, are often assisted by Senior School students seeking community and service experience.

The emphasis is on doing and creating things, having fun and making friends along the way, through a programme of events that include physical activities, music and dance, and arts and crafts. Team building is an important component of this: just one example is the challenge to form the largest paper chain possible, without speaking and only using one hand! Last summer camp, students went for a pleasur­ able hike and returned with armfuls of leaves from a variety of trees which they subsequently used to create beautiful art collages. For the latest winter camp, the eating area was renamed “The Snowflake Café” and, each afternoon, everyone would enjoy a cup of hot choc­ olate with delicious snacks provided by students from their cookery sessions.

The culmination of each week of Camp is the Friday Showcase: this is an opportunity for student campers to present some of the experiences in which they have been involved during the week. Previous showcases have included singing and music-making; exhibitions of artwork; and drama

presentations, where each team has acted on stage, wearing costumes they created and using a script they collec­t­ively devised.

Reflecting on her experience of running these camps, Michelle Chittano remarks on how the camps embody a positive “emotional journey” for all involved, both students and helpers.

She has observed examples of students bonding in ways that would not normally be seen – how younger children are readily included, encouraged and cared for by older children on the soccer pitch; how overcoming massive obstacle courses and competing successfully in Mini-Olympics events involve each team working collaboratively across age, size and ability.

If further proof were needed that student holiday campers are having a very good time indeed – just ask their par­ents: although Camp finishes each day at 5pm, children can be picked up an hour before this time; but mothers and fathers will warn that if they arrive promptly at 4pm, their child is likely to keep them waiting the full sixty minutes!

For further information about ISB Summer and Winter Camps, please contact Michelle Chittano michelle.chittano@isbasel.ch SPOTLIGHT | 5/2014

23

SPOTLIGHT | Holiday Camps

Holiday Camps | SPOTLIGHT

ISB HOLIDAY CAMPS

“I just wanted to write a short note to thank you and your team for a wonderful camp experience for my boys. They just loved it and have had so much fun. Looking forward to week 2 and to next year!”

FR ANCESCA WUT TKE, PARENT

Cool summer activities, warm winter smiles

Parents and carers often ask: How do we keep our younger children occupied and entertained when we are at home during vacation time?

The answer could be the ISB Holiday Camps.

“Justin just showed me all the pictures and said these two weeks were fabulous. Thanks to all!”

THOMA S KÖSTNER, PARENT OF JUSTIN, GR ADE 6

“Winter Camp was so cool with all the sports and activities. We got to be bakers and actors too!”

22

SPOTLIGHT | 5/2014

JORIS HATEBUR, GR ADE 3 STUDENT

In a large and growing school, such as ISB, it can be a challenge to bring together under one roof students of different ages. One such opportunity is, however, provided by the ISB Winter and Summer Holiday Camps.

Organised by Primary Years Programme Coordinator, Michelle Chittano, the Holiday Camps run during part of the winter and summer ISB vacations.

Students of ISB, ranging in age from three to twelve years old, are invited to spend some of their holiday break at Aesch school campus, taking part in a wide range of thoroughly enjoyable activities.

On arrival, the buzz of excitement mounts as students are grouped by age (Early Years, Grades 1-3 and Grades 4-6) and subsequently, for the duration of the camp, wear a T-shirt in their group’s colour. Teams are then created, members being selected from the different groups. In that way, each team will be represent­ed by a mixture of boys and g ­ irls of different ages. Each team invents a name for themselves (in the most recent Winter camp, imaginations ran along the theme of seasonal weather patterns, with “The Seven Snowflakes” and “The Frozen Snowmen” working alongside “The Snow Owls” and the “Frosted Crystals”). Camp

leaders and assistants, many of whom are drawn from existing ISB staff, are often assisted by Senior School students seeking community and service experience.

The emphasis is on doing and creating things, having fun and making friends along the way, through a programme of events that include physical activities, music and dance, and arts and crafts. Team building is an important component of this: just one example is the challenge to form the largest paper chain possible, without speaking and only using one hand! Last summer camp, students went for a pleasur­ able hike and returned with armfuls of leaves from a variety of trees which they subsequently used to create beautiful art collages. For the latest winter camp, the eating area was renamed “The Snowflake Café” and, each afternoon, everyone would enjoy a cup of hot choc­ olate with delicious snacks provided by students from their cookery sessions.

The culmination of each week of Camp is the Friday Showcase: this is an opportunity for student campers to present some of the experiences in which they have been involved during the week. Previous showcases have included singing and music-making; exhibitions of artwork; and drama

presentations, where each team has acted on stage, wearing costumes they created and using a script they collec­t­ively devised.

Reflecting on her experience of running these camps, Michelle Chittano remarks on how the camps embody a positive “emotional journey” for all involved, both students and helpers.

She has observed examples of students bonding in ways that would not normally be seen – how younger children are readily included, encouraged and cared for by older children on the soccer pitch; how overcoming massive obstacle courses and competing successfully in Mini-Olympics events involve each team working collaboratively across age, size and ability.

If further proof were needed that student holiday campers are having a very good time indeed – just ask their par­ents: although Camp finishes each day at 5pm, children can be picked up an hour before this time; but mothers and fathers will warn that if they arrive promptly at 4pm, their child is likely to keep them waiting the full sixty minutes!

For further information about ISB Summer and Winter Camps, please contact Michelle Chittano michelle.chittano@isbasel.ch SPOTLIGHT | 5/2014

23

AESCH CAMPUS Arlesheimerstrasse 7 • CH-4147 Aesch Reception +41 61 715 33 34 FIECHTEN CAMPUS Fiechtenweg 72 • CH-4153 Reinach Reception +41 61 567 34 00 REINACH CAMPUS Fleischbachstrasse 2 • CH-4153 Reinach Reception +41 61 715 33 33 Main School +41 61 715 33 33 Main Fax +41 61 715 33 15 Admissions +41 61 715 33 19 Trip Returns +41 61 715 33 32 info@isbasel.ch www.isbasel.ch

THE ISB MAGAZINE | ISSUE 02

SPOT LIGHT