Stories Untold - Summer 2022-23

Joanne Rodriguez Senior School Head of Arts & Design

Welcome to the sun-kissed pages of our summer edition! The tales of the “Stories Untold” unfolds one last time, our final edition of the 2022–2023 school year!

As we bid farewell to another school year, it’s impossible not to shine a spotlight on our Grade 12 graduates. Their journey, triumphs, and unforgettable memories take center stage in this edition. Congratulations, graduates!

But that’s not all. This edition is also about our remarkable teachers. Discover their secret talents and passions beyond the classroom. They’re the superheroes who inspire us every day.

We want to express our heartfelt thanks to our entire school community. Your support has made this year extraordinary. Together, we’ve weathered storms, overcome challenges, and celebrated victories. Thank you for being the heartbeat of our school community.

As we bid farewell to this chapter, let’s embrace the adventures that lie ahead and cherish the moments we’ve created together. The next chapter of our journey awaits with Stories Untold.

Team | Jasmijn Hendriks, Caroline Nielsen & Justine ThebaultWeiser, Grade 11

From our Senior School Principal

Ian Hoke

The sultry summer has arrived to Basel, and it feels like it is here just in time to slow us all down after a year of active growth and engagement in all things learning! The summer solstice is past, but long days and longer evenings lie ahead. This deserves celebration, as does the creative work of our school year together. Who knows when anyone will even read these words?

Maybe you checked an email against your better judgement and opened a digital file full of student art and writing, feet in the sand of a beach or the grass of a Badi abutting an Alpine lake? Perhaps you are on a train to somewhere that the sun falls on the stones of millennia past? Or, are you in your garden with a lemonade, considering chores that can probably wait until tomorrow? Wherever you may be, I hope you are taking the time to relax and refresh. I am also glad that you are taking a moment to read and explore.

I guess it is also possible that you are picking this up in August as the next school year begins, as the rush to buy supplies and find new classrooms presses in, and languid summer days that once stretched out so far ahead are now a memory. If so, then I hope this magazine stands as a reminder to create! Write. Paint. Photograph. And so on. It might not feel as though there is time, but the creative act often makes more time, slowing the hustle to the pace of a resting heartbeat.

Enjoy the ideas in these pages, wherever and whenever you may be.

LEAVING THEIR MARK

Commemorating ISB’s Class of 2023 Graduation

Graduation ceremonies are opportunities for reflection and meaningful celebration of students’ accomplishments. They are also a chance for a community to unite to wish young people well in their future journeys as they move on from the familiar walls of high school. As an ISB community, we celebrated our Class of 2023 at the beautiful Stadt Casino in Basel. Of course, the main highlight was seeing our seniors at their most relaxed after a taxing exam period, but another gem was listening to the infinitely wise words from the student selected graduation speaker, Ms Sarvani Akella, a well loved Economics and Psychology teacher and support system for students. Ms Akella reminded students to nurture their sense of curiosity as they move into their future paths as it is authentic curiosity which spawns learning. Fostering empathy and connection to others was another facet of the message which surely resonated deeply with this year group who forged close friendships throughout their time at ISB.

They cared for and supported each other through the tricky pandemic months which preceded their entry into Grade 11, and learned the value of this message first hand as they navigated their paths while staying connected to each other.

The class of 2023 is a special group of students who have left an imprint on our school and minds and we wish them our very best.

Story | Ginelle Stutt, Head of Grade 12 Photos | Communications Department

Congratulations to the graduates of 2023! Your hard work, dedication, and achievements have paved the way for a bright future filled with endless possibilities. Best wishes for the exciting journey ahead!

A NIGHT TO REMEMBER

Grade 11–12 Prom

Story | Jasmijn Hendriks, Grade 11

Photos | Communications Department

An extravagant spectacle organized by our exceptional student council, our Grade 11–12 Prom set the stage in late March at the magnificent Schmatz venue, nestled near the vibrant Dreispitz. The electrifying theme, “Vintage Hollywood,” was voted by the student body. To go along with the theme the venue was decorated with images of our teachers past and hollywood icons. The theme also called for elegant dresses and suits. It was a night filled with endless dancing, loads of smiles, with only the best music blasting all night. Everyone looked amazing in their prom attire with Jinoo and Martin in Grade 11 taking home the title of best dressed. Though dancing the night away in nice shoes can often cause some discomfort so the student council was very kind and provided slippers to those who wanted, which many people took them up on.

As is common at prom, a vote was held for prom king and queen, which went to Tom and Georgia in Grade 12 who were crowned during the dance. Prom was a wonderful celebration of the hard work and dedication we have all put in through the school year and was a great way for the grades to come together.

This was a great way to celebrate the Grade 12s final weeks at ISB before the exams and a great way to send them off.

Story & Photo | Nat Ayling, EC 1 Teacher & Steve Ayling, MS Counsellor

NURTURING RELATIONSHIPS

Grade 7 Wellbeing & EC1 Buddy Class Collaboration

As ISB continues to aim to build community and relationships across the school, one great experience this year was a Grade 7 Wellbeing class and EC1 buddy class collaboration. Both groups of students seemed to get so much out of the experience as they bonded in nature, walking together, holding hands along the bike and country paths, chatting about all sorts of things, in many different languages! It was a joy to see our students connecting so genuinely and so naturally. We look forward to exploring further ways to connect next year too.

EXPLORING SUSTAINABLE CONSUMPTION CULTURE

Grade 7s’ Journey in Basel’s Global Consumer Culture

Story & Photos | Kelly Bader, English Teacher

Our Grade 7 Individuals and Societies students are not just learners, they’re inquirers, innovators, creative thinkers and problem solvers in our fast, ever-changing world. In our final weeks of school, our Grade 7s had been learning about what it means to be sustainable consumers with emphasis on the impacts of our own consumption. They then took it a step further, by connecting these concepts to our broader world. They formulated independent hypotheses to investigate in Basel City Center, to see Basel’s Global Consumer Culture. Upon reflection, they were able to see the techniques used to lure in buyers and the vastness of fast fashion and over-consumption.

They entered a Dragon’s Den challenge, focused on designing a circular, sustainable business that would sell a product to appeal to teens here in Basel. They then presented their business models to a room of Dragons. The Dragons asked questions to verify their processes and commitments and later chose the businesses they felt were worth investing in. It was competitive, yet fun and reminded us all to be more conscious consumers.

Students then had the opportunity to put themselves into the shoes of business leaders, becoming their own entrepreneurs in search of a more sustainable way forward for our future.

STUDENT VOICE²

ISB Launches Two Podcasts

Podcasts are a powerful tool to share thoughts, opinions and insights, especially when they are in interview format, as they give a straight talk between the host and the interviewees.

In this spirit, back in December 2022 we decided to launch an ISB Podcast, to provide students with a new channel to raise their voice. Three key components were essential to make it happen: a strong technical team, a charismatic host and a good recording studio.

The first task was easy: three students from the ISB Tech-CrewNoah, Rayan and Sebastian - didn’t hesitate to volunteer to be behind the cameras (yes, we actually use 3 in each episode!) They also ensured the mics, headphones, and all technical equipment worked perfectly in sync on each episode.

As for the podcast host, Director of Sports “Coach Vic” Caban came to the rescue and proved to be the master of improv. He would typically take his place one minute before we go live, in a seemingly “unprepared” way. Yet, from the moment we press record, he starts linking ideas, making connections and engaging the guests in a way that shows deliberate preparation.

Story | Victoria Torrano, Head of Marketing and Communications

Photos | Joanne Rodriguez, Head of Design & Arts

Finding a recording venue was actually the easiest, as we are fortunate at ISB to have a brand new Black Box drama room, which provides a powerful dark background, ideal to create an intimate interviewing environment. The challenge, though, was to align calendars to find a time when all the above, plus the guests, would be available. But we managed!

The new podcast, conveniently named “ISB Breathing FIRE” after our Athletics Philosophy, celebrates the four values that our Dragons “breathe”: Fairplay, Improvement, Respect and Effort. It covers different aspects of our school’s life, from sports, robotics, music, arts and so many other angles of our holistic way of teaching and learning.

Little could we suspect that, a couple of episodes into our new podcast, the three Tech-Crew students would present a proposal to start their own podcast. Their concept would reverse the “Breathing FIRE” format, by having three students interviewing a faculty member. This is how “Off the Record”, the second ISB podcast came to light.

The three young hosts applied what they learnt through the school’s official podcast to create their own version, with their own style and personalities, but with all the rigour, preparation and hard work they witnessed while supporting the production of “Breathing FIRE”. The launch of “Off the Record” shows that our students truly breathe FIRE!

Fully led and produced by students, “Off the Record” sheds light on “ISB stories beyond books“ and is a true example of ISB student voice in action.

CAPTIVATING THE ART OF PRINTING

Mr. Dube’s Passion for Early Printed Books

Story | Jasmijn Hendriks, Grade 11

Photos | Arts Department

“Early Printed Books - An Introduction and Illustrated Guide”, written by Mr. Dube is all the wonderful wonders of printed books and the role Europe played in the development of it. The book is a great place to start if you want to learn about the history of book printing, from how the lettering was created to how the printing press works. Basel has played a big role in the development of printed books and by reading the book, you are able to discover the many impacts Basel had on printing.

Since Mr. Dube is a music teacher and a performer, European history plays a big role in his job. Not only that, but European history is connected to many things he is interested in, such as early printing. When Mr. Dube bought his first print, a single page from an old book from 1493, it led to him doing a little research on it. This research led to more and more research. Eventually, he learned about the role and the importance Basel played in the development of creating printed books. After a while, Mr. Dube realized that if he did not find a way to keep track of all the research he had been doing, he would forget it. Thus, came the perfect opportunity to write a book containing all the research he did. It was something completely different to what he had done before. Creating a book challenged him, but it also allowed

him to develop as a person and a learner. Therefore, “the idea of preserving [my research] was a good reason to write a book about something that I am not an expert in” (Mr. Dube).

The process was very tedious and lasted around a year. When it came to the information, it took a lot of highlighting, organizing, reading and keeping track of information. As for all the prints in the book, they are all prints Mr. Dube owns. This took a lot of time and consideration, as he had to look carefully and consider whether the prints he found were worth buying. However, accumulating all of these prints allowed him to develop his own collection over time. By doing all the research himself and finding the prints, he was able to tailor the book to his interests. There is so much when it comes to learning

and research about early printed books, but because this is Mr. Dube’s book, he was able to focus on the parts he was interested in. This also motivated him, as he was studying something he was genuinely intrigued by. One of his favourite parts about the whole process was learning about the graphic art of printing. As Mr. Dube said it is fascinating to see “how imaginative the work was and how they had to work so hard to put so much stuff into a small space”. Furthermore, it is captivating to see where graphic art comes from, and the influence Europe had on the development of it.

Mr. Dube’s main goals of researching, organising and sharing his work in the form of a book have now been realised, he has also just been informed of the good news that the Director of the Basel Papermill Museum has agreed to carry his book in their museum shop.

This will allow his work to be shared with others on a much broader scale. It will also be one of the few books in English at the shop, so it should have appeal to those looking for a book in English on the various subjects that it covers.

Lastly, some advice from Mr. Dube, if you want to do something similar, do not be intimidated. “Anything that is worth learning comes with challenges, and with those challenges comes great reward if you’re willing to push through it.” Not only do you develop your own confidence, but you also develop in a field that you are interested in. Doing these challenges gets you out of your comfort zone, which is important in becoming a well-rounded person.

While

ROCKLETTE UNPLUGGED Uniting Teachers and Music Lovers Through Rock

Story | Nicole Gough, English Teacher

Photos | Rocklette Group

What happens when you bring together teachers from Aesch, Fiechten, and Reinach who love rock and the classic Swiss cuisine of raclette? You get Rocklette! The brainchild of Ringo, Paul, and Mitch (nearly a tribute to the Beatles!), Rocklette began with a special blend of bass, drums, and guitar. This was followed by the added spice of Dan Smyth and Nicole Gough on vocals. Finally, Laura Owens added the coup de grâce on keyboards.

Many members of Rocklette have storied histories in different bands, on different continents around the world. We all love music, whether it’s bluegrass and folk or metal or rock.

In the transient expat life, it’s nice to find common ground with people through shared love of music.

In May, we played our first show at Gasthof Mühle in Aesch, a fantastic evening that brought together a huge mix of members of the ISB community. This first gig was followed by a performance on June 10 at International Festival at our very own Reinach campus, which expanded our audience to include EC1 students, suggesting that we are appropriate for all ages. We wrapped up our shows this year with a fun performance on the last day of school, with our first official “tour”: members shuttled to Fiechten for the start of the day, then returned to Reinach to perform at Idols with some fabulous dancers.

Next school year, Rocklette will be on like Donkey Kong, so if you love music, dancing, and songs you can sing along to, keep an eye out for upcoming gigs or follow us on Instagram (rockletterock) for more news!

HAIKUS

Coming along a mountain path, somehow so charming - a wild violet

Bashô, the master of Japanese haiku, travelled the country and a haiku is a remarquable moment captured in a poetic language. It is tradition to interpret it in a calligraphy, to share that moment with him.

A haiku is not supposed to be metaphorical, but I can’t help thinking that it is worth walking on the path of life for those wild violets, what ever they are, where ever they are.

In many instances Poetry is an attempt to reach the incommensurable. Even when Poetry only manages to skim that dimension of life it is worth the try. Haikus are perhaps one of the poetic expressions that best provides us with a glimpse of the unknown.

González Rivas, Lourdes Marisela, Modern Languages Teacher

山路来て 何やらゆかし すみれ草

Stéphane Thaize, Modern Languages Teacher

THE QUEST OF SELF-EXPRESSION

Grade 10 Art Explores “Me, Myself, and I”

Story | Joanne Rodriguez, Head of Design & Arts

Photos | Paul Pacey, Professional Photographer & Joanne Rodriguez, Head of Design & Arts

In an exciting new unit, Grade 10 art students embarked on a journey of self-discovery and artistic exploration. With a focus on themes of identity and narrative, this unit aims to introduce them to a deeper conceptual understanding of art, preparing them for the challenges that lie ahead in the IB Diploma programme.

Students explored the powerful connection between the self and art,looking at the lens of portraiture. They sought to capture the essence of “Me, Myself, and I” portraying them on canvasses and uncovering their own unique narratives of identity.

To truly understand the power of portraiture, the students journey through art history. They explored the chiaroscuro techniques of Caravaggio, the expressive brushwork of Vincent van Gogh, and the bold colours of Pablo Picasso, each artist incorporating their subjects’ portraits with narratives that transcend time and space.

In their pursuit of self-expression, the students have a pivotal decision: acrylic or oil on canvas. Like colours on a palette, this choice became a reflection of their individual identities. When the final strokes were laid upon the canvas, the students not only unveiled the stories of “Me, Myself, and I” but also discovered and understand the true power of art –illuminating the human spirit through portraiture.

My choice to paint my younger self is extremely important to the message of the painting. With the goal of representing my authentic self, I couldn’t think of a time when I was freer to express my personality than when I was a young child. The naive and oblivious nature of my younger self worked as a shield from judgment and negativity around me. My disregard for my outer image allowed me to be happy with myself, regardless of if I was wearing a sparkly tutu or an old pair of pajamas. It is with age and experience that this blissful ignorance disappeared.

– Camille Klein

I had never painted with acrylics, or created a detailed and realistic painting before. While it took a lot of time and effort, I was able to come out of this experience with more knowledge about painting. Parts of the painting look very realistic to me, and surpassed the level I thought I would never be able to reach with this medium.

– Ana Nixon

This was my first time using oil and painting on canvas, and this was a very positive experience. I feel that this work was definitely worth the amount of effort I put into it, and I am pleased with the aesthetic aspect of it I really like how I was able to play around with different textures. I am also pleased with how I was able to really take inspiration from an artist and create a work which relates with that of the artist’s in terms of technique and composition.

– Estelle

Scotto

Camille Estelle

Tala

Anastasia Salma Sabine

Ana

DESIGN FOR LIVING SUSTAINABLY

Empowering Fashion Designers in the MYP Classroom

In the dynamic MYP classroom, a new era of fashion designers emerges, driven by the unit “Design for Living Sustainably.” Guided by the key concept of culture and related concepts of marketing and trends, students embark on a transformative journey, where sustainability and global context take center stage.

Under the intriguing subtitle “Fashion Victim,” students dive deep into the MYP design cycle, mastering the art of planning, skill acquisition, and evaluation.

Emphasizing individuality, each student takes charge of their independent project, fostering a sense of autonomy and creative freedom.

Story | Sonja Menting, Coordinator of Design

Photos | Communications Department & Joanne Rodriguez, Head of Design & Arts

Beyond their designing process, some students showcase their modeling skills to the communications team, bridging the gap between creativity and effective presentation. Looking ahead, an exciting sewing service project awaits, collaborating with the Athletics department to create tablecloths. This opportunity will not only enhance the students’ skills but also contribute to the larger school community.

As the MYP classroom buzzes with enthusiasm, the Design for Living Sustainably unit serves as a catalyst for personal growth and collective responsibility. These aspiring fashion designers are equipped not only with the ability to create stunning garments but also with a deep understanding of sustainable practices, ensuring a brighter, more conscious future for the world of fashion.

NURTURING CREATIVITY & ITERATIVE DESIGN

A Glimpse into the IB Design Technology Course

Story | Sonja Menting, Coordinator of Design

Photos | Paul Pacey, Professional Photographer

In these captivating photos, we witness the dynamic relationship between teacher and student during the prototyping phase of the IB Design Technology course at the International School Basel. This visual narrative underscores the crucial significance of modeling as students embark on their design journeys of the Internal Assessment, grasping the iterative nature of the creative process.

The models they craft serve as essential tools for testing and refining their initial ideas, catering to the needs of their discerning clients. The diversity of projects tackled in the course revolves around the principles of ergonomics, sustainable living, and overall well-being, inspiring innovative solutions to real-world challenges.

To bring their concepts to life, students explore a range of modeling techniques, from foam sculpting to utilizing 3D printers. The teacher’s role is to foster an environment that nurtures flexibility and creativity, empowering students to push the boundaries of their skillset

By actively engaging in prototyping and embracing the iterative design approach, these young minds not only gain invaluable hands-on experience but also cultivate the essential skills required for future endeavors in the field of design and technology.

BEHIND THE CURTAINS

Reflections on ‘Sid Arthur’ - A Grade 10 One Act

Theatre Experience

Story | Sophia Ayling, Grade 10

Photos | Joanne Rodriguez, Head of Design & Arts

Being a part of the Grade 10 Theatre class of 2023, working on props, and playing multiple roles in the play “Sid Arthur” was an incredible and rewarding experience that allowed us to bring the story to life.

I was a member of the props team, meaning I was responsible for creating and organizing various items that helped bring the play to life. I was placed in a group with 5 other people where we had to research and collaborate as to what props were needed. Our main prop was the van which we created using an old theatre prop from previous years. My group worked hard and gave

up our spare time during lunch breaks to complete everything. Lara, Shai, and Leyla were three of my group members who did a great job of painting the van and making it look more authentic, while my job was cutting out the wheels. It was a satisfying experience to see our hard work pay off when we saw the positive impact our props had on the overall production.

The rehearsal process was probably the most intense and demanding part of the production as doubts started to arise. I was filled with fear when I realized most members hadn’t memorized their

The play allowed me to collaborate with talented individuals and grow as an individual. I am grateful for the opportunity to have been a part of this production and look forward to future theatrical endeavors that will continue to inspire and challenge me.

lines (even though our final performance was that same day). We worked through countless hours of practice, refining scenes, and receiving feedback from Mr. Herzig. I was still nervous that the final performance would be awful and we would humiliate ourselves, but as the curtains opened, the energy of the audience and the excitement within the cast filled everyone with confidence and we did great.

Being an actress on stage I played the roles of Jan, Cary the Crazy Crew Guy, and a member of the Deadpan Chorus. Although it was demanding to learn the lines for all of these different characters, I loved the experience of bringing the different characters to life since they each had their quirks and personality traits. Switching between roles challenged me to adapt quickly and stay focused throughout the performance. I had different props that helped the audience and myself to distinguish these characters and it was quite funny when I was having to switch roles while still onstage. During the performance, I was backstage and I misplaced my prop for ‘Cary the Crazy Crew Guy’. I was calmly and quietly searching for my headphones, but luckily I found them in the end.

Looking back on the production of “Sid Arthur,” I am filled with a sense of pride and fulfillment. The memories created during rehearsals, backstage moments, and the thrill of performing will forever hold a special place in my heart.

ARTISTIC EXTRAVAGANZA

Celebrating the Arts Evening

Art Exhibition in the Foyer

The foyer became an art gallery as students proudly exhibited their works. Grade 9 art students presented a collection of oil on canvas and oil pastel works inspired by the Impressionist landscape paintings. The students also showed their keen eye for detail through pen drawings, capturing the natural beauty that surrounds our school.

In a remarkable demonstration of creativity, Grade 10 students presented their ceramics unit, titled

Story & Photos | Joanne Rodriguez, Head of Design & Arts

“Fantasy and Mystery of a Home.” Their designs incorporated innovative elements to house plants while playing with lighting to create an enchanting ambiance. Alongside this, their thought-provoking painting unit titled “The Narrative of Me, Myself, and I” explored the journey of self-identity through various artistic styles and movements.

Grade 11 students showcased their inspiring linocuts, which were influenced by diverse artists and art movements, reflecting their passion for art history and contemporary techniques.

The Theatre Enchantment

The theatre performances were no less captivating, as students explored the works of the legendary playwright, William Shakespeare. Each performance delved into the Statement of Inquiry: “How can I use a range of devising techniques,

combined with my knowledge of a Shakespeare Play, to create an engaging and informed ensemble piece?”

The theatre students skillfully integrated various devising techniques into their performances, which included the “Over-Over Under-Under Movement Sequence,” “Chair Duets,” “Stage Combat,” and original Shakespearean text. The audience was treated to mesmerizing renditions of Shakespearean classics, such as “King Lear,” “Midsummer Night’s Dream,” “Romeo and Juliet,” “Othello,” and “As You Like It.”

The performances were a true testament to the dedication and hard work of our theatre students, who demonstrated their understanding of Shakespeare’s plays while adding their own unique flair to the timeless stories.

Harmonious Melodies in the Palestrina Room

The Palestrina room came alive with a medley of musical performances by our talented music students. The students showcased their diverse talents, leaving the audience captivated.

The performances featured a wide array of solo and group acts, including modern hits like “Reckless” by Madison Beer, classic compositions such as Franz Liszt’s “Liebestraum no. 3 in Ab Major,” and iconic songs like “Viva La Vida” by Coldplay. The students’ proficiency on various instruments and their angelic vocals painted a beautiful picture of harmony and artistic excellence.

The evening also featured some exceptional guitar, flute, and piano performances, taking the audience on a delightful musical journey through different genres and eras.

We would like to extend our heartfelt gratitude to the parents and students who graced our Arts Evening with their presence and enthusiastic participation, creating a warm and inviting atmosphere that inspired our young artists, actors, and musicians.

A special thanks goes to our parent committee, “Arts Booster,” whose dedicated efforts in helping to support the event and providing delightful refreshments throughout the evening added an extra touch of joy to the occasion.

GLOBAL SCIENCE FOR GLOBAL WELLBEING

The Group 4 Project’s Journey

Story | Jasmijn Hendriks, Grade 11

The Group 4 Project is a collaborative work, which encourages students, to appreciate all the implications of Science. This year’s theme was ‘Global Science for Global Wellbeing’. It involves all Grade 11 students, who are combined into mixed groups with people from the different Sciences, such as Chemistry, Biology, Physics, Design Technology and Sports Science. It provides us with the opportunity to collaborate with individuals whom we don’t typically work alongside. This event takes 2 days to complete, where we participated in a number of challenges.

One of the six challenges was building a rocket, collecting data, and using those information to accurately hit a target on the first try. This involved many of the areas of Sciences, specifically Physics and Design. We had to consider the aesthetics aspect of the rocket, its weight and much more. After some trial and error, we all achieved success and built a fully functioning rocket. We had an absolute blast creating, launching, and competing to see whose rocket was the most aesthetically pleasing and accurate.

Water filtration was another area for us to discover and understand. Here, groups received 3 different liquids with different concentrations of rubber particles in it. It was up to the groups to determine which liquid had the most rubber particles and which had the least. This required groups to design our own methods, execute them and graph the results. Despite the fact that this required a lot of careful planning, the execution of the techniques were fun and interesting.

At the conclusion of the challenges, each group was assigned one specific task, requiring them to create a comprehensive poster encompassing their challenge, key learnings, and its relevance to the theme. Despite the time constraint of just 55 minutes to prepare their presentations, everyone delivered an impressive performance.

Overall the two days involved a lot of thinking, a lot of learning, a lot of collaboration and most importantly a lot of fun.

Photos | Communications Department

LANGUAGE & CULTURE

Study Trip to Málaga

A trip always starts before it begins. Our Study Trip to Málaga (21-26 May 2023) started in March 2022 when I was thinking of offering an unforgettable learning experience. I was searching for Language Institutes in Spain that could also offer an immersion program combining language and culture. I had fond memories of a visit I did in 2015 to Malaca Institute and how impressed I was then with the quality of the service they provide. I contacted them and sent a proposal that was well received and there the journey of the Study Trip to Málaga began and later on, successfully continued when I invited Mr Luke Champion to join me in this adventure.

Story | Marisela González Rivas, Modern Languages Teacher

Photos | Spanish Trip Group

A new language has to be savoured in the food the locals eat, has to be felt on the skin when experiencing their sea; has to be internalised when staying in the places they live; has to be seen in the colours of nature that surrounds them.

A new language takes you by surprise when they greet you; it is found in the history behind their iconic buildings; in the texture of the materials they use to build public and private spaces.

A language that we are learning has to be heard from different native voices and literally takes you in its arms when learning how to dance. That was the type of experience that the Study Trip to Málaga offered. It was carefully designed and arranged to combine academic work with excursions, sightseeing, visits and time shared with local families.

A lifelong memory to treasure about what is to be a language learner, better said, what is to allow ourselves to widen our horizons from within.

EXPLORING BERLIN’S PAST

Grade 10s’ Immersive Trip to Berlin

Story | Jasmijn Hendriks, Grade 11

As a part of the History, Geography courses the Grade 10s were able to explore Berlin. They spent their days from the 22nd of May to the 25th of May exploring the city of Berlin. While the train rides were long, they got some amazing opportunities to learn about the DDR and what life was like at the time.

Students visited the Berlin Wall, Topography of Terror museum and even visited two memorials, the Memorial of the Murdered Jews of Europe and the Sachsenhausen Memorial. At the Assisi Panorama museum the were able experience

everyday life in the shadow of the Berlin Wall

While it was saddening to remember those times, it was very educational and gave many students an insight of what the DDR was like. They got to end their trip with a nice cruise in one of the many rivers in Berlin.

While this trip was very educational it also gave the students a lot of time to bond and make some more lifetime friendships. From going shopping together, to deciding what to eat for lunch, they were able to spend a lot of time with their friends and create some lasting and fun memories.

Photos | Individuals & Societies Department

Story | Jasmijn Hendriks, Grade 11

Photos | The DofE Group

BEYOND BACKPACKING

The Duke of Edinburgh Qualifying Expedition in Massif des Vosges

From June 13th until June 17th, some Grade 10 and 11 students spent their days outside in the Northern part of the Massif des Vosges, completing the qualifying expedition as part of the Duke of Edinburgh International Award Program. To receive the award, students must spend 3-6 months engaging in voluntary service, skills development, and physical recreation. They also have to go on a practice expedition and, finally, the qualifying expedition.

Preparing for the expeditions takes a lot of time and skills. Students need to plan out their routes, find the compass bearing, set goals for themselves, plan out their meals, and more. This requires a lot of group work and communication to ensure that nothing important is missing.

The qualifying expedition is a two-day hike or bike ride for bronze level participants and a three-day hike or bike ride for silver level participants, during which students have to carry everything they need in a backpack. Yes, this means someone in the group will have to carry the three-person tent. Although students are trained and taught throughout the year on what to bring and what to do in emergency situations, it still requires a lot of physical and mental strength. One of the most challenging aspects of the 2-3 days is finding the motivation to continue. You will most likely get lost, get soaking wet, realize you forgot to bring a meal, or accidentally break your tent. However, with the support of your group members, it can be a blast. Many fun memories are created, from starting to laugh hysterically for no reason, to feeling like your feet will fall off.

Doing the expedition makes you appreciate the small things a lot more, such as sleeping in your own bed instead of on a mat and sleeping bag, or getting to shower and properly brush your hair.

Overall, the experience is very rewarding and, although difficult at times, it leads to some great conversations, memories, and fun times.

IT ONLY TAKES ONE PERSON TO CHANGE THE WORLD

The Red Cross Club’s Influence at ISB

Story | Birgit Meier, Modern Languages Teacher

Photos | Red Cross Group

This quote by Sherry DePerno came alive here at ISB when, four years ago, a group of ISB students - Christopher Cassel, a former student of our school (IB 22), and his friends Tamsin, Aneesh, Anika, Maria, Katie, Bryn, Olivier, Maya, Isabella, and other students - founded the Red Cross Club. They wanted to make a difference to those people who were in need. The Club was, at this time, overseen by our former I&S teacher, Mr. Green.

This student-led club has grown over the years. In the academic year 2022/2023, there were over 32 students enrolled, and Josephine Sand, Grade 11, was leading the group extremely successfully.

I took over along with Katie White in the winter of the ‘founders’ graduation. I’m in my 2nd year of leading this group (started in grade 10). There was very little

structure in the club when I started in 2022. My co-leader Katie also moved when the then-grade 12s graduated, so I had a large task to tackle on my own. I decided to add some structure to the leadership this year; we have 3 project leaders, 2 communications officers, a creative director, and a social media manager. -

Josephine Sand, Red Cross Leader

Throughout the year, a wide array of activities took place, aimed at gathering funds to support less fortunate and underprivileged individuals.

Our main events were:

• Trunk or Treat, where we had a Halloween photo booth for our little learners in Aesch and bake sales at all the sports awards.

• Together with the Sustainable Fashion group in the Environmental Society, we had our second annual thrift market.

• When the awful earthquake hit Syria and Turkey, we created a QR-code and collected money at the Personal Project exhibition; it all went directly from the ISB community to the Red Cross.

• To bring this year to a close, we participated in the international festival this summer, hosting a cup pong game where players could win stickers and donated toys!

We also participated in some of the meetings at the Red Cross house in Basel and could deepen our relationships with the organization. By the end of the year, Roshan from the Youth Red Cross Basel came and visited us at Reinach to take part in our meeting, where we discussed our next steps.

A STUDENT-LED COFFEE CART WITH A SOCIAL MISSION

Morning Mugs

Story | Brittany Walther, Intensive Needs Teacher

Photos | Intensive Needs Department

You may have already been tempted by the Morning Mugs freshly-baked cookies or the delightful aroma of their roasted espresso beans but do you know the story behind the cart? Francesco Pages (12), Anna Roosiaas (12) and Clara Gubser (11) started a coffee cart business this school year. The purpose behind this student-led business is to allow the students to practice social skills, vocational skills and life skills which will be needed post high school. All the money Morning Mugs raises is being donated to Arise and Shine which provides early learning opportunities to children in South Africa. So far, they have already donated a whopping 3,500 chf!

In addition to serving the Reinach campus every Tuesday and Thursday morning, the students also sold their treats at the Aesch Winter Market, were hired by the 2nd grade team at Aesch to make coffee and cookies for the entire Aesch staff and served treats at the Reinach English department meeting.

We asked the students involved a few questions to get their opinions on the project.

Interviewer: Anna, what has been your favorite memory of this experience?

Anna: My favorite experience has been working with

the staff and customers. Everyone has been very nice to me and I try to be nice to them as well. We have a lot of nice chitchat together while selling cookies and making the coffees.

Interviewer: What skills will you take away from working on the Morning Mugs project?

Anna: I think I will probably take away the skill of creating the mugs with our own designs. I think if I had my own business selling EDM items it is the personal touches like the hand drawn coffee cups that make a difference.

Interviewer: Francesco, How did the team come up with the logo design and name?

Francesco: Well, each member of our team drew some logo concepts on paper and after that we all compared and selected which logo design we liked the best. Then a grade 12 design student, Gabriela Fernandez-Coppel Erbiti, made the logo design better by using Photoshop. For the name, we took a similar approach to how we selected the logo.

Interviewer: What was something you found difficult at first, that you now find easier?

Francesco: At first, I didn’t know how to make the coffee drinks especially with the professional coffee machine. Also, I had never made coffee before because I am not a coffee drinker and the machine we have at home is a simple pod coffee machine. Now I feel like I have gotten better at this and I believe the customers are happy with the drinks I make.

Interviewer: Clara, what’s your favorite part about working on the Morning Mugs project?

Clara: My favorite part is interacting with the customers. I especially like giving customers silly order names and seeing their reactions. For example, some of our silly customer names are Little Red Riding Hood, The Wicked Witch of the West and Taylor Swift.

Interviewer: Will you tell people the cookie recipe if they ask? Clara: We are keeping our lips sealed.

In April, left Morning Mugs as they graduated. To replace them, we have two wonderful CAS students, Jasmijn Hendriks and Caroline Nielsen, who will continue the project with Clara into next school year.

We hope to see you next year at the cart!

UNSTOPPABLE TEAM SPIRIT

Softball Season Recap

The softball season was filled with big laughs and bad tan lines. We have many great stories from this season that we’ll remember for a long time. The amount of support on the team was phenomenal, and most people got their own little chant when they went up to bat; otherwise, we were screaming our heads off to hype each other up.

Story | Caroline Nielsen, Grade 11 Photos | Communications Department

This season truly felt like a team effort, and we were one unit.

Many of our players started the season with little to no experience playing softball, but by the end, everyone was hitting well and making great plays. As a team, we saw great improvement throughout the season, scoring more points in each game. This was most evident when playing in our final tournament in Zurich, where we won over teams that had beaten us previously. So, although we didn’t come home with any trophies, it was a memorable season that we were all proud of.

I also want to give a special shout-out to our AMAZING coaches; they have both been absolutely phenomenal. We are really lucky to have had Ms. Ball this year, who has played softball professionally for the national team in the UK, so she has a tremendous amount of knowledge and passion for the game of softball, which has made her a great teacher. Her energy and excitement rubbed off on all of us, and it was amazing to see her clearly in her element. We also had Coach Walther again this year, who served as our number one hype man and the source of much joy and laughter, as well as being the responsible and organized one who made sure we all knew what we were doing. Without her, we would all have been lost.

FUN IN THE SUN

A Successful Sports Day Event

Story | Caroline Nielsen, Grade 11

Photos | Joanne Rodriguez, Head of Design & Arts

As a tradition at ISB, Sports Day is held every year during the last week of school. For high school students, it took place at St. Jakob Park, where all homerooms, separated by grade, competed against each other in kickball, ultimate frisbee, and beach volleyball. The games were refereed by members of staff. It provided an opportunity to explore different sports, foster a spirit of competition, and create a bonding experience as a homeroom, all while enjoying a day filled with fun and sun. The teams put up hard fights and embraced a competitive mindset, with many homeroom members showing dedicated support.

The parent committee also played a vital role in the event, providing students with refreshing orange slices throughout the day, ensuring everyone stayed energized and hydrated during the competitions. Their support and dedication added an extra touch of care to the already

wonderful Sports Day experience.

After a very tiring and hot day in the sun, we concluded with a couple of hours at the St. Jakob pool, which is located just next to the fields. It was a great chance to cool off with an ice cream or take a swim, as well as enjoy some lunch. For the Grade 11s, this was a bittersweet day, as it marked their last ever Sports Day. However, they made the most out of the experience and are now ready for the next stages.

Sports Day was a fantastic event filled with excitement and camaraderie, making it a memorable and enjoyable experience for everyone involved.

The challenging games, sunny weather, and time spent at the pool made it a perfect way to end the school year.

FROM ISB TO CENTER STAGE

How ISB Influenced Andreas Nielsen’s Career

Andreas Nielsen’s educational journey at ISB, from 4th grade to his graduation in 2016, was marked by his active involvement in sports teams and high school musical performances. Following his graduation, he pursued his passion for performing arts and earned a degree in backstage management from the Liverpool Institute of Performing Arts in 2019 with honors. Now, back in his home country of Denmark, Andreas is making a mark in the events industry as the event coordinator at Prikken Design. Looking back at his time at ISB and beyond, Andreas shares valuable insights into how his experiences and education have shaped his personal and professional growth.

Reflecting back on your time at ISB, what were some of the most impactful experiences or moments that shaped your journey?

Andreas spoke of the time in 6th grade when his passion for theater was sparked by his drama teacher. He spoke very highly of his former teacher, Mrs. Bryant, saying she was a very caring and inspiring person who opened his eyes to theater. This inspired him to take theater in IB and showed him that theater was a viable future career path.

Can you share a specific example of a skill or knowledge you acquired during your time at ISB that has been particularly valuable in your career?

Story & Photos

| Caroline Nielsen, Grade 11

His ability to think critically and challenge facts or opinions that he is presented with is a skill that he developed in ToK (Theory of Knowledge), which he feels has been useful in many areas of his life. What advice would you give to current students at ISB who are preparing to enter the workforce or pursue higher education?

“Keep working hard, but don’t forget to take a step back, take a breath to gain perspective on your well-being and situation, and consider how you wish to challenge the obstacles ahead.”

What role did mentorship or guidance from faculty or staff at ISB play in your academic and career success?

Andreas feels lucky to have had many mentors during his time at ISB, and each relationship helped him develop in different ways. He mentioned Mr. Cox, a teacher still at ISB, who served as both a classroom mentor and a coach on the Track and Field team. Getting to see several sides of Andreas over many years and interests allowed the two to get to know each other very well. This meant that Mr. Cox could

push Andreas, knowing what he could expect and achieve. An example of this was towards the end of his high school career, where Mr. Cox appointed Andreas as Captain of the Track and Field team, something that was a shock to Andreas but a title he was proud to bear.

Can you share a specific story or achievement since graduating from ISB that you are particularly proud of?

In 2018, while at University, Andreas undertook a project called ‘Red in Black’, a performance set to be the biggest project the school had ever attempted, with more crew and cast members than ever before. The preparation and execution took place in 18 different locations simultaneously, with the crew and cast spread throughout. Andreas was the Production Manager of this piece and was responsible for all the operations. This was a very challenging task as the preparation involved a lot of arguing and, as he describes it, “screaming”. He mentioned that throughout the process, he experienced many people screaming in his face over disagreements, which caused him to learn a lot from that experience. Andreas was an integral part of the project, which became a massive success. He proudly shared that his mentor at University had said it was the most impressive work he had ever seen by a student.

As Andreas continues to forge ahead in his career, the foundation laid during his time at ISB remains steadfast in guiding his path. The mentorship he received from faculty and staff at ISB, the development of critical thinking skills, and his unwavering work ethic have all played pivotal roles in his success. Andreas Nielsen’s story serves as a testament to the transformative power of education and the enduring impact of the ISB experience on the lives of its students.