Marymount Magazine Autumn 2014

arymount MA RY MOU N T IN TER N ATION A L SC H OOL R OME

autumn 2014

inside

autumn

2014

marymount 6 8 9 11 16 18 19 20 26 31

One Month One Continent Addressing Hunger A Trip to Béziers

The ME Museum

Digital Citizenship Faculty News

Meet the Principal New Faculty

RSHM Leadership Summit Santa Susanna at MMI

34 38 41 42 47 48 49 50 51 52

IB Conference

IB Art Exhibition

Marymount Masterpieces

The Decision: A Short Story Fall Arts Events College Visits Alumni News

SHM Extended Family Taizé Community Sports News

On the cover Elementary School students share a laugh while having their yearbook photos taken.

Marymount magazine is published by the Development Office for the Marymount community.

Designed and edited by J. Dunn

© 2014 MARYMOUNT INTERNATIONAL SCHOOL ROME

PEACE

MARYMOUNT CELEBRATES THE INTERNATIONAL DAY OF

In September, the entire school gathered to form a giant peace sign on our soccer field in recognition of the International Day of Peace. Leading up to the occasion, Middle School geometry students worked out the dimensions and proportions of the peace sign to assure that each of the more than 700 people participating would be in the right place. The event included a prayer for peace, moving speeches by the students, and a performance by the High School choir.

4

I

m a r y m o u n t

Greetings Maria Castelluccio Head of School

T

he first semester of 2014-2015 academic year has been both busy and exciting. We started the year by welcoming more than 120 new students to Marymount. I have enjoyed meeting with these new students and their families and am gratified by the enthusiasm with which they speak of their transitions into our school community – experiences that have been welcoming and positive thanks to our staff, students, Parent-Teacher Organization, and Marymount families.

Already this year, we have participated in and enjoyed a variety of educational, spiritual, and social events, many of which are noted in this first issue of our new Marymount magazine. We began the year with a focus on our school Mission: “…We seek to guide students towards the achievement of their full potential by empowering them to think creatively, reason critically, communicate effectively and learn continuously. It is our goal that a Marymount student should desire to celebrate God’s love, respond generously to the needs of our world, and promote justice and dignity for all. At Marymount, we strive to develop students who are capable, honest, and respectful, and, who are prepared both academically and spiritually to be lifelong learners and leaders of tomorrow.”

is Mission, aligned with the MMI Learner Profile, guides us as we plan instruction and activities that allow us to reach our goals.

Our first school Masses emphasized the importance of sharing our love with all. is is evident in a reading taken from Luke 6:31, “If you love only those who love you, what benefit is that to you? For even sinners love those who love them.” e scripture goes on to say, “But love your enemies, and do good, and lend, expecting nothing in return, and your reward will be great…”

At Marymount, we demonstrate our love for others and foster our mission in a variety of ways during the year. In September, we prayed together for peace in celebration and acknowledgement of the International Day of Peace. During this celebration, we shared our prayers and reflections drawn from a variety of religions and expressed in varied languages.

In October, we responded generously when we provided to Jesuit Refugee Services more than 25 boxes overflowing with food donated

by Marymount students, faculty, and parents. is outpouring of generosity will assist the Centro Astalli in its efforts to serve those who would otherwise go hungry in Rome.

Additionally, we are increasing our student and staff participation as volunteers at the Caritas Soup Kitchen, and we continue to involve our students in creating and events to support the education of children in the RSHM schools in Zambia. By being caring members of the Marymount community our students learn how to be good global and digital citizens in the larger world.

As I mentioned, this is the first issue of our new magazine, which we will publish quarterly to highlight the work and activities that take place throughout our school. As you can see, early in the school year we are already off to an excellent start. We look forward to sharing more of our progress toward this year’s goal “to encourage and affirm personal growth” in future issues.

Meanwhile, let us continue working together to educate capable, honest, and respectful children who are prepared to be lifelong learners and leaders of tomorrow. a u t u m n

2 0 1 4

l

5

Australia OneMonthOneContinent

T

Throughout the year, students will take a closer look at the countries and nationalities represented at our school his fall, our school kicked off its One Month, One Continent initiative, which celebrates the great diversity in nationalities that exists at Marymount. Over the course of this school year, our students and teachers will focus on the different nationalities and learn more about them through a variety of classroom and schoolwide activities.

In October we celebrated the countries that our students come from in Africa, including Ethiopia, Eritrea, Ghana, Kenya, Libya, Mozambique, Nigeria, Cameroon, South Africa, Tanzania, Tunisia, and Uganda. We began our celebration with Zambia because of our special relationship with that country

6

I

m a r y m o u n t

through the RSHM missions there and in recognition of the 50th anniversary of Zambian independence on October 24.

During this celebration, Early Childhood and Elementary students wore the colors of the Zambian flag. Students made posters about their countries and displayed them all around school. We tasted African food thanks to the parents, students, and our kitchen staff who prepared food typical of this part of the world, and we listened to African music. e One Month, One Continent initiative will continue throughout the rest of the school year.

One Month One Continent 2014-15

KINDERGARTEN LEARNS ABOUT ZAMBIA

W

hen the school’s new One Month One Continent initiative got underway in October, our Kindergarten students were ready.

On October 24 in recognition of Zambian Independence Day, they greeted each other doing a gentle high-five while saying "Atishani,” which means “hello” in Bemba, the most common language spoken in Zambia. In class, the children learned about and colored the Zambia Flag, which they enjoyed waving during their morning snack time.

During their Library Information Technology class, Kindergarten Green conducted a research project about Zambia. Elementary Librarian Sally Cameron started by asking children what

they already knew about Zambia and created a list from their responses. Children then talked about what other facts they wanted to know about Zambia, and they put these questions into a list as well. This kicked off our Zambia research project to answer the children's questions, such as “Do they have books in Zambia?” and “Are there animals in Zambia?”

Lastly, our wonderful Early Childhood parents brought us beautiful and colorful Zambiathemed cakes, cookies, and cupcakes that we sold at a school-wide bake sale to support the RSHM missions in Zambia.

– Mersedeh Cerasoli Kindergarten Teacher

Africa

Oct. 23-29, 2014

Cameroon, Eritrea, Ethiopia, Ghana, Kenya, Libya, Mozambique, Nigeria, South Africa, Tanzania, Tunisia, Uganda

North America Nov. 20-26, 2014

Canada, Guatemala, Mexico, Puerto Rico, United States

Australia

Jan. 26, 2015

South America Jan. 27-30

Argentina, Brazil, Chile, Venezuela

Middle East

Mar. 9-13, 2015

Georgia, Iran, Jordan, Kuwait, Lebanon, Oman, Pakistan, United Arab Emirates

Asia

Apr. 13-16, 2015

Bangladesh , China, Japan, Philippines, Sri Lanka, Taiwan, Thailand

Europe

May 11-15, 2015

Czech Republic, Denmark, Finland, France, Germany, Holland, Hungary, Iceland, Ireland, Italy, Macedonia, Norway, Portugal, Romania, Russia, Serbia, Slovenia, Spain, Switzerland, United Kingdom

a u t u m n

2 0 1 4

l

7

Posters by (l-r): Kylee Marie Dibert (Gr. 5), Chiara Somma (Gr. 5), and Leonardo Bongini (Gr. 4) were among Marymount’s entries in this year’s UN World Food Day Poster Competition.

Responding Generously

honored for her work at FAO’s headquarters. Meanwhile, students in Grade Seven created the first Royal 7 News broadcast, which included important information about our school’s mission of responding to the needs of others, the problem of hunger in our world and in our own city, and how we can help.

O

e Marymount community also came together to help the hungry by participating in a food drive for Centro Astalli. is outreach of Jesuit Refugee Services serves over 400 meals a day in Rome. During the food drive, Marymount families donated over 25 boxes of food, and Jesuit Refugee services extends its thanks to everyone who contributed for their generosity.

Marymount students address the issue of hunger on local and international levels ctober 16 marks an important date on the Marymount calendar. It is our Founder’s Day, when we honor the RSHM sisters who started Marymount International School Rome. As we celebrate our founding, we also take time to reflect on how we can continue the legacy of those who came before us, and how we can follow their example of responding generously to the needs of our world. An important way we do this at Marymount is to participate in the UN Food and Agricultural Organization’s observance of World Food Day, which happens to coincide with our school’s anniversary.

8

I

m a r y m o u n t

FAO celebrates World Food Day each year. e objectives of World Food Day are to strengthen international and national solidarity in the struggle against hunger, malnutrition, and poverty and draw attention to achievements in food and agricultural development. Every year, our students participate in FAO’s World Food Day poster competition, which generates awareness of issues related to food security and hunger among students. is year, Grade 11 student Margherita M. was selected as one of the top 20 finalists out of more than 3,000 entries, and she was

I

n keeping with our school’s mission, students at Marymount learn to respond to the needs of others in a variety of ways. Among these are opportunities to volunteer their time helping to serve meals

to the less fortunate members of our community at a local soup kitchen.

Marymount students volunteer each month at the Caritas Soup Kitchen in Colle Oppio where they help to greet guests, serve meals, and clean up. At the first volunteer opportunity of this school year, which took place on October 18, eight Marymount students joined two theology students from Santa Croce Pontifical University, four students from Università Sapienza, and a regular crew of 15 to serve more than 400 people. Students who participate receive for their efforts Creativity-Action-Service (CAS) hours, which are a requirement of the IB diploma program. is year, Marymount students will volunteer at the Caritas Soup Kitchen on the following dates: October 18, November 15, December 13, January 17, February 28, March 21, April 18, May 16, and June 13.

This poster by Grade 11 student Margherita M. was selected as one of the top 20 finalists out of more than 3,000 entries in this year’s UN World Food Day Poster Competition.

Exploring the Roots of the RSHM

O

n a warm afternoon at the end of September, six of my colleagues and I boarded a plane to visit Béziers, France. Between us, we represented the Elementary and Secondary Schools as well as the administration. Our purpose in going to Béziers was to attend a retreat to learn more about the founders of the Marymount network of schools: the Religious of the Sacred Heart of Mary.

e sisters who live at the RSHM mother house in Béziers hosted our group. Over several days they shared with us the history of the order and its founders, Father Gailhac and Mother St. Jean, describing among other initiatives their work to create an orphanage and home for unwed mothers in

Béziers. e sisters brought the history into further relief during a walking tour of the town, with stops at the birthplace of Fr. Gailhac as well as other sites associated with the early years of the RSHM. e ministry of the RSHM, as we know, eventually led to the formation of schools that still operate today in Europe and the Americas. Our beloved Marymount International School and the Istituto Marymount here in Rome are fine examples of what the sisters have given back to their community through their guidance and ministry. After our tours, reflections, discussions, and wonderful French Cuisine, we returned to Rome to share what we learned. In addition to our appreciation for

Marymount teachers and staff with the Religious of the Sacred Heart of Mary in Béziers.

the founding of Marymount, we returned more determined to continue the mission started so long ago in Béziers.

– Val Hocker, Secondary School Art a u t u m n

2 0 1 4

l

9

Founder’s Day Celebration Students, parents, and the diplomatic community celebrate the 68th anniversary of our school

M

arymount was founded on October 16, 1946. This year, in honor of the school's 68th anniversary, the school held a reception for parents, alumni, and members of the diplomatic community in Rome on the evening of the 15th. After Head of School Maria Castelluccio presented a brief history of the school she recognized the Religious of the Sacred Heart of Mary, the order that founded this school as well as numerous other schools around the world.

Ms. Castelluccio then introduced three students and an alumna, who spoke about their experiences at Marymount and how the school has played a role in their lives.

Ignacio R. from Grade 5 represented the Elementary School, Arna M. from Grade 8 represented the Middle School, Beatrice O. from Grade 12 represented the High School, and Jasmin Zarineh represented alumni. Their speeches were moving, heartfelt, and beautifully presented.

Following the speeches, Marymount's High School Choir, the Royal Voices, gave an impressive performance, and Grade 11 students Alya Juhail and Azzurra Moores closed the presentation with a thrilling performance of the song “When You Believe” as the sun gave way to a warm fall night.

The following day, October 16, students in the Secondary School marked the anniversary during morning Masses while Elementary School students celebrated the anniversary during their Whole School Meeting later in the day.

W

hen I came to Marymount in Second Grade, it was not very hard to adapt to the place because there’s this feeling throughout the school that you belong at Marymount.

As the years have past, little by little, I didn’t see Marymount so much as a school and that’s it, I began to see it like a bigger part of me.

– Ignacio R., 5

T

he first time I came to Marymount, I knew I had nothing to fear for the atmosphere was so kind and welcoming. In the Fourth Grade classroom I saw children of many cultures and I immediately started to learn about unity through diversity. All of us have many stories to tell, from different parts of the world. That is what fascinates me the most about Marymount.

– Arna M., 8

T

he best thing Marymount has given me is opportunity.

Since elementary school, the Marymount program strives to shape children into young adults who will grow to be leaders in their times. Marymount has enabled me to become an openminded student and given me the possibility to communicate with people of different countries and religions, whom I wouldn’t have met otherwise.

– Beatrice O., 12

museum

ME

e Second Grade

I

n the early weeks of the school year, the Second Grade created a ME Museum, which featured exhibits that the students created to represent themselves. is activity provided an opportunity for the students, particularly those new to the school, to share their interests and backgrounds with their classmates. e exhibits themselves were colorful, creative, and informative, and the students and visitors enjoyed the opportunity view them, ask questions, and to get to know each other. Overall, it was a great way to start the year and build community.

I

really liked the ME Museum because we got to go to the other classes and see the things other students brought. It was so much fun! I brought three special things to put on my table: a stuffed toy character from the film Frozen, a glass bird, and my favorite book. Someone told me how beautiful my things were. It made me feel happy when people came to visit my table.

This has been my favorite day so far.

– Sofia S., 2

I

brought three special things for the Me Museum: (1) My favorite book, which is called Marly Un Cane Pasticione. I love this book! (2) My special ice skating gloves. I love using them! (3) I brought a special picture of my family. I love my family, and they love me.

I really enjoyed the museum!

– Roberta V., 2

M

y favorite part was when I showed everybody my picture of a dolphin and me.

I really liked when I saw the picture of my best friend. I really liked when some of the people said, "I like your ME Museum!" I think that the ME Museum was really important for me and the best thing ever in Second Grade!

– Alessandro A., 2

I

learned so, so much at Me Museum. Everyone had something to show us, and they were all good things. Second grade is the best grade ever. I loved everyone's Me Museum, and that was the best day in my life.

– Matteo C., 2 a u t u m n

2 0 1 4

l

1 1

Teaching

Technology Technology is ever-present in our lives, bringing with it both opportunities and challenges. For teachers, technological innovations can transform the way classes are taught when used effectively.

Students, meanwhile, stand to benefit most but must learn the advantages and pitfalls of navigating through cyberspace. At Marymount, technology permeates our school. On the following pages, teachers and students share their thoughts about how we teach and use technology.

1 2

I

m a r y m o u n t

Grade 1 students learn to type using an interactive computer program during a lesson in the Elementary School Computer Lab.

by Louise Crossan Elementary Information Technology

T

his new school year has heralded many changes in the Elementary School, reflecting the ways in which we as a school evolve and adapt to the changing needs of our 21st-Century learners. Our students are growing up in a world that is changing in ways we cannot predict, and so we must equip them with the skills to ensure that they are able to use their abilities to the full. e skills our students learn now are the ones they will use for the rest of their lives.

One of the changes this September was the long-anticipated combining of the overlapping skills previously taught in Computer and Library classes. e

Elementary Computer Lab has been moved into a beautiful airy space in what was part of the library, and the library has been reorganized (with input from the students) to create more cozy nooks and crannies for reading and literary exploration.

We now have a brand new course to replace Library and Computer classes. LIT stands for Library Information Technology. Cotaught by Elementary Librarian Sally Cameron and myself, the course focuses on core skills for life-long learning. e Library Information Technology course consists of two main strands: Digital Citizenship and Research Skills, both of which incorporate skills previously taught in Library and

Computer classes. ese strands incorporate essential parts of our MMI Learner Profile, and lay the groundwork to ensure our students are aware of the MMI Academic Honesty Policy.

Digital Citizenship, which teaches students the skills to become safe and responsible users of the digital world they were born into also allows our 21st-Century learners the opportunity to discuss issues relevant to their experiences online. e subject is taught in the context of students’ everyday lives, with reference to behavior in offline situations as well as online, emphasizing the similarities. e Fourth and Fifth Grades studied this intensively during the first two a u t u m n

2 0 1 4

l

1 3

TECHNOLOGY

months of school in preparation for receiving their iPads through our 1-1 iPad program. ird Graders have been learning about digital citizenship and will use what they have learned to help them complete a research project. Even First and Second Grade students have been learning about issues such as plagiarism, the three rules of the Internet, and effective online searching. e research skills students learn are based on the framework of e Big 6TM. For Grades 4 and 5, these skills are: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation. Kindergarten to ird Grade, meanwhile, work on the Super 3: Plan, Do, and Review. ese skills provide a foundation that the students will rely on throughout their educational careers, and they encourage students to formulate their own areas of enquiry and to be active participants in their learning.

MMiPads

Splashmath, Sumdog, Showbie, Toontastic... Sound like a group of modern cartoon characters? Instead, these are just a few of the apps that Marymount students use on their iPads. Marymount currently offers a 1-1 iPad program for students in Grades 4-6. These students learn how to harness the power of apps to enhance their learning and how to be good digital citizens, particularly in terms of online safety. They are crazy about Sumdog, a math app that lets them challenge one another. They use Toontastic to animate social situations while learning about good citizenship. To dig deeper into Engligh grammar and vocabulary, our students use Grammarapolis and Wordly Wise. Meanwhile, teachers love Showbie as an alternative to photocopying on paper because the app lets students load packets of information directly onto their iPads instead of pasting them into notebooks. The growing use of iPads in the classroom has helped students engage with their academic subjects in new and creative ways, making learning even more fun for everybody.

Grade 4 students enjoy a visit to the Apple Store where they received hands-on iPad training.

It is exciting and rewarding to teach a subject so immediately relevant to students’ lives and to observe how engaged, empathetic, and thoughtful our students are.

Three of our teachers, Prue Conlon (Grade 4), Valerie Hocker (Middle School Art), and Jacky Burgess (Secondary School Science) along with Technology Coordinator Salvatore Petrucci, spent a weekend in Spain this past October in order to attend the 2014 iPad Summit. This professional development opportunity provided representatives from schools worldwide the opportunity to enjoy hands-on training in the use of iPads in the classroom and the future of technology in the schools. Compared to other schools present at the conference, Marymount is right on target and even ahead of the curve in some of its initiatives to roll out the iPad program in the Elementary School. Our participants brought back to Rome ideas for future inservice training sessions, Internet security, project-based learning, and the use of apps in the classroom. Marymount is indeed lucky to have such dedicated teachers and be able to provide professional development, keeping the school on the cutting edge of educational advances.

Grade 4 teacher Prue Conlon shares her work at a recent iPad Summit in Spain.

1 4

I

m a r y m o u n t

Tech Savvy in Kindergarten

by Carolyne O’Connor Kindergarten Teacher

W

e start the day in Kindergarten with the morning meeting and one of its components is singing. We bring up YouTube on our CleverBoard to play music videos that the children can dance or make movements to while singing along.

During the literacy hour we practice shared reading. In October, for example, we read a series of emergent literacy books, which the children read online. The books contained sight words, which the children learned to recognize early on to enable them to start reading. Reading these books on the interactive whiteboard allowed the children to mark the text, highlighting words and letters they know directly on the screen.

In our phonics program, called Fundations, we use the CleverBoard to practice writing our letters. Using the whiteboard helps children to reinforce letter formation using their gross motor skills. During the third component of literacy, called Writer's Workshop, children write emergent stories using pictures, labels, and words. We take pictures of children's writing with our iPads and share them via AppleTV on the whiteboard. Visually sharing their work this way serves a dual purpose: children feel a sense of accomplishment seeing their writing on the screen and it enables their peers to ask questions and to comment on each others work. We also create with our iPads digital class books of the children's work, which we can then save in pdf form and read online.

Kindergarten classes utilize a CleverBoard to teach math, writing, and other skills.

During Math Workshop, we use the Lynx whiteboard program to deliver lessons in an interactive format. Children reinforce their acquisition of new math concepts through interacting with both virtual and physical models. The CleverBoard provides us with another means of presenting and reinforcing information. In Science, we use the whiteboard to present and teach new vocabulary and concepts through videos and images. In Social

Studies we are learning about ourselves and about how even though we are all unique, we share similarities. We have a buddy class in Saudia Arabia, and we are sharing information about our differences and our similarities through video messages. In the process of creating a digital book about Kindergarten at Marymount we use the CleverBoard to view maps and to see all the different places our students come from. a u t u m n

2 0 1 4

l

1 5

TECHNOLOGY

Good Digital Citizenship At the beginning of the year, our Grade 6 iLab students learned about digital citizenship and what it means to stay safe online. While participating in various workshops and discussions, the students discovered that in some cases they were not being as responsible as they could have been with respect to their behavior online. With this in mind, they decided to conduct a survey to encourage students in Grades 4 - 6 (the grades that participate in Marymount’s 1-1 iPad program) to think twice about the information they post online.

T

his year is the first year I have worked with an iPad in school. e first project we did was to make a survey in which we asked people about how safe they were online. e answers to the survey were a little surprising. We also watched a video on what we were actually putting on the Internet. I had never really thought about what strangers might know about me.

We then made a poster with graphs to show how safe we actually are compared to how safe we think we are. In this project I learned that most people are probably not as safe as they think, but I also learned many new things I didn't think were possible on the iPad. So overall in just one project I think I have changed my entire approach to the Internet.

– Elisabeth K., 6

I

n Sixth Grade we get to start a new class called ilab. In this class, we learned about digital citizenship, cyber-bullying, Photoshop, password protection, and much more. I learned a lot of things that I didn't know before, for example, I didn't know that people can use Photoshop to change one person to look like someone completely different.

– Sarah H., 6

I

n iLab we studied digital citizenship. is taught me many things and opened my eyes to the pros and cons of social media and the Internet. I learned how dangerous it could be to post your private information online and why there are rules for using the Internet. Being a digital citizen doesn't just mean having an account on the Internet, it also means that you have a lot of responsibility and are trusted to make good decisions.

– Danielle A., 6 1 6

I

m a r y m o u n t

TECHNOLOGY

Meet Mustafa Zwebti Our New Technology Coordinator

S

afety on the Internet is very important.

We watched a few videos about safe passwords and usernames and about personal information online, and one video got me thinking that I was doing something wrong. I didn't realize before that all my passwords and usernames were not safe.

After school I changed all of my passwords and usernames, and I felt really safe. We also made a poster with examples of what a profile should and shouldn’t look like.

– Arianna R., 6

I

enjoyed learning about digital media. We learned about passwords, how to behave online, what cyber-bullying is, and how important it is not to be a cyber-bully. We did a survey in class talking about how some of the other kids would react if they were to be cyber-bullied. Some kids said they would do nothing, and some said they would do everything they could to prevent it.

– Emma W., 6

I

discovered that digital citizenship means more than just being a person who uses the Internet. It means being sensible, kind and a role model for what other people should be doing. I also learned why you should never put any private information online. Many people told me not to put private information online, but I never knew why. Don't forget stay safe on the Internet!

– Eri I., 6

O

ne of the people who keeps Marymount’s technology systems

humming and serves as a technology resource to students and

teachers is Mustafa Zwebti, who joined our school community this past summer as our new Technology Coordinator.

A Libyan native, Mr. Zwebti moved to the United States in 1975 for what was supposed to have been a 2-year scholarship to study Safety Engineering.

Instead, he remained in the U.S. and earned his BS/BA degree in Computer Information Systems from the University of Arizona. After a career as a

programmer analyst in the hospitality industry, Mr. Zwebti entered the field

of education as a computer specialist/computer teacher in 1992 at a Bureau of Indian Affairs School in the Navajo Reservation in Tuba City, Arizona. In

1998, he was was promoted to Director of Technology, a position he held for 6 different school districts varying in size from 3,000 to 23,000 students, across 3 states (Arizona, California, and New Hampshire).

Mr. Zwebti is married and has two children at Marymount. He looks forward to cooperating and collaborating with Marymount teachers, administrators

and staff to provide technology mentorship and to integrate technology in all aspects of the school. He is also is a culinary lover, environmentalist, and a human rights advocate.

a u t u m n

2 0 1 4

l

1 7

Faculty News I

n late September, Elementary School Librarian Sally Cameron presented a workshop at the Seventh Triennial ECIS Librarians' Conference in Waterloo, Belgium. Ms. Cameron was invited to talk about how she revolutionized Marymount’s Elementary Library from being a room full of books to a vibrant hub of the school. is talk echoed her previous presentation at a School Library Association conference in June.

Ms. Cameron’s presentation was titled “Ditching Dewey: How abandoning alphabetical order and decimals made our library more user-friendly.” As the title suggests, her talk focused on the fact that books arranged in alphabetical and numeric order made library lessons frustrating for our students. By regrouping books in a way that made more sense to students, Ms. Cameron helped students become independent patrons and helpers who love to be in the library. Librarians from international schools all over the world attended the presentation, which was filled to capacity. To those wishing to attend her talk but could not, Ms. Cameron provided an abbreviated version over dinner later that night.

A

prolific contributor to the field of eighteenth-century women writers, Secondary School English and Italian teacher Marianna D'Ezio is a frequent 1 8

I

m a r y m o u n t

contributor to literary conferences and journals. Over the summer, she was a featured panelist at a conference organized to celebrate the 250th birthday of Ann Radcliffe, one of the best-selling and most influential writers of the Romantic period. e conference, which was the first ever devoted to Radcliffe (pictured at left), took place at the University of Sheffield, and Dr. D’Ezio’s participation focused on the historical, cultural, and aesthetic contexts of Radcliffe’s work.

Dr. D’Ezio is also in demand as a translator of literature from English to Italian.

Recent years have seen the publication of her translations of Jane Eyre by Charlotte Bronte, e Long Goodbye by Meghan O'Rourke, Bram Stoker's Dracula, and Sense and Sensibility by Jane Austin.

She is currently at work on the first Italian translation of Vera Brittain’s acclaimed WWI memoir, Testament of Youth.

I

n October, Secondary School Italian teacher Giovanna Iorio led a workshop at a national education conference held in Emilia-Romagna. Her focus was on the experience of literature outdoors and highlighted the Little Free Library and Bosco di Calvino, two creative and trailblazing initiatives that our students created in the park adjacent to our campus.

Meet the New Secondary School Principal

Danielle Pinkerton Danielle Pinkerton is very happy to join the Marymount community as Secondary School Principal. While this is her first international experience as a professional, her years living abroad in Sweden and Germany as a child influenced her decision to work in Rome.

With 20 years of experience in education, she most recently served as principal of Islands High School in Savannah, Georgia, a school she opened just over four years ago.

Prior to that, she served as the Senior Director of Curriculum and Instruction for a large school district and as the Center Leader for the Savannah Early College Program funded by Bill and Melinda Gates, which she was instrumental in establishing.

Mrs. Pinkerton earned a B.S. degree in Elementary Education from Vanderbilt University and a Masters in Education Administration from Cleveland State University. In her pursuit of a PhD in Urban Education Administration, she conducted research presentations at conferences and became a published author in the area of at-risk urban students.

Her husband, Stewart, is a college counselor providing consultant services to students and their families for the college admissions process. Ellie, their youngest daughter, is in Tenth Grade at Marymount, and their son, Zac, is a freshman at the American University of Rome. Their oldest daughter, Sarah, is a junior at Oglethorpe University in Atlanta.

Ms. Pinkerton and her family are looking forward to spending the upcoming years getting to know the Marymount community and all it has to offer as well as exploring European countries with their many rich and diverse cultural offerings.

a u t u m n

2 0 1 4

l

1 9

faculty

WELCOME

new

This year we welcome a somewhat larger group of new teachers then is typical at Marymount owing to several retirements and sabbaticals. Most have come to us either directly or indirectly from the United States. Some have lived in Italy for many years, while others are new to the bel paese. All are experienced and dynamic teachers who bring their own unique gifts to the Marymount community and most especially to our students. In a very short time, each has immersed herself or himself in the fabric of our school.

Outside the classrooms, you will find them singing in the school choir, coaching sports teams, and participating in liturgical services. We value their presence in our school and warmly welcome them to Marymount.

2 0

I

m a r y m o u n t

a u t u m n

2 0 1 4

l

2 1

Phebe Consentino Elementary Art

Jennifer Belcher Grade 2

Jennifer Belcher was born in West Virginia and has also lived in Georgia, North Carolina, and California. She has been living in Rome since May. Ms. Belcher earned a master's degree in elementary education with an emphasis on literacy and is halfway through her PhD on literacy and culturally responsive teaching. In her free time Ms. Belcher enjoys singing, dancing, playing piano, and traveling. She adds that she is extremely blessed and happy to be at Marymount.

welcome

new

JosĂŠ Costa Grade 4

Born in Portugal, JosĂŠ Costa moved to the U.S. at the age of ten. He comes to Marymount after having taught for four years in a school that represents dozens of countries and cultures. He is also proud to be part of Minority Student Achievement Network (MSAN), which is a USbased coalition of multiracial, suburban-urban school districts that have come together to understand and eliminate achievement/ opportunity gaps. In appreciating all cultures, Mr. Costa aims to continue following his passion for working in schools that truly believe in community building and that everyone matters, which is something he has found here at Marymount. He also loves to travel and play sports, including soccer, basketball, American football, and baseball.

Phebe Cosentino is a native New Yorker. She has always had an interest in art, teaching, and traveling.

This had brought her first to the Caribbean, where she received her BA in Fine Arts and Education at the InterAmerican University of Puerto Rico, and then to Rome where she studied at the Academia di Belli Arte.

She has taught Elementary School art for many years, previously at Marymount International School, and at two other international schools in Rome. Her interests are painting in watercolor, cooking, reading, and visiting art galleries and museums.

With her husband and children she has traveled throughout the USA, Mexico, Europe, and Asia.

faculty Monica Costa

Elementary Learning Support

Born in Portugal, Monica Costa moved to the U.S. at the age of three and lived in New Jersey for 26 years. She has an undergraduate degree from Montclair State University and a graduate degree from Kean University. She spent 6 years teaching fourth grade in class support and resource settings. Her arrival this fall at Marymount represents her first time working at an international school. Ms. Costa loves to travel and has visited many countries in Europe and North America. Her interests include learning about other cultures, cooking, living a healthy lifestyle, and spending time with family.

Ms. Costa speaks English and Portuguese.

Kerry Girod-Fedah

Elementary Assistant Principal

Lauren Francis Grade 3

Lauren Francis is from Frederick, Maryland. She earned a bachelor's of education from Hood College and a master's degree from Concordia University. Over the last six years, she has taught in Maryland, Virginia, and Saipan.

Her hobbies include reading, dancing Zumba, singing and just wandering around historical locations. Ms. Francis' personal teaching philosophy is that "all students can learn with motivation and reinforcement."

welcome

new

An Oklahoma native, Kerry is delighted to return to Marymount after five years away. Her 27 years of teaching experience include elementary classroom teaching, EAL instruction, and working as a learning support specialist. She has taught in Kansas City as well as in other international schools in Italy, South Africa, Ethiopia, and Sudan.

Kerry holds a bachelor’s degree in elementary education, a master’s degree in special education with an emphasis in learning disabilities, and certification in English for Speakers of Other Languages.

Kerry loves international education, and she thoroughly enjoys being back in Rome with her husband, George, and daughter, Ashley.

faculty

Stephanie Klein Elementary Religion

Stephanie Klein has spent the last 12 years working in the oldest diocese in the United States (Diocese of St. Augustine, Florida) at St. Patrick Interparish School and Parish, in Gainesville. During that time, she served as Director of Religious Education, Campus Minister, Middle School Religious Studies, and Language Arts teacher. She has been married to her husband, George, for 28 years. They have four children and three grandchildren. Teaching at Marymount and living in Rome is a blessing and dream come true for both Stephanie and George.

Nayomi Pererra EC2 Aide

Originally from Sri Lanka, Nayomi Perera is a certified Montessori teacher. Prior to joining the Marymount community in 2010 as a substitute and special needs teacher, she taught at Gateway International School in Colombo, Sri Lanka.

Ms. Perera counts reading, music, horseback riding and traveling among her hobbies and interests.

Jackelene Burgess Secondary Science

Brittney Schaner Grade 2

Brittney Schaner grew up in Ohio and attended Miami University where she met her husband, Owen, who is also a new teacher at Marymount. The Schaner’s have spent the last seven years teaching in Savannah, Georgia.

Ms. Schaner loves to read, snuggle her dog, and be outdoors. She also has a black belt in Taekwondo. Ms. Schaner enjoys traveling and hopes to do much more from her new home in Rome.

welcome

new

Jackelene Burgess grew up in Lancashire in Northern England and studied a joint honor course in chemistry and polymer science at the University of Wales. She received her post graduate certificate in education at Southampton University. After her first teaching post in London, Ms. Burgess became a head of department in a school in Manchester then taught in Bermuda, the U.S., and in England, including 18 years at an independent School near Windsor that her three children attended. Prior to joining the faculty at Marymount, Ms. Burgess taught at a startup school in Guatemala, where she set up the science teaching and resources for K-12.

faculty Demetrius Laffitte

Secondary School Science

Samantha Kavanaugh Secondary Math

Samantha Kavanaugh grew up in the Dallas, Texas area and received her Bachelor’s degree in mathematics and Master of Arts degree in teaching at Trinity University in San Antonio, Texas.

Ms. Kavanaugh has been teaching for six years, having previously taught mathematics and special education in San Antonio and Falls Church, Virginia. She is looking forward to the experience of working at an international school and exploring Europe.

Originally from San Diego, Demetrius Laffitte has 18 years of teaching experience, including 6 years in an international/bilingual school setting.

During this time, he has taught physical/health education and biology as well as coached basketball, volleyball, track & field, and American football. He holds a BA degree in physical education and an MS degree in education with an emphasis in coaching. Mr. Laffitte is a former professional basketball player, having played throughout Europe and South America. He loves to coach, fish, dance, watch sports, cook, work with children, and most especially spend time with his family. Mr. Laffitte and his wife, Barbara, who is from Milan, have three sons at Marymount: Dominic in Grade 8, Daniel in Grade 6, and Diego in Kindergarten.

Cynthia Salvatore

Secondary School English

Cynthia Salvatore is a New Yorker living in Italy for the past 6 years.

Before coming to Italy, she taught high school English and coached cross country and track & field in the New York area. While in Italy, Ms. Salvatore has taught the English language at all levels of school including e-learning for the officers of the Italian Air Force.

Most recently, she taught middle school, high school, and IB English at Rome International School. She has a 3-year-old daughter named Noa, who is an EC1 student at Marymount, and a 1-year-old daughter named Lily Grace. Ms. Salvatore says that when she gets the chance, she enjoys running on the weekends but that her favorite pastime is exploring Rome with her family.

welcome

new

Owen Schaner

Secondary School Math

Owen Schaner credits his Midwestern values to his hometown of Cleveland, Ohio. Although being from Cleveland makes him a tortured sports fan, he enjoys playing and watching most sports.

Seven years ago he and his wife, Brittney, moved to Savannah, Georgia where he taught Algebra 1, AP Calculus, and everything in between. Mr. and Mrs. Schaner met at Miami University in the marching band, and Mr Schaner says that he enjoys music and still tries to pick up his trumpet every once in awhile.

The Schaner’s take pleasure in walking their dog Houdini, camping, backpacking, and kayaking.

faculty

Leah Schmalenberg

Diana Valentini

Leah Schmalenberg grew up in Alberta, Canada and earned a degree in Education at the University of Regina, Saskatchewan. She has taught High School Science and Special Education for more than 10 years. Ms. Schmalenberg also taught and coached varsity volleyball at Marymount High School in Los Angeles.

Diana Valentini hails from sunny southern California. She graduated with undergraduate degrees in philosophy, theology, and literature and a graduate degree in philosophy. Previously, she taught in Ojai and Orange County at the high school levels.

She enjoys hiking (having completed the Camino de Santiago last summer), dancing, cooking, and swimming.

Although she misses the Pacific Ocean, she is excited to be here at Marymount.

Special Education Coordinator

Secondary Religion

A Shepherd’s Journey

Students discover and share inspiration at the RSHM Leadership Summit in Paris

by Ann Haring Religious Education Coordinator

O

n September 25-28, students from four RSHM network schools attended the Student Leadership Conference held at Marymount International School, Paris. Developing leadership skills in Marymount students is important to the mission of all the RSHM network schools.

Six middle and high school students from Marymount Rome were honored to be selected by their teachers to attend the conference: Kristen O., Bashar S., Mathias M., James R., Antonio Y., and Ginevra P. Faculty members MarieCatherine Letendre and Ann Haring accompanied the students. e theme of the conference was: “Opening the Gate, A Shepherd’s Journey.” Over four days, students explored the leadership style of Jesus, the Good Shepherd, and considered how they might use His example to grow as leaders in their own schools.

2 6

I

m a r y m o u n t

Students began the conference with a session that explored the RSHM Network of Schools Goals and Criteria. Students thought critically about how the goals were currently implemented in their own schools and discussed new ways of integrating the goals. ey also learned about the history of the RSHM and were inspired by the work of the sisters around the world.

Following the example of the Good Shepherd and the RSHM mission, “at all may have life,” the students participated in two service opportunities. On Friday morning, the students led the Marymount Paris children in their Sports Day activities. ey learned how to coach, encourage, organize games, and model good sportsmanship.

On Saturday morning, the students meditated on Psalm 23, “e Lord is My Shepherd,” exploring the goodness of God and the many blessings and talents they

e RSHM Leadership Conference taught me a lot about the RSHM and their founders. I also learned a great amount about leadership. By reading and talking about the parable of the Good Shepherd, Grade 8 student Mathias M. leads conference participants in a discussion about the Parable of the Good Shepherd.

have received. Learning that all gifts and talents need to be shared, the students began to prepare for their second service experience, which involved a visit to a nursing home. e students formed a choir and worked hard to learn and perfect many songs from different languages. ey also made gifts for the nursing home residents.

After arriving at the nursing home, students gave a beautiful concert and spent time socializing.

One especially important experience for our Marymount Rome students was the opportunity they had to lead a session on the parable of the Good Shepherd. Our students delivered a presentation comparing and contrasting the leadership styles of the Pharisees with the Good Shepherd. Next, they led the other students in small group discussions about the Parable of the Good Shepherd. eir groups discussed the meaning of the parable, related it to their own lives, and identified ways they could

help lead their classmates to make good decisions and avoid negative influences.

In between all the hard work, students enjoyed sightseeing in Paris. During the day on Friday, they visited Notre Dame and the Eiffel tower. On Saturday evening, the Marymount Rome students ventured out for a stroll down the Champs-Elysées, a stop at a delicious crêperie, and a visit to the Arc de Triomphe. e students ended their weekend with Sunday mass in the RSHM chapel.

Participants Kristen O. and Antonio Y. sang solos during the mass. Many RSHM sisters attended the liturgy, bringing together the leaders who have made the RSHM what it is today and the future leaders being formed in RSHM schools around the world.

I learned that good leaders have to start out as good followers, and that good leaders have to love and care for their followers.

– Kristen O., 8

We provide opportunities to develop skills for effective decisionmaking and leadership. from the Goals & Criteria for the RSHM Schools

a u t u m n

2 0 1 4

l

2 7

A Papal Blessing Marymount teachers and students attend Mass with Pope Francis

by Maria Sweeney Elementary School Principal

O

n September 5, my two younger children, Jake and Laura, and I awoke before the sun had risen to attend a very special event. is was the day that we were invited to be guests at Pope Francis’s morning Mass at the chapel of Santa Marta. Attending Mass in the Pope’s presence was exciting, but I had been to a papal audience before, and I thought this would be similar: there would be thousands of people, the Pope would be too far away to see, and then there would be the mad rush to get a closer look or perhaps even a wave or a prayer over a personal object of importance. is Mass, in fact, turned out to be a very intimate event, with only about 50 people 2 8

I

m a r y m o u n t

in attendance. Furthermore, I had been asked to read the first reading, in Italian.

Just before Mass was to begin, the Pope’s assistant came out and asked if there were any altar servers, and I quickly pointed to Jake and his classmate, Antonio, who serve Mass on Sundays at Santa Susanna. e boys received quick instructions, and then the Mass began.

From the moment that Pope Francis entered the chapel, there was a feeling of peace, an aura of holiness. He was so softspoken that the air conditioning was turned off so that we could hear him. The Gospel reading that day was Luke 5:33-39, which contains three short parables. The Holy Father explained to us the meaning

behind these parables – that we should not be prisoners of the laws of the Old Testament but should live with the new laws of faith (Jesus), which are full of grace, truth, and love.

Following the homily, the Mass continued with the Liturgy of the Eucharist, and at this time the two altar servers joined Pope Francis on the altar and aided with the ceremonial washing of the hands. î “ere are no words to describe the feeling of watching my son wash the hands of undoubtedly the most holy and Christ-like man on Earth.

Other teachers who were in the audience turned to me, eyes filled with tears, moved with emotion, silently understanding the enormity of what was happening before us.

î “e rest of the Mass seemed to pass in seconds, and once it had concluded we sat quietly as we had been instructed. Moments later, Pope Francis emerged in his simple white robe, and he sat quietly at the end of our row to reflect and pray.

Grade 8 students Jake and Antonio stepped in as altar servers for a mass with Pope Francis at the Chapel of Santa Marta.

Immediately after Mass, we were taken to another room and told that this was the time when we could speak personally to the Holy Father and to ask him to pray for our special intentions. I had thought long and hard about what I should ask him to pray for. I decided that what was most important to me, as a teacher, a mother, and a Catholic was for Pope Francis to pray for our Marymount community. When it was our turn to speak with him, my children and I a u t u m n

2 0 1 4

l

2 9

I asked him to pray for three specific things: that we would be

people of peace, that we would know that Jesus was

always at our side through good times and bad, and that we would be people who

make a difference in the world.

We encourage sacramental preparation and active participation in worship.

from the Goals & Criteria for the RSHM Schools

3 0

I

m a r y m o u n t

Pope Francis blesses a photograph of our school’s celebration of the International Day of Peace presented to him by Elementary Principal Maria Sweeney and her children, Laura and Jake.

I

moved forward, and I pulled out a photograph of our students, teachers, and staff on the soccer field in the form of a peace sign. He reached out and took my hand into his and looked right into my eyes as I explained that we were an international, Catholic school and that I wished that he would pray for us.

n October, we celebrated Marymount’s Foundation Day with parents, students, and invited dignitaries from around the world. Several of our students shared what it meant to them to be a Marymount student.

As I listened to their words, I was moved by the sincerity and depth with which they described their experience in our community.

I asked him to pray for three specific things: that we would be people of peace, that we would know that Jesus was always at our side through good times and bad, and that we would be people who make a difference in the world. He raised his hand above the picture and blessed it, promising to pray for us.

Our Fifth Grade student, Ignacio RosadaBarrios, spoke about how he loves being part of a school that helps to take care of others who are in need, about how comfortable and accepted he felt as a new member of the community, and how important his First Communion was to him. He shared that he has learned that all people from around the world are really one, no matter what culture or religion they come from. He concluded by saying that being a Marymount student isn’t just about going to school, but that it is an important part of his life, and that it is shaping who he is.

He then turned to my daughter and shook her hand and then to my son, shaking his hand and thanking him for serving the Mass. He then asked for something from us.

He simply asked that we pray for him. I promised that we would. At the first Elementary School mass in September, I shared my experience with the children, and I invited them and all of the teachers to keep the promise to pray for Pope Francis.

I can’t help but think that Pope Francis has kept his promise to pray for us, and that if he had been at our Foundation Day Event, he would have been smiling ear to ear.

Santa Susanna The

O

C O M M U N I T Y

A T

n almost every Sunday morning of the School Year, the Community of Santa Susanna Church at Marymount celebrates Mass at 11am in the Marymount Chapel.

Everyone is very welcome to participate in this Sunday liturgy, which is geared to the family especially children. e atmosphere is very welcoming and lively, and afterward attendees can enjoy coffee, juice, and treats while visiting and making new friends.

Everyone who attends is invited to register as parishioners of Santa Susanna Church and participate in all of their other Masses and programs both at Marymount and at Santa Susanna on Via Venti Settembre in Rome’s historic center. Although Santa Susanna is temporarily closed, the Santa Susanna community Masses in English also take place at the Basilica of Santa Maria degli Angeli e Martiri in Piazza della Repubblica on Saturdays at 5:45pm and Sundays at 9am. We also have a 10am Mass in the Basilica of San Camillo de Lellis (Via Piemonte & Via Sallustiana).

Top: Marymount students receive the Sacrament of First Communion last spring at the Church of San Camillo. Above left: Fr. Steve Bossi at the annual St. Nicholas Charity Serata. Above right: Fr. Greg Apparcel at the Serata.

e Paulist Fathers serve the Santa Susanna and Marymount communities. Fr. Steve Bossi is the vice rector of Santa Susanna and Marymount’s Chaplain and Fr. Greg Apparcel, is rector of Santa Susanna and longtime friend of our school through his work with our Board of Regents for the past

M A R Y M O U N T

decade. rough Santa Susanna, Marymount students will receive the Sacrament of First Communion at Mass on May 9, 2015, and Marymount’s Confirmation candidates will celebrate this sacrament on May 16, 2015.

Everyone at Marymount is invited to help plan and participate in Santa Susanna’s annual St. Nicholas Charity Serata (dinnerdance, auction, and raffle), which will take place on Saturday, December 6 at Marymount. All of the proceeds for this wonderful evening go directly to nine specific Roman charities which assist the poor, refugees, AIDS patients, orphans, mentally and physically handicapped children, the sick, and the elderly in the Roman community.

Lastly, you are welcome to pick up the most recent edition of As Romans Do at the 11am Mass on Sundays. is 144-page free book is a parish handbook, a guide to spiritual life in Rome, and a practical guide to life in the Eternal City. It is filled with historical photos from the church’s archives, as well as photos from more recent years.

If you have any specific needs or questions for Fr. Greg or Fr. Steve, please feel free to call either of them at 06.488.2748, or see further information and directions at www.santasusanna.org. a u t u m n

2 0 1 4

l

3 1

Be Interruptible!

Seniors reflect on the life of St. Paul during their annual retreat in Nemi

Religious Education Coordinator Ann Haring helps this year’s Seniors learn how to make space for God during the retreat through silent prayer and meditation.

3 2

I

m a r y m o u n t

O

n September 16 and 17, Marymount’s annual Senior Retreat took place at Centro Ad Gentes Retreat Center, located in a peaceful, wooded spot in Castelli Romani.

Joined by Marymount alumnus Jithin James Mullappillil and other chaperones, the seniors began the retreat with lunch together at a scenic restaurant overlooking Lake Nemi.

Afterwards, students began to explore the life of St. Paul and the retreat theme: “Be Interruptible!” Students learned that much like He did in the life of St. Paul, God wants to interrupt their lives and open them up to his presence and love. He wants them to take notice of other people and become more and more the loving people God created them to be. rough various small and large group activities, students explored related themes of blindness vs. really seeing, overcoming hardships, making space for God and others, and the importance of putting their talents at the service of others. Students also had time to develop their relationship with God through silent prayer, meditation, Adoration, and the Sacrament of Reconciliation.

One of the highlights of the retreat was the Mass celebrated by our school chaplain, Fr. Steve Bossi, and the opportunity students had at the Sign of Peace to exchange letters they had written to one another. e retreat also gave the Seniors the opportunity to simply spend time together. ey had free time to really talk, laugh, and enjoy life. e retreat ended with a short visit to the town of Nemi and time to shop and taste the delicious local specialty: Nemi’s famous strawberries.

– Ann Haring Religious Education Coordinator

Top: A small group of Seniors takes a break after working together to overcome various handicaps while constructing a camping tent. Above: A few of the Seniors enjoy lunch overlooking Lake Nemi.

I

T

T

he retreat gave me a break from all the school stress that we students have to cope with every day. The highlight of the retreat for me was watching the sunset, it was astonishing – it brought me so much serenity.

– Balqis G., 12

t was great to go on our last class retreat with people I’ve been going to school with for the past 13 years. Next year we'll all be gone in our own directions, so to spend a day with each other taking a break from the IB was a rare and positive opportunity.

– Max P., 12

he retreat allowed us to have time to reflect on essential things we normally don't even question. It was a truly wonderful experience.

– Cristiana A., 12

he senior retreat was a great bonding experience and a reminder of the friendships we will keep when we go off to university.

– Tonia N., 12

T

a u t u m n

2 0 1 4

l

3 3

IB

Impressions Marymount students make an impact at this year’s IB regional conference

by Lucy Alexander IB Coordinator

T

his year, for the first time in its history, the International Baccalaureate Organization held its annual regional conference in Rome. e 4day conference, entitled “Ways of Knowing,” took place from October 16-19 for administrators of IB World Schools in the Africa, Europe and Middle East region.

Approximately 1,300 heads of school, principals, and coordinators representing 82 countries and 935 IB schools attended.

Head of School Maria Castelluccio, Secondary School Principal Danielle Pinkerton, and IB Coordinator Lucy Alexander attended a

3 4

I

m a r y m o u n t

Grade 12 student Matteo R. speaks at the opening of the IBO Regional Conference held in Rome in October.

variety of motivating sessions on the future of the IB Diploma Program (IBDP) and on global education trends. e newly mandated “Approaches to Learning” in the IBDP received significant attention in these sessions. Other highlights included plenary sessions by world-renowned educational leaders. Michael Fullan shared his research on “Collaborative Cultures,” indicating that collaborative teaching communities lead to student improvement. Dr. Yong Zhao emphasized the necessity of creativity, entrepreneurship, and competency skills in the new global economy, and Ian Piper discussed “Great Learning” and how all

members of a school community need to “talk the walk” by being able to articulate common understanding of a school’s mission.

Marymount’s presence was everywhere during this conference with more than 30 MMI students taking part as speakers, singers, artists, and volunteer helpers. e opening of the conference showcased student talent from IB schools around Italy. Two of our students, Azzurra M. and Alya J., brought down the house with a breathtaking rendition of “When You Believe." ey went on to welcome the audience of international educators to the conference in Rome.

Following introductory remarks by the IB Director General, Dr. Siva Kumari, Marymount senior Matteo R. gave a showstopping, 5-minute speech outlining five points that in his view encapsulate an IB education. Matteo was also given the task of introducing the plenary speaker, Dr. Yong Zhao.

On Sunday, it was another Grade 12 Marymount student, Massimiliano P., who presented the conference closing keynote speaker, Professor Marcus du Sautoy. Before presenting the award-winning mathematician, Max gave a heartwarming a u t u m n

2 0 1 4

l

3 5

e highest praise for our students also came from the IB Director General.

Dr. Kumari passionately, and very sincerely, asked me to pass on to our community her belief that

it is students like those from Marymount that make her proud to be CEO of this organization. speech outlining his experiences working with the homeless at a local Caritas soup kitchen. Students volunteer and participate in activities such as this to fulfill their Creativity, Action, and Service (CAS) hours, which is a requirement of the IB diploma.

In addition, three of our students, Alessandra Y., Caterina A., and Olimpia C., created a wonderful visual arts exhibition, which was on display throughout the

3 6

I

m a r y m o u n t

conference (see related article on page 38).

Arriving at the conference venue at 7:30 in the morning, the artists, together with helpers Cristiana A. and Carlo Alberto C., created a beautiful art exhibit on the “Ways of Knowing” theme. eir works included paintings, photographs, and an interactive piece of digital art.

Also valuable to the success of the conference were the 25 Marymount students who served as volunteers. In addition to preparing more than 1,300 conference gift bags, our students helped out by distributing headsets, manning the coat check, passing out brochures, and much more. ey also helped advertise the Hunger Run organized by the parents associations of Rome’s IB World Schools to correspond with the regional

conference. At the closing ceremonies, the IB Regional Director, Mr. Adrian Kearney, warmly and publicly expressed his gratitude to all these students involved.

I

n short, Marymount students shone.

As the conference came to a close, Mrs. Dolly Wanjiku, the main event organizer, summed up my own feelings when she said that every one of the Marymount students who took part in the conference was amazing. The highest praise for our students also came from the IB Director General. Dr. Kumari passionately, and very sincerely, asked me to pass on to our community her belief that it is students like those from Marymount that make her proud to be CEO of this organization.

For many IB administrators, plenary speakers, and conference participants, the opening speech by Matteo Rosati stood out.

In a recent email the Head of IB School Service wrote to me about Matteo’s speech, saying “… I take responsibility for the authorization and evaluation of all IB schools in this region (AEM). Before joining the IB in 2011, I had been a head of school for a couple of years. I have never [before] listened to such a befitting speech from an IB student. Brilliant!” She went on to write that Marymount International School made the IBO proud!

We as a Marymount community know how great our students are, but it is extremely rewarding to have our views confirmed by the educational leaders of the world.

You can view videos of the Matteo R. and Max P. speaking at the IBO Regional Conference on the Marymount website or YouTube channel.

Below left: Max P. speaks at the conference about his experiences volunteering at a soup kitchen. Below right: A conference participant enjoys the artwork of Alessandra Y. Previous page: Azzurra M. and Alya J. perform in the finale of the opening event.

a u t u m n

2 0 1 4

l

3 7

The Artist’s

PERSPECTIVE Art students rise to the challenge of creating a gallery at the IB conference in Rome

by Cristiana Grade 12

A.

T

he alarm clock rings at 5:00 am. At 6:30 we are at school. We load the truck. Everything is on the bus and ready to go. Mr. Cigler gives us some final words of advice and then we’re off.

We arrive at the Marriott Hotel, where the annual IB regional conference is to be held here in Rome. We are the first ones to arrive and we proceed with unloading the bus.

We are guided to what is our exhibition space. We start looking at the space, the angles, the light, the walls, and we think about how to make it into an attractive art gallery that will catch the attention of the conference participants.

First thing on the list: remodeling.

We decide to move the furniture and create

3 8

I

m a r y m o u n t

space, because in art galleries furniture is kept to a minimum if not absent. We had difficulty with the space as the lights were not very bright, and one was not working.

Also, there were some paintings on the wall, but they were not removable as they were the hotel’s. We were grateful to the hotel staff who helped us fix the light.

With the light fixed the gallery is illuminated. Now we are deciding how to position each piece. We thought of focusing on elements such as simplicity, minimalism, and elegance. As IB Art Higher Level candidates, we have to visit a museum each month. is proved to be very helpful as we were able to unite what we found striking in the exhibitions we visited to create an

attractive art gallery.

Materials: easels, scotch tape, pins, markers, tags, and the artworks. We started playing with the space, positioning each piece against a wall and looking at how they interacted with each other. en it came to us: we decided to place the works in such a way that the observer would be guided through our gallery, we wanted to determine the observer’s path and perspective. We thought that in order to do this it was essential that we understand how the observer was going to move in our space, from both sides of the corridor (as we were in the middle), and to do this we walked the path both ways

Artwork by Marymount students waits to be hung for an exhibition at the IB Regional Conference in October. a u t u m n

2 0 1 4

l

3 9

several times. We decided to create a theme, to make sure the works interacted with each other in such a way that a feeling of space, linearity, and surprise were created.

After some experimentation, we finally started to set up the space. We started to mount the works of art on the easels and tape the architectural boards on which the etchings were attached. Mounting the easels was not an easy task. Each easel is slightly different from the other, and because we wanted our exhibition to be as clean and professional looking as possible we struggled to make sure that each easel was exactly the same height. We were presenting a series of three paintings by Alessandra Y. so it was essential that the easels were the same, as each painting needed to be at the same level.

On the wall opposite the paintings we decided to place two photographs by Caterina A., as they were eye-catching and interesting. We decided to make an area for etchings, including works by Olimpia C. and Alessandra Y.. We then finished 4 0

I

m a r y m o u n t

placing the other paintings and works by Alessandra around the walls of our gallery.

As one of her oil paintings was intrinsically connected to one of her etchings, we decided to play with the angle on the wall and place the painting on the easel on one side and the etching on the other so that the tag could be in the middle, and the connection would be evident. ere was also a section of the exhibition upstairs in that included a video showing how Alessandra produced one of her pieces. is interaction enhanced the mood created by the colletion of Marymount works.

W

hen we finished setting up the exhibition we were exhausted by four hours of hard work, but we were also satisfied with what we had done.

In the end, the gallery looked very professional, and each artwork was given the necessary space and attention. We also included tags on the wall beside each work to make the exhibition more authentic and to make sure that the observer knew what he or she was looking at. We also placed

under each tag a blue Marymount sticker to show which works belonged to our school and to unify our gallery. As a final touch we added an introductory insignia reading “Marymount International School” which we placed at the beginning of our gallery.

Our final product was very interesting because we truly managed to make the space look like a gallery; it was spatial, and each work received the necessary emphasis.

We tested the observer’s walk and path by walking through the space one last time and by creating a video of the observer’s path from both sides. I think that what made our art gallery successful was how simple and essential we made it: there was nothing superfluous in it.

I think that the collaboration between my classmates Carlo Alberto C., Caterina A., Olimpia C., and myself truly made the difference. It was the mixture of our ideas, taste, and inspiration that in the end allowed us to use the space as best as we could.

Marymount Masterpieces a selection of recent works by our students

Jamin C., EC2 Shanti T., 5 Alessia C., K Benedetta O., 2 Melissa P., 6

Gabriel A., 7 Kristen O., 8 Malibongwe M., K

a u t u m n

2 0 1 4

l

4 1

The Decision a short story

by Gennaro Grade 8

F.

“A

s you can see this is the heart that pumps blood through the veins and is the organ that keeps us alive. In this case, however, it has stopped beating for quite a while now…”

Dr. Hart had been droning on and on for over an hour now, most of the other students were either throwing up or had fainted long before now. e first anatomy class is always a trial for medical students.

You need to have a strong stomach to witness a human body being dissected. at was not a problem for me. You can say that medicine was in my blood. All the members of my family for generations have been doctors, since my great-great-great-great grandfather, Dr. Archibald Ackles, who came to America on the Mayflower in 1620.

It’s my destiny to follow in their footsteps and become a doctor. I grew up in a hospital when I was young. Both my parents are doctors, my father is a world-renowned heart surgeon and my mother is an equally famous brain surgeon, so everyday, after school, I would wait in the hospital for one of them to finish their work before going 4 2

I

m a r y m o u n t

home. at is probably why Dr. Hart’s lesson wasn’t affecting me like the others. I had been around dead and sick bodies all my life, and this one was just one more.

Right now, I was far more interested in the lyrics to Jon Bon Jovi’s classic song “It’s My Life.” I knew it by heart, but right at this moment I couldn’t seem to remember one verse of the chorus, the line that comes after “I just wanna live while I’m alive.” Ironically enough, it has something to do with a heart, but I’m stuck and can’t remember the exact words. Suddenly, like a bolt of lightening, I remembered.

“My heart is like a broken highway!”

Dr. Hart looked up, still holding the heart in his hands, and that’s when I realized that in my enthusiasm I had actually shouted the words. He looked down his nose at me and then said, “You are correct in your diagnosis Mr. Ackles, he did die of a “broken heart,” though in the future I would advise you not to use those precise words. Try saying ‘heart failure’ instead. You are to be a doctor, not a

rock star. By the way, since you seem so eager to share your opinions, answer me this: how many valves does a human heart have?”

“Four, sir,” I said immediately.

I could tell he was impressed and a little disappointed, by my quick answer, he probably wanted an excuse to reprimand me, but as it were, he just continued to stare at me, then made a “mmph” noise and went on with his lesson. e next hour he proceeded to explain in excruciating, disgusting detail the workings of the large and small intestine. I paid little attention, however, since I couldn’t get out of my mind one of the comments the professor had said to me earlier. You are to be a doctor, not a rock star. Being a rock star, now that would be something great. Of course I knew that was an impossible dream.

So impossible in fact, I hardly ever let myself dream about it anymore. It was useless to think about that again. I was a student at Johns Hopkins University, and in a few

a u t u m n

2 0 1 4

l

4 3

years, I would graduate and become a doctor like my parents. On that sobering and depressing thought, I turned my attention back to the lesson.

By the time the bell rang, Dr. Hart was smiling and whistling his way out the door.

I looked around me then and noticed with some surprise that I was the only one left standing. Now I understood why he was so happy. He had made a new record. He had incapacitated thirty-nine out of forty students.

I

usually eat in the university cafeteria or gobble a sandwich in between classes, since I have no time to waste, except for the last Friday of the month. On that one day, I break my rigid schedule and go have a real meal in a real restaurant. is Friday night, I found myself eating in a quaint little tavern, covered with posters of famous rock bands of the past. e place was packed

I couldn’t have been more surprised if a unicorn had suddenly materialized itself in the tavern. with people, but, as usual, I was alone because, as my parents often reminded me, I didn’t have time to waste on frivolous activities, and friends were a luxury I couldn’t afford right now.

Suddenly, as I was eating my steak, a very curious group of people entered the room. ey were very young, about my age I would say, but that was the only similarity 4 4

I

m a r y m o u n t

between us. ey looked like they came out of the cover of a Rolling Stone magazine. e first of the three, was exceedingly handsome, so much so, that all the girls’ attention were immediately riveted on him.

He wore a black leather jacket, a black tshirt with a burning skull design, ripped jeans, and big black boots. He was tall, had long dark hair, high cheekbones and a pale complexion. He had a piercing on his ear, and I could see a round-shaped tattoo on his forearm. e first thought that came through my mind was that he looked just like a rock star or maybe a vampire. e man behind him was very skinny with fiery red hair that went every which way and gave him the look of having just gotten out of bed. While the leader was casually smiling, his friend had a tense, mean look that seemed to say, “Don’t mess with me.”

He also wore skinny jeans and an old t-shirt that had definitely seen better days. e last one had platinum blonde hair and was dressed all in blazing brick red, but his hair and clothing weren’t the most noticeable things about him, because what was really impressive was his size. He was huge! His arms were probably two or three times the width of my own, and his stomach was so big his t-shirt could barely conceal it.

I couldn’t have been more surprised if a unicorn had suddenly materialized itself in the tavern. I was so afraid they were a figment of my over-tired brain, that I couldn’t stop staring at them, in case they disappeared as suddenly as they had appeared. ey went up to the bar and asked to speak to the owner. It was then I realized that two of them were carrying their

guitar cases. ey were a band! My first assumption was correct then. As I kept looking, I saw the one I believe to be the leader, throw a few peanuts in his mouth. A few seconds later, his face started turning red, blue, and then alarmingly purple.

Before anyone else could react, I jumped out of my chair, and started performing the Heimlich’s maneuver on him. I pressed on his sternum, once, twice, three times, until the peanut exited his mouth and landed on the floor in front of us. Once his face resumed its normal coloring and he started breathing normally again, I excused myself and started walking back to my table, but before I had taken more than two steps, a big hand grabbed my arm and propelled me back towards them. I quickly found out that the man I had just saved was Derek Jupiter, the leader of e Neon Clouds, who were supposed to perform tonight at the tavern.

He was so thankful, he insisted I drank a beer with him, and while alcoholic beverages weren’t usually part of my diet, I was too excited to finally be talking to a live and breathing rock singer, I decided to break my rule just this once.

T

hey asked me about myself, so I told them my name was Richard Ackles and I was a first year student at Johns Hopkins, majoring in medicine. We quickly became friends, despite our differences in appearances and backgrounds, brought together by our mutual love for music. I even told them, I knew how to play the electric guitar, something nobody knew, not even my parents, since I had secretly started taking lessons when I was in middle school. After making my confession I was

Once I decided to leave, I would have to give up a safe and sure future for something unpredictable. What if I never made it as a musician?

totally unprepared for the commotion my statement caused.

“You know how to play guitar?” Derek asked me in a booming voice.

“Yes, I do.” I told him a little sheepishly, “I haven’t played in a while, however, since I’ve been so busy studying.” “at’s great! You can play with us tonight then!” Derek announced enthusiastically.

Any second now they would start laughing and tell me “Just kidding, Rick.” I was wrong. Burger, the fat one, looked at me up and down and then said to Derek, “I don’t know about this, Derek, he doesn’t really look the part.”

I started nodding vehemently, but nobody was really paying me much attention.

Apparently my opinion was of no consequence.

“He’ll manage.” Derek said confidently.

“We were about to cancel our performance, because our second guitar suddenly deserted us for another band, but now that we have you, there’s no need!” “at’s very kind of you, Derek…” I started to say, but before I could finish, Ash, the red-headed one interrupted me with a question, “Ever played in public before, Rick?”

“No,” I told them.

I was sure this was some sort of jest. I mean, rock bands don’t usually come up to me and ask me to join them for concerts. In fact, I was probably the last person they would ask.

“Didn’t you see the way he fearlessly rushed over earlier? I’m sure he can do it.”

Derek’s confidence in me left me stunned.

No one had ever believed in me like that.

Before I had time to realize what was happening, I was dragged up to the stage and a guitar was thrust in my hands. I now understood how the other students felt during Dr. Hart’s lesson. Panic was slowly rising in my chest, until I felt as if I couldn’t breath anymore. Just as I was about to give up and jump off the stage, the music started playing and my hands started moving as if of their own accord. I knew this song. I could do it. a u t u m n

2 0 1 4

l

4 5

I had never played better in my life. e thrill, the exhilaration, it was as if I was born to play. My hands had flown up and down the guitar as if this was their hundredth concert and not the first. When the show ended, Derek and the others showered me with compliments. ey were as surprised as I was by my skill, never expecting me to be as good as I was. ey were so enthusiastic, they invited me to join their band permanently. I didn’t know what to say at first, I was so shocked. In the end, I told them I would think about their offer and decided to call it a night. ey agreed to wait until tomorrow for my answer, told me where I would find them if I decided to accept and finally allowed me leave. at night I tossed and turned restlessly, unable to find my sleep. All I could think about was their offer. When I was very young, I used to dream about becoming a professional musician, performing on stage, going on tours, meeting many different kinds of people, but eventually I realized that it could never happen. My parents hated rock music. ey believed that the only acceptable kind of music, worthy of that name, was classical music and opera. So while my friends went to Blink 182 concerts and U2 concerts, I was only allowed to listen to Mozart, Beethoven and Puccini, until tonight. Suddenly, I wasn’t just attending a rock concert, I was actually participating. is was a big decision.

Leaving school was a big deal. I would never be able to turn back. Once I decided to leave, I would have to give up a safe and sure future for something unpredictable.

What if I never made it as a musician? As these worrisome thoughts kept swirling 4 6

I

m a r y m o u n t

through my mind, I suddenly remembered the feeling of being on stage performing with my new friends. For the first time in my life, I had felt truly alive and happy. In that moment, I decided. I could never be Richard Ackles, med student at Johns Hopkins, with his dull, planned, predetermined life, anymore. I was Rick now, new member of e Neon Clouds.

T

en years have passed since that memorable, life-altering night.

While e Neon Clouds never became as famous as e Beatles or e Rolling Stones, we have become fairly successful. We move around a lot, from venue to venue, visiting all the major cities in America. We even went to Europe once on tour and released one album, which didn’t do too badly in sales. e four of us have become the best of friends, enjoying life to the fullest, and being there for each other during the good and the bad times. I don’t see my parents very often. At first, they were so mad they refused to speak to me.

Eventually they came around, and even attended one of our concerts, though, at the end, they still insisted that rock music was just noise and a menace for the ears.

Last night, after the show, Derek and I were up on the roof looking at the stars and drinking a cold beer, when impulsively he asked me, “Have you ever regretted it?

Leaving medical school and your perfect life?”

I thought about it for a few minutes in silence, and then told him, “Never. is life might not be perfect, but, it was my decision and I wouldn’t have been happy in any other way.”

The Secondary School

Thursday, December 4 at 5pm Presented by Grade 5

Following in the tradition of great Fifth Grade shows, this year’s class will perform the well-known classic "Annie." This story of a young orphan girl in New York in the 1930s who is adopted by a wealthy man is filled with intrigue as Annie is almost kidnapped! The cast features the entire Fifth Grade, who will be dancing and singing to the show’s well known music. Don't wait until "Tomorrow" – put it on your calendars now!

Christmas Concert Tuesday, December 9 at 5:30 pm

The performing arts inspire creativity, lift the spirit, and expand horizons. We value the vitality that the arts bring to the Marymount community, while our students enjoy sharing their talents with others.

Since September, the students have been learning lines, practicing musical passages, and attending rehearsals during lunch and after school to bring you these great productions in our fall arts season.

Mark your calendars, join us, and prepare to be impressed! a u t u m n

2 0 1 4

l

4 7

A World of Universities Students benefit from visits to campus by an array of colleges and universities

by Terrence McAndrews College Counselor

O

ne way of gaining some understanding of the college counseling program at Marymount is to review the list of universities that are visiting our school this fall. Such visits give our students opportunities to gain firsthand knowledge of what these universities have to offer and of what they are looking for in potential students through direct contact with their admissions representatives. What is most noticeable about the list is the variety of universities it contains. ere are universities from around the US, from Canada, from the UK, and from several other European locations. ese universities are found in major cities and in small towns, where the climate can be harsh

4 8

I

m a r y m o u n t

or always mild. ere are large public universities and small private ones. ere are universities that are highly selective in their admissions process and those that are not. ere are universities that have more than one campus, universities that belong to a consortium, and universities that specialize in certain fields as well as those that offer degrees in everything. e reason this variety is so important is that it reflects the interests, needs, and possibilities of our students. e ultimate aim of all college counseling activities, from group sessions throughout Grades 10 and 11 to individual meetings, from administering the PSAT to working with the StepOne guidance company’s InterQuest program, from making resources known and

When it comes to universities, there is

no such thing as “one size fits all.”

Fall 2014

Pomona College

Alumni

N O T A B L E S

Sep. 15, 2014

Loyola University of Chicago Sep. 19, 2014

John Cabot University Sep. 22, 2014

available to students to arranging visits with universities, is to help students identify the universities that are the best choices for themselves. Each student has his or her own interests and plans, academic strengths and weaknesses, extracurricular involvement, family background, budget, living requirements, and so on. So, when it comes to universities, there is no such thing as “one size fits all.”

When universities request to visit our school, it is because in their great variety they believe they may find here the kinds of students they are looking for. e list of visitors changes from year to year, but it always confirms this belief. Of the 20 individual universities that are on this year’s list, over half currently include our recent graduates among their students, including Loyola University of Chicago, John Cabot University, Imperial College London, King’s College London, e London School of Economics, University College London, Johns Hopkins University, IE University, e University of British Columbia, McGill University, and Boston University.

Working individually with our highly diverse students to help them find their places in higher education is how college counseling helps further the school’s mission “to guide students towards the fulfillment of their full potential.”

Providence College Sep. 25, 2014

Imperial College London King's College London London School of Economics University College London Oct. 6, 2014

Johns Hopkins University Oct. 9, 2014

Michigan State University Oct. 14, 2014

IE University Oct. 16, 2014

University of Leeds Oct. 17, 2014

Webster University Oct. 20, 2014

Syracuse University Oct. 27, 2014

American University of Rome Oct. 28, 2014

Franklin University Switzerland Nov. 5, 2014

University of British Columbia Nov. 6, 2014

CIS College Fair at MMI

(34 institutions participating) Nov. 13, 2014

McGill University

The literary press is abuzz about the newest book by Marymount alumna Tana French '90. Released by Viking on September 2, 2014, The Secret Place is Tana’s fifth novel and continues her series of crime stories that began with her highly regarded debut In the Woods. Her new novel is set in a girls’ boarding school and features characters so well drawn that the novel is “not so much a crime novel as a fraught domestic drama in which people die of very unnatural causes,” according to The New York Times. Tana graduated from Marymount in 1990 and currently lives in Dublin. Congratulations, Tana!

Congratulations to Francesco Ciriello '10, who was named in September 2014 as among the top 10% of his year in the Engineering Department of Imperial College London. Having finished his degree this fall, Francesco is starting his PhD at the University of Cambridge.

Well done!

Nov. 14, 2014

Boston University Nov. 14, 2014

Lynn University Nov. 18, 2014

a u t u m n

2 0 1 4

l

4 9

Join the SHM Extended Family

by Sr. Michaeline Alumni Coordinator

O’Dwyer, RSHM

T

he Sacred Heart of Mary Extended Family is made up of RSHM and non-RSHM, both women and men.

Like our Founder, Fr. Jean Gailhac, Mother St. Jean, and our first sisters, we all seek to respond to God's call to continue the lifegiving mission of Jesus in a spirit of collaboration, prayer, reflection and sharing with one another. Together, we strive to deepen our understanding of the charism of Fr. Gailhac, the mission of the RSHM, the challenges of the Church today, and the call for justice, peace, and the integrity of creation in order to promote “the life and dignity of all our sisters and brothers.”

In our RSHM schools and communities throughout the world, the SHM Extended Family exists in many different forms and structures. At present, the SHM EF at Marymount International School Rome is a small but growing group of staff and friends who gather together in our school Chapel

four or five times a year for prayer, reflection, and/or a presentation on a spiritual matter by an invited guest. New members are always invited and welcomed to these gatherings, which end with refreshments and conversation in the RSHM community dining room.

Last year, Sr. Eugenia Bonetti, a Consolata Missionary Sister and a powerful advocate against human trafficking for more than 25 years, spoke to an Extended Family gathering on the terrible reality of women and girls who are trafficked here in Italy and of the work she and other sisters are doing to counteract this “worst crime against humanity” (Pope Francis). In 2013, Sr. Eugenia was one of the recipients of the European Citizen’s Prize in recognition of her exceptional work for trafficked persons.

Additionally, Brian Kirby, the Elementary School Music Teacher, led the Extended

Family members in prayer and reflection for Advent. Mr. Kirby, a frequent visitor to the Taizé community in France, used the Taizé format for this Advent prayer.

In the spring, the Extended Family heard a presentation on “Women of the Church: Making a Difference Yesterday, Today, and Tomorrow” by Donna Orsuto. Dr. Orsuto is the director and co-founder of the Lay Center in Rome, a professor at the Gregorian University, and an adjunct professor at the Angelicum University. In her presentation she noted that women who make a difference have a profound friendship with God, are women of their times with their feet on the ground, and are women of the church even in difficult times and situations. Dr. Orsuto chose St. Catherine of Siena and Dorothy Day to illustrate her points. She noted that these women were contemplatives in the midst of the world, and linked them to the story of

Left: Parent Gabriella Castelli, guest speaker Donna Orsuto, and teacher KathyZappia. Center: Teachers Chris Tabbron and Gabriella Spadaro with Sr. Eugenia Bonetti. Right: Teacher Marcia Do Rosario with Sr. Maria Emilia, RSHM General Councillor.

5 0

I

m a r y m o u n t

Martha and Mary in Luke’s Gospel, commenting that the story emphasizes the need for integration of prayer and action. e most recent EF gathering took place at the RSHM Generalate House in Rome in early October 2014. Our presenter was Sr. Rosamond Blanchet (Sr. Roz), General Superior of the RSHM. She based her presentation on the RSHM General Chapter, which took place in Belo Horizonte, Brazil in June 2013. From the context of the 2013 General Chapter Statement, Sr. Roz highlighted aspects of “our globalized yet fractured world and Church”: -

An increase in marginalization, especially of women and children

-

Ever-widening gap between rich and poor

-

-

-

-

-

Diminishing resources of the planet and threats of its sustainability Exploitation in labor and trafficking of persons

A ray of hope in the vision of Pope Francis for the Church Vatican II placing the Church and religious life at the heart of the world

Ongoing developments in science and technology

Deeper awareness of the interconnectedness of all creation.

She explained to the EF gathering that the General Chapter and its work guides the RSHM Institute over the next six years until the next General Chapter.

Other SHM EF gatherings will be scheduled throughout this school year with the next being Advent prayer and reflection in preparation for Christmas. Announcements and invitations will be sent through the weekly MMiNews. You are encouraged to join us and you will be warmly welcomed.

Above: The altar of the Taizé community in France. Right: Members of the High School choir sings a Taizé hymn during a Secondary School Mass.

Taizé

A Parable of Community

oon after his arrival at Marymount,

S Elementary School music teacher

Brian Kirby began to share his interest in the music and prayer of the community of Taizé. During several workshops, he was able to introduce this quiet, reflective music and approach to silence that has made Taizé so well known around the world. But what is the history of this ecumenical group?

In 1940 Roger Schutz, a Swiss Protestant, moved to the village of Taizé, in the region of Burgundy, France. In 1949, six others joined him, and they made a commitment to a common life together. Today, the Taizé Community is made up of about 100 brothers, including Catholics and others from various Protestant backgrounds, coming from around 30 nations. By its very existence, the community is a “parable of community” that wants its life to be a sign of reconciliation between divided Christians and between separated peoples. Over the years, more and more people have been coming to Taizé to take part in weekly meetings. Taizé receives, on an average, about 100,000 visitors yearly, serving about a million meals for them.

Worship at Taizé, called “Taizé Prayer,” is composed of three essential elements: song, scripture, and silence.

The songs are simple chants that are repeated over and over, giving them a meditative quality, which penetrates the whole person. In their simple repetition they become a way of listening to God. The scripture is allowed to stand alone without sermon or explanation, allowing the Holy Spirit instead to teach the mind and soul through these words. The silence is a time of clearing away external and internal noises to create space to hear God’s voice clearly in one’s spirit.

Dr. Kirby completed his doctoral degree in Theology and the Arts with a dissertation on worship in the style of Taizé and its impact on churches. He has spoken in various countries including the United States, Spain, and Norway on the power of worship in the style of Taizé. The music of Taizé has found its way now into the masses of Marymount and into the hearts of lives of those who might encounter it. Perhaps in the near future a group of Marymount students and teachers will be able to go to Taizé to experience it first hand.

To learn more about the community, visit their website at www.taize.fr. a u t u m n

2 0 1 4

l

5 1

5 2

I

m a r y m o u n t

Fall Sports The Marymount Royals competed in tennis, cross country, and volleyball

T

by Karen Valentini Director of Athletics

The entire school gathers for a pep rally in October to cheer on the varsity sports teams.

his year, our very young team of tennis players, under Coach Marco Mascioli, tied for first place in the DoDDS Division II Championships! With only three boys going to the European Championships, Ting L. as a single and Matteo B. and Marco C. as a double, the team had amazing results winning third place in singles and getting to the quarterfinals as doubles. ese accomplishments (of a freshman and two sophomores, not to mention!) are what lead to the Division II first place title! roughout the season we also had strong

participation from our girls teams, and Coach Mascioli is very proud of their accomplishments and the overall growth of such a young team this year. Congratulations to all of the athletes who participated in tennis this fall season and for the dedication and hard work of Coach Mascioli! e MMI cross country team had another successful year, with three runners qualifying for the European Championships: Matteo R., Allegra De L., and Ruben U. Both Ruben and Matteo were able to go to the a u t u m n

2 0 1 4

l

5 3

championships and had great results, with Ruben coming in 51st and Matteo 56th out of 106 runners in the boys category.

Congratulations to all of our cross country runners this year and a big thank you to Coach Bruno Leotta for all of his dedication and hard work throughout the season. e boys and girls volleyball teams worked hard this season and saw more success as the season progressed. With such new, young teams the coaches are very proud of the growth and dedication that the players have shown. e two teams represented MMI at the European Volleyball Championships, and both demonstrated great sportsmanship and teamwork.

About halfway through the season, as the varsity teams set their sites on the European championships at the end of October, the entire school cheered them on during a varsity

5 4

I

m a r y m o u n t

sports pep rally on October 9. e centerpiece of the rally featured the students facing the faculty in volleyball. Over three matches, the students won one, the faculty won another, and the third ended without a clear winner since the clock ran out before the game was finished. We'll just give that one to the faculty… As always, an enthusiastic squad of faculty cheerleaders added to the momentum from the sidelines. In conjunction with the rally, the PTO held a fantastic bake sale to support the sports program.

Congratulations to all of the players this season, and thank you to girls coach Alma Vetri and boys coach Leah Schmalenberg for all of their hard work and dedication throughout the season. A special thanks to Secondary School Math teacher Roberto Cestari for his support both at home games and for traveling with the teams throughout the season!

THE MARYMOUNT

PTO

PARENT-TEACHER ORGANIZATION

EVENTS

We love our PTO at Marymount. î “is group of enthusiastic and energetic parents and teachers is committed to making Marymount an even better school for their children, our students. Every year, the PTO organizes colorful and fun-filled events that the entire family can enjoy; events that build community while supporting school projects. So far this year, the PTO has hosted a Sports Day and BBQ, a Bake Sale and Pep Rally, and an amazing Halloween Party. Look for more PTO events in the coming months. a u t u m n

2 0 1 4

l

5 5

MARYMOUNT

INTERNATIONAL SCHOOL ROME Marymount International School Rome is a private, Catholic, co-educational day school where each student is valued and nurtured. We offer a challenging Pre-K through 12 American curriculum, the IB diploma program, a variety of extracurricular activities, and a vibrant community life that enriches our beautiful 40-acre campus in northern Rome.

Via di Villa Lauchli, 180 00191 Rome, Italy (+39) 06 362 9101 (+39) 06 36 30 17 (Fax) marymount@marymountrome.org

www.marymountrome.org