Marymount Magazine Winter 2016-2017

marymount

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

autumn/winter 2016-2017

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Greetings 70th Anniversary Celebration Béziers Experience Visiting our Missions in Zambia Service Initiatives RSHM Leadership Conference Welcome New Faculty Language and Literacy A Special Visit Learning through Cubetto Community Helpers Dance for Zambia Human Rights Presentations e Peace Club After School S.T.E.A.M. Elementary Art ES Christmas Concert Middle School Orientation Plant Cells & Grassheads

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2016-2017

Archeological Field Trip Building Houses Advanced Coding and Electronics Visiting the Catacombs Italian Literature Maker Class Romanticism in Rome Arabian Nights Why an IB Education Rome Maker Faire Embracing GAFE Ideas Worth Spreading Varsity Sports Farewell Sr. Rosaleen St. Nicholas Serata PTO Events Alumni News Faculty News From the Royal Liar

ON THE COVER: Photograph from Marymount's 70th Anniversary Mass, St. Peter's Basilica, November 8, 2016.

Marymount Magazine is published by the Development Office for the Marymount Community.

Edited by Vivian Barsanti.

Photo credits: Marymount Community, Faculty, Staff, Students and Parents.

© 2016-2017 MARYMOUNT INTERNATIONAL SCHOOL ROME

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Sarah Gallagher Executive Head of School

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he 2016-2017 school year has been a vibrant time at Marymount: we opened the year with 660 students on roll including in that number over 150 new students. As they quickly integrated into the community, we moved into a semester with many highlights including recognition during November’s TEDx Conference in Bologna for two of our seniors, and the European Championships in Volleyball and Tennis, concerts, and a superb school play.

Classrooms have been enriched by the work across the School to integrate Approaches to Learning into lesson delivery, and the excellent work currently been piloted by Ms Fenneman and Ms Ingrey to develop Enrichment into each classroom has been stimulating for all of us.

On November 8 th our whole school community joined together in St. Peter’s Basilica to celebrate the 70th Anniversary of Marymount International School. The procession through the Holy Doors of Mercy, the Mass itself uplifted by the choir, involving prayers in many languages by students of all ages articulated fully the vision of the founding Sisters. The setting of the Altar of the Chair overlooked by Bernini’s Dove window deepened the sense of occasion. Less than a month later we were

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gathered again as a school community to bid Sr. Rosaleen farewell as she transferred from Rome to New York. Her time in the Villa spanned from the day of its openingher life inextricably woven into the life of the School.

The sense of the history of Marymount, rooted in the dedication of those who serve the School has impressed me deeply since my arrival here in August. I have greatly enjoyed the opportunity to meet so many of you in person during the Parent-Teacher Organization meetings, our school-level Afternoon Teas, and Marymount’s many wonderful community events.

The inauguration of the FabLab building has been a highlight for our School community and I am looking forward to the continuous development of a 21st century curriculum that will enhance our students’ learning experience and future possibilities.

I also look forward to our work together as a welcoming, diverse and international community upholding the values and academic mission of our School.

Kind regards, Sarah Gallagher

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70 Anniversary th

Marymount’s Celebrations

2 By Ms. Ann Haring

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On November 8th, 2016, the Marymount community joyfully celebrated our School’s 70th Anniversary.

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round 900 students, staff, parents, alumni, board members, RSHM Sisters, and special guests joined in the festivities. Between 8:30 and 9:00 am, a flotilla of 15 buses made their way from Marymount school to Via della Conciliazione. Upon their arrival, the students were greeted by many parents waiting to meet them along the special Jubilee year pilgrimage path.

Assisted by the Jubilee Pilgrimage office, and led by students with processional crosses, our school community made a pilgrimage through the Holy Doors. It was an incredible grace for our 70th Anniversary to occur during this special Jubilee Year of

Mercy, as it enabled us to seek God’s special blessing by crossing the threshold of the beautiful and sacred bronze doors.

Once inside the Basilica, our group continued to the tomb of St. Peter. At the burial site of the first Pope, we had the chance to pray for those we love, as well as to offer prayers for Marymount School.

It was beautiful to see our community filling the pilgrimage path for close to an hour, as everyone made their way to the Altar of the Chair for a Mass of anksgiving with Cardinal Harvey.

the community and reminding all of us how to love and serve God and our neighbor.

During the Mass, Isabelle Ragnetti and Dubem Mba read with poise and conviction, sharing the Word of God with

During the Presentation of the Gifts, Elementary School students offered gifts of bread and wine.

Cardinal Harvey gave a memorable homily, teaching us how to be a friend of Jesus. A variety of students offered the Prayers of the Faithful in some of the different languages spoken by our families.

We are grateful to Giorgia Marchiafava, Tobias Kjolberg, Luna Gulino, Pablo Anzillotti-Zamorano, Ginevra Portos, Rina Wada, and Samuel Wilberding for offering such heartfelt prayers.

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Ms.

Debbie Woods, Mr. Massimo Carrarini, Mr. David Praveen, Mr. Charlie Zoffoli, Ms. Stefania del Papa, Ms. Denise de Paoli, and Ms. Ann Haring, and I attended the Béziers staff retreat with the apposite theme of building relationships. We were given time and space to nurture the manifold relationships that define our lives as Staff at Marymount International School. e first relationship is, appropriately, connected to the first goal of RSHM schools, that is “to foster a personal relationship with God.” During our two-day retreat, we had time for prayer and quiet contemplation. In one of the first sessions Sister Marion and Sister Bernedette introduced us to the powerful image of the well. While it often feels natural to look to the sky in search of a connection with God, we considered a number of excerpts all containing the image. e powerful message that God is within us and within others was well illustrated, and the meditation encouraged

us to “look for wells along the way and to be such a well for others to find.” Much like Jesus and the woman at the well, we should all aspire to become “a well for others to drink from.”

On a more practical level, the Béziers retreat connects Marymount Rome to staff members from RSHM schools in London, Paris, New York, and our neighbors at Marymount Nomentana. I gained a much better appreciation for our common mission, goals and criteria, and we were given time and space to establish these new relationships as well.

Our group was quite large, with about 30 teachers from the Marymount network of schools. In addition to spiritual connections and reflections, we enjoyed Brie, French wine, and valuable personal and professional conversations often during lunch and dinner.

While visiting the Motherhouse in Béziers, I felt simultaneously grounded and uplifted. erefore, a final relationship to develop is with the history of our school. rough a

tour of the house and a tour of the town, readings and lectures about Father Gailhac and Mother Saint Jean, the Sisters took us to the very heart of the RSHM. I wholeheartedly encourage everyone to visit n this sacred place.

OurBéziers experience 2 Ms. Samantha Hardin

Escorted by altar servers from the Pontifical Scots College, students Federica Ferronato, Patrick Gianni, Federico Ielapi, and Sara Rosati processed up the center aisle bearing the gifts and presenting them to Cardinal Harvey.

One of the most memorable elements of the day was the exceptional music by our choir. Under the direction of Mr. Brian Kirby, the choir sang beautifully, beginning with Ode to Joy and ending with the triumphant Hallelujah Chorus. Over one hundred staff members and Secondary School students formed this special choir that filled the entire Basilica with sacred music.

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From his perspective on the altar, our School Chaplain, Fr. Steve Bossi, remarked: “What I saw was a collaborative staff guiding children who were in awe of where we were and what was happening. The faces of those to whom I gave communion were a joy to see. You could tell they knew this was special.”

After the Mass, our community made its way back to Marymount to continue the celebration. Elementary students enjoyed room parties, delighting in the cotton candy and other special treats.

Middle school students celebrated with pizza and a dance party. In the dining hall

and patio, High School students mingled with staff, parents and other guests during a beautiful reception.

As we continue our efforts to mark this 70th anniversary of the founding of our School, we look back gratefully on the RSHM, staff, and families who made the first 70 years of our school so successful.

As we look towards the future, we pray that God will continue to bless our efforts to make Marymount a place where each student is prepared academically and spiritually to be lifelong learners and leaders n of tomorrow. a u t u m n / w i n t e r 2016-17 l

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Visiting the RSHM Missions in

Zambia

2 By Selina Baldi, Gr. 12

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n June, six students and two teachers spent almost two weeks in Africa, volunteering at the RSHM missions and exploring parts of Zambia and Zimbabwe. As the students who went, we would like to share a bit of this life-changing experience and inform you about the plans of this year’s fundraisers.

Sometimes we don’t recognize how fortunate we are. Until you actually get there after a long but exciting travel, you have absolutely no idea of how much these children and people need our help. Last year we worked hard to raise money in order to buy the students at St. Mulumba

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During this fantastic trip, all of us realized how true the saying “money doesn’t make happiness” really is. braille machines and new furniture, but it wasn’t until we got there that we discovered that the students and teachers there had a lot to teach us. When we first visited St. Mulumba, we were surprised by the children’s hospitality; they all wanted to follow us on our tour of the campus, and learn our names. However, we were shocked by the teachers’ ingenuity. a u t u m n / w i n t e r 2016-17 l

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St. Mulumba is a school for visually, hearing, or intellectually impaired children, and the teachers need to adapt to those impairments. In the classrooms for the visually impaired, there were posters on the walls made with different textures using corn, beans, string, and other everyday items. Another moment that really stands out is watching the visually impaired kids play tug-of-war, but without rope, using their arms. It all taught us that you don’t need a lot of toys or material things to be joyful; you need to be grateful for the things that you do have.

ey taught us that in the midst of their unfortunate lives and their health problems they can still be strong and happy kids. rough our school’s support with our fundraisers, we can donate toys and school supplies not only to encourage more happiness and give them a better childhood, but also to make sure they receive the education they need.

At the Day Center we were similarly shocked and fascinated at the same time. e children there have lost parents, siblings and friends to AIDS. Living a life like this, one would think that it would be quite depressing, but the kids at the Center showed us otherwise.

Kulunda Ka Maria was another school we all visited. The school was named after our School because Marymount Rome raised the money to build it, and we continue to raise money to improve it.

When we visited, about 30 to 40 energetic children in Kindergarten welcomed us.

Because the trip, the children, the activities, the people and the environment in general affected us so much in a positive way, and left us with so many amazing memories, we would like to encourage fundraising events and donations to help supply our friends in Zambia this year with the following: •

Payments for a new bus to create safer transport for the children;

What shocked us most at the school was the children’s excitement to see us; it was like being famous and having a bunch of enthusiastic fans eager to meet you. e children taught us much more than we taught them. On the whole, the experience we had in Zambia was life changing probably because being in Zambia is like being in another world with its own ways of thinking and doing things.

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Student tuitions to support the education for students at the schools;

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Learning supplies and toys to encourage better education and to supply children with leisure activities;

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Teacher salaries to encourage and reward teachers working at the different schools for their n dedication and support. a u t u m n / w i n t e r 2016-17 l

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2 By Ms. Valerie Hocker

RSHM Student Leadership Conference in Rome Quote from a participant: “The leadership conference didn’t only change us mentally, but also spiritually.

We learned how to be leaders and to respect and lead our fellow students.

However, we also learned how to be kind and loving people, just what our God wants us to be.”

Marco Faggiani

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Marymount and the RSHM Mission that

“All May Have Life”

arymount students and staff fulfill our School’s Mission by responding to the needs of others in our local and global community in a variety of ways every year. Some of the ongoing School groups and initiatives we participate in include:

• Elementary Classes and Zambia Student Committee:

organize multiple fundraising activities to raise money for the RSHM Missions in Zambia.

• e Annual Student and Staff trip to Zambia: Marymount

of ways including inviting refugees to campus to share their stories, organizing collections of clothing, toiletries, canned foods, and raising money to help support two local refugee centers.

• Operation Smile Student Club: educates our community

• Caritas Soup Kitchen: Marymount students, families and

about the need to help those affected by cleft palate, and encourages participation in Operation Smile fundraisers and events in Rome and abroad.

staff volunteer on a monthly basis in this opportunity to be of service to those in need.

in our local and national community. is year, the I

• Refugee Outreach: helps Rome’s refugees through a variety

students and staff volunteer at the RSHM Missions of St. Mulumba, Kalunda Ka Maria, and the Day Center in Choma.

• Outreach to Rome Student Club: provides help to those

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club is focused on raising money for short and longterm earthquake relief for Central Italy.

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• CAS projects: Our IB students initiate many different

service projects, which help support Marymount and the n wider community.

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his Fall Marymount International School of Rome hosted and participated in an RSHM Student Leadership Conference. The conference involved 10 of our own students as well as students from Marymount Nomentana, Marymount London, and Marymount Paris.

In all there were 35 participants.

The goals of the conference were to use the resources at the center of Rome and explore the three essential components of the mission of the RSHM Network of Schools. Through this exploration the students identified good leadership characteristics. By reflecting on these experiences as individuals and school groups, they identified specific ways they could personally grow as leaders, and develop concrete ways to move their schools forward in the RSHM Mission:

Responding to the needs of our time Working for justice Develop a personal relationship with God

The students spent three days at the Irish College in Rome. Besides a session on the history of the RSHM, and a look at Father Gailhac and Mère St. Jean as leaders, there were training sessions on how to run an effective meeting, role plays on how to make a presentation, the importance of communication, and how to organize and run a meaningful project that is, in essence, responding to the needs of our time.

There was time also for reflection and personal growth. The students learned about the leadership in the Church and its first leader, Saint Peter. They visited the Vatican, entering through the Holy Doors and they were able to receive the sacraments of both the Eucharist and Reconciliation while at the Irish College. They also learned about Saints and Martyrs and the importance of standing up for what you believe in.

Overall the conference was a great success. As a result of the training and excitement it generated among the participants, a new Middle school Service Group was born: Middle School for Mercy, the MSM. The new group is busy planning for a Spring event to contribute to the Secondary School efforts to aid survivors suffering in Amatrice from the earthquake. Be on the lookout for upcoming news on this group and their plans for an exciting Spring event! n

There was plenty of discussion and thoughtful reflection, and there was time to socialize and get to know the student leaders from other Marymount Schools. Dinnertime was especially set up to mix and mingle and allow students to share and collaborate on ideas. a u t u m n / w i n t e r 2016-17 l

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Ms. Bower’s heritage is Italian, and she feels right at home here in Rome. Before arriving at Marymount and teaching Second Grade, she taught in the Ukraine. Although she has been teaching for many years, this is her second international teaching experience. She studied at Pepperdine University in Malibu, California, and received her Master’s while living in Seattle. Ms. Bower enjoys snowboarding, travelling all over the world, meeting new people, karaoke, and exploring the beautiful sights in Rome.

Welcome

New Faculty and Staff

Marymount’s seventeen new faculty and staff members are enthusiastic about the challenge of living in and discovering the Eternal City. Many are from the United States and some from the U.K. and their extensive international teaching experiences are a wonderful addition to our multicultural community.

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Mr. Mark Acuff

Ms. Julie Andrew

Science, Secondary School Teacher

Science, Secondary School Teacher

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Ms. Tracy Bower

Ms. Kizzie Bridges

Grade 2, Elementary School Teacher

Grade 4, Elementary School Teacher

Ms. Bridges is originally from Texas but has been living in Rome for the past 16 years. She is married to a true Roman and has two rambunctious boys who keep her quite busy.

She has been teaching in international schools here in Rome for the past 15 years and she loves it. Ms. Bridges is fluent in four languages and enjoys traveling and experiencing different cultures.

Welcome New Faculty and Staff

Mr. Acuff is from Arizona, and has been teaching internationally since 2001: USA, Peru, Mexico and Japan. He has taught Middle School, High School and college level science and social studies. His hobbies include mountain biking, traveling, and hiking.

Ms. Crossan is Scottish, born and brought up just outside Rome. Before arriving at Marymount she has worked in another international school in Rome. She has a passion for Interior Design.

Ms. Andrew has been teaching Chemistry for about 30 years in a variety of settings, including the University of Colorado-Denver, and international schools in France and Australia as well as public schools in Colorado. For the past 6 years, she recruited and trained math, science and engineering majors to become teachers at the University of Colorado. She enjoys hiking and being with her fabulous family.

From Copenhagen, Denmark, Ms. Gulino has lots of experience within the public and private health sector where some relevant examples are within Juvenile Psychiatric, Neuro Medicine, Otorhinolaryngology Surgery, Post-Operative Rehabilitation, Flight Nurse Medical escort and more. Ms. Gulino spends her free time with her family and friends and she loves to play tennis and to sing.

Ms. Anna Crossan

Ms. Ida Gulino

Villa Secretary

School Nurse

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The Hamricks are from the United States in the mountains of Western North Carolina.

They have taught in multiple locations internationally from the Caribbean to the Middle East as well as in America. They have three children (Avery, Britain and Carter) who attend the High School and are excited for their new adventure in Italy!

Ms. McNee is British and has been living and working in Rome since 1998. She has a BA Hons in Dramatic Arts from Bretton Hall University College of Leeds. Ms. McNee has been a peripatetic teacher within the Italian education system for many years and was recently filmed by RAI Educational teaching Shakespeare in English to Italian students. She also acts, writes and runs her own theatre company. She is enjoying the opportunity to work with the Marymount International Community.

Ms. Alison Hamrick

Mr. David Hamrick

Learning Support, Elementary School

Learning Support & Gr. 4 Teacher, Elementary School

Welcome New Faculty and Staff Ms. Ingrey is originally from England. Her most recent posting was in Zurich teaching Learning Support, Humanities and Technology. For the past 24 years she has taught High School and Middle school in national, special and international school settings. Out of School she is involved in training other educators to use Gsuite tools. Her hobbies include reading, walking, paddle boarding and travel.

Ms. Allison Ingrey

Ms. Julia Lo Bianco

Learning Support Coordinator, Secondary School

Grade 5, Elementary School Teacher

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Ms. Lo Bianco is from Washington D.C. She comes to us with a MBA and a teaching certificate from George Mason University. As a career changer, she has many years of International Marketing experience at Unilever. However, Ms. Lo Bianco is a familiar face at Marymount. She has worked in various functions throughout the school over the last few years. She is delighted to be teaching 5th grade this year.

Ms. Denise McNee Performing Arts Teacher, Secondary School

Welcome New Faculty and Staff Before moving to Rome, Ms. Paul taught PYP Primary Art at the International School Ho Chi Minh City, Vietnam, and Grades 3-12 Art at Kodaikanal International School, India. Her teaching experience began in the U.S. at a school for Gifted and Talented students in Yonkers, N.Y., as well as teaching and designing Art History programs for children at The Metropolitan Museum of Art, New York. A “third culture kid” herself, Ms. Paul grew up in the U.S., U.K., and The Netherlands before graduating from The American School of The Hague.

Mr. Peters is from the United States of America, and has been teaching for 11 years. He has taught in the USA, Morocco, and Korea.

Husband and father of two beautiful girls ages 5 and 7 currently studying at Marymount, he is a very active person and loves many different sports and also enjoys travelling and cooking.

Ms. Deborah Paul

Mr. Thomas Peters

Art Teacher, Elementary School

Mathematics, Secondary School Teacher

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Ms. Pierce is from upstate New York and in her 4th year as a school psychologist. Prior to moving to Rome, Ms. Pierce worked in Baltimore, Maryland with a variety of age groups and students with different needs. This is her first international experience and she is very excited about the opportunity to work with students and families from different backgrounds and experience the Italian culture.

Ms. Rahilly is from Greater London and her family is originally from Ireland. She attended St. Mary’s University, London. This is Ms. Rahilly’s third trip to Rome but first international teaching position. She enjoys good food, watching rugby games and movies.

Language and Literacy in the Early Childhood 2 By Ms. Laurie Berry and Ms. Sally Cameron

Ms. Kelsey Pierce

Ms. Colleen Rahilly

Psychologist, Secondary School

Religion, Elementary School Teacher

Welcome New Faculty and Staff Ms. Wichser is from New Jersey and has been teaching for 12 years. This is her first international teaching position. She attended Lock Haven University for her undergraduate degree and The College of New Jersey for her Master’s. In her spare time she enjoys graphic design work and spending time travelling. Ms. Wichser is looking forward to learning more about Rome and to meeting people from around the world during her time here.

Ms. Katie Wichser

Ms. Melinda Zilli

Grade 1, Elementary School Teacher

Grade 5, Elementary School Teacher

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Ms. Zilli is originally from Arizona, and has been teaching for 23 years. She has been teaching internationally since 1998: Venezuela, Peru, Mexico, Japan. She has taught elementary classes in grades K, 1, 2 and 5, as well as teaching ELL for grades K-5. Her other hobbies include biking, making jewelry, baking, loom knitting, and traveling.

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anguage plays an important part in our Early Childhood curriculum. From the time the children enter in the morning until they say goodbye at the end of the day they are constantly communicating, listening, observing and exploring in an environment that is simultaneously relaxing and structured.

During Morning Meeting the children greet each other through song or a special greeting, and share news or special events.

This meeting is very short, but it is a vital part of our day as it is the foundation of our community - everyone is included in morning meeting. The greeting recognizes everyone as part of the community and the sharing of news or special events helps students build social skills in speaking and listening. Speaking to others in the circle also allows students to practice speaking clearly and loudly enough to be heard while strengthening their vocabulary.

During story times the children are not just listening to a story, they are enlarging their vocabulary, making predictions, understanding letter-sound relationships,

and learning to make text-to-self connections and using logical thinking. The children frequently look at books and tell stories in the way they have seen them modeled in the classroom. Story times and book sharing also helps children to explore stories or poems from different perspectives and analyze their meanings, and engage with stories, poems and even songs in a range of ways.

Writing also helps to build relationships between children and teachers. As children talk about the drawings and describe what is happening for teachers to scribe on their behalf, interactions and conversations are initiated. Children begin to express their needs and communicate their feelings. n

Writing takes place in many different ways, where the children trace letters in substances such as sugar, form words with magnetic letters, write in their journals by drawing pictures and have the teacher scribe their story to the children who want to write by themselves. For this reason we have a class dictionary in which children suggest the words that go into it. We also have a writing area where the children can write key words about any topic being studied, and a message center where they can leave notes for one another. The children are fast learning the power of written language and will often ask for help to make an important notice. They understand that feedback can be used to revise or improve on their ideas. a u t u m n / w i n t e r 2016-17 l

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2 nd Grade

Santa Visit 2 By Ms. Laurie Berry

Community

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hristmas is a time for giving and thinking of others less fortunate than ourselves, and in the Early Childhood Centre we try to do our part by helping the Centro Arrupe here in Rome. This year we helped provide gifts for 28 children.

Helpers

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n the month of October, Marymount’s Second Grade students came to school dressed as Community Helpers. This wonderful project deepens the children’s understand of how a community works, and how it takes many different people working together, all doing their different jobs, in order n to ensure the well-being of many.

A few weeks ago the children in the EC Centre took a very special letter home that explained that Santa needed some help to provide gifts for some children who were not as lucky as them. The children really embraced this idea, and as one little girl put it: “we are just like Santa’s elves.”

On Tuesday, December 13th Santa Claus came to visit us and to collect the gifts that our EC had brought in for the children of the Centro Arrupe. Our students were very excited to give him the gifts and then sing a song for Santa. Santa himself really enjoyed this and joined in the singing with them. After the visit one of the children said: “I never saw the real Santa before.”

Speaking to Padre Stefano who works in the Centre he told me how much they appreciate this. He asked if we could pass on his thanks to all of you for your n generosity.

Grade 1

Early Childhood Learns Basic programming with

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4 Grade th

Cubetto

n addition to computer-based coding, students learn basic programming logic through Cubetto. This play-set uses shapes, colors and spacial awareness making programming become a tactile, inviting and magical learning experience, which is both enjoyable and fun.

The goal of the game is to guide Cubetto to its destination, represented by a house, a big cube, or any other object of one’s choosing. The robot executes the instructions placed in the board in sequence so that children experiment with the list of instructions.

Cubetto is a friendly robot, and the kit includes a map or story book mat, a board with the programming interface, the Code, a set of instruction blocks that move Cubetto forward, left, right and the function block which calls the last line of commands in the board.

Since there is no single solution or path to follow, different children come up with different solutions and build selfconfidence in addition to learning more effectively through physical play, in effect becoming creators within the increasingly n digitalized world we live in.

Zambia Fundraiser 2016

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n December 2nd, Marymount’s Fourth Grade Team organized a competitive dance party as their fundraising event for the RSHM’s Missions in Zambia:

So You Think You Can Dance?

Then Dance For Zambia!

Each Elementary School grade level chose one song to dance to, and a very “strict” panel of judges made up of Mr. Williams, Ms. Atwood, Ms. Rahilly and Ms. Crossan chose the best dancing grade level, which turned out to be Grade 4 although they felt everyone should have won due to their wonderful choreographies! The winning grade level was chosen after much deliberation according to

the categories of Enthusiasm, Presentation and Execution. Runners up were Grade 5A, both 3rd grades and Grade 1B. The members of the winning grade level were presented with a “prize” of a Homework pass for one night.

The event raised 641 Euro and students and faculty alike found it to be a fun and n community-building experience! a u t u m n / w i n t e r 2016-17 l

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Grade 5

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uring the fall semester, Marymount offered a free after-school activity called “Peace Club” to its Elementary School students. This activity was led by Kirin Taylor, a coordinator from “Little Friends For Peace” (LFFP), a U.S.-based non-profit organization that seeks to eradicate violence by teaching skills for peace and by bringing peace education programs to schools and communities around the world.

Presentation and Projects for

International Human Rights Day

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rade 5 presented their projects on Human Rights to the entire Elementary School student body on occasion of the Student Assembly celebrating International Human Rights Day that took place at the end of November. Students shared what they learned in their Social Studies class

The Peace Club

The knowledge Ms. Taylor imparted to our students includes being able to answer violence with skills for peace also by teaching students how to resolve problems both nonviolently and respectfully. Students gain skills and perspectives that will help them to live social justice-oriented lives as global citizens - vital for a peaceful world. about the history of human rights in addition to showing a video of their interviews to Marymount’s Secondary School students and faculty with questions about what it means to be human, and what human rights are.

Fifth grade reenacted several poignant moments in history by portraying some of

the world’s most important activists, starting with Rosa Parks and continuing with Gandhi, Helen Keller, Mandela, Mother Teresa, Abraham Lincoln, Malala, and Jane Goodall.

The message to the Assembly was that human rights begin with all of us and are based on n respect and cooperation!

The Peace Club had a mixture of students from Grade 2 through Grade 5, and activities ranged from playing cooperative games, doing yoga, singing songs, experiencing nature, as well as art activities, discussions, and having some special peacemakers visit during the Club’s meetings.

Ms. Taylor and her students talked about practices and tools for living and teaching peace, learning about peace heroes and how we can act similarly to them in our own lives, but also about what peace means to each student, as well as universal definitions and their implications.

As Ms. Taylor states: “Marymount students are ideal for receiving the content of Peace Club given the international identity of the School and the fact that they are being educated to become global citizens, and to have values of peace and concern for self, others, and the world around them from a n young age.”

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2 By Ms. Mersedeh N. Cerasoli and Ms. Denise De Paoli Photographs by Mersedeh N. Cerasoli

Present participle:

It takes a delicate calculating hand to build the tallest and widest plastic cup sculptures... without making it fall!

After studying various types of bridges including Suspension, students work individually to draw, build and test them.

The marble must run smoothly down the ramp running two times around the main base structure... Watch out tricky corner bends!

Students test the strength of their “Spaghetti Pasta” bridge designs by using weights.

tinkering

1. attempt to create, repair or improve something in a casual way.

Synonyms: try to mend/improve, fiddle with, play (about/around), trifle with, dally with.

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he newest addition to our after school activities this year is the Marymount S.T.E.A.M. Club (Science, Technology, Engineering, Art and Math) which facilitates our next generation of students to think creatively, be innovative and prepared.

In October, students were engaged in “tinkering” activities where they explored, invented, created, and solved problems using a variety of low tech tools and materials including everyday recycled products and even pasta!

Projects included building a Suspension Bridge using Popsicle sticks and paper clips. Another project called for the design of a Marble Ramp using recycled copier paper boxes and masking tape. Students enjoyed testing the bridges' strength and watching them break as masses were placed on each bridge constructed. The next project involved constructing a marble roller coaster out of a cardboard box and masking tape. Students had to consider how forces such as gravity, friction and angles of ramps acted on a marble as it rolled along the roller coaster. n

Elementary School

Artwork a u t u m n / w i n t e r 2016-17 l

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Middle School

Orientation Days 2 By Ms. Jasmin Zarineh

Elementary School

Christmas Concert

The Elementary School’s Christmas Concert organized

by Mr. Williams on December 7th featured “The Christmas Story” in Poetry, Song and Dance by our First Grade. They were accompanied by the Marymount Elementary School Orchestra. A wonderful opportunity to listen to our musicians and performing students for a memorable show.

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t has been a tradition for many years that our Middle School Students attend a three-day Orientation during their first week of school in September.

During these three days Middle School students went to a Retreat, spent a day at MMI with special activities, and also went to the Treja Adventure Park.

These events gave students the opportunity to get to know one another better, particularly in light of the large number of new students who joined the Marymount community this year.

Together, they braved the ropes courses at Treja spreading smiles and friendship among trees. They participated in team building and character building activities during the day spent at Marymount, and listened to presentations by two Senior students who spoke about their CAS Project on “Digital Media Do’s and Don’ts”. Students where thrilled. A seventh grader wrote: “It was an awesome presentation because it was simple and clear. It was really helpful because they didn’t speak to us like teachers but as friends, or someone who really cares about our future”.

At the Retreat the students worked on how each of us can make the difference in our community - the n theme for the day was “Powerful You”.

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2 By Ms. Shelley Sayger

Plant Cells Project

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2 By Ms. Denise De Paoli

Archeological Simulation Field Trip

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rade 6 Science students have recently finished a project on Cells and the Microscope. They gained skills in the safe and proper use of a microscope to examine cells and learned to identify differences between plant and animal cells. The Plant cell project involved students creating a labeled plant cell model out of recycled materials and researching the structure and function of organelles. Students were very creative and enjoyed presenting and critiquing their n projects to the whole class.

Grass Heads Science 2 By Ms. Denise De Paoli

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rade 7 Science studied Plants this semester and completed the Grass Head project. Students put soil and grass into fine nylon mesh and molded the mesh to create a head. They waited eagerly for the grass to grow and recorded the grass growth rate for about 30 days.

Upon completion of the project, students presented their decorated Grass Head and gained skills in responsibility and care, measurement, plant growth requirements n and creativity.

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rade 7 went on an Archeological simulation field trip toward the end of October at Castrum Legionis located in the enchanting nature reserve of Decima-Malafede.

Students had learned about early man and this was an opportunity to feel like an archeologist n after the unit was over.

2 by Ms. Agata Di Monte

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n Grade 7’s Technology class, which is part of our Media Program, we learned all about construction materials, how they are used and how to construct a building. We also transformed theory into practice by creating little houses with bricks starting from the preparation of the mortar. The students had lots of fun with this project and took great satisfaction in seeing their miniature constructions! n

Technology Class’s House Constructions a u t u m n / w i n t e r 2016-17 l

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A Fab Lab (Fabrication Laboratory, or, even better, Digital Fabrication Laboratory) is a place equipped with computer-controlled tools that allow people to make almost anything. Let’s take a closer look at the most important tools: 3D Printers:

machines that, by adding material (usually plastic) layer by layer, are able to create three-dimensional solid objects from a file (objects designed on a computer).

Laser Cutters:

machines that use laser to cut materials or engrave them.

Vinyl Plotters and Cutters:

machines that can draw on paper or cut through materials using a knife.

CNC Machines:

Computer-Numeric-Control Machines are tools, such as mills, drills and lathes, used to create three-dimensional pieces of metal, wood, etc. They work by removing some of the material from the initial block until the proper and desired shape is created.

2 By Mr. Charlie Zoffoli

Advanced Coding and Electronics Class Thanks to our new Fab Lab, this year I was able to begin an advanced class for Middle School on coding and electronics, but before I talk about this class, let me take a step back and tell you what a Fab Lab really is.

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After School Class

Voltmeters:

instruments used for measuring the potential difference, or voltage, between two points in an electrical or electronic circuit.

Oscilloscopes:

electronic test instruments that allow observation of signal voltages and show them as a graph on their display.

3D Scanners:

devices that analyze a real-world object (dimension, shape, colors) and use these data to construct a digital threedimensional model.

Soldering Irons:

tools that supply heat to melt solder so that it can be used in electronics assembly.

mechanical calculators to fully grasp how operators work. I could go on forever: the potential of a Fab Lab is really extraordinary!

students will need to be the inventors and innovators of the future. It serves as a motivational environment to encourage engagement with technology.

Our Fab Lab will help students to consolidate the content of their standard academic curriculums while they become literate in those skills that are becoming more and more important with each passing day. Fab Labs make connections across the curriculums and foster scientific observation, technological exploration, artfully engineering design and mathematical thinking.

In other words, we are blurring the line among disciplines in favor of a wider and more comprehensive educational system that nurtures, rather than undermines, creativity and also acknowledges multiple types of intelligence. A Fab Lab offers the tools to develop the practical and critical thinking skills

It favors the development of intelligence, creativity and imagination of children and youth. It is a place where thinking is encouraged and innovation occurs, a space where educational and recreational activities take place focused on design and digital fabrication. Also, hands-on learning is naturally engaging, and the skills students gain in a Fab Lab - problem solving, collaboration, and more - are those they will need in the workplaces of the future.

Why are Fab Labs becoming so popular?

Why are they so important?

Why do they play such a crucial role in our children’s learning?

Fab Labs give students and teachers the power to create. It’s as simple as that. For instance, in geography students can create a solid replica of what they are studying to better understand it (a region of Italy, a country, a continent, a volcano, etc.). In chemistry students can create 3D models of molecules to deepen their understanding of molecular structures. For social studies, a class might work on making a model of the Colosseum, pyramids, etc., so that students can really see the specific functions of those buildings. In math, students can work on creating

Having a Fab Lab at Marymount is a real gift and blessing for our students and this makes me even prouder to be a part of the Marymount family. This is especially true because even though Fab Labs were initially a u t u m n / w i n t e r 2016-17 l

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created as places where ordinary people could access cutting edge technology to become inventors and innovators, they are now becoming places where people share their inventiveness. This entails that not only will our students develop technical fabrication skills, but they will also develop skills for social fabrication and co-creation! We are going from DIY (Do It Yourself) to DIWO (Do It With Others). Also, I am closely working with staff members from other Marymount Schools (New York, Paris, London) so that our students can advise each other on their inventions, ask one another for advice, and share projects and ideas. I am also working with other Fab Labs in Rome (such as “Roma Makers” and “Mini Makers”): our Fab Lab is already projecting our students into a global network of Marymount students and inventors!

From Early Childhood to High School, Marymount has found new ways to use 21st century technology to revolutionize the educational experience for a new generation of students. By accessing groundbreaking technologies, students can now design, prototype and make anything they can dream up, including solutions to real world problems.

I wouldn’t be at all surprised to hear that, in the years to come, our older students will have won international competitions such as “The UAE Drones For Good Award”, whose first prize is one million U.S. dollars!

Marymount has already started offering STEAM (Science, Technology, Engineering, Art, Math) after school classes and I have been teaching on Fridays a pilot class since September the 23rd 2016. My students and I have already worked on 3D design with TinkerCad, seen a 3D printer and a 3D scanner in action, started

programming in Java on Processing (computer graphics), and familiarized with robotics and electronics by working on a real robotic arm controlled by Arduino and on many printed circuit boards (PCB). Students now know what relays, fuses, jumpers, etc. are!

One of the most interesting projects we have worked on so far is surely the new Fab Lab security system. My students have truly understood how a security system works and have designed, installed and programmed a professional one. They have really exceeded my highest expectations and I am so very proud of them: they have used drills to make holes in the wall to accommodate the security system, cut the electrical wires (both power wires and Bus/Serial Connection signal wires), programmed the main CPU, etc. These very talented students have also interfaced the security system with the Internet and now it is accessible by everybody on the website:

sycloud.microvideo.eu User Name: MMIFABLAB Password: 123FABLAB

I encourage you to pay a visit to this website.

For more information on the real security system my students have installed, please visit: www.microvideo.eu and look for “synergy”.

I am also very happy with the approach used in this class: students have developed problemsolving skills and self-esteem by exploring technology and by practicing critical thinking, creativity and collaboration. Their work is so valuable that this security system will function as the real and main alarm system for our Fab Lab! This project provided an opportunity for students to work together not only to learn

concepts, but also to create real world solutions.

In doing so, they learned important technical skills for the future, while exercising peer-topeer collaboration today. These wonderful students, true pioneers here at Marymount, are also learning computational thinking, problem solving and professional computer programming (so far: Java, Processing and the programming of the security system). They now know what a “function” is, what “void” means, what variables are, and so on. They are nurturing and nourishing their love for technology and channeling it into real knowledge for their personal growth. They are also developing important technical skills, which are furthering their education and making them more marketable in the job market of tomorrow.

…and this is just the beginning!

Throughout the year students will have also worked on many more Arduino projects, Makey Makey, C++, object-oriented design (one of the most important computer programming paradigms), game design, laser cutters, etc. We just finished the security system, which was our first real project… Now we will move into creating a high quality computer game that runs on PCs and into making a real robot with sensors, engines, etc.: by the way, since we worked on the Fab Lab security system, why not work on a robot or drone that can patrol our school and help to keep it safe by communicating any anomaly detected to our guards? The choice belongs to my students: I want them to have the opportunity to personalize their learning so that it can be meaningful, purposeful and engaging. I firmly believe that ownership of learning fosters curiosity and deeper understanding. In a few n words: it’s more effective!

Brace yourself, Marymount: these students are transforming our compound into the most technologically advanced school ever!!!

Visiting the

Catacombs

2 By Ms. Diana Valentini

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n November Marymount’s 8th graders along with teachers Ms. Sayger, Ms. Marshall, Mr. Peters and myself travelled to Via Appia Antica, the cradle of the ancient Roman catacombs. We visited the Catacombs of San Callisto and San Sebastiano and were struck by all of the early Christian artwork and symbols, including the Chi-Ro (the first two letters of Christ in the Greek alphabet), the anchor (symbolizing the hope of salvation) and the dove (symbolizing peace and rest for the dead). The students were inspired by the lives of the martyrs, particularly St. Sebastian who was shot to death with arrows. We also celebrated and offered Mass with Fr. Steve in memory of loved ones in the famous Church of Quo Vadis. Finally, our group visited the mysterious Capuchin Crypt on Via Veneto and saw the strange but fascinating decorations of a crypt decorated with thousands of skeleton bones. Students gained a deeper knowledge of the religious and historical significance of ancient Rome, as well as the Christian faith. It was particularly relevant to visit these special places during the month of November, a time during which we n remember and pray for the dearly departed. a u t u m n / w i n t e r 2016-17 l

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Italian Literature Students on Repubblica Scuola

High School Play

Arabian Nights

2 By Ms. Giovanna iorio

Italian Literature students from Grade 9 and some in Grade 10 and Grade 12 have started to write for Repubblica Scuola this year, the online edition of this prestigious Italian newspaper that counts 2.5 million readers daily. The students are being trained to use professional editorial tools and publish articles that reflect upon contemporary issues.

I started this project in 2010 and this intensive journalism activity runs parallel to the prescribed curriculum, providing a unique opportunity to be read by professional journalists and other people outside the classroom. To read and share some of our students’ articles please visit n scuola.repubblica.it/lazio-roma-asmarymountrome/

Maker Class’s Scribble Bots 2 By Ms. Denise De Paoli

The Grade 9 and Grade 10 elective Maker class created Scribble bots with materials from their Arduino kit and household items.

The motorized bots have markers attached and move about n randomly to create beautiful, colorful designs.

2 By Ms. Denise McNee

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n a letter to his brother and sister-in-law, written in 1819, the poet John Keats stated: “Nothing ever becomes real till it is experienced.”

This adage seems to capture the very heart of education. Finding ways for students to “experience” a topic is one of the most creative and important elements of teaching. Keats’ words guided my students and I as we made our way to the Keats-Shelley House Museum at the Spanish Steps.

2 By Ms. Marta Guglielmi

Romanticism in Rome

The sunny autumn morning that enveloped us into the spirit of the poet seemed most appropriate considering that Keats arrived in Rome in November of 1820, hoping that the mild Roman season would help extend his life. However, the young English poet succumbed to tuberculosis only three months after his arrival. Yet, when one enters his last

abode, the charisma and aura of Keats seem to still pervade the air. The students participated actively and were captivated by our wonderful morning guide who offered a thoughtful overview of the poet’s life and works. In addition to being Keats’ home in Rome, the Keats-Shelley House contains a collection of paintings, manuscripts, sculptures, relics, first editions, and an extensive library of Romantic literature.

A stop at the Non-Catholic Cemetery in Testaccio was a must, giving us a chance to pay our respects at Keats’ grave. At the grave, the students read the poems they’ve studied, such as “To Autumn” and “La Belle Dame Sans Merci.” This was a powerful moment for us all.

This trip is a great addition to our English 10advanced program; visiting Keats’ house and grave brings the poet much closer to us. n

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his year the Marymount High School Players performed “Arabian Nights” by Dominic Cooke. The play celebrates the power of the imagination and storytelling and was told through a mixture of narration, song, dance and even a puppet bird.

The players were Umberto Greco, Ellie Pinkerton, Analisse Kirby, Mariam Hassan, Agustina Lopez Bossi, Spela Kunstelj, Maria Gubiev, Brian La, Daisy Ingrey, Veronika Ilencikova, Dubem Mba. Supporting them with lights, sounds, and props were Tiffany Tarantino, Alice Monorchio, Lily Rose Spanò and Ginevra Portos. It was an ensemble piece with all the players playing multiple roles and sometimes even acting as

caves, stones or doorways. The play focused a lot on the relationship between the ruthless King Shahrayar and his wife Shahrazad. After being betrayed by his first wife King Shahrayar vowed to marry for just one day and execute them the next morning.

Shahrazad is convinced that she can save not only her life but the lives of all the women in the city. Her plan is the magic of storytelling creating a bond between herself and her listener more powerful than bias, hatred and rage. All the King had to do was listen!

Storytelling is an ancient art form and the earliest form of teaching. For centuries stories have migrated and changed, adapting to different times and audiences. Our re-

telling of the Arabian Nights was no different. The tales were set in our present day and their migratory state was alluded to with suitcases filled all their props and costumes and carried by the actors.

All lot was expected of the actors who did an amazing job. The production was supported by the back stage crew, who were responsible for designing and managing the sound and lights.

In addition the Arts Booster club sold snacks during the show. The snacks were inspired by Middle Eastern cuisine and the aroma of spices and teas permeated through the auditorium, transporting us sensorially to another place. n a u t u m n / w i n t e r 2016-17 l

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leading a foundation which proposes ways to inspire young minds to rethink the future.

She presented a bold new way to see the economic systems : not as linear but as circular, where everything comes around.

Her foundation is working very closely with the IBO and she invited schools to participate in their Festival at the end of November and access free curriculum material for the Economics course.

While in sitting in the plenary session there was a sense of being part of the 70.000 educators of the three Regions, a gigantic organization, I had the honor of experiencing a completely different atmosphere at the IBEN reception. IBEN, the network of examiners, workshop leaders and team visitors for school authorization and evaluation, is made of 1300 IB educators and about fifty were present. The Director General Siva Kumari reminded us all that we are the faces of the IB worldwide and in

meeting again with my colleagues from Stockholm and Qatar I realized that the IBO is just a big family, the family of Global Education.

Marymount is proud of the organisation of which it is part of because of the contribution it makes to the world. In the next couple of years the plan is to enrich the Diploma Programme in many different directions : by increasing the course offerings in groups 3 (studies on Individual and society) and 4 (Sciences), by providing more resources to the students such as online learning platforms or review sessions, and by creating more opportunities for a personalised approach to IB and career education.

The key of success in the IB is to find the right match between a solid education and each and every student’s aspirations and it is only possible working on an individualised n basis with parents and students.

Why an IB education?

2 By Ms. Viviane Mingazzini

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an IB teacher, IB educator and now IB coordinator I answered many times the question “what is an IB education” but I never had the time to thoughtfully consider why would anyone choose an IB education for their own child.

I returned from the IB Regional Conference in Barcelona on October 8th with many answers. The IB programme(s) are different from other curricula because they encourage students of all ages to think critically and challenge assumptions, because they develop independently of government and national 3 6

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systems, incorporating quality practice from research and a global community of schools, because they encourage students of all ages to consider both local and global contexts and because (and I must admit it is particularly appealing to me) they develop multilingual students.

The IBAEM (Africa, Europe, Middle East) Conference in Barcelona perfectly modeled the aims above : students from all over Spain and a guest alumnus from Nairobi acted, sang, danced, and spoke living up the philosophy of the International Baccalaureate.

More than 1500 educators and administrators listened to the powerful speech of Peter Docker on harnessing the power of why, and focusing on the importance for people to be connected to a higher, common purpose to achieve a greater performance in their workplace. In the opening session the high profile speaker mentioned how unique the IBO is in gathering people from the four corners of the earth. The only sibling institution would be the UN. The second plenary speaker was Dame Ellen MacArthur, a solo sailor recordwoman, a u t u m n / w i n t e r 2016-17 l

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An Extraordinary Field Trip to the Rome Maker Faire 2 By Mr. Charlie Zoffoli

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aker Faire is a family-friendly showcase of invention, creativity and resourcefulness. People of all ages and backgrounds gather together to show what they are making and share what they are learning. Most of the projects presented at the Maker Faire are open source, so anybody can access the blueprints, coding and engineering behind them. Maker Faire is a real celebration of the Maker Movement.

Maker Faire Rome is the European edition of Maker Faire. It’s organized by Innova Camera, a Special Agency of the Rome’s Chamber of Commerce, whose mission is to place the city of Rome at the center of the debate on innovation.

Maker Faire Rome combines science, science fiction, technology, entertainment and business to create something totally new. It’s an event for participants of all ages, wishing to experience firsthand the makers’ inventions. These inventions are often the result of a desire to solve everyday problems, whether big or small.

Maker Faire Rome 4.0 edition started with the Educational Day, the traditional morning dedicated to schools.

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Over 20,000 students participated, including 100 students from Marymount International School (30 from Elementary School, 25 from Middle School and 45 from High School).

Students who showed interest in technology by attending the following classes were invited: STEAM students from Elementary, students from my FabLab class and iLab8 in Middle School and students from the Maker classes in High School.

We visited the fair on Friday October 14th from 9:00 am to 1:00 pm. Students had been talking about this field trip for the whole week before the event and as soon as we hopped on the two buses the excitement became almost tangible! Once there we had the chance to discover the inventions created by so many makers.

Some of those inventions were also selected for the Call for Schools (in collaboration with the Italian Ministry of Education), which is a contest reserved to High Schools for the most advanced and useful invention. Next year Marymount International School will surely participate, so let’s keep our fingers crossed: we will be aiming for the first prize!

These are some projects presented in the previous editions:

The Brain arm: a 3D printed robotic arm which movements are remotely controlled by the power of the mind.

My Way: an innovative stick for the blind.

Baby Goldrake: a robot that can provide comfort to hospitalized children.

From the attic to the lab: a project that makes possible to revive the old and classic games thanks to a technological makeover.

Robot Guitar: a robotic guitar that plays automatically thanks to a large number of servo-motors.

Disposable Drones: drones for humanitarian missions. These drones can transport medical supplies at the site where there is any medical necessity. They fly with a great precision and they can land at the precise spot required.

Not only schools, though, participated in the Maker Faire; also Italian and European universities as well as research institutes brought to the event some of their most innovative and interesting projects.

Marymount students were exposed to the most innovative and revolutionary technology... and they really loved it!

Maker Faire Rome was organized into 6 pavilions (each one of them with many stands): • MOVE (Bikes, Drones, Mobility, Robots, Rockets, Sport, Water).

• LIFE (Agriculture, Animals, Body, Energy, Food, Health, Human Body).

• INTERACTION (Art, Audio, Electronics, Games, Home Automation, Science, Virtual Reality).

• FABRICATION (3D Printing, Craft, Furniture, New Manufacturing, Recycling).

• YOUNG MAKERS (Education, Kids, Schools).

• SHORTCIRCUITS (Conference, Light & Darkness, Security). a u t u m n / w i n t e r 2016-17 l

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E F A G to e v o M s t’ n u o Marym 2 By Ms. Sally Cameron

free core suite of ucation (GAFE) is a Google Apps for Ed to schools and ns that Google offers productivity applicatio plications exist ns. All of these ap educational institutio m any device. d can be accessed fro completely online an in October 2015 ining in using GAFE Teachers started tra features such as began using some and early adopters ol Gmail accounts Docs, Drive and scho Google Classrooms, fully GAFE in Marymount became in January 2016. suite’s features. reby using all of the September 2016 the out a survey to all logy Committee sent Last year the Techno

offered training sed on the responses ba d an ff sta d an y ult fac Drive, Google Google Docs, Google m, roo ss Cla le og Go for des, Google Forms.

Calendar, Google Sli lleagues to work with students and co FE GA e us rs he ac Te of email being reduces the amount ich wh ly ive rat bo lla co a paperless ve towards becoming mo us lps he d an nt se school. using their own ded to the classrooms ad o als re we ts ren Pa ildren’s work and able to follow their ch be to er ord in s ail em in School. portant happenings be notified of any im

Ideas Worth Spreading: TEDxYouth Bologna For our Elementary Students, a magical place was the Kids’ Area: an 8,000 sqm space dedicated to aspiring young makers! Through the activities organized, the young participants could see with their own eyes what being a maker really means: tinkering with electronics and programming, experiment digital creativity and familiarizing with robotics!

Our Middle School students really loved anything that had to do with drones and robotics, and they even watched a drone competition during which many drones crashed to the ground or on the many obstacles inside the drone arena. Our students also asked many questions about 4 0

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Arduino and wanted to buy it, but I suggested for them to wait for a little longer since I will start working with them on Arduino projects during second semester in my Friday after school class “Advanced Coding and Electronics”.

In general, all our students’ curiosity was piqued by the many inventions and innovations showcased at the event and I know that some Marymount students already call themselves “Makers” (a Maker can be defined as the technological hobbyist of the 21st century). This field trip helped all our students gain a broader vision of the future and to make their passion for technology and design even stronger.

Finally, in crisis periods, makers use creativity to move their passion into a job, often even inventing alternative business models. I firmly believe that in the medium term they will bring an important strength to the economy, which will be impacted by low cost technologies. I foresee a future where kids won’t go to shopping malls to buy their toys anymore, but they will either make them or just purchase them online and download them so that their futuristic 3D printers will create them in front of their eyes in no time.

The future is coming, Marymount community, and we are more than ready to welcome it thanks to our brand new n FabLab!

2 By Ms. Diana Valentini

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hat do a self-playing guitar, an app to measure blood sugar, dance as a form of knowledge, and water conservation have in common? They are all topics chosen by the national TEDx Youth speakers of Italy. The final two are topics that our very own Marymount students, Špela Kunstelj and Claire Wijnands spoke about at length in their TED talk presentations.

On Saturday, November 12, 2016 Marymount seniors, Špela Kunstelj and Claire Wijnands, accompanied by Marymount teacher Diana Valentini, a u t u m n / w i n t e r 2016-17 l

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to many more to come. It opens you up to professional opportunities (finalists are to be placed in a 2-3 month internship in the field of their topic)…which is pretty cool.”

A co-organizer of the event, Luca Rosetti, (one of the founders of MillenniaMinds, a consultant agency specializing in neuro-marketing, www.facebook.com/ millenniaminds/), said that the Marymount students stood out as some of the top speakers at the conference. From Špela’s talk he said that, “the crisis of water is important for the young generation…hopefully we will be more responsible.” His business partner and cofounder Luca Vernocchi, said that our Marymount students had “excellent stage

presented their TED talks before an audience of several hundred people on the TEDx Youth stage in Bologna, Italy at the famous L’Opificio Golinelli, a cultural and educational center converted from an old factory. Chosen from over 300 students from all of Italy, the girls had submitted 2-minute videos of a topic that interested them to the TEDxYouth website.

Prior to being chosen as finalists, the girls traveled to Bologna in October and presented their talks in front of a panel of judges, including the Secretary of the Ministry of Education. They were voted as the top speaker in their respective category, Špela in the category of sustainability and Claire in the area of art.

When asked what was the best part of the TED experience, Claire replied that it was “giving the final talk and dancing during it. I felt very excited and I felt like all the hard work paid off and made it worthwhile.”

When asked what advice she would give to potential Marymount TED speakers, Špela 4 2

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said: “Do not be afraid of public speaking. The audience is very supportive and will not reject you just because you’re nervous. They will support you, so that you do your best.”

Claire reiterated the fact that it is important to be interested in the topic you speak about.

“Make sure that the topic you choose is really important to you because you will spend a lot of time on it developing a speech. Make sure it’s something that you love.”

Both girls agreed that the experience of the IB curriculum, including the Theory of Knowledge class and the Extended Essay prepared them for the content and presentation of their TED talks. In Claire’s words: “I chose the topic that I did because dance is something I do almost every day and I wanted to convince myself of what a big part it has on my life. It relates to TOK (Theory of Knowledge, the IB course taken by upper class High School students) because it is an abstract idea, and you have the risk of people

not understanding it directly, but I find personally that it makes it more worthwhile to investigate.” Špela agreed, saying that the interest in her topic was related to the IB curriculum: “I am passionate about water conservation. I used information from my Extended Essay and delved deeper into the issue of water scarcity because I was so passionate about it.”

Not only was the experience important for the public speaking practice that it gave the girls, but it was also an invaluable experience for meeting new people.

As Claire stated: “We made friends there from all over Italy. It’s interesting to see how an event like that is organized. We got to be part of the organization and see it develop on its own. We learned lots about another region of Italy (Emilia-Romagna), and we tried new food. The food was delicious!” Spela said: “It was a good form of networking as well. It is a great personal experience, which can be applied

presence, tone, form, and eye contact” and showed a “good preparation of public speaking.” 8th grade Marymount student Metka Kunstelj attended the conference and said that she liked the “different types of talks and subjects and points of view” and the fact that the speakers “want to contribute to the world.”

One attendee, a 9-year-old Italian girl named Amanda, was so struck by Špela’s talk that she went to find her during the conference coffee break. When asked what she will do as a result of hearing Špela’s talk on water conservation, Amanda said that, “I will save water when I shower…no more baths because it wastes too much water!” The organizer and

head curator of TEDx Youth, Andrea Pauri said that the best part of the event was having “amazing speakers who share ideas…and good thoughts through conversation and collaboration.”

TEDxYouth Bologna speakers spanned the topics including science, music, sport, humanities, sustainability, and art. Conference speakers included the chosen Italian student winners, as well as speakers in the fields of opera, music, entrepreneurship.

Curious about TED? Listen up for a new TED-ed club to begin here at Marymount Rome! Come share with us your thoughts on n ideas worth spreading.

Not sure what TED is?

TED is an international non-profit organization dedicated to promoting “ideas worth spreading” in the form of short talks.

Founded in California in 1984 with its first conference covering the topics of technology, entertainment, and design, it has since grown worldwide. Today it [covers] topics of knowledge ranging from science and business, to global issues. The videos are freely available through the website TED and are translated in over 150 languages. TEDxYouth is a format of a TED conference in which young people around the world can participate. They are designed to inspire creativity and help realize the potential of young people today. The Ministry of Education of Italy has partnered with MIUR to encourage students in Italian schools to encourage intellectual growth and be stimulated in a community of thinkers.

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Our Varsity Tennis Team came in 2nd Place overall during the European Championships in Germany showing character and resiliency, with Mathias Mingazzini winning all matches against the opposing teams!

Our Girls Cross Country team placed 30th overall, showing great improvement and perseverance in all of their times race after race. Congratulations to Britain Hamrick for her first place finish in all Regional Races.

Our Boys Cross Country team had a great time this season. The boys team worked hard each practice and all of their times improved throughout the season. With their continued efforts the boys’ time should qualify them for next year’s European Championships!

Varsity Sports O

ur Boys Varsity Volleyball Team won the European Championship, playing with lots of energy and intensity. They won all 5 matches in 2 days to claim the Championship! Special Congratulations to Nizar Demachkie and Diego Lebrija for making the All Tournament Team and Alexander Klarenbeek for making All Region 1st Team!

Our Girls Varsity Volleyball Team played extremely well although they did not make the top 4 in Europe, however they displayed great sportsmanship skills through their hard work such as discipline, as teamwork and fair play. Congratulations for Luna Gulino for making the All Region 1st Team!

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Playing on the

Varsity Tennis Team

2 By Isabella Suplicy e Souza For the past two years I have been a member of Marymount’s Varsity tennis team and it has honestly been one of the most enriching experiences of my life.

Besides being able to play the sport I love every day and reaching the championships in Germany, the environment in which this occurred made it even more special. My teammates are incredibly talented and great people to be around, we always had each other’s back which created a bond between us. Our coach was also essential in creating this environment: he is both stern and silly. All of these factors made my time in Varsity tennis amazing and full of n laughter, even during the losses. a u t u m n / w i n t e r 2016-17 l

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Farewell to our Beloved

Sr. Rosaleen

On

December 6th and with great sadness the Marymount Community gave Sr. Rosaleen Sheridan a warm farewell during the occasions of Sunday Mass with families and alumni, then in Marymount’s Secondary and Elementary School student assemblies, and later with a Mass in the Marymount Chapel followed by a reception for faculty and staff.

Marymount International School Rome and Sr. Rosaleen’s history will forever be linked: her first teaching assignment was 4 6

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right here as she arrived in Rome in September 1953 and began teaching the Second Grade on the very first day that Marymount opened this campus. She would go on to teach many courses in the Middle and High School such as Religion and IB Psychology, and she also served as both Counselor and School Psychologist. For eight years Sr. Rosaleen was also Head of School at Marymount International School London.

Of her years of teaching Sr. Rosaleen says:

“I found life in teaching, life from my students and life from my colleagues.”

For the greater part of her 60 plus years as an RSHM Sister she has lovingly served the community of Marymount International School of Rome. We will all miss her dearly and wish her much happiness in her new abode within the RSHM residence in Tarrytown, New York. a u t u m n / w i n t e r 2016-17 l

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2 By Rev. Gregory S. Apparcel, CSP

BBQ Sports Day

The St. Nicholas Serata for Charity

I

am very happy to announce that the entire proceeds for this year’s Serata, which took place on Saturday December 3rd, were 30.000,00 euros (3.000 more than last year!).

Therefore 5.000 euros will be donated to each of our six charities: Casa Famiglia del Pino serving men with AIDS, Di Liegro Foundation for the Homeless, L’Archè serving children with AIDS, Centro Astalli Refugee Center serving refugees, Istituto di S. Giuseppe/Teresa at Rocca di Papa serving orphaned children, and the Joel Nafuma Refugee Center at St. Paul’s Inside-the-Walls Episcopal Church.

7 for the Raffle; Marymount International School Rome and all those who made special financial (and non) donations to our Charities, including past St. Nicholas Serata organizers and alumni, as well as to all those who came the next day to help us clean up.

We thank our Auction Team including Samantha Martin & Angie Miller, who worked in connection with the Donations Committee (Elizabeth Rounding & Teresa Pascarelli). We thank Fontana di Papa - Vini d’Italia, Contucci Winery, La Raia, and Tenuta Cucco for the evening’s wines; Nicolò Pedevilla and the wonderful staff of Pedevilla including Maria and Fiorella; Marco Olivieri and Ross Once again I want to thank everyone who & The Doormats; our Decoration worked so hard to make this the best Serata Committee, especially Giada Orsini, Denise Mylonas and ever and the gala event of the Christmas Monica Fregogna for the beautiful Social Season! centerpieces, and Rita Patritti and Mirella Setzu for their help with Extra special thanks to our outstanding set design and baskets; the 30 individuals Serata Organizing Committee: Sara D’Aietti, who spent the weekend decorating the Carolina Gualtieri, Antonio Lapi, Joan Lewis, Grand Ballroom and Massimo Carrarini and Monica Fregogna Mongiello, Denise Mylonas, Henryk Jacak for their electrical expertise; Nichole Parker, Teresa Pascarelli and Elizabeth Dr. Brian Kirby for our auction room; Rounding. Grateful thanks to our donors and Simonetta Riviere & Dessy Gaeta and the supporters including our Sponsors and wonderful Marymount PTO; Magdalena Patrons: Alitalia - Società Aerea Italiana; Regent Panek, Metronotte Security, Renzo, Gabriella Warsaw Hotel; Argentario Golf Resort & SPA Spadaro, Erika Nickel and all the staff and and the Anonymous Donors of the I-Phone administration of Marymount International 4 8

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st a f k a e r B g n Thanksgivi

Halloween Party

School including all of you who donated to the fabulous Wine Cellar.

A bidding exchange culminated in a win for Mr. Massimo Mannocchi who took the 69 bottles of wine donated at €750,00. The recipients of the entire proceeds of this Serata are truly grateful for everything that was done for them. Finally, I’d like to express our gratitude to Ms. Sarah Gallagher, and to Sr. Rosaleen Sheridan, RSHM, Sr. Michaeline O’Dwyer, RSHM, and all the Religious of the Sacred Heart of Mary for their abundant generosity to this St. Nicholas Serata and the n Santa Susanna Community.

Thanksgivi ng Breakfa

PTO

events

st

ies il m a F w e N e e f f Welcome Co

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Kukua Lucrezia Bisignani, a Marymount Alumna, founded Kukua, a not-for-profit organization whose vision is to use mobile technology to help fight illiteracy, a global problem that is affecting millions of children with little or no access to quality education.

Ms. Carolyne O'Connor, Marymount Primary School Teacher (Kindergarten), is also a part of Kukua's Education Team as Content Developer!

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2 By Kukua

H

er mission started when she was a child. When she was 11 years old she stepped into a school in a rural village in Africa for the first time and something inside her clicked, she felt a sense of urgency to do something - and at the time she still didn’t know what it was going to be, but she could not understand why she was so lucky to have a safe home to live in and wonderful school to learn and those children who were just like her did not. So growing up she discovered that as one of her favorite entrepreneurs said there are so many things in the world that need to get fixed and that perhaps some of us are just lucky enough to have the chance to work on fixing some of them.

She has been focusing on that mission ever since. After she graduated from Singularity University in 2014, whose vision is to impact a billion people in 10 years, she was driven by the desire to have a global impact and use exponential technologies, like mobile tech, to bring quality education to the world’s poorest villages. Lucrezia built a dedicated team comprised of entrepreneurs, literacy experts, cognitive psychologists, software developers and game designers to develop mobile-based games that can offer education solutions to children living in underprivileged communities. UNESCO declared: “By teaching basic writing and reading skills, we could lift 171 million people out of poverty, effectively removing 12% of the world’s poverty.”

Kukua’s vision is to use mobile technology to help fight illiteracy, a global problem that is affecting millions of children with little or no access to quality education.

Today, 250 million children 200 million of which attend school - are still illiterate.

In Sub-Saharan Africa, where two thirds of illiterate children are located, 67% of students drop out before finishing primary school, and another 20% graduate illiterate.

Kukua is taking the opportunity of the exponential growth of smartphone adoption.

It is well known by now that mobile is eating the world. The cheapest smartphones in the market costs $40 and its adoption is growing 10x faster than feature phones: following Moore’s law we expect that price will drop significantly in the next 2-5 years. As a result 2013 to 2017, global smartphone adoption will go from 1 billion to 3 billion users.

Furthermore, digital game-based learning tools are becoming widely accessible and this provides us with an opportunity to create highly motivating learning environments. Kukua is building SEMA, a mobile game that allows 250 million illiterate kids in Sub-Saharan Africa to teach themselves how to read, write and do basic arithmetic while playing.

The game holds three key pillars: First: it is a game. A game which will make learning FUN. And the game dynamics were inspired by some of the most engaging games in the world.

Second: the game has a highly structured pedagogy designed by world literacy experts and cognitive psychologists specifically to teach children in low-income communities.

Third: the game narrative is inspired by African local culture, myth and folklore.

All our games were designed around our end users. Every game prototype is constantly and rigorously tested to optimize game dynamics, educational outcomes and engagement levels. a u t u m n / w i n t e r 2016-17 l

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SEMA is competing in the Global Learning XPRIZE, a competition that challenges teams from around the world to develop open source and scalable software that will enable children in developing countries to teach themselves basic reading, writing and arithmetic within 18 months.

Along with SEMA, Kukua is currently building SIMA, a mobile game that teaches Syrian refugee children aged 5-10 how to read and write and improves their psychosocial well being, while playing. As a consequence of the Syrian conflict, millions of families have been forced to flee their homes with an estimated 2.8 million children in Syria or neighbouring countries reported out of school and experiencing learning difficulties. For these reasons, Kukua took up the challenge to bring informal education for Syrian Refugee children.

Our team now includes a Syrian storyteller who has been adapting the storyline and the characters to the Syrian culture for the narrative to easily resonate with users, as well as Syrian primary school teacher who is focused on developing the appropriate arabic content.

Furthermore, we are working with arabic literacy experts and cognitive psychologists to build a strong pedagogy, as well as with a leading Italian Psychiatrist who is a psychosocial well-being expert specialized in working with refugee children and families.

SIMA is competing in the EduApp4Syria competition, promoted by the Norwegian Agency for Development Cooperation (NORAD) that is seeking a smartphone application that can build fundamental literacy skills in Arabic and improve psychosocial well-being for Syrian refugee n children, aged five to ten.

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Marymount Alumna Zingonia Zingone’s new book of poems Light, the Temptation (Poetrywala, 2016) provide moments of enchantment and contemplation.

Haiku dell’Inquietudine (Ed. FusibiliaLibri, 2016) A new collection of poems

by Ms. Giovanna Iorio ispired by the Haiku tradition.

Oriental Interiors: Design, Identity, Space (Ed. by John Potvin, 2015)

Mathematics and Collective Choices Mr. Stefano Iannone’s article was recently published on pedagogical magazine Progetto Alice 2016 - vol. XVII - no. 50

Solar Flower Power Dr. Alan Bates’ Arduino invention, Flower Power”, was chosen by this year’s Rome Maker Faire to be a part of the exhibition which took place at the Fiera di Roma between October 14th and 16th. Solar Flower Power is a solar-powered irrigation system that automatically monitors soil moisture to water plants only when necessary. Water is conserved while sunlight is utilized to grow plants producing a zero carbon footprint!

Eyes full Of your face Palms together In prayer Your voice Filling my depths I love you In the mysticism you embody The strength of your arm Stirs the air Embraced I am By the morning’s Gripping silence Never A desire as high 5 4

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il vecchio cielo dove tutte le stelle ricominciano the old sky where all the stars start over e comincia in noi l’autunno - un vago sonno ci invade i gesti and within us starts Autumn - a vague sleepiness invades our gestures un fiammifero e il suono del primo tram illumina il buio a match and the sound of the first tram illuminates the darkness

One of the first books to fully explore the formation and perception of Eastern-inspired interiors from an orientalist perspective, Marymount’s own Dr. Marianna D’Ezio contributed to this wonderful volume edited by John Potvin and published by Bloomsbury, with a chapter on “Oriental Interiors in EighteenthCentury British Women Writers’ Novels”.

Abstract This paper introduces and discusses some of the methods and general principles concerning group decision making by preference ranking. We frequently use preference ranking in our daily lives and the process presents intriguing mathematical features. For example, we express preferences for political candidates, at homeowners association meetings, or for the choice of a restaurant. Many interesting questions are raised when looking at these group decisions.

The goal of this article is to provide an introduction to social choice theory to students in the last two years of High School.

It begins by indicating fairness criteria or properties, and then moves on to voting procedures. For voting procedures, preference ranking will be used but for simplicity, other issues that impact voting such as blank votes, abstentions or invalid votes will not be addressed here. a u t u m n / w i n t e r 2016-17 l

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From the Royal Liar

Rome Relieving Refugees

2 By Alice Monorchio, Grade 11

M

arymount International School has always made an attempt to help those in need, and most of the time it has successfully assisted necessitous people. Last year a group of tenth and ninth graders created the “Outreach to Rome” Club (OTR) whose objective is to help the people who live in Rome. Also, thanks to the Zambia Club, every year students help raising money for people (especially students) who live in undermined areas in Africa and have made regular donations to our sister school in Zambia. Thus, every summer, some selected students go to Zambia to visit those schools that the Marymount community raised money for, not only to see the progress that we have made but also to get in touch with a totally different reality from the one which we are accustomed to.

Every day, we watch the news and see thousands of refugees arriving in Italy. Most of the time, they lose everything during their perilous journey to safety, so they don’t even have money to buy food, clothes, water, housing or health-care. The JRS helps them with their basic needs, and guides them to become legal residents of Rome so they can find jobs and houses. The JRS operates a soup kitchen where they serve meals to over 400 hungry refugees every day. JRS has told us that their mensa depends on our contributions to feed the refugees throughout the year.

Also Marymount International School is well connected to the Caritas Colle Oppio Soup Kitchen. Students, teachers and parents are encouraged to volunteer once a month to feed the needy. These are all great opportunities to connect and give assistance to those people who need material and monetary help but might even just need a person to talk to. Moreover, Marymount is doing a food drive to the Jesuit Refugee Service (JRS) this year.

Marymount and the JRS are working together to facilitate the needs of refugees around us. With the help of the student body and generous donors we know that we have made hundreds of people’s lives easier, and when your goal is to respond to the needs of our time, that’s all that really matters.

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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.com

www.marymountrome.org