March 2014 newsletter

M A RY M O U N T I N T E R N AT I O N A L S C H O O L R O M E

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n February 24, we celebrated the 165th Anniversary of the founding of the Religious of the Sacred Heart of Mary. We were honored to have many representatives from the RSHM join us for the celebration, including Sr. Rosamond Blanchet, Superior General, as well as The Hon. Kenneth Hackett, United States Ambassador to the Holy See. As I watched the students present the history of our founders during the celebration, I was struck by how the goal of Fr. Gailhac and the Sisters to respond to the needs of the time continues to be as relevant today as it was when the RSHM was founded in 1849. Our Marymount International School mission statement in 2014 states that Marymount students

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March

INSIDE THIS ISSUE

How Children Speak / 3

Community Days / 6 Model UN / 8

Celebrating Languages / 10 Above: The boys varsity basketball team warms up prior to a match against the faculty at a pep rally last month. More photos on Page 12.

Grade 5 in ‘Seussical’ / 4

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F ro m th e H ead of S cho ol

Celebrating YEARS of the Religious of the Sacred Heart of Mary

Above left: Among the special guests attending the student-led presentation on the 165th anniversary of the founding of the Religious of the Sacred Heart of Mary are (l-r): RSHM General Superior Sr. Rosamond Blanchett, The Hon. Kenneth Hackett, US Ambassador to the Holy See, Sr. Philippa O’Sullivan, Sr. Joanne Safian, Sr. de Lourdes Mechow, and Sr. Maureen Vellon. Above right: Secondary School students (top) and Grade 2 students (bottom) perform during the RSHM anniversary celebration.

Continued from Page 1... “should desire to celebrate God’s love, respond generously to the needs of our world, and promote justice and dignity for all.”

During the presentation of the RSHM history, the students challenged all of us all by asking the questions, How is our relationship with God? Are we listening to God’s call? Are we trying to do something great and beautiful with our lives?

The students highlighted how our school mission and vision

state that “The Marymount community conducts our relationships according to the principles of honesty, compassion, and mutual respect.” They shared how growing in compassion helps us respond more fully to the needs of those around us. As a school community we continue to demonstrate that compassion on our campus and beyond through service projects, our African school connection in Zambia, and most importantly in our daily interaction with one another each day – that is a real challenge!

The Poetry in a Teardrop

Last month’s celebration was wonderful, especially as it served as a reminder to all of us at Marymount International School – students, staff and families – that by being part of the Marymount community we are obligated to carry on the mission and vision of Fr. Gailhac and the Religious of the Sacred Heart of Mary, to respond generously to the needs of our time with honesty, compassion, and respect so that all may continue to have life to the full!

Ms. Maria Castelluccio Head of School

In Afghan culture, a landay is a two-line scrap of song created by and for mostly illiterate people, and thus meant to be spoken or sung aloud. In her latest book of poetry, published last month by CFR, Secondary School Italian teacher Giovanna Iorio gives us 50 landays, the majority of which are dedicated to women who are victims of violence. The poems were inspired by a teardrop seen under a microscope. Together the tears and poetry form a new landscape, says the author. The collection features introductions by two noted figures in Italian literature, poet Maria Grazia Calandrone and writer Marco Sonzogni. Congratulations, Ms, Iorio!l

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Kids Communicate Grade 11 students explore the language of children

We provide an educational program of the highest standard that recognizes and develops each individual’s potential in a stimulating environment.

M. GUGLIELMI

from the Goals & Criteria for the RSHM Schools

As part of their “field work” for a study of language and gender, Grade 11 students observe the way children in a Kindergarten class speak to each other.

he Grade 11 IB English Language and Literature Higher Level class has been covering a number of language-based topics in connection with the study of communication practices. As part of the "language and gender" unit, the students visited and studied two Kindergarten classes at two different times.

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The aim of this activity was to observe the language practices of young children and ascertain whether or not they are influenced by gender

stereotyping at such a young age. Furthermore, the Grade 11 students hypothesized that linguistic interaction would be different between male groups and girl groups.

The students took on the role of social linguists with enthusiasm; each one was highly engaged and resourceful.

Through this hands-on activity the students made a real connection between the concepts covered in class and the world that surrounds them,

thus becoming more refined “critical consumers” of the messages they receive everyday.

The students and I are very grateful to the Kindergarten teachers, Maria Raftery and Carolyne O’Connor, who so graciously allowed the observations to take place.

Their classrooms offered an ideal environment for learning and for “field work.” Thank you!

Ms. Marta Guglielmi Secondary School English

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e noted the differences in the way the children act among each other. Even at a young age their behaviors are smaller reflections of the gender differentiation found in today’s world.

– Barbara G. Grade 11 Student

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Seussical!

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Grade 5 Presents

Dr. Seuss characters come to life in a creative and colorful production

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h the places we went during Grade 5’s whimsical production of Seussical the Musical last month! From Whoville and the Jungle of Nool to New York and Palm Beach, the Fifth Graders took us on a marvelous musical journey in the company of Dr. Seuss’ wellknown and beloved characters.

Above: Vittorio M. as the Cat in the Hat and Arianna R. as Jojo the Who in the Grade 5 production of Seussical the Musical.

The show tells the story of Horton the Elephant, who befriends the tiny citizens of Whoville, inhabitants of a planet the size of a speck of dust. His rapport with the Whos leads Horton to face a variety of tribulations throughout the course of the show, including the mockery of other animals in the Jungle of Nool, who ridicule

him for believing in something he can’t see, sitting on a bird’s egg for months on end, being sold to a circus, and narrowly escaping a judge’s sentence to a mental asylum.

Among the characters Horton encounters are Gertrude McFuzz, a bird who goes to great lengths to garner Horton’s attention, another bird called Mayzie who leaves Horton to sit on her egg while she takes a long vacation, and the ever-present Cat in the Hat, who adds his mischievous commentary to the action.

Not surprisingly, the show ends on a happy note as we are reminded that a person is a person no matter how small.

The Fifth Graders demonstrated extraordinary talent and hard work as they sang and acted their way through the hour and fifteen minute production. Equally impressive were the colorful Seuss-like sets and the creative costumes and makeup that conveyed the illusion of a Dr. Seuss book coming alive before our eyes.

Congratulations to the Grade 5 students and teachers, as well as Music teacher Mr. Kirby, and a big round of applause and thanks to all of other faculty, staff, students, and parents who contributed their time and talents to the success of the production.

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“Don’t cry because it’s over. Smile because it happened.”

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t was a September afternoon when Mr. Kirby told us to go into the Music Room. I knew it was the time for him to assign the parts for the show. I heard my name, “Valerio, Horton the Elephant!” Everybody was clapping and cheering. I knew it was going to be very hard, but I had to do it. After 5 months of studying my part and going to early morning rehearsals. It was the great day of the show. My heart was pumping. I was very nervous, but during and after the show I was surprised by how fantastic we all were!

– Valerio B., 5T

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thought the show was amazing. To do it, we did our best, worked hard, and put all our hearts into it. It totally worked, and it was the best show I ever did in my life!

– Anu De P., 5C

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he lights dimmed. Feet Racing. Hearts Beating.

Numb voices echoing past the curtain, past the stage. I’m on! I only had time for half a mental reassurance. I turned around preparing to enter from stage right. I took a deep breath. What if I mess up? Will Mr. Kirby stop me? Do I look weird? Will people laugh at me? Is it a good thing?

What happens if my glasses fall off? Who will pick up the mic if I drop it? I inhaled. I would do fine. I straightened my back, lifted my chin, and pushed back my shoulders. I could do THIS! – Gigi A.-P., 5D

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hen I am on stage I just let my passion for singing take over and think that nobody is there. Well, I feel special because maybe one day we can all go to Broadway or create a company in the world.

– Chiara S., 5D

Clockwise from top left: Valerio B. plays Horton, the elephant who hears a Who. Delfina P. plays Gertrude McFuzz, whose ambition is to be noticed by Horton. Chiara S. plays Mayzie La Bird, who travels to Palm Beach leaving Horton to hatch her egg. The citizens of Whoville (foreground) and the rest of the cast. The Bird Girls served as a chorus in several scenes.

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PHOTOS: R. EVANS

Secondary School Community Days focus on RSHM Goal 4

A Recipe for Growth very academic year in the second semester, students in Grades 6 to 10 participate in an off-campus retreat day known as Marymount Community Days.

This year, the retreats took place from February 5 to 11 at Fraterna Domus Retreat Center in Sacrofano.

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Above: Grade 8 students Alan B. and Alice R. participate in a roleplaying activity during the class retreats last month. Top photo: Grade 8 students Sofia F., Giulia M., and Marco Alberto C. share their “recipe” for compassion.

During their time together, the students in Grades 7 to 10 focused their attention on Goal 4 of the Goals and Criteria for the RSHM Schools, which is “To encourage and affirm personal growth.” The students placed special emphasis on understanding the first three criteria statements associated with Goal 4 (see box).

A total of 208 students in five grade levels, representing 8895% class participation,

experienced a day of community building.

An innovation this year was to begin the day by reflecting on the ingredients of the first three criteria of Goal 4. Based on the one “ingredient” word that a small group of students chose from a selection of ten, students created a “recipe” to demonstrate understanding of what it takes to achieve these qualities: self-discipline, personal responsibility, honesty, obedience, truthfulness, harmony, mutual respect, and compassion.

The morning included six activities. The first was a Morning Prayer based on a prayer written by Mary Milligan, RSHM, entitled: Listen to the Wind. The second activity, devising the recipes, occurred

in small groups. During this activity, the students created posters to illustrate their ideas and presented them to the rest of the class. Students then took time to reflect individually on prayers from different faith traditions, including Hinduism, Buddhism, Judaism, Sikh, Native, American, Christianity and Islam.

The next activity provided students with an opportunity for partnered conversation, as we focused on the skill and art of conversation to build a sense of community. Then, as a class group, students listened to an explanation of the Parable of the Good Samaritan and its strong connection to Goal 4— changing the world one good deed at a time. Afterward, the students broke up into small groups and received a role-

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playing situation to resolve positively in relation to Goal 4.

They assigned characters and invented their dialogue.

Mass in the small chapel preceded a served lunch.

Father Steve Bossi, our chaplain, presided over the Mass and stayed with us the whole day. After lunch, student presented their skits to the class audience.

This exercise, as well as the whole day, provided an amazing snapshot of the students’ understanding of personal growth and provided the accompanying teachers the necessary information to encourage them in their personal goals.

Marie Catherine Letendre, PhD

Campus Ministry

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Goal 4: To encourage and aďŹƒrm personal growth.

Criteria As a school community:

1. We are dedicated to the harmonious growth of the whole person through each individual's physical, emotional, intellectual, social, moral and spiritual development.

2. We conduct our relationships according to the principles of honesty, compassion, truthfulness.

3. We promote a high standard of self-discipline and instill a deep sense of personal responsibility.

4. We provide opportunities to develop skills for effective decision making and leadership.

5. We cultivate growth in self-knowledge and self-esteem.

6. We encourage appropriate independent action and effective participation in the community.

7. We promote a positive and responsible attitude toward physical and mental well-being.

A few of the posters that Secondary School students created to illustrate what constitutes the personal qualities referred to in Goal 4.

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We celebrate and share our diverse cultures and national traditions to enhance international understanding. from the Goals & Criteria for the RSHM Schools

Above: The Marymount International School Rome delegation to the RSHMUN enjoys a chance to sitesee in Paris. Top photo: The students busy at work during one of the MUN sessions.

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n early February, a group of nine Middle School students traveled to Paris for the 2014 RSHM Model United Nations conference.

This is the second time in as many years that students from several of the Marymount schools in Europe gathered together to experience a simulation of the United Nations.

Our own students met each week since October to learn about the role of the United Nations in our world in addition to the organization’s policies and procedures. To prepare for the conference, which took place at the Marymount School in Paris, students took on various roles typical of the actual UN. Our students represented Germany and India as

PHOTOS: K. KEATING

Middle School students practice diplomacy in Paris

members of various committees, including the Security Council and the Human Rights committee.

They also researched issues ranging from the removal of chemical weapons in Syria to the problems of child soldiers in various parts of the world.

When the students reflected on their participation in the RSHMUN, it became clear that this was a very positive experience for all on many levels. From making new friends from other international schools, to developing a working understanding of the problems in our world today, to gaining confidence in their research and public speaking skills, the students all felt the experience was very worthwhile, and all agreed that they would do it again next year.

If you see Genny C., Jake S., Kazuki M., Alex L., Mariam H., Analisse K., Cosimo A., or Andy W. around school, ask them how it felt to search for solutions to some of the toughest problems faced by people in our world today. If you see Kento Y., ask him how the MUN conference was for him the second time around and ask him how hard he worked in order to receive an honorable mention from the RSHMUN conference leaders.

Students who want to learn more about our world and make new friends should consider joining the MUN club next year.

Ms. Kerry Keating Secondary School Social Studies

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Grade 8 students learn to write and deliver powerful speeches

e Art of Persuasion uring their English class, Grade 8 students have been learning more about persuasive devices and the ingredients needed to write a powerful, convincing speech.

They were asked to write and deliver a two-minute speech on a subject of their own choosing that they feel strongly about.

Several of the topics the students chose were very mature, and some were even controversial. However there is no doubt that they were well researched, and the speakers were able to communicate their ideas and principles with skill, passion and authority.

Fiona Marshall Secondary School English

PHOTOS: F. MARSHALL

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Among the Grade 8 students who wrote persuasive speeches are (l-r): Natthaphat N., Genny C., and Saveena R., whose speech about mental illness appears below.

Student Saveena R. chose to speak up about the need for better mental health awareness. Here is her speech:

“What do you mean you have cancer? Just look at it through a different lens!”

“You broke your arm? at’s life!”

“I mean, you don’t really have diabetes. It’s not, like, a real thing...”

“What do you mean you have anorexia? Just look at it through a different lens!”

“You’re depressed? at’s life!”

“I mean, you don’t really have anxiety. It’s not, like, a real thing...”

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hich one of these sounds more acceptable? Why will a town raise money for a cancer victim and shun a victim of anorexia? Why are we taught to call 911 when somebody breaks a bone but not when they break their own skin? And why do kids with diabetes wear insulin pumps for all to see while medicines to stop anxiety are hidden in locked cabinets in the nurse’s office and kept a secret?

A mental illness is a medical condition that affects a person’s thinking, feeling, mood, ability to relate to others, and daily functioning. The same way that diabetes is a disorder of the pancreas that makes it hard to produce insulin, mental illnesses are disorders of the brain that make it hard to deal with ordinary demands of life.

Mental illnesses are not the fault of their victims. It comes down to one simple truth: people – teens especially – are embarrassed by their mental health. It’s become a taboo subject. Every day we ask each other, “How are you?” but what if the answer was, say, “Depressed?” And what would your reaction be if that was your friend’s response?

The stigma around mental illness is so strong that often even teens who sense that something is wrong can be afraid to tell friends, family, and to seek help. Imagine being afraid to tell anyone that you had a fever. The fever would just get worse and worse until somebody noticed and you had to be hospitalized.

Now switch the word fever with the name of any mental illness.

Afraid to tell anyone you had OCD (obsessive compulsive disorder). Afraid to tell anyone you had bulimia. Shocking, right? And yet, only 20% of teens who suffer a diagnosable mental illness get treatment.

Let’s recognize that mental illness is no less serious than physical illness and that it can be fatal. Let’s reverse the stigma. I ask each and every one of you to not make light of mental health. To not use the names of illnesses as slang or as adjectives. To pay attention to friends and speak up when you sense that something is amiss.

Each of us has the responsibility to change our world.

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Middle School students mark Mother Language Day in February with a cross-curricular celebration based on their mother tongues. Clockwise from left: Students present Chinese through books and computers. Azami Al R. and Genny C. teach a classmate Arabic. The food at the French showcase proved to be popular.

Speaking of Languages

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Middle School language showcase conveys the importance of our mother tonuges hat does my mother language mean to me? Middle school students were asked to reflect upon this question and many others in a survey created by Grade 7 English as a Second Language (ESL) students as part of our cross-curricular celebration of International Mother Language Day. A Love for Languages was the theme of the showcase that Secondary School teachers Claudia Frasca and Tiziana Briscese along with their students created and presented on February 13.

Sixth and Seventh Grade students analyzed the results from the survey, creating graphs that illustrated the variety of the 15 different first

languages spoken by our middle school students.

Students representing each language were then asked to participate in a language showcase under the guidance of ESL students. Their task was to explain to their guests what their language(s) mean to them, share literature in their language, and teach phrases in their mother language as well.

The students truly outdid themselves! It was a rewarding learning experience for everyone involved! You can read the impressions from the day by a few Grade 7 students below.

Ms. Tiziana Briscese Secondary School ESL

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ven though not many people celebrate Mother Language Day, it is definitely very important to cherish one’s heritage and ethnicity. One’s first language usually goes hand-in-hand with the ethnicity.

If you don’t recognize your traditions and where you come from you will get detached from them. It is important to know where you come from and how you grew up because that is all part of who you are and what makes you unique.

– Dubem M.

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really enjoyed the showcase, and I'm also proud that I could teach other people about my mother tongue. It was really nice to show other people how we write in Chinese and books in Chinese. I think the reason why we celebrated languages is because we got to learn about other languages and how

important our mother tongues are.

– Stella C.

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learned a lot more about different languages and cultures. I enjoyed learning about these languages and attempting to speak some of them. I think we celebrate languages because they are as important to us as our birthday.

Also, we may not be able to speak our language all the time if we're in a different country, and many languages are dying out.

– Roberto F.

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learned how to say, "I love Bangladesh" in Bangla. I enjoyed telling other people about how long Bangkok's full name is. I think we celebrate languages to respect our mother tongue language.

– Kazuki M.

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An in-house workshop helps faculty stay on top of IB Diploma requirements

Keeping Up with the IB gainst the backdrop of Rome’s biggest rainstorm of the season, 15 Marymount teachers attended an IB workshop on campus during the weekend of January 31. Called “In-House” training, the International Baccalaureate Organization offers internationally recognized and certificated workshops, run by trained IB professional development experts and adapted to an inschool context.

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In addition to offering the opportunity to train many IB teachers at the same time, these “In-House” workshops have many benefits. They support collaborative learning and planning, help identify areas of strength in the faculty in order to improve the implementation of the school’s IB program, and keep teachers up to date with IB developments and publications.

The school organized this workshop in response to recent modifications to the IB requirements for the Extended Essay and Academic Honesty.

The Extended Essay is a 4,000-word work of independent research that is mandatory for all students working towards an IB Diploma. In January of their Grade 11 year, IB Diploma candidates select a topic within one of the recognized IB subject areas and then ask a teacher to be their supervisor.

This supervisor, or “extended essay advisor,” must be a teacher at the school and qualified in the subject chosen

Marymount faculty members (l-r): Marianna D’Ezio, Joe Sweeney, Lucy Alexander, Orla Ni Riordan, and Barbara Pantani along with their colleauges in the Secondary School participated in a weekend, in-house workshop to stay on top of recent developments in the IB Diploma program.

for the essay. While students research and write the essay on their own, the advisor provides them with advice, guidance, and support and ensures that they are aware of relevant IB rules and regulations specific to the chosen subject area.

The most recent IB development at the focus of the teacher-training workshop was the newly introduced extended essay “research reflection space.” The IB made a number of curricular and assessment changes to help students strengthen academically honest practice.

Starting with the class of 2015, for example, the IB will place as much emphasis on the

process of researching and writing the extended essay as is accorded to the final product itself. Students now need to provide evidence of their writing process by submitting written reflections over the course of the year. In addition, they must submit preliminary research and rough drafts to the extended essay advisor.

Finally, after submitting their essays, students conduct a brief interview, called the “viva voce,” with their advisors.

The teachers attending the January workshop discussed at length the emphasis the IB is now putting on academic honesty. In addition, they participated in sessions focused on helping students select a research question, the

role of the librarian, and the particularities of the World Studies Extended Essay. In addition, the teachers worked as a group to mark sample essays and discussed assessment criteria and objectives.

All of this took place just as teachers begin working with a new group of IB Diploma students who are ready to embark on independent research and writing. With students choosing to write on topics ranging from music to mathematics, it will be exciting to read their final papers before they are submitted for external assessment next November.

Ms. Lucy Alexander IB Coordinator

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Go Royals!

MARYMOUNT

INTERNATIONAL SCHOOL ROME Via di Villa Lauchli, 180 00191 Rome, Italy (+39) 06 362 9101

www.marymountrome.org This newsletter is published monthly by the Development Office for the Marymount community.

Designed and edited by J. Dunn Photography by J. Dunn unless noted otherwise.

This paper is 100% derived from well-managed forests.

Before the Varsity Basketball teams headed off to the European Championships in Germany last month, the school held a pep rally to cheer them on. The rally featured a competitive basketball match between the students and faculty, which the faculty handily won with a score of 18-9. Meanwhile, everybody's favorite faculty cheerleaders gave it their all from the sidelines while members of the PTO were on hand with an assortment of food to satisfy hungry fans.

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