arymount MA RY MOU N T IN TER N ATION A L SC H OOL R OM E
winter 2015
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Greetings from the Head Giving of Oneself
Read-a-Thon for Zambia
Remembering the Holocaust A Day in the LibLab
Christmas at Marymount The Art of Movement
Grade 5 Presents ‘Annie’ Grade 8 Looks at Goal 4
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‘A Servant of Two Masters’ Faculty News
The Vatican Observatory
The IB at Marymount
Marymount Masterpieces A Writer’s Debut Alumni News
Middle School Sports PTO Gala
ON THE COVER EC1 students present their annual Christmas celebration in the Chapel. THIS PAGE Tobias K. and Nada P. in the Grade 5 production of ‘Annie’. Marymount magazine is published by the Development Office for the Marymount community. Designed and edited by J. Dunn Photos by J. Dunn except where noted
© 2015 MARYMOUNT INTERNATIONAL SCHOOL ROME
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On November 24, students in Grade 8 headed out to the Appian Way to visit two of Rome’s significant catacombs. The group visited the Catacombs of Callixtus, which at one time contained the tombs of several popes, as well as the Catacombs of St. Sebastian. Additionally, the students attended Mass at the 17th-century Church of Domine Quo Vadis, said to be built on the site where St. Peter encountered Jesus while fleeing persecution in Rome. The Secondary School Religious Studies and Social Studies departments organized the trip as a cross-curricular experience that focused on the historical, archeological, and spiritual aspects of these sites. Students walked from site to site and enjoyed a relaxing picnic lunch on the park grounds near the Catacombs. Our school chaplain, Father Steve, joined us for the trip and celebrated mass in Quo Vadis, adding a wonderful element of reflection to end the outing.
K. KEATING
THE PAST IS
Greetings Maria Castelluccio
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e are off to a great start at Marymount International School in 2015. Many exciting activities took place throughout the school since the last issue of Marymount magazine was published in the fall. ese included a variety of field trips, retreats, service projects, performances, holiday concerts, art projects, sports events, and of course lots of learning! I hope you enjoy reading about a few of these initiatives in this issue. We enter this second semester of the 201415 academic year with renewed energy for continuing our rigorous academic program and mission-driven work as a member of the RSHM Network of Schools. Inside and outside our classrooms we place great emphasis on creating and maintaining ongoing opportunities that instill and reinforce within our students the characteristics of the MMI Learner Profile. ese characteristics, developed with a great deal of thought and care, reflect the ideals of a Marymount education as well as the mission and vision of our school. ey also align with a new set of principles established by the International Baccalaureate
Head of School Organization in a new document entitled, Approaches to Teaching and Learning in the Diploma Programme, which outlines learning skills and teaching competencies for all IB World Schools. You can read more about this alignment in an article by our IB Coordinator that begins on page 36 of this issue of the magazine. Students who embody the MMI Learner Profile demonstrate qualities that make us better human beings, in thought, deed, and spirit. We encourage our students to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Courageous Balanced Reflective Spiritual Peacemakers
As you read through this issue of Marymount you will become more familiar with the learning activities that help build these characteristics and continue to encourage and affirm personal growth – our
goal for this year – at all levels. I also encourage families to reflect on these characteristics and look for ways to incorporate them into your lives outside of school. is season of Lent is a particularly good time for doing so. Demonstrating the qualities outlined in the MMI Learner Profile will allow our students to meet with success as they move forward
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Giving of Oneself Greetings
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in their lives and work. Doing so will also grant them the wisdom and compassion they will need to respond generously to needs of the world. is semester, 24 new students from 14 different families became the newest members of our vibrant school community. Five students joined our Early Childhood program, seven joined the Elementary School, and 12 joined the Secondary School. ese new students make a wonderful contribution to our international diversity, coming to Marymount from America, Spain, Brazil, Mexico, Africa, Japan, e Netherlands, and Italy. Each student brings unique talents and abilities, and we are delighted to extend to them, and to their families, a very warm welcome.
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econd Grade student NiamhMarie K., who appeared on the cover of the Autumn 2014 issue of Marymount magazine, once had very long hair. She decided one day to cut it off and donate her hair to a charity called Locks of Love. is charity takes donations of hair and uses them to make wigs for children who have lost their hair due to disease or cancer treatments. Natural hair wigs are very costly, and some children would not be able to afford them without donations that help Locks of Love provide the wigs for underprivileged children.
Like many people, Niamh knows people whose lives have been impacted by cancer and she wanted to do something to help those people. Niamh wanted to spread the word about how easily anyone with at least 10 inches of hair can do something that will make a big difference in the life of a child who may have lost his or her hair. In return for her selfless donation, Niamh received a certificate of thanks from Locks of Love. Asked how she felt about cutting off her long lovely hair Niamh shrugged and said, “It will grow back.”
On the topic of our school’s enrollment, please note that reenrollment is now underway for the next academic year at Marymount. We sent reenrollment forms to all eligible families in February, and I encourage you to return these forms immediately to ensure a space as we are already accepting many new applications for the 2015-2016 school year. ank you for your cooperation in this important matter. As always, I look forward to our continued collaboration in ensuring a successful school year for all. 4
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Grade 2 student Niamh K., who appeared on the cover of our Autumn 2014 magazine (inset) subsequently had her hair cut and donated it to Locks of Love.
PHOTOS: B. SCHANER
Good Reads & Good Deeds
by
Brittney Schaner
Second Grade Teacher
Grade 2 students curl up with good books to raise money for schools in Zambia
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econd Grade hosted an Elementary School-wide Read-a-on in November. Our goals were to celebrate literacy, to support a passion for reading in our students, and to embrace and acknowledge the hard work and joy students experience with reading each day. At the same time, students worked to earn funds to support fellow students in Zambia. e Elementary students first asked adult sponsors to pledge money for each minute read. e students then kept a log of the time they spent reading for three days. On
November 21, the whole elementary school “Curled Up With a Good Book” for our culminating activity. Students came to school dressed in pajamas, with curly hair, or other creative curls and we all began our day by reading together for the RSHM missions in Zambia. anks to their hard work in finding sponsors and reading, the students raised over €1,200! ank you to everyone who supported the Read-a-thon, including the readers, their sponsors, and their cheerleaders!
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“Memory is a gift that you must take with you.”
– Alessandro G., Gr. 5
Never Forget
Students consider the theme of memory during their exploration of the Holocaust
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n January 27, Marymount students joined others around in the world in marking the International Day of Commemoration of the Victims of the Holocaust. While the atrocities committed against our human family during WWII lie somewhere in the remote past for young people today, our Fifth Grade students took a close look in January at the Holocaust, which came into even higher relief during a visit by Elisabetta Govagnoni.
e students learned from Ms. Govagnoni that they can find scattered throughout the streets of Rome small plaques that identify individuals who were taken from their homes, sent to concentration camps, and killed during the war. e stones, which number more than 200 in Rome, are set 6
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into the streets just in front of the buildings where these individuals lived. e plaques are part of a much larger project created by German artist Gunter Demnig. In fact, more than 50,000 of these “Stolpersteine” (stumbling stones) are set into streets throughout Europe. For the last several years, Ms. Govagnoni, who created a related project about memory, has been documenting the Stolpersteine in Rome, photographing them as well as the buildings before which they are set. On January 16, she visited with our Grade 5 classes and gave them an overview of this moving project. She was joined by Sandra Terracina, who is responsible for the educational piece of the Stolpersteine in Rome. e students then broke up into
groups and learned the stories of specific individuals from Rome whom these stones commemorate. ey then discussed the importance of memory and thought about and articulated what memory means to each of them. Learning about the personal stories of victims of the Holocaust and seeing the stones dedicated in their memory was a moving and thought-provoking activity for our Fifth Graders. We are very grateful to Alessia Montani, mother of Grade 5 student Ginevra D., who connected Ms. Govagnoni with 5th grade. is visit and their immersion in her project helped them to approach the world’s commemoration of Holocaust victims as more aware and enlightened students.
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he stumbling stone project helps you remember the people that lived there and how they went through probably one of the most unpleasant times in history. The reason we remember these people is because we learn the meaning of going through what they went through and that helps us prevent it from happening again. – Ignacio R.-B., Gr. 5
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he stumbling stones have a specific meaning. It’s to remind everyone what had happened in history. It’s a way to remember to not make the same mistake. – Marco-Valerio M., Gr. 5
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unter Demnig invented these stones and decided to put them on the ground so people would notice them. This way, we can remember the people that died. There are more than 50,000 stumbling stones in all of Europe. – Chiara S., Gr. 5
Students listen as Grade 5 teacher Nina Catalano reads the personal stories of victims commemorated on Stolpersteine in Rome. Top inset: Elisabetta Govagnoni speaks with the students about her project of documenting the Stolpersteine. Bottom inset: A detail of one of Ms. Govagnoni’s photos that shows the Stolpersteine created for a Roman family that was deported to Auschwitz and eventually killed. w i n t e r
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ON E D AY IN
LibLab by Louise Crossan Elementary Information Technology
We ensure balanced intellectual growth through an integrated curriculum.
from the Goals & Criteria for the RSHM Schools
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nce upon a time, there was a library on the ground floor of the Elementary School and a computer lab on the first floor. en one day, the lab moved downstairs into the library, and there was fierce debate about what to call the new space. Should it be called the Multimedia Suite? e Information Technology and Book Center? e Place to Find Stuff Out? In the end, the name kind of chose itself: it is the LibLab. With this space comes a new routine, a new curriculum, and a new way of using resources. e beginning of the year saw Library Information Technology (LIT) lessons focusing on digital citizenship, while this time of year students learn more about research skills. Here is an update on how LIT in the LibLab is progressing.
7:30 – 8:00
8:00 – 8:30
We open the doors, switch on the lights and computers, and start a fresh pot of coffee to brew. Not only is this the place where students learn, it is also where many teachers get their tea and coffee in the morning – a little informal faculty room.
e bell for the start of school rings at 8:25, but that doesn’t mean school isn’t already open and buzzing. From 8 o’clock onwards, the library is filling up with students and parents browsing the books, checking them out, and asking for advice and recommendations. Students come to read quietly before school, to meet up with friends from all grade levels to play a board game, to use the computers, or to find somewhere quiet to get ahead with their homework. Teachers pop in to get their morning tea or coffee and to discuss current and future projects.
8:40 – 10:00 is is the time when the LibLab is emptiest of people, but there is always something going on. Sometimes there is a class with their teacher checking out books. Sometimes EC2 is here for a library visit. At other times there are meetings or parents and teachers dropping in. is is the time when we schedule lessons for parents or extra time to work on research projects with classes. is is also when the LIT teachers review the curriculum, plan lessons and activities, and wonder how they will fit in everything they want to do! Lastly, this time is when we get a chance to keep up with their other individual responsibilities as the Librarian and the Computer teacher.
10:00 – 10:55 Fourth Graders are here for their LIT lesson. Today they might be evaluating a research project they have just completed. After a class discussion they will fill out a reflection sheet designed to pinpoint areas to improve and emphasize aspects of their research process that the students felt worked for them and that they can apply to other projects in the future. e LIT teachers will also use this reflection in order to plan future projects to be as effective as possible.
L. CROSSAN
On the one day in a four-day cycle when there are no Fourth Grade classes, the whole of the ird Grade is here for a keyboarding/library rotation. One class starts keyboarding in the Computer Lab, and the other looks for books to check out in the Library. Halfway through the time the classes change over so that by the end of the time everyone has their library books, and everyone has practiced their typing skills.
11:00 – 11:40 is is the Fifth Grade LIT time. Students might be using their iPads, the computers in the Lab, good old-fashioned pencil and paper, or they might be in the middle of a discussion, or role-play. If there is a research project underway, they might be working on formulating their questions by brainstorming areas of interest, turning them into open-ended questions, and then choosing the most appropriate and engaging queries in order to find out information from a variety of sources. On the days when the Fifth Grade is not here, First Grade students are here in the LibLab checking out books and practicing their keyboarding.
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12:30 – 1:20 11:45 – 12:30 e library is open for teachers and parents to browse and checkout books during lunchtime.
is is the Second Grade time for LIT. Students might be synthesizing their information for their presentation – bringing together a process that started in the classroom. Since then they have been on virtual field trips, learned to extract information from different sources such as books and websites, brainstormed research questions as a class, and produced a graphic organizer. eir culminating activity will be a poster showing how all these different activities have helped them.
1:25 – 2:05 ird Grade has LIT at this time. e students could be using information seeking strategies to determine all sources of information to answer the questions they have come up with. is means they will consider all possible resources at their disposal and then make informed decisions about the most appropriate to the task. An important part of this process will be ensuring that they note down their sources in order to ensure that they acknowledge where they found their information. Once every four days, Second Grade students also have an opportunity to practice their keyboarding and check out library books. On these days, all three classes of the Second Grade are in the LibLab at the same time moving between the different areas. 1 0
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2:10 – 2:40 Kindergarten students visit the LibLab every four days and alternate between working on their computer and library skills. We will start to incorporate aspects of the research process as the school year progresses.
Digital Citizenship for Parents
Several Marymount teachers are working hard to earn their Digital Citizenship: Certified Educator status. The certificate officially recognizes specialists teaching the Common Sense Media digital citizenship and online safety curriculum, which covers a range of topics from internet safety to creative credit and copyright.
Because our school recognized how comprehensive and age-appropriate this curriculum is, Marymount adopted it in 2013-14, allowing us to offer a consistent approach to digital citizenship from Kindergarten through Grade 12.
This year we are opening up the discussions of digital citizenship to parents by using the Common Sense Connecting Families program. This program will serve as the basis for a series of classes about online safety for Marymount parents. The aim of these classes is to help parents and children address important topics and have meaningful conversations about making good choices in their digital lives.
2:45 – 3:20 e last period of this day is reserved for First Grade, who might be defining a task for a new project. is means that the students will discuss their understanding and expectations for the project, decide which questions they would like to ask, and make explicit their responsibilities in completing the task.
3:25 – 5:00 As the last class leaves, parents start arriving to look at books with their children, including EC students. Elementary teachers and students come in to use the space as well. Finally, the door is pulled shut, and the LibLab is quiet and empty until it fills up with energy and enthusiasm again the following morning.
The list of classes is as follows: Cyberbullying Digital Drama Digital Footprints and Photo Sharing Distraction, Multi-Tasking, and Time Management Privacy, Surveillance, and SelfDisclosure Sexting and Nude Photographs Sexual Imagery and Internet Social Media and Body Image
Classes will take place every Thursday morning beginning February 26 in the Elementary School Computer Lab. We start promptly at 8:45am and end at 10am. Teachers who instruct the children in Digital Citizenship will facilitate the classes.
For more information or to reserve your seat please email Sally Cameron, scameron@marymountrome.it w i n t e r
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Christmas at Marymount
The true meaning of Christmas is never lost during the many activities that take place throughout the holiday season at Marymount. In the month of December, our students celebrated this special time of year by reenacting the nativity on more than one occasion, lifting their voices in song, celebrating Mass, and giving gifts to less fortunate children in Rome. Students from every grade level took part in these celebrations, demonstrating that the Christmas spirit as well as an abundance of talent run throughout our school. Our parent community also played a role in many of these activities, and we remain grateful for their joyful support and generous participation.
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1. Elementary School students create a living Nativity as part of the Christmas celebrations at Marymount. 2. Middle School students participate in a Christmas Mass. 3. When Santa Claus comes to visit the Early Childhood Center, the students presented him with gifts to distribute to less fortunate children in Rome. 4. Elementary School students present their Christmas concert featuring a number of solo and ensemble works. 5. The annual PTO Christmas party offered an array of beautiful Christmas cookies and cakes. 6. Early Childhood 1 students presented a performance in the Chapel during which they sang a number of traditional and contemporary carols. 1 4
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7. The EC1 students have a great time performing for an audience of their parents. 8. The Middle School choir performs during the Secondary School Christmas concert. 9. Mary and Joseph take center stage during EC2’s version of the Nativity story. 10. The EC2 presentation would not be complete without shepherds and sheep. 11. Elementary School guitarists perform festive works during the Elementary School concert. 12. The orchestra performs during the Elementary concert. 13 & 14. The Secondary School concert featured a mix of vocal and instrumental performances. (Secondary School Concert photos by P. Zinzi)
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î “e Art of Movement Making connections between ballet and karate in Elementary PE classes
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n January, our Elementary School students enjoyed learning from a few special guests during their physical education classes. e focus was on movement – but of very different kinds. Professional ballet dancers Susanna Bucci and Serena Stefani spent two days with students in each of the Elementary grades. Ms. Bucci was a principle dancer with Balletto di Roma and Ms. Stefani, who graduated from the school of Balletto di Roma, is a professional choreographer as well as dancer. ey taught our students basic ballet positions and movements – activities that require balance, coordination, flexibility, and endurance. e students learned that in addition to being talented, ballet dancers also have to be very athletic. e students continued their look at movement with Master Senpai Daniele Calanchini (Black Belt 2nd Dan ISKF), who teaches karate for Marymount’s after school activities program as well as at the American Embassy in Rome. After a traditional greeting and brief warm-up, Mr. Calanchini taught the students several basic karate moves. During this lesson, the students learned about the important role that the mind plays in karate, particularly in terms of concentration. As with their lesson in ballet, the students learned that karate relies on very specific and codified movements that can only be perfected through an extraordinary amount of practice.
Previous page: Elementary students practice basic karate movements with guest teacher and karate master Daniele Calanchini. This page: (Top) Students learn ballet movements with ballerina Susanna Bucci. (Middle): The students practice leaps with the help of ballerina Serena Stefani. (Bottom): Grade 5 student Kevin Wang learns how to block an opponent in karate. w i n t e r
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Grade 5 students (l-r) Jessie F., Ludovica I., Ginevra D., Nada P., and Marco Valerio M. in their class production of Annie Jr., which took place in December.
Rags Riches From
to
Grade 5 classes present a colorful and polished production of the classic musical ‘Annie’
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hen the musical Annie opened on Broadway in the 1970’s, more than 40 years had passed since the Great Depression, the period during which the musical was set. e show was based on a comic strip called “Little Orphan Annie” created by Harold Gray in 1924. With its overarching theme of enduring hope, the comic strip achieved great popularity, particularly during the Depression of the 1930’s, when morale was low and hopelessness high. Eventually, the colorful characters that Gray created became irresistible material for the creative team behind Annie the musical. Nearly another 40 years has passed since the curtain rose on the original production of Annie, which swept the 1977 Tony Awards
with 10 nominations and seven wins, but the messages that the musical conveys – love conquers all, right vs. wrong, the perils of avarice, and the transformative power of hope – remain timeless. In December, Grade 5 classes at Marymount brought to the stage a school version of the musical, called Annie Jr., with a rousing and polished production that demonstrated significant talent among the students. e tradition of the Marymount Grade 5 musical stretches back for many years, although in the past the show typically took place in the spring. is year, the teachers moved the timeline up by several months, appropriately enough since w i n t e r
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I think overall Annie was a great performance, and the best part was the ending with all of us bowing with pride and joy. It seemed as if the clapping never stopped. – Jesse F., Gr. 5
much of the action in Annie takes place during the Christmas season. In keeping with tradition, however, the show featured a double cast of performers in the lead roles, giving all of the students a chance to participate in the production. Nicole D. and Ludovica I. shared the title role of Annie, an orphan whose fortunes change when she is selected to spend a Christmas holiday with the wealthy Oliver Warbucks, played by Jessie F. and Kevin W. Annie had been living in a girls’ orphanage run by the odious Miss Hannigan, played by
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Lara G. and Nada P.. It seems a curious profession for a woman who detests little girls, as Miss Hannigan makes all to clear in one of the production’s funniest musical numbers. However, when the opportunity to improve her lot in life by cheating Mr. Warbucks out of a large sum of money presents itself, she jumps at the chance.
collect the $50,000 that Mr. Warbucks has offered to anyone who comes forward as Annie’s true parents.
is devious portion of the plot is led by Miss Hannigan’s brother, Rooster, played by Tommaso C. and Toby K., and his girlfriend Lily St. Regis, played by Francesca B. and Isabella I.. e three of them hatch a scheme to pose as Annie’s long lost parents and
Meanwhile, the once grumpy and illtempered Mr. Warbucks begins to soften as his paternal relationship with Annie progresses during the time he spends with the girl, including an evening walk through a bustling New York City, visits to a movie
I am Lily! I am one of the funniest characters because I have a funny look, my lines are funny, and I have a Jersey City accent! – Isabella I., Gr. 5
After the show was done I felt like I wanted to do it again. It felt so strange because we did so much practicing, and it seemed like the show was over in two seconds. – Conrad C., Gr. 5
This page clockwise from top left:
Lily St. Regis, played by Isabella I., and Miss Hannigan’s brother, Rooster, played by Tommaso C. arrive on the scene and begin to concoct a plot to kidnap Annie and collect a reward from Mr. Warbucks.
Aldo Di L. plays the dog, Sandy, who befriends Annie after she escapes from the orphanage and walks through the city at night.
Priscilla A. (front) plays the character Star to Be, who shows up in bustling New York City hoping to find fame and fortune. Previous page:
Top: The irascible and conniving Miss Hannigan, played by Lara G., sings about her hatred for little girls despite the fact that she runs an orphanage.
Bottom: Annie, played by Nicole D., and the other residents of Miss Hannigan’s orphanage sing about what their long lost parents might be like in the song Maybe.
The play was a lot of fun. Some pros of the play are that everyone gave their best and that when we did it for the Elementary School and the parents, everybody laughed and clapped a lot. Some cons are that I wished that we could have had more time to practice it, so it would be better, but even though we didn’t have a lot of time to rehearse it, it was perfect. – Priscilla A., Gr. 5
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Rooster, played by Toby K. (center), tries to convince Annie (Ludovica I.), Mr. Warbucks (Jessie F.), and Grace (Ginevra D.), that he is Annie’s true father as Lily (Francesca B.) disguised as Annie’s mother, looks on.
house, and quieter times at home along with his assistant Grace Farrell, played by Ginevra D. and Matilde F., and his domestic staff. Despite the change in Annie’s outward circumstances, which reach all the way up to meeting the president of the United States, Franklin D. Roosevelt, inside she remains true to her sense of justice, friendship, and family. While she may be living among the trappings of a billionaire’s household, she never forgets her humble beginning nor the people who supported and cared for her. Above all, Annie remains hopeful, as evidenced by the show’s most memorable song, Tomorrow. When Rooster and Lily arrive on the scene in the guise of Annie’s parents, events take a dramatic turn. Mr. Warbucks had just offered to adopt Annie as his own child, and now his plans and her fate seemed suddenly sidelined. However, thanks to President Roosevelt’s intervention and help from the Secret Service, Rooster’s and Lily’s true identities are revealed just in the nick of time. While they along with Miss Hannigan are carted off to jail, a happy ending ensues for Annie and Mr. Warbucks. As always, the Grade 5 musical demonstrated superior production values, including impressive costumes, make-up, scenery, and technical support, much of which would not have been possible without the invaluable help of several Marymount parents. We extend our sincere appreciation to them and to everyone who assisted with the production. Additionally, we offer congratulations and thanks to the Grade 5 teachers, Ms. Catalano, Ms. Davico, and Ms. Fenneman, and most importantly to Elementary School music teacher, Mr. Kirby, who directed the production.
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Growth is our Goal Grade 8 drama students use devised theater and tableaux to express their ideas about our goal for the year
hile the network of schools founded by the Religious of the Sacred Heart of Mary spans continents and cultures, a set of guiding principles unites our disparate learning communities. ese principles, adopted in 2000 and commonly referred to as the “Goals and Criteria,” challenge us to fully realize our relationships with God, with the world around us, and with ourselves.
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In the fall, Grade 8 students set to the task of exploring Goal 4 in their drama classes. Using devices such as devised theater, in which scripts are developed collaboratively and often spontaneously, as well as the compelling visual medium of tableaux, the students considered and articulated their own thoughts about personal growth and presented the results to audiences during performances in December.
Each year, our school chooses one of the six overarching goals upon which to place special emphasis. In 2013-14, we selected Goal 4: “To encourage and affirm personal growth.” Given the broad nature of this goal and its particular relevance to students, we decided to devote not one but two school years toward understanding and living up to this lofty and complex aspiration.
e assignment engaged students in thinking not only about personal growth but also about various aspects of live theater performance and the role that drama can play as a reflection of ourselves. e following pages contain images from the performances that the students presented in December as well as a commentary by one of the participants. a u t u m n
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GOAL 4
To encourage and affirm personal
growth.
FROM THE GOALS AND CRITERIA FOR RSHM SCHOOLS
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rama is one of my most interesting classes for a multitude of reasons, but the one that’s really important is that there’s no “wrong answer.” It’s important for drama instructors to take advantage of this, and Ms. Ferrarin did just that when she helped the Eighth Graders create their own unique performances. By leaving directions non-specific but still easily understandable, Ms. Ferrarin ensured that each performance group was able to interpret them in their own way, thus making each tableau original and fascinating.
While performing our finished “masterpiece” with my performance group felt amazing, I can honestly say that the time spent working and improving our tableau was the best. Working with my group was amazing because I learned so much from their contributions and even improved my relationships with them. While group projects usually include frustration and arguments, our drama project was event-free because, as I mentioned before, there is no wrong answer. Every idea was a good idea, and the more diverse and innovative it was, the better.
Another reason the drama project was drama and stress free was that we were kept in the dark for a considerable part of the project. We first built the skeleton of the performance, but we had no idea what was to
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follow, and so we built the base without knowing the details that we would add, which made for a very interesting tableau. My group also wasn't fully aware what the objectives of the performance were. Obviously our objective was to create a stunning show from scratch and truly impress the audience, but beyond that we also came up with additional small objectives that would add to our show. We really wanted to use our faces and body language, especially during our abstract tableau, and we wanted to have meaningful transitions.
Finally performing was a little difficult. We had to piece together all of our different ideas and tableau and transitions and then polish them off in a record amount of time. Somehow we did it.
The performance wasn’t perfect, but that only inspired us to improve next time. All the groups had done an incredible job, and though each performance had its flaws, it also had its unique qualities that nothing could take away. After hours of brainstorming and hard work, all of the groups had put pieces of themselves and their creative spark into their tableau and had created something that both asked questions and provided answers for the audience and was something that nobody could replicate: their very own, 100% unique tableau.
– Maria T., Gr. 8
G R A D
D E
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, and 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.
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e Marymount Players in
Servant of of Two Masters T
his past fall, Secondary School drama students presented a sharply stylized, English-language production of Servant of Two Masters, an 18th-century work written by the Venetian playwright Carlo Goldoni. e play is a celebrated and widely performed example of commedia dell’arte, a form of theater that incorporates stock characters, masks, and elements of improvisation. While the precise origins of commedia dell’arte are lost to history, it is known that the first documented performance took place in Rome in the mid-16th century. By the time Servant of Two Masters arrived on the scene in 1743, this theatrical tradition was well established among actors and audiences. In commedia dell’arte the servant is a stock character and one who is traditionally masked. Called “zanni” in Italian (which is itself a Venetian variant of the name Gianni) the servant is generally both clever and prone to trickery. e English word “zany” 2 8
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traces its origins to this character, which encompasses such well-known figures as Arlecchino, Pulcinella, and in the case of Goldoni’s play, Truffaldino. In the Marymount Players’ production, Grade 12 student Matteo R. brought a mix of hysterics and cunning to the role of Truffaldino, who serves as a central figure of the play.
“e world is a beautiful book, but of little use to him who cannot read it.” – Carlo Goldoni
Clockwise from far left: 1. Truffaldino (Grade 12 student Matteo R.) courts the maid Smeraldina (Grade 11 student Azzurra M.). 2. Clarice and Silvio (Grade 11 students Paula F. and Tommaso S.R.) are a couple whose engagement is put into jeopardy. 3. The scheming Beatrice (Grade 10 student Olivia K.) disguises herself as her dead brother in order to collect a dowry, but is recognized by the innkeeper Brighella (Grade 11 student Alya J.). 4. Tuffaldino appeals to Silvio’s father, Dr. Lombardi (Grade 11 student Lorenzo B.). 5. Supporting characters Pandora (Grade 9 student Celine W.) and Nora (Grade 11 student Lola P.F.) attend to the action. 6. Clarice, Silvio, and Pantalone (Marco M.) celebrate before things start to go awry. (Photos: P. Zinzi)
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general mayhem before eventually sorting itself out. As the title suggests, the action also focuses on the efforts of Truffaldino to serve two masters simultaneously, as well as his desperate attempts to feed his hunger, both literally and figuratively. A trio of supporting characters, including Nora, Pandora, and Porter, played by Lola P.F., Celine W., and Joyce W., respectively, rounds out the cast.
Students Matteo R. (left) and Ramzi S. (right) as Truffaldino and Florindo, respectively.
Servant of Two Masters draws on a traditional plotline focused on two lovers who wish to be married but whose union is somehow obstructed, typically by another type of stock character known as the “elder” (“vecchio”). In our case, Clarice (played by Paola F.) is betrothed to Silvio (played by Tommaso S.R.), but their engagement is thrown into question with the arrival of Clarice’s former fiancé, Federigo, who was thought to have been killed in a duel by Florindo (played by Ramzi S.). In fact, the man everyone thinks is Federigo is actually his sister Beatrice (played by Olivia K.), who has disguised herself as her brother in order to collect the dowry owed to Federigo by Clarice’s father, Pantalone (played by Marco M.). Surprisingly, Pantalone seems to fall for the scheme, despite the protestations of Silvio, who is 3 0
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egged on by his father, Dr. Lombardi (played by Lorenzo B.). Yes, its confusing, and yes, it gets more confusing when Beatrice’s servant, the aforementioned Truffaldino, meets Florindo (who is also Beatrice’s lover) in the street and embarks on a plan to double his income by becoming his servant while continuing to work for Beatrice as well. To complicate matters even more, Beatrice is recognized by an innkeeper named Brighella (played by Alya J.), who signs on to the plot by agreeing to keep Beatrice’s ruse a secret. Meanwhile, Truffaldino meets a maid working at the inn named Smeraldino, (played by Azzurra M.), and, naturally, falls in love with her. Much of the remaining plot is given over to mistaken identities, misunderstandings, and
As a prelude to each performance, a group of madrigal singers, composed of Azzurra, Alya, and Ramzi as well as student Giulio S. and music teacher Rocco Sbardella, set the mood with a lighthearted song that cleverly incorporated various animal sounds into the score. Given that commedia dell’arte troupes traditionally played outdoors on temporary stages, their scenery was fairly minimal, and they relied more on a variety of props (including a baton known as a “slapstick”) to support the action instead. Such was the case with this production, which featured a stark, black and white set. e players’ black, white, and red costumes further echoed the color scheme. e Marymount Players’ performances of Servant of Two Masters hummed and at times barreled along thanks to the efforts of a hardworking stage crew, who managed everything from lighting and sound to tickets and publicity. Secondary School Drama teacher Gina Ferrarin directed the entire production.
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e Other Side of the Paper Tables are turned on an English teacher when facing a writing assignment
Above: Secondary School English teacher Samantha Hardin (2nd from right) with her students. Below: The entrance to Piazza di Spagna 66, where Byron lived during his three-week sojourn in Rome in the spring of 1817. Next page: Thorvaldsen’s statue of Lord Byron, which stands at the entrance to Villa Borghese. by Samantha Hardin Secondary School English
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“P
ractice makes perfect” is a popular axiom and widely accepted truth. In fact, this statement is one that you should hear resounding throughout the hallways of a secondary school. is expression was on my mind as I was sitting in front of my computer screen working on a conference paper one Saturday morning in November. As a high school English teacher and lifelong learner, I love writing, but the process does not always come naturally. is occurred to me while watching the cursor dance up and down as I had already changed one adjective two times, reminding me that, though rewarding, writing is very hard work, and the more one writes, the better one gets. However, facing the blank
page is never easy, and, in this moment, I thought about my students. Turning the tables, I believe, can always help teachers think about the best strategies to communicate to students. In this case, facing the blank page was the challenge. Revising a chapter of my MA dissertation into a conference paper helped me sympathize with my students and recall what it is like to be on the other side of the paper, the side without the red pen and grading rubric. I participated in a conference titled “Byron and Italy” which took place in Manchester, England during the first week of December. My paper focused on the Romantic writer
Arches on arches! as it were that Rome,
Collecting the chief trophies of her line, Would build up all her triumphs in one dome, Her Coliseum stands; the moonbeams shine As 'twere its natural torches, for divine Should be the light which streams here, to illume This long explored but still exhaustless mine Of contemplation; and the azure gloom Of an Italian night, where the deep skies assume Hues which have words, and speak to ye of heaven, Floats o'er this vast and wondrous monument, And shadows forth its glory. From Childe Harold’s Pilgrimage by Lord Byron
Lord Byron and his relationship with the city of Rome. Byron sojourned in Rome for only 21 days in the spring of 1817, which is surprising to many people after reading his famous work, Canto IV of Childe Harold’s Pilgrimage, as this narrative poem takes place primarily in Rome. Byron eulogizes many of the iconic monuments in Rome – the Pantheon, Saint Peter’s Dome, and the Coliseum. I argued that what Byron writes in his personal letters while in Rome during 1817, however, stands in stark contrast with his lyrical, literary representation of the city in his poetry. Even today, the impressive statue of Lord Byron, sculpted by orvaldsen and situated just at the entrance to Villa Borghese, might lead onlookers to assume that he spent more than three weeks in the Eternal City. Analyzing the content and context of nonliterary texts, such as letters, in conjunction with literary texts, such as the travelogue, Childe Harold’s Pilgrimage, was at the heart of my conference paper. However, I also hope to transmit these skills to my students as a teacher of the relatively new IB Language and Literature course. is course is not a language acquisition course, but rather focuses on analyzing literary texts and non-
literary texts such as letters, newspaper articles, blogs, and myriad other text types emerging from new types of media, largely due to technological advances. Furthermore, the new Common Core standards in America appropriately emphasize the importance of introducing students to non-fiction, or nonliterary texts, across all grade levels. Giving a paper at the “Byron and Italy” conference was about continuing my own research interests and intellectual pursuits. I was reinvigorated by the opportunity to conduct independent research in my field of study. Still, this conference was also about challenging myself, pushing myself to take the initiative and write the proposal. Ultimately, these are values I hope to instill in all of my students, especially those embarking on the extended essay journey, which is a major independent research project for IB students.
Social Networks Long Before Facebook
T
he poet, Lord Byron, also features in a recent paper by another teacher in the Secondary School English Department. Byron was a guest at the highly regarded salon of the Venetian writer and countess, Isabella Teotochi Albrizzi, who maintained a network of the 18th century’s leading intellectuals. Marianna D’Ezio’s paper about Albrizzi and her social network appears in the new book, Social Networks in the Long Eighteenth Century: Clubs, Literary Salons, Textual Coteries published by Cambridge Scholars in December. The book includes a number of essays that focus on 18th-century sociability, shedding new light on the way public opinion was formed and ideas disseminated during pre-modern times and drawing natural parallels to today’s social networks. Additionally, Dr. D’Ezio was a presenter at a conference called "Problematizing the self in 18th-century autobiographical writing in English," which was held at Université Paris Diderot in November. Dr. D’Ezio presented a paper called “A Strange Farrago of Sense and Nonsense”: Hester Lynch Thrale Piozzi's AutoBiographical Self. Dr. D’Ezio’s biography of Piozzi, one of the most interesting female writers of the late 18th century, was published in 2010.
Dr. Marianna D’Ezio
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Marymount astromony students during a visit to the Vatican Observatory, which is set in the hills overlooking Rome.
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Our Place in the Cosmos
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n early December, Marymount’s Astronomy students left campus for a tour of e Vatican Observatory (in Italian, La Specola Vaticana). Set in the hills to the southeast of Rome in the town of Albano, the Vatican Observatory was established by Pope Leo XIII in 1891, although the roots of the observatory in terms of the Vatican’s support of astronomical research stretch back to the 16th century.
stars and measuring the properties of meteorites to stellar evolution and even string theory. e students particularly enjoyed a discussion on the possibility of extraterrestrial life. We could be Martian in origin!
Our kind host, Brother Robert J. Macke, welcomed our group from Marymount with an inspiring lecture on the history of the observatory and its active research program, which ranges from identifying and cataloging
Our dialogue between religion and science has brought us closer to understanding our place in the cosmos. e beauty of the universe surrounds us; it is everywhere – we just have to look.
Another highlight for the students was taking a closer look at and holding a meteorite originating from the early solar system. It’s age? About 4.5 billion years!
PHOTOS: J. YOON
by Dr. Alan Bates Secondary School Science
Left to right: (1) Among the collections at the Vatican Observatory is this meteorite found in northern Africa but Martian in origin. (2) The students looked at meteorites through a high-powered microscope. (3) A cross-sectional slice of a meteorite from the early solar system viewed through the microscope. w i n t e r
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Essential Connections How Marymount’s approach to teaching and learning aligns with IB objectives by Lucy Alexander IB Coordinator
D We provide an educational program of the highest standard that recognizes and develops each individual’s potential in a stimulating environment.
from the Goals & Criteria for the RSHM Schools
evelopment of key thinking and communication skills are frequently identified as crucial elements in preparing students for life beyond school. is belief is the basis for a new document, entitled Approaches to Teaching and Learning (ATL) in the Diploma Programme, which outlines learning skills and teaching competencies that are now mandated for IB World Schools. While the ATL philosophy has long been an underlying component of an IB education, new IB policies now hold schools accountable to illustrate the ways in which 21st century strategies and skills are incorporated deliberately into the learning environment.
e IB ‘Approaches to Learning’ are already well aligned with teaching and learning at 3 6
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Marymount International School Rome. is is illustrated in the school’s Learner Profile, which is a list of student characteristics reflecting our mission statement translated into a set of learning outcomes. e school is dedicated to ensuring that the characteristics of a Marymount Learner are more than just words on a page. A brief overview of the new IB ATL document and how it is reflected in Marymount educational programs is provided below. APPROACHES TO LEARNING e IBO groups cognitive, metacognitive, and affective learning skills into these five closely related and inter-connecting categories: inking Skills, Communicative Skills, Social Skills, Self-Management Skills,
and Research Skills. Developing these skills is about encouraging students to view learning as something they do for themselves rather than an event that happens to them in reaction to teaching.
learning. Reflective writing is also an assessed component of many IB subjects (including, for example, in the Language courses, which are also known as Group 1 and Group 2).
concepts linking ways of knowing with areas of knowledge. CAS service activities often require effective interaction and communication with local and global communities.
THINKING SKILLS Linked to being REFLECTIVE and THINKERS, developing ‘thinking skills’ helps students recognize and approach complex problems, and make reasoned, ethical decisions. All IB subjects focus on the development of higher-order thinking skills (analysis, evaluation, and creation) rather than on simple memorization of content. e development of thinking skills begins early at Marymount and many teachers use student reflection as a regular component of classroom teaching and
COMMUNICATION SKILLS e IB’s definition of communication skills includes “the ability to communicate, in written and oral form, and understand, or make others understand, various messages in a variety of situations and for different purposes” (ATL Guide, p. 6). ese essential 21st century skills help students be PRINCIPLED and COMMUNICATORS and are at the core of an IB Education. For example, in their eory of Knowledge classes students create both an oral presentation and written essay on complex
SOCIAL SKILLS ese skills help students become OPENMINDED, CARING, and COURAGEOUS in that they help students remain aware of the impact that their behavior has on others. Research indicates teamwork and collaboration can generate creative ideas and problem solving. Within an IB education much emphasis for developing a student’s social skills comes in the form of collaborative activities. is is no exception at Marymount where teachers provide explicit opportunities for students w i n t e r
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to practice and develop social and collaborative skills. e Group 4 (Experimental Science) project, for example, involves students working together on an indepth, cross-curricular assignment. SELF-MANAGEMENT SKILLS ese skills help students to be BALANCED and achieve wellbeing for themselves and others. To complete CAS requirements all IB Diploma candidates must engage in “creativity, action, and service” requirements in addition to working on a particularly rigorous course of academic study. Time management is an
important skill in coping with the heavy workload the IB entails. At Marymount, teachers help students learn how to break down assignments into smaller steps and provide a detailed calendar with staggered IB deadlines to help students manage their time. Furthermore, the school employs counselors and coordinators to help students develop effective skills needed to deal with setbacks and difficulties. RESEARCH SKILLS ese skills help students to become INQUIRERS and KNOWLEDGEABLE across a range of disciplines in order to learn
independently and with others. ere are many opportunities for students to develop these skills in the IB Diploma courses. In addition to the Extended Essay, an academic piece of extended research and writing, students conduct various forms of research for all of their IB courses, whether in the Social Sciences (Group 3), Mathematics (Group 5), or the Arts (Group 6). Students acquire the skills needed for research and writing in their early grades and continue to develop them throughout secondary school. In addition, students attend a mandatory, two-day writing workshop in June of their Grade 11 year.
The learning skills and teaching competencies outlined in the IB’s new ‘Approaches to Learning’ document already correspond to the student characteristics and learning outcomes articulated by the Marymount International School Rome Learner Profile.
IB Approaches to Learning
Marymount Learner Profile Inquirers
inking Skills Communicative Skills Social Skills Self-Management Skills Research Skills
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Knowledgeable
inkers
Principled Communicators Caring
Open-Minded Courageous
Balanced Reflective Peace-Makers Spiritual
Perhaps most important, however, are the parents who have a fundamental role in the development of ATL skills by ensuring a rich collaboration of understanding and shared learning goals for each individual Marymount student.
APPROACHES TO TEACHING e IB Diploma Program adopts a constructivist and student-centered approach to learning. e International Baccalaureate Organization highlights six key pedagogical principles that underpin teaching in IB Programs. 1. 2. 3. 4.
Based on Inquiry Focused on Conceptual Understanding Developed in Local and Global Contexts Focused on Effective Teamwork and Collaboration 5. Differentiated to meet the needs of all learners 6. Informed by Assessment
Students need to be actively engaged in classroom activities with a high degree of interaction among students and between students and teachers. Furthermore, there is an interrelationship between concept, content, and skills. As one example, in IB History students study the concept of ‘causation.’ ey then conduct a detailed examination into specific case studies and develop in-depth data analysis skills relevant to that concept. In all IB subjects and classes learning is grounded in real-life contexts, opportunities abound for collaborative learning, and frequent and varied assessment takes place.
Furthermore, teaching at Marymount increasingly emphasizes these skills, while technology supports and enables innovative approaches. e process of teaching and learning is an ongoing one that counts on partners from the whole school community. In all grade levels at Marymount, the school librarians, counselors, coordinators, and many others work with students and with each other to promote the development of balanced learners. Perhaps most important, however, are the parents who have a fundamental role in the development of ATL skills by ensuring a rich collaboration of understanding and shared learning goals for each individual Marymount student. For more information on the IB Approaches to Learning, the IB Diploma Program, or other developments in Marymount’s teaching and learning programs, please take a look at the school’s website or come in to talk with the school’s IB Coordinator.
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The pencil drawings seen on this page were produced by students from the Drawing and Painting 10 class. We devote the first semester of this course to studying black, white, and grey, and in the second semester we explore the potential of color. The course in September began with the study of basic drawing and shading techniques using diverse media and subject matter. They applied this knowledge to a pencil study of a still-life composition. The drawings seen here give evidence to the high level of skill these students have attained.
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In learning about printmaking, Grade 10 students created their own linocuts. With locations in Rome serving as inspiration, the students carved designs into linoleum surfaces. Once their designs were carved, the students were able to reproduce them as prints. Linocuts represent an alternative to woodcuts and serve as a useful way to introduce students to printmaking, particularly as linoleum is easier to cut than wood, which is helpful for achieving certain artistic effects.
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A Writer’s Debut The plight of young immigrants is the focus of a new novel by Grade 12 student Alice Ranucci
W
e live in the same city but in different realities. Grade 12 student Alice Ranucci experienced this revelation during the three years she spent interacting with teenagers who in many ways were just like her – intelligent, creative, compassionate – but in other ways inhabiting a completely different world as foreigners living in Italy, often without homes to sleep in or families to support them. Through an initiative of the Save the Children organization called CivicoZero, Alice saw firsthand the face of immigration as reflected in people of her own generation. “It’s different when you hear these stories on television than when you actually talk to the people and look into their eyes. You realize that there is another universe going on,” she explains. This realization forms the basis of a novel written by Alice that was published this month by Garzanti. Her book, titled In silenzio nel tuo cuore, centers on Claudia, a 16 year old girl from Rome who holds a number of extremist views considered fashionable among certain of her friends. However, after spending time with a group of immigrants and listening to their stories as well as 4 4
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experiencing trauma of her own, Claudia completely changes her views and approach to life. Alice says that much of the plot of the book is drawn from real events and stories related to her work with CivicoZero. She also points out that while she herself was never an extremist, she knows people who are racist and intolerant, and their viewpoints arise in the book before being discredited.
himself ), and readings by the actress Aurora Ruffino.
Writing has always been a creative outlet for Alice, who says she wrote her first novel while still in Elementary School. While that work remains unpublished, she was so moved by the stories she heard through CivicoZero that she spent a year and a half writing In silenzio nel tuo cuore. Having read the manuscript, Alice’s mother, who is an editor herself, thought that the novel had potential and suggested that Alice contact a number of publishers.
While becoming a professional writer would be a dream for Alice, (she has already begun work on her next novel), she is wary of the challenges and risks associated with the profession. Looking beyond graduation this May, she has decided to go to university in England and major in psychology and neuroscience, noting that, like writing, “Psychology and neuroscience explain what’s behind people, the way they work, and the way they think.”
Garzanti, which is based in Milan, ultimately offered Alice a contract and released the book on February 19, 2015 with a presentation held at the MAXXI, Rome’s National Museum of 21st Century Arts. The presentation featured a discussion with noted author Marida Lombardo Pijola, an interview with Walter Veltroni, former mayor of Rome (a novelist
Returning to In silenzio nel tuo cuore, Alice is hopeful that readers will come away from her book understanding that adolescence is transitory and that teenagers are vulnerable to influences, both good and bad, that shape their opinions and the way they treat others. “No one is born wrong, “ she explains. “There is always motivation behind why people act in certain ways.”
A student at Marymount since Early Childhood, Alice credits several of her teachers at the school with inspiring her interest in writing, among them Renata Cardin and Vittoria Salerno, who have both since retired, and Giovanna Iorio, who continues to teach in the Secondary School.
Alumni
N O T A B L E
In January 2015, a man walked out of a prison where he had been held for 36 years for a crime he didn’t commit. At age 70, Joseph Sledge of North Carolina began his life anew thanks in part to the effort of former Marymount student Christine Cecchetti Mumma. Chris was a freshman here in 1976-77 and one of four Cecchetti sisters to attend Marymount. After her family moved back to the US from Libya, she completed high school in New Jersey and subsequently earned a degree in business administration from the University of North Carolina and eventually a law degree from the University of North Carolina School of Law.
For more than a decade, Chris has been a driving force behind the North Carolina Actual Innocence Commission, which she co-founded in 2002. After studying the causes of wrongful convictions, the commission championed reforms to the N.C. criminal justice system, including the creation of the N.C. Innocence Inquiry Commission, which conducts independent investigations into claims of innocence. Mr. Sledge is the eighth individual to be freed thanks to the work of the Innocence Inquiry commission. Chris took up Mr. Sledge’s case 10 years ago and was astonished to discover the number of ways the criminal justice system had failed him before, during, and after his trial and wrongful conviction.
Grade 12 student Alice Ranucci whose novel, In silenzio nel tuo cuore, was published in February.
Chris Cecchetti Mumma’s commitment to Mr. Sledge, as well as to her other clients, doesn’t end with a declaration of innocence. She also works with and supports them upon their release from prison to help them through the process of learning to be free again.
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M I D D L E
by Kerry Keating Middle School Soccer and Lacrosse Coach
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S C H O O L
Soccer
e Middle School soccer team is showing tremendous growth and progress this year. e team is a mix of students from Grades 6 through 8 and includes both boys and girls. e students have played in three matches so far this year and improve with each one. On January 17, they enjoyed a momentous victory against St. George's. It was an exciting match down to the final minute with a final score of 10-8. e fact that five different players scored shows the level of teamwork at play. Jake S. had five goals. His were rounded out by goals from Antonio Y.,
Andy W., Michaela R., Guilio S., and Roberto F. with two. Keep an eye on the calendar for our next match! e players would love your support!
Lacrosse A group of Middle School girls is doing its best these days to share a bit of American culture with the Marymount community. Every sunny Wednesday afternoon you can find up to eight girls playing the Native American sport of lacrosse on the soccer field. Lacrosse has become one of the most popular sports among American school
M. MODESTINO
SPORTS
Coach Kerry Keating along with Marymount’s Middle School Soccer team, which is composed of boys and girls from Grades 6 through 8.
M. MODESTINO
students. Many countries around the world are developing national programs as well. Girls involved regularly are Michela and Jessica R. (whose family generously provided the sticks, goggles, balls, and nets for all to use), Arianna and Andrea R., Rachele B., Elisabeth K., Alba G., Anu Luisa De P., and our guest from AOSR, Sophie. We would love to see more girls coming down to play with us. In the spring we will be playing on Friday afternoons, so join us and learn a new sport!
Summer Camp Marymount International School Rome
K. KEATING
r ’s yea out. t s La sold p ER cam EGIST ! Y R DA TO
Top: Our players work together during a victorious match against St. George’s in January. Bottom: Middle School girls play lacrosse with equipment generously provided by a generous family.
June 22 - July 10, 2015
Featuring once again...
• English Language Classes run by qualified, TEFL/CELTA teachers from the British School Group • Swimming Lessons in our on-site pool • Basketball Lessons led by a coach from Stella Azzurra • Soccer Lessons on our full-sized field • plus… Art and Drama Lessons!
www.marymountrome.org/summercamp
www.facebook.com/MarymountRomeSummerCamp
The
Marymount Parent-Teacher Organization
presents
Studio 54 Night Fever Saturday, February 28, 2015
8pm at Circolo Antico Tiro a Volo
Buffet Dinner Entertainment Music Raffle & Auction Open Bar DJ Rudy Zerbi Master of Ceremonies
Tickets cost â‚Ź65 per person and all proceeds go toward financing campus improvements and school programs. Table reservations, payments, and raffle ticket purchases can be made in the Villa Office, the Elementary School office, the Secondary School office, or through PTO members in the Cafeteria every morning. You can also email the PTO at parent_org@marymountrome.it to make reservations or for more information.
Magazine meets iPad
The Marymount community is pleased to oer a digital version of our school’s magazine for the iPad. After downloading the Marymount News app, which is available on the Apple App Store, subscribers can download issues of the magazine from anywhere in the world.
The digital version of Marymount contains all of the articles appearing in the print version of the magazine, as well as many extra features, including photo galleries, interactive content, and website links. The app and the issues are free to download and available to anyone with an App Store account.
MARYMOUNT
INTERNATIONAL SCHOOL ROME Marymount International School Rome is a private, Catholic, co-educational day school where each student is valued and nurtured. We offer a challenging Pre-K through 12 American curriculum, the IB diploma program, a variety of extracurricular activities, and a vibrant community life that enriches our beautiful 40-acre campus in northern Rome. Via di Villa Lauchli, 180 00191 Rome, Italy (+39) 06 362 9101 (+39) 06 36 30 17 (Fax) marymount@marymountrome.org
www.marymountrome.org