Communitas june 2013

Shanghai Community International School & Hangzhou International School

Our Best Moments

2012-2013

June 2013

CONTENT Communitas is the official magazine for the Shanghai Community International School and Hangzhou International School.

Please contact us at: Communitas@scischina.org

FEATURES:

Superintendent’s Letter

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Theme: -- Graduates 2013 -- Diversity -- Chinese New Year -- Sports

04-05 08-09 18-23 28-29

Curriculum: -- What is Science?

-- Performing Arts -- Social Studies

14-15 24-25 32-33

Host Culture

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COMMUNITY Cover Photo: Features Pudong 12th grade student Nicole Kim with her paintings taken by Ms. MunYee Choo, Marketing Manager.

Nicole has completed two AP Art courses at SCIS, while also achieving the highest score in her IB courses.

She has also won the SCIS Arts Award for the last two years, Scholastic’s Art & Writing competition the last three years, a SCAD Junior Challenge Award and was offered scholarships from CCA, SAIC, Parsons and MICA. She will attend SVA, an art college with a strong graphic arts program in the heart of NYC next year.

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Educational Insights

06, 10-11 31, 35, 38

Service

07, 16-17

Community

12-13 36-37

PAFA Events

26-27

Alumni

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[ EDUCATIONAL INSIGHT ]

Dear SCIS-HIS Community and Friends, 2012-13 has been another outstanding school year within SCIS-HIS sister schools. With so much going on as we cross the finish line, we wish to slow things down just one last time and share with you some of the colors and flavors of the 2012-13 school year. In this month’s Communitas magazine, we celebrate “New Beginnings” by taking stock of some of the wonderful opportunities and achievements of our students. In particular, we congratulate and recognize the new journeys of our 104 graduates of the Class of 2013.

The end of the school year is always full of bittersweet emotions. Many will be taking this edition of Communitas as a final souvenir of their time with SCIS-HIS schools, and some will be eagerly reading to learn about their new “home”. One message that was consistent in all graduation speeches by students and faculty is that SCIS and HIS schools thrive on the conditions of rich diversity, robust opportunity, and attention to the value of community. While this is not a secret recipe, we know that these attributes of SCIS-HIS schools serve our communities well. As you read through these pages, we hope you will agree that SCIS-HIS schools provide students with a safe and secure learning environment to explore their individual identity within a highly supportive learning community.

To all, I leave you with a comforting thought whether you are just joining us or heading off to university: Once a DRAGON, always a DRAGON! The 65 returning alumni who came to our second Alumni Reception remind us that this is truer now than ever. Have a great summer and congratulations, once again, to the graduating Class of 2013!

GoooOOO Dragons!

Jeffry R. Stubbs Superintendent of Schools

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B

Canada D

B A I

J K E

A C

USA

M G L

C

England

A B C D E F

D

H F

University acceptances: UNITED STATES

A

B

C

D E

Academy of Art University American Flyers Flight School American University Boston Univeristy California College of Art College of Holy Cross Florida Institute of Technology Franklin and Marshall College Goucher College Hofstra Lewis & Clark Manhattan College Maryland Institute College of Art Michigan State University New York University Northeastern University Ohio State University Pace University Parsons The New School for Design Pomona College

Rensselaer Polytechnic Institute F Rice University Rochester Institute of Technology Roger Williams University School of the Art Institute of Chicago G School of Visual Arts, New York St. John’s University St Michael’s University Stonehill College SUNY – Stony Brook H Tulane University I University of California, Berkeley J University of California, Davis University of California, Irvine K University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Colorado, Boulder University of Connecticut

University of Hawaii L University of Illinois Urbana-Champagn University of Kansas, Montana State University of Massachussets University of Miami University of Minessota—Twin Cities University of New Hampshire University of Rochester Univrersity of Southern California (USC) University of Tampa University of Tennessee University of Texas at San Antionio University of Vermont University of Washington University of Wisconsin – Eau Claire University of Wisconsin-Madison University of Wyoming Whittier College Winona State University M Wittenberg University in Ohio

Simon Fraser University St. Mary’s University University of Alberta B University of British Columbia University of Ottawa

C University of Toronto D University of Western Ontario Wilfrid Laurier University York University

CANADA Dalhousie University Emily Carr University of Art and Design A McGill University McMaster University Niagara College in Ontario 4

H G

GRADUATES 2013 SCIS-HIS class of 2013 students will be found in all corners of the globe as they pursue their dreams and goals. Where in the world will you find our students?

Maybe a better question is, where in the world won’t you find SCIS-HIS graduates!

Korea D C

China A E

B

Japan

Hong Kong A

EUROPE A

B

C

D

Bournemouth University (UK) Cardiff University (UK) Durham University (UK) European Business School London (UK) Imperial College London (UK) Instituto Marangoni (UK) Kings College (UK) Lancaster University (UK) Liverpool John Moores University (UK) London Metropolitan University (UK) Manchester Metropolitan University (UK) Middlesex University (UK) Nottingham Trent University (UK) Oxford University (UK) Southhampton Solent University (UK) The Holt: Loughborough University (UK) University College Falmouth (UK) University College London (UCL) University of Bath (UK) University of Bristol (UK) University of Edinburgh (UK) University of Kent (UK) University of Leeds (UK) University of Manchester (UK) University of Nottingham (UK) University of Portsmouth (UK) University of Sheffield University of Southhamptons (UK)

E University of St. Andrews (UK) University of the Arts London (UK) F University of Warwick (UK)

B

Singapore

G Euro Akademie – Dortmund (German) H Leiden University (Netherlands)

ASIA

A B C

D

E

City University of Hong Kong (HK) Hong Kong University of Science and Technology (HKUST) International Christian University Japan KAIST (Korea) Liverpool University in Suzhou (China) Nottingham Ningbo (China) Seoul National University for medicine (Korea) Southeast University Nanjing (China) The Chinese University of Hong Kong (HK) The Hong Kong Polytechnic University University of Hong Kong (HKU)

A

Australia

SOUTHEAST ASIA

A Ataneo de Manila University B Curtain University Singapore

AUSTRALIA

A Curtin University

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[ EDUCATIONAL INSIGHT ]

SCIS-HIS Faculty Model Life Long Learning

SCIS-HIS teachers at Pudong Photos by Mun Yee Choo

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ultivating students to be life-long learners is a core value held at SCIS-HIS. The same is also true for the way we engage our teaching faculty in opportunities to continue their own life-long learning. This process is known as “professional development,” and is best described as the range of formal and informal processes and activities that teachers engage in, both inside and outside of the school, to improve their teaching knowledge and skills. SCIS-HIS teachers are provided a wide-array of growth options each year, with the fundamental goal to improve student learning outcomes.

Why is professional development so important? Over the past decade, at least 100 studies have documented that highly skilled, highly effective teachers help students learn more. Teachers who are well prepared and trained are more effective in the classroom and therefore have the greatest impact on student learning. The best way to increase teacher effectiveness in the classroom is through regular, high quality professional development. Education scholars demonstrate that professional development activities are directly linked to both improved teacher instruction and increased student achievement.

Most parents commonly think of professional development as the “green days” on the school calendar, where teachers come to school and students stay home. One such day recently occurred in September, and on this day the entire SCIS-HIS teaching faculty came together to evaluate and improve our entire program (see photos). These in-service days are an important part of our professional development opportunities, and build our capacity for collaborative, collegial, and supportive learning environments. However, there is much more to the SCIS-HIS professional development program than those “green days” during the school year.

Teachers are also encouraged to seek opportunities to meet their own individual goals. The school provides a professional development allowance to teachers, enabling our faculty to pursue personal growth that will expand their capacity to improve student learning. Professional development that our

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teachers participate in includes, but is certainly not limited to, the following: • Attend teacher and leadership conferences or trainings to improve performance • Enroll in graduate school coursework, working towards a masters or doctorate degree (SCIS-HIS supports both programs to teachers) • Join professional organizations and reflect on their respective publications • Perform an independent study or action research on a topic related to a teacher’s goals • Utilize common planning time during the school day or opportunities offered after school to collaborate with other teachers (study groups, interdisciplinary teams, joint lesson planning and peer coaching) • Participate in a book study with other teachers • Engage in round-table discussions with other teachers • Use online resources such as Podcasts, reflection discussions, improvement videos, and learning and training modules • Engage in peer observations, where teachers observe other teachers and learn from their strategies The professional development program in place at SCIS-HIS is vital to our overall operation. It is targeted through specific teacher and school goals and is ongoing through the year.

Ultimately, professional development provides teachers with growth opportunities to improve their practice, resulting in improved student learning at school.

MR. DANIEL JUBERT is Head of School at Pudong

[ SERVICE ]

The Importance of Service Learning T he average Upper School student awakes somewhere around 6:30 in the morning. Groggily throws together everything needed for the day and hopefully has a minute or two to down some breakfast before heading to the bus stop. Class begins at 8:00 am, an impossible time for a teenager. Through four ninety-minute periods, attention and focus must remain rigid to absorb, manipulate and extrapolate new information. At the same time, constant awareness is directed towards every social interaction. At the end of the day, the student will spend an additional ninety minutes or more participating in extra curricular activities geared towards sports, arts, academics or leadership.

Once home, the student somehow turns attention once again back to school work for hours of homework and again, managing a busy social life. It is very late before finally welcoming sleep and a few short hours before waking and repeating the cycle five days in a row. This is grueling work for a teenager.

Can you imagine the audacity it would take for a school to ask for even more precious time to step out of one’s comfort zone to serve others? Yet, that is exactly what SCIS-HIS asks its students to do. Why is that?

Service learning is something that is often difficult for adolescents.

During a period in which there are so many changes going on within themselves, it is a challenge to step away from this to focus time and energy upon someone or something else.

However, this does not mean that it isn’t important. There is an array of reasons why it is essential to push students to become involved in service work.

Aristotle once said, “Educating the mind without educating the heart is no education at all.” Students need a firsthand experience of what it takes and what it is like to have a positive effect on the world. They need guidance when doing so to consider all of the ethical implications of their actions and how working locally can have global significance. This is where the various campus’s

service communities and CAS programs can lend a hand. These groups provide opportunities for students to step outside of their world of convenient comforts and peer relationships to practice sympathy and empathy. Tomorrow’s world will require people to work together across the globe to solve significant humanitarian and environmental issues. In order to achieve this, the world needs caring people willing to be living examples of humility and concern for each other. That’s why having our students involved in service at an early age is so important to the SCIS-HIS experience. We are fostering good people.

Having students involved in the local community pushes them to step out of their comfort zone. This is yet another advantage of the school’s service requirement. Setting up students for experiences outside of their normal realm helps them to experience the fullness of life. It also makes it easier for them to be daring and adventuresome in future endeavors. Students will have the experience to make the right choices, even if they are difficult, when it comes time tomorrow due to being pushed to expand their horizons today.

Lastly, getting out and lending a helping hand provides students with opportunities to make connections between the classroom and what exists outside the school walls. Isn’t this the whole reason for going to school? It’s a wonder why service learning isn’t an essential element in other educational institutions.

Are students eager to dive into service work? Not likely.

Regardless, is it important? Undoubtedly! That’s why it is ingrained in our schools and an essential element of who we are.

MR. TY SMEINS is Upper School Vice Principal at the Pudong campus

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[ THEME FEATURE ]

Photo credits to Joel Sutton, Jen Marshall, MunYee Choo, Paul Gong

Diversity at SCIS-HIS: Many Cultures, One Community 8

[ THEME FEATURE ]

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CIS-HIS’ mission is to provide all students with opportunities to pursue academic and personal excellence in nurturing, international community environments. With 60 nationalities represented throughout our campuses, our community is truly international.

Whether it be the United Nations’ International Day of Peace celebrations, United Nations Day observance or International Day studies and presentations, each campus uniquely and intentionally pauses to observe and honor the many nations that are represented in our faculty and student body.

At these specific moments on each campus, we recognize our diversity with parades to show off our national costumes and flags, through assemblies featuring cultural songs and dances and of course through the sharing of food, food, FOOD! However,

diversity is also an everyday aspect of campus life at SCIS-HIS. Celebrating and recognizing diversity in its many facets at our campuses, in our hallways and especially in our classrooms fosters a lifelong appreciation of a unity achieved through learning and cooperation because of and regardless of differences.

The global citizens that emerge from our schools possess priceless experiences and understanding due to the unique and diverse opportunities made available to them daily at our schools.

A Hongqiao Kindergartener stated it best and simply as “We all come from different places but we are all friends.”

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[ EDUCATIONAL INSIGHT ]

After School Activities … just fun or learning at its best?

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ften parents ask me where they can get extra support for their child’s learning or how they can extend their development. They are usually looking for a tutor, a program or a workbook. They often believe that in order to move their child forward they need to extend them vertically by having them complete the next year’s work, read harder and longer books or do bigger computations.

In 2011, the Alberta Education Department launched its vision of what young people need to learn for their future. It paints an expansive picture of the range and complexity of skills and attitudes our students need to develop in order to meet the challenges they will face as 21st century citizens. They called these the 3 ‘E’s. It’s a demanding set of attributes.

• Engaged Thinker - I can collaborate to create new knowledge.

Makes discoveries, thinks critically, creates, innovates; identifies and solves problems; adapts to change and has an optimistic future attitude • Ethical Citizen - I do the right thing because it is the right thing to do.

Builds relationships based on fairness and open-mindedness; shows respect, empathy

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and compassion; collaborates and communicates; contributes fully to the community

students while widening their perspective of the world.

• Entrepreneurial Spirit - I create new opportunities.

Creates opportunities, achieves goals through hard work, discipline and excellence; explores ideas and challenges the status quo; takes risks and makes bold decisions

Cheerleading promotes planning, team collaboration, resilience, calculated risk taking, explicit communication and problem solving. How do you balance to get the smallest person to the top of the pyramid?

Often memorization and discrete skills practice are favored over real life application or experience. Look at the mismatch between that conventional thinking and the 3 ‘E’s - the skills and competencies that are needed and valued for the future.

When considering after school activities, reflect on the learning, skills and dispositions your children are developing, all while fully engaged and having fun.

Even more interesting is the idea that most of the after school activities that are often seen as fun but not learning often better meet the development of these skills than workbooks, programs and tutoring. They are actively teaching the 3 ‘E’s along with the opportunity to work with a mentor.

Attending Student Council, students work as ethical and entrepreneurial citizens while learning about the Giving Tree.

They brainstormed how they could promote this idea and demonstrated empathy and compassion for other

Remember that we can expand our children’s knowledge in powerful ways by having them engage in activities that widen their horizon and experiences. Those students who have a broad knowledge and experience of the world are creative problem solvers and have the ability to work and bring teams of people together.

These are the highly prized skills for their future.

MS. LYNN PENDLETON is Lower School Vice Principal at Honqiao.

[ EDUCATIONAL INSIGHT ]

Staying Active in School - and Beyond

“Once you become active in something, something happens to you.

You get excited and suddenly you realize you count.” - Studs Terkel

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n the SCIS-HIS community we are committed to helping students ‘count’ and the school’s physical education and co-curricular program plays a primary role in that process. The 2012/2013 year will see continued success in our program – a program that already produces multiple award winners. More importantly the SCIS-HIS program ensures that students know that they are important, that they do make a difference and that achievement is born out of effort.

In broad strokes the athletics program covers three related areas; P.E., sport, and activities. Although similar – they have important differences.

• In the P.E. program the focus is on developing a physically educated student – one who understands his/her self in relation to exercise, movement, and fitness. It is hoped that the skills and knowledge gained here will help develop a young learner’s self confidence - enabling him/her to branch out into activities of interest.

• Those students who are particularly inclined towards athletics are drawn towards our league oriented sports teams which focus on the development of the student athletes sports skills along with providing them real life opportunities to be challenged and grow as people.

• The activities program at SCIS on the other hand offers a range of options with the objective that all students will find something to be passionate about - to engage their mind and body.

All three facets of our ‘activities’ program benefit from a school focus of inclusion and maximum involvement for optimal results – the optimum result being students who are self-aware, who learn the benefits of self-discipline, who are positively networked with others and are able to adjust to successes and setbacks with equal parts grace and humility. In short, these are students of worth and character.

Students at SCIS-HIS are both allowed and encouraged to be a part of many programs – to diversify and grow as young people – in short ‘ To Count!’.

The benefits of being active in the life and after school life of a school are many – and they transfer across all the streams of activities. Craig Robinson, the brother-in-law of Barack Obama has said of Barack, “Basketball is why Barack Obama is sitting where he’s sitting (the presidency). Not because he was a star player, but because on the court he learned how to negotiate, how to sacrifice for success, how to communicate, how to network, how to be a part of a group united in achieving a common goal.”

This is what students learn in all of the facets of our ‘active’ program on offer at SCIS-HIS and why the school is committed to maintaining as strong a program as possible. We know we are helping to mold future leaders.

MR. MIKE DENEEF is the Athletic/Activities Coordinator at Pudong Upper School

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[ COMMUNITY FEATURE ]

Ten Years for Hangzhou International School

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ack in August 2002, Principal Derek Luebbe presided over a grand total of thirteen students from a handful of countries, comprising the total Kindergarten through 5th Grade student population in that inaugural year for HIS. On October 13th, 2012, members of a much larger HIS community celebrated ten remarkable years by gathering at the campus to mark memories, accomplishments, and a decade of student achievement.

More than 360 students, from countries far and wide, and from Kindergarten through 12th Grade, now walk the hallways and race on the playing fields of HIS. Most of them were on hand on this beautiful autumn day to enjoy a lively schedule of events and to sample the extensive buffet lunch that was catered on the yard near the soccer pitch. In all, close to nine hundred celebrants attended, including some from Shanghai Community International School. Two such administrators were Shawn and Melanie Knudson, teachers at HIS in its infancy, and now administrators at SCIS in Hongqiao.

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“The changes that have occurred, not just at HIS but in the surrounding area, are really amazing”, said Shawn as we watched a soccer match between HIS varsity players from both the boys and girls teams pitted against a stalwart and motley crew of teachers and fathers. “There was nothing around the school then – nothing!”, Melanie added. “You drive around the campus now and it would be hard to make people believe how suddenly all of these buildings and trees and parks sprang up.”

[ COMMUNITY FEATURE ]

Buildings weren’t the only items that sprang up over the past ten years. One of the features of the celebration was a slide show with photos of the past ten years, some of which showed current students who would now tower over the figures depicted from their earlier years at HIS. (Mr. Knudson noted that he still has exactly the same amount of hair now as he did then.)

Welcome remarks were given by Mr. Larry Balli, one of the founders of the school organization, Mr. Jeffry Stubbs, the Superintendent of SCIS-HIS schools, Mr. Robert Vander Eyken, HIS Head of School, Mrs. Francis Spiekerman, HIS PAFA President, and Mr. Ye Cui Wei, the Principal of the neighboring local school. Mr. Ye has long supported the development of HIS and closed his speech by wishing that HIS and his adjacent school always remain “best friends”, a line that drew a warm response from the assembled students and adults.

After musical performances and Chinese dances, perhaps Hangzhou’s biggest “cake” ever made a grand entrance and was distributed to members of the audience. This impressive confection appeared to be a gigantic cake but was actually comprised of 420 individual cupcakes. The different colors of icing created the design of the school logo within the rectangle. And with no slicing, distribution to the earnest throng of salivating students was vastly simplified. As a former slicer, I say, “Long may the cupcake-cake tradition thrive!”

A buffet lunch with an international assortment of offerings ensued, with HIS students playing piano as background, and a number of heartfelt renditions of “Happy Birthday, HIS” were belted out by ardent lower schoolers. In all, many happy memories on this day will be added to those of the past ten years. Happy Anniversary, Hangzhou International School!

MR. MICHAEL S. DOUGHERTY, SCIS Board of Directors

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[ CURRICULUM FEATURE ]

What is Science?

Science is the study of the structures and behaviors of the physical and natural world accomplished through observation (intellectual activities) and experimentation (practical activities).

What is Science at SCIS-HIS? Science at SCIS-HIS is instructing students to think about science and perform science correctly. SCIS-HIS teachers and curriculum inspire curiosity along with a disciplined approach to learning which stresses precision and accuracy.

Dr. Prasanna Velamuri, SCIS Pudong High School Science

Scientific Method Are all drops of water equal? If you use an eyedropper, carefully, to make drops of water, will each drop have the same size?

The answer to this question seems to be “maybe.� After testing hundreds, if not thousands of drops of water, HIS students have reached the following conclusions: holding the water dropper at different angles does not seem to affect the size of a drop of water, unless the dropper is parallel to the surface onto which the water drops will fall and drops of water made by one person sometimes have a very different size than drops of water made by a different person.

Also, drops of glycerol have a similar size to drops of water, but drops of oil are smaller.

Photo credits to Mr. Thomas Robinson, HIS

Through the rigor and study of a seemingly simple task, the processes of the scientific method are realized.

Inquiry

The process of inquiry focuses on questioning, creating, exploring, and coming to conclusions by looking for patterns and trends. Through inquiry based study, students devise their own experiments to test concepts being taught. Using the scientific method in a genuine way, they become proficient in using different metric measurements, microscopes, graphing, higher-level thinking and collaboration skills.

By teaching students how to learn and how to ask questions, we develop the high level thinking skills that then develop into the critical thinking skills that make for a successful scientist and successful student.

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Photo credits to Ms. Maranda Brunner, HIS Middle School Science; text contributions from Ms. Brunner and Dr. Selime Cimen, SCIS Hongqiao High School Science.

[ CURRICULUM FEATURE ]

Modeling

The modeling process requires that students make observations and measurements and then use the data to construct mathematical and physical models. In short, the modeling process becomes a recipe for how to manage the complexity of our world.

Mathematical Models: Physics courses explore how mental models can be used to describe phenomena that we can observe. Observing movement of objects such as cars or bikes, we ask questions about what we observe – what does constant velocity movement look like? What does this model look like as a graph, or as a table of data? What must we measure to construct a mathematical model for what we see? As the year continues, more complex systems are studied such as acceleration down an incline, collisions, electrical power generation as well as the study of waves resonance and light.

Photo and text credits to Mr. Evan Weinberg, HIS High School Physics.

Physical Models: Earth Science students construct a physical model based on their study of the planet earth. Using materials of their choosing, from Rice Krispies to modeling clay, students study the layers of the earth from core to crust requiring accurate measurements to assure the model is to scale. Continents must also be accurately represented to finalize these models.

Photo and text credits to Ms. Clare McDermott, SCIS Hongqiao 7th grade Science.

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[ SERVICE ]

SCIS-HIS China Trips

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hina Trips are an integral part of the unique SCIS-HIS identity.

The trips are specifically designed to put students in new, perhaps uncomfortable, situations. Stepping out of school routine and into a challenging setting tests our students’ character. It gives them a chance to push their boundaries and experience the fullness of life through successes or failures, while remaining under the support of their caring teachers. Whether students rise above these hurdles or fall flat in their attempt does not matter. It is the unique opportunity to learn about themselves that truly matters.

One of the most important purposes behind the trips is to provide the opportunity for students to serve others. Each excursion has some sort of service element on the itinerary. From our younger students picking up trash to benefit the environment to our IB students whose entire trip revolves around assisting schools and villagers of farm country far from the creature comforts of Shanghai, each student is exposed to the rewards of lending a helping hand.

The service portion of China Trips is an essential part of the overarching goals.

Lastly, the trips are just plain, good ol’ fashioned fun. Nothing brings a group of people together like a shared experience of strong emotion. Students will rehash events long after their return.

There is no questioning the value of China Trips for our students and our school. I’m positive that this is more than evident as your son or daughter first walks through the door upon returning home, begins recounting each detail and doesn’t stop until collapsing of exhaustion in a warm, soft bed.

Mr. Ty Smeins is Upper School Vice Principal at the Pudong campus

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[ SERVICE ]

[ SERVICE ]

SCIS-HIS Celbrates Chinese New Year

SCIS-HIS China Trips

Chinese New Year is upon us as we usher out the Year of the Dragon and welcome the Year of the Snake. Our local community is transforming into a landscape of red and gold, as the first sounds of firecrackers foreshadow the noise to scare away “Nian.” According to Chinese mythology, the Year of the Snake is associated with beauty and wisdom, esoteric knowledge, and spiritual discovery. Our Mandarin staff have been working diligently to share with students and staff the significance of the Spring Festival and what the Year of the Snake will bring.

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hina Trips are an integral part of the unique SCIS-HIS identity.

The trips are specifically designed to put students in new, perhaps uncomfortable, situations. Stepping out of school routine and into a challenging setting tests our students’ character. It gives them a chance to push their boundaries and experience the fullness of life through successes or failures, while remaining under the support of their caring teachers. Whether students rise above these hurdles or fall flat in their attempt does not matter. It is the unique opportunity to learn about themselves that truly matters.

inevitably become an important part of your children’s identify. In class, exposing students to traditional Chinese culture is as valued as reading, writing and oral language development.

Outside of Mandarin classes, our host culture awareness At SCIS-HIS, we believe in promoting awareness of our host program aims to integrate Modern China and Chinese history country by fostering connections between our students and their throughout the curriculum. Further, our community service local community. Whether you have been here for four weeks or projects, upper school China Trips, and special cultural events four years, living in China and the influence of Chinese culture will aim to educate and develop cultural awareness and appreciation in all of our students.

One of the most important purposes behind the trips is to provide the opportunity for students to serve others. Each excursion has some sort of service element on the itinerary. From our younger students picking up trash to benefit the environment to our IB students whose entire trip revolves around assisting schools and villagers of farm country far from the creature comforts of Shanghai, each student is exposed to the rewards of lending a helping hand.

The service portion of China Trips is an essential part of the overarching goals.

We are now approaching the most significant time of the year in Chinese culture. May you enjoy the festivities and may we all enjoy a happy, healthy, and prosperous Year of the Snake!

Xin Nian Kuai Le!

Lastly, the trips are just plain, good ol’ fashioned fun. Nothing brings a group of people together like a shared experience of strong emotion. Students will rehash events long after their return.

There is no questioning the value of China Trips for our students and our school. I’m positive that this is more than evident as your son or daughter first walks through the door upon returning home, begins recounting each detail and doesn’t stop until collapsing of exhaustion in a warm, soft bed.

Mr. Ty Smeins is Upper School Vice Principal at the Pudong campus

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[ THEME FEATURE ]

[ THEME FEATURE ]

She Nian Kuai Le

Jin She He Sui 20

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[ THEME FEATURE ]

[ THEME FEATURE ]

She Nian Kuai Le

Jin She He Sui 20

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[ CURRICULUM FEATURE ]

[ CURRICULUM FEATURE ]

Performing

Arts

The Arts curricular area addresses the expression of self, culture, society and imagination. In our classrooms, the Arts are taught through a variety of contexts spanning time, genres, and cultures. Each course is designed to be highly participatory in nature and focused on creation and performance.

Find more information on SCIS-HIS curriculum at http://www.scischina.org/curriculum/.

Developing Skills Beyond the Stage: Elementary Years Young children, who are still developing verbal, social and behavioral skills benefit greatly by participating in quality music programs where they can use their voices and bodies to develop many more skills than just the musical. Music develops mathematical awareness, particularly in the areas of patterns, sequences and numbers. Songs and rhymes develop language skills and memory which is even more important for our second language learners. There are also social advantages: taking turns and sharing, resolving conflict, praising others, positive reinforcement, listening to and following instructions. Physically, music classes encourage coordination and control, the use of larger muscle groups allowing the brain to make faster connections to increase learning and recall. All the while they are learning about themselves and others, developing logic, language and creativity, as well as musical and dramatic concepts and skills.

Middle and High School One of the many reasons music education is an essential part of our program is demonstrated in the way we are able to use music to glimpse into other cultures, places, and moments in our shared history. High School students not only learn about how plainsong and chanting brought people together during medieval times, but also how singing, dancing and making music is deeply engrained in all of our cultures and traditions. By studying music, our upper school students are able to delve deeper into not only how to make music, but also why we make music.

Music classes in the middle and upper years push students to learn skills both individually and as a group. By choosing to have a performance-based curriculum at SCIS-HIS, we expose our students to a level of group work not generally found in their other classes.

Everything they do as an individual contributes either positively or negatively to the group. Each student knows their role in the ensemble and only by working together are they able to truly feel a sense of accomplishment and success.

Our choirs, orchestras, and bands are true collaborative environments that demand each participant to demonstrate rigor, creativity, sensitivity and excellence.

We are teams of musicians, but we are not competing against each other. We are working together to create, perform, and express ourselves.

Ms. Tracey Ramsey teaches Upper School Instrumental Music at the Pudong campus

At SCIS-HIS music and the arts are an integral part of our program, allowing children broader experiences to complement classroom learning. At HIS, we have a strong tradition in performance with every child from Nursery to Grade 5 participating in a musical every year as well as numerous assemblies to build self-confidence and stage presence. One of our former students is now in Grade 5 in Chicago and is currently acting in movies and on TV. Her mother credits her daughter’s acting passion as beginning with our Kindergarten plays. While most of our children will not go on to become professional actors or musicians, all will benefit from the academic, social and confidenceboosting effects of learning music together at school.

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Mrs. Elizabeth Hah is Lower School Music teacher at HIS

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[ CURRICULUM FEATURE ]

Middle and High School One of the many reasons music education is an essential part of our program is demonstrated in the way we are able to use music to glimpse into other cultures, places, and moments in our shared history. High School students not only learn about how plainsong and chanting brought people together during medieval times, but also how singing, dancing and making music is deeply engrained in all of our cultures and traditions. By studying music, our upper school students are able to delve deeper into not only how to make music, but also why we make music.

Music classes in the middle and upper years push students to learn skills both individually and as a group. By choosing to have a performance-based curriculum at SCIS-HIS, we expose our students to a level of group work not generally found in their other classes.

Everything they do as an individual contributes either positively or negatively to the group. Each student knows their role in the ensemble and only by working together are they able to truly feel a sense of accomplishment and success.

Our choirs, orchestras, and bands are true collaborative environments that demand each participant to demonstrate rigor, creativity, sensitivity and excellence.

We are teams of musicians, but we are not competing against each other. We are working together to create, perform, and express ourselves.

Ms. Tracey Ramsey teaches Upper School Instrumental Music at the Pudong campus

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[ PAFA EVENTS ]

BINGO Night

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ecently our PAFA organization hosted a very successful and sold out BINGO night. Families, friends and students packed into the lower school gym for a night out of BINGO fun.

Participants carefully marked their BINGO cards as two of our very own teachers, John Meinz and Jennifer Marshall emceed the event, calling the winning numbers and entertaining us with their BINGO humor along the way. As numbers were called, the gym grew silent with anticipation for the next lucky winner to shout “BINGO”, leaving others longing for their own chance to win one of the many amazing themed baskets donated by local venders. Although not everyone went home with one of

the many coveted BINGO prizes, everyone walked away with a special gift at the end. This remarkable event was made possible by the collaborative efforts of both the upper and lower school PAFA members, along with a swarm of high school students. A big thank you goes out to this hardworking group of individuals in our community. Thank you to everyone who came out to support PAFA’s fund raising efforts. Students, parents, friends, and teachers are already counting down the days until the next BINGO night.

MRS. KASIA DE PAULA is PAFA President at Pudong.

INTERNATIONAL FOOD FAIR 2012 O

ctober is full of autumn activities and international traditions.

The largest one for Hongqiao’s Parents and Friends Association (PAFA) is our International Food Fair (IFF). This year, we dodged fog and drizzle for a wonderful day of delicious international food and traditional entertainment provided by our own community.

While our Hongqiao campuses have over 60 home countries represented, 43 of them came to serve their national dishes on this special day. From falafel to British meat pies, families enjoyed incredible dishes and celebrated our rich and varied community. Many local restaurants and businesses donated their products and services to raise funds for the operation of the.

More than 158,000 RMB was raised in support of the Hongqiao PAFA mission. This was the largest IFF ever and represented well how our school as grown both in size and participation.

PAFA supports our schools by promoting open communication between parents and school staff. They are there to support parents and encourage all of the SCIS-HIS community to participate in school functions. PAFA organizes the funds raised to support special projects and services to classrooms and student groups that are defined as “above and beyond” the scope of the school wide curriculum. Please get involved by attending a meeting soon!

MRS. WENDY ELDREDGE is PAFA President at the Hongqiao campus

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[ PAFA EVENTS ]

Halloween Scares at HIS

T

his Halloween, HIS was turned into a dark, scary and exciting area to welcome Halloween into the school.

Our great HIS PAFA Halloween team had been preparing for weeks to make sure that our more than 600 visitors had a horrifying night. Starting off with a huge costume parade on the soccer field showed that everybody had made an effort to come out in the weirdest, most colorful outfits. Then all the activities around the school’s premises started ranging from trick or treating (in 22 rooms!), games on our Blue Top organized by parents from different Lower School grades, Halloween Shop (always good for shiny and flickering toys), a confusing

PAFA NEWS

maze (but so much fun!), games and craft for our little ones and, hiding in dark scary tents, were Madame Santorini and Madame Zelda, two eccentric fortune tellers.

The incredible Haunted House began with a movie, brilliantly put together by the HIS drama class and teachers. Visitors then proceeded to tour the school which had been transformed into a Haunted House where biology classes featured students who got their arms “cut off” because they did not pay attention. They saw heads that suddenly started to move if you passed them. If that wasn’t enough, they were harassed by ghosts in the pitch

SCIS-HIS has parent organizations called the Parents and Friends Association (PAFA) on each campus. PAFA serves as a way that parents can communicate ideas for the betterment of the school to the administration and Board. SCIS and HIS are proud of the high level of parents participation in their schools and value their partnership with the parent community.

Hongqiao PAFA President: Wendy Eldredge president.scispafahq@gmail.com information.scispafahq@gmail.com

black hallways, ending up in the room where the ghost from the movie story came alive!

This event was another example of our community spirit. The list of volunteers is long, very long; the time spent in the Haunting alone was a full time job for a week for at least 5 people, not to mention the hours spent on decorations, shopping etc. The evening itself was a great get-together with many cultures, for some of them it was the first time to celebrate Halloween. What a great way to learn about this special tradition!

MRS. FRANCIS SPIEKERMAN is PAFA president at HIS.

PAFA conducts various activities, from community events to charity fundraisers to volunteer support for teachers and students.

Each campus has a PAFA board who works closely with each campus’ administrations to plan events that help to make SCIS-HIS schools a unique experience for families, faculty, and students alike.

We are always welcoming new members!

For more information about PAFA, please contact us at:

Pudong PAFA President: Kasia De Paula kasia.pafa@gmail.com

Hangzhou PAFA President: Francis Spiekerman 13989884205 pafa_hz@scischina.org www.hischina.org/Pafa 27

[ THEME FEATURE ]

How We Play:

Sports in Our Schools >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

J

ust as we provide our students opportunities to enrich and expand their academic muscle, we provide athletics and extra-curricular activities where our students can exercise their physical muscles.

Membership on teams bearing the SCIS or HIS logo begins in middle school. As a member of the China International Schools Sports Association (CISSA), students in grades 6-8 are given an opportunity to try a variety of sports. With its all-inclusive teams and an equal playing time for all athletes’ policy, students are provided can pick up a new skill or refine an old one.

In high school, competition increases and team membership becomes more skill based. Our membership in the Shanghai International School Athletic Conference (SISAC) provides league play for our teams with teams in the greater Shanghai area. A league with a larger geographical area, ACAMIS, provides league play for a pool of schools including those in Inner Mongolia, Hong Kong and Taiwan. Teams include volleyball, basketball, football (soccer), swimming, rugby, ping pong and badminton.

From elementary all the way through high school, our swim team provides the arena to not only learn to swim but to compete. Our founding of and membership in the Shanghai Swim League (SSL) provides for local meets in a regulated forum amongst a international schools in and around Shanghai.

As official representatives of our schools, our athletes learn responsibilities to their teammates as well as to their school. By bearing the team uniform, the athlete also bears the responsibility to portray our school in a respectful, skillful and fair manner both on and off the field.

All in the name of good, clean, fun, our students don the gold for Hangzhou, the green for Pudong and red for Hongqiao but all are proud SCIS-HIS Dragons.

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[ THEME FEATURE ]

29

[ HOST CULTURE ]

Chinese Holiday Steeped in Tradition

C

hinese New Year, also known as Chun Jie (Spring Festival), is the most important of all the Chinese traditional festivals.

The festival begins on the first day of the first month in the Chinese lunar calendar and ends with the Lantern Festival on the full moon 15 days later.

New Year’s Eve and New Year’s Day (9th and 10th February in 2013) are celebrated as a family reunion and most spend time with their families to share traditional food and festivities. In many parts of China, the celebration was traditionally highlighted with a religious ceremony in honor of Heaven and Earth, the gods of the household and the family ancestors. The sacrifice to the ancestors united the living members with those who had passed away. Departed relatives are remembered with great respect because they were responsible for laying the foundations for the fortune and glory of the family.

Food is a very important aspect of Chinese culture and Spring Festival is the biggest culinary event in the Chinese calendar.

Some traditional foods eaten over the festival usually include whole fish, chicken, dumplings and sticky rice cakes. In northern China, dumplings are often indispensable. Family members enjoy making dumplings together while chatting. In southern China, the traditional dish for the New Year is Nian Gao (steamed glutinous rice). The flavor and sweetness represent a rich and sweet life while the round shape signifies family reunion.

I can still remember the anticipation and excitement that I had as a child when the Chinese New Year was approaching every year.

For many Chinese who were growing up in the 60’s and 70’s or earlier, the Chinese New Year was usually associated with new clothes, new shoes, abundant food, red envelopes of money and many other nice things that are regarded as pretty normal nowadays.

Setting off fireworks was something I enjoyed doing with my friends when I was a child. Don’t be alarmed with the intensity of the fireworks and fire crackers you will hear this New Year’s evening. On the fourth day of the New Year, people will 30

organize a variety of activities to welcome the Money God, so you will hear another round of fireworks and firecrackers approaching midnight of February 13 to welcome the Money God on February 14 this year.

For the Chinese people, red symbolizes good luck. People often wear red clothes, give red envelopes of money to children and employees. Windows and doors are decorated with red color paper-cuts and couplets with popular themes of “happiness”, “wealth” and “longevity”. Every traditional Chinese household should also have live blooming plants to symbolize rebirth and new growth.

Chinese New Year 2013 brings in the Year of the Water Snake.

The Chinese zodiac follows a twelve year cycle, each of the years being named after an animal. The Chinese believe that people born in a particular year take on the characteristics of the animal associated with that year. Those born in the Year of the Snake may be extremely determined and strive to succeed in all they do. Their tremendous wisdom outshines all others. They are passionate, handsome, well informed men and graceful, beautiful women. If you would like to find out your animal sign and your characteristics, you can check out this website: http://www.westmeet-east.com/horchar.htm.

February 10th 2013 marks the beginning of the Year of the Snake. Enjoy the bright lanterns and other decorations everywhere and take a few minutes to learn more about this wonderful festival in China. I wish everyone a very Happy and Prosperous New Year!

新年快乐 xīn nián kuài lè MRS. HELEN HE is Upper School Mandarin Teacher and Coordinator In Hongqiao

[ EDUCATIONAL INSIGHT ]

I

Dancing Into the Future

n a 2010 TED talk, Sir Ken Robinson recalled, “A recent IBM poll of 1,500 CEOs identified creativity as the No. 1 ‘leadership competency’ of the future…if you speak to business leaders, they say they want people who are creative, who can innovate, who can think differently, who can work in teams and who can communicate.”1

How can we possibly prepare our children to take their place in a future world that we can’t begin to visualize? Can the study of dance (of all things) aid our students to face the world ahead of them?

One arts research study shows that students who study dance are more:

The Dance Curriculum at SCIS-HIS fosters a creative approach to understanding and exploring movement through dance concepts. Using dance concepts as a basis for dance making, students learn more than just steps; they explore, make choices, problem-solve, research, improvise, develop critical thinking skills, collaborate, reflect, discuss, critique, evaluate and construct their own learning to find ways to make meaning and express themselves. Opportunities are offered for creative growth. Students learn individually and in small/large groups in ways that engage, challenge, build cooperation and collaborative skills, foster an understanding of diversity, develop leadership and following skills, build vocabulary and language skills, and nurture both the social and emotional intelligences. 3

• Expressive in their communication of emotions, thoughts and feelings

We see a world of dancing people who are socially aware, can see many solutions to a problem, understand how to work as a team and can communicate their ideas in creative, meaningful ways – now that sounds like a bright future for us all!

• Creative and imaginative

Sources:

• Able to critically analyze their own work and the work of others 2

1 - “Sir Ken Robinson: Bring on the Learning Revolution!” TED: Ideas worth Spreading. N.p., May 2010. Web. 20 Apr. 2013. <http:// www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html>.

• Self-motivated, disciplined and focused in their everyday lives

WHY TEACH DANCE IN SCHOOL? The study of dance involves so much more than just learning steps, tricks, dreams of sugarplums and grooving to the music.

Sure, physical skill development is essential to learning dance, and yes, we really do have fun. But beyond the physical training and release of endorphins, dance provides students an opportunity to develop and nurture their creativity, develop discipline, appreciate diversity of cultures, evaluate their own work and collaborate with others – all skills necessary for the 21st century.

The US National Dance Education Organization believes, “The art of dance uses movement to communicate meaning about the human experience. It is far more than exercise or entertainment. It is a powerful medium to express one’s values, thoughts, and aspirations about the lives we live and the world in which we live.”2

2 - “NDEO-Vision & Beliefs.” National Dance Education Organization. N.p., n.d. Web. 21 Apr. 2013. <www.ndeo.org>.

3 - Goetz, Terry. “Dance Games for Fostering Creativity.” (n.d.): n. pag. Print.

MRS. MELINDA TATUM KAISER teaches Upper School Dance/Theatre at the Hongqiao campus

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[ CURRICULUM FEATURE ]

Social Studies at SCIS-HIS This month’s curricular feature subject is Social Studies.

Social Studies is not simply memorizing names and dates. Rather, it is dissecting the geographic, political, economic, and social issues of the past and applying our conclusions to our own community and world. Delving into the past requires all of us to question, analyze, and discuss as we consider the ways these fascinating people and events have impacted our world through personal, community, Chinese and global contexts.

Find more information on SCIS-HIS curriculum at www.scischina.org/curriculum/.

Ms. Andrea Plakmeyer teaches 7th& & 8th grade Social Studies at the Hongqiao campus

Geography: Early Civilizations Presented with a Modern Twist Technologies of the immediate present, meet technologies of the ancient past! For the final two weeks of September, students in 10th grade World History class got the chance to create their own radio program focused on the comparison of two early river civilizations. Each group of students selected two ancient settlements, for example those of Mesopotamia or the Indus or Huang River valleys, and then gathered “artifacts” for professional examination as anthropologists would in real life.

To convey their information, students then used the Garageband software to produce a radio-style podcast complete with music, sound effects, and interviews, recording and editing along the way. The end products were more well-polished than the gold in King Tut’s tomb... next stop, NPR*!

Ed.’s note: NPR stands for National Public Radio, a network of public and privately funded radio stations in the US which produces and distributes noncommercial news and talk radio.

Photo and text credits, Mr. Jordan Finch, Upper School teacher at the Pudong campus

Political: History in Shanghai Going off campus to explore current topics is a great way to make what is being learned in the classroom more relevant. The Hongqiao Grade 12 IB History students are currently studying the rise of the People’s Republic of China and with historical sites so near, some of the students recently took advantage of living in Shanghai to explore the homes of personalities associated with the eventual rise of the PRC. Sites visited included the Mao Zedong house on Maoming Road and the Sun Yat Sen and Zhou Enlai houses on Sinan Road.

Photo and text credits, Mr. Terry Strombeck Upper School teacher at the Hongqiao campus Clothing belonging to Mao Zedong 32

Photos: Sun Yat Sen House: R-L: Joey Gribble, Sarah Eldredge, Mr. Terry Strombeck (HQ IB History teacher), Vincent Potman, Lif Nelander, Alysha Watt, Carnie Lewis, Josefin Holm

[ CURRICULUM FEATURE ]

Social: Ventures into Anthropology New this year to our Upper School offerings at HIS is Human Geography/Cultural Anthropology.

This course investigates the patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. We employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. Students will also learn about the methods and tools geographers use in their science and practice. We will move beyond simply locating and describing regions to considering how and why they came into being and what they reveal about the changing character of the world. To become responsible global citizens, our HIS students need to know the events and environmental interaction that has created the societies we have today through knowledge they gain in social studies.

Photo and text credits, Ms. Robin Urban Upper School teacher at the Hangzhou International School.

Photos: Left – Spencer Curley, Grade 9, working on a parfleche bag – Grade 9 social studies Top left – poster project on Turkey Top right – Christine Lin, grade 11, dressed in traditional Turkish clothing

Economics: Is This Fair?

Fourth grade students study the Medieval Times. They learn about classes of people, Feudalism, typical jobs, castle defense/offense and becoming a knight. The students also play a game with M&Ms that illustrate the concepts of Feudalism. The peasants were not at all pleased when they found out they did all the work but the King ended up with more than 50% of the candies in the kingdom! The students researched skills to gather information about each topic, and with much creativity, created various types of projects that reflected their investigations into Medieval Times.

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[ ALUMNI ]

Alumni Corner

O

ur first alumni party was a success! On Friday, January 18th, our in-town alumni from the Hongqiao and Pudong campuses got together with some of their teachers at Luna in Xintiandi. They spent a casual evening reliving stories of the good old days. It truly was a fun evening and something we look forward to doing every year around the holiday season. During the party, the alumni received their SCIS-HIS alumni cards, with which they’ll be able to receive deals and discounts in different venues around Shanghai. Mr. Stubbs gave a toast thanking all the alumni present for attending and told them that we look forward to seeing a lot more of them now that the Alumni Association has been created.

On that note, we hope to see any and all alumni at upcoming alumni gatherings and events in the Spring. If you are an alum and are looking to host a gathering of SCIS friends and need our help, please let us know. The Alumni Association at SCIS-HIS would be happy to assist. Also, if you get together with some of your SCIS or HIS friends at any point during the year (which also counts as an alumni gathering), send us some photos! We would love to see you and know how you’re doing. Don’t forget to include a visit to campus whenever you’re back in Shanghai. You’re always welcome here!

Send us an email letting us know you’ll be visiting and we’ll have your alumni card ready when you arrive.

To learn more about the SCIS-HIS Alumni Association, stay updated about upcoming alumni events, or to stay in touch with past SCIS-HIS students, please visit our Facebook page at www. facebook.com/ShanghaiCommunityInternationalSchoolAlumni. Our Alumni Website will also be up soon, so we’ll keep you posted.

MS. FRANCIS PAULINO is the Alumni Relations Coordinator. alumni@scischina.org

SCIS Around the World While in London on SCIS school business, Mr. Jeffry Stubbs, Superintendent of Schools, and Dr. Rockey du Randt, Hongqiao Head of School gathered together with two SCIS Hongqiao graduates from the class of 2012.

Alex Li currently studies in London and Arthur Dubois is a student in Switzerland.

From left to right: Alex Li, Mr. Stubbs, Arthur Dubois, Dr. Du Randt

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[ EDUCATIONAL INSIGHT ]

From Zzzzzz’s to A’s: The Importance of Sleep in Adolescence

I

t is said that sleep is food for the brain. Even though the exact meaning and significance of dreaming still escapes scientific explanation, there is little disagreement over the importance of sleep on our physical, intellectual and emotional functioning, particularly in childhood and adolescence. During sleep, important body functions and brain activity occur. Skills learned and information memorized during the day are strengthened through the process called consolidation. Our bodies heal while we sleep.

Not getting sufficient amounts of sleep affects us profoundly.

Decreased ability to pay attention, react to signals or remember new information, increased risk for psychiatric conditions including depression and substance abuse as well as obesity and diabetes are just some of the most commonly cited effects associated with a lack of sleep. These adverse effects are even more significant during childhood and adolescence, when even moderate sleep loss can have detrimental effects. Sleeping six hours daily, instead of eight, over a school week can easily result in ten hours of “cumulative sleep debt”. For teens, this means low motivation, poorer school performance and lower SAT scores (Carskdon, 2011).

Adolescents require between 8.5 and 9.5 hours of sleep per night. Unfortunately, research reveals that most teenagers do not get nearly enough sleep. According to the National Sleep Foundation, fewer than 15% of American teens report that they sleep at least 8.5 hours on school nights, and more than 25% report that they get fewer than 6.5 hours of sleep every night.

26% reported falling asleep at school and 60% of parents reported that their child under the age of 18 complained about being tired at school (Swanson, et al. 2010).

So why are teens sleep-deprived? Some of the reasons for this are biological. With the onset of puberty, adolescents begin to experience a sleep-phase delay in their biological clock (i.e. circadian rhythms). This means that teenagers’ biological rhythms are out of sync with typical school routines. They are biologically prone to going to bed after midnight and waking up late.

However, the physiological changes that occur in adolescence are not solely to blame. Stress and anxiety also interfere with sleep. According to the National Sleep Foundation survey, 57% of teenagers report not being able to relax around bedtime.

With easy access to Skype, texting, Facebook, computer games and TV, there are plenty of distractions to keep an average teen busy way past their bedtime. Some adolescents, in an effort to please their parents or build a strong college resume, become overextended and commit to too many after-school activities. As a result, they can only do their studying at night, at the expense of a good night’s sleep.

There are many ways in which parents can help their teen establish a good “sleep hygiene”. Parents should establish consistent sleep and wake schedules, even on weekends and discourage daytime naps longer than 30 minutes. This will prevent so-called “sleep bingeing” – not getting enough sleep during the school week and then oversleeping on weekends.

Parents should encourage their teen to set up a relaxing bedtime routine, such as reading a book or taking a warm shower before bed, rather than listening to loud music, playing video games or talking on the phone. A teen’s bedroom should be a sleepconducive environment at night – dark, quiet, comfortable and cool. The last meal for the day should be eaten no later than two to three hours before bedtime. Caffeinated drinks and latenight social events should be limited. Parents should insist that their child falls asleep only in his or her bed. Children should be encouraged to exercise or at least take a walk in the evening so that they are ready for bed. Finally, parents should help their teen with time-management skills. Many adolescents have poor judgment about how long tasks will take, and end up staying very late to complete assignments. With help and support from their parents, students should reevaluate their extracurricular involvement and only stick with those activities which allow them to be successful at school, get enough rest and sleep and maintain their friendships.

Sleep is a biological need. Our brain and our bodies need it just as badly as they need food and water. While there are many factors in the lives of teenagers which they cannot control, getting enough sleep is one area that depends solely on the choices made by adolescents and their parents. For a parent, there is no task more important that ensuring the physical, cognitive and emotional well-being of their child. Sleep is an essential tool in accomplishing that task.

References: Carskdon, M.A.” Sleep’s effects on cognition and learning in adolescence. “ Prog Brain Res. 2011;190:137-43.

Swanson, et al: “Sleep disorders and school performance: findings from the 2008 National Sleep Foundation Sleep in America poll”; Journal of Sleep Research 2011; 20: 487-94

MS. MAJA KELLY is a Counselor at the Pudong Upper School campus

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[ COMMUNITY ]

Dynamix 2012 hosted at Honqiao

T

he halls were filled with music as the Hongqiao campus was transformed into a music conservatory for the annual 3 day event. Over 700 music students attended this year’s program, including students from our three SCIS-HIS campuses along with students from SAS, Concordia, WISS, and YCIS. The three day event began with a mesmerizing performance by the KYP South African Gumboot Dancers followed by rehearsals and workshops for the students led by world-class educators and musicians.

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This year’s Dynamix featured a 120-piece beginning band, directed by HIS teacher Robert Grice, a 35-piece beginning string orchestra, directed by Joy Pritz, and a 35-piece beginning percussion ensemble, directed by Milan Candrlic. These students had only played their instruments for two months prior to Dynamix, and their growth over the three days was tremendous.

Also featured was the 150-piece Symphonic Band, directed by Idaho Music Educators Association Past President, Gary Gemberling.

University of Idaho’s Director of Bands, Professor Alan Gemberling joined us for the fourth year as the Wind Ensemble director. The Wind Ensemble performed some of the most challenging music to date, and the small ensemble really showcased the individual talents of the students.

The Dynamix Orchestra, led by Mr. Peter Moore, was a huge highlight this year. The measurable growth of the string players delighted the audience. The combination of great players along with the friendly but focused instruction given by Mr. Moore was a recipe for success. They ended their concert with the audience favorite – a mash up of hits made popular by Lady Gaga.

The newest addition this year was the Guitar Ensemble, led by Vladimir Legay.

[ COMMUNITY ]

With 55 guitars on stage, the effect was incredible. The 20+ member percussion ensemble, led by Rick Glascock from SAS Puxi was also a highlight of Dynamix 2012. Students performed two classic percussion pieces, but then wowed the audience with a piece written for only buckets and sticks. The percussionists were also featured for the first time as the accompaniment for the Dynamix Choir.

University of Idaho Professor Daniel Bukvich, composer of so many pieces we have performed in the past, joined us this year as the Dynamix Choir Director.

Professor Bukvich made use of the percussion ensemble as his accompaniment rather than a traditional piano accompaniment and the choir students rose to this challenge.

Professor Bukvich also composed a special piece for Dynamix 2012 featuring

all 700 musicians at the same time. The Spinning Samba had guitar students in the front of the stage, band members around the audience, choir members in the aisles and the orchestra, percussion ensemble, and jazz band on the stage. Students were joined by their teachers in the record breaking Finale which blew the roof off the theatre.

According to students, this year’s Dynamix topped the charts and was even better than year’s previous. After a restful Sunday and a few days of reflection, students had the following thoughts about Dynamix 2012: “[Dynamics 2012] was a lot of fun, Symphonic band is great, and I had a good time. Lots of rehearsing but still lots of fun. I liked the workshops, food, and snack breaks. Mr. Gary Gemberling was AWESOME!”

“Dynamix is the best event of the year.

I love the way we get the chance to meet new people from other schools.”

“I loved the Dynamix event this year. It was fun to do the jazz dance workshop, and being at school for so many hours actually didn’t seem so long. I wish it would be more times a year instead of just once.”

“This Dynamix was at full power. … I have improved in many things other than music, like my friend-making skills, patience, persistence, and much more. I look forward to the next exciting Dynamix.”

MS. MINDY RUSKOVICH is the Director of Bands at SCIS Hongqiao.

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[ EDUCATIONAL INSIGHT ]

Navigating New Transitions meeting them, how you have cherished the time spent with them, and how much they will be missed. Together with your children, express gratitude to the teachers, neighbors, the nanny, the driver, the security guards in your compound, and even the grocery vendor that helped you select the fresh fruits. Affirmation is a very rewarding process and a great opportunity to appreciate the people that have made a difference in your life.

O

ne of the accepted truths about being an expat in China is that at some point, you will leave. Whether you are returning to your home country or embarking on adventure in a new land, transitioning from one home to another has many challenges, both physical and emotional.

One model that can help families ease the emotional challenges during a transition is “RAFT”, developed by David Pollock and Ruth Van Reken, and explained in their book, “The Third Culture Kid ExperienceGrowing Up Among Worlds”. By tying the four logs of the RAFT (Reconciliation, Affirmation, Farewell, Think destination) we can be kept afloat during the occasional turbulent waters of relocation, and get safely to the other side.

When preparing to leave, reconciliation is the first “log” needed for the raft. Think of reconciliation as relationships that need mending. You might be tempted to think since you are leaving China soon, there’s no need to make up with the colleague at work with whom you disagreed. We can, however, prevent ourselves from leaving with regrets and unresolved problems that might affect future relationships in the new location by making things right

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through giving and asking for forgiveness.

Ask yourself “Who do I need to apologize to?” and “Who would I like an apology from?” Reconciliation presents a good opportunity to teach your children to identify and reconcile relationships that need mending.

Affirmation is the second important step in building the raft. Take your time to tell the people that have been an important part of your life how grateful you are for

Often seen as difficult, farewells can be fun, especially if you take time and consideration with each one. Help your children to say their goodbyes by organizing farewell parties with their classmates and friends. After living in one place for a long time, there are many things to say goodbye to: the school, a favorite brunch restaurant, the Bund.

Eat your favorite foods and engage in your favorite activities one last time as you say goodbye and let them live on in your memory.

Think Destination: Finish building your raft by thinking and dreaming about your new destination. This step can be especially difficult for children as it can be challenging for them to visualize the future. One way you can help them with this is by talking about the new place. Show them pictures of the new house, where their bedroom might be, or discuss the new things you want to do and the places you want to visit. Let the excitement of new experiences filter down genuinely, and children will begin to share it.

Building a strong RAFT for your family before relocating to a new place helps cultivate happy and well-adjusted kids and families, and makes relocating smooth sailing for all.

MS. TINA NAKOVA is the ECE Student Support Coordinator at SCIS Hongqiao.

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PROVIDING OPPORTUNITIES THAT ARE JUST RIGHT…

Anais, SCIS-Pudong

Dance Company Choosing University of Bristol

Central Saint Martins

McGill University

University of Toronto

Monash University

NYU

Joey, SCIS-Hongqiao

Varsity Basketball Choosing Cardiff University

Emory Instituto Marangoni Hong Kong University

California College of the Arts

Imperial College

University of Warwick KAIST Seoul National University

Oxford Williams

University of Illinois Urbana-Champaign

UCLA

Srishti, HIS-Hangzhou

Computer Programming Choosing UC Davis

University of St. Andrews

Wittenberg University

Boston University

Tulane

Call our admissions office 86-21-6261-4338 x1 (Shanghai) or 86-571-8669-0045 (Hangzhou) today to tour our state-of-the-art facilities.

Visit www.scis-his.org HONGQIAO • PUDONG • HANGZHOU 40

NURSERY – GRADE 12

The International School of Choice