The Banner, 2023 Fall

THE BANNER Inspiring Excellence, Building Character - since 1912

The Passion Issue Seoul Foreign School Magazine, Fall 2023

Features 6

They Turned Their Passion into a Career Interview of Conrad Francis, John Black, Lauren Elliott and Adam Bernard.

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Through the Camera lens Photography as a Passion.

How Passions Can Play a Role in University Admissions From the perspective of a Director of College Counseling.

Alumni Passion Stories The many talents of our alumnus community.

The Question for Passion in High School From the perspective of high schoolers.

The Passion Fruit and how it relates to one's own story.

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From the Head of School and Board Chair

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School Happenings Arts, Sports, Academics

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In Memoriam: Richard F. Underwood

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Classnotes

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Lately at SFS

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Advancement

96

Games

Pre-K2 Pumpkin Patch

From the Head of School Dear SFS Community, Welcome to the latest edition of The Banner. This issue is special, as we delve into the passions that ignite the hearts and minds of our diverse community members. It is a celebration of the unique interests and pursuits that define us as individuals and as a collective, showcasing the rich tapestry of talent and enthusiasm thriving within our school's walls.

I am humbled to share my own passion with you in this issue – photography. It has been a personal journey, capturing moments, emotions, and stories through the lens of my camera.

While a simple passion, I hope it encourages you to explore your own interests and discover the beauty in everyday life.

At SFS, we take immense pride in providing a variety of opportunities for our students to explore and cultivate their passions. From AWANA in preschool to Varsity soccer, our campus is teeming with diverse activities reflecting the myriad endeavors our students embrace. A common thread through these experiences is their dedication to giving back. Our students embody the spirit of service, consistently participating in initiatives that extend beyond the classroom. Whether volunteering at local shelters, engaging in community outreach programs, or contributing to global causes, their commitment to making a positive impact is truly commendable.

I encourage each of you to embrace this issue of The Banner and explore the incredible passions of our community members. May it inspire you to ignite or reignite your own passions, further enriching the educational experiences of our students.

Thank you for being a part of the SFS community.

Team Published by: Seoul Foreign School Communications & Marketing Department Editor-in-chief: Cyrielle Bazin Design and Photography: Juhie Suh A special thank you to everyone who contributed to this issue Address Seoul Foreign School 39 Yeonhui-ro 22-gil Yeonhui-dong Seodaemun-gu Seoul, South Korea, 03723 www.seoulforeign.org Unless otherwise noted, articles may be reprinted without permission - as long as they are not edited or revised - with appropriate credit given to “The Banner, the magazine for Seoul Foreign School.” *All efforts have been made to check details and consistency. Please contact communications@ seoulforeign.org with any questions.

Cover: APAC Dance Team.

God bless, Colm Flanagan Head of School

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THE BANNER Seoul Foreign School Magazine, Fall 2023

The BANNER | From the Head of School

From the Board Chair Dear SFS Community, It’s a great pleasure to be writing my first letter as Chair of the Board of Governors. I’ve worn many hats during my time at SFS, from student to alumna to Council member to parent to Board member, and I’m honored to take on this new role in a community I have loved for many decades.

This issue of The Banner focuses on “passion,” and one of SFS’s great passions is service. Our school’s mission statement reads as follows: “Seoul Foreign School, Centered in Christ, inspires a passion for learning, pursues academic and creative excellence and is dedicated to the service of others.”

How can we see this dedication to the service of others in play? I would suggest that we can see it every day in our culture of kindness and consideration, when a child helps a fellow classmate, or a teacher waits for a student to give an answer. But this service mindedness is most prominent in the ways that SFS engages with the local community.

When I was a student at SFS during the days when tigers smoked (as the Korean saying goes), SFS was still the exceptional school that it is today, but there was not much interaction with local communities and its “exceptionality” often meant difference and differentiation from its surroundings. SFS in the 1970s and 1980s was a place where “foreign schools” were exclusive enclaves, with students going up and down the hill in black chauffeured cars and then back to their homes located in exclusive enclaves, with very little student engagement with the communities in between. Those were the times when my taking the public bus home was considered a curiosity.

If our students can gain one passion in life, I would hope that it could be a passion for service.

And I believe that SFS truly nurtures this passion. God bless and best wishes for the holidays.

Hyungji Park ‘85 Chair of the Board of Governors In art class, Pre-K4 students celebrated the culture of Korea by learning about scroll painting and created their own.

Fall 2023 | From the Board Chair

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THEY TURNED

PASSION INTO A CAREER THEIR

By Cyrielle Bazin

Director of Communications & Marketing

CONRAD FRANCIS, OLY

Aquatics Instructor & Performance Coach

C

onrad Francis, OLY, or Coach Conrad as the students call him, learned to swim all by himself at the age of 5 in the Indian Ocean. Fifteen years later, he would go on to represent his country, Sri Lanka at the Olympics. His story is an inspiring tale of passion, dedication and discipline.

How did you learn how to swim?

Actually, it all began back home in Sri Lanka. My introduction to swimming came through my grandparents, particularly on my mom's side. My dad's father wanted me to play cricket for the country. Almost every Saturday and Sunday, they would bring me to the beach by the ocean, and I would simply drift away, despite my young age.

So that's how you learned how to swim - in the ocean?

I taught myself how to swim and survive. I was around five or six years old. It was always a family affair as we lived close to the beach. We built sandcastles and such. My grandpa would take me out to the reef and leave me there because he used to be a good swimmer. That's how it all started. There were no floaties, nothing! [laugh] And then?

I was attending St. Joseph's College at the time. Our school was the first school to have a 50 meter pool. So, my dad used to take me to the pool in the afternoons after school until one day - I must have been 10 by then - the school swim coach stopped me and asked me and my dad if I was interested in swimming for the school. And, next thing I knew, I was training in the pool at 5:15 am. Everyday, I would train at 5AM, then go to school. And I started liking the sport. But, even then, I knew it was all on me to wake up and show up.

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How did you get that kind of discipline as a 10 year old?

From my grandparents. They were quite the disciplinarians. [laughs] And, probably also from attending a Catholic school. You stand when the teacher walks into the class, and, until she sits, you stand.

When did you realize that you had the potential to become a professional athlete?

last year of high school. That’s when the pressure hits you - you know… when you start racing on the first of January. You have 12 months to qualify. I was swimming the 100 Fly in 57s, the qualification was 56s. That's a lot! That 1.5 seconds is not easy to catch up - no matter how much hard work you put in. I was a small, lanky guy: such a tiny fellow. But I was skilled. I used to work a lot of my skills to keep up with the Westerners because Westerners are more powerful. Then we realized that the only way that I could match our power to weight ratio is by putting on some weight, which never happens. I was a 65 kg guy, and I had to be up to about 73kg, and that took me almost seven months just to get there. You know… my coach would feed me every single thing possible just to help me get bigger. And it happened!

It came up to 73 and I was able to keep up at that 75 meter mark.

Normally by the last 25 meters, I had nothing left anymore. So we trained differently. We trained a lot more negative splits - that means going slow and coming back hard. And that worked. That system started working. In April the following year (in 2000), came the Olympic trials in Sydney.

In 1995, I was offered a scholarship by the National Olympic Committee of Sri Lanka. I had the opportunity to select either London, Australia, the US or Canada for training. I chose Australia because I had relatives there. Mom and Dad were extremely supportive. So, at 15, I moved there by myself. My auntie selected the club, called the Nunawading swimming club.

Training would start at 5:30am and last until 7:30am. I would change to catch the public bus all the way back to school, then it was back to the club for the afternoon session. My coach, Lee Nugent, was one of the top coaches in Australia. And he told me, “You know your country sent you That morning I woke up and here to make the Olympic team.”

I felt good. I really felt good. My So, from that day onward, this routine is: I wake up, I read the was my goal: the Sydney 2000 So, from that day onward, this was my Bible, pray. That's how my day starts.

Olympics - having those five rings goal: the Sydney 2000 Olympics having That's how it is. It's always been like under my belt. An olympic cycle those five rings under my belt. that, and I said if it's meant to be, is four years, so we started from Lord - let it be. In the call room, ‘96 all the way to 2000. In those you get all the big guys like Klimmy four years, I only took two weeks [Michael Klim - editor’s note], Geoff off. That's all I was permitted to Huegill, Mike Mintenko... And take. It's a sacrifice. It's a massive then you have this little mustard seed [laughs]. And all I needed sacrifice. I only saw my parents once in those four years. was to go with a 56.3s. That is all I needed to make the team. So, What did the sport teach you? yeah… that first 50 meters - I went so hard, I thought, “Forget it.

I'm going hard.” And my only concern was so not die on my bum Discipline. Because if you don't get into the pool by 5:30am, towards the end. When I broke the surface, I kept my head down the doors are shut; you stand out for the next two hours or you still for the first two strokes. And then, when I looked, I was a go back home. When that whistle goes off, you're in the water no body length ahead. And there was only one thing that kept going matter who you are. And of course, looking up to role models. through my head: be composed, keep it together, just hold on and My greatest role model was Nelson Mandela. He was a simple keep it together. Then I touched the wall, looked back, and it was man with morals. It made me realize that if he can go through the 56.2s. struggles he did, then I can go through the struggle as well.

“ ”

Let's move forward to the day that you learned that you're going to the Olympics.

Oh, my! It’s a lot of pressure. You know… when I left the country… there was a press conference at the headquarters of the National Olympic Committee and they said, “We are backing you.

You are the guy who's going to be one of the first Sri Lankans to make the Olympic team.” But I never ever put that as a burden on my shoulders because I was swimming for myself.

The Olympic qualifying year started in ‘99, which was also my

So you’re going to the Olympics. I remember watching those games, the pool was on fire, because the Australian team was huge. How was it for you?

It’s electrifying. That feeling is just… you're swimming against the best in the world, right? No matter who you swim against, no matter who wins, there are only three who can win. And are the rest losers? No. Because, at the Olympics, our motto is if you have qualified for the Olympics that means you're the best in the world. And only three can win. That's the way it is. But we had

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respect for each other. My coach told me, “Trust the system and the process. Everything else will fall into place.” The day before my race, I didn't even want to see my parents, because they knew I was absorbing so much pressure that I would never show them.

Everything was all calm on the Western Front, right? I didn't even open my phone.

at the village that sometimes you lose track, you lose focus. But for me, it was - get the job done. Once the job is done, you can do whatever you want.

How did you navigate your life after your professional career?

You quiet the noise. How do you just focus on what you're there to do?

For me, it was… I call it the three Ds. Discipline, Dedication, Determination. And, till today, that's how I live my life, with those three Ds. I never forgot the roots of where I came from. That's something my father taught me: the higher you go, you're going to be humble. That's when things happen. Good things happen.

And keep your head down all the time. There's a lot of pressure, a lot of commitments, a lot of endorsements. You know… pleasing everybody, but in the right way. For me, it was not about money, it was about doing the right thing.

I was never the guy who would have headphones. I was never brought up that way. You know… I'm used to just switching off by myself. The moment I walk into the pool, I'm a different person.

I'm actually like an animal. I'm just waiting, just waiting. And then, when they called us out, I just blocked out everything. I didn't even care where my mom and dad were. Because, for me, it was just me and the pool and being steady on the block. And once I dived in, I could hear that roar I call it the three Ds. Discipline, going on.

Dedication, Determination. And, till

“

Can you actually hear it?

today, that's how I live my life.

You can to an extent, yes. But you try not to think of it. And, for me, it is pretty much me against the clock. It was never against my opponents. Because if I beat the clock, and if I beat my own personal time, I know I won that gold. And that first Olympics was just basically a learning curve at 20. Right? And finishing off the race the best way that I can do the best swim that I can do. I swam 55.9s. At that point, I knew I did everything that I could do within my powers and within the capabilities of my physicality.

I think after 48 hours my entire team met again and the next thing they asked me was: are you retiring? Or do you want to do another four years?

Did you know that you wanted to keep going?

I looked at my coach. I said, “What do you think?” And after that race, I took two weeks off. I needed that. Just to switch off from the pool, to switch off from everything.

Did you get to enjoy the rest of the Olympics after that?

If you ask many athletes in that era, it was one of the best games. I feel it was one of the best games. You know… they did so well. I don't think there were any flaws. And I had the opportunity of meeting Michael Johnson. We sat on the same bench together and, for a second, I thought, “Is this who I'm thinking this is?”

And at that time, I was reading his book Slaying the Dragon. It was such an honor to meet him. You meet so many great athletes 10

”

So, I studied and worked at the same time. I knew that the day I retire, I'm already one foot in. I did my own research. I put myself into university. Nobody wrote applications, I wrote my own applications. Nobody proofread them. And I was always the guy who was always a week ahead of my studies.

How did you get into coaching? And, more specifically, how did you end up working for an international school?

I got into coaching after I saw my coach beat the crap out of me [laughs]. In coaching, it's all trial and error. Half the time is what you do in training - sets, programs, and the other half is psychology - knowing how the athlete reacts. And you need to have an eye for that. If you want to get the best out of that athlete, you need to go to their eye level, to their mentality, and put yourself in their brain. How do they react? And that's what my coach did with me. I loved it, loved it, loved it. So, that's how I got into coaching.

In 2008, I decided to go back home. I thought it's time to go be with my mum and dad. I wanted to give back to the sport and I wanted to have something of my own back home. So, I rented a pool at the British School and I started my own squad. I went up to 70 athletes. In one year, I had seven on the national team. Then, one fine day, the swim coach from the British School decided to retire from the school. They wanted to give me the job, but I asked to apply like everyone else. And yeah, I took over the job. And, by then, I had almost finished my studies. I had a degree in sports management. And then, in 2016, I applied to ISB in Beijing. And since then, I've been out of the country. ISB [International School

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of Beijing], JIS [Jakarta Intercultural School], SFS… and enjoying the process. And I make sure that wherever I go, I do my best.

What I like the most is the challenge, and the different types of student athletes you meet - the mentality is different. How they look at it is different. How do we get past those hurdles? And how do we get the best out of each one to be a successful team? At the end of the day, it's not about individual performance. A collective performance is what brings the best out of them.

How's the SFS team doing?

Awesome. They’re like my babies. I call them my children. I absolutely love the team. Starting from SWEP all the way up to the club team. That includes the KAIAC and High School club team. They keep me on my toes, which I love — and sometimes hate. My job is to make sure that the student athletes are well suited to take on challenges in life. Because once you leave the school, you're on your own. And I keep telling them, “You got to be ready to take the hit. You've got to face it straightforwardly.

Because your mom and dad won’t be there. You should be grateful to your parents, don't misuse things, make the most of it, but be

respectful to everybody. It doesn't matter where you come from.

Be polite to people.” I keep saying to them, “Be humble. Keep your head down all the time. No matter who you are, wherever you are. Because that's when people start to respect you.”

The team: we’re a small bunch - only 30 athletes. But we are so close; we are developing a culture in the team. And there are times when the seniors will take the middle schoolers, put them in their lane, keep up or put them in front and they chase them. And they will say, “Don't let us touch your feet.” You know… which is good because they give that sense of responsibility. There is no difference in the club team: everybody's treated alike. And that's the best part - we are always together cheering on our teammates.

And the Aquatics department, starting with Sean [Cary], and Miss Gray, they are just fabulous. I believe the culture of the school also helps a lot. And the working environment. You know, I deal a lot with Sean... and he's just been awesome. Hands down one of the best aquatics directors I've worked with. He’s so fun.

There’s never a dull moment with that man. [laughs] He keeps us on our toes, and I love it. I love waking up in the morning, at 4:15am. I enjoy what I do. It’s really been a blast.

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JOHN BLACK ’04 Theater Manager

J

ohn Black's path into theater management is a tale spun from unexpected turns and unwavering passion. An unforeseen email amid wedding preparations led him back to the SFS theaters, steering his focus from the spotlight to the intricate artistry behind the scenes. As he shares his journey, discover the captivating story of a backstage enthusiast driven by an unrelenting dedication to the craft.

How did you get into theater management?

I was in an undergraduate theater program that was focusing on design. My initial plan was to go on to graduate school. My main passion area is lighting and lighting design, so I was looking at lighting MFA programs during my senior year. Then I received an email from Seoul Foreign because I still had contacts here saying, “Hey, this theater management position is becoming available.

Would you be interested in coming back?” At the time, I was also planning a wedding and she [Stephanie Black ’05] was also looking at grad programs in physical therapy. So that kind of threw a wrench into our plans. [laughs] But in the end, we felt God was calling us to come back. Growing up as TCKs [Third Culture Kids], we were itching to get out of the United States anyways.

You are an SFS alumnus. What was your experience like as a student?

Very different from the student experience today. I was very focused in the areas that my passions were. I was very involved in the music program. I was very involved backstage doing tech. There wasn't a formal tech crew back then - it was very student driven. And I also had the time to be able to really focus on it because I wasn't an IB student. I started to get involved in production when I was in grade five. At that time, the music concerts were in the old, much smaller Robb Hall or the UAC, and I remember seeing a couple of high school students running a soundboard and some mics and there were some lights up in the rafters. At the time, there was no Theatre Department and productions were directed by English teachers in the high school. The high school was the only section that had drama productions. The support of the theater was the responsibility of a member of the IT Department, but it wasn't his area of expertise, so oversaw students who were interested to help him and run events.

So I got my hands and feet wet by getting as involved as I could. I loved it so much so I got my nose into any textbook that I could find, or any other resource, to learn as much as I could. And eventually, I found myself being kind of the campus expert. I would be pulled out of classes to fix things or to run assemblies for the middle school, 12

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or this, that and the other. That was kind of high school for me, what I made it. Because I loved it and it's my passion, I put all my efforts into it. And at SFS, I was blessed to have mentors who were willing to support me and let me do that.

When we think about theater, we tend to think about actors and frontstage, but your passion was what was happening backstage. Where did that come from?

make a production possible?

It depends on the show and the season. For the latest production [Disney’s High School Musical] the crew was 14 students, smaller than some shows we have done. They work in the theatre five to six days a week depending on where we are in the production process.

Wow. So when our community members are watching the I think it started just as a curiosity. I've never enjoyed being show, a lot of the things are being created, or operated by onstage as an actor. I love being on stage as a musician. I’m a students? drummer. So throughout school, and even as a member of As much as possible, yes. That's the goal. We have three staff faculty for many years, I've played as a part of faculty bands and members, including myself, who support the theaters, and we jazz bands. Performing as a musician, you often have this sense all will work with the students to train them in the areas that of being aware of the backstage element. they're assigned. We let the students tell us Sometimes actors can forget that because what they're interested in, so if one wants of how the rehearsal process is structured. to operate the soundboard for a musical, When you're in a band, you often are your For a show like Les Misérables, we're going to have them doing a couple own road crew, unless you're really big. other shows and other roles in order to which happened just before I also ran sound at my church when not COVID. I think we had 16 student bring them up to that level. But as much as drumming. So it kind of became a seven possible, we will use students. For a show crew members for that show. day a week interest. What I like about like Les Misérables, which happened just production, particularly with lighting, before COVID, I think we had 16 student is the creativity of being able to use run crew members for that show, but many color, directions of light, cue timing, and more in construction/pre-production. Run textures or projected images in the air or crew includes follow spots, sound audio on surfaces to be able to appeal to, affect, or cause an emotional mixer, light board operators, stage crew…oh, and microphone response. It's not a traditional medium, by any means. But it's a technicians as we put 24 wireless microphones on 42 actors. So powerful medium. Similarly with audio, where a sound comes they were changing microphones throughout the show. We'll get from or the loudness of that sound can evoke emotional responses as many students involved as we can. that people feel. They may not understand or notice it, but I enjoy the mystery of that.

What kind of skills do you think students develop when working on this type of production?

You work with a lot of students, how do you pass on your A lot of soft skills. Of course there are many hard skills like passion to them? construction and working with their hands, as well as technical A lot of the students I think are just curious, they don't skills, programming and all, but the hard skills of production necessarily know what happens behind the scenes. Even when I don’t matter without the soft skills. Communication is key - being was a student there wasn't a formal tech club, and there still wasn't able to communicate together as a team to make sure that nobody really a formally established club when I came back on faculty. gets hurt first of all, but also to make sure that the production In fact, for the first show that I was back for, I think I had four happens as it is designed too. Teamwork, they have to work students in the group that transitioned over from the previous together. We never have students working alone. Part of that is year. A lot of things were done outside of the scope of students. safety. Part of that is just to be able to support one another and At that point, set construction was completely outsourced. Scenic to get through tasks. Leadership. We like to give members who design consisted of the director coming up with a concept and have been in the crew for multiple years responsibility for small then sending it off with drawings to a carpenter who would projects, and pair them with younger crew members to help them build and bring it in. And there wasn't a technical training build their skills. program either. I wanted to get beyond that. Scenic design and construction was brought in-house, and we started “flaunting” Last question, of all the productions you’ve been involved in our technical capabilities. I would show up at HS club fairs with at SFS, which one has been your favorite? moving lights and fog machines. That drew a lot of interest! And There's been a couple. Is that fair? Les Mis is the most recent after a year or two, Crusader Live had 40 to 50 applications for one. I just thought the production value of that show was way up being on the crew. Getting students excited and intrigued is half there for our school all around: scenically, technically, musically. the battle!

It was an all around top show. I also loved Aida. Similarly, that was a very high caliber show as well.

How many students work backstage behind the scenes to

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LAUREN ELLIOTT High School Teacher Librarian IB Extended Essay Coordinator

W

hether it’s on her kindle, in her headphones or in her hands, Ms. Elliott is always reading something! From Anne of Green Gables to Margaret Atwood, she takes us on the journey that took her from teaching to becoming a librarian.

Tell us about a book you read growing up that influenced the person you are today?

As a Canadian, it would have to be a Canadian choice, probably. My grandmother had gifted me a box set of Anne of Green Gables, the whole set. It was probably the first mature, older kid book that I ever read, and it was meaningful to me because it's a Canadian book, but also takes place on the east coast of Canada, where my family is from. I always loved reading historical fiction, and I always loved reading books about people's stories. That really was interesting to me.

When did you realize that you wanted to make your love of books a career?

I was a teacher first. And I really enjoyed teaching, but I've always loved libraries. I've always loved reading. I knew I wanted to work in education, but I didn't know exactly what was the right spot for me. I did my Masters in Library Science and realized that it really was the career for me. I can't imagine doing any other job. It really is what I love.

How do you engage students and how do you nurture their love for books?

So one of the things I think that helps is that I have a true love of books and reading. And I think that comes through in my conversations with students. If they need recommendations, or they just say “I finished this series, what should I read next?”, I always have an idea ready to go. I always have a print book on the go and an audiobook on the go. I'm always consuming a lot of young adult literature and adult books too, so I always have recommendations ready for kids. I also think it's really important that we have a really diverse collection in the library, because I really want students not just to see themselves in the books that

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we have in our library, but I want them to learn about others through the books that we have in our library. Our collection represents a real diverse set of characters, topics, themes. And I think that that's really important in a library.

Let's talk about the role of libraries in the digital age. How do you stay relevant, as opposed to the more traditional image that libraries tend to have?

Our library, the SFS high school library, definitely exists in two spaces. We exist physically and in print. There’s this space where kids are coming to study or work with friends, and borrow physical books, but we also exist online. We have a really excellent selection of online databases and resources, we have a huge collection of ebooks and audiobooks, so kids can access information, whether they're here in the library, or they're at home. And that's really important, not just for their time here in high school, but also they'll continue to consume online information when they leave here and go to university, or they're adults, so it's good that they can have that access while they're learning here.

What's your preference? Print, Kindle or audiobooks?

I think that reading is reading and whether that is consuming a book in print, or audiobook or ebook, I think it's all reading, especially at this age when kids are in high school or into adulthood. As for me, I always have an audiobook on the go. I think it's a really great way to consume stories. If I have a book in a print copy, then I'll read it that way. I also read on a digital reader. So I just read in lots of ways.

A hard question. If you could only read one book for the rest of your life, what would it be?

So hard! I'm a big fan of dystopian books. And I'm also a big fan of Canadian authors. So probably something by Margaret Atwood. She's probably my favorite author. So… something by Margaret Atwood?

In your opinion, what's the most valuable lesson or skill that students can gain from the time spent in the library?

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I always have a print book on the go and an audiobook on the go. I'm always consuming a lot of young adult literature and adult books too, so I always have recommendations ready for kids.

”

I hope that they develop a love of reading. They have access to an amazing collection, from elementary all the way up to high school. One of the things that we're also working on is understanding how to find reliable sources of information, and also how to use that information in an ethical way. And that's a skill that I think they need not only while they're here at SFS, but into university and also into adulthood. Now that we're consuming more of our information digitally, we need to really understand what information is correct and true. And then we need to pass that information on and in a positive way.

How do you choose new books to bring to the library?

What's the process?

I take into consideration a lot of different things when I'm ordering. It's a big part of my job. I'm always asking for suggestions from parents, from teachers, from students, because I want the collection to be what they want to read. So that's one part. I also spend a lot of time reading reviews of books, and I have a few sources that provide reviews for new books, so I use that as well. Then I want the collection to reflect what's happening in the classroom. I want there to be curricular connections to the units of study or the lessons that they're doing in the class. I want them to be able to extend that learning by borrowing books that they can read.

What advice do you have for students who are considering this as a career?

I think that being a librarian is a great job for somebody who not only has a love of reading and books, but also likes to work with other people. I really think that we provide a service in the library to help others find answers to questions, to help find information that they need. I also think it’s for people who are curious, because every day I'm asked a question about something that I don't necessarily know the answer to, but together with the person who asked, we need to work to find the answer. I love working in schools, so being a teacher librarian is perfect for me, I get to work with students, and I also get to work within a library setting. It's the best of both worlds. So I think that students who want to do that as well would find it interesting.

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ADAM BERNARD ES Visual Art Teacher

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t the Elementary School, you can't escape hearing "Hi Mr. B!!" wherever you go. Mr. Bernard might be a favorite teacher, but he didn’t start his career as one. His passion for art, mixed with happenstance, is what brought him to education, and he has never looked back since.

You've had two careers at this point, as an illustrator, and as a teacher. Do you consider yourself a teacher now?

Oh, 100%, absolutely. I feel like my earlier career was really preparation for this.

When did you discover your passion for art?

As a child, my dad used to bring home his blueprints from work, which he’d turned over for me to use the plain side. So, I would start making comic books from these, cutting them up.

I’d be drawing things like vehicles mostly, over and over again.

I just tried to work more than my dad could keep up with, so it was almost like a competition. This was a constant throughout my childhood; drawing was my way of making sense of the world, I think. It was also my way of communicating. Rather than through language, I prefer to communicate ideas and thoughts through drawing. And I turned this into a career by working as an illustrator for 15 years before I became a teacher.

And how did you become a teacher?

We moved overseas as a family, and I had to leave my illustration career behind. So, I started volunteering actually, in a museum. And that's where it started. I started teaching workshops, and doing outreach with the local community. At that point, I was asked if I would consider becoming a full time professional teacher. It wasn't really the way that I imagined my career path would go, but actually, most of the time, if I say yes to opportunities, it normally works out quite well. And I'm really glad I did.

When did you realize that teaching was actually something you enjoy doing?

I think straight away. My first job was quite challenging. We were in an environment where we had a lot of students that had individual needs, and that in itself was a brilliant challenge. I think art provided many people an opportunity that's maybe outside of the normal academic framework, where they could show their individuality. And I realized that it's actually nice to just celebrate individuals with that creative expression, and motivation and confidence seem to be intertwined. I felt, if we 16

can build the confidence, then the motivation will follow. And, yeah, that was my formula.

So how do you use your background as an artist to engage and inspire your students?

I like to draw upon examples of people I know. For example, a good friend of mine, Richard Johnson, is an artist and awardwinning children's author. I love to use his artwork and read his story books, and then explain the connections to make it feel a bit more real. And also, I love to join in and draw and be part of the activities. So rather than always being sort of teaching from the front, I like to be involved with the art making activities.

Do you still create art outside of the classroom? Just for yourself?

I do. I've got a little studio space. I did this collaborative project with colleagues of mine from university, we reconnected during COVID. And we had weekly challenges, it was just the most wonderful thing. We all gave each other critiques each Sunday. I love the old masters, but I like to put a postmodern kind of twist on that sort of thing.

Can you share a story or an experience that had an impact on you as a teacher?

I had a student that got accepted for Parsons Art School in New York, and she had only been learning art for two years.

She was remarkable, she had overcome language barriers, parental expectations, academic attainment difficulties, and I discovered that after all, this child had grown up with no art in her curriculum. She absolutely loved it. She would be working on her balcony, because her parents didn't let her do art inside the apartment. She actually began to do surrealist ceramics. It was just such a unique thing. I think because she came at it later than most children, she hadn't been pre-formatted. She was a sort of blank canvas, so to speak. And my role was only about keeping

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Drawing was my way of making sense of the world, I think. And it was also my way of communicating. Rather than through language, I prefer to communicate ideas and thoughts through drawing.

”

her on track and keeping her motivated. That was one of the great success stories.

That's fantastic. How do you guide and support your students in overcoming obstacles and realizing their artistic potential?

First of all, it's identifying what the obstacles might be. So fortunately, I'm in my second year now in elementary school, and I've got to know the students much better. And in the classroom, we've got what we call the “help desk”. They've all got assigned tables, but students can volunteer to come in, if they want extra help, or a chance to catch up. I can give them close guidance, as well as working the room and helping out. Trying to preempt roadblocks before they happen might be one of the ways but also understanding that art is a process of iterations and trying to isolate where the problem might be, instead of ripping something up and starting again, it's to try and be critical thinkers and and give the students the tools they need to identify where they might be able to improve in their work and what they can do to move it forward.

Do you think it's possible to recognize artistic potential in a young child?

Definitely. Every child has artistic potential. It's not something we're born with, I believe, it's a learnable skill. And I think that with the curriculum we offer here, it gives every child an opportunity to be successful.

What would you tell parents to encourage them to develop their child's imagination and artistic sense?

I think having drawing materials in a location where the child can freely access it when they want, on their terms, is very important. And I think that's what really worked for me. So many children go to evening classes, and I think that works for them.

Whatever it is, I think just allowing the child those opportunities to play. Creativity should be playful. And I think that's really important. That's when the good stuff can come out. If the child is obsessed with Pokemon, just let them keep drawing pokemons.

That's okay. They're still learning elements of art. So whatever their particular interest is, let them go with it, and they'll move on when it's time. 19 12 Fall 2023 | Feature

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THROUGH THE

CAMERA LENS

By Colm Flanagan Head of School

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p until the age of 13 my best subject was English. I was usually top of the class, enjoyed writing and thought I was pretty good at it. Then one day in 7th grade/Year 8 (we called it ‘second year’ in England in those days), Mr Beard, my English teacher, read out Maura Tuohy’s homework assignment. It was a story. I can’t remember what it was about but Mr Beard’s intention was to inspire us with the quality of Maura’s writing. Maura’s writing really was wonderful. I listened in awe to the words she was using and how they worked as beautifully balanced, descriptive sentences. Unfortunately, I was not inspired.

In fact, it had the opposite effect. I realised on that day that I was not a writer in the way. I had previously thought of myself.

I realised that Maura had a talent that was beyond my reach.

The lesson I should have taken away was that I need to work and practice and read my way to being as good as Maura. But I didn’t.

I gave up.

holiday largely on my own. I bought a camera and started taking photographs around the streets of Seoul. Having done so, I started comparing my efforts to the amazing professional and amateur photographers that exist today. Once again I became aware of other people’s far superior artistic talent. This time however I didn’t give up. This time, I decided to work hard at improving my ability of capturing images that I enjoy and have some merit.

This time I used the talent of other people to encourage me to do better. I have discovered that the process of the work and how much I enjoy photography is way more important than determining whether I’m a good photographer or not. And besides, when you read about how great photographers become great, it always involves lots of dedication and practice. Being involved in the artistic process is something that is open to all of us. Have a go! My favourite quote on the creation of art is by one of the most original artists of the 20th century:

In the summer of 2020, for the first time in my life and due to travel restrictions imposed by the pandemic, I spent the

‘Those who do not want to imitate anything, produce nothing.”

– Salvador Dali

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Nicole Cook (second to left) with Senior students.

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PASSION UNIVERSITY ADMISSIONS HOW CAN PLAY A ROLE IN

By Nicole Cook

Director of HS Counseling and University Admissions FALL 2023 | Feature

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ot every high school student will have found their passion yet, and that is appropriate and also okay! There are many universities who welcome and even prefer students who aren’t sure yet what they want to study, or haven’t found a social issue or extracurricular activity that defines them.

However, applications from students who have clearly defined passions can sometimes have a special energy. They project the excitement of learning a particular subject, or serving others, or playing as a team…and the students exhibit growth because of their passion. In many cases, these students also find it easier to select universities to which they want to apply because they have a clearly defining criterion for the search.

Students who have an academic passion can narrow their university search by researching specific academic programs or access to a certain type of location or activity. For example, a student who has a strong passion for neuroscience would be able to refine their choices based on what professors at the university are researching in the field, which schools offer a robust neuroscience major, and who offers opportunities for

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undergraduate research in neuroscience. In addition, if that student wants a more focused academic program, choosing options in the UK, Canada or Europe could make sense; the student can get right into the course material and potentially graduate in three years. Finally, having already developed a passion - through IB courses, Extended Essay, outside research or programs, clubs, or other avenues - the student will be a much more competitive applicant than students who didn’t have a clear passion for the subject early on.

In general, universities across the world find students with passion to be appealing applicants. In the US system, one of the Common Application prompts students can choose for their personal essay response is “Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?” Other supplemental questions ask why a student wants to study a designated major, or what experiences a student may have had that shaped who they are. The best answer to any of these questions is one that contains clear conviction and

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These types of defining passions are not just statements, but are lived experiences that create a deep engagement with some part of the world.

Universities find this attractive in applicants, as they want on their campuses people who can find something they care about and explore it.

evidence of a strong passion for the subject of the response.

What does this look like in a university’s applicant pool?

In addition to saying they have a passion, the student needs to demonstrate evidence of that passion. For example, a student who applies to university as a literature major would be a stronger applicant if that student can discuss what their passion for literature has looked like in their life until now. Perhaps the student has drafted a short story or novel, has edited the school literary magazine, or attended outside coursework in literature.

All of these experiences show not only that the student feels the passion for literature, but has also taken steps to engage with that passion and learn, grow, and develop as a person. In the same way, a student who has a passion for architecture might have chosen physics with design or art in their IB programme.

Alternatively, a student with a passion for social justice may be leading a club at school with a mission of activism. These types of defining passions are not just statements, but are lived experiences that create a deep engagement with some part of the world.

Universities find this attractive in applicants, as they want on

their campuses people who can find something they care about and explore it. They want people who are willing to engage in learning and growth and who have demonstrated the ability to cultivate deep involvement in an area, not just skim the surface of many small commitments.

In the University Admissions Counseling office at Seoul Foreign School, we are privileged to get to know each and every high school student as they plan for their lives after graduation.

In our work, one of the most inspiring and humbling roles is to witness the passion of students for various aspects of life: sports, the arts, STEM, service, and more. However, not only can the passion of young people be inspiring, it can also be an integral part of their university journey. A student who has a defining passion could walk a smoother path to selecting and being admitted to university. Regardless of university outcomes, I am proud to witness the passions of our SFS students each year, and also proud to see how they go out and discover new passions as well as bring their passions to new people and places in the world.

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CHASING DREAMS:

STORIES OF PASSION FROM SFS ALUMNI

By Jenny Chiang

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GRACE KIM ’22 Western University 2026

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assion motivates and makes me feel alive and makes me human. I am passionate about social issues and volunteering. SFS taught compassion and reasons why it is important to have compassion in life.”

Grace Kim, currently a second-year student studying medical sciences at Western University in Ontario, has always dreamed of becoming a doctor. Born in Montreal but with her family living in Korea, Grace's educational journey has been marked by cultural diversity and the pursuit of her passion for healthcare and community service.

Western University is renowned for its competitive pre-med program, making it a suitable choice for Grace as she aspires to join the medical field. However, her first year proved to be more challenging than she had anticipated. Her parents, initially worried about her transition to university life, soon saw her adapt to the new environment with determination. Grace found that coming from an international school made it easier to adjust to the cultural differences, especially between Western and Asian cultures. This transition, with its intriguing shifts in mindset and actions, motivated her and made her feel more connected to humanity.

One of Grace's most significant passions, one that she cultivated during her time at SFS, is compassion and volunteering for others. Her journey began with the Mini Moon Project, a youth-led nonprofit aimed at supporting menstrual health and tackling menstrual poverty. Grace started this project after reading an article that highlighted the lack of menstrual resources for girls in Korea. This revelation alarmed her, reminding her of her privilege growing up in a community with abundant resources, propelling her into action.

The Mini Moon Project began as a small English persuasive essay. Grace discovered that many women in Korea lacked access to basic menstrual necessities. Some were even resorting to using

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One of Grace's most significant passions, one that she cultivated during her time at SFS, is compassion and volunteering for others.

••• Grace's message to current students is clear: take advantage of every opportunity presented. College offers a bigger setting with fewer chances for such passion projects

unsanitary materials like shoe insoles and tissues due to the unavailability of proper products. Grace learned that many pad products were carcinogenic, non-recyclable, and harmful to the environment. Grace's first persuasive email assignment led her to write to a menstrual product company to request donations for delivery to orphanages. She also initiated visits to these orphanages to provide menstrual health education.

The project uncovered the cultural taboo surrounding menstruation and menstrual products in Korea. Despite the stigma, she persevered. Encouragement from her teacher inspired her to broaden her horizons on a larger scale. She sent emails to over 100 companies, local orphanages, and community centers.

While most did not respond, one company was supportive of her project. The CEO of this startup believed in community and wanted to support youth organizations.

Grace's project found personal connections to orphanages through her church friends, strengthening her resolve to advocate for the issue. She saw the project as an opportunity to fulfill the Creativity, Activity, Service (CAS) requirements of the International Baccalaureate (IB) program. But more than that, she wanted to turn it into an organization that could be sustainable and grow. She initiated similar projects in six countries, including India, Canada, South Korea, and Laos, donating a total of 3,000 menstrual cups and providing educational workshops.

Through these actions, Grace witnessed the immense power of individuals. She acknowledges the invaluable role of SFS teachers and mentors who encouraged and supported her throughout the journey. Grace's CAS advisor played a pivotal role, guiding her in promotion and connecting her with resources. Grace values CAS as an opportunity to express her interests and passions beyond academics, which allowed her to make lasting impacts on the world.

Grace did not stop at menstrual health advocacy. She and her friends at SFS also organized a women's health conference

for high school students to address women's healthcare and empowerment. They invited speakers from various fields, including a representative from the World Health Organization (WHO), to discuss topics like girls' mental health and healthcare support. All of this work is a testament to the power of collaboration and community involvement.

Her experiences at SFS and the emphasis on volunteering left a profound impact on Grace. The school's focus on community development and encouraging students to look after their community equipped her with the tools she needed to pursue her passion projects.

Grace sends huge thanks to all SFS supervisors and teachers for making this passion dream come true. She reassures them that what was started at SFS was not a one-time project but a continued pursuit and passion.

Grace's journey from SFS to Western University has been marked by her unwavering commitment to compassion, community service, and healthcare advocacy. She envisions a future in which she can become a doctor, provide healthcare around the world, and continue her work with impactful organizations. Her story serves as an inspiration to all, demonstrating that one person's compassion and dedication can create meaningful change in the world. She has witnessed the power of actions and how influential people can be.

Grace's message to current students is clear: take advantage of every opportunity presented. College offers a bigger setting with fewer chances for such passion projects. Use the resources available at SFS and seek support to discover and pursue your passions. Grace believes that these opportunities allow students to explore their interests, try diverse things, and develop a wellrounded perspective of the world. She encourages SFS students to take action in pressing world problems and find solutions.

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JOANNE LEE ’22 Yale 2026

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he word "passion" is a complex one for Joanne. It carries connotations that suggest an unwavering commitment to a single pursuit. However, Joanne's passions have always been fluid, adapting to the circumstances that shape her life. For her, passion isn't confined to one place or one direction. There are numerous avenues to explore, and it's perfectly okay to be lost in the process of discovering one's passion. “Passion does not have to be monotonic and based in one area. It’s okay to have multiple versions of oneself and love multiple interests.”

As a student with an unquenchable thirst for knowledge and an insatiable curiosity, Joanne Lee embodies the spirit of a lifelong learner. She is a sophomore at Yale University, majoring in economics and mathematics after she realized that she enjoyed these fields more than history, which she also loves but feels that can be self-taught. Her journey is a testament to the idea that passion need not be confined to a singular path but can instead be a dynamic, evolving force shaped by experiences and circumstances.

Beyond economics and math, Joanne's heart beats for storytelling. “Stories are what make our experiences and shape our experiences. Economic development is about capturing these stories; and catering to people’s needs. I want to be at the center of change and to bring change.”

One transformative summer, Joanne worked as a President's Public Service Fellowship for the Greater New Haven Chamber of Commerce. This experience thrust her into the real financial world, exposing her to economic development and workforce issues. Her passion for economic development encompassed a wide range of activities and goals, including the revitalization of communities and ensuring financial and social well-being for all.

Joanne's commitment to community is unwavering, a trait and desire to give back both honed through her involvement at SFS and her own communities. Her work during the summer allowed her to witness communities coming back to life through businesses. With flexibility, hands-on work, and personal connections with business owners, she started to see New Haven 30

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“Passion does not have to be monotonic and based in one area. It’s okay to have multiple versions of oneself and love multiple interests.”

••• “Passion is not a singular avenue. SFS exposed me to these different things and taught me to love them. SFS is a safe playground and space to explore anything and everything.”

from a different perspective and realized the city held untapped potential as a business hotspot.

intellectual stimulation and nurtured her curiosity and courage to explore her passions.

Joanne visited a struggling beverage bottling company. This experience allowed her to connect with the business owner on a personal level, learning about his family and his aspirations. She found a suitable location for the business expansion that was close to his home to permit him to spend more time with his newborn son. Finding solutions that tailor to individual needs was a moment of discovery.

Joanne's love for travel was also nurtured at SFS, where she learned that she had no boundaries. Her involvement in Yale's debate and Model United Nations (MUN) clubs even led her to travel to Paris for a MUN world conference. Embracing a spirit of courage, she ventured into new areas, getting involved in a legal aid organization, trying her hand at finance, and joining the securities club. Her participation in Yale activities are a result of being involved at SFS.

That same summer, Joanne delved into research at the School of Management, exploring the revolving door between the public and private sectors. She examined the influence of policy decisions and the economic effects of transitions between the two sectors. Real-world implications of theories and phenomena became tangible through her research.

These horizon-broadening experiences from SFS to college to community engagement has permitted Joanne to branch out, gain real life experiences, and connect them to help her explore interests and to further expand her career goals and passions. “I do not have one set of passion and career goals anymore because there is so much I want to do.”

Her experiences and skill set from SFS transferred seamlessly to college, allowing her to become more exploratory. College has broadened her horizons, presenting her with a plethora of career opportunities and interests. These interests all connect, forming a complex tapestry of her journey. Joanne firmly believes in having multiple versions of oneself and loving multiple interests. At Yale, she continues to engage in various activities, ranging from running to playing the cello, debating, tutoring, and fostering friendships. These diverse experiences taught her the art of being multifaceted, and she found immense happiness in them.

Her formative years at the SFS from 5th to 12th grade played a crucial role in shaping her identity. Joanne engaged in various activities and found a welcoming community at SFS that helped craft her identity. The many experiences provided diverse

Her memories of SFS are among her happiest because of its warm community and lifelong relationships. As Joanne reflects on her journey, she exudes gratitude for SFS faculty who made an impact on her life and were there for her. She explained that though the Yale curriculum is applauded, she learned so much at SFS. SFS gave her courage to explore her passions and provided diverse intellectual stimulation. The nurturing community and mentorship of her SFS teachers have left an indelible mark on her life, “I remember all my SFS teachers and the impact they had on my growth. They shaped my experiences and my trajectory of life.”

One SFS faculty member, Ms. AhYoung Chi, stands out as a guiding light. Joanne confides in her about everything, from religion to social life, and she credits Ms. Chi with leading her through life's challenges. An email exchange during her second semester at Yale, when she felt lost, led to Ms. Chi sending her the book, The Return of the Prodigal Son: A Story of Homecoming

by Henri J. M. Nouwen which remains one of Joanne's favorites.

Later, Ms. Chi sent Tattoos on the Heart: The Power of Boundless Compassion by Gregory Boyle which helped Joanne with her exploration of the uncertainties in life.

In her free time, Joanne continues to nurture her relationships with SFS faculty and friends. For her, the journey is just beginning, and she looks forward to the boundless opportunities and discoveries that lie ahead.

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TIMOTHEE ENGLEBERT ’22 Technical University of Eindhoven 2026

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imothee Englebert, currently in his second year of studying chemical engineering with a focus on sustainable engineering and materials science, exemplifies a passion for science, sustainability, and a unique commitment to track and field. At SFS his evolved academic interests are a testament to his dedication to making a positive impact on the world.

Timothee's academic pursuits in chemical engineering align with his desire to contribute to sustainable solutions for pressing global challenges. His studies encompass materials science and sustainable engineering, two critical fields that play a pivotal role in shaping the future of our planet. Timothee's commitment to sustainability goes beyond the classroom; it's ingrained in his academic and personal life.

While Timothee is currently focused on his engineering studies, his passion for sports, particularly track and field, has always been a significant part of his life. He finds joy in training and competing in various track and field events, such as the long jump, shot put, discus, and pole vault. While pole vault may not be his strong suit, he appreciates the sensation of floating in the air. His dedication to the sport is evident as he has trained intensely for over nine years. He exemplifies discipline by training twice a week with his track and field association and dedicating an additional 4-5 sessions on his own.

Beyond his athletic pursuits, Timothee's academic journey at SFS played a pivotal role in shaping his interests. His classes regarding environmental systems and society opened his eyes to the critical issues of sustainability and environmental policy.

He recalls not initially knowing what to expect from the class but soon found it to be his favorite. The quality of teaching and the relevance of the subject matter resonated deeply with him. Timothee discovered the profound impact that policies in various countries can have on the environment. These real-world connections ignited his interest in policy making.

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Timothee's passion for sustainability and his drive to make a positive impact have been influenced by his experiences growing up in Western Africa, where he witnessed the importance of resource conservation and the consequences of inefficient energy use.

••• Timothee fondly recalls the teaching style at SFS, which encouraged open-ended questions and allowed classes to evolve naturally. He commends the teachers for being more open to questions and creating an environment where learning felt like a natural and collaborative journey.

Timothee's growing interest in policy has him contemplating a future career that combines his scientific background with a role in shaping policies and politics. He recognizes that while science can create renewable energy solutions, the government plays a significant role in determining their implementation.

This realization prompted him to broaden his academic horizons beyond chemistry, which had previously been his primary focus.

Timothee's passion for sustainability and his drive to make a positive impact have been influenced by his experiences growing up in Western Africa, where he witnessed the importance of resource conservation and the consequences of inefficient energy use.

However, Timothee faced a challenge when he discovered that his university did not offer policy-related courses. Undeterred, he kept himself informed about political developments and remained committed to staying aware of current events. He also drew inspiration from his siblings, who are involved in initiatives related to renewable energy. He aspires to secure an internship in a field related to his studies and interests, eager to contribute his skills to the ongoing effort to address environmental concerns.

To support his studies, Timothee currently works 8 to15 hours a week at a warehouse, but his long-term goal is to secure a job more closely related to his field of study.

Reflecting on his SFS experience, Timothee remembers the initial language and cultural barriers. SFS was his 7th school after having attended schools in Senegal, Benin, and four in Belgium.

Entering SFS from a French-speaking school system, English was his third language and he did not understand much initially. With a strong support system at SFS, Timothee highlights the buddy system. Particularly, the guidance of his friend Eugene Chon, who remains to be his best friend, made for a smooth transition.

Timothee emphasizes that SFS was easy to enter, thanks to its inclusive and welcoming community. “Despite the change

in language, country, and school system, SFS was a smooth transition. I never had a bad teacher and had contact with tons of friends.”

Timothee fondly recalls the teaching style at SFS, which encouraged open-ended questions and allowed classes to evolve naturally. He commends the teachers for being more open to questions and creating an environment where learning felt like a natural and collaborative journey. Timothee's experience at SFS left him with many fond memories and strong friendships, notably with Pablo Romero.

Timothee expresses deep gratitude to all the teachers who guided him during his time at SFS. He believes that SFS is a place where smart and passionate individuals converge, where people not only pursue their passions but also inspire each other through hard work and dedication. He admires his fellow students for their impressive work ethic and the stories they bring from around the world. “SFS has the smartest, most impressive, and hardest working people who know their passions.”

He recalls several SFS peers who left a lasting impression on him. Eugene Chon, who is now studying physics and computer science in Australia, is a standout example of someone who passionately delves into their interests. Abhishek Nagasubarmony has always been committed to pursuing medicine. Joon Kim, the president of the design club, is studying mechanical engineering. These peers exemplify Timothee's observation that SFS students are some of the most impressive, hardworking, and internationally diverse individuals he has encountered.

He emphasizes the importance of putting effort into the things you enjoy and remaining curious about what others have to say.

As he navigates his path through college and beyond, Timothee is sure to continue his pursuit of science and sustainability, driven by a vision of a brighter and more sustainable future.

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LYNN LEE ’21 Yale 2025

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hen asked how one defines “passion,” Lynn Lee says many might respond that it is an academic topic, unadulterated drive, a pull, an inclination towards something. For her, she defines her passion as building community.

Before attending SFS for four years of high school, Lynn's experience in Hong Kong was marked by a year-level system that limited interactions between students of different age levels.

Coming to SFS was eye-opening for her. She found camaraderie and mentorship, where upperclassmen treated her like a sister and female role model. “SFS took this concept to another level.”

Lynn took pride in her independence but appreciated the support she received from her peers. She realized that being part of the SFS community was a unique experience. Lynn's deep-seated appreciation for her SFS classes, particularly under Mr. Hutchin's guidance, influenced her ability to develop opinions and her view of the world. The mentorship she received and the connections she made at SFS were essential in shaping her worldview.

Lynn attributes SFS’s supportive environment to the tradition of mentorship. She attributes part of this to Korea’s robust upperclassman-underclassman (sunbae-hoobae) culture and part of this to SFS’s Christian programming. Some of Lynn’s most influential female role models came from the Varsity 34

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At Yale, Lynn makes an effort to stay connected with her small “sisterhood” of SFS alumni, for whom she sometimes cooks more Korean food.

••• She believes that her passion for community, sparked during her time at SFS can be channeled into achieving meaningful accomplishments, with the ultimate goal being to create a ripple effect.

Cheerleading team. “SFS’s athletics program, through which students across grade levels spend eight hours per week together, help foster a spirit of camaraderie and teamwork.” She also cites extracurriucular programs, such as the Model UN team and Discipleship, as ways in which students were encouraged to build community. “Many of my happiest memories were formed while walking down the hill to the after school bus during golden hour,” she said.

cooks Korean food. Her relationship with fellow SFS alumni remains strong, and she appreciates the SFS alumni gatherings.

Lynn actively participates in residential life and leads two affinity groups for women and Asians, and is part of a co-ed social club, where she oversees recruitment. These experiences are invaluable as they help Lynn understand the complexities of gender and racial identity.

Lynn's career aspirations are centered around Diversity, Equity, Inclusion, and Justice (DEIJ) work or a legal career, where she hopes to tackle the complex issues that arise in such fields.

Her plan is to use the analytical framework gained through a law degree to change social culture and encourage thinkers who can make an impact. She believes that her passion for community, sparked during her time at SFS can be channeled into achieving meaningful accomplishments, with the ultimate goal being to create a ripple effect.

One of Lynn's heartfelt wishes for current students is to encourage them to live in the moment with their friends and support one another. She believes that the connections made at SFS are invaluable and that taking time to get to know one another is essential. Going forward, Lynn believes that hearing more from current students through articles and stories can help strengthen connections within the SFS community. As a past Co-Editor-in-Chief of The Spirit, she enjoys keeping up with new editions of the Spirit and reading stories that are written by students themselves.

Lynn's strong connection to her Korean heritage and relationships formed at SFS motivates her to stay connected with her alma mater. She emphasizes the importance of nurturing her passion for community, as it was instilled in her during her time at SFS. At Yale, Lynn makes an effort to stay connected with her small “sisterhood” of SFS alumni, for whom she sometimes

Lynn's time at SFS has played a pivotal role in shaping her perspective and values, and she hopes to pass on the lessons she learned to future generations. Her journey from SFS to Yale has been marked by a deep commitment to community and connections, and she plans to continue making a positive impact in the world.

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THE QUESTION OF

PASSION IN HIGH SCHOOL

By Ethan Cho and Jenna Kim, ’24 Editors-in-Chief of the Spirit

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(Left to right) Ethan Cho, Justin Koo, Jamie Oh, Garvin Kim FALL 2023 | Feature

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assion can take many forms, but it really boils down to what drives you. What keeps you going in the day? What makes you enthusiastic to learn, to think, and to act? The question of passion is one that high schoolers all over the world grapple with, and Seoul Foreign School is no exception.

Fortunately, SFS is a suitable environment for students of all ages to pursue their passions, with a wide variety of academic and extracurricular opportunities available. Classes allow students to explore different fields from a young age by introducing them to books, science, art, and more. The academic curriculum at SFS sets a very strong foundation for students to understand their interests, which can then be expanded upon outside of class through after-school activities. Starting from elementary school students can participate in activities through SWEP, including K-pop dance, VEX robotics, sports, and even chess! As students progress through middle school and eventually high school, they’ll find even more chances for them to pursue their own passions.

The high school clubs system only expands upon these prospects for students. “SFS presents a wide variety of opportunities for people to pursue their passions, whether it’s niche or not, because we have over 60 clubs and organizations in the high school alone,” says Garvin Kim (12), the current Director of the High School Club Organization & Advisory Board (COAB). COAB oversees the many clubs available in the high school, all of which present chances for students to discover and explore their passions. Students can partake in Service clubs like

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Angels Haven, Nanumi, National Honors Society, and ESWS to give back to and volunteer for both our local and international communities. On the other hand, Pursuits clubs are available for students to experience various fields through activities like Model United Nations, journalism (our high school’s The Spirit newspaper), photography, choir, and more.

SFS has helped many students discover their unique passions.

Even the four students interviewed for this article all had completely different interests. Zinna Kim (12) is passionate about neuroscience and public policy, while Garvin enjoys watching and making films. Jamie Oh (9) enjoys public speaking, while Justin Koo (10) finds writing and music special to him. It’s safe to say that the opportunities available to SFS students, whether it be through academics or extracurriculars, have helped many students discover their interests.

However, even with these seemingly endless opportunities, Garvin finds that it is often still difficult for students to effectively pursue the passions they’ve discovered they so truly love.

“Academic pressure often gets in the way,” Garvin says. “Many people email COAB saying they have to drop out of their club as they don’t have enough time to study,” and subsequently can’t allocate enough time for both clubs and academics.

This sentiment is widespread amongst students. Jamie Oh (9) also has many passions, including public speaking and boxing, as they “give [her] a sense of desire and self-pride” and “help [her] release her stress” respectively. Public speaking and boxing have been significant parts of Jamie since she was in the British School,

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Balancing your passions with all the external factors is an issue that’s definitely not easy to overcome. However, there are ways that we can alleviate this problem, and support students in pursuing their interests.

One important action that should be taken is encouraging students to focus less on the validation of others and more on bettering themselves.

yet are passions hindered by the “academic and public pressure” placed on her shoulders. “As I transitioned to high school, with all the homework and assessments piling up, I was unable to go boxing, leaving my passion for boxing to be left in the dark,” Jamie says. “I believe that there are a lot of sacrifices for passionate activities students have to make as they slowly gain more pressure from their peers, family, and most of all, future.”

Jamie brings up a good point. Students often find it difficult to discover their passions with the idea of applying to college in mind. Zinna finds that “whatever we do, we aim it towards colleges.” So it becomes hard to say whether her and other students’ interests are born out of their true love for it or to write on their college applications. Justin hopes that he can find more “personalized support” to continue the activities he loves, even if it doesn’t necessarily coincide with biology olympiads, writing competitions, or the other standard and popular extracurriculars needed to continue a future path to med or law school. It is important that students in high school take the time to reflect and dip their toes in clubs and projects that peak their interests.

However, it seems to be that the highly competitive, academic, and college-driven atmosphere hinders high-schoolers to pursue unconventional passions, whether it be due to opposition from those around them or just the lack of opportunities. A stronger foundation for students to find opportunities to pursue their interests, no matter how popular or niche their passions are, can be developed with the help of our parents, teachers, and counselors.

Balancing your passions with all the external factors is an issue that’s definitely not easy to overcome. However, there are ways that we can alleviate this problem, and support students in pursuing their interests. One important action that should be taken is encouraging students to focus less on the validation of others and more on bettering themselves. Zinna believes that high schoolers shouldn’t “chase after things that look better on their resumé or for the title that the activity comes with”, but rather find hobbies that actually appeal to them. This can come by joining the “most random activities, like chess club”, as in doing so one may find an unexpected passion. Jamie also believes in focusing on yourself. “Rather than worrying and focusing on your future and lingering in the past, focusing on the present will allow you to find the meaning in life,” Don’t fret about whether pursuing your passions now will affect your future—just do what appeals to you in this current moment, and all will turn out well.

The question of passion in high schoolers is a difficult, yet extremely relevant one. While one’s dreams in high school are most definitely not their final destination, exploring interests from a young age can greatly assist in a student’s general idea of what they are, and most importantly who they are. It’s crucial that high schoolers have the freedom to pursue their passions so that they can flower into motivated and self-aware individuals. 19 12 The Spirit is the official High School publication. It is entirely edited and designed by high school students, for high school students. The Spirit explores all kinds of subjects relevant to the student body, from world events to tips and tricks.

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THE [PASSION] FRUIT

By Andrew Freeman British School Principal

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hen asked to write a piece about Passion, I wanted to share my own thinking to help others in our community find, or explain, their own passion(s). For me, passion makes me who I am. It is not a passion for personal success. It is not a passion for personal recognition. It is a passion to be true to myself, my own well-being and the well-being of others. It is a passion to create an environment in schools where individual students, teachers and community members feel that they belong and a place where they can find individual success(es).

As a starting point for this piece, I reflected on what the word passion actually means. Strangely, the first thing that came to mind was the passion fruit; an innocent, less-common fruit, that packs a whole lot of flavour and excitement. A fruit that has a ‘tough outer rind’ and a ‘juicy seed-filled centre’. Interestingly too, the name of the flower associated with the passion fruit comes from a missionary connection: …[The name] originated with Christian missionaries who noted that various parts of the unusual flower are symbolic of the Passion of Jesus Christ (the last hours of his life, including the Crucifixion).

The purple and white wiry filaments of the corona represent the crown of thorns, the five stamens represent the five wounds of the crucified Christ, and the three styles recall the nails that pinned him to the cross. [1]

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I appreciated this connection. It links to our missionary history and reflects the passion of Christ; this connects well to our school where our Core Values (linked to the attitudes of Christ) are so important. Indeed, I think it is a set of values that keeps our passion in check, allowing us to make decisions that resonate with the self, whatever the circumstance.

As well as the flower, I also thought about the fruit. The fruit with the ‘tough outer rind’ and the ‘juicy seed-filled centre’. I wondered: how does this relate to us as individuals? I reflected: what does this mean to me? If I had passion, did I also have a ‘tough outer rind’ and a ‘juicy, seed-filled centre’? I think I do; I think we do, in a good way.

First of all, I am a person for whom values are important.

Perhaps these are the seeds. They are within me. They are what I hope to sow to help grow others. They cannot be put to one side to wither as they will miss the purpose they are meant to serve.

Instead, they are held by the outer rind and flesh to feed who I am, helping me grow and make decisions to find belonging and success for myself and others. I think we each have values (seeds) within us that nourish and grow who we are, allowing for passion in the things that matter to us most.

The juicy flesh is perhaps all of those things that provide flavour to life; it packs that punch, engages excitement. These could be the things that fulfil me; that resonate with who I am.

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…that ‘tough outer rind’. I wasn’t sure about this term, but then it made sense. The flesh makes my unique self. The seeds are my values. The tough outer rind then protects these. It keeps me true to myself. It keeps me feeling fulfilled. Where life brings challenge, my values remain protected and support me.

Situations that bring joy and opportunity and hope. For me, there could be many parts that make up the flesh: from my personal life to my professional life, from being myself to being my family, from being ‘me’ to being ‘community’. In all of these unique aspects of who I am, I have a passion. If passion did not exist for these things, they would not be a part of my flesh; a part of my being. From helping build a school community, to riding my bike; these are the things I have a passion for. They are under my skin…

first time was just over 10 years ago, when I was 40. I knew this time that it was not good news. I knew it could bring me down and that I could lose sight of the things that keep me as me; my passions. I needed my tough, outer rind to keep those things that stop me from leaking out and being lost. Through this period, I focused on my passion for my family, my passion for exercise and my passion for bringing a school community together. Now I’m nearing the end of two courses of cancer treatment, still feeling fulfilled and hoping for a positive outlook in the future.

…that ‘tough outer rind’. I wasn’t sure about this term, but then it made sense. The flesh makes my unique self. The seeds are my values. The tough outer rind then protects these. It keeps me true to myself. It keeps me feeling fulfilled. Where life brings challenge, my values remain protected and support me. At times, responses to challenges are accepted by others and there are times when they are not. This I accept. We all have passion within us but that does not always mean we have a passion for the same things. Neither does it mean that we should dilute it. Our tough outer rind remains when things turn out differently to where our passion lies, allowing us to live those values we hold, such as acceptance and compassion.

So, the word passion resonates with me. I know more about who I am and why I do what I do. Calling it a tough outer skin is not a negative reflection but one that portrays a safe casing that supports a fulfilling, resonating and passionate life. A life in service of myself and others. I hope that is what you each see, feel and connect with me too. I also wonder what lies beneath the ‘outer skin’ for you? What are your seeds? What makes your flesh?

I’d be happy to share a passion-ade with you to talk about these things if anyone is interested. 19 12

The tough outer rind also helps protect the flesh, the juicy parts that fulfil me and bring me joy. For example, last February I was diagnosed for a second time with prostate cancer. The

References: [1]

www.britannica.com/plant/purple-passion-fruit

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Art is Everywhere at SFS!

By PoV

HS Photography Club (Ho Yoo, Seongho (Louis)Lee, Peri Freeman, Isaac Kang, Joseph Park, Philip Pinto, Aidan Song, Michael Jun, William Jansen.)

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(Opposite) SFS Ice Hockey Club. Photo by Ho Yoo (G12) from PoV.

Sports

SFS Ice Hockey Club: The Grittiest Team Play

By SFS Ice Hockey Club Parent Leadership 2023-2024

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very Tuesday and Sunday, at the Zenith Ice Rink (Gocheokdong, Gangdong-gu, Seoul), young athletes put on their team jerseys that proudly feature the beloved SFS logo and lace up their skates. Their training ground is soon to be filled with the echoing sound of pucks and the gliding sound of the blades.

This rink is where true beginners get to have fun and ‘learnto-play’ while at the same time serious players who have already developed a certain level of skill sets come down to train to compete. Because the two-track program offers a place for everyone who is in love with this amazing sport, the vibe is bound to be different. SFS Ice Hockey Club, founded just a little over a year ago on September 6, 2022, is back and gearing up for another fun season.

Twice a week, over fifty players show up for their regular 90-minute practice. Head Coach and director, Lee, You and the three instructors make sure each player is given full attention and care so that they get the most out of their ice time. Over the past year, SFS Ice Hockey Club has competed in leagues and tournaments taking the lead in games, one skate at a time. On October 16, 2023, a milestone was finally reached: SFS Ice Hockey Club became officially registered with the Korea Ice Hockey Association.

How was this at all possible in a little over a year?

We could not have done it without the collective passion and dedication of this phenomenal team at the school - parents and community ice hockey experts who worked so hard behind the scenes.

When asked about the Club’s growth trajectory, SFS Director of Activities Paul Rader, who has been an integral part of founding and nurturing the Club, says, “I think that my expectations have been exceeded in many ways. We first started talking about the possibility of an SFS Ice Hockey Club a few years ago, but there were a number of challenges and hurdles to getting the program started. Thankfully we have been able to overcome all of those hurdles with the efforts of the parents and school working together.”

Sports that require out-of-campus training like ice hockey call for a completely different set of preparation and protocols.

For SFS Ice Hockey Club, its priority is safety. The program ensures that all players are protected with the right equipment and are playing in a safe and appropriate manner. The only way to achieve this is to get everyone involved in complying with safety protocols, take the initiative of working together and communicating with each other clearly and on-time rather than

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(Opposite) SFS Ice Hockey Club. Photos by Ho Yoo (G12) from PoV.

Sports

leaving it to someone else.

Ice hockey is not just about games: it is a community. In the early stage of the Club’s formation, parents reached out to a group of outside experts to discuss the possibility of securing a dedicated space and to work out the details of setting up the program and running it. The greater ice hockey community was so open and welcoming in their response that this interaction itself became another powerful motivation for the parents to get the Club off the ground.

On September 6th, 2022, SFS Ice Hockey Club Supervisor, Matthew Johnson, Assistant Principal of SFMS, officially announced that the SFS Ice Hockey Club was founded with a prayer of gratitude. It was a very emotional moment for everyone.

Kevin Lee, SFS Ice Hockey Club Parent Leader, describes how the families have evolved into a tightly knit clan. “SFS Ice Hockey Club parents have endured and persevered through initial hardship which have created a strong bond between us.

Watching our kids grow closer together, build strong friendships, develop their skills, compete in games and tournaments together, and seeing their big smiles after practices and games, makes everything worth it for parents.”

The school-parent partnership, solely driven by enthusiasm

and a common goal to create a platform to play ice hockey, has deservingly led to the Club’s remarkable growth, all for the good of the kids.

Ice Hockey is often considered one of the hardest sports to play and Kevin Lee explains why. “It is a demanding sport that requires so many different skill sets and multiple years to master with ice skating as the foundation. It takes at least six to twelve months to learn the basics of ice skating. Once that is completed, the kids now have to learn how to use the hockey stick, skate, dribble, pass, and shoot at the same time. This process can take several years, if not longer.” SFS Ice Hockey Club is coming out progressively stronger and more mature from each game it plays.

Nonetheless, it should not stop anyone from trying it out.

As the legendary Wayne Gretzky put it, “you miss 100% of the shots you don’t take.” One needs to take that first step to go on a journey of a million miles. And the door of the SFS Ice Hockey Club is wide open to anyone at SFS. Director Lee You says ‘fun’ is the key motivator for players to return year after year. “It takes one fun practice or a single fun game for a player to come back.” The team will continue to grow and be great when teammates come back to have more fun and bond with each other on the ice. The Club’s potential lies with this

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special bond players have with each other that have developed while playing for their school.

Paul Rader could not agree more about the ‘fun’ factor.

“Sports can be a grind, however it is important to keep everything challenging, but also fun. If our players aren't having fun, then they won't continue with the program. I think it is very important that the teams are getting to play more games. Training all the time without games can be very difficult and cause a loss of momentum. Competition creates excitement and presents our teams with real challenges that they have to overcome.”

When kids are stoked on ice hockey and come out greater from the exciting challenges, the school and parents find themselves not yet ready to slow down but to keep supporting the Club as its greatest sponsors and fans. This year, they have returned with a renewed mission to make ice hockey more accessible and diverse.

Special thanks to: Mr. Paul Rader, Mr. Matthew Johnson, Ms. Sophia Johnson, Mr. Michael Riley, Mr. Christopher Friesen, Parent Leadership Group 2022-2023, Parent Leadership Group 2023-2024, and Zenith Sports Club.

So to keep the momentum going, SFS Ice Hockey Club’s parent reps are scouring the country to make sure the Club has a lineup of game opportunities. “Our goal for the upcoming year is to continue to grow our players’ skills and provide opportunities for our team to compete in both friendly and competitive games and tournaments. We had worked with several other international schools to develop their ice hockey teams which resulted in hosting the first Foreign International School Hockey (FISH) Tournament in Korea. The first ever FISH Tournament was a huge success and future tournaments are already under planning with more international schools looking to participate. And our goal is to expand this tournament into a league with more international schools participating in the future,” says Kevin Lee. 54

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Quotes from the SFS Ice Hockey Club players: “I feel like a superman in my hockey gear” - Noah B

“I love SFS ice hockey because my friends are on the team” - Ro P “I love being part of something meaningful and included in the team - Charlotte McMurray “Feels like flying on ice” - Troy Lee “I can play ice hockey with friends and we are representing the school” and “Because it is fun” - Julian J “I like exercising with the Crusaders” - Caden J

“I want to score a goal and skate faster” - Noah Shin “Ice hockey is combining hockey, team spirit and fun all in one.” - Aisha Bajoria “I feel free and excited when I speed up on the ice and teammates are so friendly, and our coaches are really great, parents are always kind and supportive of us. We are like a big family” - Gavin Zhou

“It just feels free” -Tovee C

“Because it’s fun. Unlike other teams, we can do anything. It feels free.” - Euvin Teong

“It is fun to be on the ice with friends” -Leia J

“Super fun sport” - Sean Park

“It’s cool to play on ice” - Seojoon Min

“My friends are there and a lot of people smile” - Ryan Kim

“I can play with my friends and have more chances to be close to new students” - Arthur Chang

“I feel more comfortable and I enjoy playing ice hockey more” - Joseph Woo

“It’s so refreshing and satisfying when you make a goal, and the SFS team was so supportive on my first match” -

“I love SFS ice hockey because I can shoot with my friends” - Joshua Woo

“It gives me joy and brings me laughter” - Anna Oh

“It gives me a sport to have a passion in, to work on, to set goals for.” - Ashton T

Nivin Eissa

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Acad emics

Cultivating Excellence in Education: Seoul Foreign School's Commitment to

Professional Development By the Academics Office

IB Workshop

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t the onset of the 2023-2024 academic year, Seoul Foreign School (SFS) continued its school improvement process in alignment with recommendations from the IB Evaluation Visit conducted in November 2022. This evaluation highlighted areas of strength and opportunities for growth. One area of growth spoke to the task of expanding leadership roles and engaging a broader range of individuals in the process of enacting positive changes (IB Leadership 0201-1). In direct response to these recommendations, SFS hosted two workshops for its educational leaders, showcasing the school's unwavering commitment to empowering educators and leaders in alignment with our mission to inspire a passion for learning and pursue academic and creative excellence.

On August 25th-26th, a cohort of 22 educational leaders from Seoul Foreign School participated in an IB Category 3 workshop titled "Leading an IB Education." This experience, facilitated by the seasoned educator and “IB evangelist”, Antony Geralis, provided invaluable insights into leadership within an International Baccalaureate (IB) education context. Participants included middle school and high school grade level and subject group leaders, assistant principals, curriculum coordinators, directors, and senior leadership members. These dedicated leaders actively engaged with the workshop's conceptual understandings, enriching their knowledge and skills in IB leadership.

As part of the first workshop, pedagogical leaders at SFS engaged in an inquiry-based exploration into: • The transformative power of the IB mission in shaping a better world through the IB learner profile and

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international mindedness.

• The implementation of effective teaching and learning approaches that nurture holistic student development.

• Leveraging various IB leadership intelligences to enhance educational programs.

• The significance of aligning learning with global issues, promoting real-world applications in education.

Two weeks later, members of the senior leadership team, curriculum coordinators, and assistant principals continued their professional development with a Category 2 workshop focused on the Middle Years Programme (MYP), titled "Leading the Learning." Under the guidance of Aubrey Curran, an experienced educator who had previously contributed to a visiting team at SFS in 2018, this workshop reinforced the growth initiated by the first workshop. Leadership representatives from all three IB programmes wholeheartedly participated, further enhancing their expertise in MYP-focused leadership within the IB framework.

Workshop 2 participants delved into practical application, reflecting on how learner agency is developed within their roles, and how their roles and responsibilities contribute to the further development of the IB programme (IBO What). These reflections were enhanced through the use of feedback and tuning protocols (https://nsrfharmony.org/protocols/), exploration of leadership intelligences, systems thinking, and resources on transforming school cultures (Waterson et al.).

Seoul Foreign School's investment in these professional

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“

The IB often refers to agency as the capacity to act intentionally, or to see learning as an active and dynamic process.

”

development workshops has significantly enriched the skills and knowledge of its educators and leaders across all three IB programmes. The impact of these workshops will undoubtedly continue to resonate within SFS classrooms and leadership teams, nurturing a culture of continuous improvement and excellence.

These workshops underscore SFS's dedication to providing a world-class education and empowering its educators to excel in their roles.

Seoul Foreign School extends its heartfelt appreciation to all the dedicated school leaders who participated in these professional development workshops for their unwavering commitment to the institution's mission. Special thanks also go to the Gate@SFS and Hannah Kim, Academics Office Administrator, for their invaluable logistical support in making these workshops possible.

In attendance at "Leading an IB Education" were Chris Horan, Caroline Scott, Geoff Ward, Joanne Li, Kelly Gilmore, Lauren Teather, Lindsay Bender, Lychelle Bruski, Matthew Johnson, Melissa Brabon, Piotr Kocyk, Cameron Munce, Dave Han, Emmalee Johnson, Haydn Kneeshaw, Justin Smith, Kley Feitosa, Michael Farrant, Nancy Le Nezet, Nathan Walker, Neil Henderson, and Timothy Bazin.

Works Cited: • ChatGPT. "draft an article for the banner about 2 professional development weekends that were hosted by Seoul foreign School."

ChatGPT, version 3.5, OpenAI, Oct. 2023, chat.openai.com/..

• IBO. "What is an IB Education." IBO, Nov. 2019, www.ibo.org. Accessed 6 Oct. 2023.

• Waterson, M., et al. "International Baccalaureate Literature Review for Leadership Intelligences." https://www.ibo.org/, Oct. 2017, www.ibo.org/.

Accessed 6 Oct. 2023.

Intelligence

Leadership activity

Strategic

Developing and operationalizing strategy

Relational

Optimizing relationships and community building

Cultural

Cultural engagement and learning

Entrepreneurial

Innovation, effecting change, and creative problem solving

Reflective

Critical reflection and reflexion

Pedagogical

Enabling effective teaching and learning

Heuristic

Decision making under pressure

In attendance at "Leading the Learning" were Chris Horan, Damian Prest, Justin Smith, Dave Han, Geoff Ward, Matthew Johnson, Kelly Gilmore, Piotr Kocyk, Nancy Le Nezet, and Michael Lucchesi.

If you’d like to learn more about the International Baccalaureate, scan the QR Code.

This article was written with the help of ChatGPT Fall 2023 | Academics

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Acad emics

Teamwork Really Does Make the Dream Work By the 2023 SFS World Economics Cup Team

(Jia Dunsby, Hyejoo Hong, Garvin Kim, Seohyun Choi, Jessica Shin, YJ Choi, and Coach Timothy Bazin)

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conomics has always fascinated us. We’ve never encountered a subject more captivating and challenging in the most wonderful way. So, we were overjoyed when provided with the opportunity to participate in the World Economics Cup, an international competition for high school econ-enthusiasts from around the globe. Despite our hectic senior schedules, with commitments ranging from athletics, SAT, college applications, to orchestral performances, we persevered through lost sleep and scrambled brains to devote ourselves fully to this experience.

Now that it has drawn to a close, our journey feels nothing short of remarkable, serving as a testament to our collaborative skills, supportive coach and parents, and unrelenting pursuit of creative and academic excellence.

The World Economics Cup, headquartered in Singapore, presents a unique, difficult challenge to students. The competition is structured in three demanding elimination rounds: National/ Regional, Continental, and finally, International. Out of the hundreds of schools, only a small fraction of teams are permitted to advance. To avoid elimination, students must pass a standardized fundamentals exam, master four economic forefronts on topics ranging from advanced econometrics and game theory to development interventions, and complete a Thinking and Innovation challenge. Jurists from top university economics departments judge each team's performance in the Thinking and Innovation challenge, looking for creativity, cohesiveness, teams’ presentation skills, and most importantly, the ability to apply advanced economic knowledge and understanding in real life phenomena.

In the beginning, we felt highly privileged just to be able to

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compete. Initially, we were more focused on learning from the experience than receiving accolades. We were shocked by how few Diploma Programme students advanced out of the regional stage in previous years. Since the competition doesn’t allow seniors to participate in the regional stage, the schools offering IGCSEs (and therefore start economics in Grade 9 as opposed to Grade 11) have a significant advantage on the fundamentals exam in the early stages of the competition. However, as our studies progressed and we advanced through each round, our confidence and faith in ourselves grew. Throughout this process, Coach Bazin truly helped us to believe in our abilities and go beyond our limits, and we made the most of the opportunities given by the World Economics Cup. Little did we know that our months of rigorous preparation and examinations would lead us to securing a gold medal.

In the Regional stage, we survived on coffee-fueled study sessions and gained Bronze medals in our region. This accomplishment was only the beginning, as we then progressed to represent the Republic of Korea on the Continental stage, where over 250 schools across five diverse continental tried to gain access to the next stage. We competed in the Asia-Pacific-Middle East continental grouping, where Garvin’s brilliance, Hyejoo’s consistency, Jessica’s competitiveness, Seohyun’s strength, YJ’s determination, and Jia’s creativity shone brightly. We earned Silver medals and secured our place as one of the six teams to advance to the International stage out of our continent.

Collaboration played a pivotal role throughout our journey.

Our collaborative skills, honed over years of schooling, helped us to work together to tackle complex economic problems

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The 2023 SFS World Economics Cup Team: (from left to right) Garvin Kim, Hyejoo Hong, YJ Choi, Jia Dunsby and Seohyun Choi (Jessica Shin not in photo).

and devise innovative solutions. We built schedules and held each other accountable. Our ability to draw upon each other's strengths, communicate effectively, and pool our collective knowledge allowed us to excel in a competition that demands not only individual brilliance but also teamwork and synergy.

school, often until the late hours of the night, with some sessions stretching until nearly 12 AM. Our pursuit of excellence was most evident during the final 24-hour Thinking & Innovation challenge, where we began our work at SFS at 9:00 AM and continued our efforts until 3:00 AM the following day.

The unwavering support of our parents also played an integral role in the success of our team. Behind every student's achievement, there are parents who believe in our potential and provide the encouragement, guidance, and resources necessary for us to excel. Our parents picked us up from school at late hours, offered unwavering support, and even, in one case, spent three hours alongside Mr. Bazin in an illuminated HS-302 beset by dark hallways and a legion of mosquitoes as their musically gifted daughter battled a monster known only as the Ellsberg Paradox.

Fortunately, our ability to tackle complex economic problems with creativity and insight earned us high rankings in every round. This is the true mettle of DP students. We aren’t automatons. We think, we reflect, and then we create. In the final stage of the competition, we ranked #4 and earned team gold medals alongside the other top-ten finishers. We also earned 2nd place for the Thinking and Innovation challenge, which prominently featured price discrimination theory and the Robinson-Patman Act. Garvin, Hyejoo, and Jia even secured respective positions as 2nd, 7th, and 10th place globally - besting more than 2000 individual competitors!

The Global stage of the World Economics Cup would present the ultimate challenge, as we competed against 29 other schools hailing from North America, South America, Europe, Africa, and Asia – the best of the best. This stage pushed us to the furthest extent of our collective mathematical abilities. If you ever hear the utterance of “Shapley Value”, do yourself a favor and run for the hills. With determination, hard work, a healthy dose of prayer, and our commitment to excellence, we achieved what can only be described as a dream come true: we won Gold and overcame our continental nemesis - the Karachi Grammar School.

While the timeline of this remarkable journey spanned from April to October 2023, the true essence of our achievement lies in the countless hours of dedication and sacrifice we put forth.

To prepare for the International stage, we worked tirelessly at

As we end our seven-month journey through the World Economics Cup, we want to thank our coach, Mr. Bazin, for his commitment to helping us succeed. We are immensely grateful to SFS for providing us with the academic training, resources, and support over the years that have led us to this victory. Finality, however, is bittersweet. Just hearing the words “close the WECies 2023 Google Space” makes Jessica and Garvin sentimental. We hope future generations of students will be inspired to take risks and explore passions just as we did in our final two years as SFS students. And, to our future selves re-reading this Banner article in some not-so-distant future, never forget – teamwork always makes the dream work!

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Creating Community through Traditional Korean Minhwa Painting

By Ishel Brimhall

British School Visual Arts Specialist

T

he first art project of the school year is always memorable.

For Year 9 students at the British School, creating a full-size Minhwa painting started as an exciting endeavor but soon became a big challenge. Traditional Minhwa painting requires using two brushes, one to paint and the other to blend. The intricate drawings take precision and an intense attention to detail.

Challenges are often seen as roadblocks but are actually growth opportunities. Through their willingness to step out of their comfort zones, students can acquire new knowledge and skills. Students in Year 9 showed courage and determination when they embraced this challenge. During this first unit, students had a memorable time exploring Korean art techniques.

This art project centered around our theme of Community.

We discussed what a community can look like throughout history and today. Learning about Korean culture gave students a new perspective and helped them to appreciate how it differs from their own. Year 9 student Jehyoung Suh said, “I think it is

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important to embrace and learn more about your own culture and roots. Korean Minwha paintings are something most of us have seen in museums and cultural sites but haven't had the chance to explore with our own painting tools.”

Studying folk artwork from different cultures can tell us stories about people, nature, and history. Art can be a window into what societies see as important or beautiful. It reminds us that we are all connected by creativity and a desire to express ourselves.

Year 9 students were introduced to Minhwa artwork, a traditional Korean-style painting. Minhwa means “painting of the people”. Year 9 student Jaeun Oh explained, “Minhwa artwork is a way to represent and show Korean culture and history. Animals or objects in the painting can mean different things. Each animal or object can tell the viewer a story or what the artist was feeling.”

These folk paintings reflect Korea's cultural heritage and illustrate the mythology, culture, and mindset of the Korean people.

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The final step of the painting required students to write and paint their names in Hangul. This was an incredibly challenging task for students unfamiliar with the Korean language. Native Korean speakers in the class approached these students and offered to help spell their names in Hangul.

The art room transformed into a mini Korean language class as students practiced writing and speaking their names in Hangul.

Laughter filled the art room as they exchanged experiences, wrote together, and pronounced their names with smiles. The art room was buzzing with a spirit of learning.

It was inspiring to watch students smiling while helping each other with their artwork. This cooperative spirit not only deepened their understanding of the Korean language but also nurtured a sense of unity. During this project, students showed us how they can bond and grow while exploring both creative expression and the tapestry of diverse backgrounds in art and education.

Fall 2023 | Academics

“

Challenges are often seen as roadblocks but are actually growth opportunities.

”

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Acad emics

Hidden University Gems Around the World

Spotlight on Medical School in Hungary

By Tu Anh Gilmore

University Admissions Counselor

O

ftentimes we can only see what we can see. My challenge has been to discover opportunities for our students that broaden their worldwide experiences and allow them to pursue their lifelong educational dreams. As many know and understand, the road to become a medical practitioner is both long and at times, not even possible outside of your own passport country. This is mostly due to government limits, in order to ensure that they are training young doctors to stay on to practice within their own public systems and make a direct impact.

The other barrier for our children is returning to their home country to obtain a medical license and practice their profession.

And thus begins my journey to find and uncover pathways that are not necessarily well known. I am, of course, very careful to gain the facts needed for a fully licensed and recognized program of study, but the best confirmation is speaking to the students themselves.

At the University of Pécs, I found a large population of international students from around the world. But what caught my attention was the number of South Korean students studying

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medicine. My first question to them was regarding the successful pathways towards coming back home to practice medicine.

And indeed this was no small secret given the shocking 103 students from Korea pursuing their medical degree! Those who have graduated can avail themselves of getting their licenses and practicing anywhere in Europe as well as the rest of the world!

And the most exciting detail: South Koreans are on the list to receive a FULL, all expenses paid merit based scholarship provided by the Hungarian government who aim “... to promote the internationalisation of Hungarian higher education and to attract top international students from all around the world who can establish personal and professional links to Hungary.” Several years of free medical school?! Where do I sign up????

Upon returning, I set up a Zoom interview with 3 Korean students to ask them about their experiences and next steps. There is an established and close-knit Korean association who plan social activities, foodie connections and provide mentorship from the upperclassmen. Although the academics are very challenging, even by Korean standards, students are very happy with the programme and most importantly their career outcomes. The

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Counselor Information Session, Sept 26-29, 2023.

biggest challenge they felt was the tutorial style of teaching and learning. Exams are mostly through spoken rather than written testing as they require authentic learning in the lab, operating room, and with patients. And although courses are taught in English, students learn Hungarian in order to work with their patients. This is also provided by the school…I even picked up some Hungarian in my few days there!

For parents, the overwhelming message is that students felt safe and the larger community was welcoming and international.

All three ladies felt safe regardless of the hour, even walking home at night during final exams. win:win As always, feel free to reach out to your University Admissions Counseling team for more information.

Fall 2023 | Academics

“

Those who have graduated can avail themselves of getting their licenses and practicing anywhere in Europe as well as the rest of the world!

”

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Comm unities

The Library Corner:

Why read climate fiction and eco-dystopia?

By Angela Seewald

Middle School and British School Teacher Librarian

W

hen I was little, I lived on a farm in the South Australian outback. In 1976, we moved 150 of our cattle herd 300 kilometres away to land with better pasture. There was no water left for them to drink on our farm, or anywhere in our district.

Marginal country at the best of times, it hadn’t rained for 2.5 years. My family went into further debt, but we saved most of our herd.

Many of our students are not directly affected by natural disasters intensified by climate change, or do not have lived experience of their well-being being closely connected with the natural world around them. Our students can be bombarded with information about climate change to the point when they just switch off. “I’ve heard it all,” one said to me. “Really? The SDG’s again?”, another reaction. Fiction can provide students (and ourselves) with the hook they need to engage with a “lived experience” through the eyes and minds of the characters presented.

The sub genres for climate fiction (cli-fi) and eco-dystopia have blurred borders and often overlap into other genres. The debate over definitions can be intense. Put simply, cli-fi presents a story where the climate, or changes in the climate and access to resources is a central theme. It provides a canvas for conflict and ongoing crises that cannot be solved by just one character.

Cli-fi is usually largely based on what is happening to our planet,

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or could happen very soon to our planet. Eco-dystopia is a step away from the more realistic fiction of cli-fi, into a dark, often post-apocalyptic world where climate changes are irreversible and society as we know it has collapsed. These stories may take place on an altered earth, such as Paolo Bacigalupi’s Ship Breaker, or on another planet, such as in Frank Herbert’s Dune.

We have long known that storytelling has the power to build empathy and resilience. This is based on research, not just on wishful thinking (Kidd & Castano, 377-380; Kidera). A reader’s connection to fictional characters experiencing the effects of extreme climate change may broaden horizons and provide an alternative way to (re)-start the conversation. Some of these stories are not for the faint of heart. Shustermans’ Dry is a desperate journey of survival. The City of Ember (DuPrau) made my heart ache with its portrayal of childhood hope in the face of a future of literal darkness. Too scary or overwhelming for my child or my students, one may think? Possibly. But we cannot initiate conversation and change from within our comfort zones. Through her character Pilar in MaddAddam, Margaret Atwood writes, “People need such stories, because however dark, a darkness with voices in it is better than a silent void” (259). Fiction can provide a sturdy bridge between what a child constructs in their imagination as they read, the current state of our real world, and our possible shared futures.

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Angela Seewald introducing new books to the Grade 6 students in the Middle Years Library.

Books for middle years students

Books for young adults and adults

After the Snow (S.D. Crockett, 2012)

American War (Omar El Akkad, 2017)

Breathe (Sarah Crossen, 2012)

Dune (Frank Herbert, 1965)

Dry (Neal and Jarrod Shusterman, 2018)

Flight Behaviour (Barbara Kingsolver, 2012)

Front Country (Sara St. Antoine, 2022)

Oryx and Crake (Margaret Attwood, 2003)

Giften (Leyla Suzan, 2021)

Parable of the Sower (Octavia E. Butler, 2006)

Life as We Knew It (Susan Pfeffer, 2006)

Road out of Winter (Alison Stine, 2020)

The Barren Grounds (David Robertson, 2020)

Ship Breaker (Paolo Bacigalupi, 2010)

The City of Ember (Juanne DuPrau, 2016)

The Fifth Season (N. K. Jemisin, 2015)

The Fog Diver (Joel Ross, 2015)

The New Wilderness (Diane Cook, 2020)

The Last Bear (Hannah Gold, 2022)

The Overstory (Richard Powers, 2019)

Two Degrees (Alan Gratz, 2022)

The Rain Heron (Robbie Arnott, 2021)

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On the Bookshelf: Passion Edition!

Dave Gagnier

MYP/DP English Language & Literature, High School An Astronaut's Guide to Life on Earth is a 2015 memoir

by Canadian astronaut Chris Hadfield. It details Hadfield's journey in becoming an Air Force fighter pilot and, eventually, commander of the International Space Station. In addition to being an elite athlete and scientist, Hadfield is also a humourist, a musician, a pioneer of social media influencing (about things that matter), and an exceptionally engaging storyteller. He is a writer who makes the awesome accessible. I'm passionate about this book because, as a teacher of language and literature, I'm constantly on the lookout for reading material that crosses multiple genres and areas of interest (space, overcoming obstacles, discovery, coming-of-age) and manages to engage all kinds of readers. I recommend this book to anyone who's ever said, "I don't like reading - I'm more into math and science." Have I got the book for you!

Literacy Coach, Elementary School

I am passionate about two professional books. Shifting the

Balance - 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom helps me reconsider the

importance of developing background knowledge in developing reading comprehension. This quote stands out to me: "Difficulties with inferring don't necessarily mean that children need more practice making inferences. Rather, it often means that they simply don't have enough background knowledge about the subject to fill in the missing or implied information in the text."

In Support of Students - A

Leader's Guide to Equitable MTSS explores the adaptive challenges we face when navigating change. It pushes me to reflect on what will happen if we implement change and equally so, what are the consequences if we don't?

Building inclusive and equitable systems for our students is crucial and deepening my own understanding of multi-tiered systems of support is something that I am passionate about.

Chris Martin

Elisaus Pangiraj

KS3 Science, British School

MYP/DP English Language & Literature, High School

Consider the Fork takes

I don't have one favorite author or one favorite book! However, my students often ask me about that favorite one.

Having considered this on numerous occasions, I've kind of settled on

One Hundred Years of Solitude by Gabriel

García Márquez as a book I’m truly passionate about.

It is rather a long read, but there are some fantastic things in it. Consider, for example, a departed soul returning to the human world as a ghost because he feels lonely down there in his grave. Isn’t that fantastic? And, you only have to read the final few paragraphs of the novel to understand and appreciate the magnificence of this great work. Hope you enjoy reading it!

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Rebecca Murray

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readers on an enchanting journey into the captivating realm of kitchen utensils, peeling back the layers to reveal the intricate science that subtly shapes our culinary world. Within its pages lies a treasure trove for science enthusiasts, food aficionados, and curious minds alike. As a science teacher, I deeply value how this book can ignite the flames of curiosity in students, seamlessly connecting the dots between everyday life and the awe-inspiring world of science.

Bee Wilson's enchanting prose and meticulous research showcase the art of science communication, transforming complex concepts into accessible and engaging narratives. I enthusiastically recommend Consider the Fork to anyone eager to explore the wondrous science that lies beneath the surface of our daily routines. It's a delectable fusion of knowledge and culinary charm, promising an enriching journey for the inquisitive soul and a new lens through which to perceive the everyday world.

We asked our faculty to share one book that they are passionate about. Most of these books are available at the library, so take your pick!

Dr. Nathan Smith

MYP/DP English Language & Literature, High School

Emmalee Johnson

Solaris, by Stanislaw Lem, is a novel written originally in Polish

IB Music & HS Orchestra Head of Department - MS HS Performing Arts

Jamie Bacigalupo Song

Nico Visahan

in 1961. It has been translated into many languages and still offers a gripping look at humanity's search for alien life and, more importantly, how unprepared we are for finding it. In the novel we have in fact encountered alien life, which turns out to be a sentient ocean. It is not only completely incomprehensible to us, but it seems largely uninterested in our attempts to make contact. Contact is indeed made, and arguably it is the ocean that explores us, rather than the other way around. And in the end, our understanding is just too limited to comprehend anything truly alien.

As one of the scientists concludes regarding humanity: "We have no need of other worlds. We need mirrors. We don't know what to do with other worlds. A single world, our own, suffices us; but we can't accept it for what it is." This one book is a cornerstone of the Science Fiction genre, and arguably a great work of philosophy to boot. One Caution: There are two translations out there, and the 2011 translation is far superior to the older (and still widely sold) translation from 1970.

I'm currently reading and loving A Dream About Lightning Bugs by Ben Folds. He is a musician who I listened to a lot when I was in high school and kind of forgot about, but he's been back in my realm of awareness because he's been working lately with symphony orchestras in really interesting and enjoyable ways. His book is a sort of collection of essays, but the overarching theme is that he tells stories from his life about how he developed as a person and as an artist. I love reading about how people write music and where they find inspiration in their lives, and Folds does a fantastic job of being humorous, vulnerable, and informative while telling stories beautifully. I think this is a great book for anyone who feels like a bit of a creative outsider, anyone who already enjoys the music of Ben Folds (or the Ben Folds Five), or anyone who is curious about songwriters and musical storytellers.

English, MYP/DP Language & Literature, High School Easy Beauty is a memoir

by Chloé Cooper Jones.

Jones moves through the world with a body that is different from most; she has a congenital condition called sacral agenesis which means she finds everyday movements at best cumbersome and at worst painful. Reading Jones's memoir led me to re-evaluate the assumptions I make about bodies, how I live in the world as an able-bodied woman, and how we might make the world more accessible to all bodies. Jones is candid and funny and bold in her recounting of her child and adulthoods living in a world where even two of her friends debate if her "life is worth living" (Yes, yes it is very much worth living). I recommend this book to anyone seeking to connect with a smart, witty, honest New Yorker (Jones), reckon with their own ableism and keen to consider how to create a more equitable world.

Mathematics, High School

My passion for the novel The Color Purple by Alice Walker is rooted in its profound exploration of the human spirit and the resilience of the human heart. This remarkable literary work delves into the lives of its characters with such raw and unflinching honesty that it's impossible not to become deeply emotionally invested in their stories. Through Celie's and Shug's journeys towards self-discovery and empowerment, Walker unearths the transformative power of love, friendship, and the unwavering pursuit of one's own identity. The novel also delves into crucial issues of race, gender, and social injustice, sparking my passion for understanding and advocating for social change. The Color Purple serves as a poignant reminder of the strength that can be found in the face of adversity and the enduring beauty of human connection.

It's a masterpiece that has left an indelible mark on my heart, continually fueling my passion for literature and social justice.

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Timothy Fuller Bazin

Will Bowins

Science, Middle School Fundamentals of Physics: Mechanics, Relativity, and Thermodynamics by Ramamurti Shankar is a textbook

that gives you everything you would need to understand the beginnings of physics, and who doesn’t want to understand the beginnings of physics! Shankar breaks down every concept mathematically using calculus and derives all the equations we use in physics classes. This is my kind of beach read.

While I have recently developed a passion for Jane Austen novels and the critical literary theory of Gertrude Stein, I am continually drawn back into exploration of the mysteries of our physical world, and Shankar’s text truly transformed me. I went into this book as a boy, but when I finished I was a man.

masterpiece that transcends the boundaries of science fiction.

This dystopian novel takes readers on a mind-bending journey through time and space, leaving them in awe of the vastness of the universe and our place within it. Liu Cixin's writing is both thought-provoking and captivating, seamlessly blending scientific concepts with intricate storytelling.

The book's zero-moral approach challenges readers to question their own beliefs and ponder the consequences of humanity's actions. With its richly developed characters and intricate plot, this novel is a true page-turner that will keep you hooked until the very end. The Three-Body Problem is a must-read for anyone seeking a unique and awe-inspiring exploration of the mysteries of the cosmos.

Colm Flanagan

Justin Smith

The Shipping News by E. Annie Proulx - choosing a favourite book is a rotten thing to expect anyone to do. Like picking your preferred child. But I chose The Shipping News because when I think of how much I enjoy a book it’s primarily how it makes me feel amongst the words and the sentences and the paragraphs. And whilst this book is as good as any book I’ve ever read in transporting you to its location (Newfoundland), and exposing you to its wonderful characters, it’s the sheer beauty of the writing that makes it stand out. If someone asked me who writes the best sentences you’ve ever read, I would say, without blinking, E. Annie Proulx. Yes, even better than F. Scott Fitzgerald!

Please read The Shipping News. Oh, and if you want to read a beautiful, clever and accessible collection of poems, read Aimless Love by Billy Collins. You’ll end up reading everything he’s ever written. He’ll change your life.

Once a Runner by John L.

Principal, Middle School

Head of School

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High School Economics & Individuals & Societies, High School The Three-Body Problem by Liu Cixin is an extraordinary

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Parker Jr. delves into the life of Quenton Cassidy, an ambitious runner at a fictitious Southeastern University. Cassidy's aspiration is to conquer the elusive fourminute mile. For myself, this novel became a cultish connection point among our varsity running team in college. We all dreamed along with Cassidy as he attempted to become a sub four miler, which at the time was still extremely rare. Our squad rallied around this quote: “You don't become a runner by winning a morning workout. The only true way is to marshal the ferocity of your ambition over the course of many days, weeks, months, and (if you could finally come to accept it) years. The Trial of Miles; Miles of Trials.” This represents the grind necessary to be a champion. I recommend this book to anyone who was, is or aspires to be a competitive runner.

Hyesoon Shin

Dr. Myung Sung

Nine by Cheon Seonran (나인, 천선란, 창비) is a book I am

I am currently passionate about Italian novelist Italo Calvino’s The Cloven Viscount. Through the halflings, who are depicted as either purely evil or entirely good, the author employs his fairy-tale imagination to portray the anguish and isolation experienced by individuals mentally divided in the harsh and unforgiving modern world. By introducing characters who are physically whole yet emotionally unstable, Calvino underscores the idea that in a world where the line between good and evil has blurred, imperfection is universal, reminding us of our shared humanity. In addition to this work, Calvino's fairy tale trilogy, comprising The Baron in the Tree and The Knight Who Didn't Exist, conveys a powerful message to contemporary society.

I lent this book to a friend, and I am currently reading another book by Calvino.

MYP/DP Korean Language & Literature passionate about.

What if one day you could hear the voices of the trees in the forest? And what if you could talk to them? In this mesmerizing novel, the boundaries of fantasy and reality blur, and a thrilling adventure awaits.

Follow the journey of fearless teenagers as they unravel mysteries that transcend time and space.

Young Korean writer Cheon Seonran has created a narrative that transcends social boundaries, weaving a story that encourages us to embrace diversity and supports the power of inclusion. Please join our young heroes as they solve the case with breathtaking anticipation.

Korean MYP/DP Language & Literature, High School

Yuan Tian

Angela Seewald

Ordinary World (Chinese:

Scary Stories for Young Foxes (2019)

MYP/DP Chinese Language & Literature 平凡的世界; pinyin: Píngfán de Shìjiè) is a novel by Chinese author Lu Yao. It consists of three volumes with a total of 1.1 million Chinese characters.

The stories chronicled in the novel, which takes place between 1975 and 1985, reflect the drastic political and economic changes happening in China from the end of the Cultural Revolution to the early period of Reform and opening policies championed by then-Chinese leader Deng Xiaoping.

The characters involved in the novel span a broad range of the socioeconomic spectrum. While the protagonists, the Suns, represent the changing life situation of common people in the underdeveloped countryside, the readers also get a personal glimpse of high-level decision-making processes and personal struggles of higher officials through the experience of Fujun, Futang's younger brother.

Teacher Librarian, Middle and British Schools written by Christian McKay Heidicker, illustrated by Junyi Wu.

An old fox is challenged by a group of young kits to tell them a scary story.

Weaving together the lives of Mia, (from a family devastated by rabies), and Uly, (teased brutally by his siblings due to one withered leg), she challenges the young kits to stay to the end of her tale. Heidicker writes a multilayered story, seamlessly combining animal fantasy with elements of horror. Upper elementary students will shiver, but beg you to read aloud “just one more chapter”. Adults will detect more mature themes of courage in the face of emotional control and the terrifying impact humans can have on wildlife. I love it when a book catches me by surprise. This one certainly did.

"All scary stories have two sides," the storyteller said. "Like the bright and dark of the moon. If you're brave enough to listen and wise enough to stay to the end, the stories can shine a light on the good in the world. They can guide your muzzles. They can help you survive."

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Nicole Cook

Ahyoung Chi

Counseling, High School Tattoos on the Heart by Father Gregory Boyle is my

go-to gift. Father Greg is a Jesuit priest and founder of an organization called Homeboy Industries, and his ministry had a profound impact on my personal and spiritual journey.

In fact, I would not be the person, mother, and counselor that I am today without this influence. One of my favorite quotes from Father G about service is: "The measure of our compassion lies not in our service of those on the margins but in our willingness to see ourselves in kinship. And that means the decided movement towards awe and giant steps away from judgment." This challenges me to keep my focus on connecting rather than just helping-to be fully present in the moment. Regardless of your religious background, I think everyone can gain the insight they’re seeking through the heartwarming stories that Father G shares in this book.

Director of HS Counseling and University Admissions The Island of Sea Women by Lisa See follows two young girls on Jeju Island through many historical and tumultuous events across the 20th century. The book gives a rich look into the lives of the haenyeo diver community on Jeju and brings you into the events of the time in an irresistible way, with the relationships of the women as the central point. I love any book that presents a window into another place, time or culture, and this book does that beautifully. After reading the book, I had to visit Jeju Island and see where the haenyeo lived and worked, and I also read some nonfiction about them. I am passionate about books that completely engage my imagination, and Lisa See's storytelling engaged my heart and mind from the start! I recommend this book to anyone who finds books to be a portal to the world and who loves a good fictional story that still introduces details of real historical events.

Lauren Teather

Grade 6 Team Leader, Middle School Lessons in Chemistry is an amazing book by Bonnie Garmus. It follows the life of Elizabeth Zott and her dream to become a respected and recognized scientist. She faces a lot of adversity as the book is set in the 1950's when it was not common for women to work in the field of science. With tenacity and ambition, she pushes the boundaries of the traditional role that women played in the time period. She is a role model for the generations. I'm passionate about this book because, first of all, I love science, and Elizabeth Zott is a passionate and knowledgeable scientist.

But more importantly I think is the unwavering strength and conviction with which she pursues her life's ambitions, even when life throws her a curveball. I recommend this book to all readers who refuse to let obstacles stand in the way of their dreams, anyone who loves science, or anyone who wants to be inspired and learn more about the struggle that women face in the professional world.

Chaekgeori, Korean folk art, late nineteenth-century.

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Please join us for the SFS Gala 2024 Saturday, February 3rd 2024 - 6PM, Grand Ballroom - Grand Hyatt Seoul Dinner - Dancing - Live Entertainment Live & Silent Auctions The proceeds of the night will contribute to the creation of a Golf Zone on campus, benefiting both our students and the SFS community.

Grab your seats now! Tables available for purchase at GALA.SEOULFOREIGN.ORG or by scanning the QR code.

We invite sponsors and partners to join us in making this event unforgettable.

Contact gala@seoulforeign.org to explore sponsorship opportunities.

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Inside the Mind of an Olympic Champion:

Interview with Michael Klim

Michael Klim, OAM during Klim Swim Camp at SFS during fall break.

A

ustralian Michael Klim, OAM (Medal of the order of Australia) is a living legend of swimming - an Olympic champion, a world champion, and a former world record holder.

He's also an incredibly generous individual who dedicated his time and expertise to the SFS swimmers by hosting a one-week swim camp during the Fall break. He also took the time to answer our questions about his legendary career and what fueled his journey to achieve the highest level of success.

When did you discover your passion for swimming, and what motivated you to pursue it at the highest level?

I discovered my passion for swimming from a very early age. I think it's something that grew as I traveled throughout the world with my family and it was something that was a constant.

And something that I used to gravitate to for familiarity, and just something for stability also. So as I traveled the world, I could always relate to and feel comfortable and assume a kind of fraternity in an environment. My family eventually ended up in Australia and I felt that was a great opportunity for me to further my swimming. At the age of around 16, when I was approached to join the Australian Institute of Sport, and those high elite coaches and environment, they showed a lot of faith and promise in me and I guess I started to believe in myself. Up to that point, I was just a typical kid trying to achieve their best in the sport because as we know, being a teenager, you want to find something that you're good at and when you do, you tend to put all of it into it, and also for some recognition amongst your peers.

You recently led the SFS Swim Camp, how do you inspire and nurture the passion for swimming in young athletes?

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Leading the camp at SFS was about sharing some of my knowledge and experience. I guess I have gone through the same kind of path that these swimmers I've already gone through.

My mission at the moment is to be able to pass on a lot of those life changing learnings that you can apply, and get the most out of yourself to give yourself an opportunity to either be able to pursue something professionally to the highest level, or use it as a possibility into college. I’m hoping to inspire the kids' mindset and enable them to believe in themselves limitlessly and understand the amount of dedication, focus, attention to detail, the elite mindset that it requires to achieve the standards to excel in sport, especially swimming. I don't think my messaging is very different from coach Conrad (Conrad Francis). It's probably just reemphasized in different wording. It was a very compressed week where we worked on mental aptitude, physical progress and skill progression.

You have achieved incredible success in your swimming career, including multiple Olympic medals. What’s the best memory of your professional career?

My two favorite events or moments in my sporting career - I don't have just one, sorry. [laughs] One is a personal one, an individual memory and something that I guess I cherish for what it was: having the best week of my swimming career and winning four gold medals, two silver and a bronze, seven in total at the World Championships in Perth in 1998. Becoming world champion for the first time in front of the home crowd. It was sort of my first opportunity to shine on the world swimming stage. I never kind of emulated those medal tallies really, only one other

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time but at a Commonwealth Games, so World Championships in ‘98 was my favorite individual. As a team, it's hard to get past the 4x100m freestyle relay in Sydney, where we broke the American stranglehold on the event, defeating them for the first time in history. And I was lucky enough to break the world record on the right to detain record record as well.

How did you stay motivated throughout your career, including during challenging times? Did you ever think about quitting?

I was very fortunate that I had a lot of success early, which gave me a lot of motivation and inspiration to continue and really pursue the highest level but towards my mid 20s, when I started experiencing injuries and struggling with my body to keep up with my mental expectation, I sort of fell back and looked at the values that swimming brought to me and created in me, which was important: camaraderie and team. I looked at focusing on the things I could control and I could continue doing like, if I had a shoulder operation, and a long rehab period, I would focus on my kick, my core, there's a lot of things that as athletes, we can still continue doing on a positive way, rather than completely withdrawing yourself and effectively, getting really down on yourself by missing sessions and missing out on time with your teammates. So staying close to my swimming fraternity and talking to my teammates for support and especially staying close with my coaches and communicating with them about schedules that aren't necessarily typical and pool-based. I didn't think about quitting really until the end where I felt I had exhausted all opportunities. I did at my earliest stages always explore other

options prior to quitting the sport. Towards the end, it was more about balancing the level of fulfillment that the sport gave me with the level of investment emotionally and physically that I had to put in. It was a very hard decision when it came to quitting.

As a mentor and role model to young swimmers, could you share any advice on how to sustain and cultivate passion for swimming or any other endeavor, especially for those dreaming of following your path?

Some advice that I like to pass on to swimmers, and to youngsters in general about life or cultivating success or maximizing their success, some of the qualities that I feel are important is really finding a high level of focus and purpose to what you're doing whatever it is, and that generally results in higher level of motivation and discipline, which are a given.

But then, through those tough times, focusing on consistency and perseverance no matter what it is, if it's sport, or the arts or academic endeavors. I think that our path in life is not always linear, and we will experience ups and downs. The last one is giving yourself an opportunity by knowing that you've done the most to excel. I think as teenagers, as kids, we had so much on our plate that sometimes it feels overwhelming. But in retrospect, at my age now in my mid 40s, it's such a small period of my life and I'm glad that I did give myself a chance to see how fast I could go and to what level I could push my body to, then ultimately have that opportunity to go and becoming an elite and professional swimmer. So I think not setting boundaries or limits when it comes to what is possible was another bit of advice.

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The Banner X

The Magpie

ignition of the dancing flames

the tapestry-maker

~ candles sit, cold under the sky brushing empty air as time inches by.

and that single line or note or bounce or beat is a spark of flame is a map of fire, written in our name.

down a narrow walkway a tightrope of bleak singularity, beneath the shadow of terror a balance beam of ultimate obscurity.

the needle of absolution the threads of contemplation the cloth of ambition sewn together: by the dreams of aspiration.

as a tapestry of fear sew fast the corridors,

the tapestry begins where reality ends

yet

and they shall smolder they shall sing until a candle’s wax runs dry tinted with the hues of flames once calcified.

as the monster of morality brings to life; its demons of folklores.

for the hands of the tapestrymaker, of reality’s perception, are ours to command.

~ from a single brushstroke on an empty canvas or the trillings of notes of a soaring nightingale, from the bounce of a ball against the hard concrete, or the tempo of a song’s slow entreat a single beat breathes sparks to flame embers combusting for a fiery reign. until the flames start to dance against the cold night sky; yellow against orange against red against blue kindling a special melody for a conflagration’s battle cry.

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The Magpie is Seoul Foreign School's student-led, award-winning literary arts magazine. The club is dedicated to celebrating and promoting the literary and visual arts at SFS.

and so ~ candles sit under the sky, waiting for ignition to be lit and to burn, in the constellations in the comets, in the colors of flames of fire; dancing as they fly.

the needle of nightmares the threads of damnation, the cloth of destiny’s heir sewn together: by the blood of an imagination. a piece so dark and lonely a pathway of mournful pleas, the final ending of night’s deadly disease. the crepuscule’s incarnation - is a reality’s mutation. yet once so often comes a flicker of candlelight; a dawn’s precaution forthcomes the beauty of twilight.

The BANNER | Communities

A Poet

Decision

Kiss in the Rain

And in the fire stands a man A poet Fragile heart Stubborn mind A grain of sand left to the wind Ashes of a forest fire Flames and dreams Destined to soar higher

World hear me You cannot defeat me For only I can I am I I decide when to quit And how to do it I decide when my end draws near Throw sticks and stones Do break my bones I make promises I break I am HUMAN FOR ALL’S SAKE And though death will part me from this world I refuse to be silent I will be heard

Her roselike blush, Storm-battered gleaming simper, Not a day goes by.

And in the rain stands a woman A poet Stubborn soul Fragile bones Tears pouring like waterfalls Leaves tossed by reckless winds Hear.

For her future calls

Cinquain of a Gaze How dim– Afternoon’s light, Aside her flustered glance; I doubt I’ll ever exhaust of Due praise.

They owe the world no love, no hate But the world owes them A glorious fate Embers rising from the flames A silhouette in the light The end of the night is waiting for them Fire and rain, a glorious sight They open their eyes Take off and take flight

Browse the Magpie issues: www.themagpiesfs.org/archives Fall 2023 | Communities

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Comm unities

The Spirit of Service at Seoul Foreign British School

Her Royal Highness, Diana, Princess of Wales visiting Seoul Foreign School British School in 1992.

By Natalia Federighi de Cuello Parent

T

hirty-one years ago on November 4th, 1992, Her Royal Highness, Diana, Princess of Wales came to Korea and visited Seoul Foreign British School. Wherever she went, Princess Diana had a gift of connecting with others, making everyone feel she genuinely cared for those around her. Because of this, Diana is known as the ‘People’s Princess.’

During her lifetime, she was a committed philanthropist who gave herself wholeheartedly to many causes that she held close to her heart. She shone a spotlight on health issues including HIV, AIDs, leprosy and cancer, as well as campaigning against the use of landmines, to name a few. As a result, her humanitarian legacy of service is immense, earning the respect and adoration of people all over the world. Diana, Princess of Wales was a trailblazer, unwilling to be held back by convention or tradition.

The same year that she visited Seoul Foreign British School, she became patron of a charity that provides housing and support for young people across the United Kingdom. She was passionate about her mission to give homeless adolescents a future, while also raising awareness of those living in poverty, or struggling with issues related to mental health.

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The memory of Princess Diana reminds me about the value of service to those in need. It reminds me about being generous to others. And about giving our best in pursuit of what’s good for society.

The mission statement of Seoul Foreign School draws us to the importance of giving ourselves to the service of others. Reflecting on this, I think about the way in which Seoul Foreign British School puts service at the centre of its curriculum, setting it apart from many other international schools.

Alongside the English National Curriculum for English and Mathematics, the British School embraces an International Curriculum programme whose frameworks place high importance on ‘Action.’ At the British School, this action intentionally connects with the service mission of the wider school.

In the Early Years, the youngest students learn about being changemakers by fundraising to adopt a penguin through the UK Antarctic Heritage Trust in Port Lockroy base. Their care for creatures is also embraced in a very hands-on way with the hatching and care for ducklings in the spring.

The BANNER | Communities

2023-2024 British School Service Learning (BSSL) launch with Director Kim from Nanumi, a food kitchen for the homeless at Seoul Station.

In the Primary years, IPC exit points include an action that connects with others, whether it is students inviting others from the community to share in their learning, or presentations to raise awareness about issues related to Fair Trade in various industries around the world. The Primary Student Council is an active body organizing fundraising events for causes near to their hearts, as well as advocating for their peers on issues that matter to them.

In Key Stage 3, the British School Social Leaders project (BSSL), encourages our students to volunteer their time, talents, and resources to serve others. Inspired by the stories of dedicated people in our wider community, the students reflect on their own passions and draw on a wide range of skills, experiences and resources to select their own projects to serve others both within and outside of their immediate community.

In the last year alone, alumnus John Chae who leads an orphanage in Korea, Director Kim who leads Nanumi food kitchen serving the homeless, and television personality and civil servant Jasmine Lee have all given generously of their time to speak to our students about service. And it is these examples that are helping to drive our students to do something extraordinary.

A key part of their impact has been through communicating with different groups to ask the best ways they can connect and support. This has brought about a shift in mindset from indirect service to direct - leading sessions with children in the orphanage that ensure they are seen, heard, and valued, organising a clothing drive as this was what they wanted and needed, addressing a more local need by developing a lost and found website for mislaid personal items, and building a play loft in the Foundation Class from responsibly sourced reused materials. The list goes on.

As a parent of children at the British School, as well as a Governor of SFS, I believe the role of parents in fostering a culture of service is essential. I believe in our role as mentors to guide our children along the path of serving others, in partnership with the guidance they receive in school. I believe in fostering a generosity of spirit; serving without seeking recognition; doing the right thing simply just because it is the right thing to do.

The legacy of those who serve, including those who have gone before, should endure if we ensure that the culture of service is fully endowed by serving generously, with a mindset of inclusion and non-judgement. Let’s cherish watching our children grow as trailblazers, unwilling to be held back by convention or tradition.

Fall 2023 | Communities

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In Memoriam:

Richard F. Underwood L

ast June, we said goodbye to Richard F. Underwood. Dick, the son of SFS's first teacher, dedicated his life to our school. This unwavering commitment to Seoul Foreign School, his passion for education, and his genuine care for each student and staff member touched the lives of countless individuals. His family, former staff, and alumni all remembered the many ways that Richard touched their lives and the impact he had on everyone he interacted with. As his children said so beautifully, he is out of sight, but not gone, and his memory certainly lives on all around the school that he so deeply loved.

Dear Seoul Foreign School Community, Thank you for dedicating this United in Prayer service to the memory of our father, Richard Underwood. While saddened by his death, we are comforted, as he said, that he is not gone, just out of sight. A sound, a smell, or something we see or feel, reminds us of him and makes him alive in our memories and hearts.

Seoul Foreign School is one of those sights, sounds and feelings that will always remind us of him and his efforts to live a life of faith, demonstrating by his actions the love of God for all of us.

Whether it was advising or comforting a student, encouraging faculty, managing trouble, or planning the future, his focus was on the well being of the school and all who make it special.

In particular, we remember Dad’s love and affection for the classified staff, taking care to introduce us to each new hire and emphasizing the skills and value each brought to the school. Whether it was the first carpenter or electrician, the secretaries and clerks, the bus drivers and guards, all of them made the education we received possible.

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He went out of his way to get to know each of the staff, often spending evenings or lunches sharing galbi-tang at a local eatery. Yet he had time for each of us as his children, balancing the demands of the school with the family.

Each of us, after graduating from SFS, went on to college.

His letters to us were filled with his current projects at the school, his challenges of working with a troubled student, or navigating the frustrating education bureaucracy. We were all fortunate to come back to Korea in the years since we graduated, and can still feel and see his legacy in the school.

In the early 1960s, when SFS was still small, Dad and SFS started a journey together. He managed the early growth of the school throughout our childhood. Our childhood and the school are all mixed together and the continued success of the school, students, faculty, staff and community is part of the legacy Dad left for each of us.

Sincerely, Fred Underwood, class of 1972 Marilyn Burney, class of 1974 David Underwood, class of 1977 Beth Underwood, class of 1979

The BANNER | Memoriam

Testimonials I enrolled in SFS as a kindergartener in 1961... Mr. U's first year as head of school. His daughter Marilyn was in my class, and I was in scouting with his boys until we left Korea in 1970. Since Mr. U was a redhead, I always thought that his hair was on fire... and in that first year, maybe it was. At that age, I was more in awe of him than friendly with him, but I do appreciate all he did for the school and foundation he set for future success.

— DAVE C UM M IN GS

Mr. Underwood has been a part of my life since I first went to Korea in 1961. As a child, he was to me, the leader of our school - always, the leader. I was in awe of him and all the "Underwoods" for that matter even in my young understanding of their legacy in Korea as missionaries and pioneers. During my years as a high school student, I was classmates with his son David Underwood and I shared the stage and student leadership positions and more with him. The Raders and the Underwoods went to Seoul Union church together, Taechon Beach together in the summers and more. After I graduated from college, Mr. Underwood invited me to return to SFS as an English teacher in the high school and I am forever indebted to him for that as I met my husband Jack there and I began my life of teaching and directing at SFS with that decision. How grateful I am to Mr. Underwood for having faith in me as a young 23 year old. I never wanted to let him down. Ever. He used to chuckle when, as a very young and inexperienced director, I would come to him and tell him that I could not get the play finished in time!!! "You always do and you will!" he would tell me with that grin on his face. He was a force of nature. He built the original Robb Hall with double the number of seats or more than were attending the school knowing and believing in the growth of SFS and was he ever right! If you have not had a chance, read Mr. Underwood's stories about his life that he has written. Fascinating. What a wonderful storyteller! I am privileged to have corresponded with him just a few months ago. His mind was as sharp as ever. My heart goes out to his beautiful wife Aunt Carol and his children who feel like family to me. I am so glad that Mr. Underwood lived to see the growth and expansion of SFS! Many people will write they were in awe of him and I will write the same. At the same time, he was very down to earth, always willing to talk and meet with students, teachers and community members. How grateful I am to God for his vision, dedication, and belief in all that SFS could and would become!!!

With much love, honor and respect, — EDIE J. M O ON

I am taking a journey back, stretching to my young adult years and arriving in Korea connected to a village development group with a mission to care for still impoverished villages in the late 1970s and 80s. Our organization needed support from those who could be employed and I was an elementary teacher. My great fortune was an opening at Seoul Foreign School. What a marvelous place to teach. And at the head was Richard (Dick) Underwood.

Competent, humorous, curious, sure of his role, and always available. I found myself under the wings of probably the most opportune moment as a teacher. My creativity was honored and encouraged and my own situational challenges supported. I knew at any time Dicks office was open to me and that he would carefully listen and think through with me what was possible. Of course most of the time I was working with my principal Ron Richter, (another incredible individual in the history of SFS). I always knew I could reach out to Dick. And more than that, I always knew he wanted his staff to do so and would receive us all equally. I am now and always so grateful for the journey I took with Seoul Foreign School and the gift of being there at the time of Dick Underwood. My love to all of his family, those I knew and those who have come after. We were and are all blessed to have been in his life.

— DIANNE GREENWALD

Fall 2023 | Memoriam

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United in Prayer, September 25, 2023. SFS alumni and retiree staff were here on campus to join the United in Prayer: In honor of Richard Underwood.

The retiree staff made a collective gift in honor of Mr. Richard Underwood.

Dick Underwood was totally committed to the Christian vision and Mission of Seoul Foreign School. He was kind, considerate, generous with his time, always willing to listen to problems and to find solutions. His spirit still lives at SFS. Our condolences to all the family members.

- WARREN RO BIN H UDSO N , f aculty m e m be rs 1986 - 94

I had the privilege of knowing Dick Underwood all my young life. When I was a freshman in high school I was in two plays with his daughter Beth… “The Tempest” at SFS and “Oliver” at Taechon beach. One day at the beach Uncle Dick took Beth and me out in their boat and taught me to waterski. I’ll never forget his laugh and kindness!

My heartfelt condolences to Carol and the whole family.

- LEAH SAUER M EEK

The first of my seventeen years working at SFS coincided with Dick's retirement as headmaster. I have fond memories of him sharing his experiences growing up in Seoul and his family's deep roots entwined with the history of Korea. While it was easy to be awed by Dick's amazing life and knowledge, his open nature, friendly spirit, quick wit and down to earth manner always made one feel valued and supported. His Christian faith was an inspiration and I feel privileged to have known him. My sympathy goes out to Carol and all the Underwood family.

- J O JEAN SC H ULTE, F o r m e r F a c u lt y

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The BANNER | Communities

Class Notes The Banner always welcomes your Class Notes and submissions. To submit, please reply to emails or send notes to alumni@ seoulforeign.org.

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Ron Moore ’68 visited the Campus after several years along with Yvonne Moore. He was pleased to see his father being recognised on Campus. The Pre K playground has a plaque honouring his father Rev. James H. Moore, who was the Chairman of the Board from 1961-1963 . Ron currently lives in Munich, Germany.

continued to live in the US and Europe mainly in Germany for many years and now is currently residing in Thailand.

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Karen McEachern Martin ’89 “I attended SFS from Kindergarten through 9th grade. I’ve always wanted to bring my family to Korea to see where I grew up, where I went to school and to experience the Korea that I love so much. This trip to Korea, my husband and I were able to bring both our children and grandchildren, as well as my father and his wife. Based on my experience at SFS and in Korea, I spent a few years teaching TCKs in the US who were getting ready to move all over the world. We taught them how to learn a new language, how to make friends even when they don’t yet speak the language, to try new foods, and to adjust to a new culture. I cherish all the memories and am grateful we were able to make this trip.”

Ron Moore ‘68, July 17, 2023

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Allie Gassman ’81 visited the campus on August 7, 2023, after several years.

She studied at SFS from 1971-1979, under the name Almut Höschele. She now lives in Columbia, Missouri, USA.

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Michael Schwaegerl ’83 visited the campus after 10 years. Last time he visited the school he met Jack Moon, former Faculty of SFS on the field. He felt that the campus had changed so much back then but after a decade the campus has changed even more. He was also delighted to reunite with his classmate Jennie Rader Purvis ’83 who is currently a HS counselor at SFS. 40 years have passed since they graduated but they recognized each other right away. After graduating SFS, Michael moved to Boston for college and then

Michael Schwaegerl ‘83, September 12, 2023

Karen McEachern Martin ‘89

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We are proud to share that Nicholas Howon Park ’93 has been elected as Chair of the Global Board by the Global Board and Global Advisory Committee of Dentons, the world’s largest law firm with over 11,000 lawyers in 81 countries. In addition to serving as Chairman, Nicholas is a member of Dentons’ Global Board, Leader of the Firm’s South Korea Region and Senior Foreign Legal Counsel at Dentons Lee. He assumed the role of Chairman starting August 2023. In his role, Nicholas will preside over the Global Board, the Global Advisory Committee and the General Assembly of the Verein which are responsible for the strategic direction and management of the global firm. Huge Nicholas Park '93 congratulations!

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While Wayne Kim ’95 was visiting Seoul, he made sure to visit the campus along with Bora Kim ’98 on September 13, 2023. Bora won the 'Alum of the Fall 2023 | Class Notes

Wayne Kim ‘95 and Duyeon Bora Kim ‘98- September 13, 2023

Year’ back in 2021. Both Wayne and Bora were happy to reunite with their teacher, Jennie Rader Purvis ’83, who was his English teacher back in High School. “Wayne was one of my best students and I still remember how good his handwriting was” says Ms. Purvis. Wayne is now a lawyer and currently resides in Washington DC.

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After 35 years, Susie Conte ’96 was back on campus on September 7, 2023 while she was in Korea for an artist residency at Incheon Art Platform. She was intending to do a talk about memory and identity and her expat childhood, especially her time here in Seoul. Susie is currently a Theatre Director at a university and resides in Australia.

Susie attended ES from 1986-89 with her sister Jenny who is a TV producer in Bangkok. She has happy memories of SFS laughing and playing a lot. She still keeps in touch with her SFS classmates and had so much fun looking at her old yearbooks. It was such a pleasure for Susie to see the school again.

Susie Crabb Conte ‘96 , September 27, 2023

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Sonia Figueroa Lee ’98 came back to visit SFS along with her husband.

She was beaming with joy to be on

Sonia Figueroa (Lee) ‘98, October 19, 2023

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Campus after 25 years and had many stories to share about her time as a student at SFS. She is now a US Army Veteran, an inauguration lawyer and currently resides in Los Angeles, California, USA together with her husband and cat.

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Dan Borden ’01 visited SFS along with his wife, Katie and daughter Hanna from Chicago as well as his mom, Soon-ok Borden, former Faculty of SFS. It had been 16 years since he last visited Seoul and was happy to be back on campus where he grew up. “A lot has changed, but it is still good to see our old home (P3) and some other buildings that still remain the same.” Dan is now a Software Engineer and a Martial Arts teacher. He recently reunited with many SFS alums in New York, at a wedding of one of his batchmates of 2001.

architectural design of the SFS campus. She is an Architect at RSP Architects & Planners, and currently resides in Singapore.

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Jacob Lunden-Welden ’12 was back on campus after 10 years since graduation. He married Sofia in 2022 and currently resides in Dublin, Ireland and works for LinkedIn. He was happy to reunite with some former faculty members and also see the new High School building. He still talks about SFS to his friends and the great opportunities and experiences he had here.

Sophia Mun ‘12

towards her PhD at the University of Toronto, Canada. She will be here in Seoul for the next four months. Sophia Mun ’12 visited the Campus along with her mum and sister and was pleasantly surprised by how much the school had developed in the last decade.

13 Jacob Lunden-Welden ‘12, October 4, 2023

Jong-In Jun ’12 is back in Seoul as an attorney at Yulchon. He visited the school with his friend and batchmate Thomas Liu ’12. They were both happy to see all the changes made on campus and also to reunite with Mr. Younghan Hahm.

Dan Borden ‘01, June 19, 2023

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Greer Smith ’02 attended SFS from Grade 10 through Grade 12. She now works for the Australian Embassy in Papua New Guinea. She was an all-star athlete in volleyball, basketball, and soccer and was on the SFS 30th Anniversary team from 1972-2002.

She visited campus on September 27, 2023 along with her husband Scott Cook and daughter Summer, and was happy to meet with her fellow Basketball player Paul Rader ’04.

Zachary Devita ’13 was back on campus after 15 years. He attended ES and MS at SFS and left in 2008.

His father was a former teacher at SFS, Mr. Tim DeVita. It was a walk down memory lane, as he toured the campus- the times he spent at the ES library, the 30-hour famine at the UAC, spending time at Bennetts home (former student and faculty member), playing soccer, doing a Shakespeare play- Mr. & Mrs. Hoskins, at the Lyso Center etc. It was at SFS that he discovered his love for reading and writing and became a journalist. He currently resides in New York and works for NBC.

Jong-In Jun ‘12 and Thomas Liu ‘12, August 25, 2023

Rebecca Im ’12 and So Yoon Won ’12 were happy to be visiting the SFS campus with high school friends. Rebecca moved back to Seoul from Australia after college, and is currently working for PWC Korea. So Yoon Won ’12 visited SFS with an old friend and was very happy to be back. She is currently working

Zachary DeVita ‘13, September 8, 2023

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Heather Tzou ’14 is currently living in New York City working for a Fintech company. “It’s so good to be back and see the new renovated campus,” she

Greer Smith ‘02, September 27, 2023

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Margaret Yoo ’03 was back on campus on September 15, 2023 to share her career experience with our high school students at the HS Career Summit. She enjoyed being back, reconnecting with the school and was amazed at the current

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Rebecca Im ‘12 and So Yoon Won ‘12, October 6, 2023 The BANNER | Class Notes

Wen-Ting (Heather) Tzou ‘14, Sept 7, 2023

Katherine Kim ‘14, September 20, 2023

exclaimed. “I had so many great memories and it’s nice to see the Crusader spirit continue to live on!” Katherine Kim ’14 was back on campus after 13 years. She attended Elementary and Middle school at SFS and was amazed to see all the changes on campus. She currently resides in New York and works for Noom Inc. After 17 years, Stefano S. Pedrocci ’14 and Piero S. Pedrocci ’16 made a visit to Seoul and SFS along with their parents. The brothers attended ES and MS from 2004 - 2007. They recalled spending time in the new ES for just one year before they left. They even brought with them a yearbook from their time at SFS and talked about their memories at the school. The family still keeps in touch with their former teacher, Ms. Sarah Carpenter and also has great memories with Mr. Gingerich (Former ES Principal) and Ms. Anne Gardon. They were also excited to see the Lyso Center again. Piero said that everything looked so big at that time- the Lyso Center, Soccer field, the school. Stefano graduated High school from Italy and got a double degree in finance at Luiss University, Rome and at Fordham University, New York. He is currently working as an Investment Banker in Dubai since 2022.

Ariyana Chowdhury ‘16

Matthew Park ‘22, September 18, 2023

happy to be back and meet up with his former teachers Mr. Rick Wilson, Mr. Sean Cary and Mr. Paul Kim.

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Yoo Jin ’23 visited Campus after graduating last year and is currently in her first year of college at the National University of Singapore.

Rayoung Madeline Lee ‘21

to participate in the inaugural Georgetown University Department of Government’s Summer Institute, in Law and Practice, this past summer. Throughout the ten-week program, she took relevant coursework such as Constitutional Law and International Law, conducting research, and interacting with legal professionals to gain a deeper understanding of the legal field. Madeline also visited lawyers from both the executive and judicial branches including the National Security Division of the Department of Justice, the White House Counsel, the Solicitor General of Virginia, and Justices at the Virginia Supreme Court. What a great experience for Madeline!

After Sierra Heinrich ’21 graduated from SFS, she took a gap year to focus on learning German and getting adjusted to Göttingen, where she lives now and studies Physics. She is starting her third semester at the University. Her parents still live in Seoul, so she is lucky to be able to visit Seoul often.

Dave and Tracy Nichols (Former Teachers, 1994-2005) made a visit to SFS campus after 17 years. They currently reside in Fort Collins, Colorado. David is teaching High school Art and Theory of Knowledge and Tracy is teaching Elementary Art. Tracy has made and published Art and History timeline posters which you can find at timelinestaircase.com Their daughter Emily who was born while they were in Seoul is now teaching choir in Seoul.

They were happy to reunite with Paul Rader ’04 and also with Harry Creech ’05, Dave’s former student.

David and Tracy Nichols, Former Teachers, October 5, 2023

In Memoriam

Stefano ‘14 and Piero ‘16 Savoldelli Pedrocci, October 16,2023

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Ariyana Chowdhury’16 visited SFS after graduating several years ago. She was accompanied by two friends and they enjoyed walking around Campus trying to spot the differences between then and now.

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Rayoung Madeline Lee ’21 is currently a junior at Georgetown University majoring in Global Business and minoring in Psychology. She was selected as one of twenty-five students

Sierra Randall Heinrich ‘21, September 27, 2023

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After graduating from SFS, Matthew Park ’22 moved to Emory University, USA, and is now back in Korea to do his military service at KATUSA, Daegu. He was Fall 2023 | Class Notes

Linda Sande (FT, Computer Science 1988-1994), passed away on Aug 28, 2023 after a valiant battle with cancer.

She will be missed very much by her husband Earl (FT, Library 19881994), and children Elexis (Sande) Harrison (Class ’94) and Nathan Sande (’97*), as well as her wide circle of family and friends.

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New Faces in the Middle Lately at SFS School Design department!

There is so much happening at SFS on any given day that it would be impossible to capture everything in one magazine, so we’ve rounded up a few events that happened this semester at Seoul Foreign School.

Passion for Dancing Heejeong (HJ) Choi British School Year 9 Dancing has always been my deepest form of selfexpression and passion. My passion for dancing began in 2019 as I joined the beginners KPOP dance SWEP after school. The wide range of genres and its unique approach of representing various cultures instantly caught my attention and I rapidly seeped into the dance community as I started to provoke the inner dancer within myself. Dancing was like learning a foreign language, whether it be the rawness of stepping, the vibrant energy of hip hop, or the grace of contemporary, every aspect of dance was always a fascination and new to my usual body language. However, it somehow always managed to seem so familiar and I realised that's when my passion for dancing clicked into place. Dancing also acted as a support beam in several moments of my life. It was always my way of escaping the stressful reality and entering a completely open space that brought me peace and comfort. Something I consider as true happiness. It was also my reason for climbing onto the stage and performing in opportunities such as the Middle Years play and being a part of the Middle Years dance. team that helped me to unlock a sense of confidence from the feeling of acceptance from the audience. I will forever be grateful for the role that dancing had in my life and it will always be a passion that I will hold onto close to my heart.

Heejeong as younger Fiona in the Middle Years Musical, Shrek Jr..

Brigitte Parr School-wide Head of Design We've got a trio of fresh faces in the Middle School Design department! With their arrival, there's a whirlwind of new ideas, innovative approaches, and exciting projects, all leading to some seriously enthusiastic and engaged students!

As we dive into the 2023/24 school year, there's an unmistakable buzz in the air - teachers bubbling with excitement for what's to come, and students eagerly speculating about the personalities and creativity our new design teachers will bring to the table.

Bryan Johnson, Nelson Tsui, and Ben Damaso have seamlessly settled into our bustling MS community, forging friendships, and generously sharing their expertise. Most importantly, they are offering our students a range of hands-on learning experiences, promising a year filled with everything from quirky digital gizmos to wooden products to delectable food creations? Exciting times ahead!

By recognizing the interdisciplinary nature of Design and its inherent integration with the core principles of STEM; Bryan, Nelson, Ben and Mr. Kelvin Lamb are ensuring MS Design students are acquiring a comprehensive understanding of the broader STEM disciplines, preparing them for the challenges and opportunities of the future.

Follow us on Social Media There’s always something happening at SFS. Follow us on social media and don’t miss an update!

Website: www.seoulforeign.org Instagram: @seoul_foreign_school Facebook: https://www.facebook.com/seoul.foreign.school/ Youtube: Seoul Foreign School LinkedIn: Seoul Foreign School Twitter: @SFS1912

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The BANNER | Lately at SFS

2023 APAC Arts Review Emmalee Johnson IB Music & HS Orchestra Head of Department - MS / HS Performing Arts From November 16 to 18, our talented students participated in the Asia Pacific Activities Conference (APAC) Arts festivals held in Seoul (choir), Hong Kong (dance), and Hanoi (orchestra).

These events showcased an unparalleled convergence of cultural diversity and artistic excellence, bringing together students from various international schools in our region. In the words of Kevin Summer camp trip to Jeju.

Chung (Moonlight Choir, grade 12), “true musical passion seeped out of every APAC Choir singer. Every minute of the festival experience reflected the joy of music and community.”

Aileen Chen (Dance, grade 12) shared her transformative experience, emphasizing the festival as “a great opportunity and experience as I got to meet dancers from all around the world. I got to see different forms of dances and even learn these different genres. I wouldn’t have ever gone out of my comfort zone if it wasn’t for APAC Dance. I also felt such a deep connection with my team members, I’m just so grateful for the amazing team love!”

Similar sentiments were echoed by Heewon Cho (Orchestra, grade 11), saying that APAC Arts was “a great opportunity to bond with people with similar interests and experience new

APAC Dance.

cultures”. The APAC Arts festivals not only provided our students with a platform to showcase their artistic prowess but also nurtured a global perspective, fostering friendships and memories that will last a lifetime.

Thank you to the teachers and chaperones (Alena Pyne, Jason Lee, Emmalee Johnson, Michelle Albano, Kelly Gilmore), the activities office, and the parent volunteers who helped us to host APAC Choir at SFS. Congratulations to all!

APAC Orchestra.

APAC Choir.

APAC Choir 2023 hosted at SFS. The Visual Art created by Harrison Creech, HS Visual Arts Teacher.

Fall 2023 | Lately at SFS

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Letter from Advancement Dear SFS Community, It has been such a humbling experience to have witnessed the ongoing generosity and philanthropic support from our community to help drive our mission forward. We would like to express our sincere appreciation to all of our donors who participated in last year’s giving program. Your support is crucial as it paves the way for the community of giving at SFS and to help maintain the success of the school. With this momentum, we are off to a great start to the school year, with 100% participation from the Board of Governors and Senior Leadership Team and more than 80% from our faculty and staff. We have raised KRW 143,869,818 for the Annual Fund and a total giving of KRW 221,138,390 as of November 27, 2023.

What happens to my gift?

Every gift has a major impact on our community.

Here are a few testimonials from our Faculty and Staff on how your gift enhanced the learning experiences of our students.

COUNSELING PROGRAM FOR ELEMENTARY, MIDDLE AND BRITISH SC HOOLS

“Our school's counseling department introduced the Second Step program, a robust and research-based socialemotional learning curriculum in the Elementary, Middle and British school sections. This program helps build a strong foundation for a new generation of socially and emotionally savvy people. Students learn about important topics and develop essential skills that empower them to become happier, healthier, and more well-rounded learners.”

The Annual Fund is an important resource for the school which makes a direct impact on school learning, promising our students transformative learning experiences that will shape their futures. In the next few pages, you can read more about how your gifts to the Annual Fund have made a direct impact. If you haven’t participated yet, please take this opportunity to join our donor community by making a gift of any size. Participation builds community; it is more important that you give than what you give.

Centennial stones are exclusive and limited to 100 stones.

They bear engraved names and are positioned at the entrance of the High School, along with a plaque on the donor wall. This is a great opportunity to leave your legacy at SFS while supporting the Building for the Future Fund. 2023-2024 will be the final year for this opportunity. If the notion of creating a lasting legacy at SFS resonates with you, please contact the Advancement office.

We are also excited to share that SFS’s inaugural Fundraising Gala, "Around the World in One Night" will take place on February 3rd at the Grand Hyatt hotel. This event promises to be a memorable evening of culture, community, and generosity and most importantly to support a new golf zone that will be incorporated into our school’s PHE curriculum starting next school year. We are seeking donations and sponsorship for this cause. For more information and to sponsor, please contact gala@seoulforeign.org. All community members are invited. Please join us to make another lasting impact for our students!

With great appreciation, Yoojin Um Director of Advancement 86

For more information on giving The BANNER | Advancement

— C AROLINE SCOTT, M S C o u n s e l o r

ES NEW PHONICS PROGRAM

TRUST BASED OBSERVATIONS TRAINING

"The students always got there in the end but this year I am noticing that they seem to be realizing at a much earlier stage in the year that letters make words and they're able to sound through and independently read words."

— M I C H A E L RILEY, K i n d e r g a r t e n T e a c h e r

"I am seeing children segment and blend words together with greater efficiency and transfer this knowledge with greater confidence into their everyday reading and writing."

— C L A I R E FRAN CIS, G r a d e 1 T e a c h e r

"I feel like the students are taking more risks in their writing, attempting to spell words they don't know how to spell because they can segment the words and approximate the sounds more confidently."

— L E I L A WEBB , G r a d e 2 T e a c h e r

“As IB educators, we are committed to ongoing reflection and professional development, to ensure that our curriculum is research informed and aligned to what we know about how kids learn best. This year in the elementary school, we have innovated our reading phonics and phonemic awareness curriculum. Teachers have undertaken professional development in a new explicit and systematic phonics program called UFLI, that has been implemented in all classes from Kindergarten to Grade 2. All students take part in daily explicit phonics lessons that develop awareness of the segments of sounds in speech and how they link to letters, teach students to decode words, analyze word parts, and write and recognize words. Students practice reading connected text every day to support their accuracy, fluency and comprehension.

Students also focus on letter formation and letter placement.

We made this change to align our practices with the huge body of research, aligning to the Science of Reading. As lower elementary teachers, it is our job to teach "the code."

We are dedicated to students learning a strong foundation of decoding skills, an essential strategy for independent reading. Reading ability affects a student's performance in every other aspect of school. We are already seeing a strong impact of this new program and it's exciting to think about the skill level of students after the program has been implemented for a longer amount of time.”

Trust Based Observations (TBO) has been a gamechanger in our educational approach. Partnering with teachers through TBO has transformed our teaching and learning dynamics. TBO's core focus on pedagogical principles empowers our educators to reflect on their own practices. It's not about judgment, but growth. The access to valuable resources for skill development is invaluable. TBO fosters a safe haven for teaching and learning, encouraging both teachers and students to take risks, knowing it's a space to learn from one another. It's a breath of fresh air in the often-stressful world of education. TBO is a powerful tool for positive change in our classrooms and school community.

— KELLY GILM ORE, H S A ss i s t a n t P r i n c i pa l

Trust-Based Observations is a strength-focused class observation. It helps to build a strong and positive relationship between teachers and school leaders, removes the teacher’s pressure of being “checked” and encourages a more positive “risk-taking” style of quality improvement of the teaching and learning in the classroom. It shifts from the traditional teacher appraisal system to be more regular, more teaching & learning focused, and a more evidencebased approach that encourages “every teacher becomes a learner of their own teaching”.

— JOANNE LI, D i r e c t o r o f W o r l d L a n g u a g e s

— R E B E C C A MURRAY, L i t e r a c y C o a c h

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SCHOLARSHIP AWARD RECIPIENTS

2023 International Businessperson of the Future Award - Arisha Fatma ’23 The ’International Businessperson of the Future Award’ is given to a graduating senior who is pursuing a college degree leading to a career involved in the private international business sector. This scholarship was endowed anonymously in honour of Kevin and Ellen O’Donnell.

Kevin O’Donnell forged a career in international business and along the way, he brought the Peace Corps to Korea. Ellen O’Donnell spent her early years in China, the daughter of medical missionaries. She happily moved a family of eight children from Ohio to Korea, to support her husband’s dream. Throughout their lives, Kevin and Ellen have been positive role models for values and ethics. It is in their honour that the Seoul Foreign School International Businessperson of the Future Award is presented to the graduating student who best exemplifies a strong set of personal ethics and fairness in dealing with others, who shows a facility for exchange and who visualizes a career supporting international understanding through private enterprise and business development. Last year’s recipient was Arisha Fatma ’23

s a student who was newly enrolled in our high school in Grade 9, Arisha made an immediate impact on our student body. She was able to apply to one of our most competitive school clubs: Student Ambassadors. But even before she began her tenure, she was already helping the counseling office volunteering her time, reaching out to new students when she had only recently joined herself, and helped to transform the new student experience. We received rave reviews of how successful and welcomed students felt when they arrived…and this was all due to Arisha. She was able to reflect on her own transition, found the holes and worked to make it better. Again, all of this before she was even elected into the club. Deep down, Arisha cares. She is kind without needing any recognition. When she asks how you are doing, she wants to genuinely know. It is neither small talk nor for personal gain. And she’s super inclusive so that no matter who you are, she will stop what she is doing just to reach out. She makes a difference on so many levels, in so many cohorts, and remains optimistic and bubbly despite having a lot on her shoulders. Her compassion and empathy for the weaker, unpopular, downtrodden or newly arrived is simply inspiring.

And for someone who has moved 7 times, all over the globe, it would seem that relationships would not be worth the investment. Clearly for Arisha, everyone is worth her time. But this doesn’t stop her from taking on courses outside of the SFS curriculum to learn more about her intended areas of study.

She enjoyed both her Coursera courses offered by Duke and Yale over the summer on Behavioral Finance and Financial Markets, respectively. Then she spent time cleaning up areas in her community park, so that others could enjoy their outdoor time without having it disturbed by rubbish littered across the walkways. Again, Arisha does this on her own accord as it

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Photo by Ho Yoo (G12).

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was the right thing to do: not for a club, not for service hours, simply because of who she is and what she knows is right.

Arisha is a true international citizen of the world, versed in a myriad of languages including some that she just learned on her own time. Nothing like adding Mandarin to your list, right?

Looking at how she can balance ALL of her extracurriculars that include a large array of both service, sports and academics, Arisha is the Queen of Time Management. But what drives her the most is supporting the underdog or those who are less privileged. Whether it be in educational opportunities and tutoring local students in India or in Girl Up at SFS, to create a safe and encouraging space for girls to support one another in leading other women around the world, Arisha’s impact is truly a force.

Arisha is going to the University of Toronto to study Management and International Business, Co-op Program, which is a very selective program.

The BANNER | Advancement

2023 Jack R. Moon Biology Scholarship - Leyna Biggs ’24 With Jack Moon’s retirement in December 2019, we announced the launch of the ‘Jack R. Moon Biology Scholarship’ to honor Jack’s 35 years of service at Seoul Foreign School and to help continue his passion for Biology and model the tradition of inspiring academic and creative excellence. After 40 years, Jack and Edie retired and returned to the United States and it was Jack’s last opportunity to present the scholarship.

Pictured below is the scholarship recipient Leyna Biggs along with committee members- Sheila Yap, Jack Moon, Stephanie Black ’05 and Yoojin Um. This award of $1,000 (USD) is awarded to a Grade 11 student who has a passion for Biology and exhibits the mission and values of Seoul Foreign School. With your generous support, we were able to present the Scholarship for the third year. The 2023 recipient of this award was Leyna Biggs ‘24 and she shares her summer internship experience below.

H

ello everyone! My name is Leyna Biggs, the 2023 recipient of the Jack Moon Biology Scholarship. With the scholarship I was fortunate to have received towards the end of my junior year, I was able to intern at a Japanese medical technology company. I would like to share how I utilized this scholarship, and what I learned!

With the support of the scholarship, I worked over the summer as an intern at a Japanese medical technology company called ERISA. ERISA has been working alongside Japanese universities in the development of their Artificial Intelligence(AI) technology for the early detection of Alzheimer’s. During my internship, not only did I get to learn how their AI technology works as a supervised approach form of AI, I also got to deepen my understanding of neuroscience through researching the effects of neurofibrillary tangles and amyloid plaques on brain atrophy.

Along with learning the company’s intricate technologies and the science behind the neurodegenerative disorders the technologies are focused on, I was able to work alongside my coworkers in their coding for the machine learning technology tasked with detecting Major Depressive Disorder (MDD).

Together we worked on the code and fixed any errors to ensure the machine learning software was detecting MDD effectively through the analysis of patient MRI brain imaging.

HOW DID I COME UP WITH THIS IDEA?

Having grown up primarily in East Asia, I have seen first hand the impacts of neurological and neurodegenerative disorders, especially during my volunteer visits to housing facilities outside of Seoul. Through my realization that the impacts of such disorders are a current pressing public health crisis, most especially in East Asian countries’ aging populations, I kept doing research online regarding current technologies

Photo by Ho Yoo (G12).

HOW DID I UTILIZE THIS SCHOLARSHIP?

to help combat these disorders. My research on Alzheimer's led me to an article on “Machine Learning of Brain Structural Biomarkers for Alzheimer’s Disease (AD) Detection…” (Shiino et al., 2021), and I discovered that one of the main researchers is a part of the Japanese medical technology company ERISA. Through my passion, also with the added bonus of being able to speak Japanese, I reached out to that researcher, and secured an internship.

WHAT DID I LEARN?

Looking back, it is astounding how much I learned through the course of my internship. Since IB biology’s curriculum covers minimal content regarding neuroscience, delving into the realm of neurodegenerative disorders allowed me to explore neuroscience through exposure to the field. With the novel AI and machine learning technologies that ERISA has either developed or is developing, I also learned the importance of collaboration within the realm of scientific research. The development of these technologies wouldn’t have been possible if it weren’t for the collaboration with local universities like Shimane University for the ethical sharing of patients’ MRI brain

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SCHOLARSHIP AWARD RECIPIENTS pressing public health crisis of neurodegenerative disorders is through working together.

HOW BENEFICIAL WAS THE SCHOLARSHIP?

This scholarship was a crucial step in enabling me to pursue my passion for neuroscience. Although it was an unpaid internship, I was genuinely grateful for the opportunity to work and learn from a leading Japanese medical technology company.

So with the support of my community, I was empowered to reach for that opportunity, which wouldn’t have otherwise been possible. For that, I am deeply grateful.

WHAT’S NEXT?

In the future I plan to continue applying my passion for neuroscience through researching and developing technologies for the early detection of neurological disorders such as Alzheimer’s and Major Depressive Disorder. Hence, entering university, I plan to study neuroscience, and will continue reaching out for research opportunities to learn through exposure to the field, just as this internship has allowed for me to do! imaging, as well as cooperation with Japanese, Chinese, and Korean companies focused on similar initiatives. This showed me the value of international and interdisciplinary collaboration focused on the development of novel technologies for the detection of neurological disorders. This demonstrated to me the reality that the way the international community can combat the

REFERENCES Shiino, A., Shirakashi, Y., Ishida, M., & Tanigaki, K. (2021). Machine learning of brain structural biomarkers for Alzheimer's disease (AD) diagnosis, prediction of disease progression, and amyloid beta deposition in the Japanese population. Alzheimer's & Dementia: Diagnosis, Assessment & Disease Monitoring, 13(1). https://doi.org/10.1002/dad2.12246

2023 American Journal of Health Promotion Award - Autumn Gilmore ’24 ‘The American Journal of Health Promotion Award’ sponsored annually by Michael O’Donnell ‘70, is awarded to an SFS Junior who best exemplifies optimal health in physical, intellectual, social, emotional and spiritual dimensions. Autumn Gilmore was the recipient in 2023.

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Photo by Ho Yoo (G12).

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he American Health Promotion Award 2023 goes to Autumn Gilmore. Autumn is the perfect embodiment of this award.

She is a two-season athlete (basketball and soccer) and was the MVP of the girls' JV basketball team this year. Autumn is also a dedicated student of Sports Exercise and Health Science and an excellent student all round. Finally, she is a role model when it comes to balance, taking time out of her study schedule to enjoy team sports and sing in the Psalms choir.

2023 Langston K. Rogde Memorial Visual and Performing Arts Scholarship - Coleman Breedlove ’23 This scholarship has been sponsored by Langston K. Rodge (Former Assistant Head of School - Operations) and Linda Rodge (Former Faculty) to a graduating senior who has demonstrated outstanding talent and abilities in either Performing or Visual Arts. The recipient of the ‘Langston K. Rodge Memorial Visual and Performing Arts Scholarship Award’ was Coleman Breedlove ‘23.

T

he Rodge Family Visual and Fine Arts Award goes to Coleman Breedlove. Coleman is going to the University of Wisconsin La Crosse to study Theatre Design and Technology.

Coleman has been an active member of Crusader Live throughout his four years of High School, even during the very challenging times of the COVID-19 pandemic. Despite the shift to a broadcast production model,

and experiences will serve him well as he gets involved in his university’s scene shop, productions and theatre program, and we are excited to see what he learns and where he goes in the near future.

While Coleman has spent a majority of his time in the theatre backstage, he has taken the opportunity to develop his theatrical skills in some other areas.

Coleman remained committed to the program and volunteered his time to learn skills outside of his comfort zone.

For the past two years, Coleman has been a student in our DP Theatre class. Colman’s 2022 DP Theatre Solo Performance had him designing

He has served in almost every production role available for students, including set carpenter, painter, stage crew, microphone Photo by Ho Yoo (G12). technician, followspot operator, light board operator, QLab effects playback operator, camera operator, broadcast audio mixer, broadcast vision mixer, video director, and more. These experiences prepared him well as he accepted a role as a student leader for Crusader Live during his senior year, providing leadership not only in reviewing the structure of the crew as we pivot back out of the pandemic, but as a mentor and example to new crew members who have joined.

We are confident that his broad range of production skills will serve him well as he continues his studies in technical theatre at the University of Wisconsin. The broad range of production skills

and performing a movement piece with 100 large white balloons that was inspired by contemporary dance artist Pina Bausch.

He also came out from behind the spotlight and took a step into the spotlight by joining the cast of this year’s High School play, Sense and Sensibility. It was inspiring to see his desire to have a full theatre experience. He played four different roles throughout the play, and his performance was a testament to dedication and hard-work. Like the Night Blooming Cereus, Coleman has bloomed once this year for the fortunate to see, but has worked for years in more clandestine ways, to allow others to be seen, repeatedly, year after year in the Mainstage, Robb Hall, and the Black Box.

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2023-2024

Donors As of November 27, 2023

Faculty and Staff (F/S), Alumni (A) (USD 1 = KRW 1,273.80)

Dana Cha (F/S)

Jason Juyoung Chang ’26

Hana Choi (F/S)

Maryclaire Seo Yeon Kelly ’35

Makayla Choi (F/S)

THE CREST CLUB Anonymous (2) S. Cary Family (F/S) Youngjoong Chang, Hyolin Kim and Ian Chang ’25

Yun Jeong ’24 and Hee Jeong ’28 Choi Andrew Chung ’97, Soo Youn Nam, Farrah ’29 and Micah ’34 Chung Alejandro ’34 and Leonardo ’36 CuelloFederighi Yves Donval (F/S)

Adeline Lia Choi ’34, Dahee Kim, Moses Choi

LD Fernandez (F/S)

Kwanghae (Aaron) Choi ’35

Tsira Gabelia and Michael Farrant (F/S)

Minsoo Choi and June Kang (A)

The Gilmores (F/S)

Ella ’24 and Gwyneth ’25 Chun

Kirsten Gray (F/S)

Claire Francis (F/S)

Jee Hye Ha (F/S)

Ryan, Sophie, William ’32, Florence ’34 and Alfred ’37 Hammerberg (F/S)

Caroline Hahn (F/S)

The Heritage Club

$ 100,000 + KRW 100,000,000 +

1912 Society

$ 50,000 - 99,999 KRW 50,000,000 - 99,999,999

The Millennium Club

$ 10,000 - 49,999 KRW 10,000,000 - 49,999,999

Red and Black Club

$ 5,000 - 9,999 KRW 5,000,000 - 9,999,999

The Crusader Club

$ 2,500 - 4,999 KRW 2,500,000 - 4,999,999

Family of S. Hyun ’31 and M. Hyun ’33

The Crest Club

$ 1,000 - 2,499 KRW 1,000,000 - 2,499,999

GaHyun Kim ’33

Centennial Club

$ 100 - 999 KRW 100,000 - 999,999

The Legacy Club

Under $ 99 Under KRW 99,999

Noah Heo ’35 Agnes Ji (F/S) Jerome and Silvia Kim (A) Joohun ’22 and Jueun ’25 Kim Youan Kim ’35

Ms. Ann Fuell

David Han and AhYoung Chi (F/S) Catie Han (F/S) Carl Hanson Holly Hitchcock and Colin Spitler (F/S) The Holbrook Family (F/S) Choongpyo Hong (F/S) James Hopkins (F/S)

Nancy Le Nezet and Adam Bernard (F/S)

Chris, Julie, Calla ’36 and Zinnia ’39 Horan (F/S)

Michael and Danielle Jarvis Lucchesi (F/S)

David and Judy Hwang

Annual Fund

Charlotte McMurray ’32

Yuwon Jeong (F/S)

Emily ’33 and Olivia ’33 No

The Johnson/Park Family (F/S)

John and Emily Park (A)

Jamie ’09 and Jonathan ’11 Jun (F/S)

THE MILLENNIUM CLUB

Susan Park and Minhoo Bae (F/S)

Seung Min Kang (F/S)

Joseph Choi ’27

The Prest Family (F/S)

Sophia Kang (F/S)

The Walker Family (F/S)

Yoon Kang (F/S)

Jessica ’15, Michael ’18 and Stephanie ’25 Woo

Anna Kim (F/S)

Parents of Benjamin Tae-young Yoon ’32 and Isabella Seo-young Yoon ’35

CENTENNIAL CLUB

Eileen Kim ’31 and Juhie Suh ’92 (F/S) (A)

Anonymous (8)

Esther H. Kim (F/S)

RED AND BLACK CLUB

Dong-Joon (Andrew) An ’24 and MinSung Kim (F/S)

Hannah Kim (F/S)

Man Ok Baik

Jinny Kim (F/S)

Ian Chung ’36 Jennifer Oh and Yon Sog Choi Min, Hyejin and Ethan Suh ’25 Family

Colm and Sinead Flanagan (F/S) Goldman Sachs Matching Gift Jun Family - Christian ’36 and Sarah ’38 Ashley Kay ’31 Joelle ’29 and Cooper ’34 Oh Davin Park ’29 92

THE CRUSADER CLUB

Jamie Bacigalupo Song (F/S) The Boulestreau Family (F/S) Melissa Brabon (F/S) Nancy Calimlim and Lexis Fridden Calimlim ’30 (F/S) The BANNER | Advancement

Crystal Kim (F/S)

Jean Kim (F/S) Marie Kim (F/S) Michelle Kim ’00 (F/S) (A) Nikki Kim (F/S) Paul and SueKyung Kim (F/S)

Ryan Kim ’28

The Visahan Family (F/S)

Esther (Ji Young) Kim (F/S)

Haydn, Sarah and Atticus ’39 Kneeshaw (F/S)

Geoff and Marlene Ward (F/S)

Hyung Gil Kim (F/S)

Michael and Ketklao Knox (F/S)

Matt, Dee Dee, Lily ’24 and Olivia ’26 Wasmund

Nampil Kim (F/S)

Eunha Ko (F/S) Sarah Ko (F/S) Dongwook Koh (F/S) Soora Koh (F/S) Hong Seo Koo (F/S) Michael Kosh (F/S) Jae Eun Lah (F/S) Andy and Joanna Lee (F/S) Geon Chul Lee (F/S) Helen Lee (F/S) Heung Sang (Hugh) Lee (F/S) Kyoungjae Lee (F/S) Moon Jin Lee (F/S) Seulgee Lee (F/S) Arabella Lespine (F/S) Marcus Li ’26 and Leo Malik ’31 (F/S) Yanghee Lim (F/S) Vasile Lozneanu (F/S) Zuzana Matusova (F/S) Elizabeth McGarroch-Slack (F/S) Donghoon Moon (F/S) Dr. & Mrs. Gene ’93 and Theresa Moon (A) Moon Ki Min (F/S) Young Sik Moon (F/S) The Munce Family (F/S) Jodi Lynn Murdoch (F/S) Rebecca Murray (F/S) Elish Pangiraj and Prema Thomas (F/S) Anna Park ’81 (F/S) (A) Paul ’04 and Hannah Rader (F/S) (A) Hyesoon Shin (F/S) Shannon and Justin Smith (F/S) Grace Song (F/S) KeeRyeung Song (F/S) The Sons (F/S) Chris Sykes (F/S) The Teather Family (F/S) Kelly Yuan Tian (F/S) Mikael ’31, Alexa ’34 and Rafael ’37 Vainio

Mia and Joshua Yaniw (F/S) Jeonghee Yoon (F/S) Hanwen ’30 and Xianwen ’37 Zhang Peize Zhao ’33 (F/S)

THE LEGACY CLUB Anonymous (13) Younjin Ahn (F/S) Kurt, Andreea and Zoey ’38 Amundson (F/S) Young Bo Bae (F/S) Lychelle Bruski (F/S) Jennifer Bush (F/S) Ja Yong Choi (F/S) Jong Chul Choi (F/S) Hannah Chung (F/S) Nicole Cook (F/S) Kristen Creech (F/S) Ben Damaso (F/S) Kang Hoe Do (F/S) The Elliott Family (F/S) Dave Gagnier (F/S) Haruka Hattori (F/S) Seong Hoon Hong (F/S) Hyunjee Im (F/S) Wootak Jeun (F/S) Rafael Jimenez and Ana Mazul (F/S) Bryan Johnson (F/S) Emmalee Johnson (F/S) Jin Hyuck Joo (F/S) Jungkyo Jung (F/S) Lily (ChoLong) Jung (F/S) Dongsuk Kang (F/S) Sang Oh Kang (F/S) Catherine Keep (F/S) Aelee Kim (F/S) Borah Kim (F/S) Catherine Kim (F/S) Chul Hoi Kim (F/S)

Sook Young Kim (F/S) Sung Duck Kim (F/S) Ikhwan Kwon (F/S) Byung Ju Lee (F/S) Chaelynn Christine Lee (F/S) Hyesoo Lee (F/S) Jae Hun Lee (F/S) Jin Ju Lee (F/S) Jungmeen Lee (F/S) Jungyong Lee (F/S) Seungwoo Lee (F/S) Sua Lee (F/S) Soo Yeon Lim (F/S) Cathy Lorenz (F/S) Christina Luo (F/S) Kasia Martin (F/S) Meagan Mathews (F/S) Shawn Monette (F/S) Soo Jee Moon (F/S) Indira Pappaterra (F/S) Jay Park (F/S) Justin Park (F/S) Andrea Razon (F/S) John Sciurba (F/S) Woochul Seol (F/S) Yooju (Jany) Shim (F/S) Dong Jin Shin (F/S) Karen Terry (F/S) In honor of Richard F. Underwood Donna Wang (F/S) Elizabeth Watson (F/S) Emma Woo (F/S) Chang Kun Yang (F/S) Jean Yoo (F/S) Jackie Yoon (F/S) Ji Yae Yoon (F/S) Xin Zhao (F/S) Anna Zygner (F/S)

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Building for the Future Fund

Jack R. Moon Biology Scholarship

THE MILLENNIUM CLUB

THE CREST CLUB

RED AND BLACK CLUB

In loving memory of Richard Underwood Friends of Seoul Foreign School

John ’04 and Stephanie ’05 Black (F/S) (A)

Younghan, Grace, and Isaac ’34 Hahm (F/S)

RED AND BLACK CLUB Tom and Anita Alexander (F/S) Family of Dong-Yeob Daniel Hyon ’27 Celine Suhyeon Jin (F/S) Doyi (Elsa) Kim ’32 Hyungji Park ’85, Dongkyun Nicholas ’22 and Seoyun Natalie ’24 Kim (A) Chloe Lee ’31 and Yoojin Um (F/S)

Jerome and Silvia Kim (A)

THE CREST CLUB Isaiah ’38, Abe ’35, Tim and Cyrielle Bazin (F/S)

Nate and Julie Doelling (F/S)

Edward ’38 and Philip ’39 Choi Family

Anonymous (1)

SFS Catholic Mass

Chris Een-soo Kim (F/S) Oh In Kwon (F/S)

THE LEGACY CLUB Anonymous (1)

Endowment CENTENNIAL CLUB The Feitosa Family (F/S)

Gifts in Kind Yoyojin

Nidhi and Conrad Francis (F/S) Dae Woon Kim (F/S)

CENTENNIAL CLUB Ethan Albano ’24 (F/S) Youngwoo Cho (F/S) Lilly and Scott Day (F/S) Ling Guo (F/S) Won Joo Hwang (F/S) Nami Kwon (F/S) Eun Joo Lee (F/S) Jina Lee (F/S) Elena Pinkston (F/S) James Sandford (F/S) Nathaniel Smith (F/S)

THE LEGACY CLUB Anonymous (1) Juyeon You (F/S) 94

THE CRUSADER CLUB

CENTENNIAL CLUB

Lauren ’23 and Aidan ’26 Song In loving memory of Richard F. Underwood, SFS Staff - BuhmJin Yoon, KeeHyun Sung, YoungSun Lee, ChangHwan Lee, HeeJe Ko, Eunhi Cho, HyunSook Hong, MyungSook Kim, KiSoon Chun, YoungHee Joo, InSil Tak, YooSoo Cho, HyeSun Woo & HaeJin Koh (A)

Temporarily Restricted Funds

The BANNER | Advancement

THE CREST CLUB Jennifer Rader Purvis ’83 (F/S) (A)

THE LEGACY CLUB Julie Lee (F/S)

Grade 8 Chiang Mai Trip.

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TOURNAMENT VARSIT Y

F V G U C A N

rs e k a e Br e Break the code using the information below. Find each coded d o C letter on the top row, and read down to break the code.

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19 20 21 22 23 24 25

D

H

T

A

M

Y

J

C

E

F

S

P

R

L

Q

W

I

N

G

O

U

X

B

K

V

Z

7 12 3 7 23 16 17 18 / 7 19 0 8 10 / 1 8 13 11 10 / 20 10 / 13 8 3 12 17 / 4 19 12 8 . / 23 8 8 11 / 16 2 / 20 11 , / 10 9 10 / 13 8 3 12 17 8 12 10 !

________ _____ _____ __ _____ ____. ____ __ __, ___ ________!

96

The BANNER | Games

Color each Pokémon in one color as you find them!

Fall 2023 | Games

I Spy

97

SFS Coloring

98

Color the ceiling of the SFS Korea Gate to your liking!

The BANNER | Games

LIFE AT SFS

By Soomin Ahn British School Year 9

Fall 2023 | Comics

99

United in Prayer 2023 Remembering Mr. Richard Underwood 1927-2023, First Head of School (1961 - 1992)

Seoul Foreign School 39 Yeonhui-ro 22-gil Yeonhui-dong, Seodaemun-gu Seoul, South Korea 03723 www.seoulforeign.org For the digital version of this issue, scan the QR code or visit https://bit.ly/banner2023fall