The Tribune, Vol. 14 - International School of Paris

thetribune
VOLUME 14 - WINTER 2009
The Journal of the International School of Paris
Serious about the Arts
At ISP, we take the Arts seriously. Music, art
and drama are not viewed as a luxury, but as
a path to lifelong learning and enjoyment.
On the Ranelagh campus, music and art are
integrated within the Units of Inquiry, and
they hold an important place in the Primary
Years Program. At Beethoven, visual arts,
drama, and music are joined together in the
department of Expressive Arts. All middle
school art projects link to the MYP Areas of
Interaction and the school offers IB Diploma
courses in Music and the Visual Arts, both at
standard and high levels.
In addition to the strength of the arts within
the curriculum, the extra-curricular offerings
are also rich. Drama, music and visual arts all
figure prominently in the after-school activities
and the talent among the students and staff is
showcased in the multiple art shows, concerts
and drama productions.
This issue pays special tribute to the school’s
arts curriculum, and to the talented and
dedicated teachers who make it all happen.
summary
page 2 .
A Note from a Music Teacher
page 2 .
Wonderland
page 3 .
Introducing Mrs. Peverelli
page 4 .
International Night 2008:
A Resounding Success!
page 5 .
The fine art of teaching mathematics
page 6 .
Serious about the Arts
page 7 .
Beyond the Comfort Zone:
The Visual Arts at ISP
page 8-9 .
PYP Arts In Action
page 10-11 ALUMNI NEWS
thetribune
A Note from
a Music Teacher
When I first came to ISP, I was thrilled with the students’
overall attitude and excitement for music as a subject. I had
come from a difficult inner city London school where I was
used to having to prove the enormous benefits of music to
students and parents. At ISP, there is great support for the
Arts. Last week, I asked one of my grade 6 classes why we
learn music and, to my delight, a student responded that ‘it
allows us to be free and creative and has no wrong answers’.
This attitude is certainly something to be proud of at ISP.
I was thrilled with the parents’ and students’ high level of
interest in music at last year’s Music Soirée. We have many
talented musicians at ISP and it is important that they
perform in front of an audience, both on their own and in
ensembles. This year, I look forward to running the Band and
Choir, and possibly starting other ensembles. I am also very
happy about the new cooperation between Ecole Koenig and
ISP this year. This will give ISP students an easy opportunity
to start taking music lessons.
We teach a World Music program for grades 6-12. It is
important for students to be exposed to new sounds and
styles that they might not have heard before. My teaching
philosophy is simple: I believe in active classes with as much
hands on playing as possible. Music should be an enjoyable
experience in a ‘safe’ classroom environment where everyone
feels comfortable.
Thanks to the IT department, we have recently installed a
music software program called Sibelius into the school’s
laptops. This will allow the students, certainly those in the
older years, a chance to compose music in an exciting and
interactive way.
Music should be accessible to everyone and all students have
the right to create and listen to music with understanding.
Nicole Lathuillerie
Wonderland was an amazing experience for me. Being in Wonderland as
a new kid was a great way to meet
new people. By making all these new
friends my confidence went up and I
got more than just family support
during the play.
Another HUGE and WONDERFUL part
of Wonderland was the group of
directors, volunteers, etc. They were
VERY supportive and I eventually felt
very comfortable around them. They
were always there if I was worried,
upset, etc., from the auditions to the
opening night!
Wonderland also taught the cast and
me many useful life lessons. One was
the act of teamwork. We learned that
you always need to respect other
people’s time in the spotlight and that
if everyone cooperates and works
together the final product will be
fantastic! We also learned to be risk
takers. If you are brave many good
things and opportunities will come
your way.
Wonderland was a lot of hard work,
but without it, the play would not
have turned out half as well. We all
sometimes had to push ourselves very
hard to get things right, but in the end
I was happy for it!
Amalia Ebbesen
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“It was very important for everyone to
learn how to cooperate and work in a
group. A group of 42 friends, who
grew to be 42 professionals, that do
the best they can do. Thank you with
all my heart to Shauna, Clodagh,
Barbara, Julia, Natalie (”Annie”), the
Teachers’ Band and the whole
Wonderland! team!”
Margherita Messina
A New Partnership: Ecole Koenig and ISP
Ecole Koenig, the American Conservatory in Paris, in partnership with the
International School of Paris, has begun an after-school music program for
all students in the school. New since September, an international team of
highly-trained and motivated professional musicians are now providing
private lessons in several instruments, including piano, flute, cello, violin,
voice, guitar, bass, saxophone, drums and clarinet. As the program grows
and expands, it is anticipated that there will be many more performance
opportunities for our students at ISP who are already experiencing the
joys of music from our own rich curriculum. For more information, please
contact: http://www.ecolekoenig.com
THE JOURNAL OF THE INTERNATIONAL SCHOOL OF PARIS
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www.isparis.edu
VOLUME 14 - WINTER 2008
Introducing Mrs. Peverelli
Zachary Chayette, Grade Six, spent some time after school with the Interim Head,
Audrey Peverelli, and asked her questions that he had prepared in advance.
Here is their conversation.
How or when did you first come to
ISP?
I came to ISP in August of 2002.
My husband was moving to Paris and
the school was looking for a primary
principal. They wanted to put
the Primary Years Programme into
place and I came because I had a
background in Montessori-based
education, which is similar to the PYP.
I had founded a few schools with that
methodology and I spoke French,
which also helped.
How many years have you been in
the school?
I am going into my 7th year.
Are you excited about your job and
why?
It’s very exciting. It’s different than
Primary School. As an Interim Head, I
make bigger decisions that affect
children even more than I could as the
Primary Principal. I hope I can make a
difference in the right way.
Why do you think you are qualified
as Interim Head?
I think I am qualified because I am trained
to be a manager of an international
school. I have also created three other
schools of my own. I am an IB teacher
trainer and an evaluator of schools. I am
also a CIS accreditor which means that
I accredit other international schools.
Besides that, I am very international and
speak four languages. I have lived in
North America, South America and
Europe. And, I know the school very well
after seven years.
disciplinary planning throughout the
school so that students can make
better connections between subject
areas.
Are you qualified for the Secondary
School?
I have three children who all did the IB
Diploma so I am very familiar with that
program. I also worked on an MYP
committee in an international school in
Brazil.
What are your favorite things to do
outside of school?
I like reading, hiking, swimming, scuba
diving, water skiing, sculpture and
going to the theatre. I also enjoy good
food and wine!
What are you looking forward to
doing?
I am looking forward to having a
successful MYP in place and true trans-
Will you ever change anything
here?
Yes! I am already changing things.
But hopefully not too much because I
think that the ISP spirit is great as it is.
Do you think you will stay at ISP
forever?
I will stay for as long as I feel that I am
truly useful to the school.
Do you have any final comment?
I am a true ISP fan! I really love this
school and my time here.
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International Night 2008:
A Resounding Success!
The 40th annual International Night, held on November 14th, was a great
party, with an estimated 275-300 people in attendance. Highlights of the
evening included a stand-out performance by the all-ISP-teacher band, along
with a wide variety of international foods and beverages. We wish to thank
all volunteers and donors who helped make the event such a great success.
Through the raffles, silent auction and other donations, the PTA raised
approximately €6,000. These funds will be used to support various PTA programs and other activities including: Model United Nations (MUN) Program
Scholarships; Teacher and Staff Appreciation Breakfast; PTA Welcome
Workshops; “School’s Out, Summer’s Coming” PTA Party; Sports Day;
5th/10th/12th Grade Graduation Cakes.
Please thank our generous International Night Party donors! When you
patronize these businesses, be sure to tell them that you are from ISP!
Akiko Yamada
Alecia McKenzie-De Clercq
American Library in Paris
Band a la Babs (P.Anderson, E.Ashley,
A.Beardsell, T.Cann, J.Feinmann, B.Kelly,
N.Lathuillerie, C.Ryan, R.Self, H.Wenham)
Kyoko Koyama
Coty (Caroline & Johnny Fernandes)
La Bagagerie
Descamps & Jardin Secret (Massimo Ferrucci)
La Chaise Longue
DJ Simon Opie
La Famille LeBlanc
Dominique Strauss-Kahn
Lafarge (Karine & Matthew Wegrzynowicz)
Ecole Koenig Music School
Logitech (Monique & Marco Manera)
Euro Disney (Caroline Elliot & Simon Opie)
London Eye (Caroline Elliot & Simon Opie)
Fat Tire Bike Tours
Madame Tussaud's Wax Museum London
(Caroline Elliot & Simon Opie)
Paris Art Studies
Pirelli (Silvana & Pietro Umberto Delle Cave)
Regis Chocolatier
Ricoh (Kuniko & Yoshi Sasaki)
Sabina & Pierre Riches
Malaysia External Trade Development
Corporation (Aureen Nonis & Lawrence Tye)
MBK Cycles (Taeko & Akira Nishiyama)
THE JOURNAL OF THE INTERNATIONAL SCHOOL OF PARIS
Oriflame Cosmetics (Katarina & Jonas
Hedberg)
Paris Walks
Comptoir des Cotonniers
International Herald Tribune (Anne Bagamery)
Museworld
Paris Perspectives
Jeffrey Archer
Kento Mizuno
Guerlain
4 -
Jean Manuel Traimond Tours
Brentano's
Geffroy Salon de The
PAGE
Japanese Special Box Lunch (Akiko Fujiwara,
Eri Ho, Chikako Muro, Taeko Nishiyama,
Naoko Ogawa, Keiko Sakuma, Takayo
Watanabe)
-
SHISEIDO (Takayo & Takaaki Watanabe)
UPM (Tuija & Jean-Peter Wallgren)
W.H. Smith
WICE
William Jefferson Clinton
Yasuko Goto
Yvonne Chacon-Soto
Zola Color (La Famille Cremer)
www.isparis.edu
VOLUME 14 - WINTER 2009
With very special
appreciation to each
and evey one of
these volunteers :
DECORATION: Yvonne Chacon-Soto,
Silvana Delle Cave, Margherita
Durante, Daun Frankland, Katarina
Kvist Hedberg, Monique Manera,
Caroline Tremblay. DISC JOCKEY:
Simon Opie. ENTERTAINMENT:
Caroline Elliott, Antonio Grassotti,
Eri Ho. FACILITIES: Richard Vanel.
PHOTOGRAPHER: Monique Manera.
REFRESHMENTS-BEVERAGES:
Johnny Fernandes, Marlies Furby,
David Furby, Michelle Goddard,
Antonio Grassotti, Charles Moyer,
Petra Sweeney, Matthew Sweeney
REFRESHMENTS-FOOD: Hyun Suk
Ahn, Kim Betty, Naoko Chudo, Diane
Delledera, Marie-France Grubb,
Deanne Haller, Meike Luwia,
Veronique Motte, Aureen Nonis,
Kathryn Riedinger, Kristin Stockham,
Tom Stockham, Mona van Opstal
REGISTRATION & COMMUNICATION:
Agnes Duchemin, Lena Franzen, Cath
Skowronski, Matthew Wegrzynowicz
SILENT AUCTION/RAFFLE: Bernadette
Arnett, Camilla Goldie Grassotti,
Antonio Grassotti, Katarina Kvist
Hedberg, Eri Ho, Maryvonne
Sillanpaa, Tuija Wallgren, Matthew
Wegrzynowicz.
A special thank you for entertainment
to the BAND A LA BABS!
The fine art
of teaching
mathematics
Soraya Fathi is an ISP math teacher, who
loves to integrate art and creativity in her
classes. She comes from a family of
architects, so the combination of analytical
thinking and artistic creativity is very
natural for her. She places high value in
using art in teaching other subjects than
the ones traditionally thought of as being
creative.
“I find that there is a strong relation
especially between arts and mathematics.
At best, they are filled with beauty,
simplicity and harmony. On the other hand,
in both areas you need to study the
procedure, follow some routine and create
structure, in order to make discoveries and
achieve the feeling of success. And in both
disciplines, the ones who really succeed
are passionate about what they are
doing.”
Soraya enjoys bringing art to her
classroom, because it adds a new
dimension to learning mathematics. Art
often enhances the teaching techniques,
and it can be very helpful for students who
are visual learners. Moreover, in addition
to visual arts, Soraya stresses the strong
link between music and mathematics.
“I love teaching Grade six students, as
their minds are still very open, and it is
easier for them to find and appreciate the
beauty and creativity in mathematics. G.H.
Hardy once said that “There’s no place for
ugly mathematics*” and he was right!”
PAGE
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Serious about the Arts
When Emma Cooch, Head of the Visual and Performing Arts
Department, speaks of art, she gets excited. “Art is important,”
she says. “It requires a very different way of thinking than other subjects.
Thinking creatively means thinking outside of the box, creating, coming
up with ideas, and that’s not always easy for some students.”
The two drama teachers at the
Secondary School, Birgit Hauke and
Raj Bolla, complement each other, and
therefore the theatre program at ISP.
Birgit brings years of practical
experience as an assistant director in
the German State Theater and a
degree in Theater Arts (Munich), while
Raj brings a theoretical background
and a degree in drama education. Both
bring a love of theatre into their work
and inspire their students to attain
more than they think is possible.
Their foremost goal is to instill in the
children a love and interest in theatre.
Birgit was inspired early on by a
teacher and says that she “would like
to be able to do the same thing for our
students at ISP.” Both teachers speak
of the life skills learned through
drama: confidence, reliability, risktaking, responsibility, team work; all
objectives of the IB learner profile.
“These are life-long skills….we are
building up our program to develop
confidence
and
well-rounded
personalities in our students.”
Birgit and Raj also teach specific
skills…epic dramatic theatre, forum
theatre and concepts about theatre.
Mime, movement, voice training,
speeches, presentation skills, musicals,
history of drama and acting skills are
all an integral part of the curriculum.
“We work on speaking clearly,
on
accent,
pitch,
volume,
pronunciation…especially since we
are an international school with
students whose mother tongue is not
English. We help children overcome
their shyness.”
For example, Grades 6 and 7 learn
movement, circus skills, and how to
become comfortable with their bodies.
PAGE
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THE JOURNAL OF THE INTERNATIONAL SCHOOL OF PARIS
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At this age, there is much group work
and team building in the drama
classes. Also included in the curriculum
is voice training, breathing and
elocution. Then the students start to
act, using masks, monologues and
shadow puppets. Finally, they learn
how to build a character, how to
act like kings and queens in the
Renaissance period.
Not everyone is talented in art or
music or drama. But Birgit and Raj are
finding ways to open up the pathway
for students to experience theatre
while nurturing life-long skills for their
future.
www.isparis.edu
VOLUME 14 - WINTER 2009
Beyond the Comfort Zone:
The Visual Arts at ISP
The visual arts department in the Secondary
School can be characterized by two phrases:
experimentation and self-motivation. ISP’s art
teachers, Emma Cooch (Head of Department) and
James Chedburn, along with G6 and G7 teacher,
Eileen McAteer, use these concepts as the basis
of their daily teaching.
Mr. Chedburn hopes that his art classes “will
allow every student to feel that they have
achieved something that’s good,” whether it be
in print-making, sculpture, clay, photography,
drawing, or painting. The pleasure that students
receive in producing a piece of art work is what
the ISP art program is all about. “I like to push
students beyond their comfort level into achieving
something that they did not feel able to do before.
A lot of art is about taking risks,” Mr. Chedburn
continues, “and taking the risk to try something
new can lead one to success.”
Younger students are given opportunities to
experience a solid and broad base of experience
with art so that they will have a basic knowledge
of it. For the older students, they are pushed
towards greater creativity and innovation; they
learn to look more closely, and to develop their
own ideas about what art is. Skills are revisited at
different levels so that each year, the students
progress to a new level of understanding.
Ms. Cooch believes that teaching art is more
individualized than other subjects. She says that
she and Mr. Chedburn spend time getting to know
their students on a more personal level so that
they can better understand their talents and their
skills “in order to bring out the best in them. We
teach very individually to trigger them to move
on into a new direction.”
“The arts enable us to have an
experience we can have from
no other source and through such
an experience to discover the range
and variety of what we are capable
of feeling”
Eisner, E. 2002. The Arts and the
Creation of Mind
From two-dimensional drawing and 3-D sculpture
in Grade 6, to street art and stencilling in Grade 9,
to wearable art and design work in Grade 10, the
teachers often choose to teach students to be
selective in their choices and, sometimes by
limiting their choices, push them towards greater
creativity.
Finally, students in the IB Diploma program find
themselves acting very much like professional
artists. They need to be self-disciplined, motivated
and committed. Working independently, with
guidance from the teachers, Diploma students use
the final Exhibition as if they were setting up their
work in a real-life gallery; their candidate/artist
statements mimic real artist explanations, their
books are rich working documents, photographic
record booklets represent actual exhibition
catalogues, and their examination pushes them
to verbally express and reflect on all they have
accomplished.
Ms. Cooch summed it up nicely by saying that
“when they leave ISP, we hope students will have
a different way of thinking, of finding different,
creative solutions. We want them to experiment,
to let themselves play with ideas, materials, and
techniques. We want them to experience ‘happy
accidents’ and to feel the satisfaction and
excitement of expressing themselves through art.”
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In order to understand how the IBO is
implemented in the Primary School, we
visited the Ranelagh campus to see the Arts
in action. The inquiry began with a visit to a
Grade 4/5 music lesson. The students were
busy practicing a new song with their
recorders, while the teacher, Ms. Kelly, was
giving them instructions. After a short while
of listening in, the different elements of the
Learner Profile started to come across. For
instance, Ms. Kelly was reminding the
students of the importance of being
reflective about their playing, they were
asked to be principled about their practicing
and to focus on the things that were difficult,
rather than playing the way they already
knew. Students commented that “music
helps you be a risk taker”, that “you need to
be brave and open minded to play an
instrument” and that “performing helps a
shy lady, like me!” While learning how to
play the recorder, the students also learn to
be determined, to take responsibility for
their own learning, to perform with the
team, and to enjoy creating music.
PAGE
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PYP Arts
The next stop was the Ranelagh art
room. Ms. Matheson, a Primary School
art teacher, had brought some red,
white and purple anemones for the
grade 3 class to draw. The colors of the
flowers were linked with the current
Unit of Inquiry, which was Peace and
Conflict, and Ms. Matheson also took
the opportunity to revise the names of
the different parts of the flower. Earlier,
the group had gone on a field trip to
Les Invalides, to see an exhibition of the
uniforms from World War II. The
students had learned about the
functionality of the colors, seeing how
the bright and colorful uniforms were
transformed into khaki and grey for
better camouflage. This revelation was
THE JOURNAL OF THE INTERNATIONAL SCHOOL OF PARIS
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closely linked with an earlier Unit of
Inquiry, where the art class had
researched the colors in ancient times.
The journey continued to the PreKindergarten class, where the teacher,
Ms. Todd-Morel, explained how art
can be used in the early years teaching
process. “Our current Unit of Inquiry is
Colors, which is a fantastic tool when
teaching the children many different
skills: we are not only learning the
names of the different colors, but also
using the topic to explore patterns and
shapes, and to learn mathematics and
English. I also talk about nature and
the four seasons during this Unit”, says
Ms. Todd-Morel.
www.isparis.edu
VOLUME 14 - WINTER 2009
In Action
The journey continued to the PreKindergarten class, where the teacher,
Ms. Todd-Morel, explained how art can
be used in the early years teaching
process. “Our current Unit of Inquiry is
Colors, which is a fantastic tool when
teaching the children many different
skills: we are not only learning the
names of the different colors, but also
using the topic to explore patterns and
shapes, and to learn mathematics and
English. I also talk about nature and the
four seasons during this Unit”, says Ms.
Todd-Morel.
My day ended with the Primary School
Performing Arts practice. Currently, the
group is preparing a show called
Nagwaja, a multi-cultural musical
based on an African fable. The teachers
are very excited about the play. Ms.
Ryan explains: “This year, we decided
to do something different. Last year’s
production of Wonderland was such a
huge success, that it seemed impossible
to make that format any better. During
the summer I attended a PYP
workshop, and got some very good
ideas on how to strengthen the link
between ISP drama productions and
the learner profile. The play is an
amazing learning experience for
everyone involved, and the children
Ms. Matheson sums up the results of the day:
“Teaching art in a PYP school is very exciting.
In many other schools the art teachers are
doing completely separate things on their own.
At ISP, there is a strong link between the
teachers; we are working together and
learning together. Art is not only a subject in
the curriculum, it is a way of strengthening the
process of holistic and life-long learning
through creativity.”
take pride and responsibility for the
project.” Ms. Kelly adds that “many of
the attributes covered in music class are
reinforced in Performing Arts, and it is
very encouraging for the students to
see the teachers performing along with
them”. The project seems very
challenging, as there are 42 students
involved this year, and due to a
tightened schedule, there is less time to
rehearse. Parent support is essential,
and the team is very thankful to all the
parents involved in sewing the
costumes, preparing the set and
practicing the lines at home with their
children.
By Tuija Wallgren,
Communications Coordinator
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UMNI NEWS.... ALUMNI NEWS.... ALUMNI NEWS....ALUMNI NEWS....ALUMNI NEW
Pursuing the Dream: A Former Student’s Perspective By Selwyn Jans, Class of 2004
Wow, where do I begin? Since leaving
ISP, my life has changed so many times
and continues to do so. When I joined
the school in 2001, I was like any
teenager: unsure of what I wanted to
do and pursuing life’s joys in its
regimented mediocrity.
Going to school used to be a chore,
because that was the life I had always
known. The tables turned once I
started the IB music course and began
to understand my innate ambitions of
following a life in the music industry.
The assignments helped me to
understand surrounding contextual
issues that I would never usually take
interest in. The practical exams gave
me the necessary pressure and selfmotivation, which I voluntarily submit
myself to today, in order to succeed on
my own.
University was a clear choice for me,
having done some research and
finding a degree in sound engineering
with units that interested me. The
creativity and freedom of expression I
had been given in the IB programme
allowed me to be bold, and venture to
new horizons. Once at university,
every year became a step forward,
and allowed me to build networks
with other musicians by using my IB
knowledge.
Today, I tour with successful bands
that are very high in album charts
worldwide, offering services ranging
from tour managing to sound
engineering and more. My confidence
in networking and my knowledge as a
musician and technician would never
be as high, were it not for the excellent
curriculum I have followed in my
important teenage years. Thank you
ISP!
An Alumnus in Tokyo is Composing with Computers
I am currently studying at a Musical
Academy in Tokyo, learning how to
make music based on computers.
When I graduated from ISP, music was
not yet an IB subject at the school.
Today in the music industry, computers
are used as an indispensable tool in
many fields of musical production.
Strictly speaking, not the computer
itself but software called "Sequencers"
are used, and skills of operating the
Sequence software are in high
demand for composers today.
It's almost the same as writing music
down in a score, but the biggest
difference is that you can directly
output your musical ideas into sounds.
In order to do that, however, and in
addition to knowing how to operate
the software, you need knowledge of
basic music theory, of ways to
compose music, of instrument
structures (including synthesizers),
MIDI (Musical Instrument digital
Interface), of recording techniques,
and of programming. Therefore, it is
not easy, and these days I am
struggling every day with those
processes, but at the same time I
always feel a great pleasure when a
piece of music is born through my
efforts.
By Kazao Fujisawa, Class of 2003
For the student readers among you,
please feel free to contact me
(kazao81@hotmail.com) if you are
interested in learning more about this
interesting facet of the music industry.
ISP TOKYO REUNION 2008
Sign up now for the.......
New York City
International School Reunion
which will be held on
Thursday, January 15, 2009
6:00pm - 9:00pm at the
Village Community School
272-278 W. 10th St. in New York
Almost 70 alumni gathered in August, 2008 in
Tokyo with Mr. and Mrs. Ishimura to celebrate
and reminisce about their time together at ISP.
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10 -
Join eight international schools, as we celebrate our
common experiences! Please register by January 8th at:
www.asparis.org/intl_schools_reunion
THE JOURNAL OF THE INTERNATIONAL SCHOOL OF PARIS
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www.isparis.edu
VOLUME 12
14 - WINTER 2007
2009
WS....ALUMNI NEWS....ALUMNI NEWS....ALUMNI NEWS.... ALUMNI NEWS.... ALUMN
Erik Kogut, Class of 2008
President of Class,
Columbia University
Erik Kogut writes from New York City that he won the student
election at Columbia University where he is now a freshman,
and is responsible for the 1,022 people in his class.
“I've been inundated with work since then. I'm responsible for
my class, but it seems that everyone has some project they
want me to promote or endorse for them. It's a huge change
from ISP. I've definitely had to take everything I've learned while
doing Student Council and just blow it up times ten. It's still a
lot of fun, though, especially with the funding we get.”
He also mentions that one of his classes is Philosophy 1010
(Methods and Problems), and that “much of it is carried over
from T.O.K.!”
Alumni Update:
Sanne Verheul,
Class of 2004
Sanne graduated from
the Roosevelt Academy
(Netherlands) in January
2007 with a major in social
science. As she had focused
on
Anthropology
and
Development, and hoped to
continue with a Masters in
Development Studies, she
felt it was important to gain
practical experience before
going back to her studies.
After finishing her degree
in
Anthropolgy
and
Development from Roosevelt
Academy (Netherlands) in
2007, Sanne moved to
Uganda and took up a fourmonth internship with the
European
Commission
Delegation to Uganda. “I
worked with the Economics,
Trade
and
Regional
Integration Department on
donor coordination and aid
effectiveness. In practice, this
meant designing 'country
profiles' for each of the
European embassies present
in Uganda, outlining their
particular efforts towards
establishing and engaging in
joint programming, reporting
and financing mechanisms.”
After this, she started an
internship with the World
Food Programme (WFP),
where she currently continues to work as a field director
for a country-wide food security and vulnerability study a position which has allowed
her to travel around Northern
Uganda for a few weeks.
“The region has stabilized
significantly since the initiation of the peace talks with
the LRA in 2006. However,
the effects of over 20 years of
conflict remain, and this trip,
together with my work for
WFP's Evaluation Unit, have
inspired me to conduct further research into the impact
of humanitarian assistance
and conflict on the Internally
Displaced
Peoples
in
Northern Uganda at a time of
recovery.”
Library Named in Memory
of Andrew Leader,
Class of 1991
Andrew Leader was the kind of student who exemplified the
international spirit at ISP. He was open-minded, tolerant, and
appreciated cultural diversity. Everyone who knew him
remembers his smile and his warmth. He and his twin sister,
Jennie, were a central part of the Class of 1991. In 2003, at the
age of 30, Andrew died of cancer in his native Australia.
In a small ceremony on November 21st, in the presence of his
parents, Malcolm and Faye Leader and his brother, Michael,
Andrew’s memory was honoured as the Secondary School
Library was named after him. His Excellency Ambassador
Ritchie from the Australian Embassy was also in attendance, as
well as Andrew’s former teachers, Mike Collett, Mariam Habibi
and Marie-Martine Richard. Several Grade 12 students assisted
with the observance and were also touched by the historical
importance of this first naming opportunity for the school.
She is currently applying for a
Masters of Philosophy in
Development Studies at
Oxford University, but is
keeping her options open.
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11
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“I can see the transformation take place in
some students, going
from a shyness and lack
of confidence to becoming confident and sure of
themselves. In drama,
we are not put into a
box...one can develop
and become something
else. You can see the
students blooming on
stage.”
Birgit Hauke
Interim Head Audrey Peverelli - Editors: Carrie Levenson-Wahl, Philip Anderson,Tuija Wallgren - All texts & photos Copyright ISP - Design: Semios
ISP - Secondary School - 6, rue Beethoven - 75016 Paris - Tel: 01 42 24 09 54 - Fax: 01 45 27 15 93
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