serious about the arts

thetribuneVOLUME 14 - WINTER 2009

The Journal of the International School of Paris

At ISP, we take the Arts seriously. Music, artand drama are not viewed as a luxury, but asa path to lifelong learning and enjoyment.On the Ranelagh campus, music and art areintegrated within the Units of Inquiry, andthey hold an important place in the PrimaryYears Program. At Beethoven, visual arts,drama, and music are joined together in thedepartment of Expressive Arts. All middleschool art projects link to the MYP Areas ofInteraction and the school offers IB Diplomacourses in Music and the Visual Arts, both atstandard and high levels.

In addition to the strength of the arts withinthe curriculum, the extra-curricular offeringsare also rich. Drama, music and visual arts allfigure prominently in the after-school activitiesand the talent among the students and staff isshowcased in the multiple art shows, concertsand drama productions.This issue pays special tribute to the school’sarts curriculum, and to the talented anddedicated teachers who make it all happen.

Serious about the Arts

summaryA Note from a Music Teacher

Wonderland

Introducing Mrs. Peverelli

International Night 2008:A Resounding Success!

The fine art of teaching mathematics

Serious about the Arts

Beyond the Comfort Zone:The Visual Arts at ISP

PYP Arts In Action

ALUMNI NEWS

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ANewPartnership:EcoleKoenigandISPEcole Koenig, the American Conservatory in Paris, in partnership with theInternational School of Paris, has begun an after-school music program forall students in the school. New since September, an international team ofhighly-trained and motivated professional musicians are now providingprivate lessons in several instruments, including piano, flute, cello, violin,voice, guitar, bass, saxophone, drums and clarinet. As the program growsand expands, it is anticipated that there will be many more performanceopportunities for our students at ISP who are already experiencing thejoys of music from our own rich curriculum. For more information, pleasecontact: http://www.ecolekoenig.com

Wonderland was an amazing expe-rience for me. Being in Wonderland asa new kid was a great way to meetnew people. By making all these newfriends my confidence went up and Igot more than just family supportduring the play.

Another HUGE and WONDERFUL partof Wonderland was the group ofdirectors, volunteers, etc. They wereVERY supportive and I eventually feltvery comfortable around them. Theywere always there if I was worried,upset, etc., from the auditions to theopening night!

Wonderland also taught the cast andme many useful life lessons. One wasthe act of teamwork. We learned thatyou always need to respect otherpeople’s time in the spotlight and thatif everyone cooperates and workstogether the final product will befantastic! We also learned to be risktakers. If you are brave many goodthings and opportunities will comeyour way.

Wonderland was a lot of hard work,but without it, the play would nothave turned out half as well. We allsometimes had to push ourselves veryhard to get things right, but in the endI was happy for it!

Amalia Ebbesen

“It was very important for everyone tolearn how to cooperate and work in agroup. A group of 42 friends, whogrew to be 42 professionals, that dothe best they can do. Thank you withall my heart to Shauna, Clodagh,Barbara, Julia, Natalie (”Annie”), theTeachers’ Band and the wholeWonderland! team!”

Margherita Messina

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- T H E J O U R N A L O F T H E I N T E R N A T I O N A L S C H O O L O F P A R I S - w w w . i s p a r i s . e d uPAGE 2

When I first came to ISP, I was thrilled with the students’overall attitude and excitement for music as a subject. I hadcome from a difficult inner city London school where I wasused to having to prove the enormous benefits of music tostudents and parents. At ISP, there is great support for theArts. Last week, I asked one of my grade 6 classes why welearn music and, to my delight, a student responded that ‘itallows us to be free and creative and has no wrong answers’.This attitude is certainly something to be proud of at ISP.

We teach a World Music program for grades 6-12. It isimportant for students to be exposed to new sounds andstyles that they might not have heard before. My teachingphilosophy is simple: I believe in active classes with as muchhands on playing as possible. Music should be an enjoyableexperience in a ‘safe’ classroom environment where everyonefeels comfortable.

I was thrilled with the parents’ and students’ high level ofinterest in music at last year’s Music Soirée. We have manytalented musicians at ISP and it is important that theyperform in front of an audience, both on their own and inensembles. This year, I look forward to running the Band andChoir, and possibly starting other ensembles. I am also veryhappy about the new cooperation between Ecole Koenig andISP this year. This will give ISP students an easy opportunityto start taking music lessons.

Thanks to the IT department, we have recently installed amusic software program called Sibelius into the school’slaptops. This will allow the students, certainly those in theolder years, a chance to compose music in an exciting andinteractive way.

Music should be accessible to everyone and all students havethe right to create and listen to music with understanding.

Nicole Lathuillerie

ANote fromaMusic Teacher

IntroducingMrs.Peverelli

VOLUME 14 - WINTER 2008

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 toISP?I came to ISP in August of 2002.My husband was moving to Paris andthe school was looking for a primaryprincipal. They wanted to putthe Primary Years Programme intoplace and I came because I had abackground in Montessori-basededucation, which is similar to the PYP.I had founded a few schools with thatmethodology and I spoke French,which also helped.

How many years have you been inthe school?I am going into my 7th year.

Are you excited about your job andwhy?It’s very exciting. It’s different thanPrimary School. As an Interim Head, Imake bigger decisions that affectchildren even more than I could as thePrimary Principal. I hope I can make adifference in the right way.

Why do you think you are qualifiedas Interim Head?I think I am qualified because I am trainedto be a manager of an internationalschool. I have also created three otherschools of my own. I am an IB teachertrainer and an evaluator of schools. I amalso a CIS accreditor which means thatI accredit other international schools.Besides that, I am very international andspeak four languages. I have lived inNorth America, South America andEurope. And, I know the school very wellafter seven years.

Are you qualified for the SecondarySchool?I have three children who all did the IBDiploma so I am very familiar with thatprogram. I also worked on an MYPcommittee in an international school inBrazil.

What are you looking forward todoing?I am looking forward to having asuccessful MYP in place and true trans-

disciplinary planning throughout theschool so that students can makebetter connections between subjectareas.

Will you ever change anythinghere?Yes! I am already changing things.But hopefully not too much because Ithink that the ISP spirit is great as it is.

Do you think you will stay at ISPforever?I will stay for as long as I feel that I amtruly useful to the school.

What are your favorite things to dooutside of school?I like reading, hiking, swimming, scubadiving, water skiing, sculpture andgoing to the theatre. I also enjoy goodfood and wine!

Do you have any final comment?I am a true ISP fan! I really love thisschool and my time here.

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The 40th annual International Night, held on November 14th, was a greatparty, with an estimated 275-300 people in attendance. Highlights of theevening included a stand-out performance by the all-ISP-teacher band, alongwith a wide variety of international foods and beverages. We wish to thankall volunteers and donors who helped make the event such a great success.Through the raffles, silent auction and other donations, the PTA raisedapproximately €6,000. These funds will be used to support various PTA pro-grams and other activities including: Model United Nations (MUN) ProgramScholarships; Teacher and Staff Appreciation Breakfast; PTA WelcomeWorkshops; “School’s Out, Summer’s Coming” PTA Party; Sports Day;5th/10th/12th Grade Graduation Cakes.

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)

Brentano's

Comptoir des Cotonniers

Coty (Caroline & Johnny Fernandes)

Descamps & Jardin Secret (Massimo Ferrucci)

DJ Simon Opie

Dominique Strauss-Kahn

Ecole Koenig Music School

Euro Disney (Caroline Elliot & Simon Opie)

Fat Tire Bike Tours

Geffroy Salon de The

Guerlain

International Herald Tribune (Anne Bagamery)

Japanese Special Box Lunch (Akiko Fujiwara,Eri Ho, Chikako Muro, Taeko Nishiyama,Naoko Ogawa, Keiko Sakuma, TakayoWatanabe)

Jean Manuel Traimond Tours

Jeffrey Archer

Kento Mizuno

Kyoko Koyama

La Bagagerie

La Chaise Longue

La Famille LeBlanc

Lafarge (Karine & Matthew Wegrzynowicz)

Logitech (Monique & Marco Manera)

London Eye (Caroline Elliot & Simon Opie)

Madame Tussaud's Wax Museum London(Caroline Elliot & Simon Opie)

Malaysia External Trade DevelopmentCorporation (Aureen Nonis & Lawrence Tye)

MBK Cycles (Taeko & Akira Nishiyama)

Museworld

Oriflame Cosmetics (Katarina & JonasHedberg)

Paris Art Studies

Paris Perspectives

Paris Walks

Pirelli (Silvana & Pietro Umberto Delle Cave)

Regis Chocolatier

Ricoh (Kuniko & Yoshi Sasaki)

Sabina & Pierre Riches

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)

International Night 2008:A Resounding Success!

Please thank our generous International Night Party donors! When youpatronize these businesses, be sure to tell them that you are from ISP!


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With very specialappreciation to eachand evey one ofthese volunteers :

DECORATION: Yvonne Chacon-Soto,Silvana Delle Cave, MargheritaDurante, Daun Frankland, KatarinaKvist 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 SweeneyREFRESHMENTS-FOOD: Hyun SukAhn, Kim Betty, Naoko Chudo, DianeDelledera, Marie-France Grubb,Deanne Haller, Meike Luwia,Veronique Motte, Aureen Nonis,Kathryn Riedinger, Kristin Stockham,Tom Stockham, Mona van OpstalREGISTRATION & COMMUNICATION:Agnes Duchemin, Lena Franzen, CathSkowronski, Matthew WegrzynowiczSILENT AUCTION/RAFFLE: BernadetteArnett, Camilla Goldie Grassotti,Antonio Grassotti, Katarina KvistHedberg, Eri Ho, MaryvonneSillanpaa, Tuija Wallgren, MatthewWegrzynowicz.A special thank you for entertainmentto the BAND A LA BABS!

The fineartof teachingmathematicsSoraya Fathi is an ISP math teacher, wholoves to integrate art and creativity in herclasses. She comes from a family ofarchitects, so the combination of analyticalthinking and artistic creativity is verynatural for her. She places high value inusing art in teaching other subjects thanthe ones traditionally thought of as beingcreative.

“I find that there is a strong relationespecially 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 theprocedure, follow some routine and createstructure, in order to make discoveries andachieve the feeling of success. And in bothdisciplines, the ones who really succeedare passionate about what they aredoing.”

Soraya enjoys bringing art to herclassroom, because it adds a newdimension to learning mathematics. Artoften enhances the teaching techniques,and it can be very helpful for students whoare visual learners. Moreover, in additionto visual arts, Soraya stresses the stronglink between music and mathematics.

“I love teaching Grade six students, astheir minds are still very open, and it iseasier for them to find and appreciate thebeauty and creativity in mathematics. G.H.Hardy once said that “There’s no place forugly mathematics*” and he was right!”

Serious about theArts

The two drama teachers at theSecondary School, Birgit Hauke andRaj Bolla, complement each other, andtherefore the theatre program at ISP.Birgit brings years of practicalexperience as an assistant director inthe German State Theater and adegree in Theater Arts (Munich), whileRaj brings a theoretical backgroundand a degree in drama education. Bothbring a love of theatre into their workand inspire their students to attainmore than they think is possible.

Their foremost goal is to instill in thechildren a love and interest in theatre.Birgit was inspired early on by ateacher and says that she “would liketo be able to do the same thing for ourstudents at ISP.” Both teachers speakof the life skills learned throughdrama: confidence, reliability, risk-taking, responsibility, team work; allobjectives of the IB learner profile.“These are life-long skills….we arebuilding up our program to developconfidence and well-roundedpersonalities in our students.”

Birgit and Raj also teach specificskills…epic dramatic theatre, forumtheatre and concepts about theatre.Mime, movement, voice training,speeches, presentation skills, musicals,history of drama and acting skills areall an integral part of the curriculum.“We work on speaking clearly,on accent, pitch, volume,pronunciation…especially since weare an international school withstudents whose mother tongue is notEnglish. We help children overcometheir shyness.”

For example, Grades 6 and 7 learnmovement, circus skills, and how tobecome comfortable with their bodies.

At this age, there is much group workand team building in the dramaclasses. Also included in the curriculumis voice training, breathing andelocution. Then the students start toact, using masks, monologues andshadow puppets. Finally, they learnhow to build a character, how toact like kings and queens in theRenaissance period.

Not everyone is talented in art ormusic or drama. But Birgit and Raj arefinding ways to open up the pathwayfor students to experience theatrewhile nurturing life-long skills for theirfuture.


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When Emma Cooch, Head of the Visual and Performing ArtsDepartment, 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, comingup with ideas, and that’s not always easy for some students.”

The visual arts department in the SecondarySchool can be characterized by two phrases:experimentation and self-motivation. ISP’s artteachers, Emma Cooch (Head of Department) andJames Chedburn, along with G6 and G7 teacher,

Eileen McAteer, use these concepts as the basisof their daily teaching.

Mr. Chedburn hopes that his art classes “willallow every student to feel that they haveachieved something that’s good,” whether it bein print-making, sculpture, clay, photography,drawing, or painting. The pleasure that studentsreceive in producing a piece of art work is whatthe ISP art program is all about. “I like to pushstudents beyond their comfort level into achievingsomething that they did not feel able to do before.A lot of art is about taking risks,” Mr. Chedburncontinues, “and taking the risk to try somethingnew can lead one to success.”

Younger students are given opportunities toexperience a solid and broad base of experiencewith art so that they will have a basic knowledgeof it. For the older students, they are pushedtowards greater creativity and innovation; theylearn to look more closely, and to develop theirown ideas about what art is. Skills are revisited atdifferent levels so that each year, the studentsprogress to a new level of understanding.

Ms. Cooch believes that teaching art is moreindividualized than other subjects. She says thatshe and Mr. Chedburn spend time getting to knowtheir students on a more personal level so that

they can better understand their talents and theirskills “in order to bring out the best in them. Weteach very individually to trigger them to moveon into a new direction.”

From two-dimensional drawing and 3-D sculpturein Grade 6, to street art and stencilling in Grade 9,to wearable art and design work in Grade 10, theteachers often choose to teach students to beselective in their choices and, sometimes bylimiting their choices, push them towards greatercreativity.

Finally, students in the IB Diploma program findthemselves acting very much like professionalartists. They need to be self-disciplined, motivatedand committed. Working independently, withguidance from the teachers, Diploma students usethe final Exhibition as if they were setting up theirwork in a real-life gallery; their candidate/artiststatements mimic real artist explanations, theirbooks are rich working documents, photographicrecord booklets represent actual exhibitioncatalogues, and their examination pushes themto verbally express and reflect on all they haveaccomplished.

Ms. Cooch summed it up nicely by saying that“when they leave ISP, we hope students will havea different way of thinking, of finding different,creative solutions. We want them to experiment,to let themselves play with ideas, materials, andtechniques. We want them to experience ‘happyaccidents’ and to feel the satisfaction andexcitement of expressing themselves through art.”


Beyond theComfort Zone:TheVisual Arts at ISP

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“The arts enable us to have anexperience we can have fromno other source and through suchan experience to discover the rangeand variety of what we are capableof feeling”

Eisner, E. 2002. The Arts and theCreation of Mind

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In order to understand how the IBO isimplemented in the Primary School, wevisited the Ranelagh campus to see the Artsin action. The inquiry began with a visit to aGrade 4/5 music lesson. The students werebusy practicing a new song with theirrecorders, while the teacher, Ms. Kelly, wasgiving them instructions. After a short whileof listening in, the different elements of theLearner Profile started to come across. Forinstance, Ms. Kelly was reminding thestudents of the importance of beingreflective about their playing, they wereasked to be principled about their practicingand to focus on the things that were difficult,rather than playing the way they alreadyknew. Students commented that “musichelps you be a risk taker”, that “you need tobe brave and open minded to play aninstrument” and that “performing helps ashy lady, like me!” While learning how toplay the recorder, the students also learn tobe determined, to take responsibility fortheir own learning, to perform with theteam, and to enjoy creating music.

The next stop was the Ranelagh artroom. Ms. Matheson, a Primary Schoolart teacher, had brought some red,white and purple anemones for thegrade 3 class to draw. The colors of theflowers were linked with the currentUnit of Inquiry, which was Peace andConflict, and Ms. Matheson also tookthe opportunity to revise the names ofthe different parts of the flower. Earlier,the group had gone on a field trip toLes Invalides, to see an exhibition of theuniforms from World War II. Thestudents had learned about thefunctionality of the colors, seeing howthe bright and colorful uniforms weretransformed into khaki and grey forbetter camouflage. This revelation was

closely linked with an earlier Unit ofInquiry, where the art class hadresearched the colors in ancient times.

The journey continued to the Pre-Kindergarten class, where the teacher,Ms. Todd-Morel, explained how artcan be used in the early years teachingprocess. “Our current Unit of Inquiry isColors, which is a fantastic tool whenteaching the children many differentskills: we are not only learning thenames of the different colors, but alsousing the topic to explore patterns andshapes, and to learn mathematics andEnglish. I also talk about nature andthe four seasons during this Unit”, saysMs. Todd-Morel.

PYPArts


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The journey continued to the Pre-Kindergarten class, where the teacher,Ms. Todd-Morel, explained how art canbe used in the early years teachingprocess. “Our current Unit of Inquiry isColors, which is a fantastic tool whenteaching the children many differentskills: we are not only learning thenames of the different colors, but alsousing the topic to explore patterns andshapes, and to learn mathematics andEnglish. I also talk about nature and thefour seasons during this Unit”, says Ms.Todd-Morel.

My day ended with the Primary SchoolPerforming Arts practice. Currently, thegroup is preparing a show calledNagwaja, a multi-cultural musicalbased on an African fable. The teachersare very excited about the play. Ms.Ryan explains: “This year, we decidedto do something different. Last year’sproduction of Wonderland was such ahuge success, that it seemed impossibleto make that format any better. Duringthe summer I attended a PYPworkshop, and got some very goodideas on how to strengthen the linkbetween ISP drama productions andthe learner profile. The play is anamazing learning experience foreveryone involved, and the children

take pride and responsibility for theproject.” Ms. Kelly adds that “many ofthe attributes covered in music class arereinforced in Performing Arts, and it isvery encouraging for the students tosee the teachers performing along withthem”. The project seems verychallenging, as there are 42 studentsinvolved this year, and due to atightened schedule, there is less time torehearse. Parent support is essential,and the team is very thankful to all theparents involved in sewing thecostumes, preparing the set andpracticing the lines at home with theirchildren.

By Tuija Wallgren,Communications Coordinator

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 aredoing completely separate things on their own.At ISP, there is a strong link between theteachers; we are working together andlearning together. Art is not only a subject inthe curriculum, it is a way of strengthening theprocess of holistic and life-long learningthrough creativity.”In Action

Sign up now for the.......

NewYorkCityInternational SchoolReunion

which will be held onThursday, January 15, 2009

6:00pm - 9:00pm at theVillage Community School

272-278 W. 10th St. in New York

Join eight international schools, as we celebrate ourcommon experiences! Please register by January 8th at:www.asparis.org/intl_schools_reunion

I am currently studying at a MusicalAcademy in Tokyo, learning how tomake music based on computers.When I graduated from ISP, music wasnot yet an IB subject at the school.

Today in the music industry, computersare used as an indispensable tool inmany fields of musical production.Strictly speaking, not the computeritself but software called "Sequencers"are used, and skills of operating theSequence software are in highdemand for composers today.

It's almost the same as writing musicdown in a score, but the biggestdifference is that you can directly

output your musical ideas into sounds.In order to do that, however, and inaddition to knowing how to operatethe software, you need knowledge ofbasic music theory, of ways tocompose music, of instrumentstructures (including synthesizers),MIDI (Musical Instrument digitalInterface), of recording techniques,and of programming. Therefore, it isnot easy, and these days I amstruggling every day with thoseprocesses, but at the same time Ialways feel a great pleasure when apiece of music is born through myefforts.

For the student readers among you,please feel free to contact me([email protected]) if you areinterested in learning more about thisinteresting facet of the music industry.


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Almost 70 alumni gathered in August, 2008 inTokyo with Mr. and Mrs. Ishimura to celebrateand reminisce about their time together at ISP.

thetribuneUMNINEWS.... ALUMNINEWS.... ALUMNINEWS....ALUMNINEWS....ALUMNINEW

ISP TOKYO REUNION 2008

Pursuing the Dream: A Former Student’s Perspective By Selwyn Jans, Class of 2004

Wow, where do I begin? Since leavingISP, my life has changed so many timesand continues to do so. When I joinedthe school in 2001, I was like anyteenager: unsure of what I wanted todo and pursuing life’s joys in itsregimented mediocrity.

Going to school used to be a chore,because that was the life I had alwaysknown. The tables turned once Istarted the IB music course and beganto understand my innate ambitions offollowing a life in the music industry.The assignments helped me tounderstand surrounding contextual

issues that I would never usually takeinterest in. The practical exams gaveme the necessary pressure and self-motivation, which I voluntarily submitmyself to today, in order to succeed onmy own.

University was a clear choice for me,having done some research andfinding a degree in sound engineeringwith units that interested me. Thecreativity and freedom of expression Ihad been given in the IB programmeallowed me to be bold, and venture tonew horizons. Once at university,every year became a step forward,

and allowed me to build networkswith other musicians by using my IBknowledge.

Today, I tour with successful bandsthat are very high in album chartsworldwide, offering services rangingfrom tour managing to soundengineering and more. My confidencein networking and my knowledge as amusician and technician would neverbe as high, were it not for the excellentcurriculum I have followed in myimportant teenage years. Thank youISP!

An Alumnus in Tokyo is Composing with Computers By Kazao Fujisawa, Class of 2003


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Erik Kogut, Class of 2008President of Class,ColumbiaUniversity

Erik Kogut writes fromNew York City that hewon the studentelection 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 formy class, but it seems that everyone has some project theywant me to promote or endorse for them. It's a huge changefrom ISP. I've definitely had to take everything I've learned whiledoing Student Council and just blow it up times ten. It's still alot 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 overfrom T.O.K.!”

Alumni Update:Sanne Verheul,Class of 2004

Sanne graduated fromthe Roosevelt Academy(Netherlands) in January2007 with a major in socialscience. As she had focusedon Anthropology andDevelopment, and hoped tocontinue with a Masters inDevelopment Studies, shefelt it was important to gainpractical experience beforegoing back to her studies.

After finishing her degreein Anthropolgy andDevelopment from RooseveltAcademy (Netherlands) in2007, Sanne moved toUganda and took up a four-month internship with theEuropean CommissionDelegation to Uganda. “Iworked with the Economics,Trade and RegionalIntegration Department ondonor coordination and aideffectiveness. In practice, thismeant designing 'countryprofiles' for each of theEuropean embassies presentin Uganda, outlining their

particular efforts towardsestablishing and engaging injoint programming, reportingand financing mechanisms.”After this, she started aninternship with the WorldFood Programme (WFP),where she currently contin-ues to work as a field directorfor a country-wide food secu-rity and vulnerability study -a position which has allowedher to travel around NorthernUganda for a few weeks.

“The region has stabilizedsignificantly since the initia-tion of the peace talks withthe LRA in 2006. However,the effects of over 20 years ofconflict remain, and this trip,together with my work forWFP's Evaluation Unit, haveinspired me to conduct fur-ther research into the impactof humanitarian assistanceand conflict on the InternallyDisplaced Peoples inNorthern Uganda at a time ofrecovery.”

She is currently applying for aMasters of Philosophy inDevelopment Studies atOxford University, but iskeeping her options open.

WS....ALUMNINEWS....ALUMNINEWS....ALUMNINEWS.... ALUMNINEWS.... ALUMN

Library Named in Memoryof Andrew Leader,Class of 1991

In a small ceremony on November 21st, in the presence of hisparents, Malcolm and Faye Leader and his brother, Michael,Andrew’s memory was honoured as the Secondary SchoolLibrary was named after him. His Excellency AmbassadorRitchie from the Australian Embassy was also in attendance, aswell as Andrew’s former teachers, Mike Collett, Mariam Habibiand Marie-Martine Richard. Several Grade 12 students assistedwith the observance and were also touched by the historicalimportance of this first naming opportunity for the school.

Andrew Leader was the kind of student who exemplified theinternational spirit at ISP. He was open-minded, tolerant, andappreciated cultural diversity. Everyone who knew himremembers his smile and his warmth. He and his twin sister,Jennie, were a central part of the Class of 1991. In 2003, at theage of 30, Andrew died of cancer in his native Australia.

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“I can see the transfor-mation take place insome students, goingfrom a shyness and lackof confidence to becom-ing confident and sure ofthemselves. In drama,we are not put into abox...one can developand become somethingelse. You can see thestudents blooming onstage.”

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 93ISP - Primary School - 96 bis, rue du Ranelagh - 75016 Paris - Tel: 01 42 24 43 40 - Fax: 01 42 24 69 14www.isparis.edu - Email: [email protected] - [email protected] - Printed on 100% recycled paper – Help ISP reduce and recycle – Creation KARTRAK

serious about the arts

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