RIS REPORT FEBRUARY
ISSUE 37
COMING SOON
CELEBRATING THE
LOVE OF READING
STUDENTS’ CORNER
WHAT WE LIKED BEST
ABOUT “POP ICONS”
TOK & IMAGINATION
CAN IMAGINATION
HELP US TO ‘KNOW’
RIS REPORT
EXPANDING HORIZONS
The articles in this month's issue demonstrate our students’ and teachers’ broad perspectives, inquiring
spirit of enterprise and enthusiasm for learning and teaching, all of which combine to contribute to the
unique identity and atmosphere of Rome International School. The topics covered in this edition range from
poetry, Chinese New Year celebrations, how we can protect our planet, IB DP and TOK updates and last
but not least, some reflections and comments from students and teachers about the colourful and exclusive
Pop Icons exhibition held at RIS over three weeks.
Look out for more insights from the students and teachers at RIS in next month's edition!
!1
RIS REPORT FEBRUARY
ISSUE 37
Frozen vs Barbie
One of the most popular toys in the world, the
Barbie doll, seems to be in crisis. Barbie, always a
best-seller and for decades the faithful playmate
of millions of little girls, suffered a major downturn
in sales in 2014.
Not much is known about the popularity of the special edition Barbie
that the Mattel Company (manufacturer of the famous doll) has made
for the Chinese market, which is famously rather skeptical about any
game that distracts a child from learning, but we didn’t choose to talk
about this news for Mattel’s sake. What is striking was the role that
another protagonist of the wonderful and exciting world of games
and imagination could have played in causing Barbie’s sales to
slump.
February
Highlights
Catch up on some of the
month’s news online.
Bringing art into everyday
learning
Elsa, the main character of Disney’s film ‘Frozen’ is suspected of
leading the competition against Barbie. This animated film has
earned more than a billion dollars at the box office - a record
performance in these years of crisis for the cinema.
The question is (semi) serious: could this be a mid-life crisis for
Barbie (if such a thing still exists) or could it be an effect of the
spread of virtual games. But what is intriguing in all this – given
Hasbro Inc.’s decision to buy the rights to produce the Frozen dolls
starting in 2016 - is that the icon of beauty par excellence, Barbie,
could be replaced by Elsa, who is physically rather unattractive but
has a great personality.
Elsa
Barbie
Grade 6’s book review
challenge
IB Schools in Italy meet at
RIS
Play, as well as being a source of entertainment, has always had a
key role in the construction of a child’s identity, including gender. Play
feeds the unconscious and lets children get to know and learn about
different models.
The Barbie phenomenon leads us to wonder if something essential is
perhaps changing in the ‘female model’ to which the little girls of
today, the women of tomorrow, would like to aspire. There is no clear
answer to this question today, but there are some weak signals (in
our case a business news item bordering on a cultural issue), that
indicate a trend and which speak to us about the possible future in
which our children will live. That is why it is worth thinking about,
perhaps with a smile, but without interrupting our games of course!
BY IVANO BORAGINE
HEAD OF SCHOOL
Why we are proud of our
“MUNers”
IB DP & IGCSE booklets
available
!2
RIS REPORT FEBRUARY
ISSUE 37
Understanding the hidden curriculum
Education is about expanding horizons, to
make young people (and older people for
that matter) more aware of their potential
and the opportunities available to them.
This happens in classes overtly in lessons
but also in what is sometimes called the
“hidden curriculum”. This means the
activities and interactions that take place
in the school environment are only partially
linked to lessons if at all.
The hidden curriculum takes many forms, for
example we are currently working on a series
of initiatives in Middle School to broaden the
educational experience. These include visits
in French to Villa Medici as well as supporting
History lessons by visiting sites in Ancient
Rome. Rome is an example of how empires
rise and fall and links implicitly with the work
students have been doing on the British
Empire and the fall of the Soviet Union.
Students also expand their horizons through
participation in sport and physical activity,
through music and engagement with the arts.
Sometimes merely the experience of being at
school can be educational, through social
interactions, meeting people from different
cultures and so on. The hidden curriculum is
a vital part of our task when expanding
horizons.
When I was about 14 years old my school
acquired a copy of a “drip painting” by
Jackson Pollock. There was a big debate
about whether it was really art. One of the
older teachers on the staff said anybody could
do a Jackson Pollock and he was challenged
by the Art teacher to make one. We students
were invited to watch. Initially he just
spattered paint at a canvas and very soon it
was obvious he was just making a mess.
Little by little he began to think more deeply
about the balance of colour, about the
organization of the canvas and its overall
visual impact. Eventually he had made a
passable Pollock but it was obvious to all who
saw it that it was far from a great work of art.
He was forced to admit that it was a far harder
task than he imagined and required far more
thought.
The danger of a hidden curriculum is that it
can be too much like attempting to do a
Jackson Pollock. Without planning and skill it
can become too abstract and lacking in
composition. Hidden curricula are not really
hidden at all. They require the full
engagement of everyone involved in
education, teachers, students and especially
parents. Sometimes students fail to engage at
all, sometimes they over-emphasise parts at
the expense of the whole and sometimes they
put “too much paint on the canvas” and they
always need the guidance of adults. This
month I would urge all students to make the
most of every opportunity at RIS both inside
and outside of the classroom.
BY ANTHONY ALLARD
MIDDLE/HIGH PRINCIPAL
!3
RIS REPORT FEBRUARY
ISSUE 37
Expanding horizons
Poets’ Corner
Our community continues to be enriched by the arrival
of international students in all sections of the school.
From a very early age, children identify and bond with
other children. Seeing, hearing, and communicating with
others of the same age from other places in the world is
a powerful way to understand both commonalities and
differences, whilst promoting empathy and
understanding of new cultures.
Laughing, feeling one of them,
no discrimination.
I can hear friendship in the air,
thinking that nobody is talking
about me badly or even thinking
that there are some differences
in us because there ISN’T
Learning that one group of people does things one way,
while another group does things in an equally effective but
different way, is the foundation for being able to view the
world from multiple perspectives, thus expanding one’s
horizons from local to global.
It seems like everybody does it
on purpose, I try to sit near them
by they run away like I am an
alien only because I am from
another place.
Learning to understand different perspectives and
collaborate with others from a wide range of backgrounds is
an important tool in reducing conflict, both in one’s own
playground and around the world.
I ask WHY?
WRITTEN BY AN ELEMENTARY STUDENT
Often, our new international students must quickly master
English or Italian or sometimes both. Our expectation is that
the entire RIS community helps in this process by
developing cross cultural communication skills and
demonstrating the welcoming and inclusive nature of an IB
World School.
Running as fast as a leopard, with
a light in my eyes that burns like
fire…I was crying,
I rushed in the bathroom, checking nobody was looking, I felt stupid, crazy and sad!
Educators have a responsibility to help young people get
along with each other by providing opportunities to develop
international knowledge and cross cultural communication
skills in order to expand horizons and ensure success in a
global community.
BY PATRICIA MARTIN-SMITH
EARLY YEARS & ELEMENTARY PRINCIPAL
WRITTEN BY AN ELEMENTARY STUDENT
What it feels like to be a new kid
Confused
Anxious
Crazy
Not intelligent
Feeling
Insecure
Secure
No
discrimination
How
we can
help
Stupid
Scared
Sad
Proud of
our
culture
Welcome
Empathy
Inclusive
!4
RIS REPORT FEBRUARY
ISSUE 37
Notre Planète a besoin d’un coup de main Nous devons agir! Nous sommes
e n t r a i n d e d é t r u i re n o t re
environnement. Vous trouverez
ici des conseils intéressants
pour sauver notre planète.
Les transports La voiture est une des causes
principales de la pollution
atmosphérique : en effet, 70% du CO2 présent
dans l’atmosphère est causé par l’utilisation des
voitures ! Donc, éliminons-la et adoptons d’autres
moyens de transport comme le métro, le bus, le
tram etc, qui polluent moins ! Pensez aussi à
prendre votre vélo : si vous pédalez vous
préserverez votre ville tout en faisant un peu de
sport!
Commençons par changer nos habitudes et nous
en verrons les bénéfices!
Le recyclage Les déchets aussi sont un gros problème pour la
planète Terre ! Il faut absolument que vous
fassiez le tri sélectif pour éviter de gaspiller des
matériaux et de l’énergie en réutilisant ceux que
vous avez déjà à disposition. Il suffit que vous
sépariez le papier du verre et du plastique ainsi
que des ordures ménagères ! Il
s’agit d’un petit geste quotidien qui
ne comptera pas pour des prunes!
Actions quotidiennes Economisez l’eau que vous
utilisez : prenez plus souvent une
douche plutôt qu’un bain et pensez
à couper le robinet quand vous
vous brossez les dents ! Eteignez
toujours la lumière quand vous passez d’une
pièce à l’autre et tous les appareils électriques
que vous n’utilisez pas. Ne soyons pas paresseux
et agissons!
Les énergies renouvelables Prenons l’habitude d’exploiter les ressources que
notre planète nous offre : installons des panneaux
solaires et encourageons l’utilisation des
ressources éoliennes et hydroélectriques !
Investissons pour mieux économiser et pour
mieux vivre!
Tous ces gestes peuvent vous sembler inutiles
mais vous verrez qu’en unissant nos forces ils
deviendront indispensables. Rappelez-vous que
l’union fait la force!
BY ALFREDO COPPOLA
GRADE 13
春节——中国⼈人最重要的节⽇日
春节是中国的农历新年，俗称“过年”。它是中国民间最隆重最热闹的一个传统节日，也是中国的
非物质文化遗产。
春节的来历源于一个神话故事：“年”是古代传说中的神兽，每逢除夕夜便出来祸害人间，百姓为
了驱赶它便想出了以红色的灯笼或燃放爆竹的方法。
为了迎接春节，家家户户都要提前打扫环境，更换部分生活用品，以示来年是崭新的一年，新的开
始。人们还会在门前张贴词句优美寓意吉祥的对联，用来祈福和烘托节日气氛，福字则被贴在门上或窗上，
通常福字都要倒过来贴，代表“福倒（到）了”。
春节是万家团圆的时刻。每当春节来临，身在异地的中国人都要赶回家，和父母亲人团聚，还要祭
拜祖先，这也是中国人重视亲情和孝道的良好体现。
春节的前一天叫除夕。除夕夜一家人围坐在一起吃一年中最重要的一顿饭——年夜饭。丰盛的年夜
饭摆满一桌，阖家团圆，畅叙亲情，展望对新年的美好憧憬，家家欢声笑语其乐融融。饺子是必吃的食物，
代表交运和招财进宝。吃完年夜饭，长辈会把提前准备好的红包压岁钱发给晚辈，收到压岁钱的晚辈就可
以平平安安的度过新的一年。除夕之夜大家终夜不眠等待天明，称作守岁。
春节当天，人们都早早起来，穿上漂亮的新衣服，打扮得整整齐齐，到亲朋好友家拜年，恭贺新的
一年大吉大利。
按照中国的传统纪年方法，2015年是中国的乙未羊年。
新的一年新的希望，祝大家羊年大吉！万事如意！
BY SIYUN (AGNES) WANG
GRADE 9 !5
RIS REPORT FEBRUARY
ISSUE 37
Theory of Knowledge and Imagination
Imagination is one of the ‘Ways of Knowing’ that the IB has added
this year to the Theory of Knowledge (TOK) agenda. Although it has
always been a central factor in human creativity, and has been
promoted by philosophers as diverse in colour and habitat as
Spongebob Squarepants and Samuel Taylor Coleridge, its value as a
way of knowing has not always been understood or approved of.
The ancient Greek philosopher, Plato, thought that ‘poets’ were simply “imitators” and therefore
wrote at a remove from the truth and that they furthermore promoted emotion and irrationality.
He proposed banishing them from his ideal Republic. Fiction on the printed page and on the
stage frequently drew criticisms in the past that it was a form of falsehood and therefore morally
reprehensible, although drama, the novel and the arts generally have continued to flourish
despite their disputed claim to be a legitimate, alternative form of truth.
In the last few weeks before half-term Grade 12 looked closely at what the
English Romantic poet and philosopher, ST Coleridge, had to say about the
imagination and how this might relate to various kinds of experience and
creative practice. Coleridge thought that perception itself was a kind of
imaginative activity, in which we translate the raw data that the senses
deliver to our minds into narratives about ourselves and the world around us.
Beyond this, he identified what he called the ‘Fancy’ and the ‘Secondary
Imagination’. The Fancy, we worked out, corresponded quite closely to what
we normally mean by ‘imagination’ or ‘fantasia’ – that is, the creating of new
‘imaginary’ stories, creatures, characters, places and situations out of the materials we already
possess from our memory or our reading. At its most basic this is how we can imagine a flying
pig.
By the Secondary Imagination Coleridge seemed to mean a very
subjective, individualistic way of re-perceiving any place, moment or
situation, discovering in it meanings and ideas that were not part of its
obvious, circumstantial identity. This was a creative quality that
Romantic writers and thinkers valued because it operated against the
tendency in Reason to create consensus and uniformity of
experience and judgement.
In pursuit of the Imagination we left the classroom
to tour the Pop Art exhibition which was then in its
final week in the school. Whether we found it there
among the icons, soup cans and Brillo boxes, which
kind of imagination, and the knowledge it delivered
is still being considered.
BY DAVID BLAIR
TOK & ENGLISH !6
RIS REPORT FEBRUARY
ISSUE 37
Orals IB English Literature Seamus Heaney
For the up coming orals in English Literature at Higher Level both grade 12 and 13 are
focusing on a selection of poems by the Irish poet Seamus Heaney. The poems taken into consideration are all related to the personal experience of the poet
and his relationship with his home country. However, in poems such as ‘Act of Union’ and
‘Hercules and Antaeus’ he also reflects on the historical and religious conflicts between
Britain and Ireland.
The purpose of the upcoming oral commentary, apart from it being an IB examination, is also to
analyse themes developed by the poet
during lessons. Many of the poems
coming from the relevant collections,
such as “North” and “Death of a
Naturalist”, explore important
concepts regarding Heaney's life.
MID-­‐TERM BREAK I sat all morning in the college sick bay Counting bells knelling classes to a close. At two o'clock our neighbours drove me home. ‘Mid-term break’ is one of the poems
studied in class during the Higher
Level sessions.
In the porch I met my father crying— He had always taken funerals in his stride— And Big Jim Evans saying it was a hard blow. This poem is a first person account of
the experience facing the death of
Heaney’s four year old brother, killed
in a road accident. Throughout the
poem the poet confronts death for the
first time and how it affects those he
loves. The title suggests a holiday of
sorts, a time of enjoyment, but the
poem deals with a time of grief and
emotional upheaval.
The baby cooed and laughed and rocked the pram When I came in, and I was embarrassed By old men standing up to shake my hand The poem relates a real-life situation
about the need for love, care and
support among family members.
Although we are all facing challenges
in the oral, everybody is still working
hard to succeed in the final
examination.
BY COSTANZA MOSCA
GRADE 12
And tell me they were 'sorry for my trouble'. Whispers informed strangers I was the eldest, Away at school, as my mother held my hand In hers and coughed out angry tearless sighs. At ten o'clock the ambulance arrived With the corpse, stanched and bandaged by the nurses. Next morning I went up into the room. Snowdrops And candles soothed the bedside; I saw him For the Oirst time in six weeks. Paler now, Wearing a poppy bruise on his left temple, He lay in the four-­‐foot box as in his cot. No gaudy scars, the bumper knocked him clear. A four-­‐foot box, a foot for every year. !7
RIS REPORT FEBRUARY
ISSUE 37
Narrative of the life of Frederick Douglass
Frederick Douglass is the author of this amazing anti-slavery book. In
Douglass’s narrative, he acts as a narrator and the protagonist.
Frederick Douglass’s narrative is an autobiography of his birth into
slavery as a slave and his later escape to freedom in the north. When
Douglass wrote this book in 1845, slavery was still legal throughout the
United States. Douglass’s story had instant success and he became a
famous abolitionist of his era. This book sent forth a strong political
message that showed people the reasons why slavery needed to be
abolished. So even though he wants to tell us his personal story, he
never forgets the greater goal of abolishing slavery.
As we know, slavery still happens today in a very discreet
manner in some countries. As described in Douglass’s
account, even people of this century still languish in the ‘hell
of slavery’ as Douglass calls it. For example, children
harvesting Cocoa beans in the Ivory Coast, yet who won’t
get to eat the chocolates. Bridal slavery is the entrapment
and sale of women as brides, which happens a lot in India.
Even though slavery is illegal all over the world, it is true
that slavery did not die in the 19th century. These video links
will give you an insight to the brutality of child slavery:
https://www.youtube.com/watch?v=BeJy3dA4Ahk or
https://www.youtube.com/watch?v=ykLbO0DcSWA
The main reason why the narrative of Frederick Douglass
still remains effective today, is not because it is a historical account of 19th century slavery, but because it
helps to create awareness of modern slavery because modern slavery does exist.
BY WENDY AFOEKELU
GRADE 12
Coming soon: Book Week 2015
World Book Day is coming up on Thursday 5 March 2015 and we are
getting ready to commemorate this day through our annual Book
Week celebrations, which will take place from Monday 2 to Friday 6
March. We will be celebrating World Book Day by giving students a
voucher which entitles them to €1,50 discount on Usborne Books,
who will be at school on Thursday 5 and Friday 6 March. 2 - 6 March 2015
We’re encouraging everyone to participate and celebrate the joy of
reading! Stay tuned for more information on how you can participate!
!8
RIS REPORT FEBRUARY
ISSUE 37
Looking back: Pop Icons at Rome
International School
RIS had the privilege of
hosting an exhibition
showcasing several pop
icons in partnership with
Restelliartco Gallery. The
exhibition featured original
works by some of the most
famous pop artists such as
A n d y Wa r h o l , K e i t h H a r i n g , R o y
Lichtenstein, Tom Wesselmann, Mel
Ramos, Romero Britto, Vik Muniz, and
Albert Watson. Being exposed to pop art
has not only brought the school a great
look but has also allowed us students to
reflect and acquire new knowledge
through seeing real art work.
We have had the opportunity to learn not only
about the several famous artists, but also
learn about the historical and economic
context and impact of these works of art. As
an IB student the exhibition gave me the
perfect opportunity to put the IB Learner
Profile into action. For example, I
communicated with guests who attended the
exhibition and this contributed to my CAS
hours. I have become more open-minded as I
have been exposed to different cultures and
the history of several countries. Continue
reading for students and teacher reflections
about the Pop Icons exhibition.
BY SHANICE SITATI
STUDENT LIAISON REPORTER
Student / Teacher reflections
What does art mean to you?
Art is a way to express your feeling and identity. Virginia B., Grade 7
Which artist or work of art did you enjoy the most?
Whaam because it is full of action. Ernesto, Grade 13
What have you learnt from the Pop Icons exhibition?
I discovered new artists and new paintings. Isabella Y., Grade 11
I practiced drawing the artwork and use of colours. Above all, I learnt how to embody my mood
in my art. Ylenia Y.
!9
RIS REPORT FEBRUARY
ISSUE 37
Why is it important to have events like the art exhibition in RIS?
It exposes us to different cultures and real-life work which helps us understand the theory and
appreciate real work. Shanice S., Grade 12
Pop Art’s simplicity hides its complexity of aesthe5c visual language understanding -­‐ Ms Cope I enjoyed the exhibi5on, it gave the school a nice touch of color and crea5vity. Having exhibi5on like this have made us more aware of the progressive and modern art culture. — Middle School Student Pop Icons was fun. Pop art plays with photos. It makes everyone smile and its it beau5ful. I love pop art! -­‐ Emma Grade 5M I think it was great because the school looked like a museum. -­‐ Gaia, Grade 6 It was a great opportunity for the students and the staff of the school to deepen their knowledge of pop art and the culture of that period. -­‐ Ms Olivo7o !1 0
RIS REPORT FEBRUARY
ISSUE 37
It was cool to have art by such famous ar5sts right in our school. -­‐ Grade 9 student It was a fabulous opportunity to see such key pieces of art at close quarters. It was a fantas5c opportunity for students of all ages. It was intellectually enriching working in an environment with such incredible pieces of art. -­‐ Ms Jones — Mrs Blair It was beau5ful and lovely. We should do this more oJen. It adds to the profile of the school and being exposed to real art work was amazing! It was quite an accomplishment. — Mrs El Sheikh WE’D LOVE TO HEAR FROM YOU! TO CONTRIBUTE TO THE RIS
REPORT EMAIL THE EDITOR
RIS report is a monthly publication by Rome
International School.
I think it was a really good idea. I would like to have it again. -­‐ Eleonora, Grade 6 Registration
243/2014 as of 21/10/2014
Direttore Responsabile
Maria Corbi
Editor-in-Chief
Tania Gobena
tgobena@romeinternationalschool.it
Rome International School
Via G. Pecori Giraldi, 137
00135, Rome
+39 06 84482650/1
office@romeinternationalschool.it
www.romeinternationalschool.it
facebook.com/romeinternationalschool
!11