Inside Chapel 19 English

INSIDE

CHAPEL Issue 19 - September 2019 / ISSN 2527-2160

A DOOR TO THE WORLD Director of the Lasar Segall Museum, Gian Hannud recalls his time at Chapel

FIRST IB SCHOOL IN BRAZIL A pioneer in adopting the program, Chapel stands out by offering IB to all high school students

INSIDE THE INTERNATIONAL BACCALAUREATE Created half a century ago, this international high school program of study boasts one of the most comprehensive and rigorous curricula in the world

INTERCULTURAL UNDERSTANDING The life lessons of Michael Popinchalk

“OUR OBJECTIVE IS TO DEVELOP GLOBAL CITIZENS” Exclusive interview with Siva Kumari, IB director general

F I N G E R M A N N

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CHAPEL ART SHOW

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and this edition honors print artist, painter and designer S É R G I O F I N G E R M A N N, f r o m

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The 47th CHAPEL ART SHOW

SUMMARY

Father Lindomar Felix da Silva, OMI Provincial of Missionary Oblates of Mary Immaculate in Brazil

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ear brothers and sisters, readers of Inside Chapel magazine, we are glad to share one more edition of our school bulletin with you. This magazine aims at conveying the effort Chapel puts into making the world a place where people are more just, humane and supportive.

That being said, in this edition we have included an article that places us in the “Fourth Industrial Revolution”, shedding light on how learning happens in this social context of constant change.

We will, then, have a look at how the international high school certification, the IB, was created in 1968 and has since enabled youth from all over the globe admission to universities worldwide. We, the Chapel family, are extremely proud of a remarkable feat: being the first school in Brazil to adopt the International Baccalaureate Diploma Program, as well as the first to extend this benefit to all high school students.

This issue also features an article on the 2019 Book Fair, which will feature comic books as its theme. It is great to see how our students have been working since the beginning of the year for this event. Also, the 47th Art Show is right around the corner, and this year it will pay tribute to the talented Brazilian artist Sérgio Fingermann. In this issue you will learn about the arrangements for this event. As we know, Escola Santo Eugênio has recently started its activities in Americanópolis, to the South of São Paulo (Zona Sul). It was built and sponsored by the Oblate Fathers of Mary Immaculate, receiving support from Chapel, completely free of cost for underprivileged children of that region. In this edition, you will see that the school promoted its first event, surely the first one of many to come.

In our “Talents and Passions” section, we feature a series of texts about students who have something in common: passion that fuels their talent, and is converted into beautiful and life-changing actions. In the “Alumnus” section, we showcase Chapel alumnus Giancarlo Hannud, current director of the Lasal Segall Museum who thinks back the years he spent with us with gratitude and fondness. To close the edition, an essay on internationalism, which shares life experiences of American teacher Mr. Michael Popinchalk.

I hope you enjoy your reading and may God kindly bless the lives of each and every one of you.

STAFF Inside Chapel is a semi-annual publication

by Escola Maria Imaculada – Chapel School WWW.CHAPELSCHOOL.COM

EDITORS-IN-CHIEF: Miguel Tavares Ferreira, Marcos Tavares Ferreira, Adriana Rede and Luciana Brandespim EDITOR: Paula Veneroso MTB 23.596 (paulaveneroso@gmail.com) EDITORIAL ASSISTANT: Fernanda Caires (publications@chapelschool.com) CONTRIBUTORS IN THIS EDITION: Fabiana Saad, Mauricio Oliveira, Michael Popinchalk and Paula Veneroso PHOTOS: Arquivo Chapel, Fernanda Caires, Grazy Barreto, Gerry Mayer-Rohrmoser, International Baccalaureate and LES Fotografias GRAPHIC DESIGN AND LAYOUT: Vitor de Castro Fernandes (vitor@complexodesign.com.br) TRANSLATIONS: Chapel School PRINTER: Leograf

EDITORIAL

Lucy Nunes, Superintendent, Chapel School

THRIVING WITHIN UNCERTAINTY “Success comes not from having certainty, but being able to live with uncertainty.” - Jeffrey Fry

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t’s official folks, the future is definitely uncertain and nowhere is this more evident than when trying to make predictions about tomorrow’s jobs, occupations, professions and business opportunities. This shift has been on the horizon for a while now as we bear witness to the absolute effects of disruptive technologies on just about everything we do and how we do it. Now the enormous value of possessing entrepreneurial thinking skills is shining brightly in the face of humanity and pushing us to think, learn and teach differently. To clarify, entrepreneurial thinking in this context does not mean knowing how to create a successful new business, but rather being able to engage in thinking about absolutely everything in a way that is open to endless possibilities and with transformation as its objective. Supporting this kind of thinking means a big departure from long accepted notions of what good education and being prepared for life looks like and it has taken brave minds and souls to take steps toward supporting learners to not only live, but to thrive within the deep waters of uncertainty to come.

Chapel School is proud to have a legacy of embracing forward thinking approaches in education in order to prepare our students for life’s unforeseen challenges. We were the first in Brazil to boldly adopt the International Baccalaureate Program back in its infancy. We will complete 40 years within IB next year, and when we consider that the program itself is 50 years old, we see the extent of our pioneering spirit. It is admiral that Chapel educational leaders recognized the value of the IB Learner Profile which has now become the reference for excellence in education worldwide. Chapel has never stopped searching, developing and perfecting in order to offer the best holistic education for our students’ minds, bodies and souls. As a result, today we see a clear alignment of practices from early childhood all the way up to high school, maintaining fidelity to interdisciplinary approaches which develop autonomous, critical, creative and ethical thinkers.

The journey towards being able to thrive within uncertainty is still underway and we will continually be challenging ourselves and our students to become comfortable in thinking beyond that which is known. These are exciting times of discovery but can also be a little scary, especially for a child beginning to think about his or her mission for life. To best support them we must stay grounded and optimistic by focusing on the wonders that lie within the unknown. As RI Fitzhenry said “Uncertainty and mystery are the energies of life. Don’t let them scare you unduly, for they keep boredom at bay and spark creativity.” So let’s be sure to support thinking that brings sparks, energy and creativity to our children’s minds because these will lead them to their personal world of endless opportunities.

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CONTRIBUTORS

FABIANA SAAD [Learning in the Era of the Fourth Industrial Revolution, p. 26] is a journalist from FAAP (Fundação Armando Álvares Penteado), and has an MBA in International Marketing from Italy and an in Digital Marketing from FGV (Fundação Getúlio Vargas). She also studied Digital Awareness at Hyper Island and participated in the Women Leadership Program at Oxford. She is the author of books Dicas de Mulheres Inspiradoras no Comando de Suas Carreiras and Mulheres Positivas, which has become a column in the newspaper O Estado de São Paulo.

MAURICIO OLIVEIRA [Art, Culture, and Diversity, p. 36] is a journalist from Universidade Federal de Santa Catarina (UFSC), and has a master’s in Cultural History and a PhD in journalism from the same institution. He worked as a reporter at Gazeta Mercantil newspaper and Veja magazine. He has been a freelance journalist for 15 years, writing regularly to media such as Valor Econômico and O Estado de S. Paulo. He is the author of 15 books such as Patápio Silva, o Sopro da Arte, Garibaldi, Herói dos Dois Mundos and Pelé 1283.

MICHAEL POPINCHALK [Nurturing Global Citizenship and Intercultural Understanding, p.

43] is the former Associate Director of the New England Association of Schools and Colleges (NEASC) Commission on International Education. He began his professional journey as an educator in 1977, and for the past 40 years he has served as a teacher, administrator, learning leader and cultural broker for government run, private independent or privately owned schools in eight different nations. Since 2010 Michael has traveled extensively over five different continents on behalf of NEASC. He is currently serving as a Principal, Senior Advisor and Consultant for a new American curriculum school in the United Arab Emirates while his wife Jocelyn teaches IB Geography in Norway. Michael and Jocelyn have raised two third culture kids who graduated from international schools in Bangladesh and Egypt.

PAULA VENEROSO [IB: Learning how to learn, p. 09, and IB at Chapel: excellence for All, p.

18] is the editor of “Inside Chapel.” She is a journalist with a Master’s degree in Portuguese from PUC-SP. She has worked as a copyeditor, writer and reporter at “Veja” and “Veja São Paulo” magazines andat “Folha deS. Paulo” Newspaper. She currently works as a book designer and editor, in addition to producing and editing news articles for print and digital media.

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SUMMARY

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PASSPORT TO THE WORLD

IB FOR ALL

The history of the International Baccalaureate, a program of study that qualifies students to enroll in universities around the world.

At Chapel, the IB is for everyone, and students earn results above the world average. Learn why.

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The first female general director of the International Baccalaureate, Siva Kumari, talks about the future of education.

How his years studying at Chapel influenced the life of Giancarlo Hannud, the current director of the Lasar Segall Museum.

TRANSFORMATION OF LEARNING

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THE VALUE OF DIVERSITY

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GLOBAL MINDSET

SPOTLIGHT

American educator Michael Popinchalk analyzes the importance of intercultural understanding in educating today’s youth.

Comic books at the Book Fair, the 47th edition of the Chapel Art Show, the STEAM approach, awards for IV Encontro Literário, the Senior Fashion Show, Chapel’s participation in the 2019 AASSA conference, an event at escola social Santo Eugênio and innovative projects in 5th grade. Stay in the loop with Chapel news.

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Get to know nine Chapel students with the will to change the world, whose values extend beyond their academic achievements.

A look back at important events in the community during the second semester: First Communion, World Book Day, Mother’s Day, Carnaval, Festa Junina, IV Encontro Literário, and the Sports Banquet.

TALENTS AND PASSIONS

GALLERY

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IB: LEARNING HOW TO LEARN

By Paula Veneroso Photos: Fernanda Caires, Arquivo Chapel and International Baccalaureate

DEVELOPING HIGHER LEVEL CRITICAL THINKING, PROMOTING INTERNATIONAL MINDEDNESS, GLOBAL CITIZENSHIP AND WORLD PEACE - THESE ARE THE MAIN GOALS OF THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME, A HIGH SCHOOL DIPLOMA PROGRAM CREATED IN 1968 TO VALIDATE AND PREPARE YOUNG PEOPLE FROM ANY NATIONALITY TO BE ACCEPTED INTO UNIVERSITIES ALL OVER THE WORLD

IB: LEARNING HOW TO LEARN

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t all started in 1960, in a classroom with 25 students from 20 different countries at the International School of Geneva, when History teacher Mr. Robert Leach was discussing World War II and a student raised his hand and stated that his country had won the war. The teacher then listened to other students, and their answer was the same: in school in their home countries, they learned their respective countries had won the war.

Such disparity did not discourage the former Head of the History Department at Ecolint (now the International School of Geneva, the first international school in the world). On the contrary, this fact led him into a discussion with his peers about a program that would go beyond the limits of a simple curricular standards. The teacher was sure that he could challenge nationally accepted ideas by stimulating students to analyze and evaluate multiple perspectives, envisioning an educational premise focused on the universality of learning and aimed at world peace and understanding.

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The term ‘International Baccalaureate’ was mentioned for the first time in 1962 by Bob Leach himself, at the first ‘Conference of teachers of Social Studies in international schools’, which he organized during the 11th general assembly of the Association of International Schools (ISA) in Geneva.

He and his fellow educators were teeming with Ideas (see the ‘IB pioneers’ box) as they developed the International Baccalaureate program. They wanted something that would prepare students of international schools for global citizenship that went beyond a standardized curriculum. They wanted a diploma that would be recognized everywhere, allowing students to be accepted to any university in the world. Back then, Ecolint used to prepare students for five different national admission tests in England, France, Germany, Switzerland and the United States. Since each country had their own exam, student preparation happened in small groups separated per nationality, which, invariably, isolated students culturally.

is more than a curricular movement. It is also a cultural and behavioral movement that was born to oppose the horrors and segregation of war through an internationallyminded, active and student-centered education.

Since its creation, the three main IB Diploma Program goals remain the same: 1. Develop critical thinking skills, holistic learning, lifelong education and affective education via community service 2. Foster international mindedness, an appreciation of multiple perspectives, promotion of intercultural understanding, and consideration of solutions to major global issues leading to world peace 3. Offer a globally recognised university entrance qualification, thus facilitating student mobility across frontiers

From 1962 on, for 6 years, groups of high school and university teachers established the curriculum profile - to be offered in the two last years of high school -, standardized the content and skills to be developed by students, and prepared the set of exams that was tentatively applied in 1969. The results met the expectations of the participating schools and from that point on, the organization (officially registered as the International Baccalaureate Organization in 1968 with its headquarters in Geneva) started reaching governments and universities around the world to offer the Diploma Program - at first, in two official languages, English and French, and, starting in 1983, in Spanish).

The first IB Director General was British educator Alec Peterson, who headed the organization from 1968 to 1977 and was one of the main driving forces behind the IB educational philosophy and curriculum design.

Gradually, the IB was widely accepted as a valid credential for university admissions, exempting awarded students from taking college entrance exams. In 1970, the first official IB Diploma exams were taken by students from twelve schools in ten countries. Nowadays, the program is offered by 7 thousand schools in 153 countries. In 2016, more than 160 thousand students took the final IB exams. Every year, more than 75 thousand IB teachers undergo IB trainings around the world.

In only about 50 years, IB has become the most renowned high school diploma program in the world.

It is not as simple as saying it is a preparatory course, methodology or an educational system. Quoting current IB Director General, Siva Kumari, “IB is a movement”. It

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Holistic and circular: the secret of the Diploma Program The circular picture which represents the IB Diploma Program considers all aspects of the curriculum and displays the role and dimension of each component.

It is not by chance the circle resembles the shape of the Earth and the watermark unravels the silhouette of the planisphere.

Student-centered learning It all starts at the individual level - the IB student.

Everything the student does and gets involved with, from the core subjects to the further required activities, has the goal of developing the ten personality traits valued by the program and described in the IB

IB: LEARNING HOW TO LEARN

“IT IS IMPORTANT FOR IB STUDENTS TO KNOW HOW TO MAKE CONNECTIONS AND COMPARISONS BETWEEN THE AREAS OF KNOWLEDGE, PROVING THAT KNOWLEDGE DOES NOT HAPPEN IN ISOLATION AND SEPARATE WAYS” learner profile: inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risktaker, balanced and reflective. The person this student will become is located in the center. As students participate in the program, they must demonstrate these values in their actions.

Ways of teaching, ways of learning Embracing the learner profile, the next ring of the IB Diploma Program circle presents the approaches to teaching and learning, one of its main differentials.

Given the program goes beyond the mere acquisition of academic, cognitive and knowledge skills, from its core there must exist different ways of teaching and learning, hence the two approaches.

This is the reason why a teacher will never ask students to memorize facts and dates. Assessments are based on real life situation, such as case studies, and each course will meet its goals through the usage of ‘IB command terms’. Students learn how to interpret, analyze, discuss and compare, among other skills. For instance, in the Geography course, the assessment objectives are to: Knowledge and Understanding of specified content, Application and analysis of knowledge and understanding, Synthesis and evaluation, Selection, use and application of a variety of appropriate skills and techniques which foster critical thinking skills.

The command terms - which also vary per course - are the higher level cognitive skills students will acquire throughout the program - these minimize the need for memorization and superficial knowledge. There are more than 50 command terms, such as: analyze, apply, evaluate, compare, deduce, demonstrate, discuss, exemplify and reflect.

IB teaching is based on investigation and inquiry. In the classroom, teachers motivate students to express their thoughts and ideas by providing challenges through complex and engaging questions instead of simply lecturing them. The teacher will foster collaborative thinking to ensure students build their knowledge collectively, through interaction and dialog.

Therefore, teaching is meant to promote teamwork while meeting the individual needs of each student.

This practice makes students learn metacognitively, turning the knowledge inward - encouraging to students think and discuss how they learn. To do so, teachers rely on strategies which not only allow students

to learn, but also allow them to learn how to learn, for instance, through research, listening to different points of view, synthesizing information and also respectfully disagreeing with someone. This is the true meaning of ‘teaching for life’.

The IB core Back to the program design, one notices that the three core components of the Diploma Program are in the center: Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Action and Service (CAS) - the extracurricular learning activities based on creativity, sports and social awareness. These elements are responsible for developing a variety of skills in students that are not limited to their academic success - they are connected to students’ lives, going beyond the academic realm.

HOW CAN AN INTERNATIONAL STUDENT BE ASSESSED?

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tudents who take the Diploma Program are assessed by international examiners all over the world. When students, for instance, take the exams in Brazil, they do not know whether an Ecuadorian, Canadian, Indian or Japanese teacher will assess them. As it is an exam administered worldwide, the IB exams happen on the same day in every country, to prevent information leaks. Also, to guarantee safety and to prevent the issues the different time zones would bring, the content of the tests varies between continents.

The IB Diploma Program determines different assessments and written exams per subject, and they are all produced by the organization. Each of the six subjects is worth 7 marks, for a total of 42. Three extra marks can be awarded by the performance of the student in the core components. To receive the diploma, students must obtain at least 24 out of the 45 possible marks.

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TOK: reflecting upon the building of human knowledge The Theory of Knowledge course is all about reflecting upon the nature of human knowledge, discussing how humanity builds its knowledge and developing skills to apply this knowledge in an authentic and critical way.

This course is offered for three semesters and relates to all IB subjects, allowing students to look at the Diploma Program from a critical and integrated manner, building connections among the many areas.

Fundamentally, students commit to understand how theories are formulated and what type of evidence proves or disproves them. They also see what is and what is not scientific study and the role of the scientific community in it. Given that knowledge is built differently according to the area of study, the IB predicts eight distinct ways students can think about knowledge: Natural Sciences, Human Sciences, History, The Arts, Ethics, Mathematics, Indigenous Knowledge Systems and Religious Knowledge Systems. After learning how humanity produces, assesses and interprets knowledge, it is important for IB students to know how to make connections and comparisons between the areas of knowledge, proving that knowledge does not happen in isolation and separate ways.

In TOK, students are expected to acknowledge different perspectives for the same issues. Students must be aware that their own knowledge is based on one of the many different perspectives and that this point of view is also filled with beliefs and presuppositions. The emphasis on the importance of considering different perspectives allows students to tackle any issue in a deep and rich way.

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Extended Essay: an introduction to research It is common to hear IB alumni say they felt more prepared for college than their classmates, especially in the first semesters. Maybe, the main reason behind this is the IB Program´s Extended Essay (EE). The EE is a 4,000-word essay about a subject chosen by the student. Students do not have an EE course in which to write it. They simply meet with their advisor, who is a teacher of the essay’s subject matter. It is completely independent and individual work. During the sessions with their advisors, each student goes through all the steps required by the EE: the formulation of an appropriate research question, the access to reliable sources of information, the organization and development of arguments, and the essay itself. There are many advantages to this IB core component, both during and after the three semesters it takes to complete. It motivates students to become inquirers, self-reflective and dedicated to research, as well as helps them practice and master written language skills.

The EE is a unique - and challenging - opportunity for high school students to complete an independent, university level research project before starting college.

It is also an opportunity of finding a subject area they are passionate about, which eventually helps them choose their university course.

In the long journey to produce the EE, students acquire special personal and academic skills which are part of the IB profile: persistence, inquiry, time management, creativity, critical thinking and academic autonomy.

IB: LEARNING HOW TO LEARN

THE IB PIONEERS

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he International Baccalaureate was developed by teachers who were motivated to create a better world through education. Among the DP creators, three educators stand out by building their careers demonstrating genuine interest in students. Their contributions were fundamental to guarantee the excellence of the program syllabus, the rigorous assessments and the internationalism of students.

ALEC PETERSON From Edinburgh, Scotland, the first IB Director General (19681977) is considered one of the main educators responsible for the structure of the Diploma Program, which reflects his humanist and liberal view of education. In 1969, Peterson published a paper describing the need of a new educational system, which would stimulate students’ minds and promote critical analysis instead of focusing on encyclopedic knowledge. The educator valued the ethics of science, and noticed humanities specialists needed to see the ‘beauty of mathematics’ as well. He is considered the driving force behind the IB curriculum and one of its main promoters.

Peterson kept working for his cause after retiring and he was also the first honorary member of the organization’s Council of Foundation (1983-1988).

KURT HAHN Born to jewish parents, the German educator from Berlin had to flee Scotland in the 1930s after writing a letter to his students saying he would leave them if they embraced the Nazi philosophy. A fierce activist against Hitler, in 1941 he founded a character building movement called ‘Outward Bound’. This philosophy was sustained by four pillars which later inspired CAS (Creativity, Action and Service), the mandatory extracurricular IB component. The pillars are: 1. Physical fitness 2. Challenge and adventure expeditions 3. A project to develop selfconfidence and self-discipline 4. Sense of compassion through service.

ROBERT LEACH From the island of Nantucket, in the United States, Bob Leach was the most popular History teacher of the International School of Geneva, where he taught for thirty years.

He was one of the creator of MUN (Model United Nations) at Ecolint (formerly Student’s United Nations – SUN), which is one of the most important programs in international schools. As an ISA (Association of International Schools) consultant, he spent two years visiting associated schools to create a report. In this document, Leach explained the ideological mission of international schools was to prepare students for global citizenship. He is known as the original promoter of the International Baccalaureate and developed a contemporary history syllabus and exam, which promoted critical inquiry. This pedagogy was applied to all IB Diploma Programme subjects.

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THE IB TEACHER: A DIFFERENTIATED PROFILE

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reated and founded by teachers, the International Baccalaureate values and acknowledges the importance of teachers.

It is a teacher´s capacity for innovation, creativity and cultural diversity that is the cornerstone for any educational program. The Diploma Program is no different.

Each teacher is trained in their subject and whenever the syllabus is updated, teachers have another professional development opportunity. The training sessions include an overview of the syllabus and assessments, as well as guidance on how to plan and teach the course. Additionally, it encourages teachers to network with their peers from all over the world to build a helpful support system.

The IB does not publish or require any materials or textbooks. The organization designs all courses and publishes a subject guide along with the TOK, EE and CAS component requisites. Along with participating in the training courses, teachers must read their subject guides, however, they are free to prepare their own courses and select materials. It is the teachers´ role to develop their own courses in an efficient and autonomous way. The goal of the IB teacher is to lead students into comprehension and critical thinking of the course content, in order to prepare them for the exams, core components and society as a whole.

Creativity, Action and Service: learning by doing In order to meet the expectations of the last IB core component, students do not need to go to any class: they are advised to do sports activities of their choice (both in teams and individually) and also to try service and creative activities aiming to benefit their school and local community. These are extracurricular activities which not only contribute to students’ health and emotional balance, but that also counterbalance the academic rigor required by the Diploma Program and awaken the creative and transformational forces within the individual.

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However, if at first glance CAS seems to be all fun and games, a closer look reveals a component that requires a great deal of responsibility, given the freedom it provides students.

Students are encouraged to create volunteering and social responsibility projects in order to contribute to their local communities, demonstrating they are engaged citizens who care about others. For three semesters, each students must dedicate three hours of their week to the program, one hour per letter (C, A and S). In this journey, students build a portfolio to register their projects, takeaways, reflections, plannings, successes and points of improvement. To summarize, CAS is a program that creates opportunities for selfactualization and that allows students to be fruitful members of their communities.

The International Baccalaureate expects seven learning outcomes from a CAS student: (1) Identify your own strengths and develop areas for personal growth; (2) Demonstrate that challenges have been undertaken, developing new skills in the process; (3) Demonstrate how to initiate and plan a CAS experience; (4) Show commitment to and perseverance in CAS experiences; (5) Demonstrate the skills and recognize the benefits of working collaboratively; (6) Demonstrate engagement with issues of global significance; and (7) Recognize and consider the ethics of choices and actions Independence and freedom of choice In the intermediate ring, there are the six topics covered by the program and their respective subjects, which varies among schools since local cultural aspects and the profile of each institution contributes to particularize the Diploma Program: (1) Studies in Language and Literature (English, Spanish, French and the school’s native language), (2) Language Acquisition (a second language), (3) Individuals and societies (History, Geography and others), (4) Sciences (Biology, Chemistry and Physics), (5) Mathematics and (6) The arts (Visual arts, Theatre, Music and others) The Diploma Program offers more than a hundred courses and schools can offer as many as they wish by taking their size, pedagogical philosophy and resources into consideration. In ‘Individuals and Societies’, for instance, the IB offers ten courses - besides the traditional history and geography subjects, schools can

IB: LEARNING HOW TO LEARN

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IB: LEARNING HOW TO LEARN

provide courses such as Information Technology in a Global Society or even World Religions. Each student can build their own schedule based on the subjects offered by the school and regardless of the chosen subjects, each one of them is taught following the IB philosophy and allows the development of higher level, critical thinking skills.

Another guiding statement of the IB, Global Citizenship, refers to being aware of a broader world in which people become global citizens. According to the IB, global citizens respect and value diversity and other cultures, understand interconnectivity and complexity, work for social justice to make the world a richer, more sustainable and hopeful place.

Students are free to choose one subject from each group taking a total of at least 6 courses. The only optional area is The Arts. If a student does not take any Art course, they can take any other course of the remaining five topics.

Both international mindedness and global citizenship are the final results IB students will achieve after finishing the program. Besides being the initial inspiration for the creation of the program, students are at the very core of the circle, as the primary concept that delineates all the different strategies which lead to their development.

The program requires students to study three subjects at standard level and three at higher level.

Before students make choices throughout their twoyear journey, they are encouraged to develop strategies they will need to be successful. The main goal of the program is to allow students to be responsible for their learning process and performance.

Students are expected to develop the following skills in all courses: (1) Comprehension and appreciation of research; (2) Presentation and communication; (3) Critical thinking; (4) Writing in at least two languages; (5); Time management skills and (6) International mindedness and cultural awareness.

International mindedness and global citizenship At the outer ring, besides the name of the program (which is not the only one offered by the organization - see box ‘The IB expansion’), the expression ‘international mindedness’ unravels its purpose: developing caring young people who understand other cultures and histories, who speaks more than one language and who are able to see issues from different perspectives.

International mindedness is even more than that: it is a value which will guide all layers of the program and determine its final result. According to Ian Hill, Former Deputy Director General of the IB, “it is about putting the knowledge and skills to work in order to make the world a better place through empathy, compassion and openness - to the variety of ways of thinking which enrich and complicate our planet”.

THE EXPANSION OF IB

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he Diploma Program was the first one to be offered by the organization, but it is not the only one. As the organization grew, more educational programs were created, reaching 3 to 19-year-old students - from early childhood to high school. The IB currently provides four programs, which can be adopted individually by public or private, national or international schools of any size. They are all based on a constructivist teaching and learning approach, and they are designed to encourage students to become independent learners throughout their lives.

The PYP (Primary Years Program) was created in 1997 and it focuses on 3 to 12 year-old students.

The MYP (Middle Years Program) comprises 11 to 16 year-old students and has been offered since 1994.

The CP (Career-related Program), created in 2012, is aimed at 16 to 19-year-old students and focuses on professional careers. The DP (Diploma Program) has been offered since 1968 and is designated for 16 to 19-year-old students. It is the most well-known of the programs, being respected and acknowledged by the best universities in the world.

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By Paula Veneroso Photos: Fernanda Caires and Chapel Archive

THE FIRST SCHOOL IN BRAZIL TO ADOPT THE INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAM, CHAPEL WAS ALSO A PIONEER IN EXTENDING IT TO ALL HIGH SCHOOL STUDENTS

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IB AT CHAPEL: EXCELLENCE FOR ALL

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n June 1, 1980, Chapel became the first school in Brazil to adopt the International Baccalaureate (IB) Diploma Program, offered in the last two years of high school. In 2007, after accumulating nearly three decades of experience with the program, the school decided to offer the IB diploma to all students, not just to those with high academic performance. Rather than recommending the best students for IB and relegating others to take regular high school classes, as happens in most schools, Chapel enrolls all students in IB courses at the start of the 11th grade.

INSTITUTIONAL – IB FOR ALL

“We do not have classrooms that are not IB. This means a high degree of academic rigor and high expectations for student performance in all of our classes,” explains Paula Moro, high school principal. “Without a doubt, the lack of barriers to an IB education already sets Chapel apart,” says Benjamin Vaughan, IB coordinator.

“In addition, the results achieved by our students are generally above the world average, which says a lot about the quality of work done here.”

To make this possible, students are prepared from the earliest years: the Brazilian, American, and socialemotional curricula are designed so that students develop the skills and competencies necessary to be prepared for the IB when they reach the 11th grade.

“We believe that all students can and should carry out the complete program, with the prerequisite being that they develop high-level skills in the years leading up to IB,” says Luciana Brandespim, Character Education coordinator. In addition to critical thinking, these skills include social-emotional competencies that are nurtured in the programs that accompany the student starting in Kindergarten (through Caring and Sharing), continuing in Elementary School (with CARES – Cooperation, Assertion, Responsibility, Empathy and Self-control), and further developing in High School (via the Advisory Program: self-awareness,

self-management, social-awareness, relationship skills, responsible decision-making).

Throughout this journey, the school offers services and programs to help students succeed. According to Ms. Brandespim, everyone benefits: students develop autonomy, acquire writing skills, learn from real-life experiences, and manage their time and choices. “Students mature a great deal through the process,” she says.

Building the IB Mentality Student preparation for the IB program is intensified starting in grades 7-10, when materials and teaching methods are increasingly aligned with the philosophy of the program; assessment formats, descriptors of competencies and skills, and even the grading range (from 1 to 7) become the same as those used in IB. “Starting in the 9th grade, we already have formal and regular conversations with parents and students about the structure of IB, explaining how the choices made by the student at that time will impact future opportunities,” explains Ms. Moro. Chapel students begin choosing elective courses in 9th grade; the choices in this phase, although not definitive, will directly influence students’ IB trajectory. If, for example, a student likes French, he or she is advised to take the course starting in the 9th grade, preparing him or herself for IB French in 11th grade.

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INSTITUTIONAL – IB FOR ALL

“In the second half of 10th grade, as part of the Advisory Program, we spend a whole semester talking about the IB program. We discuss the benefits that CAS (Creativity, Activity and Service) and the Extended Essay provide, and reflect on the students’ expectations for the program, since it involves personal projects for each student,” says Ms. Bransdepim, who is also the CAS coordinator.

The Challenges of IB In addition to their six classes from various disciplines, students need to complete three “Core” activities – TOK (Theory of Knowledge), CAS, and EE (Extended Essay) – in order to obtain the IB diploma. A great differentiator at Chapel is the importance assigned to these three elements.

Unlike some other schools, Chapel treats TOK as a compulsory classroom course, with one hour of class every two days over three semesters. “It is a course for the students to think about what they are learning, and to reflect how each piece of knowledge was acquired. With this, they will establish connections between areas of knowledge and realize, for example, that acquiring knowledge in languages is different from acquiring knowledge in science, mathematics, or history, and that each area brings unique challenges,” explains Mariana Battistini, Theory of Knowledge teacher. TOK is at the heart of the Diploma Program “because it is the foundation for students to build connections between disciplines,” adds Ms. Moro.

The Extended Essay, an individual research paper that students develop during the two years of the IB program, and CAS activities, which include creative projects, community service, and physical activities, are also at the heart of the program, challenging and engaging students. “These two components, in fact, push the student out of their comfort zone. They are very challenging because they do not have actual classes, and they provide an opportunity for the student to undertake

individual projects and research, taking responsibility for their experiential learning outside of the school universe,” explains Ms. Moro.

As for the Extended Essay, developing a research question and conducting academic research over two years is quite difficult for a teenager. “Although they have the support of an advisor to assist them in the process, students primarily work independently to research, think critically, and write their arguments,” comments EE coordinator Kristin Smith, who also helps students who face problems during the process.

CAS activities, in turn, must be carried out over three semesters, and require self-management and selfknowledge. “It is an opportunity for students to show the world who they are through concrete actions, and also a chance for them to discover themselves and others, leaving their mark on the world,” explains Ms. Brandespim. For this reason, the program is completely customized, with each student choosing activities and projects according to his or her personal tastes and abilities. The coordinator points out that most after-school clubs at Chapel have the qualities necessary for students to develop CAS activities. She also said that CAS accepts all sports, both those practiced at Chapel or at outside clubs. To meet this requirement without issues, IB suggests that the student devote three hours a week to CAS – an hour for each of the components (Creativity, Activity and Service).

Learning Verification The coordinators of these Core components help students set goals and create a timetable so they can stay organized. Nonetheless, these are still autonomous activities, chosen by students, for which they must be responsible throughout the process. According to the coordinators, this could be the biggest challenge of the Diploma Program. With that in mind, the coordinators

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HOW CHAPEL BECAME THE FIRST IB SCHOOL IN BRAZIL

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o become an IB school, the institution first participates in an authorization process to ensure that the global organization’s standards are met. Once accredited, the school receives curriculum and program evaluations from the IB. Every five years, the school is re-evaluated to see whether it continues to meet the IB criteria, which include teacher training, infrastructure, and support services, among others. The most recent Chapel accreditation renewal happened three years ago, reports Mr. Vaughan, who has been IB coordinator for the past two years. The first authorization, however, was four decades ago.

Sue Marie Lund, the first IB coordinator at Chapel, a position she held for five years, tells the story. Susi, as she is affectionately called, arrived in Brazil in 1962, newly married and a semester away from graduating with a degree in History. She set up residence in the country, graduated from PUC-SP with a teaching degree, acquired several specializations – including in the arts – and participated actively in the implementation of the IB program at Chapel, where her five children studied.

TESTIMONY OF SUE LUND

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n the 1970s, Chapel received many European students. There were Scandinavians, Italians, Germans, Irish... At the time, these students were not able to enter the university when they returned to their countries without being set back three years in their studies. The IB diploma would solve this problem. At the same time, we felt the need to enrich the curriculum because we had very talented students.

The idea of bringing ​​ the IB to Chapel came from Gibby Griffin, who was the high school counselor at the time. She was a good friend of mine, and I helped her in the office as a volunteer. She asked me what I thought

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about IB, and I replied that I thought the program was wonderful, and that it would be great for Chapel. That was in 1979. However, she had to leave soon after this conversation, so the process of bringing the IB to Chapel became my responsibility. At the time, the nearest IB school was in Argentina, and making a phone call to another country was very difficult and extremely expensive. So, the whole process was carried out through letters. When the school received authorization, I was invited to coordinate the IB in 1980. We had to solve the problems that arose without knowing how the other IB schools handled them. There was also the issue of languages. Chapel offered Spanish and French, but we

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had students from many other cultures, and at various levels of language fluency. So I had an idea: the school offered a room for one hour a day and left guidelines on IB exams to a private language teacher – who was paid by the parents – to prepare each student in their mother tongue. It worked out very well. We applied IB exams, at standard and higher levels, in several languages such as Italian, German, and others. These were the types of problems that we had to solve, and we had no way to exchange ideas – we were on an island, with no other IB schools nearby. As coordinator, I created solutions that would facilitate the development of student studies.

During the implementation of the program, I expected resistance from the teachers. However, it was amazing how faculty embraced the IB program and were extremely excited. And Chapel really had wonderful teachers who opened up to this change and did an exquisite job. The teachers accepted the idea and the challenge. And when they faced problems, I would call everyone to help solve it. They took charge of the IB; it was not an imposition.

The first two years were very important because the students got good grades. In fact, I thought: Are we capable? I did not know if we were going to be successful – nobody knew. It was my responsibility to accept students into the program and talk to the parents. I talked frankly with each one, and said that I could not promise that we would achieve our goals. It was a lot of responsibility, and I could not promise anyone the diploma. But it worked. My eldest son was part of the first IB group, and he had good classes. My third daughter attended a few years later and had ideal lessons, shown by the fact that her class achieved excellent marks on the exams. She went so well that when accepted at Brown University (USA), she eliminated a full year of her course due to the amount of credits that her IB Diploma gave her.

During the five years that I was IB coordinator, I was also responsible for the Theory of Knowledge Theory (TOK) class. The class is mandatory, but up until that point there was nothing similar to this content at the school. It was an interdisciplinary subject with eight different areas. As time passed, I enjoyed teaching this class more and more; I thought the content was awesome. I really like to study and loved the classes.

The first half of the 1980s was marked by a major economic recession, so we did not send teachers to IB trainings and conferences because there was no money for it. The IB was already a luxury for the time. We adapted the subjects that already existed at the school to be taught at the IB level, but we did not have the means to hire one teacher for each new discipline. We got good results because the teachers were great. We implemented the possible, not the ideal.

I was also invited by other international schools in São Paulo to talk about the IB because many families got curious and called me to explain the program. To this day my children comment, for example, on how they learned in the IB to discern false arguments from true ones, which is fundamental in today’s world, full of misinformation and fake news.”

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have weekly meetings with 11th and 12th grade students during a period called IB Flex Time, 30 minutes dedicated exclusively to supporting CAS and EE.

learning expectations and rigor are very high, which will make him progress much more than if he were in a regular classroom,” evaluates Ms. Moro.

IB students at Chapel work independently, but not without support. Every three weeks, the leadership team meets to discuss student progress, check grades, and identify students who need help with certain components. It is a monitoring of the learning process: a verification is made of who is reaching the learning goals and who needs additional guidance. “After this verification, we meet with the students who need support,” says Ms. Brandespim.

Diploma vs. Certificate The vast majority of students at Chapel complete the entire Diploma Program and leave high school with three diplomas: Brazilian, American, and IB. The hallmark of the school is the bilingual IB diploma: it is earned when the student meets all the course requirements in two mother-tongue languages. The IB requires the student to have proficiency as a native speaker of one language and to have knowledge of a second. “A major distinction for Chapel is that 90% of students are graduating with mastery of two mother tongues, an unusual occurrence in most schools,” said Ms. Moro.

In the United States and Canada, it is very common to obtain subject certificates, since this is the basis of the Advanced Placement (AP) program, which is very popular in high schools in these countries. “It’s not the same as having the diploma, but the certificates are valid at universities in the United States and Canada. In Europe, though, the majority of universities require the full IB diploma,” explains Ms. Smith. She says that depending on the student’s profile, the certificate may be the best choice: “Students need to know themselves a little, and measure how much effort they must undertake to fulfill all components of the Diploma Program.”

Advantages of the Diploma For students who complete the program, the gains are immeasurable. “Given that IB is regarded as one of the most comprehensive and rigorous curricula, strong performances can put students in the running for merit scholarships at universities, especially abroad,” says Marta Bidoli, the high school counselor at Chapel.

The percentage of students that do not complete the IB program usually ranges from 5 to 10%. “But even among those few who do not complete the Diploma Program, most finish high school with IB subject certificates,” said the principal. She explains that throughout the process, if a student faces great difficulty with certain subjects or core activities, he or she may choose not to pursue the full diploma. However, since all Chapel High School classes are IB, the student can still obtain certificates by subject, especially in disciplines that pique the student’s interest. “This is already a great differential because the student has been immersed in an environment where

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She also reports that in some countries, such as the UK, the IB diploma is decisive for admission: “It gives the student the right to directly enter the first year of college without the need to attend the Foundation Year (a one-year academic program that qualifies and prepares international students for admission to UK universities).” In addition, the student can eliminate introductory subjects of university courses. “In practical terms, IB certificates are valuable because they count for credits in higher education in some countries. But in general terms, having the full diploma opens more doors for students,” summarizes Ms. Bidoli. In Brazilian universities (see box), there are a set number of spaces available for diploma candidates. “This means that only

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students from IB schools in Brazil – currently there are 26 – compete for these spots,” she adds.

Perhaps most importantly, the IB diploma program prepares students for upcoming academic and personal challenges. “IB students have a clear understanding of what it means to develop a research project. They also present projects with ease, think critically, develop their writing skills, and manage their time well, all within a global outlook,” comments the counselor.

The IB constantly updates its curriculum to keep up with global developments. According to Mr. Vaughan, “upgrades to the program are designed to prepare students for the needs they will have in the future.” Because of these updates, Chapel frequently sends teachers for training, and the school also hosts meetings for curricular innovations.

The initiative shown by the school makes it a vanguard for the IB program, even beyond its initial ground-breaking implementation in Brazil: “Chapel is a founding member of a group called BAIBS (Brazilian Association of IB Schools), an association that aims to become a center of expertise, a training center for schools, and a host of curriculum development for new courses,” announces the program coordinator.

CHAPEL ALUMNI CITE BENEFITS OF THE IB PROGRAM “I feel like I’m one step ahead of all my colleagues” - Guilherme Raposo “I got one semester work of credits, but there are some people that get up to two” - Gabriel An “In college you will be writing weekly extended essays” - Christian de Abreu “The skills and study habits from IB are easily transferable to college courses, regardless of how distinct college and high school content are from one another” - Thiago Bittar

BRAZILIAN UNIVERSITIES ALREADY ACCEPT THE IB

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n recent years, a growing number of Brazilian universities have started accepting the IB diploma as part of the student admission process. At most of them, it replaces the entrance exam, sending the student directly to the second phase of the process – composed of an oral interview or group exercise, depending on the institution. Institutions that accept the IB reserve a number of spots for diploma recipients, which provides at least two advantages: reserved spots are disputed only by graduates of the 26 schools that offer the Diploma Program in Brazil, and most universities allow candidates to also try admission by other means (results from ENEM – High School National Exam and traditional entrance exams), thus increasing their chances.

“We are looking for students who wish to positively impact the world, and we often find this type of profile among IB candidates,” says Renato Guimarães Ferreira, undergraduate coordinator of the Business Administration course at FGV in São Paulo. He explains that the second phase of the selection process at FGV is in person, and in this meeting, “the candidate’s ability to argue and justify their choice in the course, the analytical skills shown orally by the candidate, and his capacity for initiative are observed.” According to the coordinator, “having students with consistent learning in terms of content and social-emotional skills is enriching, because it promotes the development of the entire student body, which benefits from mutual exchanges of repertoires.”

Among Brazilian institutions of higher education who accept the IB diploma, the following stand out: Centro Universitário Belas Artes de São Paulo ESPM – Escola Superior de Propaganda e Marketing Faculdade Santa Marcelina (curso de medicina) FAAP – Fundação Armando Álvares Penteado FGV – Fundação Getúlio Vargas (SP e RJ) FIA – Fundação Instituto de Administração IBMEC – Instituto Brasileiro de Mercado de Capitais PUC - RIO – Pontifícia Universidade Católica Universidade Presbiteriana Mackenzie

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By Fabiana Saad Photos: Gerry Mayer-Rohrmoser INSIDECHAPEL

COVER INTERVIEW – SIVA KUMARI

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“KNOWLEDGE IS “ irsts” were twice a part of Dr. Kumari’s career. As the first Associate Dean and Associate Dean and Executive Director of Programs in the School of Continuing TRANSFORMING AT Studies, at Rice University in Houston, Texas, she won several national and A RATE THAT NONE regional awards for her results in moving education forward. She increased the OF US CAN KEEP UP university’s professional development offerings, making Rice the U.S. leader in WITH; SO MANY OF professional development for teachers. Dr. Kumari also expanded the school’s portfolio of information technology programmes. As Associate Dean, she was THE TECHNIQUES tasked with overseeing more than 80 university outreach efforts in education THAT SOME TEACHERS from Kindergarten to 12th grade in the Houston area, creating efficient systems APPLIED IN THE PAST and identifying new opportunities to accomplish the university’s strategic mission, ARE NOT ACCEPTABLE which includes “cultivating a diverse community of learning and discovery that produces leaders across the spectrum of human endeavor.”

ANYMORE.” WITH This was before Dr. Siva Kumari joined the IB organisation in April 2009, where THESE STRONG she served as Regional Director for the Asia-Pacific. One year later she was named REMARKS, THE COO (Chief Operating Officer), responsible for overseeing IB Regions Worldwide, FIRST WOMAN TO implementing cost-effective educational services, providing professional development, and conducting research, including program validation and impact EVER HOLD THE studies. Dr. Kumari has a Bachelor of Science degree from India, a Master’s degree POST OF DIRECTOR from the University of Cincinnati, Ohio, and holds a doctorate in education from GENERAL OF THE the University of Houston, Texas. She was also recognized as an “outstanding doctoral student” for her pioneering work regarding pedagogical practices of INTERNATIONAL higher education faculty in online education.

BACCALAUREATE Since being named the first female Director General of the International ORGANIZATION (IB), Baccalaureate in January 2014 – the seventh in the 50-year history of the DR. SIVA KUMARI, organization – she has been devoting all her knowledge and skills to bringing the IB program to an even higher level of presence and impact in the world. The program, DISCUSSES THE which was founded as an experiment in 1968, and started in only seven schools, WAYS THAT MODERN has now reached 7000 institutions around the globe, being known as a worldEDUCATION HAS benchmarked educational standard. The objective of IB is still the same ever since its commencement: “Education for a Better World.”

CHANGED There is much speculation about the future of education; however, the IB program seems to have reached high levels of comprehension of what it takes for a young child to become an outstanding adult in the world being transformed by the Fourth Industrial Revolution. Inside Chapel Magazine is proud to present an exclusive interview with Dr. Siva Kumari in which she talks about the future of learning.

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The world and human experience have been changing at a higher speed than ever. How will the professional market be different for future generations?

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Siva Kumari: Nowadays there are many developments: programs, machines, software... a vast amount of data.

In response to that, there are reports from McKinsey, the consulting company to many of the world’s most influential businesses and institutions, that present us with information that proves that a child getting out of high school in 2020 will have between seven or eight careers throughout their lives. A few years ago, students were prepared to have only one career! Therefore, a child today has to be ready for this new reality.

COVER INTERVIEW – SIVA KUMARI

How can students be prepared for this new reality?

SK: Knowledge is transforming at a rate that none of us can keep up with; so many of the techniques that some teachers applied in the past are not acceptable anymore.

To learn one subject and recall the content memorized to apply it to an exam is not enough; learning how to do thorough and complex analysis must be a skill mastered by future generations. The process must change because today there are machines that are programmed to think and deliver content. What is necessary is to have capable human minds out there understanding and organizing all of these developments. Much of the work that was done by humans in the past is unnecessary today because machines can do it – and even do it better – so education has to prepare students for the new types of skills that are needed in this scenario.

How can this be done from the educational perspective?

SK: Switching careers is very complex because it is not like changing a job. How do you develop a child for that? How do you develop a strong sense of confidence in this child? Students have to be prepared for new learning, quickly! It is important for schools to foster a sense of autonomy and a high level of critical thinking in the students, so they are able to think outside the box.

This is part of what the IB program aims to develop in the students. Another important piece of data, this one from the World Economic Forum in Davos, says that the knowledge or content acquired by a student starting a Bachelor’s Degree program today will be outdated by the time they finish the four-year program in university.

It is crucial to teach students to learn fast – to unlearn and relearn something else. With all these trends, what is the role of universities in the preparation of students for the professional market? The IB program has been aware of this and that is why it has developed to be completely different from how traditional programs prepare. Students have to learn to become resilient; they have to understand that is necessary to learn how to learn, and sometimes follow different paths. These are the fundamental skills promoted by the IB program.

What other skills are important in this new scenario?

SK: Ethical thinking is one thing that should be taken very seriously. This is why it is one of the most important pillars of the IB program, alongside the ten traits of the IB learner profile. Furthermore, important educators, scientists, politicians, and CEOS in the World Economic

Forum spoke about how societies need children that think broadly, rather than students that are developed deep and narrow in one discipline. This idea aligns with the baccalaureate humanistic theory, which says that you have to study all the subjects to make up your mind and define your mindset. The mind develops differently when you study all of the subjects instead of only some.

This goes hand in hand with what was also said in Davos, that what is necessary in Education is not just the quality of the content, but the need of students who are able to think across disciplines, who are able work in collaboration and have efficient problem solving.

Scientists spoke about how having knowledge about the course of history, for instance, has helped them to foresee and solve problems. Therefore, it is important to understand the transfer of information between the disciplines, and to understand how they connect at some point.

How is the IB program more beneficial to students than other programs out there?

SK: What is different between the IB program and all the other existing programs is that it helps the child to develop skills and positive attitudes for better learning.

Since we are a standard around the world, the IB Program develops a child that is going to be assessed by someone around the globe who they don’t know.

The student is being evaluated by a world of educators that follow global standards. Academically speaking, they are getting a world standard-based education and diploma. That also implies they must develop a high level of communication skills, including intercultural competence. Students will have a Diploma or Certificate that proves they have achieved results, when compared to programme mates all over the world. Therefore, the objective is to develop globally-competitive students.

How does the IB program prepare students for the local and global challenges of the 21st century?

SK: Another important aspect of IB is that it develops children and young adults to think critically about their role on this planet and how they can use education to learn to think differently and contribute to a better world. It encourages them to have more positive mindsets and to want to make an impact in the way they live. Through the Theory of Knowledge course, for instance, they have to think about how other people think and how they may understand others’ mindsets.

Through the Extended Essay, students think deeply about a subject and do original research about it, with

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THE TEN IB STUDENT ATTRIBUTES

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hroughout the IB Program, students are encouraged to embody some specific values, actions and cognitive skills. The IB learner profile develops a wide range of human capacities and responsibilities that go beyond academic success: students commit to learn and help themselves, others and the world. Each one of the IB topics abide by the learner profile, which aims to develop learners who are: Inquirers – We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable – We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers – We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators – We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled – We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded – We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring – We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Takers – We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.

We are resourceful and resilient in the face of challenges and change.

Balanced – We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective – We thoughtfully consider the world and our own ideas and experience.

We work to understand our strengths and weaknesses in order to support our learning and personal development.

Source: International Baccalaureate. Available at: <www.ibo.org/benefits/learner-profile/>

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COVER INTERVIEW â&#x20AC;&#x201C; SIVA KUMARI

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“IT IS IMPORTANT TO HAVE FULL COMPREHENSION BY ALL FACULTY, ACROSS DISCIPLINES, AND DATA REGARDING THE TOPIC, TO UNDERSTAND HOW TO SOLVE A PROBLEM IN REAL LIFE” content that stays with them for the rest of their lives.

Through CAS (Creativity, Activity, Service), students develop a project to address a local or global challenge that speaks to them on a personal level.

The IB is designed to promote both high academic standards and the development of personal thoughts contributing to the solution of global issues. Another aspect is that students study all sorts of disciplines profoundly, including foreign languages – which in turn foster greater intercultural understanding. How do we develop mindsets that will become the golden minds of tomorrow? How may we develop a child who can communicate with efficiency? It is very complex to process the data available, synthesize it, and communicate it. These are skills that are developed throughout the IB programme.

What are some ways the IB program fosters the develop of communication skills?

SK: Part of the training requested for IB students is the enormous amount of writing that is done.

Regular 1500 word pieces of internal and external assessment, for example. Students have to bring their thoughts to bear, and when they write the Extended Essay, they are writing not only for their teachers that know them, but also for an audience of examiners that have never heard their names!

Young adults are writing for international validation and bringing their thoughts to a worldwide audience. Extended Essays are evaluated abroad with reference to world standards and students from every possible country. This child is competing with children from all over the world, not only from their city or country. This is pretty spectacular. One of IB’s objectives is to prepare students very well for the world to come and most important of all: the world that is happening right now.

What is the teacher’s role in an IB education?

SK: It is curious because some teachers that are amazing for the traditional learning process, are not suitable for the IB program. There are excellent teachers of various contents, that have much rich content knowledge in Math, Science or History. But the profile of an IB teacher is very unique: teachers of an IB course are asked to focus on having logical discussions. Why do wars happen?

What are the side effects? Was the decision-making process correct? Teachers have to encourage students to think across concepts and to answer questions in an articulate manner. Learning the content by heart is not enough. Teachers will have debates enlarging the thinking and conversation in the classroom; the focus is in a preparation for life. In real, daily life, people usually do not have Math or Science problems; therefore, it is important to have full comprehension by all faculty, across disciplines, and data regarding the topic, to understand how to solve a problem in real life. There is a daily motivation for teachers to think of how to teach within the IB philosophy.

How is the teacher training for IB programs?

SK: The IB program believes that teachers are a critical component in the classroom, but their role has changed a great deal and continues to change. IB professionals have been focusing on this detail for quite a long time. The teacher is not only a disseminator of knowledge, but also has the mission to enable a child to receive large amounts of content and to be able to analyze it.

Teachers must guide students to be the best they can be; advising them to make the best choices and take the best program depending on their profile.

Teachers must also advise students while writing Extended Essays or developing CAS projects for more meaningful purposes. IB spends a lot of time preparing professional development for a teacher to become an IB teacher. It is also important to make sure teachers go through the program and that the

“LEARNING HOW TO DO THOROUGH AND COMPLEX ANALYSIS MUST BE A SKILL MASTERED BY FUTURE GENERATIONS”

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COVER INTERVIEW – SIVA KUMARI

“THE IB IS DESIGNED TO PROMOTE BOTH HIGH ACADEMIC STANDARDS AND THE DEVELOPMENT OF PERSONAL THOUGHTS CONTRIBUTING TO THE SOLUTION OF GLOBAL ISSUES” evaluation process is taken seriously to ensure the IB way of teaching and thinking is maintained in the school and its collaborators. Schools with the IB accreditation have to send their teachers to these events, so we can train teachers to think the IB way, so investment is not only in terms of mindset but also of resources.

10. How is the IB Curriculum Created?

SK: Since we are an international organisation, the way we create a curriculum is by meticulously understanding the latest thinking in each subject around the globe. It is important to double-check and understand if the IB courses are standing up for this.

The next step is to bring together as many educators and people around the world as possible to share their different experiences. Not only teachers, but also subject matter experts, university professors, business leaders, and think tank experts who come and sit at the table to have an interesting discussion of what the course should look like – what kind of content is available, and how it should be covered, detail after detail. After all this is done and planned out, the IB Board discusses it. How should these contents be assessed? What is the best format of questions so that it is possible to extract the best answers out of the students? There are diverse dryruns when the IB Board ensures all of the educators give feedback on whether the new processes are positive.

After that, guidelines are created and different governments are visited to check if the program is aligned to each country’s curricular requirements. The program and any new feature is always benchmarked in different parts of the world. After this, the program is finally released to the teachers. Once it is with the teachers, the IB simultaneously offers several professional development workshops and processes.

It is fundamental to check that the changes are well understood by the teachers, so they are educating the

students properly and pass on the correct final message.

Specific subject seminars are created so that teachers may participate and engage on the new subject changes and proposals. It all runs quite smoothly, even though it is a very long and detailed process. The goal is to make sure it is effective, and to ensure the idea of changing the world goes down all the way until it reaches the student. The IB program wants to make sure to impact and reach students with the message that important changes have to happen in the world for a better living for all.

How does the IB choose the schools that will apply its program?

SK: The Schools are actually the ones who reach out to IB, asking to insert the program in their curriculum.

However, this is a decision that has to be taken by the school; whether they want to be in the IB or not. They must go through a rigorous accreditation process and allocate resources and staff to receive the IB seal. The processes the IB program maintains to reach global standards all around is that each school that decides to have the program has to meet our goals and standards of excellence. It is quite simple actually: if the school does not reach the IB standards, the program will not be installed. If they haven’t met the standards, then there is nothing that can be done. Only if the school meets all the standards, it will have the authorization to implement the IB program. There are four standards to which schools have to comply: -School Culture -Teaching Culture -Courses & Disciplines -Teachers training (all IB teachers must have the IB Professional Development Workshops ) Additionally, there are regular processes of school monitoring and reaccreditation, to make sure the institutions are keeping IB global standards of education consistently.

“YOUNG ADULTS ARE WRITING FOR INTERNATIONAL VALIDATION AND BRINGING THEIR THOUGHTS TO A WORLDWIDE AUDIENCE”

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SUCCESSFUL CAREER

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ournalist Fabiana Saad, author of this interview, is a Chapel alumnus, where she completed the IB Diploma Program. With an undergraduate degree in Communication from FAAP (Fundação Armando Álvares Penteado), she also carried out graduate studies in International Marketing in Italy and an MBA in Digital Marketing at FGV (Fundação Getúlio Vargas). Fabi Saad also studied Digital Awareness at Hyper Island and participated in the Women Leadership Program at Oxford.

Businesswoman, executive, and entrepreneur, she is currently a director at a company that develops apps for mobile phone operators and OTT (over the top) content, besides being a startup developer. She is the author of two books on female entrepreneurship: Dicas de Mulheres Inspiradoras no Comando de Suas Carreiras and Mulheres Positivas. The second book has become a column in the newspaper O Estado de S. Paulo with the goal of inspiring women to fight for

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their dreams. She is also responsible for a platform named SOS Mulher that focuses on offering support to low income women living in situations of violence or vulnerability. She states that her biggest objective in life is to inspire women to follow their dreams and to transform lives and the environment through their work. Fabiana Saad says that Chapel provided her with the opportunity to learn several languages and to practice sports on a daily basis: “Team sports prepared me for life by developing a collective mindset to reach success, which is fundamental in the business world”.

The Diploma Program, in turn, was responsible for her professional success: “Participating in the IB program was a turning point in my life. I developed high level social and academic abilities that leveraged my professional career. The fact that I studied French and Spanish in the International Baccalaureate program also opened many doors, since now I speak five languages.”

COVER INTERVIEW â&#x20AC;&#x201C; SIVA KUMARI

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By Maurício Oliveira Photos: Grazy Barreto

THE SURNAME HANNUD COMES FROM HIS SYRIAN GRANDFATHER, AN ESTABLISHED SHOP OWNER ON 25 DE MARÇO WHO MARRIED AN ITALIAN WOMAN WITH SPANISH AND GERMAN HERITAGE, MAKING THE FUSION OF CULTURES ALL THE MORE INTENSE

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ART, CULTURE, AND DIVERSITY

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t 37, Giancarlo Hannud attributes his time at Chapel School to his development of three traits that have shaped his life’s trajectory: understanding the importance of cultural diversity, mastery of the English language from an early age, and the construction of friendships that have endured to this day. “Some of the people closest to me are from my time at Chapel,” said the director of the Lasar Segall Museum, located in Vila Mariana in São Paulo.

Gian, as he prefers to be called, was a student at Chapel from kindergarten until high school graduation, from ages three to nineteen. He shared this phase of life with a diverse group of students, including American, Argentinian, Chilean, Venezuelan, Italian, and Chinese classmates. “My class was more or less divided 50/50 between Brazilians and foreigners, but, since we all spoke in English, everyone got along without much concern for our origins.

Connections happened for other reasons,” he recalled.

ALUMNUS INTERVIEW – GIANCARLO HANNUD

Diversity and Autonomy Each student brings his or her own share of diversity to the table. With Gian, it was no different: the surname Hannud comes from his Syrian grandfather, an established shop owner on 25 de Março who married an Italian woman with Spanish and German heritage, making the fusion of cultures all the more intense. “I’m part of a family that could be considered prototypically Brazilian, with all this cultural mixing. I am proud of that, since diversity is the richest resource we have in this country,” he said.

From an early age, art played a part in Gian’s life.

Inspired by his grandmother, Maria, who was a concert pianist, he took music lessons as a kid. Both his mother Marilene, a stylist and fashion consultor, and his father Mauro, a lawyer, greatly incentivized his growing interest in arts and culture. As an adolescent, he started to seek out, all by himself, contact with the universe of artistic creation. “I found a way to get to and from cinemas and other artistic environments on my own. It was a way for me to gain more autonomy and freedom and live more intensely in the city.”

Art as Inspiration Chapel was an environment that nurtured his artistic interest. “It was a memorable time for me artistically – for example, the inauguration of the Tomie Ohtake mural,” recalled Gian, referring to the nine-meter work of art, made up of glass tiles, which was installed near the entrance of the school in 1992. The former student also fondly recalled various editions of the Chapel Art Show, an art exhibition that began in 1967, and which became biennial starting in 2017. While Gian studied at Chapel, honored artists at the event included Carlos Scliar, Aldemir Martins, and Manabu Mabe, stars of the Brazilian visual arts scene at the time.

Surrounded by so many strong influences, Gian became enchanted with the idea of furthering his artistic studies and becoming a visual artist. At age sixteen, alone but with his parents’ support, he enrolled in a month-long drawing class in London over vacation.

The cultural and artistic richness he experienced in Europe were so inspiring that Gian decided to return to the British capital after graduating from Chapel School.

He studied as an undergraduate at the Slade School of

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“MANY OF THE BONDS THAT WE BUILT AT CHAPEL CREATE THIS SENSE OF PROXIMITY, AND THIS CANNOT BE BROKEN WITH THE PASSAGE OF TIME”

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ALUMNUS INTERVIEW – GIANCARLO HANNUD

“MY CLASS WAS MORE OR LESS DIVIDED 50/50 BETWEEN BRAZILIANS AND FOREIGNERS, BUT, SINCE WE ALL SPOKE IN ENGLISH, EVERYONE GOT ALONG WITHOUT MUCH CONCERN FOR OUR ORIGINS. CONNECTIONS HAPPENED FOR OTHER REASONS” Fine Art at University College London, then continued his studies to earn a Masters in Cultural and Intellectual History from the Warburg Institute, recognized for its interdisciplinary study of the influence of Classic Antiquity on modern society.

adapted well to this part of the package. “I am learning through experience. Leading people is part of life, in all fields.

We try, we make mistakes, we make adjustments, and we grow from there,” he said. At this point in the conversation, his experiences at Chapel came up once again.

Opting for Brazil During his five years studying in London, Gian realized that what he most enjoyed, in fact, was not producing his own art, but analyzing the work of others. “That’s how I became a curator: the desire stemmed from my own experiences as an artistic practitioner. I know the obstacles, dilemmas, and difficulties that artists confront firsthand,” he reflected.

“I learned at an early age that one needs to handle one’s own difficulties and the difficulties of others. Of course, I did not get along with everyone during my years at Chapel; that is a romantic ideal that does not exist. But today I see that those difficulties transform into learning and make us grow,” he reflected.

Resisting the urge to stay in Europe and start his career there – “that would have been the calmest and predictable route, which is why it scared me” – Gian came back to Brazil at the end of 2007, at the age of 25. Interested in finding job opportunities, he contacted Ivo Mesquita, curator of the Bienal de São Paulo at the time, who invited him to assist in the preparation of the 2008 edition of this grand artistic event. “I learned so much from Ivo, both professionally and personally. He was absurdly generous to trust a complete stranger who had merely written in to introduce himself. This taught me to be just as receptive with people who seek out opportunities with me today,” Gian said.

The Challenge of Leadership At the invitation of Mesquita, Gian also served as the assistant curator of the Brazilian representation at the Venice Biennalle in Italy in 2009, which then opened doors for him to work at the Pinacoteca do Estado de São Paulo. His next big opportunity came when he applied for the job as director of the Lasar Segall Museum – which involved a competitive selection process, since it is a federal institution. Gian was chosen for the position, which he has held for more than a year. “I was familiar with the museum as an occasional visitor,” he recalled.

“Although now I know you can only really know a museum when you work in it,” he added with a smile.

When asked about the challenge of leading a team with 40 staff members, Gian said that he was never formally trained to manage people, but that he has

Culture and History When he became director of the museum, Gian made it his goal to redefine the institution within the cultural scene of São Paulo. To do so, he has three main plans of action. The first is to reinforce the excellence at the core of the museum, which is the study of the life and work of the painter, sculptor, and engraver Lasar Segall – in other words, to concentrate on and maximize the resources available related to the artist. The second is to make the museum – which had 45 thousand visitors last year – more open to the public. “We are not in a location that people naturally pass by and decide to enter.

Most often, visitors to our museum have come with that specific purpose,” described Gian. The institution offers courses in wood-cutting, lithography, and metal engraving, and they also have a movie theater.

The third action plan involves investing in the property itself as a significant part of the collection and as a potential point of interest for visitors. The museum was constructed in the house where Segall lived with his wife, Jenny Klabin Segall, after the couple returned from a five-year period living in Paris in 1932. The project was designed by the artist Gregori Warchavchik, a precursor to modern architecture in Brazil, a fact which adds to the historical value of the museum. It was in the studio attached to the house that Segall worked for 25 years – until his death in 1957. Jenny then went on to organize her husband’s collection with the aim of turning the property into a museum. She was close to fulfilling this mission when she fell victim to a heart attack on August 2, 1967, exactly ten years to the day after Segall’s death.

The museum was inaugurated about two months later.

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Lifelong Friendships There are parallels between the trajectories of Segall and the current director of the museum. Just like Gian, the artist made diversity the principal source of his curiosity – a large part of Segall’s work deals with marginalized people, like migrants, the impoverished, and Jews being persecuted by Nazism. Segall was born in 1889 in Vilna, the current capital of Lithuania, although it was a part of Russia at the time. At the age of 15, he left home to study art in Germany. At 23, he came to Brazil for the first time to visit his brothers who already lived here. He returned to Europe, but moved to São Paulo ten years later, in 1923, with his wife Margarete.

She had a hard time adjusting and decided to return to Germany, separating with Segall. The next year, he would meet Jenny Klabin, the daughter of Lithuanian immigrants to whom he had given drawing lessons on his first trip to Brazil when she was still an adolescent.

The couple had two sons, Oscar and Maurício – the

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latter, passed away two years ago, was the big promoter and maintainer of the museum.

“I see Lasar as someone who discovered what he liked over the course of his life, things that were good for him, both personally and artistically. I identify a lot with that. I think it is fundamental to not only pursue and develop our interests, but also to identify things that we don’t appreciate as much,” Gian said.

Among the interests Gian has cultivated are the friendships he made at Chapel, which have lasted more than 30 years. “Gian is like a brother to me,” said one of these “historic” friends, Victor Wong. “We are very different, but at the same time quite similar in a lot of aspects. With one look we can understand what the other is going through,” added Victor, who has a career in gastronomy. “Many of the bonds that we built at Chapel create this sense of proximity, and this cannot be broken with the passage of time,” Gian concluded.

ALUMNUS INTERVIEW – GIANCARLO HANNUD

“DIVERSITY IS THE RICHEST RESOURCE WE HAVE IN THIS COUNTRY”

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ESSAY â&#x20AC;&#x201C; MICHAEL POPINCHALK

By Michael Popinchalk Photo: Personal Archive

NURTURING GLOBAL CITIZENSHIP AND INTERCULTURAL UNDERSTANDING INSIDECHAPEL

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HELLO!

HALLO! BONJOUR!

SALUT!

OLA! CIAO!

I

n the fall of 1982, I was a twenty-five-yearold American teacher who had recently met and married a geographer from England. Six months into our bicultural marriage, we left our native countries and moved to Moshi, Tanzania, to work at one of the first IB Diploma schools in Africa. As a couple, we had left behind all that we knew about the Western world and found ourselves in East Africa. I had been hired by the International School of Moshi (ISM) to be a part of the leadership team, and my wife was beginning her teaching career.

Once we got off the plane at Kilimanjaro International Airport, our lives changed forever. Within three days of arriving in Tanzania, we both had to recognize our limited understanding of global realities â&#x20AC;&#x201C; especially in Tanzania and on the African continent. It was a humbling experience to join a school community where we were minorities among a diverse range of nationalities with distinctly different educational and cultural perspectives.

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ISM is a community of students and parents from over thirty different nations, similar to Chapel School. My role on the leadership team at ISM was to serve as a facilitator, mediator, and cultural broker. One particular challenge was to ensure that at least ten different mothertongue languages were incorporated into the regular instructional program. At that time, Swahili itself was being reinvented in Tanzania to unite two hundred different tribal versions of the language within the region. The IB Diploma Program served as a consistent framework to develop our students academically through inquiry. The IBO Philosophy also expected that the schoolâ&#x20AC;&#x2122;s learning experiences developed students who would build a better world through intercultural understanding and respect. This initial experience with the IBO was transformational; nurturing global citizenship and intercultural understanding made me want to be a lifelong learner, looking for global situations to apply 21st century skills and competencies.

ESSAY – MICHAEL POPINCHALK

When I worked in Tanzania, there were fewer than five hundred international schools around the world delivering instruction in English, and those hosting IB Programs were a small minority. After decades of globalization, the latest report from ISC Research indicates that the number of distinct English-speaking international schools operating globally is now well over 10,000. More than five million students are educated in these schools, but the individuals who complete an IB Diploma are still a distinct minority. It has also been documented that IB graduates often stand out to colleges and universities worldwide, due to a combination of their academic preparation and the holistic approach of the IBO Diploma experience, which promotes ethical understanding, considers multiple perspectives, studies global concepts, and creates opportunities to practice leadership and service on a local and global level.

Since ISM, my professional career has allowed me to witness a diverse range of international schools operating in on five different continents – many of them are IB Diploma schools. When I first visited Chapel School in 2015, after conducting visits of IB Diploma schools for the New England Association of Schools and Colleges (NEASC) in India, China, Zimbabwe, Argentina and Switzerland, I witnessed something unique in terms of an IB Diploma program. The Chapel School community has an established legacy in Brazil as an inclusive, caring, and authentic learning experience that serves students from thirty different nations. As the International American School in São Paulo, Chapel School had existed for more than twenty years before the International Baccalaureate Organization (IBO) was actually founded. Today, the students and teachers of Chapel School benefit from being a member of the IBO network of private and state funded schools. However, what makes the Chapel School community exceptional

is not only their commitment to the IBO educational mission, but also their ability to consistently graduate bilingual (Portuguese/English) IB Diploma candidates thanks to the American and Brazilian educational programs that are already in place.

The international perspectives and universal values that Chapel School has always modeled and practiced work hand-in-hand with the IB Diploma Program. The Chapel School motto, “Faith in Education,” reinforces that students embrace their own linguistic and cultural identity in order to appreciate the diversity that makes up the entire student population in any given year. In an ethnically diverse Brazil, that process will have longterm benefits for the nation and anywhere Chapel School graduates find themselves in the future. The Chapel School commitment to the IBO philosophy aligns with the annual efforts of the institution to help students acquire and refine the skills of leading and engaging different cultural contexts. An IB Diploma at Chapel School is not just an academic exercise; it is a practical opportunity for students to take risks and embrace a lifestyle that supports local cultural understanding and global sustainability through practical action and advocacy.

Current events indicate that the world seems to be at a crossroads in terms what it means to be international and globally-minded. The Chapel School community will continue to play an important role in Brazil and the region if it stays true to its stated mission and strategic collaboration with the IBO. Now, more than ever, the pace of global change, planetary challenges with the environment, and lasting peace and human justice require schools that promote authentic practices of global citizenship and the application of intercultural understanding.

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SPOTLIGHT

GRAPHIC NOVELS ARE THE THEME OF THE BOOK FAIR

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hapel Book Fair will take place from the 25th to the 28th of September. This year’s theme is Comic Books and in the weeks prior to the event, students will participate in activities based on comics and its literary universe. Pre I through 2nd graders will take drama and corporal expression lessons with Gu Braga. All students from 9th to 12th grade will work with cartoon artist and illustrator Flávio Luiz, from Bahia. He is the author of the award winning comic Aú, o capoeirista, which narrates the adventures of a young and brave capoeira player.

Monica’s Gang will be the event’s main attraction.

Professionals from Estúdio Maurício de Sousa, the creator of Brazil’s most well-known comic book series, will lead workshops to elementary students: illustrator Ana Kirsten and art editor Mauro Souza will teach first to eighth graders how to sketch the characters.

On Saturday 28th, the last day of Chapel’s book fair, Monica’s Gang characters - Monica, Jimmy Five, Maggy

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and Smudge - will be at Chapel to interact with the public and pose for pictures.

The traditional family workshop will happen on the morning of Saturday 28th. Parents and children, along with the Art teachers, will be invited to make modelling clay models of the characters. The theater play Hansel and Gretel, by Cia Paulista de Teatro Bilíngue, will close this year’s book fair. As usual, there will be publishers and stationary booths. STUCO students will coordinate the sebo (selling of secondhand books) and Chapel library will offer books from renowned publishers at affordable prices.

Head librarian Fernanda Caires, the event planner, comments this year’s book fair “will be very special because of the theme, which is cherished by the students, who are our target public. Having Monica’s Gang as the main attraction is also wonderful due to the relevance of this Brazilian creation in the world’s comic book universe.”

SPOTLIGHT

ART SHOW CELEBRATES THE WORK OF SÉRGIO FINGERMANN

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he 47th edition of the Chapel Art Show, which will take place from October 17-23, will honor the engraver, painter, designer, and São Paulo native Sérgio Fingermann. With an established career in the visual arts, Fingermann – whose work lies between the concrete and the abstract – is also a teacher, helping educate the next generation of artists. The APCA (Associação Paulista de Críticos de Arte) awarded Fingermann the prize for Best Engraver in 1987.

go to charitable organizations affiliated with Chapel School. This year, Art Show sales will help support escola social Santo Eugênio, an Oblate-run elementary school that was opened in Americanópolis, here in São Paulo, at the start of the year. “Besides all Chapel students from Pre-I to 12th grade who regularly attend the exposition, the young students from Santo Eugênio will be visiting the exhibit for the first time,” announced Ms. Rede.

The Chapel Art Show has been curated by Adriana Rede for the last 12 years. Responsible for planning exhibitions in Brazil and abroad, Ms. Rede is a member of the APCA; her work has been seen in exhibitions that she curated at the Museum of Contemporary Art of the University of São Paulo (MAC-USP). She has also curated exhibits at the EMOP – European Month of Photography – in Berlin, Germany, as well as the Curitiba Biennial. “Fingermann see the world as a projection of all of our eyes. His work offers a unique, constructivist approach, providing true learning about style and several other aspects related to the role of the viewer in a work of art,” she commented.

Given that it was created by volunteers within the school, education has always been an important part of the Art Show: the educational aspects of the event are linked to Chapel’s curriculum, with activities that establish connections between art and academic content, promoting interdisciplinary activities. During the exposition, students from 1st to 12th grade have personal contact with at least one of the participating artists, with activities ranging from discussion panels to hands-on workshops. “Art can make a difference in our lives, both in terms of knowledge and techniques. Our students have the privilege of experiencing this every day at school, whose walls expose three hundred works of art, and especially every two years with a different exhibition and the proximity to the artists,” Adriana Rede concluded.

A philanthropic event with a more than 50 year of history, the Art Show currently displays the work of about 100 artists. Proceeds from the sale of artwork

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STEAM APPROACH PROMOTES INTERDISCIPLINARY WORK

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ne of the five core areas of Elementary School technology curriculum, STEAM (Science, Technology, Engineering, Arts, and Mathematics) builds on challenges and creates opportunities for students to develop multidisciplinary projects. Along with the areas of Digital Citizenship – productivity, multimedia, and programming – STEAM is embedded in 1st to 6th grade curriculum, addressing content and areas of understanding.

Otávio Garcia, responsible for these projects, meets with classroom teachers to design work proposals that involve STEAM and other technological components. Always working in pairs, teachers develop STEAM activities, like the Solar System project produced by 5th grade students over the course of two months.

The project starts in Science class, as students choose a planet – other than Earth – to research and present their findings. In Art, using styrofoam spheres, they paint their planets in accordance with its physical characteristics, and create an art exhibit. In Language Arts, they create a science-fiction story, and in Technology, they learn to use 3D modeling program to design a home that would support life on their chosen planets. To do so, they draw up a conceptual map of the planet in which all information needs to be visually available, and ultimately produce an animated video that highlights the planet’s characteristics.

The STEAM approach also provides smaller projects. Using the Lego Education tool, for example, 3rd and 4th grade classes construct a scale to understand the concept of balance of forces, which is part of the Physics curriculum.

“The key to successfully implementing STEAM projects is encouraging teachers from a variety of subject areas to plan together,” says Mr. Garcia. “Work must be collaborative; teachers cannot do STEAM all by themselves.”

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SPOTLIGHT

FASHION SHOW PAYS HOMAGE TO TELEVISION AND FILM

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idely conceived and produced by high school students, the Senior Fashion Show has become an eagerly anticipated event in the school community. This year was no different. With the title “La casa de los seniors” – an allusion to the Netflix series La Casa de Papel – the show revolved around the theme of movies and television series on this on-demand platform.

Coordinated by art teacher Sylvia Almeida, students gathered weekly to organize and rehearse their show, which was divided into five parts: classics, action and science fiction, chick flicks, trending, and TV series. In each section, the graduates walked the runway with choreography and costumes from famous television shows and movies like The Great Gatsby, Back to the Future, Indiana Jones, Star Wars, Mamma Mia!, La La Land, It, The Greatest Showman, Stranger Things, Gossip Girl, and Friends.

The show concluded with seniors coming on stage in the trademark red jumpsuit of the protagonists in La Casa de Papel. Beneath their jumpsuits, all of the students wore “La Casa de los Seniors” T-shirts with the names of all 25

graduates. A moment of great excitement came when a “making of” video, recorded during the rehearsals, was shown. Only one student and the coordinator knew about this surprise video, which showed the class’s rapport and friendship behind the scenes.

Ms. Almeida highlighted the work of the students in designing the costumes, producing the technical components, designing and distributing event invitations, and selling tickets for the event. The coordinator also thanked Chapel’s technology and maintenance departments, who transformed the auditorium into a veritable fashion event: a catwalk was built to extend from the original stage and span the length of the auditorium, and male and female dressing rooms were constructed backstage, stocked with snacks, and materials for the costumes.

“The Fashion Show was once again a very special event, which the seniors will take with them as one of their greatest high school memories. Because it is completely created and produced by the students, it generates a lot of anxiety, but when we see everything fall into place, we feel enormous pride,” commented Ms. Almeida.

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IV ENCONTRO LITERÁRIO AWARDS THE BEST TRAVEL ADVENTURES

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he literary festival on April 23 celebrated the winners of the fourth Encontro Literário, who submitted prose and poetry related to the theme “Travel Adventures.” This year’s event, which honored Guimarães Rosa, an author from Minas Gerais, also featured a new category for students in grades 10-12, who previously had competed in the adult category.

“This change allowed for greater participation and representation for our students, especially the Seniors.

For the first time, we were able to publish students from every grade, 5 through 12,” explained Erick Santana, the event organizer. Mr. Santana was especially grateful for the participation of the Seniors in the event. Members of Student Council helped receive guests to the festival, and 12th grade student Pedro Zagury served as the master of ceremony for the second year in a row. In addition to sharing a reflection on the honored author, Guimarães Rosa, Pedro also won for best prose text in the young adult category.

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Each year, the school publishes all of the texts submitted to the contest, and distributes the collection to participants on the afternoon of the literary festival. The anthology for this fourth edition includes 70 texts, 21 of which received awards.

“Student production was very good; we were also able to award more texts in other languages.

Between the youth and adult categories, six awards were given to texts written in Spanish and French, which encourages more people to submit in different languages,” Mr. Santana said.

Musical performances are another attraction at the festival. Each year, more and more students volunteer to play and sing. At this year’s ceremony, guests enjoyed performances: the Guitar Club, under the command of Ms. Roberta Braga; the Teacher’s Choir; and students Julia Tolda (12th grade) and Laura Serres Tomàs (11th grade).

SPOTLIGHT

AWARDS TABLE IV ENCONTRO LITERÁRIO YOUNG ADULT CATEGORY FOR PROSE AND POETRY

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YOUTH CATEGORY FOR PROSE AND POETRY

PORTUGUÉS PARA HISPANOHABLANTES Ruby Abigail Sheets

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AASSA 2019: PARTNERSHIPS THAT TRANSFORM LEARNING Six professionals from Chapel – three administrators and three teachers – participated in the 2019 AASSA conference in Santiago, Chile. Run by the Association of American Schools in South America, the conference revolved around the theme “Empower Partnerships, Transform Learning.” The event took place between April 2nd and 6th at International School Nido de Aguilas, with the objective of discussing the importance of authentic connections between individuals, schools, and communities to establish a collaborative atmosphere that will transform student learning.

According to Daniela Garrai, director of the Brazilian Program, the theme of the conference was evident in many of the lectures and workshops: “For me, it became even more clear that any change or transformation has to come from within; only someone who is willing to change can truly transform.” After this, Ms. Gattai said, comes the importance of working in groups, collaboration, seeking out transformation, rethinking, reevaluation, and reflection. “If a school does not reinvent itself or recreate itself, it does not evolve.

However, this is not something that can be done alone; it requires collaboration,” commented Ms. Gattai

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Inclusive Mathematics High School math teacher Jaisen Bell presented a workshop called “The Inclusive Math Classroom,” based on the Tiered Instruction methodology he uses at Chapel, whose objective is to reach all students using different levels of complexity when teaching the same content. “I started my presentation by sharing the difficulties that teachers, especially in Math, face inside the classroom, and by discussing possible solutions,” began Mr. Bell.

Then, the teacher outlined his strategies so that students – each at their own level – developed the same skills. To illustrate, he showed videos with testimony from Chapel students about the way the method has helped them improve in Mathematics. “Around 25 people attended my workshop, which was highly interactive; everyone actively participated and discussed ways to implement Tiered Instruction in their schools,” concluded Mr. Bell.

Innovative Science Fair Under the title “Transforming Science Fair,” High School science teachers Ingrid Vompean and Marina Veronesi

SPOTLIGHT

presented Chapel’s method for the Science Fair, including approaches in the classroom and in organizing the event itself. They showed participants how they support students in 7th and 8th grade at each step of the process: developing a research question, conducting research, preparing experiments, analyzing data, and finally, writing the lab report and creating final presentations and displays for the event. “It was gratifying to be able to show the innovative work we are doing here at Chapel.

Teachers from other schools were impressed to see the level of complexity that we demand from our students, and what students were able to accomplish at such a young age,” commented Ms. Vompean. The lecture was attended by teachers and administrators who wanted to implement science fairs in their schools: “Besides sharing what we do, we also received ideas and suggestions from

other teachers to make our Science Fair even better,” added Ms. Veronesi.

Child Protection Brazilian Program Director Daniela Gattai also participated in an advanced-level training on child protection. This intensive course showed school leaders how to offer a safe environment for the students in their care. Aimed at administrators and principals, the course provided a broader look at issues involving student protection, from basic care with students to specific legislation and cyberbullying. “It was two very enriching days, with stories of experiences, activities, and group dynamics, including discussions about the posture and conduct that school leaders need to assume in the event of a problem at their school,” explained Ms. Gattai.

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ESCOLA SOCIAL SANTO EUGÊNIO HOLDS ITS FIRST EVENT

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naugurated early this year, escola social Santo Eugênio organized its first event: festa junina. The campus, located in the Americanópolis neighborhood, was decorated for the occasion, and students enjoyed themselves with games and activities while enjoying food typical to this fall festival.

This charitable school for youth education currently serves 100 students between 4 and 5 years of age, divided into four classes. Besides the director and the pedagogical coordinator, the students are assisted by four classroom teachers and two other floating teachers. Set on an 1800 m2 campus, the 610 m2 school building contains classrooms, a toy station, a library equipped with thousands of children’s books, a cafeteria, and a multipurpose room. There is also an outdoor playground – whose equipment was donated by a mother at Chapel School – and a small athletic court.

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Responsible for equipping this sister school, Chapel administrative manager Márcia Berkowitz explains that Santo Eugênio was built with completely new equipment, from the same suppliers that furnish Chapel. “The kitchen, for example, follows the exact same specifications as the Chapel kitchen, just on a smaller scale,” explains Ms. Berkowitz, who also organizes and sets the menu for the new institution.

Because the school offers full-time education, Santo Eugênio’s kitchen serves three meals a day to students and staff. “I am very proud of the work we have done, and especially, to be a part of an institution that is so dedicated to providing a school for children in need. It feels very good, since we take great care with all the little details at Santo Eugênio,” affirmed Ms. Berkowitz.

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5TH GRADE DEVELOPS LITERATURE AND JOURNALISM PROJECTS

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wo multidisciplinary projects, with an emphasis on communication and internationalism, were developed by 5th graders under the leadership of John Morrison, who has taught at Chapel for 25 years.

These activities lead students beyond traditional academic learning, encouraging them to produce mystery movies and television news programs.

The Encyclopedia Brown project is based on a series of mystery novels written by Donald J. Sobol in 1963, which are incredibly popular in the United States.

The books follow the adventures of a boy detective, Leroy Brown, whose nickname is “Encyclopedia” due to his intelligence and knowledge of various topics. Each story features a mystery that needs to be solved by the reader. Starting in 1989, several of these stories were adapted for television. These adaptations were the inspiration for the 5th grade project: after reading some stories and watching six episodes of “Encyclopedia Brown,” students created mystery stories based on the plot and characters from the original series. Then, they produced scripts and recorded six minute movies, as if they were new episodes in the series. Students were evaluated by their teacher for technical aspects of the film, as

well as the quality of the script, including the use of language and depth of the narrative.

The other project developed by Mr. Morrison with 5th graders is based on the famous TV educational news program CNN 10, a ten-minute world news program that includes analysis of various points of view on current events.

According to CNN, “the priority of the program is to identify stories of international significance and then describe why they have become news, who is affected, and how the events play a part in a complex global society.” This was exactly what Mr. Morrison set out to do with his students.

Dubbed CNN 5, each edition of the 5th grade news lasts 5 minutes and presents news stories selected and produced by students in the same way as the CNN original. Every day of the week, one student presents a story. At the end of each week, the teacher gave his students a quiz to assess the group’s knowledge of politics, economics, history, sports, culture, health, science, technology, and entertainment.

In addition to learning in a more informal and relaxed manner, projects like this, according to Mr. Morrison, “contribute to students developing or improving various skills, including research, writing, teamwork, dramatization and creativity.”

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TALENTS AND PASSIONS

Talents and Passions Students selected for this edition of Inside Chapel have talents that extend beyond their academic, artistic, and athletic skills. They also stand out for their values and attitudes, for their willingness and ability to connect to real issues in humanity, which are aligned with the IB Learner Profile. All of them have the same purpose: make a difference in the world.

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“AT TIMES, I GET ANGRY WHEN I AM LOSING, BUT I KNOW THAT I HAVE TO STAY CALM. TO DO THIS, I THINK OF POSITIVE THINGS; I THINK THAT I CAN WIN”

MANUELA MOURA POSITIVE THINKING “I am persistent in practices. I don’t give up easily.”

This is the attitude that 10-year-old Manuela Moura demonstrates toward her biggest passion: tennis. This 5th-grader started to practice when she was very young: “I think I was about four, and this was the first sport I learned.” It was her father, who plays tennis and soccer, who taught Manuela to enjoy sports. Besides practicing tennis twice a week at Clube Monte Libano, Manuela also plays soccer with the Young Trojans at Chapel. “My father taught me about soccer, and I wanted to play.

I consider myself a good player, but I think our team is still building their skills and improving their focus.”

Manuela participates in interclub tennis tournaments and has learned that losing is part of the game: “At times, I get angry when I am losing, but I know that I have to stay calm. To do this, I think of positive things; I

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think that I can win, and even if I lose, I think that I can always recover.”

Manuela’s level-headed perspective on sports also comes through in practices. “I practice a lot to achieve my goals. When I am really tired, I’ll stop for a minute, hydrate or eat something, and then I am ready to continue. I know that if I give up, I’ll never be good at what I do.” It is no coincidence that Manuela’s favorite place at school is the gym and that her favorite class is Physical Education. The young athlete tries to include sports in everything she does. On weekends at her family’s country home or at the club, a ball is always being thrown around to make things more fun. There is still one sport with which Manuela has not become enamored: swimming.

“My mother wants me to do it, but I’m not a fan”.

TALENTS AND PASSIONS

“I LOVE LEARNING NEW SPORTS. EVEN THOUGH I AM NOT SURE ABOUT SPORTS THAT REQUIRE A BALANCED PREPARATION AND ARE MENTALLY CHALLENGING, SUCH AS THE IRONMAN TRIATHLON, IN THE FUTURE I BELIEVE I WILL BE ABLE TO DO THEM”

SANTIAGO BARAHONA MENTAL BALANCE 100 meters of the Chapel soccer field were crossed in 20 seconds – depending on the day, he can do it in 15 seconds. Santiago Barahona, currently in 6th grade, started to run when he was in Pre I: “I used to race my friends, but I wasn’t very fast. One day, I set a goal of being the fastest of my friends, and started to practice every day at break until it came true.” And it did. In first grade, Santiago was already the fastest child in his class.

This 11-year-old does not think of being a professional athlete or about running marathons. “What I really enjoy is the wind in my face and running with my friends,” he said.

A sports enthusiast, Santiago’s schedule includes soccer practice on an almost daily basis with the Young Trojans at Chapel, and boxing and wakeboarding on weekends at the Clube de Campo São Paulo. Santiago takes private boxing lessons with his classmate Nicholas

Blikstad: “He is my best friend, and encourages me to continue when I am tired.”

Beyond sports, this young man has a love of history that he feeds through classes at school, in addition to watching war movies or scientific fiction. “I really like understanding the past – the Roman Empire and World Wars interest me a lot.” He shares that his favorite classes are Social Studies, Physical Education, and Arts.

Santiago considers himself to be open to new experiences: “I love learning new sports. Even though I am not sure about sports that require a balanced preparation and mentally challenging, such as the Ironman triathlon, in the future I believe I will be able to do them.” His only restriction is with unknown food: “I am open-minded – except when it comes to different foods made with ingredients I don’t know at all.”

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“DRAWING MEANS THE WORLD TO ME. I DRAW EVERY SINGLE DAY, REGARDLESS OF HOW I FEEL. WHEN I AM HAPPY, I DRAW WHAT I AM FEELING; WHEN I AM SAD, I DRAW SOMETHING TO CHEER ME UP”

JUHEE KIM REFLECTION THROUGH ART From a very young age, when she still lived in South Korea, Juhee Kim made her talent for drawing clear to her parents and extended family by displaying her work around the house. “Since I moved to Brazil at the age of 4, I have always been considered the resident artist of my classrooms,” shares the 12-year-old. “Drawing means the world to me. I draw every single day, regardless of how I feel. When I am happy, I draw what I am feeling; when I am sad, I draw something to cheer me up.”

This 7th-grader says that drawing has motivated her to express herself and put effort in into everything she does: “Art relaxes me when I am mad or afraid, and it allows me to interact with people. To this day, I put my drawings up on walls in my bedroom because I am proud of them.”

When cartoons inspired Juhee to add movement to her drawings, she also became interested in sports. Juhee has practiced basketball and soccer since she joined Chapel

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in fourth grade, and she was part of the Young Trojans program until she finished 6th grade this June.

She has also been influenced by music. While all her family members can play one instrument, she can play four: drums, piano, xylophone, and flute. She participated in the Chapel Talent Show, playing the piano, singing, and dancing. At the Music Recital, she was able to combine many passions. “Not only did I play the xylophone and sing, but we also designed the set,” she recalled with a smile.

She has recently become interested in fashion: “Drawing techniques have allowed me to draw outfits.

I might become a designer. I would love to learn to sew and I might ask my grandmother to teach me. I’ve always dreamt of being an artist.” From her many talents, we can see that Juhee’s dream has already come true.

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“MY TEACHER SAYS I DON’T JUST LIKE SCIENCE, I HAVE SCIENTIFIC RIGOR AND CURIOSITY. I DO NOT GIVE UP EASILY”

WALTER CÉLIO GALLO NETO SCIENTIFIC RIGOR While trekking through the Parque Ecológico Imigrantes (PEI) in São Paulo over vacation, Walter Célio Callo Neto had his idea for the Chapel Science Fair. When his guide explained how fungi on the bark of trees changed color as air quality fluctuated, Walter decided to use what he had learned to create an experiment. “I designed a atmospheric pollution collector, placed the invention in four locations in São Paulo, and then analysed the number of particles collected. The analysis process took time,” shares the 13-year-old scientist. His effort paid off, as his project won first place.

Walter is not only focused, but also curious and inquisitive when approaching something new. “If I run into new information when I’m reading a book, I’ll stop and go look it up. Only after that research do I move on.” This is how he learned to solve a Rubik’s cube in two days: “I won

a Rubik’s cube as a prize at the festa junina, and thought it would be fun to know how to solve it. So, I taught myself.

My current record is one minute and four seconds. I do not give up easily.” This current 8th-grader enjoys learning, and is especially enticed by environmental sciences: “I am fascinated by the inner-workings of organisms and by the behavior of the elements in the universe. My teacher says I don’t just like Science, I have scientific rigor and curiosity.”

To fuel his other interests – sports and music – Walter plays basketball, softball and volleyball at Chapel, in addition to participating in STEAM and guitar clubs. On the weekends, his favorite activity is to scope out the islands and the northern coastline of São Paulo with his parents, in search of the best spots to surf and dive. Things only get better when Lebron James Jr., his pet shih tzu, joins the fun.

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“I AM CURIOUS AND WANT TO NOW WHY AND HOW CERTAIN EVENTS HAPPENED. I ALSO WANT TO UNDERSTAND THE UNIVERSE”

LEONARDO RONCO LOVE OF KNOWLEDGE An enthusiastic Leonardo Ronco tells us all about his interests and abilities: sports, scouting, history, and astronomy are his main passions. This 14-year-old is a stand-out athlete. He plays on the basketball and volleyball teams at Chapel, and he used to be on the softball team, as well. Earlier this year, he tried out for two clubs in São Paulo, ultimately deciding to play for the club A Hebraica, where he practices three times a week and participates in regional tournaments.

“Basketball is the sport I like the most because the game is simple and I can run a lot and build strong connections with my teammates.”

His adventurous personality has also driven Leonardo to participate in boy scouts at SPAC (São Paulo Athletic Club) since he was 8. “As a scout, I am always in touch with nature; I develop wilderness skills and learn to build structures out of bamboo and rope.” However, Leonardo said that boy scouts is about more than survival exercises and camping trips; the well-being

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created by spending time as a group is priceless. “It is always a great experience to feel close to people that never make you feel uncomfortable,” he reflected.

Independent inquiry is another one of Leonardo’s strong traits. Learning about several topics comes naturally to him, especially in history and astronomy, which he enjoys the most. “I am curious and want to now why and how certain events happened. I also want to understand the Universe…. One topic leads to the other and this stimulates be to seek information in my free time.” And he does not give up easily: he’ll research and ask questions until he gets to the bottom of it. “Things tend to be more complex in astronomy.

For instance: how does a planet or a black hole come to existence? I have studied light and the Big Bang and asked my father, who knows a lot about these topics, many questions.” This field of study currently drives his research efforts: “I am drawn to events prior to the Big Bang,” he shares.

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“WE ARE ALL RESPONSIBLE FOR CHANGING THE WORLD, AND I BELIEVE THAT SMALL ACTIONS CAN MAKE A HUGE DIFFERENCE”

JULIANA LUZ ACTIONS TO CHANGE THE WORLD Art has been part of 10th grade student Juliana Luz’s life from an early age. She started with ballet when she was 4 years old, then moved on to street and tap dance. Juliana, who is on the Chapel cheerleading squad, explains, “I stopped having lessons when I was 13, but I still dance for fun.” Her passion for music is also instrumental. She started having electric guitar classes when she was 10, and started taking acoustic guitar lessons with a private teacher when she was 12. “I have always enjoyed music. Even though no one in my family plays instruments or sings, I started to practice and get better.” The 15-year-old shared that she spends every afternoon with an instrument in hand.

Chapel has offered Juliana Luz many opportunities to showcase her musical talents. She told us that she has played both the electric and acoustic guitar at the Talent Show, in addition to lunchtime acoustic shows and Christmas Bazaar performances. “I have always enjoyed singing, but only recently started doing it publicly, with

the support of teachers Maxine Baines and Henrique Beltrano.” She practiced singing along with her guitar lessons, then started being coached by her teacher to improve her vocals. It did not take long for Ms. Baines to invite her to be part of the lunchtime shows.

At school, Juliana enjoys and excels in Math. “I learn easily and consider myself to be curious,” she said. When questions arise outside of the classroom, she consults her parents and brother. “I am very communicative, and an avid reader. I also talk to teachers a lot.” These social skills have improved over the two years she has been part of STUCO (Chapel’s Student Council). Currently, Juliana also got involved in community projects with NJHS (Junior National Honor Society), where she used to be the secretary. One of their projects has been to collect bottle caps for the Tampinha Legal project, which aims raise money for an NGO that supports refugees. “We are all responsible for changing the world, and I believe that small actions can make a huge difference,” says Juliana.

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“I PARTICIPATE IN NHS BECAUSE IT IS DEDICATED TO SERVICE. IT IS NOT ABOUT HAVING ANOTHER ACTIVITY ON MY RESUMÉ, BUT ABOUT TRULY CARING FOR OTHERS”

GUADALUPE LASTRA COMMUNICATION AND EMPATHY Guadalupe Lastra is a people person. Communicative and likeable, this 16-year-old told us she has never enjoyed being alone; she prefers being around people. “I want to develop my social and communication skills in order to always be open to people and to the world.”

Born in Brazil to Argentinian parents, Guadalupe has lived in Venezuela and the United States. Moving around has never stopped her from doing what she likes the most: dancing and singing. Ever since she took her first steps, her mother has encouraged her to dance: “My mother encouraged me because even though she loves to dance, she never had the opportunity to take lessons.” Guadalupe started dancing ballet when she was 3, and she has added a different style to her repertoire in each country she has lived. In the U.S., she danced ballet, jazz and tap; in Venezuela, she learned belly dancing; and in Brazil, street dance. “Nowadays my mother and I take zumba classes.”

This 11th-grade student also found out she loved to sing at an early age: “I was part of a school musical production

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in 3rd or 4th grade, and the teacher encouraged me to take singing lessons.” And so she did – for 4 years. Currently, Guadalupe participates in many events at Chapel: “I am eclectic. I’ll sing as part of a group or on my own, and one of the people that has helped me incorporate several of my talents has been Maxine Baines.” Guadalupe is part of the Drama Club; she is also on the cheerleading and basketball teams, and she plans to add softball in the near future.

Her interest in communication and her commitment service motivated Guadalupe to become a part of the National Honor Society (NHS) at Chapel, where she develops projects to make the world a better place. “I participate in NHS because it is dedicated to service. It is not about having another activity on my resumé, but about truly caring for others.” Guadalupe thinks she might pursue marketing in the future. To try it out, she will soon participate in a program at Cornell University, in New York.

“I have always been interested in communication and in the connections between people. That is my forte.”

Kindness and empathy are visible in her.

TALENTS AND PASSIONS

“EVEN THOUGH I HAVE LITTLE EXPERIENCE WITH ENTREPRENEURSHIP, I AM NOT AFRAID TO ASK QUESTIONS AND PRESENT IDEAS. THE WORST CASE SCENARIO IS A ‘NO,’ AND I CAN CONTINUE KNOCKING ON DOORS UNTIL I GET A ‘YES’”

BRUNO ZITO MIND-OPENING MUSIC Recent graduate Bruno Zito, soon to be 18, can already be considered a successful entrepreneur: he has created his own electronic music record label, which stemmed from a YouTube channel, and, with a network of millions of contacts, releases songs from various artists.

He started making music on his computer at the age of 13. In the two years he lived in Shanghai, China, he started to perform for live audiences. “My dedication to electronic music allowed me to develop my creativity, but I also started to pay attention to the commercial aspect, thinking about ways to get my music to people,” he said.

To do so, he created a group of artists that produced alternative genres of electronic music. “I invited a few people, and we started to post videos and try out different marketing strategies to reach a diverse audience. We built a good following.” The initiative worked, according to Bruno, because the electronic scene in China is very democratic – “diversity is accepted and respected.”

After moving to Brazil, Bruno connected with a Youtuber and started to produce music content for his channel. It didn’t take long for Bruno to pitch the idea

of making the channel into a label. “I built a network of about three million followers. With this publicity, I started getting many songs and releasing a few.” Due to the high volume of work, Bruno started to collaborate with a distributor in California (USA), that helped him with legal aspects. This is the story of the label FSD, through which Bruno has released his music – under the artistic name Izlt – and music of three other artists. “The process is very selective because the genre is limited.”

Bruno graduated from High School this year and will be studying Recording Arts Technology in Los Angeles, California. He plans to assemble a team of professionals, organize events, and leverage the label. So far he has worked on his own.

He told us the IB helped him to develop a practical characteristic: “Instead of just thinking about what needs to be done, I go ahead and get it done.” He added, “Even though I have little experience with entrepreneurship, I am not afraid to ask questions and present ideas. The worst case scenario is a ‘no,’ and I can continue knocking on doors until I get a ‘yes.’”

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“IF SALES GO WELL WITH MY CLOTHING LINE, I WANT TO DONATE PART OF THE REVENUE TO CHARITY. I THINK I’LL START AN NGO SOMEDAY. THIS IS A GOAL OF MINE”

MEL ANDRADE SOCIAL ENTREPRENEURSHIP Senior Mel Andrade kicked off 2019 with an idea in her head and pencil and paper in her hand. Early in the year, she designed her first clothing collection.

Her only question was about style: would she create casual looks for every day, or outfits for going out?

She chose the latter. As soon as she created the fifteen piece collection, she started developing her pre-production models and, in the middle of the year, started producing pieces in different sizes.

“I have loved fashion since I was young. I decided to create this collection because I’ve always liked to dress up, and felt a need for variety,” explains the 17-year-old.

Her relationship with the world of fashion was facilitated by her mother, a clothing store owner. Mel has always enjoyed designing and customizing her outfits: “I started creating pieces composing with images I saw online. I’d show them to my seamstress and she would make them for me.”

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In IB Visual Arts, Mel has been able to bring together the things she likes the most: art and fashion. “I love art classes. Ms. Sylvia gives us freedom to choose what we like.” Last semester, she took advantage of this opportunity to create a dress made out of recycled materials for the class. She keeps herself inspired by reading about the topic, looking for references and going to fashion museums.

Another topic that spikes her interest is volunteering.

When told she was too young to volunteer at a children’s cancer hospital, Mel started to look for other ways to contribute. She decided to make and sell palha italiana – made of brigadeiro and crushed cookies – donating 20% of her revenue to Hospital Infantil Darcy Vargas, in São Paulo. Mel hopes her clothing line achieves great sales results so she can also donate part of that revenue to charity. “I think I’ll start an NGO someday. This is a goal of mine.”

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GALLERY The First Communion mass, the celebrations of World Book Day and Motherâ&#x20AC;&#x2122;s Day, the fun and games of Carnaval and Festa Junina, and the awards given at IV Encontro LiterĂĄrio and the Sports Banquet were some of the most memorable events of the second semester at Chapel. In the pages to come, you will find pictures capturing some of these moments of fellowship, culture, and fun that brought our school community closer together.

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05 e 06 - Clara Mazzini e Stella Oliveira também cantaram a música.

05 and 06 - Clara Mazzini and Stella Oliveira also sang along to the hymn.

04 - Felipe Heine e Maria Estela Menegatti participaram da canção “Shepherd Me O God”.

04 - Felipe Heine and Maria Estela Menegatti sing along to “Shepherd Me O God.”

03 - A leitura foi seguida por Joaquin Felix, Helena Ramalho e Martina Bozzini.

03 - Joaquin Felix, Helena Ramalho and Martina Bozzini follow along with the reading.

02 - Ana Luisa Neves e Sophia Oliveira acompanharam a leitura da Oração dos Fiéis por Natasha Silva.

02 - Ana Luisa Neves and Sophia Oliveira follow along with Natasha Silva as she reads the Prayer of the Faithful.

01 - A missa de Primeira Comunhão, em abril, teve a participação de 49 alunos.

01 - The First Communion Mass, in April, involved 49 students.

Foto: LES Fotografias

PRIMEIRA COMUNHÃO FIRST COMMUNION

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13 - Depois da missa, as amigas Sophia Oliveira, Luiza Zaher e Costanza Girao posaram para foto.

13 - After the mass, friends Sophia Oliveira, Luiza Zaher, and Costanza Girao posed for a photo.

12 - Durante a renovação dos votos do Batismo, os alunos portaram velas acesas.

12 - During the renewal of Baptismal vows, students held lit candles.

11 - Maria Fernanda Braga fez a Primeira Leitura.

11 - Maria Fernanda Braga recited the First Reading.

10 - Assim como Bianca Ludgero, Lucas Inglesi e Beatriz Fonseca.

10 - As did Bianca Ludgero, Lucas Inglesi, and Beatriz Fonseca.

09 - Rafaela Tossuniam e Gianluca Naddeo seguiram atentamente a missa.

09 - Rafaela Tossuniam and Gianluca Naddeo attentively follow the mass.

08 - Amiri van Eyll, Maria Eduarda Neves e Ana Luisa Neves envolveram-se na celebração.

08 - Amiri van Eyll, Maria Eduarda Neves, and Ana Luisa Neves getting involved in the celebration.

07 - Tomaz Farias e Joaquin Felix Sevilla (fundo) concentraram-se na cerimônia.

07 - Tomaz Farias and Joaquin Felix Sevilla (background) concentrating on the ceremony.

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18 - Davi e Carla com sua filha Helena Ramalho.

18 - Davi and Carla with their daughter Helena Ramalho.

17 - Sandra e Marcelo com sua filha Maria Fernanda Braga.

17 - Sandra and Marcelo with their daughter Maria Fernanda Braga.

23 - Juan Carlos Felix Sevilla e Martha com seus filhos Felipe, Joaquin, Isabel e Tomas.

23 - Juan Carlos Felix Sevilla and Martha with their children Felipe, Joaquin, Isabel, and Tomas.

22 - Flavio e Ana Cristina com seus filhos Felipe e Fernando Buazar.

22 - Flavio and Ana Cristina with their sons Felipe and Fernando Buazar.

21 - Simone e Antonio com suas filhas Luiza e Sofia Zaher.

21 - Simone and Antonio with their daughters Luiza and Sofia Zaher.

20 - Michelle e Vladimir com sua filha Stephanie Raposo.

20 - Michelle and Vladimir with their daughter Stephanie Raposo.

15 - Sebastian e Mariela com os filhos Martina e Vito Bozzini.

15 - Sebastian and Mariela with their children Martina and Vito Bozzini.

16 - Ana Amelia e Alexandre com seu filho Pietro Bassaneze.

16 - Ana Amelia and Alexandre with their son Pietro Bassaneze.

19 - Maria Adriana e Francisco com sua filha Constanza Girao.

19 - Maria Adriana and Francisco with their daughter Constanza Girao.

14 - Marcelo e Mirele com suas filhas Melanie e Manuela Morais.

14 - Marcelo and Mirele with their daughters Melanie and Manuela Morais.

Foto: LES Fotografias

PRIMEIRA COMUNHĂ&#x192;O FIRST COMMUNION

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07 - Bernardo Manchon concentrou-se no momento da leitura.

07 - Bernardo Manchon focused on his reading.

06 - Isabel Felix Sevilla e Larissa Delgado pararam durante alguns minutos para ler com todos do colégio.

06 - Isabel Felix Sevilla and Larissa Delgado stopped for a few minutes to read with the whole school.

05 - Homenageando personagens, Ms. Sylvia Almeida foi a Rosa de o Pequeno Príncipe e Ms. Karina Almeida fantasiou-se de The Very Hungry Caterpillar.

05 - Honoring book characters, Ms. Sylvia Almeida went as the rose from The Little Prince and Ms. Karina Almeida dressed up as The Very Hungry Caterpillar.

03 e 04 - Teve também workshop de teatro com o mesmo autor.

03 and 04 - There was also a theater workshop with this author.

01 e 02 - O Dia Mundial do Livro foi comemorado com contação de histórias de Gu Braga.

01 and 02 - World Book Day was celebrated with the storytelling of Gu Braga.

Foto: Arquivo Chapel / Chapel Archive

11 - A bibliotecária Fernanda Caires deu as boas-vindas a Gu Braga.

11 - Librarian Fernanda Caires welcomed Gu Braga.

10 - Diretamente do livro The Very Hungry Caterpillar, Ms. Juliana Menezes, Ms. Suellen Gonçalves e Ms. Carolina Vieira.

10 - Directly from the pages of The Very Hungry Caterpillar, Ms. Juliana Menezes, Ms. Suellen Gonçalves and Ms. Carolina Vieira.

09 - Remetendo ao livro Pig and Gerald, Marianna Zambrini e Bianca Flauzino abraçaram a pequena Valentina Figueiredo, do Pre II. 09 - In reference to the book Pig and Gerald, Marianna Zambrini and Bianca Flauzino hug Valentina Figueiredo, from Pre II.

08 - Mr. Otavio Garcia (The Phantom of the Opera) e Ms. Solange da Silva (A Bad Case of Stripes) capricharam no visual.

08 - Mr. Otavio Garcia (The Phantom of the Opera) and Ms. Solange da Silva (A Bad Case of Stripes) went all out with their costumes.

WORLD BOOK DAY

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15 - Na acusação, atuaram Barbara Monte Alto, Maria Carolina Melo e Daniela Rebolledo.

14 - Nicholas Blikstad, Bernardo Aymore e André Laranja foram os advogados de defesa.

14 - Nicholas Blikstad, Bernardo Aymore and André Laranja were the lawyers for the defense.

13 - A aluna Sofia Zaher foi a Dorothy.

13 - Student Sofia Zaher played the part of Dorothy.

12 - Mr. John Morrison foi o juiz durante o julgamento da Dorothy, de O Mágico de Oz. 12 - Mr. John Morrison was the judge in the trial of Dorothy, from The Wizard of Oz.

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17 - Lara Cavalcanti e Mohamed Smaili representaram a imprensa na cobertura jornalística do julgamento da Dorothy.

17 - Lara Cavalcanti e Mohamed Smaili representaram a imprensa na cobertura jornalística do julgamento da Dorothy.

16 - Daniel Glaser (Leão), Charbel El Khouri (Homem de Lata) e Santiago Barahona (Espantalho) foram testemunhas.

16 - Daniel Glaser (Lion), Charbel El Khouri (Tin Man) and Santiago Barahona (Scarecrow) were witnesses.

15 - Barbara Monte Alto, Maria Carolina Melo and Daniela Rebolledo served as the lawyers for the prosecution.

08 - Comemoração do Dia das Mães na sala do Kinder da Ms. Elizabeth Noel-Morgan.

08 - Mother’s Day Celebration in Ms. Elizabeth Noel-Morgan’s Kindergarten classroom.

07 - Mães e filhos posaram juntinhos para foto na sala do Pre II da Ms. Natasha Costantini.

07 - Mothers and their children pose together for a photo in Ms. Natasha Costantini’s Pre II classroom.

06 - Na sala do Pre II da Ms. Maria Hernandez, a turma estava animada.

06 - In Ms. Maria Hernandez’s Pre II class, the whole group was excited.

05 - Após café da manhã, mães e filhos do Pre II da Ms. Mônica Rossini posam para foto.

05 - After breakfast, mothers and their children in Pre II posed for a photo with Ms. Monica Rossini.

04 - Todos juntinhos para a foto na sala do Pre I da Ms. Ligia Ribeiro.

04 - Everyone got together for a photo in Ms. Ligia Ribeiro’s Pre I classroom.

03 - Na sala do Pre I da Ms. Mayara Del Dotto, as famílias exibem presentes.

03 - In Ms. Mayara Del Dotto’s Pre I class, families show off their presents.

02 - Mães e filhos do Pre I, sala da Ms. Emanoelli do Valle.

02 - Mothers and their children in Ms. Emanoelli do Valle’s Pre I classroom.

01 - Na sala do Kinder da Ms. Daniela Sperling, mães e filhos curtiram momentos juntos. Mães e filhos entrelaçam jogo americano na sala do Kinder da Ms. Bruna Evangelista. Na sala do Pre I da Ms. Mayara Del Dotto, as famílias exibem presentes.

01 - In Ms. Daniela Sperling’s Kindergarten class, mothers and their children enjoyed moments together. Mothers and their children made placemats together in Ms. Bruna Evangelista’s Kindergarten classroom.

Foto: Arquivo Chapel / Chapel Archive

DIA DAS MÃES MOTHER’S DAY 01

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11 - Stella De Renzis festejou como Bela Adormecida.

11 - Stella De Renzis celebrated as Snow White.

10 - A princesa Helena Bortolin participou da festa.

10 - Princess Helena Bortolin participating in the party.

09 - A dupla dinâmica Mateus Schneider (Robin) e Lucas Guglielmetti (Batman).

09 - The dynamic duo Mateus Schneider (Robin) and Lucas Guglielmetti (Batman).

08 - Riri Kageyama brincou o Carnaval toda de cor de rosa.

08 - Riri Kageyama celebrated Carnival decked out in pink.

07 - Scarlett Dapuzzo e Nina Daher posaram para foto com a Ms. Juliana Menezes.

07 - Scarlett Dapuzzo and Nina Daher posed for a photo with Ms. Juliana Menezes.

06 - Helena Galan fantasiou-se de Lego.

06 - Helena Galan dressed up as a Lego.

05 - As amigas Maria Fernanda Secali e Eva Catalina Glass Guerrero festejaram com serpentina.

05 - Friends Maria Fernanda Secali and Eva Catalina Glass Guerrero enjoying the party with ribbons.

04 - A bela princesa Ana Carolina Ohara divertiu-se no Carnaval.

04 - The beautiful princess Ana Carolina Ohara enjoying herself at Carnival.

02 e 03 - Bruna Miranda Iannuzzi e Tomas Felix Sevilla brincaram com bolhas de sabĂŁo.

02 and 03 - Bruna Miranda Iannuzzi and Tomas Felix Sevilla playing with bubbles.

01 - Gustavo e Felipe Botta brincaram para valer!

01 - Gustavo and Felipe Botta having a great time!

Foto: Arquivo Chapel / Chapel Archive

CARNAVAL

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06 - Valentina Cury e Manuela Ruiz capricharam na produção.

06 - Valentina Cury and Manuela Ruiz went all out with their costumes.

05 - Qianyu Zhou (Miranda) com seus pais, Suhua e Lin. 05 - Qianyu Zhou (Miranda) with her parents, Suhua and Lin.

04 - Os amigos Nicholas Blikstad e Nuno Tavares participaram dos festejos.

04 - Friends Nicholas Blikstad and Nuno Tavares taking part in the festivities.

03 - A comemoração foi palco para o encontro das ex-alunas Julia Pereira e Ornella Pereira.

03 - The celebration brought alumna Julia Pereira and Ornella Pereira together again.

02 - Larissa e Luisa Delgado vestiram-se a caráter para a Festa Junina.

02 - Larissa and Luisa Delgado dressed up for Festa Junina.

01 - As professoras Eliana Cardia e Flavia Tacchini participaram das brincadeiras.

01 - Teachers Eliana Cardia and Flavia Tacchini participated in the festivities.

Foto: Arquivo Chapel / Chapel Archive

FESTA JUNINA

12 - Nina Pereira e Bianca Ludgero divertiram-se na festa.

12 - Nina Pereira and Bianca Ludgero enjoyed themselves at the party.

11 - As amigas Carolina Cordeiro e Sophie Azar posaram para foto.

11 - Friends Carolina Cordeiro and Sophie Azar posed for a photo.

10 - Clara Rede compareceu à Festa Junina com seus pais, Ruy e Adriana.

10 - Clara Rede showed up to Festa Junina with her parents, Ruy and Adriana.

09 - Membros do PTA, Ana Paula Aragon e Carla Cajueiro Lopes atuaram como voluntárias.

09 - PTA Members Ana Paula Aragon and Carla Cajueiro Lopes served as volunteers.

08 - A festa teve a participação dos jovens Rodrigo Luz, Julia Anoardo, Amanda Arruda, Rhea Kapur, William Cho, Isabella Gagliardi e Sofia Bavaresco.

08 - Rodrigo Luz, Julia Anoardo, Amanda Arruda, Rhea Kapur, William Cho, Isabella Gagliardi, and Sofia Bavaresco also played a part in the festival.

07 - Carla Cajueiro, Graziella Rahal, Thais Vieira Ferruci Neto e Bianca Deo Rangel, da equipe do PTA. 07 - Carla Cajueiro, Graziella Rahal, Thais Vieira Ferruci Neto and Bianca Deo Rangel, from the PTA team.

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06 - Luca Cherubim Ferracuti (Melhor Texto Espanhol Infanto Juvenil Prosa) e Edgar Duvivier Ortenblad Villaça Carvalho (Melhor Texto Espanhol Infanto Juvenil Poesia) receberam os prêmios de Ms. Lais Almeida.

06 - Luca Cherubim Ferracuti (Best Young Adult Prose in Spanish) and Edgar Duvivier Ortenblad Villaça Carvalho (Best Young Adult Poetry in Spanish) received their awards from Ms. Lais Almeida.

05 - Ms. Paula Moro entregou o prêmio a Ms. Ana Shitara Inglesi (Vencedor Melhor Texto Português Adulta Prosa).

05 - Ms. Paula Moro delivered the award to Ms. Ana Shitara Inglesi (Winner of Best Adult Prose in Portuguese).

04 - Vencedora em duas línguas, Ms. Ruby Abigail Sheets (Melhor Texto Inglês Adulta Prosa e Melhor Texto Espanhol Adulta Prosa) recebeu o prêmio de Ms. Luciana Honda juntamente com Ms. Denise Bais, que representou seu marido, Dominique Bais (Melhor Texto Inglês Adulta Poesia).

04 - Winner in two languages, Ms. Ruby Abigail Sheets (Best Adult Prose in English and Best Adult Prose in Spanish) received an award from Ms. Luciana Honda, together with Ms. Denise Bais, who represented her husband, Dominique Bais (Best Adult Poetry in English).

03 - As premiadas Julia Maria Garcia Anoardo (Melhor Texto Inglês Infanto Juvenil Prosa) e Julia Bustamante Tolda (Melhor Texto Francês Infanto Juvenil Poesia) com Ms. Ingrid Vompean.

03 - Award winning students Julia Maria Garcia Anoardo (Best Young Adult Prose in English) and Julia Bustamante Tolda (Best Young Adult Poetry in French) with their teacher, Ms. Ingrid Vompean.

01 e 02 - Organizado pelos professores Sávio Pereira e Erick Santana, o sarau do IV Encontro Literário reuniu a comunidade escolar em tarde de premiação.

01 and 02 - Organized by teachers Sávio Pereira and Erick Santana, the festival for IV Encontro Literário united the school community for an afternoon of awards.

Foto: Arquivo Chapel / Chapel Archive

IV ENCONTRO LITERÁRIO

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12 - Beatriz de Oliveira Abram (Melhor Texto Inglês Infantil Poesia) e Leonardo Caruso Avila Ferreira Glaser (Melhor Texto Português Infantil Prosa) com Ms. Eliana Cardia.

12 - Beatriz de Oliveira Abram (Best Youth Poetry in English) and Leonardo Caruso Avila Ferreira Glaser (Best Youth Prose in Portuguese) with Ms. Eliana Cardia.

11 - Isabella Villarroel (Melhor Texto Inglês Infantil Prosa) e Mel de Mello Arantes (Melhor Texto Português Infantil Poesia) receberam a premiação de Ms. Leonor Guedes.

11 - Isabella Villarroel (Best Youth Prose in English) and Mel de Mello Arantes (Best Youth Poetry in Portuguese) received their awards from Ms. Leonor Guedes.

10 - Ana Clara Bigio Martins (Melhor Texto Português Juvenil Poesia) e Eliete Maesano representando a neta Isabela El Dib Maesano (Melhor Texto Português Juvenil Prosa) com Ms. Vanessa Almeida.

10 - Ana Clara Bigio Martins (Best Adolescent Poetry in Portuguese) and Eliete Maesano, representing her granddaughter Isabela El Dib Maesano (Best Adolescent Prose in Portuguese) with Ms. Vanessa Almeida.

09 - Valentina Peña Bustamante (Melhor Texto Inglês Juvenil Prosa) e Rafael Inácio Thomé (Melhor Texto Inglês Juvenil Poesia) com Mr. Donald Campbell.

09 - Valentina Peña Bustamante (Best Adolescent Prose in English) and Rafael Inácio Thomé (Best Adolescent Poetry in English) with Mr. Donald Campbell.

08 - Antonio Furtado Da Mata Tavares (Melhor Texto Espanhol Juvenil Prosa) e Laura Lievano González (Melhor Texto Espanhol Juvenil Poesia) com Ms. Sandra Moreira.

08 - Antonio Furtado Da Mata Tavares (Best Adolescent Prose in Spanish) and Laura Lievano González (Best Adolescent Poetry in Spanish) with Ms. Sandra Moreira.

07 - Ms. Aline Cucchiaro premiou os jovens Julia Maria Garcia Anoardo (Melhor Texto Português Infanto Juvenil Poesia) e Pedro Zagury (Melhor Texto Português Infanto Juvenil Prosa), que também apresentou o evento.

07 - Ms. Aline Cucchiaro awarded students Julia Maria Garcia Anoardo (Best Young Adult Poetry in Portuguese) and Pedro Zagury (Best Young Adult Prose in Portuguese), who also was a presenter at the event.

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06 - Mr. Henrique Beltrano com as melhores do basquete feminino JV: Ingrid Bakeman, Nicole Jensen e Rebecca Jensen.

06 - Mr. Henrique Beltraon with the best players from his JV girls basketball team: Ingrid Bakeman, Nicole Jensen, and Rebecca Jensen.

05 - Alessandra Deleuse, Magdalena Fernandez Barahona, Jamile Moussa e Raquel Mallorquin receberam da superintendente, Lucy Nunes, a homenagem em nome do colégio para todas as mães que integram o Booster Club.

05 - Alessandra Deleuse, Magdalena Fernandez Barahona, Jamile Moussa, and Raquel Mallorquin received an homage from superintendent Lucy Nunes, on behalf of the school, for all the mothers that helped with the Booster Club.

04 - Mr. Davi de Souza premiou os melhores do futebol masculino JV: Alejandro Reynes e Pedro Baldy de Sousa.

04 - Mr. Davi de Souza awarded the best boys soccer players on the JV team: Alejandro Reynes and Pedro Baldy de Sousa.

03 - Ms. Esther Hwang premiou as melhores do futebol feminino JV: Luisa de Marchi, Nicole Jensen e Marina Silva.

03 - Ms. Esther Hwang awarded the best girls JV soccer players: Luisa de Marchi, Nicole Jensen, and Marina Silva.

02 - As cheerleaders Carolina Montenegro, Hanna Joo e Luana Moussa receberam seus troféus da treinadora Maristela Passanezi.

02 - Cheerleaders Carolina Montenegro, Hanna Joo, and Luana Moussa receiving their trophies from coach Maristela Passanezi.

01 - O diretor atlético Bruno Pereira (centro) e a equipe de técnicos premiaram os melhores atletas da temporada.

01 - Athletic director Bruno Pereira (center) and the team of coaches awarded the best athletes of this sports season.

Foto: Grazy Barreto

SPORTS BANQUET

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11 - No basquete masculino JV, Mr. Roberto Pacheco entregou prêmios a Bruno Monte Alto, João Salvajoli e Liam Strong.

11 - For JV boys basketball, Mr. Roberto Pacheco delivered awards to Bruno Monte Alto, João Salvajoli, and Liam Strong.

10 - As premiadas do time Varsity de futebol feminino foram Maria Fernanda Melo (representada pela irmã, Maria Eduarda Melo), Luíza Figueiredo e Lívia Deleuse, que receberam os prêmios das mãos do Mr. Paulo Azevedo.

10 - The award-winners for the Varsity girls soccer team were Maria Fernanda Melo (represented by her sister, Maria Eduarda Melo), Luíza Figueiredo, and Lívia Deleuse, who received awards from the hands of Mr. Paulo Azevedo.

09 - O técnico Mr. Paulo Azevedo premiou Iñaki Alonso, Vinicius Vieira e Calvin Lee, os melhores do time Varsity de futebol masculino.

09 - Coach Paulo Azevedo awarded Iñaki Alonso, Vinicius Vieira, and Calvin Lee, the best on the boys Varsity soccer team.

08 - Carolina Cordeira, Sofia Buazar e Giovanna Boueiri destacaram-se no basquete feminino Varsity e receberam prêmios das mãos do técnico Mr. Roberto Pacheco.

08 - Carolina Cordeira, Sofia Buazar, and Giovanna Boueiri stood out for their performance on the girls Varsity basketball team, receiving awards from their coach, Mr. Roberto Pacheco.

07 - O técnico também premiou os destaques do basquete masculino Varsity: Vinicius Vieira, Francisco Stella e Raphael Boueiri.

07 - The coach also awarded outstanding boys Varsity basketball players: Vinicius Vieira, Francisco Stella, and Raphael Boueiri.

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15 - Sophia Izidoro, Nicole Jensen e Laura Lievano destacaram-se no time feminino de futsal JV e receberam seus prêmios do técnico Arthur Cavalheiro.

15 - Sophia Izidoro, Nicole Jensen, and Laura Lievano stood out on the girls JV futsal team, and received awards from their coach Arthur Cavalheiro.

14 - Mr. Rodrigo Nicoletti premiou os destaques do time de vôlei masculino JV: João Arantes, Antonio Rangel e Rafael Seabra.

14 - Mr. Rodrigo Nicoletti awarded the standouts on the boys JV volleyball team: João Arantes, Antonio Rangel, and Rafael Seabra.

13 - Ms. Carolina Martins entregou os prêmios aos destaques do softbol JV: Rachel Powels, Yoonho Dong (Ben) e Frederick Yun. 13 - Ms. Carolina Martins delivered awards to the best on the JV softball team: Rachel Powels, Yoonho Dong (Ben), and Frederick Yun.

12 - No vôlei feminino JV, Mr. Julio Lanzelotti premiou Maria Eduarda Melo e Mariana Menezes.

12 - For JV girls volleyball, Mr. Julio Lanzelotti awarded Maria Eduarda Melo and Mariana Menezes.

Foto: Grazy Barreto

SPORTS BANQUET

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22 - Mr. Donald Campbell homenageou as melhores do time Varsity de softbol feminino: Sofia Buazar, Maria Fernanda Lacombe e Anika Kapur.

22 - Mr. Donald Campbell honored the best from his Varsity girls softball team: Sofia Buazar, Maria Fernanda Lacombe, and Anika Kapur.

21 - Mr. Rodrigo Nicoletti premiou os destaques do time Varsity de vôlei feminino: Lívia Deleuse e Mel Rossi.

21 - Mr. Rodrigo Nicoletti awarded the best players from his girls Varsity volleyball team: Lívia Deleuse and Mel Rossi.

20 - No time Varsity de futsal masculino, Mr. Paulo Azevedo premiou Arthur Mayer e Rodrigo Maria.

20 - For the Varsity boys futsal team, Mr. Paulo Azevedo awarded Arthur Mayer and Rodrigo Maria.

19 - O técnico Mr. Paulo Azevedo com as melhores do time Varsity de futsal feminino: Luíza Figueiredo, Sofia Buazar e Giovanna Boueiri.

19 - Coach Paulo Azevedo with the best of the girls Varsity futsal team: Luíza Figueiredo, Sofia Buazar, and Giovanna Boueiri.

18 - O técnico Mr. Rodrigo Nicoletti com os destaques do time Varsity de vôlei masculino: João Salvajoli, Enrique Esteve e Arthur Mayer.

18 - Coach Rodrigo Nicoletti with the standouts from the Varsity boys volleyball team: João Salvajoli, Enrique Esteve, and Arthur Mayer.

17 - Os melhores do time Varsity de softbol masculino, Enrique Esteve e Liam Strong, receberam prêmios das mãos do técnico Mr. Donald Campbell.

17 - The best players on the Varsity boys softball team, Enrique Esteve and Liam Strong, received awards from their coach, Mr. Donald Campbell.

16 - Mr. Andrés Carbajal premiou os melhores do futsal masculino JV: Ruy Marco Antonio Neto, Bernardo Silva e Pedro Nottingham.

16 - Mr. Andrés Carbajal awarded the best players from his JV boys futsal team: Ruy Marco Antonio Neto, Bernardo Silva, and Pedro Nottingham.