IGBIS Weekly Newsletter. Issue 149, Week 5, March 2018. by IGB International School

IGB International School’s Weekly Newsletter - Issue 149. Week 5. March 2018.

29 March 2018

Photos: Page 11 & 12

INSIDE

Message from Head of School Dear IGBIS Parents and Community Members, Our ICT Coordinator and Technology Integration coach Mr Geoff Derry was selected to be a keynote speaker at the IB Global Conference and Heads Conference that took place in Singapore earlier this week. His presentation to an audience of 1800 IB educators, centred on innovative practices in education and highlighted some of the great things taking place at IGBIS. The IB Diploma Visual Arts Exhibition opened on Wednesday night with musicians, artists, parents, guests, teachers and students. The range and quality of Grade 11 and 12 art pieces was not only of a high standard but creative in the range of media displayed. School on Thursday ended with the Elementary School Production ‘Phoenix – A Musical Story’ on Thursday afternoon. This production was an IGBIS first - developed, produced and directed by Ms Susan Bal-Short with the assistance of other members of the Arts Department. All of the elementary students from Early Years to Grade 5 performed. I really enjoyed seeing the students displaying their freedom of expression in individual ways as well as in group performances. The highlight of course was when the Phoenix, created by our students, was raised up at the back of the stage. Friday, March 30th was a Teacher Only day with Professional and Curriculum Development based on Approaches to Learning and our shared beliefs about learning. By now you should have received an email about the school fee schedule with a link for re-enrolment of your children for the 2018-19 school year. This is very important for our planning for the new school year and ensures that all of our existing students continue to have a place in the school. Numbers have crept up this school year and some of our grade levels are nearly at capacity. The Elementary School is excited about the community playground. Close to half of the playground was built last Saturday, with volunteers on site again on Friday morning to do more! Happy Easter and do enjoy the holiday over the coming week.

Anne Fowles Head of School

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News from Elementary School What a wonderful performance from our Elementary students and what a positive way to move into our spring holiday. Phoenix a musical story was colourful, inclusive and a showcase of some of the musical and movement talent and capacity of our students. A huge thank you goes out to Ms. Susan Balshort whose vision this was. She was the driving force behind everything from the music, the dances and even the costume designs and construction. Obviously she had help along the way from the performing and visual arts team and this was reflected in the set, the lighting and the smooth running of the entire show. Thanks also go to the Grade 9 students who helped in this process too as stage hands.

Ending the first week back and celebrating Autism Awareness Month, at the Kopitiam we will have staff from Autism Cafe coming to school to sell their cookies and wares to you whilst raising awareness about Autism Spectrum Disorder (ASD). The Autism Cafe Project (ACP) was established in 2016 with the prime objective to secure the future independence of youths with autism. It was founded by Adli Yahya in order to support his son Luqman, who has non verbal Autism Spectrum Disorder. The founder and CEO of The Autism Cafe Project decided to leave his job and open a café to teach youths to be independent and earn an income because he always had one thing at the back of his mind: his son, Luqman. Adli’s vision for the Autism Café Project is that it will act as a safe space for individuals with autism to work in and to welcome the public who wants to understand the condition. They run one cafe in iM4U Sentral but want to expand the awareness building aspect of the business and also be able to employ more youths with autism. For this reason they are hoping to expand their catering business. The ACP has a monthly stall in Parkcity Medical Centre and have just started a monthly bazaar in Evolve Mall where adults and youths with disabilities can sell their products. The boys at the ACP are highly involved in all aspects of running the cafe - cooking, cleaning, customer service, and they earn an hourly wage. You can check out the Facebook page here and there is a beautiful short video here. Adli is presenting at Tedx here in KL at iM4U on April 7th. We hope you have a restful and happy holiday and see you on your return. Our tyre playground is taking shape; we had families join IGBIS teaching and support staff to build parts of the playground. Over the course of the holiday we are hoping that the large tyre pyramid will be completed and the students can start to use all of the playground. Watch this space for more photos. Immediately after the holiday on Tuesday 10th April we have a PYP Parent workshop: ‘The importance of oral language in language development’. It will take place in the PVO room starting at 8.15 and run through to 9.15am. An email and Google Form have been sent out to you and we hope to see as many of you there as we can. It is sure to be well worth the time and I am sure Ms.Yolaine will enlighten you further.

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Dates for your diaries: • • •

30th March - 8th April: IGBIS school holiday. 10th April: PYP Parent Workshop: ‘The importance of oral language in language development’. 13th April: Kopitiam, Autism Cafe.

Simon Millward

Elementary School Principal

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News from Secondary School Dear parents, There were some amazing student performances this week, at both the Secondary Assembly and the Arts Exhibition. A wide array of musical performers and speakers took the stage on Wednesday as part of the Student Council-led assembly. I was very impressed with their poise and performances, and also with how many students took part. Congratulations to them and to our Performing Arts department! We also saw presentations on a wide range of student-led initiatives, particularly to do with service to the community. Secondary students are increasingly taking the lead to organise initiatives that meet the needs of others, which is helping to shape a culture of service at IGBIS. Looking forward, we are in contact with the Special Olympics and plan to arrange service opportunities for students for the weekend of May 4th-6th. The Arts Exhibition was also very enjoyable to see, the work of our senior artists provided good insight into their development as artists and how they perceive the world. The musical performances at the event complemented the art on display and made for a fantastic evening overall. Congratulations to our artists! Finally, we had a Rhapsodic Recess over lunch on Thursday, another opportunity for students to display their musical talents. As can be seen in the pictures, these are popular events. Looking forward, we will have our next Kopitiam on Friday, April 13th. Please come along for a coffee and a chat. Representatives from the Autism Cafe will be at school, selling food and raising awareness for their organisation. Please support them if possible. I wish everyone an enjoyable and restful holiday!

Michael Arcidiacono Secondary School Principal

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Elementary Art with Ms. Elli and Ms. Jade

Elli Lawson and Jade Saba Elementary School Art Teachers

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“I dream my painting and then paint my dream” Vincent Van Gogh We have been seriously busy in the art rooms this month! Early Years now work in the art studio every Thursday and have been painting on easels, creating big artworks together and exploring printing techniques; messy, big, fun! Kindergarten have begun exploring air connected with art and trying to paint the wind - asking questions such as, ‘What colour is the wind?’ and, ‘If we can’t see the wind, then how do we paint it?’. Grade 1 students have completed their Chihuly glass unit and are beginning to explore machines and the designs from famous artists such as the Wright brothers and Leonardo Da Vinci. Grade 2 students are completing the ‘Be Yourselfie’ perspective unit, observing

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how different perspectives can change the way we see art, especially using the medium of photography. Grade 3 students have explored how an idea can transform and develop, taking their own design of a cartoon character and watching it grow. Grade 4 students are exploring vessels and the properties of clay, observing how it changes from something from the ground to a solid form with a function. Grade 5 students are extremely busy with their own journey with PYPX; those choosing a visual art route are researching ‘what is my message and how do I explain this without using words?’ Finally... Dates for your diary: • Tuesday May 8th: ES Assembly: PYP Art Exhibition opening: A showcase of every student’s visual art achievements from Fireflies to Grade 5 in the Level 2 Exhibition Room. The exhibition will remain up until the end of May. In the words of Van Gogh, Keep up the ‘dreaming and creating’ Elementary students!!

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MYP Student Led Conferences - Saturday 28 April Phil Clark Middle Years Programme Coordinator

.................................................................................................................... On the morning of Saturday 28 April we will be hosting our annual IGBIS Student Led Conferences (SLCs). All students are expected to attend school on that morning and we invite parents, guardians and other family members to join them. SLCs are conferences that are led by the students themselves. The purpose of our Middle Years Programme (MYP) SLCs is for grades 6-10 students to lead a one-hour conference, where they sit together with their family and show how they have demonstrated their learning and the attributes of the IB Learner Profile throughout this school year. Grades 6-10 students are building an MYP Portfolio to share with their family. They are selecting examples of work from across the different subject areas that demonstrate growth in learning. Students are collecting a variety of work samples including digital files, physical, performance and tactile examples. They are also selecting an example of something they have learnt this year that they will teach to their families during SLCs. In addition to the individual aspects of Student Led Conferences, there will also be opportunities for families to see other things that have been accomplished at school this year including exhibitions, demonstrations and displays from both PYP and MYP.

self-directed project in the MYP which connects student personal interests with school learning. The Grade 10 students engaged with their Personal Projects over a period of nine months and this year worked on a variety of projects which include coding and creating a Muay Thai website; creating a range of artworks; creating a website to raise awareness about mental health; composing and recording musical tracks; creating a movie about beauty; improving photography skills; and teaching English to less privileged children. The Personal Project is formally assessed and prepares students for the Extended Essay in the IB Diploma Programme (DP). The Grade 10 students will be showcasing their Personal Projects during SLCs so please take some time to visit and see what they have been doing. By the end of the SLCs families should have a clear understanding about what MYP students have been learning this year, and how their own child has grown as a learner. Families should also gain a deeper understanding about how students are learning and being assessed in the MYP. Grade 11 DP students will also be involved in activities at school on this day but their programme will be slightly different. Please mark Saturday morning, 28 April, in your diary, as we hope to see all students, parents and guardians here to share in the SLCs. Conferences will be scheduled throughout the morning between 8:30am and 12:45pm. Please allow 1.5-2 hours so you can take full advantage of the SLC experience. More details, including how SLCs are being scheduled, will follow in the coming weeks.

Our Grade 10 students have recently completed their MYP Personal Projects. The Personal Project is an important culminating

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College Counselling News Bill Mitchell

IGBIS Events

Grade 9-12 School Counsellor

Grade 11 Parent - Higher Education Information Session Wednesday April 25 7pm to 9pm 6th Floor Multi-Purpose Room

.................................................................................................................... CIS University Connection Registry Grade 10 & 11 Dear future leaders, innovators, educators and global citizens, Universities around the world are looking for high school students such as yourself who will contribute an international mindset to their student community. If you are thinking about your next step towards higher education, the CIS University Connection Registry can help you find the best fit—whether that takes you across an ocean or across the street. The CIS University Connection Registry works like this: 1.

2. 3.

Fill out the online form, providing information about yourself and your university/post-secondary interests. Ask your College Counsellor for support if needed. Universities will contact you directly when they believe they have an opportunity that matches what you are looking for. Talk to your parents and College Counsellor when you think you have found the match!

This is a free service for all students who will be graduating in the next three years. CIS has over 500 university members throughout the world, including many in Asia, Australia, US and Europe who represent top-tier education institutions with an international perspective. You’ve probably heard of a few of them and you may also discover some universities you’ve never heard of that can offer new possibilities for your future. Explore which universities participate in this platform in our membership directory. To get started, visit www.cois.org/ForStudents and take your first step towards an international university experience!

This information session will be an opportunity for the College Counsellor to present to parents some of the information that has already been shared with the Grade 11 students, and to discuss the path forward towards university applications. Grade 11 students have had time to consider options and have recently begun to compile a list of potential schools for later comparison and will be delving into personal statements and essays soon. IGBIS has also just recently invested into the College Application process and we will be introducing a new cloud-based programme that will allow our students from grades 9 to 12 to build and submit the best applicant profile they can. After the presentation there will be representatives available from the British Council, EducationUSA, and QUT Australia to answer questions about process, procedure and visa applications for their areas of speciality.

Upcoming University visits •

April 11 - South Dakota State DP Lounge - 6th Floor 12:45pm-1:30pm

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May 2 - University of Missouri - St.Louis Secondary Library - 6th Floor 1:30pm - 2:30pm

Follow the Secondary Calendar or see the College Counselling Events calendar for future visits and events. College Counselling Events

Please use your IGB school email address and the following information if you choose to use the Registry:

Kuala Lumpur Events EVERY TUESDAY AND THURSDAY U.S. University Advising: EducationUSA Advisers provide comprehensive U.S. university advising Register Here

University/Guidance Counsellor Information: Bill Mitchell bill.mitchell@igbis.edu.my AUTHORIZED USE OF REGISTRY DATA The Registry Service is only available to CIS Member colleges/universities only. All institutions using the registry agree that they will use the students’ information for the sole purpose of mailing their own materials. Registry data must not be provided to third parties.

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DP Visual Arts Exhibition Sheena Kelly DP Art Teacher

.................................................................................................................... Lara Nootebos and Yao Wen Kwek presented their artworks in their final DP Exhibition on Wednesday the 28th of March. The Exhibition is part of their Visual Arts Examination, but it is more than an assessment, it is a celebration. It is the culmination of two years hard work, it is a display of their journey through their personal exploration of media, and a showcase of their views and concerns. Yao Wen combined new technology with his traditional drawing skills to explore concepts of Dystopia and the search for Utopia. Lara explored yarn and paint to create her own visual expressions centred around the theme of uncertainty. Grade 11 students Chi Yan (Kitty), Maryam, Momone, and Vanessa displayed a selection of artwork from units inspired by the artists Michael Craig Martin and He Jian, Art Expo visit, and Plagiarism vs Appropriation. I was delighted to hear that the energy and expressions captured in the Grade 10 collaborative sculpture provoked much interest from the audience. The musicians were organised by Ms. Hadewych Dujardin. Kira, Marvin, Clarissa, Hou Kin, Sophie and Mathilda played wonderfully. The music added much the ambiance. Exhibitions do not happen by themselves and a lot of people have been working behind the scenes. Thanks to the Art Department, and the students for their support and encouragement of each other in their projects. This professional environment of collaboration makes seemingly momentous tasks easy and manageable. Thanks to Zati who tirelessly assisted with a smile on her face. Special thanks to the facilities team for all their hard work setting up the lighting, the wiring, painting and hanging. It was such a relief to have this support and the effect is sleek and professional. Thanks also to the procurement team for chasing up orders and moving quickly on last minute purchases. We also appreciate Ms Boyd, Mr. A. and Mrs Fowles continued support of the Arts. The food put on by Cezars was fantastic; the chicken skewers where in danger of stealing the limelight from the artists. Congratulations to Yao Wen Kwek on receiving an offer to Emily Carr University of Art + Design, in Vancouver, Canada.

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between genres are even more blurred due to the intentional mixing of several characteristics such as science fiction robots and the traditional Malaysian patterns. The traditional cloth patterns have also become a reappearing motif, it is an insertion of my own cultural identity into my works. The mood of my exhibition varies depending on the section being observed, with dystopian works generally having a depressive and dark atmosphere while the utopian works have a serene and brighter feel.

Yao Wen Kwek One’s utopia may be another’s dystopia, the concept of ideals and perfection is in itself subjective and flawed in nature. My art explores this concept of utopian and dystopian ideals and worlds; focusing on certain aspects such as portraying the fine dividing line between such idealistic worlds and how close they are to reality. The artworks feature a variety of personal depictions of utopian and dystopian worlds, acting as hyperboles of real life issues while also portraying how utopia can be portrayed differently . For instance, the integration of different cultural utopian ideals such as chinese culture from the Confucian utopia and integration of different areas of modern civilization such as entertainment as shown by the circus piece “Circus Captivity”. I also present the idea that dystopia is a result of oversophistocation of civilization while utopia relates to the purity of ideals and simplification of civilization; forming a connection between tradition and utopia. It is most apparent when comparing the utopian works “Calming Sounds” and “Great Unity Lake” with the dystopian works “Fool’s Gold” and “Seek and Destroy” as can be seen by the simplified color schemes and detail of the utopian works in comparison to dystopian; as well as the connection made by the utopian pieces to traditional culture based civilization as compared to the modern connection to the dystopian works. Due to the portrayal of various cultures and time periods, even entirely fictional ones such as the inclusion of mecha (robots controlled by people) and science fiction elements; there is no defining genre to categorize all my pieces. In addition, the lines

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This theme and idea of depicting various dystopia and utopian worlds originates from the video game series “Fallout” and “Elder Scrolls” by Bethesda Game Studios which were openworld role-playing adventure games, with the first set in a post apocalyptic wasteland and the latter set in the fantasy world with harsh snowy landscapes. The Elder Scrolls game “Skyrim” portrayed harsh tundras and steep mountaintops but yet showed pockets of utopia with grassfields stretching until the eye can see. This inspired the idea of the contrast between utopian and dystopian landscapes/worlds. The Fallout games on the other hand, had a bleak post nuclear war society during the 1900’s that inspired my exploration into different time periods and how dystopia could be portrayed differently due to that. One of the artists that specifically influenced my works was Ilham Fadhli “Kojek” who’s works addressed the topic of future dystopia as a result of our current day actions in Malaysia. I was inspired by his works and formed pieces based on several existing problems that exist within humanity as a whole such as wealth disparity and reliance on technology. As I wanted the exhibition to reflect the futuristic nature of the dystopias portrayed in my pieces, therefore I opted to display my works in a variety of ways which created a modern look overall. For the hologram piece “Grasped Heart”, it required a dark space to be able to display the image properly while also hiding the majority of the hologram setup creating a feel of a futuristic floating hologram. Additionally, a screen was setup so to allow viewers to navigate the 360 panoramic painting while others would utilize the virtual reality headset to fully immerse themselves with the sense of scale of the monster. The overall pieces were placed in an arc so that all the pieces would be visible at once, allowing the viewer to contrast between the utopian and dystopian worlds.

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in a portrait of my grandmother Where the pattern ends, and soon started to look at other artists that also used the division of colour in their pieces, such as Joshua Miels and Chuck Close. Inspired by these artists, I created multiple pieces, such as Masked and Assauging. These artists mainly specialize in portraiture, dividing the human face into different sections in the process. This concept fascinated me and inspired me to create several portraits, such as Divided in Judgement and Sometimes I Wish I could Read your Mind, as they both feature the division of the face into geometric shapes.

Lara Nootebos The last two years of highschool were a turning point for me, as it is for many. It is a time for everyone to start making important decisions about their life, such as continued education, accommodation and other future plans. The overwhelming possibilities left me indecisive, and I didn’t know how to move forward in my life. I have always been indecisive when it comes to important choices, including the choice of a theme for visual arts. I rooted this indecision back to the uncertainty I had about my future. In order to process my feelings of indecision, I began creating artworks about the topic. This lead me to an exploration of my own feelings towards indecision and uncertainty, as well as others’ interpretation through art. Sadly, during this time my grandmother also passed away. I started to create pieces that reminded me of her while still conveying the theme of uncertainty, as an emotional response to her passing away. I see my grandmother as the biggest inspiration for most of my pieces. She inspired me to incorporate knitting and other fabrics into my work, and indirectly inspired me to develop a style based on the division of colour in my pieces. As my grandmother was Dutch, I took interest in famous Dutch artist Vincent van Gogh, who’s unique style was heavily based on the division of colour to create form and value in his pieces. I started out creating an adaptation of Van Gogh’s style, seen

The pieces in my exhibition are connected thematically, as each piece explores a concept of indecision and uncertainty. Although appearing different in style, many of my pieces are also connected through subject matter, materials used and colour. The painted pieces are the result of my investigation into divisionist painting techniques used by several artists, such as Van Gogh. The majority of my pieces share the common genre of portraiture, as it became the subject matter through which my exploration of paint and concepts developed. The arrangement of my exhibition is carefully considered, in order to draw attention to Where the Pattern Ends as it has the most personal value to me and connects to all other pieces presented in my exhibition. The surrounding pieces are presented with the consideration of colour. Divided in Judgement and Niggles and Scruples both share a warm peach and yellow background, symbolising being caught in between two choices, just as the yellow light on a traffic light symbolises the grey area in between moving and stopping. The colour yellow also communicates a sense of warmth, which contributes to setting the mood of my exhibition. The selection of warm colours commonly occuring in my pieces, also aims to convey a cozy, warm and nostalgic mood, which relates back to my grandmother as inspiration and motivation to paint. I have chosen to place the pieces similar in colour symmetrically at opposite positions in the exhibition space, in order to create unity within the exhibition.

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Phoenix... A Musical Story March 29, 2018

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A better world through education

IB programmes consistently challenge students to think critically and understand how their learning fits within a wider global context.

50years.ibo.org Celebrating with the IB:

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OUR ST

In 1968, inspired by a spirit of hope in a time of instability an education. Our founders saw a need for an international appro with the skills, values and knowledge necessary to build enlightened minds for all primary and secondary students decades, and will continue to do so in a world where we face they’ve developed to help make the world a better place. Ou nations and cultures for a sustainable f

OUR EDUCATIONAL APPROACH

Parents and educators recognize that the solutions of yesterday cannot solve the problems of today. We champion critical thinking and a flexibility for learning by crossing disciplinary, cultural and national boundaries. We design our curriculums so that students build a deep appreciation of how their studies fit into the wider context of our world. All of our programmes are driven by a commitment to multilinThe IB develops and s community of students, gualism and international mindedness, and to action with a shared mission to through service in the student’s own community international educatio and beyond. We encourage the curiosity inherent emphasis on h in every child, developing an attitude of constant questioning and a hunger for knowledge and We believe that open, enlighten are our best hope to create a understanding.

proven and continuously revitali deep inquiry and relentless curi are caring, courageous risk t

OUR APPROACH TO ASSESSMENT

An IB education inspires youn learners, using their energy, c engage with increasingly co global issues. Our foundatio of us is responsible for t understanding is a neces toward a more just a

We create our own, internationally- recognised assessments to ensure that we consistently challenge students to think critically, rather than simply to recall knowledge. Our approach to assessment is highly respected: the best universities in the world actively seek out IB students, and we always stay true to our core mission—we assess what is important to measure, not what is easy to measure. We design curriculums that allow teachers to be passionate about their subjects and focus students not only on content, but also on how they think and learn. Our programmes and assessments evolve with the changing demands of information technology, global interconnectivity, higher education and employment.

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TORY

nd conflict, the IB pioneered a movement for international oach to education which would bring young people together a more peaceful future. Our vision is to foster open and s, aged 3-19. We have been successfully doing this for five an unprecedented pace of change. IB students use the skills ur founders’ vision—of an education that can unite people, future—has never been more urgent.

A WORLDWIDE PROFESSIONAL ECOSYSTEM

We take a truly holistic approach to our education using a professional ecosystem made up of schools, educators and students. We co-create and co-develop curriculums with IB educators and other experts around the world. Our professional development programmes engage fellow teachers who train other teachers across the world, as part of a highly effective system of constant learning, development and sharing of best practice. IB teachers sustains a worldwide have the tools and flexibility to do more than just teach a educators and schools, course; they ignite passion and curiosity, and teach in a o offer the best possible way that is best suited for them and their students. IB on combined with an educators are part of what makes an IB education so human values. purposeful and challenging—from Beijing to Brooklyn, ned minds, free from prejudice, from Brussels to Bogota, IB teachers inspire a passion better world. Grounded in a for learning and the drive to make things better. ized curriculums, we encourage

iosity to develop students who takers and critical thinkers.

ng people to become lifelong conviction and positivity to omplex and interconnected onal idea is that each one the rest of us, and this ssary basis for progress and peaceful world.

OUR ALUMNI

Our alumni are prepared with the skills and mindset to succeed in our fast-changing world. Their ability to think and collaborate across countries, cultures and disciplines allows them to approach challenges in ways that truly make a difference in their chosen field. From teachers to prime ministers, NGO executives to small-scale entrepreneurs, astronauts to award-winning actors, an IB education continues to develop generations of problem solvers with the boldness, creativity and belief in themselves to embrace their personal ambitions and their dreams for a better, more peaceful world. We are proud that so many of our students leave the IB with a commitment and the skills to address humanity’s greatest challenges.

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IGBIS INTERNATIONAL SCHOOL

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