La Lettre
Fall 2012
French American International School | International High School | Lycée International Franco-Américain
50th Anniversary 50 ème Anniversaire
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La Lettre
Fall 2012
IN THIS ISSUE 4 7 10 12 16 18
50th Anniversary Welcome From The Head “Le Bonheur” Edouard Mayoral Board’s Eye View 50th Anniversary Host Committees Consul Général de France
50th Anniversary Weekend 20 26 30 40 44 50 63 71 78
Founders’ Reception Alumni Authors Student i-Speak Treasure Hunt Alumni Reunion Signature i-Speak A Look Back 5th Grade 50th Anniversary Scrapbook Alumni Profiles and News
88 College Bound 92 2012 Graduation 98 Transitions Ray Hinz and Marie-Pierre Carlotti 101 Travel Program 2012 106 Performing and Visual Arts 112 Annual Auction and Advancement
La Lettre is a publication of French American International School
and International High School | 150 Oak Street. San Francisco, CA 94102 (415) 558-2000 | Contents © 2012 | Rick Gydesen, Editor
www.internationalsf.org French translations by Mireille Rabaté and Mireille Gaonac’h
The marquee of the Castro Theatre on the night of French American and International’s 50th Anniversary i-Speak, Saturday, February 11, 2012. Photo by Rick Gydesen
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Sharing Our First Half-Century
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laura heffron, 50th anniversary producer
n the 1960s, the United States lost John F. Kennedy, Robert F. Kennedy and Martin Luther King Jr. to assassinations and an unwinnable war in Vietnam; witnessed the bravery of the Freedom Riders who risked their lives for desegregation in the South, and the launch of the Apollo Program that landed men on the moon and returned them safely back to Earth. At the same time, San Francisco represented the counter culture of the 60s and was the incubator to other movements that eventually became national: Free Speech, Black Power and Hippies. During this time of change and unrest, a group of visionaries were meeting to create a bilingual immersion school at a time when being bilingual wasn’t fashionable. This school, our school, became a reality 50 years ago. When our community came together last spring to begin planning our first half-century, we knew we wanted to produce a different kind of event from a typical institutional anniversary gala. We wanted to spotlight our founding principles (academic excellence, diversity, critical thinking, communicating across cultures and a global perspective) in creative ways and at unique venues. From this motivation, the i-SPEAK series was created. As a nod to “i” words that we find meaningful – immersion, innovation, individuality, internationalism, ideas, inspiration and imagination, to name just a few – three days of seven events were produced. These events welcomed members across our entire community for free or at very low cost, focusing on the school’s original values and showcasing the school’s past, present and future. To make this happen, it took a dedicated team of faculty to work with the students on special projects dedicated to our 50th. Third grade students practiced for months Bob Dylan’s Blowin’ in the Wind in French and English, and were selected to open our Signature i-SPEAK event at the Castro Theatre. Students in the middle and high schools auditioned to be part of the Student i-SPEAK at the SF Conservatory of Music with great energy, courage, passion and original materials. Faculty came together from different sections and levels to mentor those who were not their students. Early February hummed with rehearsals and lastminute planning so that we could welcome our families, faculty and alumni to a memorable celebration. In this special issue of La Lettre, we have compiled some of our favorite photos from across the 50th Anniversary festivities. We hope you enjoy them as much as we enjoyed producing them. And for those of you who attended some or all of the events, we thank you for paying homage to our very special community.
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Head of School
50 Years of International Education Head of School Jane Camblin delivered the following address at the school’s 50th Anniversary i-Speak from the stage of the Castro Theatre, Saturday, February 11, 2012.
T Left: Head of School Jane Camblin addresses the audience from the stage of the Castro Theatre at the 50th Anniversary Signature i-Speak, Saturday, February 11, 2012.
he French American International School is 50 years old, a birthday it shares, if I may, with that of my esteemed fellow-countrymen, the Rolling Stones. And a birthday made even more remarkable if one considers the audacity, perseverance and pluck of our early founders . In their vision, this school was to be quite different from all the other schools in San Francisco. It had to be academically excellent, rigorous in a gloriously Gallic and rather Spartan way, and above all foster the skills of critical and creative thinking. It had to be bicultural and international in its outlook, and develop a respect for “otherness”, for cultural differences. And it had both to reflect, and to derive particular benefit from, the many kinds of diversity in our own beautiful parent city, San Francisco. These core values of the school remain constant today, and always will. And now? What began as what some considered a highly eccentric experiment in bilingual education, has grown from a tiny kindergarten class into the city’s largest K-12 independent school with 1,008 students representing more than 50 nationalities. Our graduates attend an impressive array of colleges and universities at home and abroad, and our alums speak with great passion about the exhilarating life journeys they have taken, all because they had the good fortune to be fluent in at least two languages. Above all, I am always struck by their sophisticated knowledge of world affairs, by the depths of their creativity, and by the authenticity of their empathy for
Head Jane Camblin welcomes the audience to the 50th Anniversary Student i-Speak at the San Francisco Conservatory of Music others. Somehow, it may be that our biggest gift to the world is to graduate students who are not only good scholars, but who are good people. That we are celebrating our 50th anniversary at the historic and beloved Castro Theatre is not an accident. Ever since we moved into our city’s cultural and political corridor at Oak and Page Streets, we have endeavored to forge partnerships within the community. The San Francisco Opera, Symphony and Ballet and the LGBT Center have all been willing collaborators, and we enjoy artist in residence arrangements with such fabulous city treasures as the Conservatory of Music, SF Jazz, the Left Coast Philharmonic and Fools Fury theatre. Over the last 50 years, French American International School and its International High School has become a strong and colorful thread in the tapestry of this fair city we call San Francisco. San Francisco, we are here to stay!
jane camblin
Head of School
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e Lycée International Franco-Américain de San Francisco a maintenant cinquante ans, et si je puis me permettre, fête son anniversaire le même jour que mes honorables compatriotes, the Rolling Stones. Il s’agit d’un jalon d’autant plus remarquable compte tenu de l’audace, de la persévérance et du culot de nos fondateurs. Dans leur vision, cet établissement se devait de se distinguer de toutes les autres écoles de San Francisco par son excellence scolaire, sa rigueur gauloise dans toute sa gloire quelque peu spartiate, et surtout la place privilégiée accordée à la réflexion critique et créative dans son enseignement. Il devait adopter une perspective à la fois biculturelle et internationale, et enseigner le respect de « l’autre » et des différences culturelles. Il se voulait également le reflet de toutes les nombreuses facettes de la diversité présentes dans la ville magnifique dont il naissait, sur lesquelles il se devait de s’appuyer. Les valeurs qui se trouvaient alors au cœur de la fondation de l’établissement restent encore aujourd’hui d’actualité, et le seront toujours. Et maintenant ? Ce qui avait commencé comme une expérience hautement excentrique dans le domaine de l’éducation bilingue a cru d’une toute petite classe de maternelle au plus grand établissement indépendant de la maternelle à la terminale de la ville, qui accueille 1 008 élèves représentant plus de 50 nationalités. Nos diplômés fréquentent une gamme impressionnante d’établissements d’enseignement supérieur aux États-Unis et à l’étranger, et nos anciens élèves parlent avec une grande passion des expériences passionnantes qu’ils ont vécues parce qu’ils avaient la chance de parler couramment au moins deux langues. Mais je suis surtout frappée par la sophistication de leur maîtrise des affaires mondiales, par la profondeur de leur créativité, et l’authenticité de leur compassion pour autrui. C’est peut-être que notre don le plus précieux au monde est celui de diplômés qui ne sont pas seulement de bons élèves, mais également de bonnes personnes. Ce n’est pas par hasard que nous fêtons notre 50e anniversaire dans un lieu historique tel que le Théâtre Castro qui nous est si cher. Depuis que nous avons déménagé au cœur du centre politique et culturel de la ville, dans le quartier des rues Oak et Page, nous nous sommes efforcés de nouer des relations de partenariat au sein de la communauté. L’Opéra de San Francisco, son orchestre symphonique, le Ballet de San Francisco et le centre LGBT n’ont pas hésité à collaborer avec nous, et nous bénéficions de programmes d’artistes en résidence avec de fabuleux trésors de la ville tels que le Conservatoire de musique, SF Jazz, le Left Coast Philharmonic et le théâtre Fools Fury. Tout au long des 50 années passées, le Lycée International Franco-Américain s’est affirmé comme une fibre solide et colorée du tissu de cette belle ville de San Francisco. San Francisco, nous sommes ici pour de bon !
jane camblin
Proviseur
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Mission Guided by the principles of academic rigor and diversity, the French American International School offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Guidé par des principes de rigueur académique et de diversité, le Lycée International Franco-Américain propose des programmes en français et en anglais, pour assurer la réussite de ses diplômés dans un monde dans lequel la pensée critique et la communication interculturelle seront déterminantes.
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Proviseur Adjoint
Edouard Mayoral with Jeannette Rouger, Founding Head of School, at the 50th Anniversary Founders’ Reception
Le Bonheur edouard mayoral
Edouard Mayoral has been a valuable member of the French American community for 17 years, occupying a number of teaching and administrative positions including Middle School Principal, and more recently, Proviseur Adjoint. In April 2012, he assumed a highly competitive diplomatic position at the office of the French Foreign Service in Paris, one of just six individuals accepted out of an original field of 1,000 candidates.
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es feux des 50 ans d’anniversaire viennent tout juste de s’éteindre, et il faut déjà partir. On aurait souhaité une célébration infinie, la mise en scène permanente et en public de nos aventures en classe, et comment célébrer et le maintenir au grand jour? En étant fidèles, bien entendu, à notre foi en la construction d’un avenir meilleur. Le dernier courrier reçu à mon nom, à l’école, a été celui de Jeannette Rouger, fondatrice de notre établissement, me remerciant par écrit de notre accueil et de la concrétisation de son rêve, en ayant fait de son projet, une institution dépassant son imagination, au-delà de ses songes d’il y a un demi-siècle.
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Je quitte le Lycée International Franco-Américain pour devenir diplomate auprès du Quai d’Orsay, le Ministère français des Affaires étrangères. On y verra un changement radical de carrière. J’y vois la poursuite, sous une autre forme, de mon travail de ces 17 dernières années au sein de notre institution éducative. Ne s’agit-il pas d’intérêt pour le monde, la scène internationale, le vivre ensemble, la maîtrise des langues et la connaissance d’autres cultures, la relation entre les peuples, le multiculturalisme, l’histoire commune et l’amour de voyager.? Notre mission de diversité et d’ouverture à l’autre se retrouve dans mes origines familiales sur tous les continents, le multilinguisme de ma famille et, de façon plus large, toutes les expressions de diversité que je résume par héritage et hasards de la vie. Notre école sait répondre à ce besoin d’incarner l’opportunité pour tous, à l’image de l’Amérique mythique et en y ajoutant place pour ce qui est aussi étranger à l’Amérique. Pas seulement l’internationalisme, qui n’est souvent que le nom donné à l’anglo-américain hors des pays anglophones, mais l’immersion dans le français, car seule cette immersion dans une autre langue et une autre culture sont le gage de ce multiculturalisme, raison de notre attachement aussi à l’étude d’une troisième culture, de la 6ème à la Terminale. C’est la raison de ma symbiose avec l’histoire de notre école: avoir grandi avec elle, au propre comme au figuré, y être arrivé dans ma vingtaine et avoir assisté et accompagné sa croissance, avoir évolué dans l’administration, de chef de Départment des Humanités à Proviseur adjoint, en passant par la présidence de l’Association des professeurs et le poste de Principal du Collège, sans jamais avoir quitté la classe. En somme, comme pour les élèves, cette expérience a été formatrice, et je vois là le meilleur des enseignements. Je pense aussi que c’est notre école qui n’a pas seulement permis, mais même encouragé, par son esprit et sa philosophie, l’engagement dans la cité. Mon élection, de 2003 à 2009, à l’Assemblée des Français de l’Etranger, en représentation à Paris, des Français résidant dans l’Ouest américain, est le résultat de la rencontre avec le tissu associatif français présent à l’Ecole. Pas seulement, c’est aussi la volonté de donner visibilité à chacun de nous dans la vie publique. Que chaque élève, chaque personne travaillant chez nous puisse s’accomplir, se réaliser en dehors, et par là montrer combien notre institution est outil incontournable de la réalisation de soi. En retour, il y a place parmi nous pour que tous les talents trouvent expression dans nos murs. C’est là que nos élèves trouvent réflexion, inspiration, souffle, rêve, savoir, perspectives, avenir, modèles, ambitions, passions. C’est ce que j’ai voulu transmettre à mes élèves et -joie suprême!- c’est la qualité qu’ils ont bien voulu me reconnaître depuis des années, et dans l’émotion à l’heure de mon départ, à l’heure de notre premier demi-siècle. C’est rare, si rare, dans n’importe quelle organisation humaine et c’est, assurément, la marque de fabrique de notre Proviseur, Jane Camblin. Nos 50 ans ont célébré son oeuvre.
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he lights have only just gone out on the 50th anniversary party and already it’s time for me to leave. We had hoped it would never end, this night where our classroom adventures were presented on stage for all to see. How to continue the celebration in the light of day? Of course, by being true to our strong belief in building a better future. The last letter addressed to me at school was from Jeannette Rouger, our founder. She thanked us for the warm welcome, and for bringing her dreams to reality, for taking her original vision and creating an institution exceeding her imagination, far beyond her hopes of fifty years ago. I am leaving the French American International School to take a diplomatic post with the French Foreign Service, on the Quai d’Orsay. One could see this as a radical career change. I see it as the continuation of my work over the past seventeen years at our school, just in different form. After all, aren’t both about a deep curiosity for the world, the international scene, cooperation, speaking other languages and understanding other cultures, relationships between people, multiculturalism, our common history, a love of travel? Our school’s mission of diversity and openness toward otherness can also be found in my family, with our roots on
every continent and our multi-lingualism, and from a larger picture view, in all the ways that I embody diversity because of my heritage, and because of life’s synchronicities. Our school knows how to create opportunities for all, incarnating the American myth, while at the same time adding a place for all that is foreign to America. What we have is not as simple as “internationalism,” which far too often is just a name given to something American outside of the U.S., or something British outside of the U.K. We have true immersion in French, because it is only with immersion in another language and culture that multiculturalism can be attained. This is one of the reasons behind our commitment to studying a third language and culture starting in sixth grade. This also explains my symbiotic relationship with the school, having grown up with it, in the literal and figurative sense: I arrived in my twenties and observed and participated in the school’s growth, while evolving myself in the administration, as Head of the History Department and Assistant Head for French Affairs, and as President of the Teachers Association and Middle School Principal, without ever giving up my place in the classroom. As is the case for our students, my experience was formative, and I see that as the best possible lesson learned. I also think that our school, by virtue of its philosophy and mission, not only allows, but encourages civic engagement. For example, from 2003–2009, I served as the representative of French citizens living in the western United States, an elected position in the French government which brought me to Paris on a regular basis on behalf of my constituency. My election was thanks to the close ties between our school and the larger French community. The school also offers encouragement for each one of us to shine in the public eye. That each student, and each person working with us, can grow, accomplish and achieve outside of school highlights our institution as a key element in the development of our fully realized selves. In return, there is a place for every one of our singular talents to be expressed and embraced within our walls. This is where our students find reflection, inspiration, dreams, knowledge, perspectives, possible futures, role-models, ambitions, passions. This is what I had hoped to offer to my students and – joy of joys! – these are the discoveries they have been graciously thanking me for over the years, and in their emotional goodbyes this spring, on the occasion of our first half-century. These are rare, very rare qualities in any organization and are most assuredly the trademark of our Head of School, Jane Camblin. Our school’s fiftieth anniversary is also a celebration of her life’s work.
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Conseil de Gestion
Board of Trustees 2012–2013 Romain Serman Consul Général de France Honorary Chair Gerard (Tex) Schenkkan Chair Adam Cioth, Chair Emeritus Ronald Kahn, Vice Chair Leigh Sata, Vice Chair Vernon Goins, Secretary Josh Nossiter, Treasurer Denis Bisson, Attaché Culturel Stephane de Bord Clydene Bultman John Cate Orpheus S.L. Crutchfield Azeb Gessesse Judith Glickman Andrea Kennedy Diane Jones Lowrey Dwight Long David Low Kathleen Lowry Patrice Maheo Amy Guggenheim Shenkan Young Shin Greg Thayer Debbie Zachareas
Conseil Honoraire Advisory Council Martin Quinn, Chair Judithe Bizot Joan Chatfield-Taylor Thomas E. Horn
Représentants des Parents d’Élèves Parents’ Association Representatives Victoria Erville Lower School/Primaire David Greenthal and Michelle MacKenzie-Menendez Middle School/Collège Stephanie Lima High School/Lycée 12 | French American and International
Board of Trustees
Board’s Eye View by josh nossiter
Bilingualism:
Good, and Good For You
About That 50th...
ccording to the Gray Matter column in the March 17 New York Times, bilingualism “makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.” The latest research suggests that bilinguals build mental muscle through a lifetime of automatically shifting between multiple languages and cultural signposts. Such versatility not only translates into stronger and more flexible brains, but confers the extraordinary further benefit of “a heightened ability to monitor the environment.” Bilinguals are exceptionally good at understanding, and adapting to, a changing landscape. For children in a world continually reinventing itself, and that at an ever faster pace, science now tells us that bilingualism is an even greater competitive advantage than we knew. The applications of such witting adaptability are so universal they defy a comprehensive catalogue. A few obvious ones include reflexive intellectual curiosity, exceptional ability to learn on the job, greater powers of mastering unfamiliar subjects, the capacity to filter extraneous matter and focus on the task at hand, natural diplomacy, and the knack of being dropped anywhere in the world and easily finding one’s way – something many of us have perhaps observed and admired in our own French American students. Gifts indeed, and the Times piece makes for encouraging reading for parents of bilingual children.
In the context of the school’s 50th Anniversary celebration this year, all the advantages of bilingualism cited in the Times were on striking display. Intellectual curiosity, strong and flexible minds, empathy and engagement, the effortless navigation from one language or cultural marker to another, were evident at every turn. I had a small part in the proceedings. Some years ago, when my daughter Madeline was a senior at International and a varsity tennis player, the team’s coach resigned shortly before the start of the season. The girls, some of whom I’d known since tots, drafted me, with the blessing of an over-burdened Athletic Director, as an emergency replacement. The team was in whole or part Spanish, Brazilian, Filipina, Russian, French, and Japanese, with an American contingent hailing from Presidio Heights to Richmond, CA. A diverse and delightful group, and we had a very great deal of fun. Especially when I came to understand that girls who had eaten practically nothing all day would willingly down a Luna bar and bottled water if both happened to be on hand before a practice or match. My own bilingual background perhaps, adapting to hitherto somewhat unknown territory. So when the call came from the 50th Anniversary organizers that the emcee of the Alumni Authors event had canceled at the last minute, and would I step in as an emergency substitute, it was to a degree déjà vu all over again. Gathered in the cozy sixth floor library, the authors’ works reflected their own adventures and excursions into the unknown that, thanks to their generally
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bilingual training and predilections, quickly became terra cognita. Christina Henry de Tessan, ‘89, read from her charming new book of Paris walks. Francis Tapon, ‘88, was highly informative on what Eastern Europe has to teach us. Maureen and James Ebersole, parent and ‘08, took us to Paris as reimagined for families. And Harriet Heyman, mother of Jake and William Moritz, ‘07 and ‘08, in a literal way ran away with the circus. Unlike most who dream of doing so, she not only took good notes, but came away with the photos to prove it, and a beautiful book as a result. The audience was thoroughly engaged and full of questions. The topics ranged from central European politics to acrobatics. A very French American School time was had by all. The day’s masterpiece, indeed the centerpiece of the entire 50th celebration, took place that evening at the neighboring Conservatory of Music. A full house of partisan but discerning patrons at the i-Speak event was treated to a series of riveting musical, theatrical, multimedial, and poetical presentations by faculty and students. i-Speak is described in detail elsewhere, but as with all such joint productions one left the hall convinced anew that French American students are themselves the best advertisement possible for the school. Also that those students are very fortunate in their remarkably talented teachers. Next day found us at the Castro Theater. A packed house. The winning, and winsome, 3rd graders gave us Bob Dylan in two languages, and who knew his lyrics sound better in French? A brilliant analysis of how modern ways of listening to music have changed the making of music, by composer Nathaniel Stookey,’88, wonderfully illustrated with excerpts from his own work. Former parent Phil Bronstein emceed a panel of technologists, including fellow parents Michael Moritz and Guerrino De Luca, whose discussion of the effects of technological innovation could easily have occupied an evening to itself. Guillermo Gómes-Peña and host of the event Peter Coyote were very much themselves, entertaining, witty, and lively in a way that drew on the resources of the world around us. All in all it made me think of my son Jason’s graduation from International,
in ‘02, when my brother Adam, Harvard ‘82, turned to me and my brother Jonathan, Dartmouth ‘84, and remarked with the superciliousness that Harvard so naturally bequeaths to its sons, “Nothing this interesting was said at any of OUR graduations.” Which was perfectly true, and speaks volumes about the value of a bilingual education. Correspondence is welcome, to joshua@nossiter.net.
Le bilinguisme, c’est bon pour le moral et bon pour la santé Si l’on en croit la chronique « Matière grise » du New York Times du 17 mars, le bilinguisme « rend plus intelligent. Il peut avoir un profond effet sur votre cerveau, améliorer les aptitudes cognitives non liées au langage et même protéger contre la démence sénile. » Les dernières recherches suggèrent que les personnes bilingues développent leurs capacités mentales en passant automatiquement pendant la vie entière d’une langue et d’une
référence à l’autre. Cette versatilité n’a pas seulement pour effet de renforcer et d’assouplir le cerveau, elle s’accompagne de l’avantage supplémentaire extraordinaire que constitue « une aptitude accrue à contrôler l’environnement ». Les personnes bilingues font preuve d’une compréhension exceptionnelle d’un environnement en mutation, et de qualités d’adaptation tout aussi impressionnantes. Pour les enfants qui vivent dans un monde qui se réinvente continuellement, qui plus est à un rythme sans cesse accéléré, la science nous dit maintenant que le bilinguisme constitue un avantage compétitif encore plus important qu’on ne le croyait. Les applications de cette adaptabilité délibérée sont si universelles qu’il est impossible de les énumérer. Parmi les plus évidentes, on peut citer une curiosité intellectuelle et introspective, une aptitude exceptionnelle à l’apprentissage pratique, une plus grande facilité de maîtrise de sujets peu familiers, une capacité au filtrage d’informations sans pertinence et à la concentration sur la tâche en cours,
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une prédisposition naturelle à la diplomatie, et un talent pour retrouver son chemin facilement où que l’on se trouve dans le monde – ce que beaucoup d’entre nous ont peut-être observé et admiré chez nos propres élèves du Lycée International Franco-Américain (LIFA). Il s’agit sans nul doute là de dons, et il va sans dire que la lecture de l’article du Times est pour le moins encourageante pour les parents d’enfants bilingues.
À propos de ce 50e... Cette année, les festivités du 50e anniversaire de l’établissement ont permis de mettre en évidence tous les avantages du bilinguisme cités dans le Times. Il était impossible de ne pas être frappés par la curiosité intellectuelle, l’acuité et l’adaptabilité intellectuelles, l’empathie et l’engagement, la navigation aisée d’une langue à l’autre ou d’une référence culturelle à l’autre, dont faisaient preuve nos élèves. Ce processus ne m’est pas totalement étranger. Il y a quelques années, lorsque ma fille Madeline était en terminale au LIFA et jouait au tennis dans l’équipe « varsity », son entraîneur a démissionné peu après le début de la saison. Les filles, dont je connaissais certaines depuis la maternelle,
m’ont engagé, avec la bénédiction d’un Directeur des activités sportives surchargé de travail, comme remplaçant d’urgence. L’équipe était composée de joueuses partiellement ou entièrement espagnoles, brésiliennes, philippines, russes, françaises, et japonaises, avec un contingent américain en provenance de divers quartiers et villes, de Presidio Heights à Richmond. Cette brigade de charme diverse s’est beaucoup amusée pendant la saison. C’est là que j’ai compris que des filles qui n’avaient pratiquement rien mangé de toute la journée pouvaient volontairement avaler une barre Luna et boire une bouteille d’eau si elles en trouvaient à leur portée avant un entraînement ou un match. Ma propre histoire bilingue, peut-être, m’a permis de m’adapter à un territoire autrement inconnu. Ainsi, quand les organisateurs du 50e anniversaire m’ont appelé pour m’annoncer que l’animateur de l’événement consacré aux anciens élèves écrivains avait annulé sa participation à la dernière minute, et lorsque j’ai accepté de le remplacer au pied levé, je me suis retrouvé dans une situation quelque peu familière. On pouvait lire, au gré des œuvres des auteurs rassemblés dans l’accueillante bibliothèque du sixième étage, les récits de leurs propres aventures et excursions dans l’inconnu, avec lequel, grâce à leur formation bilingue et à leur passion, ils se sont rapidement familiarisés. Christina Henry de Tessan, élève de la promotion de 89, a lu des extraits de son charmant nouveau livre sur ses promenades à Paris. Francis Tapon, de la promotion de 88, nous a beaucoup appris sur les leçons que peut nous donner l’Europe de l’Est. Maureen (parent) et James Ebersole (ancien élève de la promotion de 2008) nous ont transportés à Paris tels qu’ils l’ont réimaginé pour les familles. Harriet Heyman, mère de Jake Moritz de la promotion de 2007 et de William Moritz, de la promotion de 2008, s’est littéralement échappée avec le cirque. Au contraire de la plupart des gens qui en rêvent, elle ne s’est pas contentée de prendre de bonnes notes, elle est également revenue avec des photos pour le prouver, et en a fait un livre merveilleux. Le public était totalement fasciné par les interventions et ne tarissait pas de questions. Tout un éventail de thèmes a été abordé, des questions politiques en Europe centrale à l’acrobatie. Nous avons vraiment passé un bon moment, comme on sait si bien le faire au LIFA. La pièce maîtresse de la journée, en fait le point d’orgue de l’intégralité des festivités du cinquantenaire, était la soirée de cette même journée au Conservatoire de musique voisin, qui a fait salle comble. Le public enthousiaste mais éclairé présent lors des programmes i-Speak a pu apprécier une série fascinante de
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14 | French American and International 50th Anniversary 1962-2012
présentations musicales, théâtrales, multimédia et poétiques des enseignants et des élèves. Vous trouverez des informations plus détaillées sur i-Speak dans d’autres articles, mais chacun a quitté la salle plus convaincu que jamais que les élèves du Lycée International Franco-Américain sont la meilleure publicité possible pour l’établissement. Ces élèves ont également la grande chance d’être guidés par des enseignants remarquablement qualifiés. Nous nous sommes retrouvés le lendemain au Théâtre Castro, qui avait également fait salle comble. Les charmants et excellents élèves de CE2 ont interprété Bob Dylan pour nous en deux langues, et qui aurait cru que ses paroles sont plus émouvantes en français ? Également au programme : une analyse brillante de l’influence des moyens modernes d’écoute de la musique sur son élaboration par le compositeur Nathaniel Stookey, de la promotion de 88, superbement illustrée par ses propres œuvres. Phil Bronstein, ancien parent d’élève, a animé un débat avec la participation d’un groupe de technologues, dont Michael Moritz et Guerrino De Luca, tous deux également anciens parents d’élèves, dont la discussion des effets de l’innovation technologique aurait pu elle-même occuper toute une soirée. Guillermo Gómes-Peña et l’animateur de l’événement, Peter Coyote, étaient fidèles à eux-mêmes, divertissants, pleins d’esprit, sachant exploiter toutes les ressources à leur disposition, et leurs interventions n’ont pas manqué de captiver le public. Tout cela m’a ramené à la cérémonie de fin d’études secondaires de mon fils Jason, au Lycée International, en 2002, lorsque mon frère Adam, de la promotion de 82 d’Harvard, s’est tourné vers moi et mon frère Jonathan, de la promotion de 84 de Dartmouth, pour me faire remarquer avec la morgue que son alma mater d’Harvard confère si naturellement à ses diplômés : « on n’a rien dit d’aussi intéressant à NOS cérémonies de fin d’études ». Il ne pouvait pas mieux dire, et cela en dit long sur la valeur d’une éducation bilingue. N’hésitez pas à me faire part de vos réflexions à joshua@nossiter.net
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special thanks to our 50th anniversary
Host Committees 50th Anniversary Honorary Honorary Chairs Judithe Bizot Host Committee Senator Dianne Feinstein House Democratic Leader Nancy Pelosi Lieutenant Governor Gavin Newsom and Jennifer Siebel Newsom State Superintendent of Public Instruction Tom Torlakson State Senator Mark Leno Mayor Edwin M. Lee
Peter Coyote Carey Perloff Alice Waters
50th Anniversary Host Committee Chairs Allan Basbaum Alumni Families Chair Chloe Soroquère Corporate Outreach Chair
François Delattre Ambassadeur de France Sénatrice Hélène ConwayMouret Sénateur Louis Duvernois Sénateur André Ferrand Sénateur Christophe-André Frassa Sénatrice Joëlle GarriaudMaylam Sénatrice Claudine Lepage
Paul Loeffler and Leslie Norris Lower School Co-Chairs
Julius F. Anderegg Consul Général de Suisse Fabrizio Marcelli Consul General of Italy Sten Arne Rosnes Consul General of Norway Georges Schmit Consul Général de Luxumbourg Romain Serman Consul Général de France Asianto Sinambela Consul General of Indonesia
Anonymous (1) William and Alice RussellShapiro Pascal and Virginie Rigo Bay Bread (La Boulange)
Jean-Christophe Deberre, Directeur Général de la Mission Laïque Française Haiqiang Guan, Vice Consul for Education, Consulate General of the People’s Republic of China in San Francisco Dame Rita Bral, Honorary Consul General of Belgium Thomas E. Horn, Honorary Consul of Monaco
Claire Bobrow and Bianca Kramer Middle School Co-Chairs Tammy Smith-White and Tom White High School Co-Chairs
Gold Circle
Silver Circle Anonymous (1) Adam Cioth and Beth Cobert Julia Rowe and Ronald Kahn
Lead Circle Tom and Caitlin Brown Derek Covert and Mary Connick Ronald and Beverly Garrity Laura Heffron Jon and Leslie Norris Thomas White and Tammy Smith-White
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Iron Circle Anonymous (1) Fred Altshuler and Julia Cheever Allan Basbaum and Marcia Fortnoff Howard and Gail Berman BlackRock Alain Bourgade and Eileen Blum-Bourgade Jane and Roy Camblin John Cate and Jeanne Myerson Joan Chatfield-Taylor Thomas Driscoll and Nancy Quinn Dennis Griffin and Misako Griffin Mary and John Hooper Rob Lawrence Paul Loeffler and Michael Sullivan Diane Jones Lowrey and Paul Lowrey Kathleen and Dexter Lowry Patricia Lurie Jean-Pierre Nagy Christine Motley and Neil O’Donnell Kambiz and Micheline Pasha Anne-Marie and Robert Pierce Martin and Maria Quinn Young Shin and Eloisa Tejero Eleanor Yancey
Tin Circle Anonymous (2) Stefano and Katherine Bini Jared and Claire Bobrow Cahill Contractors David Caldwell and Chloe Soroquere Steven Carnevale and Kelly Gorman Orpheus Crutchfield Thierry d’Allant and Ruth Berson Guerrino De Luca Susan Donner ‘80
Ashok Gujral and Susan Gujral David and Cheryl Howell Robert and Bianca Kramer Asriel and Carmela Levin Thomas and Stephanie Lima Peter Pastreich and Jamie Whittington Alexandra Quinn ‘83 and Mark Spolyar
Mercury Circle Anonymous (1) Christina Astley ‘94 and Mason Astley Christophe and Elizabeth de Bord Martin Cohn and Kathleen Mandry-Cohn James De Golia and Terri Hanagan Laurent and Mary Jane Dubois Timothy Dufka and MariePierre Carlotti Brian Ferrall and Laurie Poston Paul Fogel and Yvette Chalom Roel and Jacqueline Funke Jerry and Kate Goldberg Robin and Deborah Hicks Gina Hill Raymond and AnneCatherine Hinz Frances Hochschild ‘80 Marta Johnson Paul and Anne Karlstrom Georgios Kiurtsidis and Katarina Bakerova Bruno Larvol and Wan Chi Robert and Marikay Morris Robert and Paige Mullin Josh Nossiter Thomas and Charlotte Pigoski
Terry Corbie, Michael Plaut, and Justine Plaut Nicholas Reed ‘98 Nicolas Saint-Arnaud and Sarah Sussman Leigh Sata and Wendy Chin Gerard and Judith Schenkkan Gregg Seo and Jana Klein Mark and Emily Slichter Gilbert Soroquére Rona Michele Spiegel Bart and Lynn Weitzenberg Marcus Yoder Jean-Claude and Nicole Zambelli Michael and Victoria Zigelman
Additional Thanks Christina Astley ‘94 and Mason Astley Roel and Jacqueline Funke Robert and Paige Mullin Leigh Sata and Wendy Chin Mark and Emily Slichter Bart and Lynn Weitzenberg Michael and Victoria Zigelman
Generous support provided by: The Absinthe Group The Baker Street Foundation California Academy of Sciences Lower School Parent Board
Advertisers Bank of the West Candid Philanthropy, Laura Heffron French American International School Teachers’ Association International Travel Brokers Landis Communications Inc. Monterey Institute of International Studies Nilus Designs
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Consul Général
Nous célébrons aujourd’hui 50 ans d’excellence ; 50 ans d’engagement de personnels et d’enseignants expérimentés, dévoués et de talent ; 50 ans au service d’une éducation de grande qualité, biculturelle et bilingue ; 50 ans au service d’élèves venus d’horizons très divers ; 50 ans au service de la formation de jeunes citoyens parfaitement armés pour réussir dans un monde toujours plus global et complexe. Là où d’autres sont tentés d’imposer un modèle unique, le LIFA n’a jamais cessé d’offrir un espace ouvert à l’Autre dans le strict respect de nos valeurs. En ce sens, il est la forme la plus aboutie de l’Ecole de la République. Ce 50ème anniversaire est pour moi l’occasion d’adresser mes plus sincères félicitations au LIFA, à ses personnels, à ses enseignants, à ses élèves d’hier, d’aujourd’hui et de demain, à leurs parents, aux donateurs, et à toutes celles et ceux qui ont soutenu son développement exemplaire. Nous sommes heureux et fiers de compter ce Lycée parmi le réseau mondial de l’enseignement du français à l’étranger. Par son niveau d’excellence, il porte haut les valeurs de la France. Il contribue remarquablement au rayonnement de sa culture, de sa langue, de son héritage. Il œuvre chaque jour au renforcement des liens entre la France et les EtatsUnis. Il forme chaque jour de brillants ambassadeurs de l’amitié entre nos deux pays. 50 ans, soit un demi-siècle déjà. Cher LIFA : vous ne les faites pas ! Joyeux anniversaire !
18 | French American and International 50th Anniversary 1962-2012
Today we celebrate 50 years of excellence; 50 years of commitment by an experienced, devoted and talented faculty and staff; 50 years of service to a high quality bicultural and bilingual education; 50 years of service to students from different backgrounds and countries; and 50 years of service to the education of young citizens preparing them perfectly to succeed in a world increasingly global and complex. Where others have been tempted to make use of one unique school model, French American International School has never stopped including a place for diversity, all the while respecting our ideals. In this sense, it is one of the more forward-thinking examples of a successful French School. This 50th Anniversary is an opportunity for me to offer my most sincere congratulations to French American International School, its staff, its teachers, its alumni and students of today and tomorrow, its parents, donors, and to all those who have supported its exemplary progress. We are happy and proud to count this school as a member of the global network of French schools abroad. Its excellent reputation makes it a great example of French values. It contributes considerably to the diffusion of French culture, language and heritage. It works every day to reinforce the ties between France and the United States. And, every day, it educates brilliant ambassadors of the friendship between our two countries. 50 years: a half-century already... Dear French American, you certainly don’t look it! Happy Anniversary!
Romain Serman
Consul General of France
Mission laïque française
Le lycée francoaméricain de San Francisco célèbre cette année un demi-siècle d’existence. Quel chemin parcouru depuis ce jour de février 1962 où l’idée a germé dans l’esprit des fondateurs de créer la première école bilingue indépendante dans cette ville qui, dès cette deuxième moitié du XXème siècle, est devenue la terre d’accueil des plus grandes entreprises de hautes technologies ! Ils ont eu raison, ceux qui ont su, il y a 50 ans, que l’école ouverte en 1963 avec 23 élèves jouerait un rôle majeur cinquante années plus tard dans le paysage scolaire nord-américain, offrant aux quelque 1 000 élèves d’aujourd’hui, un projet multiculturel, plurilingue, fondé sur l’utilisation précoce des hautes technologies. Un projet qui, en les formant à l’ouverture au monde, les accompagne vers la réussite de leur avenir personnel et professionnel. La Mission laïque française, déjà présente aux côtés de cet établissement de 1984 à 2000, qui accompagne cet établissement de façon plus rapprochée depuis 2006, est fière de sa réussite et s’honore de le compter parmi les siens au sein de son grand réseau mondial solidaire et dynamique. Fort de son histoire et de son parcours au service d’une francophonie tout à la fois portée par l’esprit des Lumières et ancrée dans la modernité, le lycée franco-américain inspire la confiance et engage à l’optimisme pour les cinquante prochaines années.
La Mission laïque française joint sa voix à celle de ces nombreux élèves et personnels qui ont eu, tout au long de ces cinquante années, à fréquenter cet établissement pour lui rendre hommage et célébrer avec eux ce bel anniversaire. The French American International School of San Francisco is celebrating half a century, a long way since that day in February 1962 where the idea germinated in the minds of the founders to create the first independent bilingual school in this city, which, from the second half of the twentieth century, has become the new home for the world’s largest hightech companies! They were right, those founders who knew 50 years ago, when the school opened in 1963 with 23 students, that it would play a major role fifty years later in the North American educational landscape, offering some 1,000 students a multicultural, multilingual experience based on the early use of technology. By training them to be open to the world, this experience would accompany them throughout life, and have a major impact on their personal and professional future. La Mission laïque française is proud to count the school and its community among its united and dynamic worldwide network. With its history and endeavors rooted in the Enlightenment, the French American International School inspires confidence and encourages optimism for the next fifty years. La Mission laïque française joins the many students and staff who have, throughout these fifty years, attended this institution to honor and celebrate this great anniversary.
Jean-Christophe Deberre Directeur général de la MLF
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Founders’ Reception
Thursday, February 9, 2012 Residence of the Consul General of France
photos by drew altizer photography
Edouard Mayoral, Proviseur Adjoint ; Claude Girault, Conseiller élu a l’ AFE; Romain Serman, Consul General; and Laura Gross-Serman 20 | French American and International 50th Anniversary 1962-2012
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California State Senator Mark Leno presents Jane Camblin with a Senate Resolution commemorating the 50th Anniversary of French American International School
Consul General of France Romain Serman, California State Senator Mark Leno, and Head of School Jane Camblin
Romain Serman and his wife, Laura Gross-Serman
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Former French American and International Board Chairman Allan Basbaum is honored for his decades-long service to the school.
French American alumnus Will McClatchy ‘80 with wife Melissa (left), and alumna and Board of Trustees member Frances Hochschild ‘80
Sénateur Duvernois and former Head of School, Bernard Ivaldi. 22 | French American and International 50th Anniversary 1962-2012
French American Board Chairman Adam Cioth and Paul Karlstrom
Paul Loeffler, Rona Spiegel, Leslie Norris, and Lower School Principal, Ray Hinz
Jerry Goldberg , Former Trustee and Vernon Goins (Class of 1988), current Trustee and Alumni Board President
Julia Rowe, Jeanne Myerson, and Middle School Principal, Mireille RabatĂŠ
Founding Head Jeannette Rouger and current Head of School Jane Camblin
Board of Trustees member Anne-Marie Pierce and Bianca Kramer
Sabra Stoner, Director of Advancement; Debbie Zachareas, Board of Trustees; and Josh Cohn, Architect (Dennis Gallagher Arts Pavilion)
Rachel and Ananth Madhavan with Michele Trufelli French American and International 50th Anniversary 1962-2012 | 23
Sénatrice Hélène Conway-Mouret, Jeannette Rouger, Bernard and Sina Ivaldi
André Ferrand (right) with Bernard and Sina Ivaldi
Mary Miner and guest with Jane Camblin 24 | French American and International 50th Anniversary 1962-2012
Pascal and Virginie Rigo (owners of 50th Anniversary Sponsor La Boulange), with Carmela Levin
Albert Guibara, 50th Anniversary Producer Laura Heffron, Jane Camblin, and Patsy Lurie
Jeannette Rouger and Jerry Goldberg, Former Trustee
Founding Head of School Jeannette Rouger and alumnus Nathaniel Stookey ‘88 French American and International 50th Anniversary 1962-2012 | 25
Alumni Authors
Friday, February 10, 2012 International High School Library Sabra Stoner, Director of Advancement, with Francis Tapon, Class of 1988 26 | French American and International 50th Anniversary 1962-2012
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Alumni Authors Event Highlighting four of the many published authors from the French American and International school community, we
hosted an Evening With The Authors on Friday, February 10, 2012. The High School library was the perfect setting for this event. Authors read from their newest works, answered questions from the audience, and then mingled with the crowd, signing books and reconnecting with fans, old and new!
Josh Nossiter, Emcee has been associated with the French
American International School and the International High School for a quarter-century as a parent and as a board member for the past decade. He has served as Soirée and Annual Fund Co-Chair, Treasurer, Finance and Scholarship Committee Chair, and, when the school was between CFOs, helped the CFO’s office through the transition as a volunteer. Nossiter grew up in France, England, India, and Washington D.C., earned a BA in English from Dartmouth and an MBA in Finance from Columbia. He has worked in finance on Wall Street, in broadcasting, and as a management and financial consultant. Nossiter is the author of many computer books for Macmillan and writes the Board’s Eye View column for La Lettre among other journalism. He currently serves as MCAH Chief Fiscal Analyst and AB 75 Project Coordinator for the San Francisco Department of Public Health. His two children, Madeline and Jason, both graduates of UCSB and working in San Francisco, were French American International School “lifers”.
Christina Henry de Tessan (class of 1989) is a Portland-
based writer and editor. She is the author of the Paris, San Francisco, Chicago, and New York City Walks decks published by Chronicle Books, and writes about her favorite places for Alaska Airlines Magazine and other print and online publications. She works with Girl Friday Productions, a freelancers’ collective, and is always looking for new writing projects to satisfy her wanderlust. Henry de Tessan reads from her new book Forever Paris, which she offered for sale at the event along with her City Walks decks.
Harriet Heyman, mother to Jake (Class of ‘07) and William (Class of ‘08), wrote and produced Private Acts: The Acrobat Sublime. Nearly twenty years ago, she enrolled her two toddlers in an acrobatics class at a holein-the-wall circus school in San Francisco. Although her children’s interest in the sport faded, Heyman’s evolved into an obsession. She’s studied the language, history, and tradition of acrobatics, has trained on the flying trapeze for over fifteen years, and now brings her knowledge and passion for this art form to the pages of Private Acts: The Acrobat Sublime. In three captivating essays, Heyman describes firsthand the life-changing experience of training as an acrobat, and what motivates these artists. The Ebersole Family – Paris While We’re Young is a collaborative effort
of Maureen and Doug and their three children, Christopher (Class of ‘06), James (‘08), and Denia (‘12). The Ebersole family lived in La Vendée for the 2003-04 school year where the children studied in French public schools. Through their travels, they decided to share their knowledge in a family guidebook.The Ebersoles wrote Paris While We’re Young with the idea that the best way to see Paris is to follow its history, not its geography, in order to leave with a lasting impression and an elevation in one’s knowledge. Paris While We’re Young was named Best Travel Guide by the North American Travel Journalists Association in 2010, and earned a Finalist medal in the Next Generation Indie Books Awards, 2010. James Ebersole read on behalf of his family.
Francis Tapon (class of 1988) was born and raised in San Francisco, California and has traveled to over 75 countries. His mother is from Chile and his father is from France. He co-founded a successful Silicon Valley company and also worked at Hitachi Data Systems and Microsoft. Tapon thruhiked the Appalachian Trail and the Pacific Crest Trail, and in 2007 he was the first person to do a round trip on the Continental Divide Trail. He wrote Hike Your Own Hike: 7 Life Lessons from Backpacking Across America and The Hidden Europe: What Eastern Europeans Can Teach Us. Tapon has a degree in Religion from Amherst College and an MBA from Harvard Business School. He shares his insights from his newest book about what Eastern Europeans can teach us. Harriet Heyman (right) chats with a guest before the Alumni Author’s Event.
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French American Trustee Josh Nossiter introduces authors Francis Tapon, Harriet Heyman, and Christina Henry de Tessan.
Diana Greer
Former Middle School English teacher Roger Schachtel with Sina Ivaldi; Lower School faculty veteran Kathleen Meadows looks on
Christina Henry de Tessan with Jean-Pierre Nagy, Director of French Studies 28 | French American and International 50th Anniversary 1962-2012
Jaime Ebersole, Class of 2008
Kate Goldberg, English teacher and Assistant Director of College Counseling; Bernard Ivaldi, Fomer Head of School; and Howie Leifer, former faculty member (Buchanan Street campus, 1980s-90s).
Josh Nossiter, Sophia Clark (7 Blue), Azeb Gessesse, and Aaron Levine
Christina Henry de Tessan with her mother, Joan Chatfield-Taylor, and Bernard Ivaldi
Alumni parent Harriet Heyman (Jake Moritz ‘07 and Will Moritz ‘08) French American and International 50th Anniversary 1962-2012 | 29
Student i-Speak
Friday, February 10, 2012 San Francisco Conservatory of Music
Above: IHS, Inc. by Alejandro Poler, Grade 9 30 | French American and International 50th Anniversary 1962-2012
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Melting Pot: 9th grader Edgar Smit (left) and ensemble display thier classical ballet skills.
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Our students in the lower, middle and high schools auditioned for the honor to present their innovative ideas in honor of the school’s 50th Anniversary. Held in the theatre at the San Francisco Conservatory of Music, our future thought leaders took to the stage for an exciting evening of discussion, demonstrations and performances.
Edouard Mayoral, Proviseur Adjoint Maître de Cérémonie It’s A Small World by the Walt Disney Company
A song performed by the 7th graders according to their language classes.
Italian: Amir Saleh (6), Hamza Akhtar (6), Carly Ryan (7), Katherine Greenthal (7), Carter Cohen (7), Lewis Bobrow (7), Gwen Luhmann (7), Isabella Rodoni (7), Anastasia Kramer (6), Hadley Banas (6) Chinese: Catherine Kaler (6), Keir Mackie (7), Gabriel Laude (8) Spanish: Alessandra Peek (6), Louis Descause (6), Julia Clopton-Foster (6), Lara Miloslavsky (7), Adrienne Horvat (7), Nisa Erhart-Uner (6), Kate Ferrall (7), Aidan McCormack (7) French: all students. Musicians: Guitar: Tyler Lima (8) and Gabriel Hale (8), Guzheng: Krista Gon (12), Yangqin: Reylon Yount (12)
Welcome
3 Views Catherine Kaler (6) and Hannah Chan (6), and Anastasia Ahani (6) perform original texts (including an essay by Alessandra Peek) on the world as it is, as it might be, and as it should be. Keep Breathing by Ingrid Michaelson Voice: Ismet Uner (12), Alex Luce (11), Sarah MuellerImmergluck (11), Magdalena Donnels (12), Michèle DaveyHatcher (10), Abby Arora (10), Kameron Toliver-Grays (11), Alyssa Mattocks (10) Piano: Michèle Davey-Hatcher (10), Guitar: Daniel MeyerO’Keeffe (12), Keyboard: Daniel Bromfield (12), Cello: Loretta Duncan (faculty), Drums: Jack McElroy (12)
A Look Back Our Middle School 7th grade students recall 1962. Composed on their iPads.
State Superintendent of Public Instruction, Tom Torlakson
Featuring Graham Gerrity (7), Keir Mackie (7), Madeleine McGrath (7) and Liam McSpadden (7).
Melting Pot a cooperative work in Dance, Gymnastics
As by Stevie Wonder
and Circus
Matthew Beaudouin (10), Marcus Porchia (11), Andrew Beckman (11), Julian Von Nagel (11), Rosalie Neal (9), Alejandro Poler (9). Alexa Joshua (9), Edgar Smit (9), Daniel Mendelson (9), Corentin Hinz (11) , Chloé Toussaint (10) , Dorothy Dumay (11) , Elyssa Tong (10), Alice Kessler (9), De’ Andre Wright (10), Kayla Rogers (10), Nicole Kramer (10), Ariel Kent (12), Amelia Laughlin (11), Paul Vajda (12), Elisa Ternynck (7), Elizabeth Wagner (7), Liam Mc Spadden (7), Christophe Théodore (8), Christophe Hugon (faculty), Marion Cohen (faculty), Julien Saggiotto (faculty)
Bilingual Haiku
by Maria-Camila Riano (6) and Poem by Fatou Diouf-Ouedrago (5)
Video Presentation on the Lower School’s Special Projects in celebration of the 50th Anniversary. Matthew Perifano, Producer.
32 | French American and International 50th Anniversary 1962-2012
Bass: Alex Szotak (11)
IHS, Inc. by Alejandro Poler (9) Dance of the Yao Tribe (traditional folk song) Krista Gon (12), guzheng and Reylon Yount (12), yangqin
Speaking in Dance by Daniel Mendelson (9) Laughter and Us
A Dynamic History by Sam Vexler (12)
Alma Llanera by Pedro Gutiérrez Keyboard: Daniel Bromfield (12), Guzheng: Krista Gon (12), Guitar: Kai Leshne (12), Maracas: Lauren Meyers (11) and Onyekachi Nwabueze (11), Cuatro: Daniel Meyer-O’Keeffe (12) and Jackie Rago (visiting artist), Bass: Alex Szotak (11), Yangqin: Reylon Yount (12), Mauricio Albrizzio (faculty), David Williamson (faculty)
Assistant Stage Managers Phoebe Boatwright, Kelsey Boylan, Adedoyin Domingo, Alexandra Luce, Sarah Mueller-Immergluck, Paul Grant-Villegas
Special Thanks Andrew Brown, Raquel Constenla, Brad Cooreman, Loretta Duncan, Michelle Haner, Dan Harder, Mouna Harifi, Laura Heffron, Wayne Lee, Robert Movradinov, Daniel Paz, Matthew Perifano, Stefania Scotti, David Williamson
Left: Speaking in Dance, by Daniel Mendelson, Grade 9
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Melting Pot
A Hip-Hop/Gymnastics/Ballet performance extraordinaire. Left to right: Alejandro Poler (lying on on floor), Liam McSpadden, Alexa Joshua, Christophe Theodore, Paul Vajda, Elisabeth Wagner
High School Theatre Director Michelle Haner talks backstage with Loretta Duncan, HOD Arts. They are joined by Loretta’s daughter Amelie. 34 | French American and International 50th Anniversary 1962-2012
Laughter and Us: A Dynamic History by Sam Vexler, Grade 12
Maria-Camila Riano (6the grade, right) entertained the audience with a haiku with Fatou Diouf-Ouedrago (5th grade, left) who spoke of inspiration in her poem. Both students presented their pieces in three languages.
Melting Pot: Daniel Mendelson and ensemble demonstrate their hip-hop skills French American and International 50th Anniversary 1962-2012 | 35
Music teacher Loretta Duncan rehearses Voice in Keep Breathing by Ingrid Michaelson
3 Views
Melting Pot: High School students Elissa Tong and Julian von Nagel demonstrate their circus skills to the Beatles’ Get Back.
Three reflective monologues zippered into a reflective ensemble by Catherine Kaler (6), Hannah Chan (6), and Anastasia Ahani (6), who performed Alessandra Peek’s text. The students, mentored by English teacher Dan Harder, discussed the world as it is, as it might be, and as it should be. 36 | French American and International 50th Anniversary 1962-2012
Reylon Yount on the yangqin, and Krista Gon on the guzheng (Grade 12)
Alma Llanera Faculty members Mauricio Albrizzio and David Williamson
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Melting Pot A Hip-Hop/Gymnastics/Ballet performance extraordinaire. 38 | French American and International 50th Anniversary 1962-2012
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Treasure Hunt
Saturday, February 11, 2012 Hayes Valley Neighborhood
Middle School Team on the Hunt Moving on from the Grove Street Campus of the 70s, this team is on the move!
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H
undreds of Tintin sleuths arrived early on Saturday morning. With their passports in hand, they took to the streets through Hayes Valley and ventured to the three Hayes Valley campuses where French American International School has thrived from the ‘70s to today. Theatre students from International were dressed as clues along the route and at former campuses, while members of the Men’s Basketball Teams were guides to help any lost families. The winning family received a one-year membership generously donated by the California Academy of Sciences.
Treasure Hunt Chiara De Luca (’96), writer and creator Michael Wertz, treasure map illustrations Julie Wertz, art director Martha Stookey, costumes Michelle Haner, support and costumes
Actors: Kathryn Patsel Amelia Laughlin Constanze Ulrich Erin Minus Eliza Drinker Eva Victor Kayla Cushway Aaron Flemmings Paul Grant-Villegas Phoebe Boatwright Adedoyin Domingo
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Marc Escobosa, class of 1991 successfully finished the Treasure Hunt with daughter Maya Escobosa (1 White)
Aicha Kerra with Zakaira (5 White) and Amir (8 White)
Finding their way through Hayes Valley are Nina Kiurtsidis (K white) with her father Georgios, alum Boris Romaguer, LS parent Rona Spiegel and her son Jacob (2 Red) 42 | French American and International 50th Anniversary 1962-2012
Ann Balajadia prepares her sons, Gregory (K Red) and Gabe, for the Treasure Hunt, who ride the route in their red wagon
Pre-K teacher Alice Jolimaitre checks in Catherine Theilen (‘78), Anta Vermeulen and Nadia McCormack
The Absinthe Fairy: Dressed as one of the clues, 11th grade theatre student Kathryn Patsel greets young sleuths at Absinthe Left: Leslie Kardos (‘82) with daughters Sasha (4 Red) and Sofia (6 White) French American and International 50th Anniversary 1962-2012 | 43
Alumni Reunion
Saturday, February 11, 2012 Dennis Gallagher Arts Pavilion 44 | French American and International 50th Anniversary 1962-2012
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Above: Eric Oillburu ‘88 and Mark Gibson ‘88
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50 Years of Shared Memories
M
ore than 100 alumni, their families, current and former faculty and staff gathered for the Alumni Reunion held during our 50th Anniversary weekend. Alumni from our very first class in 1962 to our most recent graduating class gathered in the Dennis Gallagher Arts Pavilion to share stories and memories with old classmates and friends. There was a special buzz about the celebration as we welcomed two former Heads of School, Jeannette Rouger, the founding Head of School, and Bernard Ivaldi, one of the longest serving heads. Each made the trip from Europe to celebrate this milestone anniversary with our community. Thank you to the dedicated alumni volunteers who helped organize this special event, and to all who attended. We hope to see you at our next reunion!
Victoria Camblin ‘02, Jane Camblin, and Jason Nossiter ‘02
Stay Connected! Visit us at Facebook at: www.facebook.com/ frenchamericaninternationalalumni
Nathaniel Stookey ‘88 and Ora Harder
Amy Berman ‘05, Cheryl Labreque (Math teacher), and Jason Berman ‘01
or email us at: alumni@frenchamericansf.org
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Then and Now: Maureen Judice ‘74 and Founding Head of School, Jeannette Rouger
Lauren Hart ’04 and Nick Moy ‘04
Annalise Ashdown ‘05 and Catherine Vitlin Chandler ‘05 46 | French American and International 50th Anniversary 1962-2012
Lisa Mengel-Stackpole ‘75, with one of her original school books from the FABS years
Leslie Kardos ‘78, Sam Gilbert ‘81, Jeannette Rouger, Jane Camblin, Frances Hochschild ‘80, and Michelle Krolik ‘81
Boris Romaguer ‘94 and Muriel Barton, French teacher
Jane Camblin and Isadora Gullov-Singh ‘91 French American and International 50th Anniversary 1962-2012 | 47
Three Heads of School: Jeannette Rouger, Jane Camblin, and Bernard Ivaldi
Leslie Kardos ‘78 and Frances Hochschild ‘80
Andrea Barnetche ‘99, Martha Stookey, and Maria Sky ‘99
Christine Bois and Lauren Hart ‘04 48 | French American and International 50th Anniversary 1962-2012
Reverdy Johnson ‘92 and Vernon Goins ‘88
Lily Panyacosit Alisse ‘92, Jane Camblin, and Jason Shields ‘89
Eric Chehab ‘04 and Lara Chehab ‘06
Melvin Bacon ‘88 and Paul Billingsley ‘00
Aviva Raskin ‘05 and Alexandra Williams-Fleck ‘05
Lily Panyacosit Alisse ‘92 French American and International 50th Anniversary 1962-2012 | 49
Signature i-Speak
Saturday, February 11, 2012 Castro Theatre, San Francisco photos by drew altizer photography
Above The French American 3rd Grade onstage at the Castro Theatre, performing Bob Dylan’s “Blowin’ in the Wind”. 50 | French American and International 50th Anniversary 1962-2012
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he name of our school graced the marquee of the historic Castro Theatre on Saturday, February 11, 2012. Students, parents, faculty and alumni — along with members of the greater San Francisco community — filled the theatre for an unforgettable evening of performance and discussion, of looking back and looking forward. Indeed, it’s with good reason that Mayor Lee declared Saturday French American International School Day, in honor of our 50th Anniversary. The i-Speak Signature event began with over 70 of our third graders singing Bob Dylan’s Blowin’ in the Wind in English and French. As they sang, footage from the turbulent and inspiring sixties — with images of protest and pop culture, along with the likes of Dr. King and President Kennedy — shone behind them. Our Head of School, Jane Camblin, welcomed the crowd of over 800, along with Peter Coyote, the evening’s emcee. After sharing his thoughts on the importance of multilingualism, Coyote introduced composer Nathaniel Stookey, a French American alumnus, who discussed his piece, Musée Mécanique. Performance artist Guillermo Gómez-Peña followed with his reflections on the socio-political currents of the United States, including the condition of “hope as a failed government policy”!
Last in the line-up of performers, alumna Sherene Melania (Class of 2000) and Norberto Martínez performed “Hungarian Dance” from the ballet Swan Lake. After the three performances, Coyote introduced Phil Bronstein, the Board Chair of the Center for Investigative Research, who moderated a discussion about technology and innovation. The panel featured former French American parents, investor Michael Moritz and Logitech CEO and Board Chairman Guerrino De Luca; along with filmmaker Tiffany Shlain and anti-money laundering specialist Moyara Ruehsen. The night’s presentations were interspersed with testimonials from former Board Chair Allan Basbaum, alumni Amy Munz, Manoel Felciano and Emily Lowry, and former Head of School, Bernard Ivaldi, who spoke to the school’s founding principles: respectively, a global perspective, academic rigor, diversity, critical thinking and communicating across cultures. For her part, Jane Camblin underscored that while the tools with which we deliver the principles set forth by our far-sighted founders may change, these pillars have withstood the test of time and are here to stay. Along with former Head of School Bernard Ivaldi, our guests of honor included none other than the Founding Head of the French American Bilingual School, Jeannette Rouger, who flew into town from Paris to toast the next 50 years!
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i-Speak Signature Series
Saturday, February 11, 2012 | Castro Theatre, San Francisco Blowin’ in the Wind by the Third Grade Class at French American
International School
Welcome
by Jane Camblin, Head of School
Peter Coyote Actor, activist and ordained Buddhist priest, shares his thoughts on the importance of multilingualism Oral History Video
Academic Rigor by Amy Munz (’09)
Musée Mécanique: Making Music Now Oral History Video: Diversity
by composer Nathaniel Stookey (’88)
by actor Manoel Felciano (’88)
Philosophical Tantrum by performance artist Guillermo Gómez-Peña Oral History Video: Critical Thinking by Emily Lowry (’03) Hungarian Dance
from the ballet Swan Lake, performed by the Presidio Dance Theater Choreography by Sherene Melania, based on the work of Marius Petipa Music by Pyotr Ilyich Tchaikovsky Duet by Sherene Melania (’00) and Norberto Martínez
Oral History Video: The Future by Jane Camblin
i-Speak Technology Panel Tiffany Shlain Filmmaker, founder of The Webby Awards, and a Henry Crown Fellow of the Aspen Institute Michael Moritz A leader of Silicon Valley and parent of two former students Moyara Ruehsen An associate professor at the Monterey Institute of
International Studies, award-winning instructor and economist
Guerrino De Luca
former students
A technology-industry veteran and parent of two
Phil Bronstein , Moderator Chairman of the Board for the Center
for Investigative Reporting
Oral History Video
Communicating Across Cultures by Bernard Ivaldi, former Head of School
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Tom White and Tammy Smith-White, 50th Host Committee co-chairs, with Adam Cioth and Beth Cobert 54 | French American and International 50th Anniversary 1962-2012
Robert Movradinov, French American and International Director of Marketing, with Jane Camblin, Head of School, and Edouard Mayoral, Proviseur Adjoint
Left to Right: Norberto Martinez, Sherene Melania ‘00, Guerrino De Luca, Guillermo Gómez-Peña, Nathaniel Stookey ‘88, Tiffany Shlain, Phil Bronstein, Tex Schenkkan, Peter Coyote, Moyara Ruehsen and Jane Camblin
Michael Sullivan, Julia Rowe, and Paul Loeffler, 50th Host Committee Co-Chair
i-Speak host Peter Coyote with guest presenter Guillermo Gómez-Peña and Carolina Ponce De Leon French American and International 50th Anniversary 1962-2012 | 55
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Rona Michele Spiegel with guest performance artist Guillermo Gómez-Peña
3rd graders line up in the Castro Theatre lobby to make their entrance.
Cathy Hinz, Lower School Principal Ray Hinz (center) and Sebastien Dufresnes (right), High School Histoire/Géographie teacher
Opposite: Norberto Martinez and Sherene Melania ‘00, Presidio Dance Theater
Harriet Heyman, Michael Moritz, and Jane Camblin French American and International 50th Anniversary 1962-2012 | 57
Phil Bronstein, Tech Panel Moderator, briefs speakers Moyara Ruehsen and Guerrino De Luca 58 | French American and International 50th Anniversary 1962-2012
Ron Kahn and John Cate, French American and International Board of Trustees
Technology Panel: Michael Moritz, Tiffany Shlain, Moyara Ruehsen, and Guerrino De Luca
Terri Hanagan with Allan Basbaum, Former Chairman, French American and International Board of Trustees
Technology Speaker and former parent Guerrino De Luca with alumna Annie Hardiman ‘03 French American and International 50th Anniversary 1962-2012 | 59
Eloisa Tejero, Stephanie and Tom Lima, and Board of Trustees Member Young Shin
Guest presenter, musical composer, alum, and current parent Nathaniel Stookey ‘88 60 | French American and International 50th Anniversary 1962-2012
Bernard Ivalidi with Anne-Marie Pierce, Board of Trustees
Fredia Underwood with her daughter Mya McGraw (Grade 6) and Julianna Shin (Grade 5)
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Fifty years ago, a group of Francophile visionaries and activists decided to take matters into their own hands and create a very different kind of private school in San Francisco. Inspired by the notion that an excellent education could be rigorous yet liberal and innovative, challenging yet democratic and inclusive, our founding Board members embarked on what some had said, at the time, was impossible: the creation of a fully bilingual French/American school in the heart of an Anglophone city in the United States.
Dan Harder, A Look Back
A Look Back
1962-2012
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timeline... The 1960s: Visionaries february 14, 1962 9 founders begin plans to establish San Francisco’s first bilingual independent school.
september 1963
1965
1967
1971
French American Bilingual School (FABS) opens a 2-room school located at 24 Homewood Terrace with 23 students in 3 grade levels (lower kindergarten, higher kindergarten, and 1st grade).
The school moves to 1881 Vincent Street and spans 6 grade levels (lower kindergarten – 4th grade).
The school moves again to 940 Grove Street, with 126 students.
First FABS students ready to enter 9th grade. The school collaborates with Vauve Institute to offer the French Baccalaureate to students by correspondence.
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School uniforms were de rigueur at FABS in the early years.
The 1970s: BaccalaurĂŠats 1977
1978
1978
1980
FABS moves to the UC Extension property at 220 Buchanan. Enrollment reaches 337 students, with a faculty of 84.
The formal high school is established.
The school adopts the International Baccalaureate.
The school offers the full French BaccalaurĂŠat program.
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The 1980s: Classrooms Without Borders
1997 French American enters a joint venture with the ChineseAmerican International School to acquire a new campus, located in a former transportation agency headquarters in Civic Center. Renovations continue throughout the spring and summer.
1980
1984
1986
1988
First high school graduating class of 7 students.
The school changes its name from French American Bilingual School to French American International School.
First international exchange program.
The school is granted accreditation for its full program – maternelle à terminal – by the French Ministry of Education.
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The 1990s: Transforming Hayes Valley
Andrew Brown with his history class at the old Buchanan Street campus. Brown went on to become principal of the High School, and now serves as Dean of Admission for French American and International.
1990
october 1997
june 2002
Enrollment PreK-12 reaches 500.
The school moves to 150 Oak Street with 679 students, 90 faculty and 32 staff.
With 98 students, the Class of 2002 becomes the largest graduating class ever.
1995 The high school section of the school is named International High School.
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The Class of 2000: Nick Chaset, Sederia Badgett, Amanda Watts, Chris Hu
The 2000s: Open Spaces, Open Minds april 2006
fall 2008
september 2009
First trip to India.
High school renovations include 5th Floor science labs and 6th floor library.
Opening of the Dennis Gallagher Arts Pavilion at 66 Page Street. Enrollment surpasses 1,000 students.
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International High School’s first exchange trip to Israel, 2011
The 2010s: Global Citizens 2010
2010-11
september 2011
october 2011
The school is awarded a grant by the Peter Ustinov Foundation and ECIS to fund an organic teaching garden for École Natangué, in M’Bour, Senegal.
Baseball: BCL League Champions, NCS SemiFinalist.
Middle school renovations include the 4th floor bamboo-benched study and hang-out spaces, and an open administrative suite.
First “reciprocal” exchange trip with Jordan.
Launch of 21st Century Pedagogy.
French American and International 50th Anniversary 1962-2012 | 69
I was enthused and amazed to notice very quickly a particular kind of openness in my students—more breadth, more depth—due to the fact they were being exposed to two cultures; these youngsters accepted without hesitation everything that was very French, as passed on by me. It is, of course, the fruit of multiple skills, talents, and the generosity of many: teachers, directors, administrators, members of the French consulate, and parents. Some of the first parents were extraordinarily devoted and imaginative, counting neither their time nor their effort, and wonderfully efficient. Personally, I counted on them. But how to put into words what I feel when I realize that my initial efforts have been carried on by hundreds of people, all inspired by the same faith.
Dan Harder, A Look Back
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French American International School
50th Anniversary
The 5th Grade Looks Back: The 1960s French American and International 50th Anniversary 1962-2012 | 71
In honor of the school’s 50th Anniversary, the French American 5th Grade compiled a scrapbook of their impressions of the 1960s, the decade the school was founded. Under the direction of 5th Grade Blue teacher Isabelle Vajda, the children created almost 90 pages of found imagery. Following are selected panels from the final album, and an introduction by 5th grader Fatou Ouedrago.
O
ur class created a souvenir album that tells the story of Sylvie, a girl from the sixties. Our teacher showed us photos of subjects as varied as art, fashion, school, music, cinema and literature. In class we discussed and exchanged ideas about those subjects. Then, together, we wrote the accompanying texts for the souvenir album. We imagined what Sylvie’s life must have been like in the sixties, so Sylvie became a real person! We became attached to her and we’d like for you to discover her life. In the second part of the album, we share with our readers what our lives are like in the 2000s.
Avec notre classe nous avons élaboré un album souvenir qui raconte la vie de Sylvie, une fille des annees 60. Notre maîtresse nous a montré des photos des années 60 sur des sujets divers et variés comme l’art, les vêtements à la mode, les écoles, la musique, le cinéma, ou encore la littérature. En classe, nous avons discuté et échangé nos idées sur ces thèmes. Ensuite, nous avons rédigé les textes de cet album souvenir tous ensemble. Nous avons imaginé la vie de Sylvie dans les années 60. Sylvie est devenue une vraie personne ! Nous nous sommes attaches à elle et nous vous laissons découvrir sa vie. Dans la deuxième partie de notre album souvenir nous partageons avec nos lecteurs notre vie dans les années 2000.
Fatou Ouedrago
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Young Alumni Boris Romaguer Class of 1994
Why cosines, enzymes and civil rights are important in life
I
t was touching to reconnect with my former teachers from the French American International School at the celebration of its 50th Anniversary, the very individuals who helped and inspired me to excel in academia and professionally. It was remarkable to see that most of my former teachers had stayed on at French American after nearly two decades! Obviously, if the school has succeeded in retaining so many of its teachers for such a long period of time, its management, its students and/or its staff have made it worthwhile to stay. After French American, I majored in biology at the universities of McGill, Uppsala and Quebec; and pursued a career in environmental management. During my twenties, I worked for local environmental non-governmental organizations; and then I eventually worked with international organizations such as the United Nations Environmental Program on biodiversity and forest policy. My fieldwork covered diverse topics from ozone-depleting substances to forestry issues that took me to places as exotic as Brazil and as remote as Papua New Guinea. Since 2005, I have been working for the Government of Canada at various departments from the Canadian International Development Agency to the Department of Foreign Affairs working mainly on sustainable development issues. I also attempted a short-lived political career as an environmental advisor when I worked for the Canadian Parliament until losing the elections in 2008.
Boris Romaguer (center) with Netta Maclean and Bruno Barros
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Needless to say, French American’s multilingualism was an asset for me when working internationally. My English (Thank thee Mrs. Goldberg!) and French (Merci Mme Hills et Mme Colardelle!) were useful getting into the United Nations system and the Canadian federal government, while my Spanish and Portuguese (Gracias, Señor Paz!) were also useful while working in South America. As for my Swedish (Tack Lisa!), it served me not just when shopping at IKEA but also when negotiating with the Nordic countries, who continue to be one of the largest donors to environmental official development assistance. Other tools that French American provided me included the analytical and logical skills sharpened by taking mathematics taught by tireless Mr. Barros and Mrs. Maclean. Although I do not think I ever attained the academic rigor chiselled into us after having survived Bac C and Higher Level Mathematics throughout my six years of graduate and postgraduate studies in the sciences, I am nevertheless grateful for the structured and logical mind it trained us to develop. Who would have thought that cosines and differential equations would become useful one day? Yet such logic proved to be useful in many aspects of my life from properly titrating solutions to calculating my future mortgage. Even in politics, believe it or not, having logic is useful, especially in countering the arguments of politicians who lack it. As for the combination of “histoire-géographie” – unique to the French educational system – it made me understand and embrace the evermore crosscultural and cross-national globalized world in which we live (Merci, professeur Faure!). Although I took for granted the extraordinary international outlook we were taught about different religions, languages and cultures, I quickly realized this type of education was something which not all Americans had been exposed to during their secondary education. As the former chair of the board of French American so astutely observed during our school’s 50th Anniversary, students at French American were better equipped to understand the underlying causes and ramifications of 9/11 than many other kids and hence were perhaps not so ready to jump to the trigger as others who had supported the U.S. Administration following these tragic events. Indeed, with hindsight, had the electorate that
Aleksey Bogdanov Class of 2001
supported the latter Administration benefited from a French American education, we could have perhaps avoided the mess we let ourselves get into. As for my fascination of biology by a mesmerizing Mr. Brown, I use it daily from knowing how to eat healthily as a vegetarian to avoiding lactic acid build-up. Biology, particularly its branch of ecology, also helped me to develop my set of values. For example, instead of buying a Hummer to overcome my mid-life crisis, I decided to purchase tropical forest land in my birth country for conservation purposes. (Visit uiracu.org.br if you also want to trade in your SUV). As for the elegance of physics wittily conveyed by Mr. Ward, I used it with assurance when explaining the importance of curbing anthropogenic greenhouse gas emissions to policymakers in the public and private sectors. And what about the philosophy that Mrs. Camblin transmitted in the IB Theory of Knowledge? Who says that all knowledge has to be applied anyways? Lastly and most certainly not least, one of the greatest assets of French American, as with Ivy League schools, is the deep network of contacts I have gained over the years. Although knowing your field helps, who you know is ultimately more important and is the door to getting a job. As a matter of fact, most of the jobs I obtained in the Bay Area were thanks to colleagues, teachers or parents at French American, to whom I remain very grateful. It is said that one travels the world in search of what one only discovers once he returns home. Perhaps it is time to return home to be nearer to our friends and family at French American.
O
n Friday, April 20, International High School alumnus Aleksey Bogdanov presented a recital of opera arias and Russian songs in the Dennis Gallagher Arts Pavilion, for an assembled audience of faculty, alumni, and members of the local Russian community. The evening was sponsored by the Shoshana Foundation. Since graduating from International in 2001, Aleksey has pursued a successful career in opera. His notable accomplishments include appearances with Washington National Opera, the Glimmerglass Festival, the Baltimore Symphony Orchestra, San Francisco Opera Merola Program, and Opera Theatre of Saint Louis. He has performed in recital at La Scala in Milan, and he has also been featured on A Prairie Home Companion. Aleksey made his Carnegie Hall debut as the bass soloist in Handel’s Messiah, and his National Symphony Orchestra debut in Beethoven’s Fidelio, conducted by Christoph Eschenbach. A winner of the 2012 Sullivan Musical Foundation Grant, Russian-American Aleksey has been praised as “a baritone to watch” by the Washington Post, with “distinctive color and affability”. He will begin the 2012-2013 season as Escamillo in Carmen with Opera Theatre of Saint Louis and Atlanta Opera, as well as Masetto in Don Giovanni with Washington National Opera. To learn more about Aleksey’s career, visit www. alekseybogdanov.com.
Stay connected!
Send your updates to: alumni@internationalsf.org. You can also follow your classmates on Facebook: frenchamericaninternationalalumni French American and International 50th Anniversary 1962-2012 | 79
Sherene Melania (Bretschneider)
A
Class of 2000
n accomplished performing artist, choreographer and dance educator, Sherene Melania is the Artistic Director and Principal Choreographer of Presidio Dance Theatre. She also serves as the Vice President of the San Francisco Arts Commission, representing the fields of dance and arts education. As a Principal Artist of Presidio Dance Theatre and Collage Dance Ensemble, Sherene continues to perform both nationally and internationally. She holds a Master of Arts in Education from Harvard University. From the University of San Francisco, Sherene received a B.A. in Performing Arts and Social Justice and the Dean’s Medal for Excellence in the Arts. From Russia’s prestigious Saint Petersburg State Conservatory, she received a Certificate for Ballet Direction Specialty and Choreography. She studied with San Francisco Ballet School and Kirov Academy of Ballet in Washington D.C., performing principal youth roles with San Francisco Ballet and Kirov Ballet on national tours. Sherene has choreographed for dance companies at home and in Europe, presented for the United Nations, International Red Cross, and PBS. Her work has been recognized by the press nationally in Dance Magazine, Dance Teacher, and inter-
nationally broadcast. Presidio Dance Theatre’s youth company has been hailed as “SF’s youngest cultural ambassadors”, representing the United States in Saint Petersburg, Russia and Izmir, Turkey. This June they performed in Budapest, Hungary, at the invitation of the U.S. Ambassador. In February of 2012, Sherene performed on the stage of the Castro Theatre as part of French American International’s 50th Anniversary celebration.
Reconnecting after graduation and sharing their love of the arts and a global perspective, three of our alumni work closely with Sherene to enhance the work of the Presidio Dance Theatre.
Erin Durrah ’01
Director of Education and Community Engagement While attending International High School, I was given the opportunity to work at the school as a teacher’s assistant during the school’s vacation care and summer camp programs. There, the children enjoyed the benefits of organized activities in the realms of art and physical education, which provided me with a new perspective of those disciplines. The role of play and creative arts in education and in the establishment
Nick Moy, Nicole Hirsch, Sherene Melania, and Erin Durrah 80 | French American and International 50th Anniversary 1962-2012
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of rapport between peers and instructors was obviously more therapeutic than I had realized. My interest in the relationship between these entities was facilitated by experiences at French American and International and motivated my future career aspirations in Counseling Psychology. Since reuniting with high school friend Sherene Melania in 2010, I have explored the therapeutic benefits of dance and the performing arts by teaching beginning ballet, tap, and folk to preschool students at the Presidio Dance Theatre, the Lycée La Pérouse, and beginning Jazz to high school students at the Bay School. I feel fortunate to have the opportunity to apply both my dance and mental health training in a professional capacity, while also developing my creative interests. My work also allows me to contribute to the expansion of arts programming for youth throughout the city and county of San Francisco, a role which I assume as Director of Education and Community Engagement for Presidio Performing Arts Center (PPAC).
Nicholas Moy ’04 Managing Director It is thanks largely to the international education I received at IHS that my life experiences have taken me around the world and back, and led me back to a career with fellow globally-oriented IHS graduates. Having just returned from two years of world-travel, sitting still is not my forte, but despite often being behind my desk, my travel bug is sated – crossing borders and seeing the world every day as our students bring the traditional dances of diverse cultures to life in our dance studio. Educating youth to appreciate the beauty of other cultures is an important aspect of what Presidio Performing Arts Center does, and is a goal worth working towards. As an arts lover and lifetime member of the performing arts community, I am thrilled to be working in a place where my passions for international appreciation and education, exposure to cultural diversity, and the arts all converge.
W
hile I went to Harvard with the intention of gaining theoretical knowledge of various teaching methodologies, I also learned to appreciate the amazing education I had received at International. International teaches students to think globally, while fostering individual creativity and a strong sense of self. Arts and culture are seamlessly woven into the curriculum as invaluable components, whereas in many American schools, not even considered valid subjects. As a student, I received support to pursue my education as well as a professional career in dance (participating in the Prix de Lausanne, ballet’s premiere international competition for young artists during my senior year). I am tremendously grateful for the strong foundation International provided me. The exceptionally high level of academic training prepared me for continued studies, while the international perspective helped shape my life. My teaching philosophy is to encourage not only an appreciation for the arts and artistic excellence, but also the value of becoming a “complete artist” – one who utilizes academic and dance education as a tool for promoting cultural awareness and understanding. Art must, in a way, straddle the realms of reality and imagination. As a performing artist it is humbling to teach others, inspire a new generation, educate audiences, and most importantly, preserve the power and beauty of art.
Sherene Melania
Nicole Hirsch ’01 Guest Instructor/Choreographer French American and International’s commitment to molding modern-day renaissance men and women left a lasting impression on me. I am currently pursuing my PhD at Harvard University in sociology, where I study race, racial inequality, racism, and cultural sociology. Alongside my academic endeavors, however, I never lost my passion for dance. I studied West African Dance, studied under Alvin Ailey principal dancers, and performed with Danza Organica, a modern company based in Boston. This year, as an Exchange Scholar at UC Berkeley, I had the opportunity to teach hip hop classes and a West African workshop at PPAC. In future research, I intend to merge my love of social science with my love of the arts by studying the ways in which the arts are used in social justice campaigns.
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Sherene Melania as Giselle
Josh Merritt Class of 2008
Embracing Diverse Opinions
I
was surprised at how well International had prepared me for the rigors of college. To be honest, I even felt as if what I experienced at International, both academically and socially, was more challenging than anything I have experienced now. Whether it is researching and writing extensive papers, or challenging myself to think beyond my initial thoughts on a particular topic, International has prepared me extremely well for all of it. Aside from the academic aspect, International taught me not only to accept diverse opinions, but also to embrace and use them to strengthen my knowledge. Because of this I am extremely eager to work with individuals who I feel are different from me in any way. Most important, International made me eager to challenge myself, showing me that oftentimes this is when I learn the most. I’m extremely grateful for the support I received from all of my teachers while at International. However, there are a few who had a huge impact on my growth as a person and a student. I’d like to send a huge thanks out to Netta Maclean, Dina Srouji, Dan Rosenberg, Anna Howe and Kate Goldberg. On the admissions side, I’d like to thank Betsy Brody and Erin Cronin. Without these people, I would not have been nearly as successful as I was at International. The lessons that they have taught me I still apply to my everyday life. They are wonderful people and I am truly blessed to have had their support.
Josh recently graduated from Oberlin College, after fulfilling
the requirements for a Law and Society major and a minor in Sociology. During the summer he stayed in Oberlin and worked as a conference assistant through the residential education department, and now plans to take one or two years off before applying to law school. For his first year off, Josh will be working with the City Year program in New Hampshire. As for his second year, he is looking for work
that is more law-related.
Right: Josh Merritt in his International Jaguars basketball uniform, circa 2005.
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Tyler Barton Class of 2002
A
fter telling people what I do for a living, there is usually a pause in the conversation followed by: “and exactly what does a geologist actually do?” Good question, and surprisingly difficult to answer. The truth is that when I graduated with an Earth and Planetary Sciences degree from McGill University (Quebec) in 2005, I found myself wondering the same thing. Now what? Every college graduate faces the same question: travel, work, or graduate school? I knew that I wanted to pursue graduate studies, but I honestly couldn’t choose a topic. The field of geology encompasses such a huge subject matter, how could I confidently choose a specialization without fully understanding what each meant beforehand? The best decisions are always informed decisions. And the only way to truly know anything is through first-hand experience. So I set out to find my answers, convinced to work in as many fields of geology as I could find. I began as an exploration geologist, searching for gold and precious metals across Canada’s arctic tundra. I moved on to environmental consulting, making sure mines in Alaska/British Columbia were not over-polluting the gorgeous Boreal forest and snow-capped peaks which surround them. From dressing up like an astronaut in the desert and simulating a manned mission to Mars for NASA, to spending frigid winters working on oil rigs in northern Canada, I twisted and pulled and stretched my “geology” degree to its limit, the idea being to continue until I found a theme that interested me enough to go back to school for another degree. While keenly interested in every job I had and every new set of skills I learned, volcanology was what I regularly came back to. Maybe it’s the thrill of being so near to something unimaginably larger and more powerful than yourself, maybe it’s the sensation of staring into a glowing volcanic crater and feeling the heat it emits, maybe it’s the emotional shock of seeing first-hand the catastrophic disaster an eruption can have on society, or maybe it’s the sulfuric hot springs you so often find nearby. Either way, my work and studies found me seeking out and exploring these often Moon-like terrains from the warm waters of the Caribbean to the harsh but surprisingly beautiful landscape of Iceland. Meanwhile, another thought had been eating at me for a few years. These large mining companies and oil and gas corporations, while a necessary evil (and indeed, some of my former employers), were not where I planned on making a career. It was acceptable in the interim: the fantastic pay and highly flexible working months allowed me to travel as far and as long as I wanted. I don’t remember exactly when or how, but an idea was slowly growing in the back of my mind, picking up momentum like a runaway snowball. I needed a way to rip myself away from the allure of the “3 months of work followed by 9 months of travel” cycle I’d fallen into. The oil rig work paid
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so well I was slowly losing sight of what I’d originally set out to accomplish. The Peace Corps was calling… and my karma certainly needed the jolt. The Peace Corps is a 27-month commitment, and a decision not to be taken lightly. I considered what it meant to spend two years living as a volunteer, and how my plans for grad school fit into my desire to join the Peace Corps. The answer came to me, as so many things do, by pure dumb luck. Flipping through a magazine from the Peace Corps’ application kit, I learned of a program where you can combine grad school with the Peace Corps. Instead of having to choose between them, I could do both at the same time! I’ll spare you all the gritty details, but the main point is that you can use the Peace Corps as a way to fund an extended field work campaign. During your free time (and you find lots of it within the laid-back lifestyle which characterizes most under-developed countries) you collect data for a thesis. Add to this a few semesters of overloaded coursework in the U.S. before you leave, and voilà! I’m currently a Peace Corps volunteer serving in El Salvador, using my geology background to work in the area of natural disasters – more specifically, ways to mitigate their impact on society. El Salvador is a small Central American country, about the size of Massachusetts, which is regularly affected by natural hazards that include volcanic eruptions, earthquakes, hurricanes, floods, landslides, debris flows, fires, and tsunamis. The United Nations recently published a report naming El Salvador as the country most “at risk” to natural disasters in the world: 90% of its population and 85% of its economy (and, therefore, its ability to recover after a disaster) lie within a hazard zone. I’m part of a pilot program within the Peace Corps, aimed specifically at tackling this issue. A lot of what I do is public education. In essence, I translate sometimes complicated geological issues, showing local residents how they can be applicable on a more practical basis. One example is creating evacuation routes. Far from simple, the goal is to do this in a culturally sensitive way. What
Simulated mission to Mars in the desert of Utah
Taking temperature measurements of fumaroles inside San Miguel’s crater
Hiking up Hekla Volcano, Iceland
good is a sign with the words “Evacuation Route” in communities where most people can’t read? Maps seem an obvious solution to us because of our cultural upbringing, but many of these communities have never seen their surroundings from a bird’s-eye view and would have trouble visualizing it. Some cultures view directions using a north/south compass, others are guided by landmarks and left/right. There is no one right way. I spend a lot of time working in local schools with children. I do this partly because they’re more fun to work with than adults, and partly because they take their lessons home and share them with their parents, which means the information I distribute goes further. Basically I teach the kids - and anyone else who wants to listen, for that matter – what to do before a disaster (preparing a medical and food kit, electing and delegating duties to emergency committees), during a disaster (what to do if you’re caught in a landslide, whether it’s best to stay indoors or go outside during an earthquake, why it’s important to follow evacuation routes), and after a disaster (where emergency shelters should be located, organizing groups for immediate search and rescue, first aid, security patrols). On top of my Peace Corps duties and Master’s duties (which also include working with Salvadorean government scientists and officials, writing a how-to manual with lesson plans to leave behind for teachers, and training other Peace Corps volunteers in natural disaster risk reduction), I have been working in themes that fall outside of geology, but which are equally important to the well-being of the local communities. For instance I give multiple art classes every week to the nearby middle school; I’m mentoring a few exceptionally bright students who’ve received scholarships for schooling through the Peace Corps and would otherwise not be able to pay the $250 yearly cost of attending university; I work with USAID and the local park rangers to help protect the nearby laguna’s world-class biodiversity (including hundreds of species of birds which migrate to my site every year from the US and Canada). I’ve organized and ran workshops to help teachers better integrate environmental education into their classrooms, workshops to promote gender equality and devel-
Tyler a leadership workshop50th in ElAnniversary Salvador 1962-2012 86 | conducting French American and International
opment in youths, workshops to develop leadership and life skills for high school students. In a few weeks I’ll be bringing members of my community to an arts and crafts / small business workshop I am helping out with. This is an abridged list of how I’ve spent my last year in Central America. The Peace Corps is an opportunity for the properly motivated and organized to get done tremendous amounts of varied work and gain unique life and work experiences. So here I am today. Living and working in El Salvador. The community where I live and do most of my work is snuggled between the country’s most active volcano, San Miguel, and a regularly flooding laguna called El Jocotal. My house, like much of the small community of El Borbollón, is built on a very young basaltic lava flow. Besides reflecting the heat in an ungodly manner, these coarse black rocks underfoot are a continuous reminder of the devastation that a similar eruption today would cause. This is the direction my Master’s degree has taken: a mixing of social science with the geological sciences. Albeit in a roundabout way, I’ve finally found my calling. Others have called it “social geology.” I call it applying my background where it is most needed, in a place where even an ounce of knowledge can save lives. My goal is now to help bridge the gap between science and the general public. Thinking back on the convoluted path I’ve taken, I can’t help but realize how fortunate I was to have attended French American and International. The teachers, the staff, and my classmates were the ones who opened my eyes to the complexity and magnificence of the world. This is where I was taught to think outside the box, to realize that the only barriers we have in life are the ones we create in our own minds, and to believe that anything I wanted was achievable. I had no idea back then what a profound impact my time at French American and International would have on my life. If anyone I’ve had the honor of crossing paths with is reading this, from the bottom of my heart, thank you. If anyone has any questions, comments, or simply wants to talk about any of this, I would love to hear from you directly. My email is barton.tyler@gmail.com. Please don’t hesitate.
Olie Gnagno Class of 2003
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ike all of the other International Class of 2003 Seniors, I applied to an array of colleges but, luckily for me, I remembered the adage “Mother knows best”, and took the advice of my mom, who urged me to complete the application for Smith College. From the bottom of the pile of applications, I retrieved it, thinking bleak thoughts about going to a school in the middle of nowhere in Massachusetts, without male bodies in the student body! Looking back now, it was one of the best decisions that I have made in my life. Not only was my matriculation successful, but the academic foundation that International had provided, pushed me to excel at one of the most respected liberal arts colleges in the United States. At Smith, I continued my political involvement—started at International—by being elected secretary of the Black Students Association, as well as co-chair of Smith’s African and Caribbean Students’ Association. Despite a rigorous double major in French and Government, I augmented my political responsibilities with social activities that included events, such as the Faculty Dance Concert. Whether academic, political, social, or cultural, these activities were the venues in which I forged lifelong friendships with incredible women from around the world. My junior year at Smith was a peak year for me: I was accepted into Smith’s Junior Year Abroad Program. For one year I studied in Paris, France. To fully describe my experiences in Paris would require far more time and space than I’ve been given. Highlights: internship in the French Senate; being in the midst of the 2005 uprising; becoming part of a French family; discovering my love of analyzing societal structure
and norms, and their impact on ‘immigrants’ born in France. After graduation from Smith, I toyed with the idea of going back to Paris, but accepted a position at an Atlanta, Georgia law firm, instead. The contrast between small-town Northampton, and big-city Atlanta, could not have been starker. The city lived up to its nickname, “Hotlanta.” Although I enjoyed the work that I did at Kilpatrick, my desire was to return to Paris to re-engage in its cultural and political life, and to truly master fluency in French. Consequently, I enrolled in New York University’s Masters in French program and moved to Paris. My Masters Thesis examined the apparently schizophrenic nature of French society whose national motto, ‘Liberté, Egalité, Fraternité’, is trumped by its refusal to recognize the children of North and sub-Saharan Africa, born on French soil, as French. In addition to my studies, I also worked with the European American Musical Alliance, as a translator. Before leaving France, I received an acceptance letter from North Carolina Central University’s School of Law, placing me into the Class of 2012. First year of law school was difficult, to say the least. It was almost a surreal re-enactment of my first year at International. But just as I had done at International, I stuck it out, with the help of caring faculty/administration, and supportive student friends. While in law school, I was elected co-chair of the Public Interest Law Organization, and just recently, I was selected to participate in a service trip to Nigeria to aid in the rehabilitation of trafficked women and children. Having graduated in May, I am thankful for the support and academic preparation I received at International. My experience there truly prepared me for all that I have had the opportunity to experience, both personally and professionally, and for that I say, ‘Thank You.’ Here’s to the next 50!
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College Bound Selective College Admit Rates Continue to Shrink 88 | French American and International 50th Anniversary 1962-2012
College Counseling Director of College Counseling Ashley Rochman reports on the college application process for the 2011-2012 academic year.
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his year, selective college admission rates continued the trend of continual shrinking. Harvard University led the way this year with the most selective acceptance rate of only 5.9%. Here is a sampling of this year’s admission rates (% of applicants admitted) for some of the most selective schools in the United States.
School
Admit Rate
Harvard Stanford Yale Princeton Dartmouth Duke Penn Univ. Chicago Northwestern Washington University, St. Louis Cornell Georgetown
5.9 % 6.6 % 6.8 % 7.9 % 9.4 % 11.9 % 12.3 % 14 % 15 % 15 % 16 % 16 %
Continuing the Trend of Success in Selective College Admissions Despite the increased competition, International’s Class of 2012 continued our tradition of gaining acceptances to the most selective colleges and universities in the United States and abroad. The 79 members of the Class of 2012 received 21 offers from universities that are in the Ivy League or that accept approximately 15% or fewer of its applicants. Last year, although the Class of 2011 was 97 students strong, it received 19 of those most coveted offers. The Class of 2012 received offers from such schools as Harvard University, Stanford University (4 students), Cornell University (3 students), Yale University, Dartmouth College, Duke University, University of Chicago (2 students), Georgetown University, Northwestern University (4 students), Washington University in St. Louis (3 students), University of North Carolina, Wesleyan University, and other prestigious schools in the US and abroad. (Please see the side bar on page 91 showing all acceptances the Class of 2012 received.)
On the University of California front, UCLA had a recordbreaking 17 percent admit rate. Despite the increased competition, eight of our students received offers from UCLA, including an offer to join UCLA’s honors program. Three of our students received acceptances to the prestigious UCLA art school, out of only 45 students accepted. UC Berkeley experienced an 18 percent admit rate for Fall admits and a 21 percent overall admit rate. The Class of 2012 received 8 acceptances to UC Berkeley, including one of our students being named a Regents’ and Chancellor’s Scholar. In the letter announcing the award, UC Berkeley stated, “Our world-renowned faculty counts your alumni among Cal’s finest entering undergraduates.” Internationally, we have experienced an increase in the number of students interested in studying in Canada, the UK or Europe. This year the Class of 2012 won acceptances to many schools around the globe, including McGill University (Canada) (7 students), Université de Laval (Canada), Concordia University (Canada) (3 students), University of British Columbia (Canada), Quest University (Canada), University of Edinburgh (UK) (2 students), University of Glasgow (UK), University of St. Andrews (UK), University of Bristol (UK), University of East Anglia (UK), University of Manchester (UK), and the various campuses of Sciences PO (France) (3 students). Students also applied to schools in France, as well as in Ireland and Spain, so our college counseling office operates on a global scale! (Please see page 91 for a list of where the members of the Class of 2012 will attend college.) Congratulations to the Class of 2012!
The Results Are In – the IB Diploma Gives Students an Advantage in Selective Admissions In my 2011 La Lettre article, I wrote about a November 2010 US News article, 8 Big Changes to College Admissions in 2010 and 2011, which confirmed that a growing number of colleges and universities are putting more emphasis on the difficulty of the high school program in making admissions decisions. “Responding to growing evidence that students who take more rigorous courses in high school are more likely to succeed in college,” the percentage of colleges giving considerable importance to a student’s “strength of curriculum” has increased, according to US News, to 71 percent. In 2003, the IB Organization surveyed important colleges and universities in the United States to measure the acceptance rate of IB students compared to the acceptance rate of the general applicant pool. This year, the IB Organization released the results of a new survey to the most selective colleges and universities in the United States which confirmed that IB diploma candidates have a distinct advantage over other students in the selective-college admission competition.
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Here are some interesting facts gleaned from the 2012 survey: The average acceptance rate of IB students into university/
college is 22 percentage points higher than the average acceptance rate of the total population. The acceptance rate of IB students into Ivy League institutions (Princeton, Yale, Brown, Harvard, Columbia, Cornell, Dartmouth, University of Pennsylvania) is between 3 and 13 percentage points higher compared to the total population acceptance rate. (Harvard – 3% higher, Brown – 9% higher, Cornell – 13% higher) The acceptance rates of IB students were significantly higher for some of these other highly selective institutions in the United States: New York University – IB student admit rate 27% higher than the general population University of Michigan – IB student admit rate 20% higher Boston University – 12% higher Stanford – 8% higher UC Berkeley – 32% higher UCLA – 25% higher University of Virginia – 32% higher University of North Carolina – 31% higher If you are interested in the entire survey, please go to: http://www.ibo.org/recognition/dpdestinationssurvey/documents/GlobalDPDestinationSurveyUS.pdf It is great news to see that both of our diploma programs are highly valued by top colleges and universities in the United States and around the world!
College Counseling Activities This year was a busy one for the college counseling office. We were the host site for the Yale University, Georgetown University, Oxford University and University of Edinburgh in-
formation sessions. We were also the host site for the Harvard University and Oberlin College applicant interview sessions. We also hosted the Council of International School’s International College and University Fair. Collectively, these events brought over 700 students from across the Bay Area and the state to our school. We also hosted about 60 college and university representatives to visit our campus and meet our 12th grade students. These visits are an excellent way for students to get first-hand information on some of the most selective colleges and universities in the United States as well as allowing for the university representatives to meet our excellent students. We also participated in the annual Case Studies session at Saint Ignatius High School, where our 11th graders got a chance to participate in a workshop hosted by an actual admissions director and to participate in a college fair for students attending independent schools in San Francisco. Our outreach efforts to connect with admissions personnel at colleges and universities relevant to our students continued. I am honored to meet the Directors of Admission of many of the most selective colleges and universities during my attendance at the national college admissions conference, NACAC, as well as by accepting invitations to visit the campuses of important colleges and universities in the United States and abroad. This year I visited the following colleges and universities: Bowdoin, Bates and Colby Colleges in Maine; Tulane University and Loyola University New Orleans; NABA Art School in Milan, Italy; Glion and Les Roches Hotel Management Schools in Switzerland; University of Ottawa (Canada); King’s College London and Oxford University (UK); and Emory University, Oglethorpe University, and Spelman College in the Atlanta, Georgia area. Participating in the counselor program at Oxford was a special honor, as it was only the second international counselor visit program Oxford has ever held. These visits are not only generously hosted by the universities involved, but they provide us with valuable networking and marketing opportunities to maintain and to increase the visibility of our school and all of our strong students. I am also able to bring back to school valuable inside information regarding admission to these selective universities. At a breakfast meeting I attended recently with the members of the admissions offices at Harvard, Stanford, Penn, Georgetown, and Duke, the admissions representative at Stanford made a point of telling me, “You have great students!” It is vital to pursue the many opportunities I am given for face-to-face meetings with the important decision makers in the admissions world, and I am proud to have such strong students to represent.
We look forward to working with the Class of 2013! 90 | French American and International 50th Anniversary 1962-2012
College Acceptances 2012 American University (8 students) American University of Paris (2) University of Arizona Bard College (5) Barnard College Boston College (4) Boston University (16) Brandeis University (2) University of Brighton (UK) University of Bristol (UK) University of British Columbia Bryn Mawr College University of California Berkeley (8) Davis (13) Irvine Los Angeles (8) Merced (6) Riverside (8) San Diego (14) Santa Barbara (11) Santa Cruz (15) California College of the Arts Cal St. Polytechnic Pomona (2) California State University: Los Angeles Monterey Northridge Carleton College (2) Carnegie Mellon University (2) Chapman University (4) University of Chicago (2) Clark University (5) Colgate University (2) University of Colorado- Boulder (6) Concordia Univ. - Montreal (3) Cornell University (3) Dartmouth College University of Denver DePaul University (2) Dickinson College (3) Drew University Drexel University (3) Duke University University of East Anglia (UK) Eckerd College Ecole Polytechnique Montreal University of Edinburgh (3) Embry-Riddle Aeronautical University Emily Carr University of Art + Design Emory University Eugene Lang College (2) Fordham University (2) Franklin College Switzerland The George Washington University (4) Georgetown University University of Glasgow Goucher College (2) Grinnell College Hampshire College Harvard University Haverford College Hofstra University Hult International Business School (UK) Humboldt State University Ithaca College Johnson & Wales University Knox College Lawrence University (2) Lewis & Clark College (7)
LIM College Loyola Marymount University Loyola University New Orleans Macalester College (2) University of Manchester Manhattan College Univ. Maryland, College Park Univ. Massachusetts, Amherst McGill University (7) University of Miami (3) University of Michigan (2) Mount Holyoke College (3) New York University (7) University of North Carolina at Chapel Hill Northeastern University (5) Northwestern University (4) Oberlin College (2) Occidental College (4) Oregon State University University of Oregon (11) Pace University University of the Pacific Penn State University (2) Pitzer College Portland State University University of Portland University of Puget Sound (2) Quest University Canada Reed College (2) Rochester Institute of Technology University of Rochester Saint Louis University Saint Mary’s College of California University of San Diego San Francisco Art Institute San Francisco State University (3) University of San Francisco (4) San Jose State University (3) Santa Monica College Sarah Lawrence College (2) School of the Art Institute of Chicago (5) Sciences Po - Poitiers Sciences Po - Reims (3) Seattle University Simmons College Skidmore College (4) Smith College (2) University of Southern California University of St. Andrews (Scotland) St. John’s College St. John’s University Stanford University (4) Suffolk University Syracuse University The University of Texas, Austin Trinity University (2) Tufts University Tulane University Université Laval (Canada) Université de Sherbrooke (Canada) Ursinus College University of Warwick (UK) Washington University in St. Louis (3) University of Washington (6) Wellesley College (2) Wesleyan University Whitman College Whittier College (3) Willamette University (3) The College of Wooster Yale University
Matriculation 2012 American University Bard College Boston University (2 students) Carleton College Carnegie Mellon University Chapman University Clark University (3) Cornell University (2) Duke University Embry-Riddle Aeronautical University Fordham University (2) Georgetown University Harvard University Haverford College Hult International Business School (UK) Humboldt State University Lewis & Clark College McGill University (2) New York University Northwestern University (3) Oberlin College Occidental College Pennsylvania State University Portland State University Quest University Canada San Francisco State University Santa Monica College Sarah Lawrence College School of the Art Institute of Chicago Sciences Po Paris - Campus de Poitiers Sciences Po Paris- Campus de Reims Seattle University Simmons College Skidmore College Smith College (2) Stanford University (2) Syracuse University The University of Arizona University Laval (Canada) University of Bristol (UK) University of British Columbia (Canada) University of California at Berkeley University of California at Davis (2) University of California at Irvine University of California at Los Angeles (4) University of California at Riverside University of California at San Diego University of California at Santa Cruz (3) University of Chicago University of Colorado at Boulder University of Edinburgh (UK) University of Miami University of Oregon (3) University of San Francisco University of Washington Washington University in St. Louis Wellesley College Wesleyan University
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Graduation 2012
5th Grade Graduation 2012
Wednesday, June 13, 2012 | San Francisco Conservatory of Music
5th Grade English teacher Virginia Donovan and Elliot Irving, 5 White
Alexander Millauer-Hsu and Margaret Moreland, 5 Red
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Rigel Wakil, 5 Red, and his PreK reading buddy.
Top: Azeb Gessesse, Board of Trustees. Above: Micah Maheo, 5 White
Young Shin, Board of Trustees congratulates his daughter Julianna
Top: Julie Zweifach, 5 White Above: Jessica Jones, 5 Blue
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Muriel Veber, Sciences de la Vie et de la Terre
Lily Mansfield receives the President’s Award for Outstanding Academic Excellence from Jane Camblin
8th Grade Graduation 2012
Adara Schneider, Student Body President
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Sebastian Pieri receives his diploma from Virginia Donovan, Richard Ulffers, and Jane Camblin
Pauline Unietis, Valedictorian
Dan Harder, English Teacher
Left: Mireille RabatĂŠ, Middle School Principal, addresses the 8th Grade Class of 2012
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Bonne chance!
High School Graduation 2012 | Friday, June 8, 2012 | Herbst Theatre
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Allison Le Corre Valedictorian, Baccalauréat Français etween singing that song and Old Country Joe’s anti-Vietnam War song in OIB class, it’s no surprise that we have learned to stand up for our rights and refuse to get pushed over by the system. That’s why we complain: we feel the need to speak up against injustice. Overall, this school has given us a lot. It has guided us. I would like to thank every one who has played a role in guiding us through these years of our life. From the teachers we had in lower and middle school, to our wonderful high school teachers who have imparted all this wisdom upon us that we will now take out into the world (at least what we remember of it!) Thank you to the administration, and to our parents and families, of course. And last of all, thank you to the class of 2012 for sticking together, some of us since Kindergarten, others since 9th grade, and most importantly for supporting one another, for being who we are, and inspiring one another to do great things!
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Reylon Yount Valedictorian, International Baccalaureate am humbled to be here in front this amazing community, speaking on behalf of my beloved classmates, who have been through so much with me, and whom I will miss very dearly in the future. We have learned so much at this school: we have learned how to think critically, we have learned how to express ourselves in different ways, we have learned to look past the surface, and we have acquired global perspectives in everything we do. But I think one of the biggest lessons we have learned, which I would like to explore today, is the importance of breaking rules. Consider this: when we learn to think critically, what exactly are we doing? We are learning how to push our own reasoning. We are learning how to break through the constraints of superficial thought processes, and how to bend the rules that we have constructed in our heads to discover new perspectives and new meaning. This school has given us an innate edge, it has developed our ability to break the many rules and barriers that compartmentalize the world, and it has given us a thirst – not only a thirst for knowledge, but also a thirst for challenges and for change. This school gave me a platform for pushing musical boundaries. I feel like our school does this all the time. Our students and teachers like to push the envelope, to go to the edge, because it is only there, at the cusp, that you can expand upon what exists and effect change. So, if there is one thing you should remember from this speech, remember this piece of advice: Know exactly what the rules are first, then, break any rule you want, but ask yourself beforehand, is this what I really want for myself? And is this what I want for my family, for my community, and for society? This is one of the most valuable things International has taught me, and this lesson of boldness and innovation has enabled me to continue doing what I love, despite the unconventional nature of my passion, and I know I am not the only one who has had this type of experience.
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Transitions
Bonne chance, Ray!
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Extrait du discours de départ à l’équipe du primaire de Ray Hinz
’est la dernière fois que je m’adresse à vous en tant que directeur de l’école primaire et je me suis posé la question de savoir comment formuler mon dernier message... Notre école n’est plus exactement celle qu’elle était il y a cinq années, nous ne travaillons plus tout à fait de la même manière, nos axes, structures et objectifs de travail ont bien changé. Après tout, je viens de changer de “corps’’, je vais donc prendre “de la hauteur’’, en devenant Inspecteur de l’Education Nationale... Prendre de la hauteur, disais-je. Un peu comme L’étranger de Camus, je serai lecteur devant vous d’un chapitre de mon histoire dont vous êtes les acteurs actifs et qui a tout de même duré 5 années, car le LIFA nous stabilise tous. « L’homme qui a le plus vécu n’est pas celui qui a compté le plus d’années mais celui qui a le plus senti la vie ». Cette maxime est tirée d’une des œuvres de la liste de “référence’’ que chaque IEN devrait avoir lu à défaut de s’en imprégner, son auteur a même donné le nom à la promotion des Inspecteurs 2012 : JeanJacques Rousseau. Un beau nom pour le gosse des quartiers HLM de la banlieue de Strasbourg qui allait chercher son goûter avec son frère et sa sœur dans la supérette du coin ou une des employées qui disposait les fruits et légumes était sa maman. Les grands centres ont suivi : Philadelphie, Vancouver, Koweit et pour finir San Francisco; tant de clichés qui donnent au retour de San Francisco à la ville de “St Dié-des-Vosges’’
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un goût d’aventure assez singulier ! Oui, je serai à St Die-desVosges et donc de retour en Alsace pour la famille. St Die-des-Vosges... Tiens, on n’y mettrait pas le Golden Gate dans cette ville du département des Vosges … Ou alors en porte-clés. Du milieu urbain, je passe au milieu rural et montagnard. Alors si le choc annoncé par les collègues qui m’ont félicité va avoir lieu, ça y est, c’est presque là ! Des milliers d’élèves, des centaines d’enseignants, des dizaines d’écoles avec chacune leur directeur ou directrice, sans compter les collèges car dorénavant, l’IEN est également missionné par les recteurs sur ces établissements du secondaire. Je regarderai également d’un oeil différent de celui des autres Inspecteurs qui n’ont pas connu la direction d’école, ces directeurs qui dirigent leur école, c’est à dire l’exercice difficile qui consiste à accompagner la confrontation d’une institution à la vraie vie. Si un adjectif peut définir le métier de directeur (pas la fonction !) c’est l’adjectif “inattendu”. Il se passe de tout dans une école : des alertes incendies toujours au mauvais moment bien sûr, des repas perdus, des discussions à bâtons rompus, échanges et pressions avec les parents, les collègues, les enfants qui disparaissent si ce n’est l’enseignant qui disparait, l’inspecteur qui arrive et plus localement le “board’’ et bien sûr l’exigence de “Jane’’. Malgré les étages qui nous séparent des cieux, les Champs Élysées du primaire ne sont jamais bien loin pour “Madame Jane Camblin’’. Notre École, comme toute autre école est avant tout l’école de la vie, avec ses aventures, ses déceptions, ses succès... A l’heure ou encore un parent du lycée vient de décéder, il y aussi ceux qui nous ont quitté, un ange passe, une pensée pour Claire Vidal... ...Et puis à l’opposé, il y a ceux qui viennent, neuf nouvelles vies sont venues ponctuer ma direction si je compte Mireille comme future maman, un record pour moi ! ... Et oui dans une école qui aime aussi radoter et s’agripper sur la première rumeur qui passe, je précise par le souci légendaire de “transparence’’ qui me caractérise tant, que je ne suis
pas responsable d’un seul de ces enfants, aussi réussi soit-il ! L’humain est puissant et nous avons la chance de travailler avec lui, vous et moi. En parlant d’humain, dans les moments heureux d’un directeur, c’est toujours un moment magique que celui d’annoncer que nous proposons un contrat à un collègue. J’ai eu la chance d’engager ou d’accompagner dans leur projet professionnel plus de 30 % d’entre vous. Sans enlever aucun mérite aux autres collègues, je partage avec vous un lien plus particulier. Il y a onze ans de cela, une directrice de Philadelphie a choisi de donner sa chance à une jeune famille qui ne parlait même pas l’anglais, venant d’une petite ville viticole d’Alsace et qui de plus avait deux enfants à scolariser en PS et en CP. Six années plus tard, en m’engageant au LIFA, Jane aussi a changé les aiguillages de mon destin et au-delà de chacun des membres de ma famille. Vous l’avez compris, ce n’est pas sans une certaine émotion que je vais quitter le Lycée International Franco-Américain de San Francisco où je me suis avec vous, avec pugnacité, engagé pour mener tant d’élèves à la réalisation de projets qui font rêver d’autres écoles qui nous prennent en modèle. Il est tout naturel que mes pensées dans ce moment de départ se centrent sur nos élèves, ces enfants qui donnent tout le sens à notre métier, que je quitte avec tristesse, même si mon action prendra de la hauteur et finalement touchera maintenant des milliers d’entre eux, je ne serai plus capable, dorénavant, de mettre un nom sur chaque visage. Et cela, ce sera le plus difficile à l’Enseignant que j’étais et, je crois, resterai toujours dans l’âme. Chère Marie-Pierre, il est toujours plus facile, quand on prend une direction en main, me semble-t-il, d’avoir à redresser une situation qu’à relever un défi dont la barre est déjà placée haute. Il y a cinq années j’ai été accueilli dans un très célèbre lycée d’un peu moins de 1000 élèves pour diriger son plus gros département, accueilli par mes collègues, disais-je, dont finalement aucun des Principaux de l’époque n’est encore présent aujourd’hui. Je ne suis déjà pas du tout arrivé dans un établissement en crise, au contraire et pourtant, je suis fier de pouvoir dire que je partirai en laissant une administration, une équipe pédagogique et éducative encore mieux organisée, mieux structurée qu’elle ne l’a été, grâce à vous tous. Malgré la mesure, la taille de ce qui m’attend, je sais que la dimension de ce qui t’attend, Marie-Pierre, te connaissant bien, est largement équivalente et permet au challenge d’être encore plus beau avec ta personnalité et le nouveau souffle que tu donneras dans ce département. Tout est perfectible, c’est notre chance commune. Et puis tes projets sont bien plus beaux que les miens ne l’étaient. Soyons fier de notre primaire, je le dis avec un chauvinisme ancré dans le 1er degré, car nous sommes le département
le plus fort pédagogiquement, le plus présent dans notre communauté, et même au niveau sportif un des domaines les plus revendiqués par le secondaire, la dimension la plus internationale jamais offerte à notre établissement est venue du primaire. Mais cette réussite d’un public d’élèves issus de la plus grande diversité, n’est pas venue toute seule. Elle nécessite un apport culturel immense, avec un soutien scolaire solide, que vous, chers collègues, offrez de la PS au CM2. Je ne sais si c’est un défi qui m’a été lancé car j’ai toujours, avec férocité, défendu l’interconnexion des deux cultures, américaine et française, dans notre école. Je suis fier d’avoir dirigé une école dont les premiers mots qui composent son nom sont ‘French’ et ‘American’. Chers collègues, votre métier est difficile, mais que la réussite est belle. S’il est difficile d’enseigner chez nous, il est aussi difficile de diriger chez nous, vous êtes une équipe très exigeante car très compétente, nous avons des familles exigeantes, nous avons un Conseil d’Administration exigeant, des dirigeants performants dans chaque département et un Chef d’Établissement à la fois proche et très exigeante. Alors il ne suffit pas d’être solide pour être directeur ici. Il faut surtout aimer ce que l’on fait, aimer les gens, croire en notre mission, comprendre que pour un fonctionnaire de la République Française que je n’ai jamais cessé d’être, nous rendons un grand service à la France. Je m’adresse ici aux fonctionnaires de l’Éducation Nationale qui sont là, pour certains, depuis des décennies. Je m’adresse à eux peut-être déjà en tant qu‘IEN mais aussi encore en tant que Directeur. Qui peut être mieux placé que moi dans la zone pour vous le dire maintenant ? N’oubliez jamais que ce que vous faites ici, vous le faites aussi pour la France. C’est à la fois une grande fierté et aussi une lourde et vaste tâche que d’en être le dépositaire et le passeur. Merci à Marie-Pierre, Nancy, Nathalie et Andrew pour la confiance et l’immense honneur de m’avoir pris, et même choisi pour certains, comme directeur du primaire. Un bon Directeur est un directeur qui aime ses élèves mais aussi qui aime ses enseignants, je le répéterai régulièrement à tous les directeurs et Principaux de collège qui seront sur mon territoire : n’oubliez jamais l’enseignant que vous étiez ! J’espère sincèrement que vous avez tous ressenti, tout au long de ces cinq années, la sincérité de ce discours. Et c’est par une citation de Raymond Aubrac, grand résistant français, qui nous a quitté cette année, que je terminerai mon discours : « Une seule chose nous a guidés : l’optimisme, la conviction qu’en nous engageant, nous pouvons changer les choses. » Bonne chance à tous ! ray hinz
Principal du Primaire
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New projects and continuity Marie-Pierre already has set her agenda for the coming school year. Among the short-term projects to come are enhancements such as new furniture in 1st grade classrooms, a new play structure in the Oak Street Yard, and the painting of a new mural. Looking further ahead, she is working on a project to provide a building dedicated to the kindergarten and pre-K grades. As for the curriculum, she said, “It will continue to integrate our core values of collaboration. We will also continue to deploy new technologies in our classrooms. We expect that to have an impact on teaching and learning methods, the training of our teachers, and our classroom logistics.” _________________________________________________ Marie-Pierre Carlotti succède à Ray Hinz en tant que directrice de l’école primaire et maternelle. Une transition qui se fera en douceur après cinq années d’étroite collaboration et de projets communs.
30 ans au Lycée International Franco-Américain (LIFA)
Marie-Pierre Carlotti Named Lower School Principal
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arie-Pierre Carlotti, a teacher and administrator with French American for three decades, will succeed Ray Hinz as principal of the lower school in the fall. The transition is expected to be smooth, as she and Ray have collaborated closely the past five years.
30 Years at French American Marie-Pierre joined the French American staff in 1982 as a third-grade teacher. Since then she has taught at all primary school levels, worked in the library and coordinated the curriculum. She says her long-lasting commitment to French American stems from her passion for teaching French as a second language. “I have never worked for a more enthusiastic group of people,” she said. “This has been a wonderful opportunity. Working at French American made me want to discover the American culture, as well as the AngloSaxon teaching and learning methods.”
Learning and Collaborating Her direction of the school will center on two major principles: The first is to foster collaboration among children, teachers, personnel, and families. The second is to support teaching and learning for all. “Our mission at French American has always been to promote these core values, which are now more pertinent than ever.”
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Marie-Pierre Carlotti a commencé à enseigner en 1982 au LIFA, en classe de CE2, puis ensuite en grande section de maternelle. Elle a enseigné à tous les niveaux de l’école élémentaire, a travaillé à la bibliothèque et à la coordination pédagogique; depuis 5 ans, elle est directrice adjointe de l’école primaire et maternelle. Marie-Pierre explique sa longévité au LIFA par la passion que suscite chez elle l’enseignement du français comme deuxième langue: “Je n’avais jamais travaillé pour un public si enthousiaste, c’est un contexte formidable pour un enseignant”, explique-telle. “Cela m’a donné envie de rester pour découvrir la culture américaine et comprendre la pédagogie anglo-saxonne.”
Apprendre et collaborer Marie-Pierre articulera sa direction de l’école autour de deux axes principaux: le développement de la collaboration entre enfants, enseignants, et entre le personnel et les familles, et la promotion de la culture d’apprendre pour tous. « Notre mission au LIFA a toujours été de promouvoir ces valeurs, et elles sont plus que jamais à l’ordre du jour au 21ème siècle.»
Nouveaux projets et continuité Marie-Pierre a déjà établi une liste de projets pour l’année à venir. L’embellissement de l’école, avec du nouveau mobilier en CP, une nouvelle structure dans Oak yard, ainsi que la réalisation d’une fresque murale, est l’une des priorités à court terme. A moyen terme, la construction d’une école maternelle, dans un bâtiment qui lui sera dédié, est aussi un projet d’envergure. Quand aux projets pédagogiques, « ils continueront à intégrer les valeurs de collaboration en développant les partenariats. L’intégration des nouvelles technologies dans les classes se poursuivra, et aura des conséquences sur la pédagogie, la formation des enseignants et la logistique des espaces de travail.»
Global Travel April 6, 2012: Sienna and Eliana
Peru
After two hours of an intense train ride, the hike commenced. Hiking, climbing and panting up and down mountains, the internationalites reached a new level of tired. The five-hour hike, following the ancient Inca trail, took them through luscious green flora, with stunning views of mountain peaks shrouded in clouds, and the raging river below. It was truly an amazing experience, changing them not only in body but also in mind. At the end of the treacherous terrain they were rewarded with not only the dream of millions, the hope of thousands, and the success of only a few‌ they reached their destination: the Sun Gate and the view down onto Machu Picchu.
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India April 8, 2012: Melina Dunham What has struck me the most here in India is the drastic social imbalance. On one hand we have seen an extravagant Bollywood show at the Kingdom of Dreams, and on the other hand we have seen families living under trees on the side of the road. Although I saw such poverty when I was in Senegal, the difference is that there was a sense of community, whereas here in India it seems to me as though there is not a big awareness of the other, and not a big focus on helping the poor. I must admit that it is hard to see and not be able to help in any way.
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Tahiti February 16, 2012: Alex Seutin This morning we arrived at school early for one class before leaving for Marae Arahurahu and the museum of the islands. At Marae we saw stone and wooden sculptures of tikis, which are half gods, and therefore close to god. We also learned a bit of history: when the Christians arrived in 1797, they burned these statues and banned women from setting foot there. They also banned tattoos, Tahitian dance and various other traditions. After returning to Papeete, we helped set up for our big dinner. We learned Tahitian dance, then ate with the Tahitians and had plenty of delicious local foods. This preceded a show that they put on for us which involved many types of Tahitian dance.
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Mexico During the 2012 February break, twelve 9th and 10th graders went to Baja California to explore the biodiversity of its peninsula. In addition to studying the plant and animal species of the Sea of Cortez, students discussed evolution along with the ecological and sustainability issues of the area. The group also did some community service, cleaning up a beach and taking supplies to a school in a fishing village. All that said, the highlight of the trip was, without a doubt, whale watching. To see a gray whale from the shore is exciting, but to encounter and touch a grey whale in its natural environment is one of the most moving, extraordinary experiences in the world. Adult whales and calves alike peacefully approach human visitors in the secluded lagoons of Baja California. Each year, gray whales make a 10,000-mile swim up and down the Pacific Coast. Traveling in small groups called pods, they trace one of Nature’s longest migratory paths.
Performing Arts
Spring
Awakening the 2012 iinternational high school musical
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Spring Awakening Book and Lyrics by Steven Sater Music by Duncan Sheik Based on the play by Frank Wedekind Directed by Brad Cooreman Musical Direction by David Williamson Choreography by Amelia Laughlin
The play is set in a small, provincial German town. The year is 1892.
Cast Melchior: Wendla: Moritz: Ilse : Martha: Adult Men: Adult Women:
Daniel Meyer O’Keeffe Eva Victor Julian von Nagel Alexandra Luce Ismet Uner Franck Bessone Catherine Sullivan
The Boys: Will Brown, Maggie Donnels, Itai Levin, William Misener, DeAndre Wright The Girls: Abby Arora, Maggie Donnels, Eliza Drinker, Claire Gelbart, Alyssa Mattocks, Kayla Rogers On behalf of the entire Back à Dos team, I can say that we feel fortunate to be part of a community that allows us to tackle such challenging material. We can only hope that our audience found Spring Awakening not only entertaining, but also insightful and inspiring as we explore teenage issues that are just as relevant in 2012 as they were in 1892. Perhaps what you see here tonight will help start another conversation either now, or some time in the future.
Bradford Cooreman
Spring Awakening is a representation of teenage emotions and situations, almost all of which would be socially awkward or disturbing to bring up in a casual conversation. This fact is really what makes the play so great: it takes what most people would like to set aside and ignore and throws it at you in the purest, most beautiful form imaginable. Also, there’s something magical about releasing my own teenage angst by channeling it through a teenage character living in a different time and place. It induces a comforting realization that all the subjects touched in the play, good or bad, comical or dark, are universal.
Julian von Nagel (Moritz)
In the past months, I have come to realize that some of the topics addressed in Spring Awakening still make a 21st-century person uncomfortable because these topics are still relevant to us. In my work developing the character of Wendla, I have been able to confront some of this taboo material in the safety of the stage, and I have found that this piece transcends the individual actor or audience member. It is truly revolutionary. And, as I have come to learn, it is the revolutionary art that provokes controversy.
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his musical has been special to us all because of the issues it explores. In terms of movement, it required a level of honesty and personal expression from each individual in order to tell a universal truth. These conflicts and feelings explored are not singular to these characters but common to all of us. It is empowering to see high school students perform this because it is about everything we navigate through. This musical puts everything we do not have the space to talk about on stage, to make us reflect on what we’d rather keep hidden. Through this art form and this production we are able to give a voice to the people who have no voice.
Amelia Laughlin,Choreographer
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Visual Arts 12th Grade IB Visual Art Students Awarded $300,000 in Scholarships
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hrough great dedication and passion, several of our 12th Grade IB students were accepted to some of the top art programs across the country, with merit scholarships totaling more than $300,000. This past year, the students produced impressive portfolios, and staged one of our most exciting IB art shows to date. Drawing inspiration from personal experiences and extensive research, the work produced by these students reflects not only great technical competence but also compelling exploration of ideas reflecting cultural and historical awareness and personal relevance. Highlights of their success include a 100% acceptance rate at the Chicago Art Institute and UCLA – each ranked among the top 5 nationwide art programs. Among the students accepted, Julienne Fusello received a “Distinguished Scholar Scholarship” in the amount of $79,200 from the Chicago Art Institute. She was also accepted at UCLA, along with Abbey MacPhee and Lillian Anderson. The UCLA Arts Program only accepted 50 students this year from among their entire applicant pool.
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Julienne Fusello
Lillian Anderson
Abbey MacPhee
Achievement
Listen
Dorothy B. Dumay, Grade 12
International Student Wins First Prize in 2012 Schools at the Festival Essay Contest
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lizaveta Savenkova, an 11th grade student at International, won the high school grand prize of $500 in the 2012 Nellie Wong Magic of Movies Education Fund Essay Contest sponsored by the San Francisco Film Society. The contest is organized by the Schools at the Festival Program, which offers special film screenings to high school students during the San Francisco International Film Festival. The goal of the contest is to “cultivate students’ imaginations, enhance their critical thinking and creative writing skills, and instill a greater appreciation of the magic of the movies in young audiences of the Bay Area.” Elizaveta’s prizewinning essay was written about a documentary film called Only the Young that she saw along with the other members of her 11th grade English B class, taught by Elizabeth Cleere. In her essay, Elizaveta compared the way American teenagers are portrayed in popular American TV shows to the picture we get of the teenage protagonists of Only the Young:
“American TV shows like “Gossip Girl” or “The Secret Life of the American Teenager” portray teens as drug-addicts, alcoholics and party animals, which gives people a negative view of teenagers in general. But in reality, most of us are not like that. I think that Elizabeth Mims and Jason Tippet, the directors of Only the Young, showed a more realistic picture of the life of teenagers today. The kids in the film are just average teenagers who go to school, have friends and hobbies, and face real problems. And I think that it is a more accurate picture of us. “
My child don’t you hear me, don’t think just listen. Listen to my voice, and your heart of uncertainty, and just let it go. I know it’s hard, That physical inner pain We call emotion, Is an ongoing torching pain that can NEVER be left alone. It controls more of our minds than our own thoughts do, Something else we have no control over. Our thoughts. What runs in out of our creative minds just about everyday And every second of our lives... Something that Drives the human race crazy! Thinking and wondering, wondering and thinking about what’s next? and/or what now?.... Aaaahhhhh, just breathe my child, and listen to MY voice Don’t let your heart wander too much into the unknown valleys that lead your precious mind And heart to desires and fantasies that one cannot forever reach. Just listen and don’t speak. Don’t think, if possible, and just relax from this chaotic world. Listen to me, my child, and do what others cannot do, Listen to my voice and I will assure you I will do what I can do. To whisk you away, from this world of unknown , with just the sound of my voice. Soft and gentle but straightforward and daring. Just listen to me, please, As I can assure you I will do what I can do to make you feel safe, in my arms, in my heart , With my voice that speaks the mind of thoughts and wonders. Just listen to me, my child, I Love You.
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Annual Auction
On Saturday, May 5th at the Palace Hotel, the French American and International community celebrated the school’s founding year at the Annual Auction and raised over $380,000 to support the school. Thank you to all of the Donors, Patrons, Volunteers, and Staff who made this year’s Auction such a huge success!
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What makes
French American and International
O
such a remarkable place?
ur teachers, the way our students think about the world around them, our diverse community, the opportunities to excel and be supported in so many arenas – the list goes on. A continual investment in our human and physical capital is integral to maintaining this dynamic experience for our students and we couldn’t do it without the help of our community.
The true value of a French American and International education is hard to quantify; however, tuition does not cover the full cost of educating each child. We supplement funding for our educational and extracurricular programs with money generated from annual fundraising activities, special gifts to the school and, from time to time, capital campaigns. The generosity of the school’s supporters – our parents, alumni, grandparents, friends, and foundations – enables us to not only maintain, but also enhance the quality of our students’ educational experience each and every day. Your gifts allow us to nurture and sustain the qualities that set our school apart – thank you!
To find out how you can make a positive difference – as a donor, volunteer, or event participant – visit www.internationalsf.org/support or contact Sabra Stoner, Director of Advancement, at 415-558-2021.
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Special Events 2012-2013 des événements spéciaux pour l’année scolaire 2012-2013
arts s e d e é r soi ins et des v Soirée des Arts et des Vins Sunday, November 11, 2012 Dimanche 11 novembre 2012 Grand Hall of the Ferry Building
re
cu i p E ’ d r e n î D Le
auction
Le Dîner d’Epicure
31st Annual Auction
Thursday, March 14, 2013 Jeudi 14 mars 2013 Amaryll Schwertner, Chef Boulettes Larder
Saturday, May 4, 2013 Samedi 4 mai 2013 Garden Court, The Palace Hotel
For information, contact Christine Tamez at 415.558.2014, or visit
www.internationalsf.org/events
Celebrating 50 Years of International Education French American International School | International High School | Lycée International Franco-Américain
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50 Years of International Education french american international school | international high school lycĂŠe international franco-amĂŠricain
150 oak street, san francisco, ca 94102 | 415.558.2000
www.internationalsf.org
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