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KENT PLACE SCHOOL
Voyager WINTER 2008
World Languages, Globally Speaking By Gayle Allen, Director of Studies and Assistant Head
“A different language is a different vision of life.” – Federico Fellini, Italian film director
The Language of Global Citizenship Preparing students to engage as citizens of the world might seem like a daunting task. Encouraging them to examine their own language and culture more deeply as part of this process might seem equally challenging. Fortunately, Kent Place School’s World Language program and re-accreditation process, one that takes place every seven years, are in place to assist us in meeting these goals.
Teachers in the school’s World Language program begin to address these goals as early as Pre-Kindergarten. Not only is there a curriculum in place to meet students’ needs at this early age, but this curriculum builds through fifth grade and is staffed by two Primary School language specialists. Students gain exposure to both Spanish and French in the Primary School and then choose one of the two languages for study in the upper grades of this division. As students enter the Middle School, they often remain with the language they studied as fifth graders. Once in seventh grade, all students gain exposure to one trimester of Latin. Students then decide if they would like to study Latin in the years that follow. As they enter the Upper School, students continue their language study, generally opting to extend language pursuits beyond the language requirements set for the Upper School. During their high school experience, students who qualify can also pursue advanced placement work in their chosen language. Indeed, Kent Place is on the leading edge of a wide and growing movement toward internationalism in education, which is quickly becoming the national standard. During International Education Week 2007, U.S. Secretary of Education Margaret Spellings remarked: Any students with access to a computer have the ability to be diplomats from their nation and researchers about events unfolding in every corner of the globe. More than ever, being prepared to contribute to a better world is about what you know, not where you live. Teaching students about international issues today will make us better equipped to tackle global challenges in the future.
Two experts in particular highlight a worldview much like the one Kent Place has adopted for its students. Nancy Carlsson-Paige is a professor of education at Lesley University, and Linda Lantieri is a former university professor and administrator and expert in social and emotional learning and conflict resolution. They echo Spellings’s sentiments: Young people are growing up in an increasingly interdependent world. News from around the globe is available in an instant; the Internet and mass communications give young people instant access to ideas and people from all over the world.… There is, therefore, an increasing awareness among students that a great many issues – the environment, health, the economy, nuclear weapons, international conflict – are intertwined at a global level. Technology is shrinking (or, in the words of Thomas Friedman, “flattening”) the world in which we live. Internet access allows young people to tap into the ideas and images shared online by others around the world at a moment’s notice. Young people can just as readily employ online technologies to publish their own communications. Spellings reflects, however, that these exciting opportunities require a great deal of responsibility.Young people need to serve as both “diplomats” and “researchers.” In other words, schools have an obligation to teach, and students have a duty to learn, the culture, history, politics and language of people around the globe. Respectful dialogue and an eagerness to understand the lives of others must stand at the center of the immediate access we now have to others’ lives and to our own ability to use our voices suddenly amplified by the miracle of the Internet. Internet access and an informed attitude toward people of other cultures now makes geography only a minor hindrance to communication. Technology can take us anywhere at any time. The old obstacles of time and travel are easily overcome. The only thing standing in our way today is what we know.
As our ability to communicate and travel becomes easier, faster and more readily expected, so grows the essential importance of learning a second and third language and understanding world cultures. Dan Davidson, current president of the American Councils on International Education, describes the types of knowledge and skills we need to operate as global citizens in the workplace, no matter the profession. Effective communication and successful negotiations with a foreign partner – whether a partner in peacekeeping, a strategic economic partner, a political adversary or a non-English speaking contact in a critical law enforcement action – requires strong comprehension of the underlying cultural values and belief structures that are a part of the life experience of the foreign partner. The study of world languages engages learners in the values and beliefs of other cultures. In New Jersey alone, according to a 2004 New Jersey Department of Education survey, there are over 100 ethnic groups and more than 150 different languages spoken in the state. Page 1
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Embedded within the study and use of a language are opportunities to learn various cultural priorities such as how dominant vocabulary is pronounced, how word endings reflect attitudes toward gender and the cultural significance of body language. Kent Place School’s World Language program offers just such opportunities.
Gaining Perspective
While world language study offers students the means to understand another culture’s values and beliefs, it also leads them to understand their own language and culture in greater depth. Learning how another language is structured begs comparison with one’s native language. The act of comparing another language to one’s own allows the learner to examine her native language by stepping outside of it. It is difficult to imagine how one might learn another language without considering how all of the rules that indicate how to form plurals, change verb tenses, structure a sentence or formulate a question compare to the rules for doing the same in one’s native language. The act of comparing and contrasting takes the learner to another level of understanding the ways in which her own language operates.
At the same time, learning a second language opens up a student’s mind to developing patterns of thinking. According to Vistawide.com, an online resource for studying world languages and cultures, “Foreign language learners have stronger vocabulary skills in English, a better understanding of the language and improved literacy, in general.” As might be expected, the cognitive skills required for learning another language reinforce the cognitive skills required for mastering one’s native language. The benefits of learning another language and culture extend beyond learning how to follow another set of grammar rules. Vistawide.com asserts:
WHAT IS
…
There are aspects of your language, yourself and your own culture that you accept as absolute and universal or that you have never even considered until you encounter a culture and people who do things in a much different way than you’re used to.… Intercultural experiences
have a monumental influence on shaping your identity, heightening your self-awareness and giving you a full appreciation of your life situation. Indeed, learning another language and gaining insights into another culture can trigger a change in consciousness. Although it is challenging to rethink ideas and practices that have become habitual, the benefits of such changes in perspective include, according to Margaret Spellings, opportunities to “gain access to exciting new ideas, rich cultures and traditions and innovative ways of thinking.”
On a more practical note, there are many concrete and readily recognizable benefits to studying a world language and culture. Competitive college and graduate schools value the cognitive skills and commitment reflected in world language study. Our current program encourages students to engage deeply in the study of a language and in the culture in which the language is embedded. If a student remains at Kent Place from Pre-Kindergarten through twelfth grade, she can study a language for a total of 14 years. The potential she has to gain an in-depth understanding of a language is tremendous.
While world language study helps students prepare for college, gaining cultural understanding through exposure to native music, film, food, politics, history, geography and literature also has an impact. KPS students gain an appreciation for another culture’s artifacts in great depth. As students learn more about the artifacts of another culture, they gain insights they never had before. They begin to crack the code that allows someone who has been standing outside of the language and culture to enter into it. Yes, teachers are asked to meet great goals: to fully prepare our young women for a world so interconnected that we can hardly fathom it. As they examine their own language and culture more deeply as part of this process, Kent Place students deepen as human beings and as critical, independent thinkers. As an institution, the school has put global learning at the forefront, as demonstrated in the school’s re-accreditation goal. By the year 2011, students will demonstrate a deeper commitment to global thinking skills and a broader awareness of global knowledge, specifically with regard to the finite nature of the earth’s resources, the multitude of cultural perspectives, and the interconnectedness of our political and social actions, as evidenced by information provided by the Kent Place School global thinking inventory. Clearly, the study of world languages and cultures supports this goal.
In the articles that follow, you’ll read more about Kent Place School’s commitment to the study of world languages and the education of our students as global citizens. Members of the World Languages department will reflect on their approaches in and out of the classroom. You’ll also learn more about how teachers are using technology as a tool in their instruction and as a means for students to communicate their understanding. Enjoy!
World Language Week How does Kent Place brighten up the dreary winter months? World Language Week! Over 20 years ago, the World Language department was asked to create an activity to celebrate the many cultures and traditions in our society. The department planned an on-campus Carnaval, an old springtime festival that is still celebrated in many countries. Over the years, the annual activity for Upper School students has morphed into a full week’s worth of events, guest speakers, movies, competitions and special classes not only for the Upper School but for the Primary and Middle Schools, as well.
Today, World Language Week is held in February. Walk the campus during World Language Week and you may see ballroom dance instructors teaching students the tango or merengue and students writing poetry in the Commons Room. You will see yoga being taught in Spanish in the Annex, mask-making in art class, flag recognition competitions and Primary School students performing in French and Spanish for one another. And let’s not forget the most highly anticipated Upper School tradition of the week: Mardi Gras. Mardi Gras, held in the Field House, is a spirit competition in which each grade dresses in a specific color and performs challenges and contests. And, yes, lots of beads are handed out! Mardi Gras is organized by Student Affairs and moderated by the student president of Student Affairs. Enter the Field House during this time and your ear drums will ache from the girls cheering each other on! “Mardi Gras,” exclaims senior and president of Student Affairs Kaitlin Weinman, “is one of the most anticipated school events because everyone can get involved.” After the games, students eat authentic Mardi Gras king cakes baked with a plastic baby toy inside. As tradition, the girls that select the cake with the toy become princesses or the queen of next year’s Mardi Gras. A male staff member is chosen by Student Affairs to be king and to rule over the games with the queen. “It is one of the funniest, most spirited days at Kent Place,” said Kaitlin, “and we all get really into it!” While the school officially has a week-long celebration, however, world languages are celebrated every day in our classrooms.
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primary school
Building a Global Student: Nurturing Enthusiasm for Learning a Second Language By Dora Gragg, Primary School Spanish Teacher, and Barbara S. Tejerina, Primary School French Teacher When students enter the Primary School building and proceed down the hall, they will walk by la escalera/l’escalier, el elevador/l’ascenseur and la oficina de idiomas/le bureau des langues étrangères. They will then come upon a floor-to-ceiling bulletin board that says, “Welcome to the World of Languages,” assuring them that aquí se habla español/ici on parle français. Spanish and French are spoken here!” Language learning is a regular part of the day for Primary School students, Pre-Kindergarten through fifth grade. Just as they update the calendar and talk about the weather in English with their classroom teacher, they will also complete these routines with their Spanish or French teacher. Asking to get a drink of water, singing “Happy Birthday” to a classmate, greeting friends and naming the colors of the rainbow come as easily to them in Spanish or French as in English. That’s how it is in the Primary School.
We believe that successful teaching of world languages to young learners requires using ageappropriate techniques in classes that meet frequently for a time period consistent with the attention span of the age group. We don’t teach about the language, we teach while using the language. And we especially want the students to have fun! First and foremost, we create a relaxed, encouraging atmosphere where the target language is spoken almost exclusively, adding lots of animated gestures to facilitate comprehension. Students are encouraged to express themselves verbally or with body language, depending upon their age and level. A generous helping of positive reinforcement is used to build confidence and encourage growth. Corrections should not inhibit communication and learning should be active.
A Primary School world language classroom is a busy and often noisy place. Lessons are enhanced with videos and computers, books and pictures, toys and stuffed animals, and songs and games. We dance and act out scenes. We manipulate objects and pass them in a circle. A quieter session might include stories or coloring. In third through fifth grades, we also read, write, perform skits and make posters. And at every grade level, we do it all in Spanish or French! By the time our girls enter Middle School, they have strong listening skills, good accents, an extensive vocabulary and a high level of comfort with their chosen language.
An important part of our philosophy is to eliminate any competition between the Spanish and French classes. We plan our lessons, PreKindergarten through second grade, to cover the same topics, using the same techniques and materials, on the same day. In third, fourth and fifth grades, at least one unit will be covered in both Spanish and French at the same time. These features make our program unique. Furthermore, at all grade levels, Spanish and French students present work to each other, perform for each other and share special events. Kent Place emphasizes an appreciation of both languages and related cultures, evoking an enthusiastic response from the students. It is also noteworthy that the girls retain much vocabulary from the “other language” over the years.
DID YOU KNOW... ...in the Primary School, the
Spanish girls greet the French teacher in French and the French girls greet the Spanish teacher in Spanish?
The Primary School World Language program has a strong presence and many connections within the Kent Place community. In our building, items in the classrooms and hallways are labeled in Spanish and French. Concerts often include songs in Spanish and French, and books in Spanish and French are available in our library. Topics discussed in Morning Meeting often tie in Spanish and French vocabulary. During physical education class, the students count off repetitions of exercises in Spanish and French and learn games and dances from Spanish- and Frenchspeaking countries. They count in Spanish in dance class and learn ballet terms in French. First graders study Mexico and second graders learn about Provence. Making piñatas and dancing Sur le pont d’Avignon have become a regular part of the social studies curricula. Learning the French names of art terms and being greeted in both languages are frequent happenings in the art room. During our World Language Week, the whole Primary School is treated to special performances, films and snacks. We also receive visits from the Middle and Upper School language classes, and our girls love speaking Spanish or French with their older “sisters.” An important goal of Kent Place School is to prepare girls for life in the global community. Starting language learning at a young age, with continued and consistent reinforcement throughout their years in the Primary School, opens the world to our students. They come away with an eagerness to find out more about other people and their cultures. They have a different perspective about their own environment. The positive feelings and increased self-esteem that our girls gain from their new language skills will serve them well and give them an edge as they continue their education both inside and outside of the classroom. ¡Viva el español! Vive le français! Hurray for World Languages!
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A Message on World Languages at KPS… Sue Bosland, Head of School
Our World Language department guides students on an exciting pathway towards language fluency, beginning with the Pre-Kindergarten students and continuing through the highest levels in the Upper School program. We also value teaching languages to students in the context of their responsibilities as citizens of our global community. World languages have always been an integral part of Kent Place School’s academic program. Alumnae often speak of their appreciation of the thorough preparation they received in languages while at Kent Place and their interest in continuing their expertise in languages - both in fluency and in the pursuit of learning additional languages - in college and beyond. We must continue to anticipate the evolving needs of the greater international community in which our graduates will live and lead. Our strong and dedicated World Language department will lead us into the future.
middle school
From Blogs to iMovies: Integrating Technology into World Language Study
By Katharine G. MacCornack, PhD, Chair of the World Languages Department and Middle and Upper School French Teacher
The Middle School world language classrooms are alive with multimedia activities that both delight and instruct students. From podcasts to iMovies, technology supports our programs in a variety of creative ways. On a daily basis, teachers and students use voice e-mails, podcasts, iMovies, DVDs, CDs, the Internet and blogs to communicate globally in different languages. In my seventh grade French class, the girls made digital movies of French perfume commercials to use during a multimedia fashion show. With video and audio editing software applications such as iMovie and Garage Band,
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they created their movies by writing scripts, producing podcasts for the sound portion of their project and crafting images for their film. Their movies were then projected onto a large screen during the fashion show for all to see. And what did they wear? Les t-shirts of course! The girls began with a simple white t-shirt that they transformed into a work of art in Mrs. Crater’s art class. While capturing one of the best-known and most sophisticated parts of French culture, fashion, the girls learned to use language, art and technology to make their project memorable and meaningful. Watch out, Chanel! Art and world languages are often paired as interdisciplinary subjects in the Middle School. During a study of the Impressionist movement, a period that changed the way we look at landscapes by taking artists out of their studios and into plein air, Mademoiselle Loko had her seventh grade class produce iMovies about that influential time. This allowed her students to discover perspectives on human nature. Combining history, art and language, her class gained important insights into French language and culture supported by technology.
In fact, technology is a part of everyday life in Mlle. Loko’s classes. Voice e-mails allow the girls to communicate and practice with both their teacher and classmates. CDs, DVDs and the Internet bring the Francophone world to Kent Place. As French is spoken all over the world, it is essential that the girls have access to websites from France, Haiti, Tahiti, Senegal and so many other places to understand the breadth of their study. During last year’s World Language Week, Mlle. Loko created an interactive website with numerous links to global sites, in addition to personal work from Middle School students.
In keeping with Kent Place’s commitment to sustainability and teaching the girls to be aware of our precious resources, the Middle School Spanish program has elected to use an online textbook for a portion of their studies. The girls access their text online – they won’t have to carry their heavy books home! The online textbook also provides puzzles, games, practice tests, videos and downloadable audio files for their MP3 players and computers. They can listen to Spanish everywhere they go! Our multimedia approach brings resources closer to the students while teaching them the invaluable tools of navigating the Internet and conducting WebQuests, an inquiry-oriented lesson format in which most or all the information that learners work with comes from the Web. Their class websites link to numerous Spanish websites to broaden their knowledge of other cultures or to simply find information written in the native language. continued on page 5
Dr. Demo’s Spanish classes use Quia, a Web-based tool that allows teachers to create educational games, quizzes, surveys and class pages. Students design class websites and Spanish blogs that allow the girls to become leaders as they master the tools of technology and how to use them to be better learners. Dr. Demo also uses traditional games such as Battleship and Concentration to exercise their speaking skills. This past summer, Dr. Demo received a Halsey grant to work on sixth grade Spanish and differentiated learning. The results of his research have brought new uses of technological support to all of our Middle School classrooms.
Mrs. Doyle’s Latin classes have found all sorts of innovative ways to use technology to support learning ancient languages. So much of Rome has remained secluded in the minds and speculations of scholars for centuries. The Web has brought Rome to life with scientific discoveries in archaeology revealed through virtual tours, architectural models and streaming movies. A new eighth grade elective on ancient mythologies brings the past to the present in part through technology. On one site used in Latin class, students can see ruins as they are now and as they were in Roman times. Perspectives were never clearer. The girls enjoy online games to practice vocabulary. They listen to podcasts of readings to learn proper pronunciation. While the main communication in Latin is reading, speaking gives fluidity to both reading and translation. Already proficient in PowerPoint, the girls give presentations to enhance their learning and practice public speaking and leadership skills. It may seem amazing that so modern a tool as computer technology brings us
the furthest back unraveling the mysteries of the past. The most exciting aspect of these phenomena is that the girls can be part of the process.
Our Middle School girls, in all three grades, are motivated, active learners. The state-of-the-art technology that our students are provided gives them every resource they need to discover, learn and be inspired. These are the qualities of an outstanding education that produces confident, capable leaders who can communicate globally.
DID YOU KNOW... ...Señora Citarella has lived in Spain, Puerto Rico, the United States, Venezuela, England and Libya? ...Ms. Farshtey (Latin), Señora Senesky (Spanish) and Dr. MacCornack (French) are all AP graders for ETS (Educational Testing Service)?
Passports Please: Experiential Learning in the Middle School By Dr. Douglas Demo, Middle School Spanish Teacher, and Annabelle Loko, Middle School French Teacher In a world where national boundaries were once an obstacle, the globalization of our world through Internet technology has broadened our communication and work arenas. No longer isolated, we are now part of a global community. Today’s global workplace, with increasing requirements of international travel and interactions with people from all around the world, is only the most obvious evidence that success now demands an international perspective. The study of a foreign language is more than an academic advantage; it has become necessary. Students already travel the globe with the help of the Internet, but this year, the World Language department is thrilled to offer them, with the planning assistance of outside tour companies, the opportunity to practice their language skills beyond the classroom with two international trips to Quebec and Mexico.
The teaching of foreign languages has varied in many ways in the past decades, from a traditional to a communicative approach. Yet, whatever pedagogical school of thought teachers abide by, we all agree that the best way to promote the study of a language is to organize an international trip to the country where the target language is spoken. The destinations were selected for their relative ease of travel, the exciting scheduled tour activities and the reasonable cost. These educational tours not only enhance the Middle School world language curriculum but also support the school’s Accreditation for Growth (AFG) goal of increasing students’ global awareness while making interdisciplinary connections with history and the arts.
Voyageons à Quebec!
The week-long trip to Quebec City is organized by French teacher Mlle. Loko. The students will spend seven days practicing what they have been learning in class during an excursion that offers a unique and interactive approach to emphasize the French language on-site. In a very direct way, this immersion approach allows the students to nurture their interest in the French language and Francophone culture. The itineraries, activities and challenging games and exercises are designed to engage the students and to help reinforce students’ desire and ability to communicate in a French-speaking environment.
Upon arrival, students will acquaint themselves with new surroundings during an orientation tour of the Old City of Quebec. The students will take a fascinating walking tour of the fortified city, the Château Frontenac, Ste-Anne-de-Beaupré Basilica and a visit of the Place Royale, along with other cultural excursions. The students will visit the Ice Hotel, one of two hotels of its kind in the world, and they will cross-country ski in the Duchesnay Forest. The group will learn about the natives’ way of life through visits, games and legends when, finally, the students will experience the joys of winter at the Village des Sports, a special winter sports theme park.
¡Vamos a México!
Organized by Spanish teacher Dr. Demo, the one-week tour of Mexico has the theme of “Aztec and Mayan Treasures” and will provide students the opportunity to learn more about Spanish language, Aztec and Mayan history and Mexican culture and ecology. The students will spend the first few days in Mexico City on guided tours of historic places such as the Zócalo, the National Palace, the Templo Mayor, the National Museum of Anthropology, the shrine of Our Lady of Guadalupe and the Aztec pyramids at Teotihuacán. Then they will fly to the Yucatán Peninsula, where they will tour the colonial city of Mérida and try their hand at making tortillas with a Mayan family in Santa Elena. While on the Yucatán Peninsula, the students will also visit the Mayan ruins at Uxmal and attend a light and sound show. Later they will have the opportunity to explore the ancient Mayan city of Chichén Itzá. On the last day, the students will experience a unique adventure at Xcaret, an ecoarcheo-logical park, where they will explore regional wildlife and be witness to the excitement of an ancient Mayan ball game and a performance of the Ballet Folklórico. Returning students are invited to share their photos, souvenirs and adventures in their Spanish and French classes so that their fellow classmates can share in the travel-abroad experience. As part of these international trips, the students will gain a more global perspective and return home with a greater appreciation of their own culture as they explore new traditions and customs.
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upper school
The Wisdom of Language in the Upper School
By Josefina I. Citarella, Upper School Spanish Teacher, and Katharine G. MacCornack, PhD, Chair of the World Languages Department and Middle and Upper School French Teacher ¡Este año estoy tomando un curso de literatura hispanoamericana en la universidad! Cet été j’étais l’interprète pour ma famille lors de notre voyage en France! I went to a play last night and there was Latin in it I could translate!
These are the words of Upper School world language students making connections and using their knowledge gained at Kent Place outside the classroom. Whether at a cultural event, at college or abroad traveling or studying, our students find ways to use their linguistic skills and cultural and literary knowledge to enrich their lives intellectually.
Kent Place is indeed a multilingual community. Our students of AP French and Spanish graduate with college-level fluency and the ability to communicate effectively in the target language about current events, literature, culture, history, technology and many other topics. Our Latin students can translate Vergil and are ready to move on to advanced Latin classes in college. A new course this year, Spanish V, teaches Hispanic culture, raising the students’ awareness and knowledge of the Hispanic world.Taught by Doctora Andrade, this course introduces students to film, literature and ideas from the Hispanic world with an emphasis on how different cultures affect our North American location. A dynamic bulletin board made by this class provides discussion material for passers-by every day, reminding us how our world, like language, evolves constantly. Students and faculty are often heard speaking in Spanish or French or quoting Cicero in the hallways. This multilingualism fosters an intellectual curiosity and maintains an impressive level of dialogue at Kent Place. As leaders in the school’s commitment to promote globalism on our campus, the World Language department sets the tone, raises the bar and “lights the way” in the spirit of our maxim.
Our path begins, of course, with an innovative program of study. In our modern language classes, students speak only the target language. Authentic materials such as newspaper articles, websites on the Internet, short stories, television and interviews with native speakers from around the world challenge the students to think in the target language, enrich their vocabulary and use their linguistic skills to discuss, analyze and understand other cultures. All our modern language courses have companion websites or e-texts that allow the girls to download audio files to their MP3 players or to their laptops. Our ninth and tenth graders enjoy projects on their tablet PCs, screen-sensitive computers designed to interact with a special pen, and all of our girls use their
laptops for listening and speaking exercises as well as for writing components of their courses. The ancient world is enhanced by technology through pertinent websites as students translate under the beloved and expert guidance of Ms. Farshtey. Across the hallway, Señora Senesky has the AP Spanish class blogging about the authentic texts they are reading, thus engaging in the Hispanic world through technology. Dr. MacCornack’s
French class is reading a novel online using Project Gutenberg, an online producer of free electronic books, which allows paperless capabilities and access to more resources. Mlle. Loko, who hails from both Benin and France, is teaching a variety of African, Creole, Canadian and other texts in the Francophone literature and culture course. continued on page 7
MEET THE
…
World Language Department
(standing, l to r) Josefina Citarella, Ana-Maria Andrade, Francoise Moreau, Elizabeth Farshtey, Holly Doyle, Annabelle Loko, Linda Senesky, Douglas Demo; (seated, l to r) Dora Gragg, Barbara Tejerina and Katharine MacCornack
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Dr. Ana-Maria Andrade
Annabelle Loko
Middle & Upper School French Years at KPS: 5
Middle & Upper School French Years at KPS: 4
Josefina I. Citarella
Upper School Spanish Years at KPS: 22 Dr. Douglas Demo
Middle School Spanish Years at KPS: 2 Holly Doyle
Middle School Latin Years at KPS: 1 Elizabeth Farshtey
Upper School Latin Years at KPS: 2 Dora Gragg
Primary School Spanish Years at KPS: 10
Dr. Katharine G. MacCornack
Middle & Upper School French Department Chair Years at KPS: 2 Francoise Moreau
Upper School French Years at KPS: 21 Linda Senesky
Middle & Upper School Spanish Years at KPS: 7 Barbara S. Tejerina
Primary School French Years at KPS: 9
&
Q
A
with Katharine G. MacCornack
PhD, Chair of the World Language Department and Middle and Upper School French Teacher BA, French and political science (double major), Middlebury College, 1982; MA, French studies, Brown University, 1984; PhD, French studies, Brown University, 1988; KPS since 2006. Certifications, colleges, degrees:
I began my career as a college professor for 10 years. I taught French literature and several world literature courses in English that were part of a university-wide writing requirement. After that, I was the French team leader for Berlitz GlobalNet, where I was responsible for translations from English to French in the automotive division. We had four full-time translator/editors and 40 freelance editors. When the classroom called me back with a loud voice, I decided to go back to boarding school to teach, coach and live in a strong learning community. While most of my background is in education, I maintain a strong interest in translation. I’ve always been a reader, writer and translator. What is your background?
Although new to KPS, I am not new to girls’ schools. I came to KPS for the opportunity to work with outstanding students in an ideal academic environment. The benefits of an all-girls’ school are immeasurable, and I find that teaching girls is particularly rewarding for teachers, as well. I was attracted to the challenge of leading the World Language department from the very early stages of language acquisition to more advanced levels. Why did you choose to work at Kent Place?
The combination of an all-girls’ school, exceptional students and a commitment to ethical behavior makes KPS an ideal place to learn. As a teacher, it is a privilege to be a part of a school whose students are poised to achieve lofty goals. No challenge is too great for a KPS girl! That makes the teacher’s task of passing on knowledge and guiding students to discovery easy to fulfill. What do you enjoy most about your role?
Our students are extremely motivated, are never afraid to make a mistake (which is essential in learning a world language) and are eager to obtain knowledge of other cultures and languages. What has impressed you most about world language students?
What is your primary responsibility as the chair of the World Language department?
The World Language department is somewhat unique in that it has faculty in Pre-Kindergarten through 12 who work closely together to foster a community of global awareness and language proficiency at KPS. My primary responsibility is to ensure that faculty members continue to maintain high standards and serve as leaders who introduce, guide and inspire our students through the cultures of the world. Since we live in a global community, our girls need to emerge from their KPS experience as leaders already bilingual or even trilingual. I teach two US French classes, one US Spanish class and one MS Spanish class this year. Last year, I taught French in both divisions and one MS Latin class on a temporary basis. What classes do you teach?
That’s a very difficult question because I have traveled all over the world and seen many beautiful places. Of course, I have to say that my heart is in Paris or maybe on the coast of Brittany or maybe in New Zealand. What is your favorite place to visit?
What’s an interesting fact or story about you that your students wouldn’t know?
When I was in high school, I spent my junior year in France.
DID YOU KNOW... ...last year, 36 students achieved State or National Recognition on the National Latin, National Spanish and National French exams? ...8 out of 18 songs were sung in French, German, Latin and Hebrew at this year’s STAR holiday concert?
Opportunities throughout our program lead students in a variety of directions for further study. Many girls study abroad in the summer to hone their language skills and experience another culture first hand. Field trips take the girls to some of the many multicultural venues our metropolitan area has to offer. Last spring, Madame Moreau took her class to an authentic French café to enjoy a fine meal, speak the language and experience the importance and thrill of la gastronomie française. All world language students have visited museums in New York to learn about the arts of the ancient world, as well as modern Francophone and Hispanic worlds. Last winter, some Spanish students participated in the Desfile del Día de los Reyes, a parade in New York City organized by the Museo del Barrio for the public school children of Harlem. Musicians have come to us to perform and meet with the girls during World Language Week in the spring. Last year, we had a griot from Senegal who performed native songs in French and Wolof accompanied by the cora, a stringed instrument made from a gourd. The Spanish students sang and danced to traditional and popular songs from Latin America with a Cuban musical group discovered by Señora Citarella. The department’s philosophy of using the target language as much as possible is based on
the theory that progress can best be made when girls speak and think in that language rather than try to translate.
As current brain research shows, girls all learn differently. The World Language department strives to meet the needs of all types of learners in the classroom by using TPR (total physical response), visual learning, story telling, pair and group activities for cooperative learning and all the tools technology has to offer for assessment, such as PowerPoint presentations, podcasts, voice e-mails, blogs, films and so much more. Our faculty sets a fine example for the girls by giving presentations at conferences and attending workshops in the field of world language instruction. The most exciting aspect of the World Language department is that we are a learning community growing with the world around us. In keeping with Kent Place School’s AFG goal of encouraging a global perspective, our students and faculty engage in dialogue in multiple languages, across many cultures, in the spirit of ethical leadership through understanding, tolerance and knowledge. We believe that enlightened sapientia – or wisdom – begins with education without borders.
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Latin Lives On at Kent Place By Elizabeth Farshtey, Upper School Latin Teacher
Latin is a language, as dead as dead can be. It killed off all the Romans, and now it’s killing me. – traditional student poem
Why study a dead language? After all, while you can go to Rome, you aren’t likely to meet too many Latin speakers there.You can’t find any good TV programs in Latin, no matter how many cable stations you get. Aside from a professor in Finland recording Elvis songs in Latin and the occasional Gregorian chant, there isn’t much in the area of music. And while there are some people out there blogging in Latin, they aren’t really saying anything worth reading. So, why do students study Latin?
“In spite of what some may think,” says AP Latin student and junior Katharine Cummins. “Latin is not a dead language. It is very much alive in many words used daily around the world.” Since Latin is the basis for the Romance languages (including French, Spanish, Italian and Portuguese), knowing Latin can help learn other languages. A large percentage of English words are based on Latin, not to mention the many words and phrases used in English that are taken straight from Latin. “I find it exciting when I come across a Latin phrase during a regular day, especially when I am the only person who can understand its meaning,” says senior Allison Oberlander, an AP Latin student.
At Kent Place, all students take a semester of Latin in seventh grade and then can opt to take Latin I in the eighth grade or start it in the Upper School. The courses go up to Latin V, with two AP courses offered in alternating years. By the end of Latin II, students are already reading works by ancient authors. Because Latin is not a spoken language, we have more time to focus on literature and history, even in the lower levels of the language. We read great literary works, written by people who helped shape the Western world, including authors such as Cicero, Vergil and Ovid, upon whose works much of European and American literature is based. In a world where things change so quickly, it is heartening to be able to study ideas and beliefs that have stood the test of time. It’s also a little surprising to realize how little people have really changed in the last 2,000 years. What actually goes on in a Latin class? Reading, vocabulary games, storywriting, the occasional puppet show and discussion. “I enjoy Latin class because it is truly discussion based,” says senior Kaitlin Weinman. “The casual learning environment makes it much easier for me to ask questions and really learn the material. I also love learning about the people and culture of the times when the language was spoken.” And we do translating, of course. Lots of translating. So, why do students study Latin? While the language might be dead, the love for Latin is alive and well!
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Vive la différence! By Francoise Moreau, Upper School French Teacher My heart belongs to France, where I was born, and to the United States, where I have spent most of my adult life. I miss France, but I feel lucky because I can transport myself back to France every time I teach. I love sharing everything I know and feel about my beloved country. Since my first day teaching French at Kent Place, 21 years ago, my French family and friends have helped me collect little bits of French culture to share with my students: miniature houses, monuments, Notre Dame gargoyles, cheese boxes, posters of Francophone countries and even a can full of Paris air. Bringing the Francophone culture to life makes learning French meaningful. Accordingly, my classroom is a microcosm of France, replete with eye-catching pictures of Paris and three-dimensional Eiffel Towers ranging in size from a three-inch pencil sharpener to a five-foot blue replica. During the last grey month of winter, hundreds of pink and red hearts cover the walls. Each student cuts, decorates and writes messages on scores of hearts celebrating la fête de l’amour, Valentine’s Day.
But teaching French requires special methods for immersing students in the culture. We, of course, accomplish this through readings, movies and projects on the numerous countries using la langue de Molière. However, accentuating the “smaller things” on a daily basis is what makes teaching the French culture unique, for example, writing French numbers differently with a horizontal bar through the –7 and using a period, not a comma, to show decimals. Also, dates are written with the day followed by the month as 12/9/07 (September 12, not December 9). continued on page 10 Page 9
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More significantly, the French language is rife with sexism, reflecting the fact that France remains a patriarchal society. Nouns have a masculine or a feminine gender, but many professions only have a masculine form (un auteur = a writer). Like the rest of society, however, the French language is fluid and ever-changing, albeit slowly. Professions increasingly have a feminine form, but the grammar itself is another matter, remaining more change-resistant. To refer to a thousand women and a single man, we are grammatically obliged to use ils, the masculine pronoun, rather than the feminine pronoun, elles. I tell my students that they can rebel and use elles in that case; after all, this is Kent Place, a women’s institution, and a little dose of feminism will do no harm. When I taught French I, one of my students’ first tasks was to put blue ribbons on masculine objects and pink ribbons on feminine objects in the classroom to learn that a chair was a “she-chair” in French and a desk a “he-desk.” Also, in French, there is no Ms.: a woman has to be a Mademoiselle (Miss) or Madame (Mrs.). No escaping gender inequality in France – everybody knows a woman’s marital status! But not the French man, who is always a Monsieur (Mr.), single or married. And how does Madame enjoy Monsieur’s company? They share a good meal, of course. Since food is woven into the fabric of French society, it figures prominently in my class. We eat the traditional Epiphany cake in January and crêpes for Mardi Gras. At a picnic, we eat one course at a time, starting with an appetizer, then the main course followed by a selection of cheeses and desserts. There are at least 365 kinds of cheese in France, one for each day of the year, and cheese has to be cut appropriately according to its shape.
To return to an earlier theme, I feel fortunate to have a profession that draws on knowledge and memories of the country and people I love. I love the United States, where I have been living most of my adult life, but I will always treasure my French roots. My friends tease me, saying that I will never lose my strong accent because I want people to know that I am French! Each morning, as I enter my classroom, my eyes fix on a special poster of Auxerre, in northern Burgundy, where I was born. That sight inspires me to share with my students everything that makes my culture so special and dear to my heart.
DID YOU KNOW... ...Dichos, the Upper School World Language literary magazine, was originally called Mirabile Dictu?
...the World Language Special Achievement Award is given to a student who excels in two languages? ...during Class Night, the Beverly Jeanne Welsh Prize in French is awarded to a student in recognition of her achievements in French?
Speakers Series SAVE THE DATE
THURSDAY, APRIL 24, 2008 7:30 P.M.
Actress and Emmy Award-winning Writer
Sonia Manzano
A pioneer in the breakthrough of Latinas into the growing field of children’s television, Sonia has played “Maria” on Sesame Street for over 30 years.
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The following student pieces are reprinted from the 2007 issue of Dichos, the Upper School World Language literary magazine.
Quand pendant la nuit j’ai peur, Je rêve, je rêve des fleurs. Ils brillent dans le champs, Je danse dans les champs avec un amour, Pour tous les jours. Soudainement, je suis dans ma vrai vie, Je dois lever de mon litre Je ne peux pas vive sans mes rêves. When during the night, I am scared, I dream, I dream of flowers. The shine in the field, Too many to count. I dance in the field with a love, For all the days. Suddenly, I am in my real life, I must get up from my bed I cannot live without my dreams. – Hallie Mitnick ’08
✻✻✻✻✻
Gelidum Caelum Liquefacit ad atrum Orbum Terrarum The icy sky Liquifies the dark Earth – Nicole Coscolluela ’09
✻✻✻✻✻ Eráse una vez había una muchacha que se llamaba María. María estaba enamorada de su novio que se llamaba Pablo. Un día, María y Pablo decidieron a pasear en bote. Ellos querían ir de pesca porque necesitaban coger un pez para la cena. María y Pablo pescaron muchas horas y no cogieron nada. Ellos se pusieron deslentados pero de repente Pablo sentía que el poste de pesca se movía. Pablo agarró un pecito. Ellos estaban muy felices y querían llegar a su casa. De repente, un dragón saltó del agua y le agarró a María. Pablo se puso enojado y le golpeó al dragón con el pecito. El pez estorbó la visión del dragón y él se cayó al agua. Pablo le salvó a María y perdió la cena en vez de preparar la cena. Un Dragón No Podía Parar el Amor
There once was a girl who was named Maria. Maria was in love with her boyfriend Pablo. One day Maria and Pablo decided to go sailing. They wanted to go fishing because they needed fish for dinner. They fished for hours but did not catch anything. They were disappointed, but suddenly felt something. The fishing pole was moving. Pablo caught a little fish. They were very happy and wanted to get home. All of a sudden, a dragon jumped out of the water and grabbed Maria. Pablo became angry and hit the dragon with the fish. The fish blocked the dragon’s vision and he fell into the water. Pablo saved Maria but lost his dinner. A Dragon Could Not Stop Love
– Hillary Penek ’08
Professional Development & Discovery A Journey to China Excerpted Blog by Susan Crater, Middle School Art and Women’s Life Studies Teacher On June 14, 2007, a delegation of faculty representatives from NAIS (National Association of Independent Schools) girls’ schools traveled to China to participate in a conference on establishing school partnerships and identifying curricular themes. Our Kent Place Middle School art and women’s life studies teacher Sue Crater took part in this special voyage. Mrs. Crater set up a blog so that the Kent Place community could participate in her journey. The following are trip highlights from her humorous, yet informative, China blog.
Monday, June 18, 2007 Sun Village
Mao said that the children are China’s future. Madame Zhang, who began Sun Village 13 years ago, firmly believes this. The Sun Village houses about 150 children ranging from 4 weeks old to 18. These children are brought to the village because one of their parents is incarcerated and the other is either not living or not able to take care of the child. Sun Village is composed of several dormitory-style buildings, classrooms, a cafeteria and a multi-purpose room. It reminded us of a boarding school. Mother Zhang, as the little ones call her, or Grandmother Zhang, as she’s known to her graduates, is a 59-year-old powerhouse. I don’t doubt for a minute that this woman can accomplish anything. A child from Sun Village wearing a KPS bracelet.
The kids are educated in the local village, so they must go offsite for their education. Mme. Zhang believes that these kids are going to have a hard life, so she says they are not spoiled. However, you’d never guess that by the way the little ones are coddled and attended to by volunteers and older children. They were adorable, loved the attention and loved the Kent Place bracelets I handed out. I signed an official book and listed the rest of the donations I brought from KPS.
Wednesday, June 20, 2007 The Hu Tong
Today’s visits were clear examples of how similar and how different kids are around the world. Pre-conceived notions were shattered, faith in humanity was restored and I was treated to an amazing experience.
Two middle school girls from the Deng Xizoping School.
Mrs. Crater was presented with a banner that states, “beautiful flying bird.”
Middle school students escorted us through the Hu Tong district. They were from a level one English class at the Deng Xiaopin Middle School. This correlates to eighth grade in the United States, as the students were all about 13 years old. The morning began with introductions and demonstrations. Some of the girls were dressed in regional costumes and presented examples of Chinese art and culture. We participated in a tea ceremony, were given goodies and taught how to make a special kind of origami wishing star. They suggested that I write a wish on the inside of my paper. Perhaps a wish for my students? After the demonstrations, it was time for a tour of the Hu Tong district. Four boys escorted me as I walked around the district for about an hour. The buildings date back several hundred years – the area is very old and very crowded. The neighborhood is busy and thriving. Little shops and restaurants line the streets.”Hu tong” is a Mongolian word meaning water well. We visited the imperial seal maker and his wife, daughter and granddaughter. The boys giggled and laughed. I asked questions about their favorite movies, what they do after school, if they play sports - all the usual questions. The boys watch Friends, loved Ocean’s Eleven and wanted to know if I “knew” Prison Break. After school they have snacks, watch TV, play video games and go on the Internet. Sound familiar? In many ways, these kids were just like any other adolescent boys. The striking difference between these boys and our students is that none of these kids have siblings. China’s one-child policy has created an entire generation of children without siblings.
Mrs. Crater and NAIS members with the imperial seal carver and their middle school guides in the Hu Tong.
Thursday, June 21, 2007 Shanghai
We arrived in Shanghai and went directly to Aurora High School. Olivia and Catherine, two amazing 17-year-old girls, treated me to a guided tour. After the tour, we drove to the hotel, checked in and went to dinner. So, you have to imagine, 15 people + 4 taxis + no ability to communicate in Chinese = a potentially unpredictable outcome. But the doorman gave the taxi driver instructions for how to get to the destination, so we felt fairly sure that we’d all meet at the restaurant.
Mrs. Crater’s tour guides, Catherine and Olivia, from Aurora High School in Shanghai.
The views from our private dining room were astounding. Shanghai is the most incredible city I’ve ever visited. Imagine Times Square. Imagine a river. Imagine colonial (European) architecture from the turn of the century. Imagine modern asymmetrical skyscrapers. Imagine a floating movie screen. The view rivaled the food (which was beautiful and delicious). After dinner we walked along the river. The sides of the building were composed of giant TV screens showing scenes from nature and reproductions of old masters’ paintings! People were everywhere – selling things, advertising attractions along the river or just people watching.
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Voyager Saturday,June Monday, June18, 23,2007 2007 Sun XIAN Village Stone Tablet Museum
We took a calligraphy class to learn how to write some characters, and we practiced writing our names and the word teacher. Often, one of our guide’s assistants would ask, “What is this?” When we’d try to explain, they would chide us gently and tell us that our mark was not a Chinese character.
An opportunity to learn calligraphy.
A bike ride on the ancient wall of Xian.
Bike Ride In the afternoon, we took a bike ride around the city’s old wall. Built during the Ming Dynasty, it’s 10 miles from start to finish. We rented bikes and rode all around the perimeter. At one point we sang songs from The Sound of Music as we rode. Just imagine my group biking on no-speed clunkers singing at the top of our lungs. I had a blast! From the top of the wall, we were able to see groups of people outside the wall, in the shade (it was 95 degrees) eating, playing mah-jongg, chatting and watching something we thought looked a lot like Shakespeare in the Park. We were able to see into some old Xian neighborhoods. We watched a woman water her plants in the window of her apartment, watched people hanging laundry and cooking dinner and finally saw some children out and about.
Want to read more? Visit Mrs. Crater’s blog at http://suecraterchina.blogspot.com.
Spring Fling • Saturday, April 26, 2008 A huge wave of fun is about to hit the Kent Place campus as the entire community gathers in the Field House to be entertained by “The Party Dolls” and savor wonderful food served by Laurence Craig Catering. What a great way to celebrate our commitment and ongoing support of Kent Place School. We look forward to seeing you there! Jean Frankel, Chair • zipzipjf@aol.com
News & Views A Perfect Pair:
New Food Service Arrives at Kent Place By Danielle Martin, AVI Foodsystems, Inc.
Kent Place School has recently chosen AVI Fresh to be its new dining services partner. It is our goal at AVI Fresh to continually strive for the health, education and well-being of every one of Kent Place School’s students. We provide a variety of freshly prepared selections so that students have healthy, well-rounded options for their meals. We also aim to educate students on the choices they make when it comes to what they eat. AVI Foodsystems, Inc., headquartered in Warren, OH, is a Women’s Business Enterprise-certified and family-owned and -operated company. AVI is presently the largest family-owned dining services company in the country. We proudly serve many premier institutions, such as the Cleveland Clinic Health System, Kenyon College, Mount Union College and 14 other colleges and universities, as well as private prep schools and public school districts in nine states.
At Kent Place School, you can already see the transformation that AVI Fresh, a division of AVI Foodsystems, has implemented over the past few months. The newly renovated servery that features AVI’s food-focused Galleria program and a new management team are just some of the changes that have already taken place. As we proceed, we hope to bring sustainability to campus by focusing on providing food produced by local farmers, instituting a composting program, but most importantly maintaining a fresh food focus at Kent Place School.
At AVI Fresh, we create our menus based on seasonal and regional harvests. In choosing to buy the freshest foods available from local farmers and
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producers, we provide support for the local economy while reducing the pollution caused by trucking products long distances.
Good, healthful nutrition is key to our program and because of its importance, we have developed a nutritional program called “nutriSOURCE” that has been implemented at Kent Place School. It consists of many facets, such as “nutriDATA” – a recipe book that contains nutritional information accessible to every AVI servery; “nutriFACTS” – the basic nutritional information of the daily menu that is readily made available for every students access; “nutriBITS” – fun facts that are displayed throughout the servery; “nutriHEALTH” – a series of information-oriented nutritional posters to help educated students on healthier ways of eating. Be sure to visit our website for more information on this program at www.avifresh.com and select NutriSOURCE.
When it comes to serving fresh food to our family of customers, we never compromise. We pride ourselves in giving our managers and culinarians total flexibility and autonomy to do what is best for the Kent Place School campus community. We would like to warmly introduce Tom Ferrara as your general manager of culinary operations. AVI Fresh looks forward to celebrating the “Art of Culinary” at Kent Place School for many years to come.
KPS: A Green-Minded School by James Palmieri, Assistant to Operations & Athletics Kent Place School has contracted with wind energy marketer and developer Community Energy Inc. (CEI) to purchase enough wind energy to offset 100 percent of the school’s electric usage. This is the most recent development in Kent Place’s initiative to become a greener school community. With no fuel costs and no pollution, wind energy technology is the fastest-growing electric generation source CEI’s innovative business model will put our energy dollars to work, stimulating new markets and supplying new wind power generation ahead of the rapidly growing demand. As more wind energy is added to the electric grid, fewer conventional forms of energy are used, resulting in cleaner air and a healthier environment.
In doing this, Kent Place has gone above and beyond the necessary percentage of renewable energy that is required of organizations to receive points towards LEED (Leadership in Energy and Environmental Design) certification for the new Academic Center. “The Kent Place School community is proud to help lead the way towards sustainable energy sources,” said Head of School Sue Bosland. “We recognize the importance and value of a strong commitment to environmental stewardship and are pleased that our day-to-day operations are now being powered by clean, renewable energy.”
Fall Season Highlights Upper School Academic Achievements 2007-2008 Advanced Placement Scholars National Scholar Ilya Sabnani ’07 AP Scholar with Distinction Nida Abdulla ’07, Linda Chang ’08, Shamayne Cumberbatch ’07, Isabelle Fabian ’07, Maria Feitel ’07, Rebecca Fish ’07, Emily Gadsden ’07, Alexandra Gakos ’07, Amanda Klinger ’07, Laura Lane ’07, Stephanie Liff ’07, Emily McCormick ’07, Atlee Melillo ’07, Mary Moseley ’07, Laura Newcomb ’07, Marian O’Neill ’07,Victoria Rolandelli ’07, Ilya Sabnani ’07, Devin Walsh ’07, Bethany Warshaw ’07 and Lauren Zajac ’07 AP Scholar with Honor Adrienne Cohen ’08, Emily Doto ’07, Eliza Haburay-Herrling ’08, Leah Haynesworth ’07, Meredith LaRose ’08, Ellen McMahon ’08, Hallie Mitnick ’08, Veena Putcha ’07, Sonia Saenz ’08, Sara Santos ’07, Anna Simpson ’07 and Alexandra Stathis ’07 AP Scholars Alexa Biale ’08, Caitlin Black ’07, Lauren Brown ’08, Khemi Cooper ’07, Kerry Criss ’08, Erica Cullum ’07, Katherine Gagnon ’07, Christin Hanley ’07, Rachel Harrison-Gordon ’08, Nadia James ’07, Elizabeth Kennedy ’08, Cynthia McKelvey ’07, Kyla McMillan ’07, Molly Jean Molendyke ’07, Catherine Newcomb ’08, Allison Oberlander ’08, Christine Odenath ’08, Lauren Ortner ’08, Francesca Pazniokas ’07, Kendall Peck ’08, Helen Roll ’08, Jillian Sauchelli ’07, Pauline Shypula ’08, Olivia Smith ’08, Lia Trangucci ’08, Jachelé Velez ’07 and Katherine Woodall ’08
How It Works
Imagine the electric grid as a giant bathtub being filled with electricity from many different faucets. Each faucet is a different generation source, such as nuclear, coal and wind. Every time you turn on a light switch, you drain a little electricity from the tub.
Although buying wind does not mean that electricity is being delivered straight from the windmill to our school, it does mean that more electricity being put into the grid comes from wind rather than other generation sources. By purchasing wind energy, Kent Place School is reducing the need to generate electricity from other fossil fuel sources like oil and coal. The wind energy we support is delivered directly into the electric grid, and as more customers sign up for wind energy, more wind farms will be built.
The Recognition Certificate from Community Energy reads:
Kent Place School has purchased enough wind energy to offset 100 percent of its electric usage. 1,100,000 kilowatt-hours of windgenerated electricity will enter the regional and national grids on behalf of Kent Place School.
This purchase makes a difference for the environment and promotes our nation’s energy independence. The estimated environmental benefit is equivalent to planting over 600 acres of trees or not driving over 101 million miles.
Wind energy is clean, safe and pollution-free and is supplied by leading wind energy marketer & developer, Community Energy, Inc. Congratulations to the entire KPS Community!
2008 National Merit Scholarship Program Commended Students Paige Beaumont ’08, Lauren Brown ’08, Linda Chang ’08, Kerry Criss ’08, Eliza Haburay-Herrling ’08, Meredith LaRose ’08, Petra Lesser ’08, Hallie Mitnick ’08, Helen Roll ’08, Olivia Smith ’08 and Katherine Woodall ’08
2008 National Achievement Scholarship Competition Semi-Finalists Cassandra Chang ’08, Kristina Felder ’08 and Olivia Smith ’08 Participants Referred to Colleges and Universities Rachel Harrison-Gordon ’08, Kesi Irvin ’08 and Ashley Jobe ’08
2008 Edward J. Bloustein Scholars
Linda Chang ’08, Adrienne Cohen ’08, Kerry Criss ’08, Meredith LaRose ’08 and Hallie Mitnick ’08
“We are so proud of the accomplishments of these scholars and the hard work it takes to attain such honor. All of our girls are committed to being strong students. Getting recognition from national organizations validates their commitment to learning and inspires continued learning,” – Elizabeth Woodall, Director of the Upper School
In keeping with Kent Place’s desire to become more sustainable, Voyager is printed with 100% renewable energy. Our printing company is also certified by Green-e and FSC organizations.
printed with 100% renewable energy
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Early Childhood Education: We Take Playtime Seriously By Kassandra Hayes, Director of Early Childhood
For more than 20 years, Kent Place School has welcomed children at the early age of 3 into its rich learning environment. Today, Kent Place School remains one of the few independent schools leading innovative early childhood programs for children in Nursery, Pre-Kindergarten and Kindergarten.
The early childhood curriculum balances the teaching of social skills and academic readiness. We are just as intentional in teaching the three R’s as we are in teaching children problem-solving skills. Boys and girls, for example, learn to trust people, like teachers, outside of their homes. They also learn how to share and take turns, how to enter play with a group of friends and how to express themselves in small and large groups. We believe these foundational skills contribute to the development of students who are confident and able to think critically.
How does this work? We believe play is the canvas upon which young children construct meaning. David Elkind, author of The Power of Play: How Spontaneous Imaginative Activities Lead to Happier and Healthier Children, says, “Children’s questions are a form of mastery play. In asking questions, children are creating their own learning experiences.” In the Kent Place Early Childhood program, children get ample time for discovery and outdoor playtime. During choice time, children explore materials in various centers. Nearby, you’ll also find a team of observant teachers providing guidance to these young learners to help them think critically and make sense of the world around them. While it may look like mere play, a closer look reveals rich learning taking place.You’ll find students in the math center sorting and counting teddy bears. In the dramatic play center, children build language skills and use their imaginations.You’ll also find children in the science center classifying objects. Children learn to use their five senses through observations and experimentations. Throughout the day, children make inferences and draw conclusions.
We believe the push to provide more academics in the early years should not come at the expense of teaching foundational skills such as problem solving and self-reliance.
Additional resources that provide more insight on balancing social and academic skills in early childhood include: • Einstein Never Used Flashcards: How Our Children Really Learn - And Why They Need to Play More and Memorize Less by Roberta Michnick Golinkoff, Kathy Hirsch-Pasek and Diane Eyer.
• Play = Learning: How Play Motivates and Enhances Children’s Cognitive and SocialEmotional Growth by Dorothy G. Singer, Roberta Michnick Golinkoff and Kathy Hirsch-Pasek.
• The Power of Play: How Spontaneous Imaginative Activities Lead to Happier and Healthier Children by David Elkind • Playing to Get Smart by Elizabeth Jones and Renatta Cooper
H AV E A V I S I O N TA K E R I S K S
13TH ANNUAL
Girls’ Leadership Institute OPEN HOUSE • THURSDAY APRIL 3, 2008 JULY 27-31, 2008 KENT PLACE SCHOOL SUMMIT, NEW JERSEY
MAKE DECISIONS
GET ORGANIZED
R E S O LV E C O N F L I C T S
For more information visit www.kentplace.org or call (908) 273-0900, ext. 266
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S E T G OA L S
Upper School Fall Play: Anton in Show Business
By Jane Martin
Jessica Myers ’09
Pauline Shypula ’08, Rebecca McCarthy ’10, Emily Ciavarella ’09, Olivia Norrmen-Smith ’09, Elizabeth Ziebarth ’10, Emily Balzano ’08, Chelsea Frankel ’10 and Emily Sannini ’10
Julia Sann ’09 and Chelsea Frankel ’10
Emily Balzano ’08
Olivia Smith ’08
Rebecca McCarthy ’10
Julia Sann ’09 and Claire Austin ’08
Emily Ciavarella ’09
Pauline Shypula ’08 with full cast
Seventh Grade Fall Play: Sleepaway By Robert Pridham
Gabriela Arias, Kai Holder, Rebecca Flitcroft and Caroline McDermott
Carter Meyer and Shayna Gleason
Cast
Jordan Cobb
Kristen Cotter
Kai Holder
Amanda Greenberg
Kristen Cannon and cast
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Voyager
Grandparents and Special Friends Day & Primary Book Fair
Special friends Jan Kowalski and Helena Kowalska with fourth grader Karolina Shepanzyk
Fourth grader Olivia Reiter with grandfather Stanley Moore
Second grader Tess Ostroff with grandparents Esti Rosenblum and Myra and Stanley Ostroff
Fifth grader Alexa Corey and grandfather Robert Christian
Fifth grader Katherine Steffens shares time with classmate Campbell Holman’s special friend, Marcia Britton.
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Special friends Mukesh Kumar and Jing Xie with second grader Veda Kumar
Fourth grader Alyssa Hwang with special friend Angela Lee
The Kindergarten “butterfly” class shows off its work to grandparents and special friends.
Kindergartener Zoe Ralph and her special friend Carol London pick out a book at the Primary School Book Fair.
Nursery student Kendall Blundin with grandparents Dick and Sallie Strouce
Second grader Caroline Shea with grandparents Thomas and Sheila Labrecque
The Chamber Dancers perform for students, faculty, grandparents and specials friends at the Thanksgiving Assembly.
The Primary School Book Fair celebrates the theme “Neighborhoods Rule.”
Kindergartener Alice Adams shows grandmother Shirley Adams her drawings from class.
First grader Colleen McAloon with grandmother Eileen Hughes
Guest author DyAnne DiSalvo signs books for students and grandparents at the Primary School Book Fair.
Kindergartener Catherine Pothier with special friend Cheryl Harpel
Fifth grader Charlotte Cook with grandmother Lydia Vergara
The Star 2007
The STAR
Maya Smith ’10 and Megan Malloy ’10
Lauren Brown ’08
Seniors Kendall Peck, Katherine Woodall, Danielle Graddick and Justine Kay perform in their final STAR as students.
Chair of the Music Department Warren Brown speaks to the audience at the end of the performance.
Helen Roll ’08 and Paige Franklin ’08 check over the program while getting ready.
Suzanne Brown ’10 and Callie Deddens ’10
June 16 through August 15 OPEN HOUSE: Saturday • March 29, 2008 • 1:00 – 3:00 p.m.
summer explorations 2008 AT KENT PLACE
Sports Camps
June Fun Summer Express Summer Start-up Pre-K Camp Junior Camp Day Camp Passport Program Creative Arts Workshop Afternoon Sports Excel Success for Girls
Extended Care
For more information visit www.kentplace.org or call (908) 273-0900, ext. 272
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WINTER 2008
Voyager Kent Place School 42 Norwood Avenue Summit, NJ 07902-0308 www.kentplace.org
Voyager Credits
Editor Rachel Naggar, Director of Communications
Professional Photography Alex Cena
Contributors Gayle Allen Ryan LaMountain
Comments about Voyager should be directed to the editor at (908) 273-0900, ext. 217 or naggarr@kentplace.org
Design Abbie Moore Design Printing Graphic Concepts