MESSAGE FROM DIRECTOR OF ADVANCEMENT
CONOR JONES
Welcome to York on Yonge Magazine Focus on The Arts Welcome to the third edition of York on Yonge Magazine. In this edition, we highlight ‘The Arts’ at York and some of the wonderful opportunities and activities taking place within our community. Music, visual art, crafts and theatre—The York School offers it all. This edition gives an idea of the breadth of experience happening in the Arts at York. We have stories about the Upper School drama production and the Lower School knitting club; we explain how graffiti at the Brick Works inspired our Diploma theatre class to create their own play and how our students turn old magazines into new hope in the fight against Aids; we profile a parent who has authored a children’s book and an Alumna who is traveling to Prague to pursue theatre. We also say farewell to Robin Fulford, a beloved English and Theatre Arts teacher, who is retiring after fourteen years at The York School. And this is just a taste of the Arts at York! You also have the opportunity to read about our first annual—and extremely successful—Spring Market. This event was organized by our Parent Association and featured over thirty vendors, a silent auction and performances by many of our school musicians. These pages provide a glimpse into the excitement of the Arts at The York School—with such talented students, faculty, parents and Alumni, every day is an artistic inspiration. Enjoy,
Conor Jones, Director of Advancement
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LOWER SCHOOL ART BLOG
”The students love to see their work up on the blog. We have a lot to be proud of.” —Joanne Spadafora-Schwindt
In January of 2011 Joanne Spadafora-Schwindt, Lower School Art teacher, created a Lower School Art Blog to showcase the work that our Lower School students produce. The blog is updated biweekly and is a window into the colourful and creative world of the Lower School art room and beyond! Projects featured on the blog include: the Collaborative Art Piece which was generously funded by the Bender Family, illustrations for the Just Imagine It Unit of Inquiry, creating an original Sponge Bob character and drawing and sculpting human figures for
the Our Growing Bodies Unit of Inquiry. “The students love to see their work up on the blog. We have a lot to be proud of,” said Spadafora-Schwindt. The excitement and creativity in the art room cannot be contained and the blog shows our community how hard work and the use of technology can create beautiful things. For a more in depth look at the blog please visit: http://blogs. yorkschool.com/lsart
ALUMNI PROFILE
DOMINIQUE MCCULLOUGHMURRAY ’08 by Marika Motiwalla
Dominique McCullough-Murray has loved drama since she played the Duck in Peter and the Wolf in grade one. Although she is now a third-year university student she still holds the same passion she had at a young age. This summer she heads to the Czech Republic on a research grant. Dominique is the recipient of a 16-week research grant as part of the Project for Undergraduate Research Experience (PURE). To complete her research she will go to Prague, Czech Republic and attend
the Prague Quadrennial, the major international theatre designers’ exposition that occurs there every four years. Dominique’s research is based on the exploration of non-digital projection in theatre which applies directly to John Mighton’s Possible Words—a Canadian play that deals with the concept that technology is developing faster than we can understand it. “I hope to make a statement against this technology by using nondigital projectors.” Once in Prague, she will present some of her past work to the international community, see presenters from
other countries and participate in a workshop on non-digital projection led by Eli Kaplan Wildmann (a Greek theatrical designer known for his work in lighting design). She plans to include everything from the Magic Lantern, a projector used in the 17th Century involving a candle and mirrors, to overhead projectors and reel-to-reel film projectors to solidify her research. Her research will conclude two months after she returns from Prague and will culminate in a 10-day exhibit in a gallery at the University of Calgary and a presentation of her research to the academic community in Calgary. Innovation and taking chances are not foreign concepts to Dominique. A graduate of The York School’s class of 2008, Dominique took IB Theatre Arts and excelled in this subject. At the end of her grade 12 year, Alison Hunter, Chair of English and Theatre Arts suggested that she enter the Tarragon Theatre’s Spring Training Program in the summer. “That program and her support grounded me in a place where studying theatre was a viable career choice. It opened doors for me as well in terms of a connection to one of Canada’s founding theatre companies.” Hunter often felt working with Dominique was a collaboration and she
enjoyed every minute of teaching her. “Dominique has deep and abiding interest in all aspects of the art form. She is an ideal member of a cast ensemble, not only because she is so committed to developing an authentic performance, but because she is so supportive of everyone else in achieving that goal as well,” said Hunter. Dominique is now a full-time student at the University of Calgary majoring in drama with a focus on technical theatre and is pursuing a minor in English. The stream of drama she is studying includes set design, costume design and backstage work. Dominique will complete her degree in 2012. She has already been offered a costume construction position with Stage West and another position working as a scenic artist on film. Although she is unsure in what capacity, she plans on working in the Calgary community for a few years before heading back to Toronto to work as a theatre and film designer. Adamantly committed to her craft, even when it results in some long nights with little sleep, Dominique says that it is all worth it and that the arts are the ultimate freedom for a student. “I love every minute of it.”
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ALUMNI Q&A
WILSON VERHEYEN ’06
What have you been up to since your days at York? I ended up going to York University, where I got accepted into both the music and graphic design programmes. After quite a tough decision I chose graphic design. It is not easy being a musician to say the least, and I figured there was more of a future for me in graphic design. That being said I was able to take quite a few music courses on the side anyway so in the end I got the best of both worlds.
and it prepared me well for university. What I remember most from York is not necessarily what it taught me, but the experience that I had, as far as the feel of community goes and the opportunities that a small school like York has to offer. Two examples that come to mind were the opportunities in music that I was able to pursue as well as being the editor of The Stand, our school newspaper. Not to sound terribly clichĂŠd, but maybe experience really does teach.
What did your years at York teach you? The IB diploma taught me a lot. In particular, it taught me about what I was interested in, what I wanted to do
What were your experiences with the arts at York? I had great experiences with the arts at York, especially with the music program.
Playing in the concert band as well as the jazz band was a lot of fun for me and definitely helped influence me to keep pursuing music in the future. In addition, taking music for the IB diploma in the last two years at York gave me a great understanding of the many different styles of music as well as the process of composing music. Of course, I also have to give credit to the many great teachers I had in music at York. It definitely made all the difference. What would you say is your greatest accomplishment so far? My greatest accomplishment so far is definitely having put out an album and other than that having finished university, of course. As far as the album goes, I wrote it more for myself, and didn’t set out with the idea of writing something that would do well per se, but rather something that I would be happy with. It’s a great accomplishment for me. Why did you pursue music? I wanted to put together an album for a long time, ever since I graduated from York back in 2006. In the last two years of high school I had already been recording some pieces for guitar that I wrote. I think IB music was really what got me interested in writing music to begin with. Anyway at the end of high
school I already had several ideas of what I would want on an album but I felt that my music wasn’t at a high enough level. During the last year of high school I started to listen to a lot of Spanish flamenco guitar music and I became very interested in it. At the time I didn’t even really think of studying flamenco guitar, I didn’t think I’d ever be able to play at that level. But as luck would have it the music department at York University actually offers some flamenco guitar courses, so I just had to take them. Four years later here I am, with a flamenco guitar album. I’m personally very happy with the result and I’ve also received a lot of very positive responses from people about how much they enjoy my music, I’m still surprised whenever I hear that, it’s almost surreal, but it’s certainly great hearing that feedback. What’s next? I’m going to concentrate on my graphic design for a while, get my career going, keep up my guitar playing, and then hopefully put out another album. I already have several ideas that I’ve been working on. Other than that I’ll see where life takes me! If you’re interested in Wilson’s album, check out www.wilsonverheyen.com
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New drum kit The York School’s Music Department is having a custom-made drum kit made for the jazz programme. Each drum will have a different design on the shell, incorporating pictures of old Toronto and reflecting our place in the city. This unique drum kit is being built by percussionist Jon Fedorsen. Fedorsen is a freelance drummer and educator in Toronto. He is equally at home playing jazz as he is rock or pop music. His band, Crash Parallel, was featured on CTV’s Canada AM in February. Fedorsen’s innovation and technique will be reflected in this very special addition to the York School’s instrumental department. This custom drum kit was funded by generous donations and proceeds from the York Spring Market which was held in April 2011.
LEFT: These historic Toronto scenes will decorate the new custom-made drum kit
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SHAKESPEARE WITH A TWIST
”The most rewarding thing was getting up on stage and seeing so many people sitting in the audience. It felt like all the hard work really paid off because for all three nights the house was packed.” —Yashna Lakhani, Grade 10 Student (Juliet)
This year the Upper School put on a production of Goodnight Desdemona (Good Morning Juliet). Each student involved gave firstrate performances—squeezing every laugh out of the text and captivating the audience in every scene. This play was written by Toronto author Anne-Marie Macdonald. Goodnight Desdemona (Good Morning Juliet) was awarded the Governor General’s Award for Drama, the Floyd S. Chalmers Canadian Play Award, and the Canadian Authors Association Award. The play was written with the intention of five actors playing all of the roles. The York School, with generous permission from the author, adapted the play in such a way that the maximum number of students possible could experience and participate in this wonderful work.
Here is what the faculty and students had to say about the experience of being part of the Upper School play: “I chose this play because I loved it from the first time I read it. It is our first play by a local playwright, and it is our first play since I’ve been here that was written by a woman and I really wanted to do that as well.” —Alison Hunter, Co-director and Chair of
English and Theatre Arts
“It is a great opportunity to meet people in other grades and experience teamwork and theatre in ways that aren’t possible during the normal school day. It can also help build confidence in younger students who may be shy otherwise.” —Emma Thompson-Murphy, Grade 12 (Desdemona)
“I love the arts and have participated in our school productions in some way or form since Grade 8. The performance nights are absolutely thrilling and I love being a part of the whole experience. I knew it would be a huge responsibility to take on in my Grade 12 year, but I am a strong believer in a proper balance between academics and fun.” —Kathryn Fotinos, Grade 12 Student (Constance Ledbelly)
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THE LOWER SCHOOL AFTER 4
GLEE CLUB
by Lisa Yorke, Music Teacher
”Singing can be a fantastic confidence booster. I believe that everyone can sing.” —Lisa Yorke, Music Teacher
In the junior Glee Club, we engage in ensemble and solo singing. I choose repertoire from the television show “Glee” (where appropriate, of course!), musical theatre, Disney and general popular music the students are particularly fond of. The students often make suggestions too. We look at these suggestions together and decide if a song would work for us. If the tuning isn’t there, it’s mainly because the ear isn’t internalizing
the pitch. With practice, this can be corrected. Over the years, I have seen some students start out in choir, barely opening their mouths to let the sound out. As they practice vocal techniques learned in class or choir and begin to realize that they are making a pleasant sound, they want to let the world hear it. Before you know it, they are begging to sing solo. We have a talented and eager group of children in our Glee Club and it is a great option for children who want something a little less traditional than choir.
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SPRING MARKET
The York School’s Social Event
THE PARENT GUILD 2010-11 The school year is almost at an end. Over the course of this year the Parent Guild has hosted over 14 events, which have included activities like Parent Parties, Fun Fairs and the Spring Market. These events represent an immeasurable number of volunteer hours, hundreds of volunteer positions and the active participation of our parent community who have generously volunteered their time and efforts over the course of this school year. On behalf of The Parent Guild, The York School and all the students, we would like to thank the following:
Deborah Aber Ronnie Altshuler Mary Ellen Aronoff Jennifer Ball Susan Bedford Mercedes Benayon Barbi Benjamin-Levitt Nadereh Binesh Ilena Borinsky Kathryn Bowen Ann Bradt Tammy Brown Dafna Carr Dan Carr Barbara Cerny Elizabeth Chasson Linli Chee Korinne Collins Laurel-Ann Corneli Lisa Dinnick Melanie Edwards Maria Dolores Eguiarte Denise Ellis Kimberly Emerson Thorsteinson Deanne Farrar Joel Feldberg Wendy Forney Roddey Giulia Fotinos Joanne Fox Chris Fraser Leslie Giller Ann Glazier Rothwell Carole Gliklich Jane Goldberg Alonna Goldfarb Renita Greener Jane Gutcher
Cathy Hampson Barbara Henders Nicole Irwin Tracy Kay Tracey Kernahan Nargess Khosrowshahi Mira King Kralik Hania Kuzbari Elayna Latsky Linda Lazzam Jennifer Leitch Julie Levin Kerstin Lueck Caro Macdonald Jennifer Mackintosh Marcus Macrae Valery Macri-Pascolo Alessandra Magliano Mary Marcuzzi Jane Marrone Mary Martin Mariette Matos Liza Mauer Simone Mayer Catherine McHugh Vanessa Melman Yakobson Allison Menkes Hailey Meslin Rebecca Meyer Christy Moorhead Cristiana Moretzsohn Lilliane Moses Kathrin Murmann Nancy Nash Grace Neal Penny Noble Alison Norman Ivana Novaes
Karel O’Brien Catherine O’Brien Scarlett Liz O’Dwyer Lisa Oliver Christina Paap Leslie Pace Edita Page Nico Paul Martha Pedersen Dawn Perlmutter Jodi Peterson-Cooper Mahween Rahman Valerie Santoro Cristina Sava Liz Schad Lili Shalev Shawn Alison Sharma Jeanine Sheridan Maureen L. Simpson Jackie Sklenka Sandi Soll Mary Ann Stallings Sofie Stergianis Robin Storfer Annette Stramaglia Kim Surchin Laura Thomas Mary Pat Tillmann Daniela Tixi Lisa Vogel Claire Warren Beth Weingarden Karen Weinstein Arlene Wililams Keddy Williams Olivera Zatezalo
ANNUAL FUND UPDATE Thank you to everyone who has participated in this year’s Annual Fund. Parent participation has increased to 42% of all families making a contribution this year.
Upper School Fund Supporting the Upper School campus at 1320 Yonge St., this fund will continue to serve the needs of students’ experience, by providing them with enhancements that are not included in our operating budget. Student resources continue to be an area of improvement at the Upper School Campus. This summer, our facilities team will be hard at work improving the campus with enhancements to student classrooms and common areas. Lower School Fund The fundraising priority for the Lower School this year has been the Lower School Playground; please refer to the New Lower School Playground article in this magazine for more information.
Athletic Fund Promotes and encourages the students’ health and physical education by providing resources like the Fitness Centre and specialized athletic coaching. At the Upper School, the Fitness Centre is currently in the process of expansion. You will now find a water station and more equipment in the facility; a complete set of barbells and rack, a chin-up and pull-up matrix bar and an iPod dock music system. It is not too late to make a contribution to this year’s Annual Fund. Any donations received by June 30, 2011 will be represented in our 2010-2011 Annual Report. Thank you for your continued support and generosity to The York School.
Arts Fund This issue of York on Yonge is featuring the school’s artistic accomplishments and achievements throughout the year. The students have all benefited from this fund; they are provided with an educational advantage in the area of arts, by allowing the school to facilitate and showcase all of the students’ artistic ambitions.
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THE NEW LOWER SCHOOL PLAYGROUND
In September 2011, the Lower School will be home to a new playground. Through working with parents, students, consultants and architects, the vision for our children’s playground has been developed with a focus on connecting to nature. It is our goal to have a beautiful natural playground where children can engage in safe and educational play during recess and before and after school. The York School chose Bienenstock Natural Playgrounds to design this space because of their understanding of a child’s development and relation-
ship to the natural world. This awardwinning, interdisciplinary team of designers have quickly established themselves as leaders of green space design and construction. We are confident and excited that this partnership will result in a wonderful new playground for the Lower School. The playground will feature a sports play area, a flower and vegetable garden and much more. The outdoor amphitheatre will offer opportunities for teachers to spend lessons outdoors, but still on the school property. Large native trees will be planted for shade, and giant logs and boulders will provide
a limitless canvas for the students’ imaginations. The art panels on the fence are an opportunity to bring culture and nature together, designed by students. All of the features will be created using natural and durable materials, and will be fully accessible, functional and inclusive. Overall, the new playground will be a hub of activity full of learning opportunities for our Lower School students. With the vision for the playground now complete, all we now need is to finish raising the funds to build it! With the support of generous donors and parents, we have already
raised $275,000, and the plan is to open the children’s playground in September 2011. You can help us complete the playground by buying a brick. For a taxdeductible gift of $1,000, you have the opportunity to inscribe your family’s name or a message on one of the bricks. If you haven’t already done so, please join the York School community by showing your support and buying a brick in the playground. A sample brick will be on display at the End of Year Carnival on June 16, and you will have the opportunity to make a donation on that day. Or, you can donate online at www.yorkschool.com/playground
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ME, MYSELF & IB DRAMA When drama students saw the graffiti-covered walls at the Brick Works—inspiration struck. Students were given the challenge to create their very own play as a part of the IB Drama curriculum and coming up with a concept was just the first step. While attending a workshop on acting and writing, the students looked around at the Brick Works and saw graffiti on the buildings. The designs inspired them and from there Welcome To Paradise, an original play, was born. The process of developing a script included writing different monologues, creative writing pieces from different
perspectives and finally dialogues. “We have had to bring different characters in and take different characters out and incorporate them together and make them have connections,� said Gillian Piltz, Grade 11 student. The students are in charge of their own destiny when it comes to this play. Each of them is assigned a certain responsibility. These range from writing, acting, gathering props, coordinating music and sound, organising lighting and creating costumes. The process has taught each student that everyone has to have their own part and there are no small parts in acting.
A FACULTY FAREWELL
ROBIN FULFORD by Marika Motiwalla
After fourteen fulfilling years Robin Fulford, long-standing English and Theatre Arts teacher, is retiring. We wish him well and extend a heartfelt thank you for all his years of outstanding commitment to teaching. But, as he says farewell he is filled with mixed emotions.
As he moves on from The York School, Fulford plans on spending quality time working on his writing—plays, prose and poems. He is looking forward to meeting with people who are of interest to the plays he wants to write as well as researching topical issues which inspire these original plays. At the moment, Fulford is working on a piece about the G20 Summit which took place Toronto in June of 2010. Fulford has been writing and producing plays for over three decades many of which have been turned into performances at Platform 9 Theatre, which he started with his friend and director Ken McDougall.
”I’m really looking forward to the freedom but I’ll really miss the kids— that’s why we’re here.” —Robin Fulford
Fulford has remained at the forefront of artistic expression with plays that were highly theatrical but dealt with social concerns. Steel Kiss, a play which tackled the issue of homophobia and violence and Whitewash, a play which delved into the stories behind the Ipperwash crisis and death of Dudley George, are just two examples of Fulford’s pioneering efforts to bring social issues to the theatre. He was also a pioneer during York’s early years. Fulford taught the first graduating class at York the International Baccalaureate English curriculum at the Diploma level in 1998. But, his style of teaching and mantra of developing mutual respect between students and teachers has proven timeless. “For Robin, it was all about the students, and their ability to express themselves—in writing and on stage. Tireless hours were spent putting together each year’s literary journal, ‘Shout’, reflecting with students on their writing, and encouraging actors from the director’s chair. We will all miss Robin’s gentle nature and creative genius, not to mention his endless store of bow ties!” said David Hamilton, Principal of Upper School. Fulford’s favourite memories at the school come from his participation
in the Conference of Independent Schools’ Drama Festivals (CISDF). He has taken 12 groups of students to perform 12 originally written plays over his years at York. “The connection between my professional theatre and my school theatre is very close,” Fulford says. Ideas that are developed through school productions are taken and sometimes expanded in Fulford’s professional theatre life and vice versa. Although he studied math throughout university before deciding to switch to English, Fulford has found his passion in writing. He guides and encourages his students to become better writers and believes that anyone who wants to can learn to be a better writer. “In English and theatre it is all about giving people the ability to communicate in a clear and more forceful way and give them more confidence. It’s all about the opportunity.” Without a doubt, Fulford has given countless students at York these important opportunities. It seems that with extra time available to Fulford the sky will be the limit once retired. “I can sleep all day and party all night, or the other way around,” he says with a smile.
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ART FOR AIDS by Effie Balomenos, Chair of Visual Arts
This year’s Grade 10 art class raised $1,690 for the international Art for AIDS project. Students participate annually in a creative art workshop led by visiting artist Hendrikus Bervoets in which they learn about how the AIDS pandemic affects people in many countries in Africa. Through the creation and sale of international portfolios of limited edition prints, Bervoets and his fellow artists from around the world have raised substantial funds to help children who are affected by the AIDS pandemic. Artists International Direct Support has also partnered with the Nelson Mandela Children’s Fund and the Rotary Club. In bringing this important initiative to The York School, Bervoets has allowed the students to gain an appreciation of how it is possible to make a difference towards benevolent initiatives through the making of art. After learning about the AIDS pandemic and its devastating impact in Africa, the students create a
series of collages to reflect their feelings, thoughts and perspectives on this important issue. A selection committee identifies between fifteen to twenty of the strongest collage designs to form The York School’s Art for AIDS annual portfolios. Each of the selected collages is reproduced professionally into a series of 25 limitededition signed prints. A set of the first signed prints from each student is framed and displayed during the December, Grades 9 to 12, Arts Night. Framed and unframed prints are available for sale. The York School is glad to contribute to this outreach program in which proceeds from the sale of our students’ art can make a difference in the lives of others in the global community. “We are all very excited about the results from this year’s Art for AIDS and about the continued relationship between Art for AIDS and the York School,” said Bervoets. Thank you for supporting this outreach program.
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PARENT STORY
THE ODYSSEY COMES TO THE YORK SCHOOL Four years ago Patrick Bowman set out on a journey to make ancient Greek mythology more appealing to young readers. Today, as an accomplished author of Torn From Troy, it seems he was successful. Bowman is a parent of two York School students Anitra, in Grade 4, and Kathleen, in Grade 9. He spent most of his life as a software engineer but has always thought of himself as a writer. Torn From Troy is his first book and the first of a trilogy covering Homer’s Odyssey and the trials and tribulations of Odysseus as he returns home from war. The books aim to make the epic tale of Odysseus’
journey home accessible and enjoyable to read for children and teenagers. Bowman has made this story his own by adding a main character Alexi, who is a slave boy at the service of Greek warriors. Bowman hopes young readers will appreciate the character’s age, vitality and sense of adventure. “I hope they walk away with the same sense of wonder and the same sense of ‘wow’ that I had reading Greek mythology. In particular I hope that sense of ‘wow’ is reinforced because it is based on an adventure story,” Bowman said. Torn from Troy follows the plot of the Odyssey very closely only omitting
scenes where Odysseus isn’t present. This book aims to make Homer’s language and story less daunting to readers, according to Bowman. Reading should be enjoyable and Bowman wrote this book so young people could enjoy a legendary classic. “There is so much pleasure to be had from books. Movies are fun to watch but… you’re stuck with the moviemaker’s decisions about what things look like whereas in a well-written book you are given only enough detail that your imagination takes over and provides the rest of a picture,” Bowman said. To exemplify this idea Bowman uses the example of the Cyclops.
He said that if he asked ten different children what they imagined it to look like he would get ten different answers —and he thinks that is a great thing. Bowman gave two readings at The York School in April and enjoyed the process of reading out loud from his book. “There is nothing like reading out loud to find out if your book is any good,” said Bowman. Covering the trials and tribulations of Odysseus has been an invigorating experience for Bowman and he hopes that his readers will be taken away on this journey— and learn something in the process. Part Two of the trilogy will be out in the Spring of 2012.
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KNITTING
Tying children and charity together
Clara Meyer, Julia Murmann, Abigail Nash, Katie Rothwell and Sophia Sheiner, Grade 3 girls at York, love to knit—and now they are teaching fellow students to do the same. When these five friends saw each other knitting in the playground at recess they thought it was a great idea to start a club. Surely if they liked to knit and make their own hats, scarves, purses, bracelets and skipping ropes, others would love it too. It turns out they were right. Now, twice a week at recess a group of Lower School students get together and knit under the supervision of teachers, Megan DeMarinis and Vanessa Emer. The five girls teach their peers (in Grades 1, 2, 3, 4 and 5) how to finger knit, two-finger knit and needle knit. The outcome of all their hard work and creativity are beautiful woven pieces that are both decorative and practical. But the innovation and excitement doesn’t stop there. On Monday, April 18 these young knitters decided to sell all the goodies they made and raise money for Camp Oochigeas, a camp for children with cancer. They generously worked on over 80 items to sell. They raised $207! These girls and all the other knitters are perfect examples of experience teaching and how The York School encourages innovation and creativity at all levels. Congratulations to our Lower School knitters!
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GRADUATING CLASS ADMITTED TO THE WORLD This year is unfolding to be the most successful and inspiring year of university/college placement for our graduates. The Grads of 2011 have submitted an unprecedented 488 individual applications to post-secondary institutions around the world, including over 135 individual applications that were sent to universities in the United States, the United Kingdom and Europe. The Graduating Class of 2011 has set a new standard of ambitious post-secondary aspirations. According to the Academic Ranking of World Universities Index
(www.arwu.org), our graduates have been admitted to several of the topranked universities in THE WORLD! In Canada, our graduates are again being admitted to the most competitive programs in our nation’s universities. Students and parents are invited to log into their Naviance/Family Connections account and investigate The York School’s College/University Acceptance history. Simply log into your account—choose the Colleges Tab and click Acceptance History. You will see where our grads have chosen to attend since 2005. Congratulations to the TYS Graduates of 2011 for the successes they have achieved and the university choices they can now make.
Below is a selection of some of the schools to which our graduates have already been admitted: University of Aberdeen Acadia University American University of Rome Boston University Brandeis University University of British Columbia Brown University Bucknell University University of Calgary Carleton University Carnegie Mellon University University of Chicago Claremont McKenna College Clark University Cornell University Dalhousie University University of Edinburgh Georgetown University Grinnell College University of Guelph Huron University College University of King’s College Lesley University University College London Macalester College McGill McMaster University University of Michigan Northeastern University Occidental College Ontario College of Art & Design (OCAD)
University of Ottawa University of Pennsylvania Queen's University Ryerson University Skidmore College University of Southern California University of St. Andrews (Scotland) St. Francis Xavier University Swarthmore College Syracuse University University of Toronto University of Toronto (Trinity college) University of Toronto (University of St. Michael’s College) Tufts University University of Virginia Wake Forest University University of Waterloo University of Western Ontario University of Western Ontario (Huron University) Wheaton College MA Wilfrid Laurier University College of William and Mary York University Canterbury Christ Church University College Emily Carr University of Art + Design Imperial College of Science, Technology, and Medicine
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TEDx IB@York x = independently organized TED event
Passion, Purpose & Perspective TEDX IB@York is a one-day event for adults and IB Diploma students taking place at The York School on Friday, November 18, 2011. Talks are from 8:30 a.m. to 9:30 p.m. followed by an Evening Gala. Registration & Info at tedxibyork.com