June 2014
Graduation 2014 Farewell and thank you, Julian Welcome to the new Head of College
From Julian Whiteley As I approach my final weeks at UWCSEA, I cannot help but reflect upon what an extraordinary experience the last nine years have been. Before I commenced work at the College I had heard a great deal about it. However, it was only upon arrival and as I began to interact with the staff and students, that I truly understood and appreciated the very special nature of UWCSEA. The ethos was palpable and evident in the activities taking place both within and without the classrooms, many based around service. There was an energy and unbridled enthusiasm amongst the community and a genuine belief in the good of the young that was refreshing. As we looked to develop the College, the challenge was always going to be how we could do so whilst preserving these essential characteristics. I had never worked in a mission-driven organisation before but therein lay the key. At the centre of our decision making process has been the students and how, within the context of the UWC mission, we could enhance their education. There have been substantial changes, not least of which has been the development of the East Campus, but going back over time change has been a constant theme at the College and, in that respect, it reflects the development of Singapore over the last 40 years. We have had to adapt to our surroundings and the way in which society and international education has changed. However, in making that statement it implies that we have been reactive rather than proactive and nothing could be further from the truth. I genuinely believe that nowhere else in the world is there such a talented group of people—Board and staff—united by a common belief, educating such exceptional students, and supported to the same extent by the alumni and parent community. We do, indeed, have something very special here that should be cherished. Thank you all for your support over the last nine years. Even when you were questioning decisions or wondering about our direction, it was always apparent that you shared my commitment to the best interests of the College and our students. I am enormously grateful for your involvement and hope it will continue well into the future. I hope you are as proud of the College as I am, for it is a unique place and I shall be eternally grateful for the opportunity I have had to work here. Both personally and professionally it has been the most rewarding period of my life. 2
Farewell and thank you, Julian At the Grade 12 leavers assembly on Dover, the students gave an additional ‘graduate’ a Class of 2014 hoodie and invited him to join them on the bleachers, so the Junior School students could serenade him with the traditional Leavers Song. The recipient of that special invitation was an emotional Julian Whiteley, Head of College, who leaves UWCSEA after nine years of service and commitment to the College. It has been a significant period for UWCSEA. The changes since Julian joined in 2005 are extraordinary. Growing from 2,700 to 5,300 students, opening a second campus, doubling the number of scholars, transitioning to a new admissions policy, setting up the Centre for International Education and the Foundation … through these and many other initiatives, Julian has furthered the ambition of the College through courageous and visionary leadership. Above all, Julian’s time at UWCSEA has been defined by improving the educational experience for students. In defining the five elements of the learning programme and articulating how the mission, learning principles and UWCSEA profile fit together, Julian has been able to focus the College’s collective energy on ensuring that all students are receiving the quality of education that was first envisioned by the UWC movement founder, Kurt Hahn. In the words of Ishaan Shrivastava, Dover Campus Student Council President, “Julian never forgot that we should be focusing on students and education most of all. The students know him as a person of great integrity and know of his commitment to
the mission of the College and to the experience we are all having every day at school.” Charles Ormiston, Chair of the UWCSEA Board of Governors, worked closely with Julian on the opening of East Campus and supported his leadership of such crucial educational initiatives as the iLearn programme and the curriculum articulation project, as well as the building programme on Dover Campus. At Julian’s farewell dinner, Charles spoke eloquently of Julian’s achievements, but made the point that it was Julian’s ability to manage partnerships that marked him out as an exceptional leader. “It takes a special kind of leader to have both the humility and the confidence to truly partner with others,” he said, “and Julian has been able to effect change by building positive partnerships with his colleagues and external groups and individuals, all in the service of what’s best for students, and what’s best for the College.” He also remarked on Julian’s sense of timing, his ability to know the best time to raise an issue and how “almost every one of his big ideas were several years in gestation as he figured out when, not if.” Finally, Charles paid tribute to Julian’s honesty and integrity, and his moral compass, “What Julian brought to all his major accomplishments was the desire to fulfill the guiding statements of the school; his paramount objective when building the second campus was simply to ensure that more children had an opportunity to benefit from a UWC education.” Although Julian will not admit to being any more than a “catalyst” for the extraordinary “collective achievements” that have happened in the College over the last nine years, some time ago he mentioned that he has always believed in the concept of leaving an organisation in a better state than when he arrived. “I’d like to think that given the changes that we’ve instigated over the years,” he said, “that will be the case when I leave UWCSEA.” It is fair to say that Julian’s hope has been fulfilled. The College is better because he was here.
Honouring Julian: Educational Art Project
Many articles in this edition have expanded content on eDunia (www.uwcsea.edu.sg/edunia)— look for the symbol as you read the magazine and visit eDunia for more photos, video and expanded content. Other stories featured only on eDunia:
Primary School Grade 1 sleepover The start of the Outdoor Education programme
The Board of Governors presented Julian with a sculpture commissioned from Kumari Nahappan, one of Singapore’s most illustrious artists, and a former UWCSEA parent, who has contributed significantly to the cultural landscape of Singapore. Many are familiar with her nutmeg outside Ion Orchard, her large chili outside the National Museum or the monumental bronze mural at OUE Singapore. Kumari created for Julian Points of View, two interlocking bronze pieces, which represent the ‘One College, Two Campus’ philosophy that is one of Julian’s many legacies. The angles, and the spaces created by them, represent the diversity of points of view at UWCSEA, which Julian so carefully fostered. The two pieces are also individual windows to the world, which Julian helped the College to give to students, opening up opportunities and responsibilities for them, which they have accepted and will use to make the world a better place. Over the next year, students will work with Kumari to create individual sculptures, one for each campus, inspired by this piece. The final result will be two large scale sculptures, sisters to each other, one on each campus, created by students to honour Julian’s legacy, while he takes with him an ongoing reminder of his time at UWCSEA.
Bail Bridges Cultural exchange continues with Widhya Asih
Middle School The Wiz Middle School musical on East Campus 100km around Singapore for Tabitha Kenza Brouwer raised house-building funds for her Grade 8 History trip to Cambodia
High School SEASAC Softball round up A successful tournament was held on Dover Campus in late March
Community Hair for Hope on East Campus Students, staff and parents shaved their hair to support the Cancer Patients Aid Association in India. Cover: East Campus Graduation 2014
3
An Introduction to
the Head of College Aditya Krishnan, Grade 11 student on Dover Campus, spoke with Chris Edwards on his visit to Singapore in May. From the start of the next academic year, the College community will have the opportunity to welcome Mr Chris Edwards as the ninth Head of College. Mr Edwards will be assuming this role after completing a decade serving as Headmaster of Bromsgrove School, an independent K–12 institution in England offering IB and A levels. His career in education in the thirteen years prior to this involved teaching in other British schools in the UK, São Paolo and some experience in Asia in his early career. Mr Edwards explained how the College found its way into his life: pleased as he was with his position in redefining the programme for arts, service and sports, strengthening alumni relations, and facilitating local and international expansion of Bromsgrove School, he visited UWCSEA for a conference a few years back. He described falling in love with the energy of the movement and strength of the community. It seemed to him that the College was completely dedicated towards the UWC mission, and that the community actually did, rather than merely talk—especially with reference to the robustness of the service programme. This in conjunction with the academic, sport and activities record, made the College unique in his eyes. During that visit Mr Edwards decided that he would immediately apply if there was to be an opening. He is, in his words, thrilled to be given the opportunity to lead a community of leaders in a movement he supports so strongly. The Head of College position is one of leadership, and Mr Edwards will 4
be responsible for working with the Heads of both campuses to realise the College’s ambition to become a leader in international education. Mr Edwards described his understanding of the role as being the individual who maintains a balance of “looking in, and looking out.” The role will involve leading the strategic direction of the College; defining the place of UWC South East Asia within the broader UWC movement; overseeing decisions about how the campuses must be the same and where they can be different; and building external relationships with government, other educational institutions and global organisations with an interest in education. Some of his responsibilities, such as trying to provide more scholars an opportunity to attend UWCSEA by forming more streams of funding, will involve his absence from the campuses as he travels internationally. However, Mr Edwards also looks forward to immersing himself in the workings of both campuses, and being available to students. To orientate himself with the logistics of the school and his life on the island, Mr Edwards visited Singapore at the end of May. During this visit he had the opportunity to interact with a number of students. He described his impressions of the student body (quite rightly!) as being intelligent, perceptive and “quite challenging, actually.” He appreciated that the questions being asked of him reflected a true passion for the UWC movement: he valued that students were asking
about his work ethic, not because they had to ask him a few questions, but because they were genuinely curious about how he planned to approach his role. While visiting the campuses and observing lessons during his time in Singapore, he was impressed by interdisciplinary connectivity of the learning programme: the way in which knowledge, understanding and skills from all five elements converge in so many places. While I expected him to describe a journey involving an inspirational elementary school teacher, Freddie Mercury and the Everton football club (the latter two of which he seems indisputably passionate about), Mr Edwards described his entry into teaching fairly concisely: it was an accident. He painted a picture of himself as a fresh graduate with a first class degree from Oxford, backpacking in Australia, with very little idea of what to do with his future, much like any other fresh graduate. Having decided to find a job, he was attracted to an advertisement across a street for teaching English to Chinese refugees living in Australia. This went on to be the start of his career in education. Finding that he truly enjoyed teaching, he moved to Taiwan to train young professionals, such as teachers and nurses, in basic English. While he initially picked the teaching job solely for employment, if he had turned into a different avenue and seen a different advertisement, his life may have taken a very different course. His colleagues, however, would agree that he picked the right street to turn into!
Mr Edwards is also a writer, musician and explorer. Like many critical writers, he evokes a self protective nom de plume when publishing on controversial topics for which he believes his position and history are irrelevant. Despite the hours I spent stalking him on Amazon, his pseudonymous publications remain at a safe distance, as does all the music he writes for himself. He described how he embraced his passion for music over time, in playing the piano and guitar for bands he formed with friends “just for the fun of it.” He noted that many of his bands’ antics would probably not be tolerated if performed today but then withdrew himself from the topic, leaving me with a mental image of one of his bands busking wearing “a variety of creative outfits” (whatever that entails). If he had decided not to put so much effort into his A levels, he may have performed at many more gigs with his high school jazz group, who were wont to play their originals on the street in dinner jackets. In the years to come, he also hopes to fit in some travel across the cultures of Singapore, on foot. Following on from conversations with the student body, Mr Edwards has begun considering the role of communication between the Board and the student body with relation to student empowerment, and in shaping the function of the community in making decisions about the College. We look forward to seeing Mr Edwards around the campuses and wish him the best as he assumes his role in August.
“‘It is culpable neglect not to impel young people into experiences.’ That’s as powerful a Kurt Hahn observation as I know and, through imaginatively interpreting that credo for the 21st century, UWCSEA is now in a position to lead globally. Frankly, as an experienced and passionate advocate of holistic education, I see UWCSEA as the most exciting and potentially significant College of its kind in the world. This is its moment to help shape and define learning in a global context.” Chris Edward, Incoming Head of College 5
Does the world really need more leaders? By Frazer Cairns Head of Dover Campus UWC South East Asia A quick scan of school websites brings a realisation that, increasingly, the mission statements and learning programmes of many are almost identical. Everybody seems to be offering an education that is ‘holistic’, ‘mission-driven, ‘challenging’, ‘balanced’ and ‘global’ and which promotes the crucial ‘21st century skills’. Leadership is another such word and countless schools now seem to be suggesting that they are churning out future leaders by the dozen. I am left wondering how the UWC schools and colleges find their place among these schools. More significantly, I am left wondering what a world populated by so many leaders will look like, particularly because the image of leadership conveyed is often that of an individual in a position of responsibility making important decisions. Surely not everyone can be in charge. Some months ago a parent sent me an article from the New York Times in which the author asked if there was any room for the ordinary any more. Was there a place for the child or teenager 6
(or adult) who enjoys a basketball game but is far from Olympic material; who plays the violin but not to concert standard; who will be a good, decent citizen but won’t be a world leader? She went on to quote Brené Brown, a research professor at the University of Houston Graduate School of Social Work and author of the book The Gifts of Imperfection who wrote that, “In this world, an ordinary life has become synonymous with a meaningless life.” Madeline Levine, an American psychologist, wrote that she was once scheduled to give a talk about parenting the average child at a school in California. Although she usually commanded large audiences, not one person showed up. “Apparently no one in the county has an average child,” said Levine. All too often, the rhetoric of success is defined by accolades and the extraordinary. As a result, parents are increasingly anxious that there just isn’t going to be enough room for even the straight-A, piano-playing, hard working child. Going to a lesser university or ‘just being average’ will in some way doom children to a life that will fall far short of what we want for them.
The Times article struck home and I was reminded—somewhat uncomfortably— of an incident after securing what I thought was an outstanding graduation speaker at my former school. The person in question was a world famous climber, who had both saved lives and been saved by others, and who had made numerous first ascents of mountains across the globe. In a moment of hubris I made a comment to a colleague to the effect that the speaker moved the school’s graduation ceremony away from the normal, boring, middle-aged businessman or woman. Back came the reply, what a shame for Mr or Mrs Middle-Aged. They were probably just wasting their time being decent people, supportive partners and loving parents, instead of being heroes, out to change the world. I don’t by any means wish to devalue the extraordinary. The world needs extraordinary individuals to act as agents for change—polar explorers like Tim Jarvis (Class of 1984) to shake us from our apathy about global warming; astronauts like Aki Hoshide (Class of 1987) to test the limits of human capacity; paralympians like Stephen Miller to challenge our views about
disability; young people like Malala Yousafzai, the Pakistani campaigner, to force us to confront the realities of inequality and discrimination, despite the personal dangers she faces. The world also needs inspirational leaders who will bring about greater stability, peace and understanding. But I do think that it is wrong to imagine that only extraordinary people can bring about change, and to confuse the words ‘ordinary’ and ‘normal’ with ‘insufficient’ or ‘impotent’. My mountain climber did not necessarily have more to say that was worth listening to than Mr or Mrs MiddleAged, nor had they necessarily had a more beneficial effect on society. When an organisation has a mission as compelling as that of the UWC movement, and when our commitment to that mission is so uncompromising, our graduates may feel that unless they are running an NGO, solving global warming or contributing to the search for peace in areas of conflict, they are somehow not fulfilling the expectations we have of them. But not all leaders lead from the front, and not all impact is felt immediately or in a dramatic way.
The modern understanding of leadership is increasingly about the use of influence rather than positional power. Leaders are now said to lead by mobilizing people around a compelling vision of the future, and by inspiring them to realise that vision. They show people what is possible; they energize them and give them a sense of purpose. They also leave them with a deeply seated sense of accomplishment when the work is done. Though position is important— it gives access to information and resources that otherwise can makes a particular task far more difficult to achieve—it is not essential. The best leaders act as teachers, mentors, and role models regardless of what it says on their nameplate. They accomplish the most important parts of their work collaborating with others to gain support and cooperation, in order to drive strategy and accomplish goals. Thought about this way we can all be leaders. Ordinary people leading ordinary lives can produce extraordinary results, if the weight and focus of that group is sufficient. I suspect that hundreds or thousands
of people taking informed and compassionate decisions can have a more lasting affect on history than the words or actions of a single individual, even though these decisions, these “unhistoric acts” in George Elliot’s words, are made by a “number who lived faithfully a hidden life, and rest in unvisited tombs.” Clearly I hope that the UWC schools and colleges will help to produce extraordinary people; people who will take an issue by the horns and shake up the world. However, I also hope that those same schools and colleges will help to produce a far greater number of nurses, carers in old people’s homes, loving parents and supportive friends who recognise that their collective actions can have as great and long-lasting an effect on the world. If the UWC movement is to “unite peoples nations and cultures for peace and a sustainable future”, it is likely that we will do it by ensuring that all our students recognise that everyday leaders living ordinary lives and making mindful choices, can have an extraordinary impact. 7
Designing + Making + ICTs = Creativity cubed Photo by Seán McHugh
By Seán McHugh Primary Digital Literacy Coach Dover Campus There can’t be many activities that come closer to the essence of what it means to be human than the sheer art of making, the magnificent process that links the mind to the medium. The ability to take nothing but a notion and to translate it into a tangible product that is as real as the hands that made it. I would be the first to extol the virtue and legitimacy of pixel manipulation as a creative medium. But it still doesn’t come close to literally getting your hands dirty, the assault on the senses of the noise and smell and sweat of actually cutting and shaping and forming with your bare hands.
Real vs virtual? You don’t need to choose Which is why I started up the Designers and Makers Activity with Carl Waugh (Head of Design Technology at Dover Campus) this year. I think the most exciting use of tech is the kind that does not demarcate between the ‘real’ and the ‘virtual’—yes sawdust is more ‘real’, more tangible, than symbols on a screen, but you don’t have to choose. Clearly our kids agree. When we gave them the choice, halfway through the activity season, between continuing 8
working in ‘resistant materials’ (wood, metal and plastic) with their hands, or manipulating a 3D model in SketchUp to export to the 3D printer, half of them declined, preferring to continue cutting, drilling and forming in real life instead of virtually. Even if it meant not using the ‘cool new toys’ and seeing their ideas transcribed by the 3D printer.
Creating vs creativity The relentless emphasis on creativity in both school and the ‘real world’ has its place, but sometimes, isn’t it simply enough just to have an excuse to shape something, without caring if it is validated or endorsed by a third party? So often the kids come asking me ‘is this OK?’ or ‘is this finished?’ and I tell them, ‘You decide … It’s your choice whether or not it meets your expectations.’ Create – to cause something (anything!) to happen (small c) Creative – the use of the imagination or original ideas to create something (big C) (Howard Gardner, Five Minds for the Future) I won’t lie; some, maybe most, of their solutions, are not particularly ‘creative’ but they are creations, their creations— and that is enough. So they’re not creative products that I would rush to
purchase (actually, a few are) but that doesn’t matter, when you see their beaming faces as they strut out of the workshop and later around the school proudly displaying their designer bag/ key/pencil-case fobs. Howard Gardner explains, “Creativity as a generalisable capacity […] has distinct limitations. We recognise a variety of relatively independent creative endeavours. A Creator can solve a hitherto vexing problem, formulate a new conundrum or theory, fashion or work in a genre, … We also [need to] recognise a range of creative achievements—from the little c involved in a new floral arrangement [or designing and making a bag fob] to the big C entailed in the theory of relativity.” (p80, brackets mine) According to Mihaly Csikszentmihalyi, creativity occurs when—and only when—an individual or group product generated in a particular domain is recognised by the relevant field as innovative and, in turn exert a genuine, detectable influence on subsequent work in that domain. This perspective applies to the full range of creations, across spheres and across varying degrees of innovation (from the littlest c to the biggest C). However, I can’t see how we can have the critical big C conversations until
we’ve given our kids loads and loads of ‘small c’ experiences—time to explore, experiment, make mistakes and enjoy it. What I do know is that regardless of your opinion or mine, these students are solving ‘vexing problems’ (to them), ‘formulating new (to them) theories,’ in the pursuit of ‘generating products’ that are ‘recognised (by themselves and their peers) as innovative.’ That’s good enough for me.
Creativity cubed Back in the 1990s, the only area of the school I worked in where you could to see computers in use for learning other than the IT Lab, was the DT lab; only in DT they weren’t being used to ‘teach IT’. They were actually needed as powerful tools for enhancing teaching and learning, and, most importantly, creating. From graphic design on early Apple Mac black and white classics, to robotic control with old BBC Micros, and CNC milling with applications running in MS DOS, you couldn’t really be an effective DT teacher without embracing the transformative opportunities afforded by Information Communication Technologies (ICTs). Today, nothing has changed, except that the tools are better, faster, more capable, and easier to use. The ‘dream’
behind the Designers and Makers Activity was to see what could be done with some of the recent technologies— the laser cutter and the 3D printers— while also introducing students in Grade 4 and 5, who have never set foot in a workshop, to their first experience at creating with resistant materials such as wood, plastic and metal.
ICT and Synergy: how did this work? For the first three sessions, the students focused purely on designing, using the vector graphic TouchDrawApp on iPads. This allowed them to use some powerful vector features like subtraction and merging. They had to design two versions—one to be made by machines, and another to be made by hand. The latter needed to be simpler to allow for their inexperience with working with resistant materials. The fact that their designs were digital meant they could easily be printed for transfer to the materials they would use. These materials—wood first, followed by plastic, then metal (so, MDF, acrylic and aluminium) needed to be worked through in order of challenge. The machine designs were also exported to use with the laser cutter before they commenced work on the hand made designs.
Four or five session later … (making by hand takes a lot longer than making by machine, something the students have a profound appreciation of now …) the students were given the option of modelling the design in 3D using SketchUp, before making it by exporting it to the 3D printer. As mentioned earlier, many students opted instead to stay in the workshop. So much for tech trumping traditional tools … So, once again, the tech served to enhance the ‘real world’ experience. An approximate ratio of screentime to make time in this activity would be at least 1:5, one session with digital tools on screens for every five sessions with traditional tools in the workshop, less for those who opted out of the 3D printing. So there you have it, the human propensity to make remains undaunted in the 21st century. Far from negating it, tech tools transform designing and making, just as it always has with traditional tools. It’s not either/or—it’s both! Sources Gardner H (2006). Five minds for the future. Harvard Business Press.
9
Lend a Hand
Grade 5 Exhibition of Learning 2014 By David Kainey Primary School Science and Humanities Coach East Campus Speak to Grade 4 students nearing the end of the academic year and the conversation will lead to what life will be like as a Grade 5 student and inevitably the challenges and excitement associated with the learning journey that is the Grade 5 Exhibition of Learning. This year the Grade 5 students of UWCSEA East had the opportunity to identify some real world issues to pursue, in the category of either a social or environmental nature. In the early weeks, the students were grouped according to similar interests and together they set up collaborative norms to abide by throughout the eight weeks they would be working together. The groups then worked together resiliently in their quest to understand how service organisations support communities locally, regionally and globally. They identified their big ideas and generated essential questions to guide their research. Guest speakers were integral to the process, with informative presentations on a range of social issues from representatives from Global Concerns groups, UWCSEA East parents and, of course, Middle and High School students. The researchers were encouraged to take advantage of the wide range of expertise at the College and in the community. The success of this approach resulted in the effective use of Primary Resources becoming a key a feature of this Exhibition of Learning. Teacher Day (aka Lao Shi, Professor or Professeur Day) is a popular component of the annual Exhibition of Learning, in which the Grade 5 students are tasked 10
with planning a unit of work (in either Mandarin, Spanish or French) in Lending a Hand for Kindergarten 1 and Grade 2 students. The Grade 5’s relished the challenges of planning, communicating and sharing their learning outcomes with the younger students. Interdisciplinary collaboration was also strongly evident in the integration of Art and Music into the Exhibition of Learning. Mentors, many of whom are teachers in other parts of the College, helped support and guide students throughout the entire process. Their role is integral to guiding and supporting the students’ ideas and goals, and asking questions to guide the students in the regular mentor meetings. The commitment of the mentors to supporting the students was sincerely appreciated by all. In planning their research strategies some group collaborative norms had to be revisited to ensure the best possible outcomes would be achieved. The students conducted face-to-face interviews on and off campus and via Skype and emailed organisations in their efforts to be informed of multiple perspectives on the particular issue they had identified for research. The students were involved in evaluating and citing their information sources, and when planning their display boards, the students were encouraged to follow the principles of CARP (Contrast, Alignment, Repetition and Positioning), with guidance from the Digital Literacy Coaches. The East Campus Grade 5 students presented their Exhibition of Learning with an opening to the parents in the Auditorium, on Wednesday, 21 May, followed by a walk through their exhibits. Artwork linked to the Exhibition of Learning that included a personal student message or statement related to their group research was also on display.
Comments from students reflecting the value of the Exhibition of Learning include: “Being able to work collaboratively not only helped me in the exhibition, it will be a skill I will need through my life.” – Ryan “During the exhibition, focusing on the UWCSEA Skills and Qualities helped guide our group through the process.” – Jina “Researching was a big part of the exhibition, we had to plan ahead and ensure we were organised.” – Brooke “Mentors really helped to discuss any issues we had, they encouraged us to think of new ideas and helped us with our group’s challenges.” – Connor “Presenting to our parents was the best part because they could see that all our hard work had paid off.” – Antara “My group is still working at taking action, we are hoping to start a GC next year and raise awareness of how technology can make a positive difference in developing communities.” – Ayesha The second day of the Exhibition of Learning welcomed students and community members from both UWCSEA campuses as well as other international and local schools. This was a demanding day as the students shared their learning with a diverse audience, tailoring their communication accordingly. The UWCSEA profile, skills and qualities the students have developed during their time in the Primary School, and will continue to be developed through their transition to Middle School, will stand them in good stead to be life long learners—and indeed take a role in making our world a better place.
Turning an idea into action A key component of the Grade 5 culminating project has always been the identification of action to be taken by the students in response to their research project. The theme It’s in our hands suggests that they take personal action—and over the years students have performed innumerable acts of service as a result of the focus of their individual research projects. However, Raghav Shukla, a Grade 11 student on Dover Campus, has continued his commitment to his cause, and is now working with the UWCSEA Foundation to launch an initiative to install solar panels at the Dover Campus. I was fresh from the US when I first joined UWCSEA. A small neighborhood school in leafy New Jersey could not compare to the dynamic culture and spirit of UWCSEA. My encounter with the Grade 5 Exhibition (as it was at the time) left an ingrained mark. A mark that I would cultivate over the next eight years, culminating in the UWCSEA Board of Governors approving a $550,000 solar panel project. Benjamin Franklin’s “Tell me and I forget, teach me and I may remember, involve me and I learn” encapsulates my experience eight years ago, when I put together a basic presentation on the benefits of solar panels. However, even then I asked myself, “If UWCSEA claims to be environmentally friendly, then why are we shy on energy conservation?” I felt that UWC ethos and emphasis on environmental responsibility were not aligned with the message that was being sent [by the school].
I was compelled to further explore the issue as I moved through Middle School and into High School. Working with key players in the solar panel industry, and by analyzing the technicalities and costs, I slowly started to build a case. Invaluable guidance from Susan Edwards connected me with Simon Thomas, Director of Facilities and Operations, who in turn connected me to the miniproject that installed donated panels at the swimming pool. As I bolted panels to the steel structure my confidence to take on the next big step grew. This turned out to be several extremely detailed proposals to the UWCSEA Board of Governors Facilities Committee. I focused on the aligning the core values and ethics of the UWC movement, as I proposed the installation of 864 solar panels. I am proud to say they approved my idea. Hopefully, by the time I graduate next year, I will have seen a solar panel phase sponsored by the community and installed. Looking back, I would not have been prompted to investigate the question that I pondered during Grade 5, had it not been for UWCSEA. My journey from the Grade 5 Exhibition to today has been phenomenal and far more enriching than any other experience in my life so far.
11
Dover Campus
GRADUATION 2014 By Ishaan Srivastava Speaker for Class of 2014, Dover Campus Today is the 24th of May and we sit here not just as Grade 3 arrivals or FIB students or scholars or citizens of a particular nation, but as the Class of 2014. Over the past few years, we all did things that we could have never imagined inside and outside the classroom–such as Project Week, where the school somehow trusted us to spend a week completely by ourselves somewhere in South East Asia. …Today we graduate from the United World College of South East Asia. It may well be a seminal moment, it may well be the first day of the rest of our lives. But so was yesterday, and so is tomorrow. … If there is one thing that could perhaps summarise our learning here, it is that the fear of failure at any stage is not one we need to worry about. Whether it was for reasons unbeknownst to us, or because we decided to take higher level math, we all know what failure has felt like and it apparently is the only certainty in the life we have ahead. Throughout our life we will be faced with choices that aren’t a binary decision between right and wrong, and there may just be times when we pick the wrong one. And when we are staring that failure in the face, that UWC stamp on our certificates and our worldview will not be there to rescue us. That UWC stamp in itself is neither a right nor just a privilege, neither a blessing nor a curse, neither a call to action or a justification for one. That UWC stamp will not replace the need to recognise that sometimes, things are just not in our control. It is, however, a stamp on our collective psyche that binds our incredible community together… It has taken a village to raise every one of us, and the debt we have incurred is one we can only pay forward, never pay back … Whether or not we are the ones we have been waiting for, we are the only ones we’ve got. And to those whom much is given, much is expected. So let’s go do something. Congratulations everyone and thank you all for a most splendid time.
466 Graduates
12
38 Scholars
49
Nationalities represented
East Campus
GRADUATION 2014 By Tristan O’Brien Speaker for Class of 2014, East Campus On that first day of school, I was quite confused because unlike some of us who worked tremendously hard to get into a UWC, I was relatively unknowledgeable … So when I was presented with the UWC mission and the UWCSEA educational goal and the UWCSEA ambition and the UWCSEA values and the UWCSEA learning profile, skills and qualities, I was just a little bit skeptical. My skepticism did not arrive from distrust in those speaking but rather from the knowledge that values can be nothing more than a set of words, unless people are willing to live by them, on a day-to-day basis. Fortunately though during the last two years, it’s been proven to me over and over again that we are a group of people who live by those values … For us, as we go forward from today, we all remain sons and daughters, brothers and sisters. In the future we might well be husbands and wives, mothers and fathers and of course, we are still going to be neighbors, colleagues and friends. It’s then how we take these individual relationships to build genuine communities which will be the legacy of our class. In fact the true and unmeasurable legacy of the Class of 2014 isn’t necessarily the traditions which we leave behind at [the] East [Campus] or the number of times that our names appear in news headlines but rather the strength of the community that we build, give to and gain from. With this in mind, the values that we learnt about on the first day of school are more important than ever, for we now face a choice: whether we let these values become just words or whether we’ll live by them, day in day out. It’s this choice “which will define the next stage of our UWC journey, a journey that begins today.
60
Countries from which people watched ceremonies online
1,330 Unique viewer sessions
13
Teachers from over 50 local and international schools around the AsiaPacific region attended to share ideas and thinking about their subject and their practice. By their own account, many of those who attended are now busy improving learning by reviewing their programmes, changing pedagogy, acquiring new resources, testing ideas and thinking about how they assess the subject: Photo by Martin Spreckley
Shaping a sustainable future by design By John Zobrist Head of Design and Technology East Campus In mid-May, in an effort to expand the impact of the team’s commitment to sustainability, UWCSEA East hosted an International Design and Technology (D&T) conference, themed Shaping a Sustainable Future. D&T has provided vibrant learning on our two campuses over recent years as students have learned the power and applications of design thinking, and the conference looked at ways to expand this beyond the realms of UWCSEA. While D&T as an academic discipline originated in England, the conference demonstrated that some best practice is now taking place in other parts of the world. Working with advice from the D&T Association in the UK, the event successfully blended stimulating keynote presentations with hands on workshops and seminars.
“I’m changing my entire philosophy for the subject.” “I am considering writing and proposing a new course based on what I have learned.” “I have come away inspired to do more. Every aspect of this conference was well considered. I was given informative talks that made me rethink my classroom, and practical strategies to take back and use.” The conference theme provided opportunities to explore what is meant by sustainability and how it relates to practice. The opening keynote provided food for deep thought as James Pitt from the Ellen MacArthur Foundation1 challenged attendees to think more deeply on what a circular economy means for teaching and learning. For D&T teachers it provided a lens of sustainability for everyday practice and pedagogy, by rethinking their subject. World-renowned expert on assessment in D&T, Professor Richard Kimbell drew on his lifetime experience to remind participants that whilst feedback and assessment referenced to discrete, specific criteria is effective in targeting feedback to students, we still need to focus on the overall quality of design, and design thinking. The approach he presented was based on the use of ePortfolios and developing a ‘nose for quality’ using comparative analytical tools and following his lecture, Professor Kimbell ran a hands-on workshop for all delegates.
The conference provided amazing opportunities to observe and to talk about what it means for both learning and teaching in real world practice with experts in the field. Senior leaders from both the UK D&T Association and the IB also attended and used the opportunity to explore with delegates how best they might support members to further grow the already thriving international D&T community. The conference also provided time to connect with suppliers of equipment and resources; at every break delegates could be seen exchanging contacts, ideas and making connections. “The networking was excellent and lots of opportunities provided to share and discuss,” said one delegate, who found this particularly valuable. The many practical sessions at the conference were enhanced by their setting—both in the newly developed D&T spaces at UWCSEA East, and by being set against the technological backdrop that is Singapore. Delegates felt they were seeing not just the present but the future of the subject and were reminded of how, when D&T is at its best, it provides skills for life in a way no other subject can. UWCSEA has support for developing a “sustainable future” in our mission, and an exciting collaboration between the Ellen MacArthur Foundation and UWC international is currently being discussed. It is amazing to see how this conference has been so transformative and created connections to improve learning in many ways. There is already significant momentum and numerous connections being made through UWCSEA East Primary, Middle and High School classes, weaving sustainability into several subject areas—including D&T.
The Ellen MacArthur Foundation works in education, business innovation and analysis to accelerate the transition to a circular economy. The concept of circular economy thinking refers to a system where no resources are lost, and is presented as an alternative to the prevailing unsustainable linear model that harvests finite resources.
1
14
diverse range of films, or films from a range of different eras, before starting the course. In an international setting such as UWCSEA, that can mean that the cohort has between them a broad range of cultural-specific knowledge which can be shared.
IB Film Since the first public film screening in 1895, film watching has spread globally, and now includes television, DVD and the Internet. It is a new and exciting discipline, one which is rapidly evolving. Film is also an important part of the cultural experience of many people. Like many IB Group 6 arts courses, the IB Film course engages students in the creative process, providing them an opportunity to master technical skills and develop their ability to engage in a collaborative process. Broadly, the IB Film course covers: study of the film text (form, script, theoretical frameworks, semiotics, film theory, sociological and cultural context, history and reception) as well as film making—technical skills, and the collaborative and creative processes. Rather than focus simply on practical use of technology, the course seeks to provide ways in which students can understand the relationship between artist and viewer at more than face value. They learn to look critically at what they are being shown, to mine the content for a deeper meaning, and to place these in context. They also learn how to talk and write about films, and to communicate in the language of film. It encourages students to recognise the complexity of this experience in
an increasingly interconnected and globalised environment. The IB Film course also covers the history of film, relating the development of the medium in both historical and social contexts. Students are required to study the films and film-making traditions of more than one country, and this is built into the Independent Study, a key requirement in the IB’s external assessment. A highly practical course, students produce a film in the first week of the course. The development of technical skills culminates in the final coursework, which is handed in during Grade 12—a fully formed production, complete with documentation of the process. The practicalities mean that students do watch a lot of film. They are expected to attend a film screening one afternoon each week, where they are exposed to films from a wide variety of genres, cultures and historical contexts. Students must step outside of their own preferences in order to critically understand and analyse work that may be outside their own personal preferences—and comfort zone. Students need not have experience in film before commencing the course, and many have little exposure to a
A common misperception of Film is that grading is subjective process and it is therefore difficult to do well. However, even students coming to the subject with little previous experience or exposure are able to succeed. The robust assessment process means that if a student is prepared to work hard they are able to attain high academic results. Those who succeed have the ability to write a well reasoned essay, put together a thoughtful and concise presentation, and not only undertake a film project but also organise and document the creative process of film production. The skills students from the IB Film course are invaluable in many university and career settings— project management, experience in contributing to and managing a collaborative process, interpersonal skills, psychological insights, analytical and critical thinking and writing skills, film production techniques, and more. While the subject is relatively new, recent UWCSEA Dover graduates have been successful in pursuit of further study in the subject. UWCSEA alumni are now studying at, or have been offered a place to study Film or Film studies (or a combined degree, such as Film studies and English) at—in the UK; York, Exeter, Kings College London, Royal Holloway, Leeds, Westminster, and the University of East Anglia; in the USA; California College of Arts, Northeastern University, School of the Arts Institute Chicago, and Emerson; and in Canada; the University of BC.
15
significantly enriched by the increasingly ubiquitous availability of technologies in classrooms.
Primary School iLearn showcase Photo by Dave Caleb
By Alison Forrow and Seán McHugh Primary Digital Literacy Coaches Dover Campus ‘Team Time’ is a 40 minute meeting that takes place weekly in each grade in the Primary School. It is a time when the Digital Literacy Coaches (DLCs) are available to work with a grade level team to facilitate collaborative and individualised (Hixon & Buckenmeyer, 2009) opportunities to learn from and with other teachers (Pickering, 2007). These shorter, smaller and more frequent meetings were instituted at the start of the iLearn initiative three years ago, to facilitate collaborative, smallgroup work which is more effective than would be possible in larger, infrequent meetings (Cordingley et al, 2005; Devereux, 2009). Most weeks these are informal forums for collaboration; teachers are able to discuss technical and curriculum questions, classroom management issues and assessment practices, as well as how to use available technology, and share tips and shortcuts learned with or from their students (Ciampa & Gallagher, 2013). One teacher’s skill with a particular tool can quickly become ‘viral,’ very much imitating the way they observe their own students learning from each other. The problem in a school as large as UWCSEA is finding ways for these 16
powerful practices to expand beyond the bounds of one grade, or even one classroom, to impact teaching practice in other classrooms and grades as well. The expansion from teach time to a Primary School ‘ICT showcase’ came from the need to find a way for teachers to be able to share the ways they use ICTs to enhance their teaching with each other. The annual showcase effectively extends ‘Team Time’ from grade to whole school, also involving subject specialist teachers from Art, Music, and Languages. All teachers attend and share, in small informal groups, about the ways they have been integrating digital technologies—with a focus on specific aspects of technology enhanced learning and the specific digital tools that they feel have proved effective. The DLCs act as mediators to facilitate conversations around what can be achieved in other grades and contexts. The enthusiasm between teachers who normally have little to do with each other, such as Spanish and Kindergarten teachers, was evident at the event as they inspired each other by sharing what comes most naturally to them and the ways their own students are making pedagogical magic with digital technologies. This is where the evidence of the value of iLearn is most apparent, in the way ‘ordinary’ activities, are
Overall, studies suggest that instructional technology is also growing increasingly more effective. This growing effectiveness should not come as a great surprise, as today’s digital devices are faster, friendlier, and more visually and aurally sophisticated. Certainly with the advent of touch screen technologies one can argue that these technologies’ have never been easier to use, nor more intuitive. In addition, students are more ‘computer-literate’ today than they were, and as the Showcase so clearly demonstrates, our teachers have become just as sophisticated in the uses of the same technologies in a short span of three years. Digital technologies are thriving in this climate, and these devices—which have transformed society in so many ways—are also making teaching even more effective. Sources Ciampa K and Gallagher T L (2013). Professional learning to support elementary teachers’ use of the iPod Touch in the classroom, Professional Development in Education, DOI:10.1080/19415257.2012.74 9802 Cordingley P, Bell M, Evans D and Firth A (2005). ‘The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?’ Research Evidence in Education Library London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Hammond M, Crosson S, Fragkouli E, Ingram J, Johnston-Wilder P, Johnston-Wilder S, Kingston Y, Pop M and Wray D (2009). Why do some students teachers make very good use of ICT? An exploratory case study. Technology, Pedagogy and education, 18: 1, 59–73 Hixon E and Buckenmeyer J (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130-146.
A week underwater, a classroom in the sea Photo by Aloni Cahusac
By Aloni Cahusac Middle School Maths and Science Teacher East Campus In April, as part of the Grade 9 Outdoor Education Adventure programme, 33 Grade 9 students and six staff from both campuses participated in a dive expedition to the Gili Islands in Lombok, Indonesia. Cultural, environmental and social awareness was developed between serious bouts of experiential learning in the sea. Not without trepidation or anxiety, students dove into this thrilling experience with a deep breath, a buddy check and a final “ok” hand signal, back-rolling into the crystal clear waters of one of Indonesia’s richest and most diverse marine ecosystems. After four challenging days of coursework, skills work and multiple dive practices, the newly certified divers were inspired to give something back to the local community. Students spent hours playing with local kids at the beach and explored the island on foot, discovering some hidden wonders on Gili Meno’s tropical paradise. “I learned important life skills, such as trust and taking on responsibilities. Besides learning how to dive, I also learned how to work with people I have never met before. I made many new friends and really enjoyed the activities
we did after diving. We socialised a lot and learned interesting facts about the island and the marine life. I left Lombok full of amazing memories and information.” Livia Sgobbo, Grade 9 The newly-qualified divers then participated in a BioRock Reef Restoration project. The day began with a classroom session with the Gili Eco Trust’s co-founder, Delphine Robbe where students learned about the Trusts conservation and protection work, which spans more than a decade. Delphine’s passion is for finding new ways to restore and prevent damage to the underwater world. There are now close to 100 successful artificial BioRock reefs around the Gili Islands. Delphine provided an advanced lesson in Marine Biology, explaining the intricacies of coral reef ecosystems as well as the basics of BioRock structures and how they can restore damaged corals, promote new growth and protect reefs against rising water temperatures. That afternoon, the new divers applied their skills by carefully collecting six large baskets of broken pieces of coral from the popular Bounty Wreck dive site before heading over to the newest BioRock project on Manta Reef, a few meters offshore from Gili Trawangan. Concentration, patience and the use of fine motor skills underwater were not
easy tasks for newly certified divers, but with patience and purpose, it proved to be very successful and rewarding. The Gili Eco Trust’s vision is to help preserve and protect both the marine and terrestrial environments of the Gili Islands. Proper care for island animals, promoting green spaces, effective waste management, as well as patrolling and protecting the sea around the islands are top priorities. The visit of our Grade 9 students served to strengthen the existing ties that UWCSEA has with the Gili Eco Trust—a number of Grade 11 Project Week groups of from both campuses have visited, for several years recent graduates have also been offered Gap Year placements to support their work and there is a growing Middle School GC for the Gili Eco Trust on East Campus. “All of the hard theory work leading up to the trip was worth it. … Not only did I make some amazing friends, I came home as certified as both an open water diver and an adventure diver. On my first dive I was extremely nervous, but once I was in the ocean my fears vanished. Once we had completed our diving courses we were able to help save the coral reef. We collected damaged coral and we attached it to BioRocks. After exploring its wonders, it felt really good to give back to the ocean.” India Bruhn, Grade 9 17
Winning the homework battle By Richard Nies Vice Principal, Middle School East Campus Schools are never short of controversial topics, but the issue of homework is arguably the one that elicits most opinions in schools throughout the world. When the UWCSEA East Middle School decided to tackle the subject, we knew that it was a hot topic among students, parents and staff, and that it would take time for us to understand the issues before being able to make recommendations on the best approach for our students. Research from Duke University1 indicates that there is a correlation between homework and student achievement, at least at secondary levels, so it was important to get this right. With this in mind, we formed a Homework Committee, whose brief was to collect data, research professional opinions, draw conclusions and draft essential agreements and next steps regarding homework in the Middle School. The committee of seven used a research structure outlined by William Powell and Ochan Kusum-Powell in their recent book The OIQ Factor: Raising Your School’s Organisational Intelligence. Their format involves a four-step path from data to information to knowledge to wisdom. Beginning with data-gathering, we decided to use case studies to look more deeply at how students were being assigned and doing homework. Looking at it from
the student perspective allowed us to focus on the purpose and impact of homework from the most important viewpoint: student learning. Interviews with a cross section of students revealed much about the value of homework for them, the challenges they face, how much time they spend on it, how the access it, and so on. Our next step was to turn this data into information by identifying the patterns within it. For us, two major themes emerged: how students access homework and the time spent on it; and the purpose of homework as it relates to work done in class. Armed with this information, we then collected research articles which we asked staff to read and discuss what constitutes meaningful homework. These discussions helped to transform all of this information into knowledge which then informed our recommendations and essential agreements about homework, as follows: • Homework will support student learning and reinforce concepts, information, and skills already taught. In this way, students should not be learning new concepts at home, though they may extend their skills. • Teachers and parents will support students to develop effective home learning habits including finding a space to learn which is free from distraction. While the issue of distraction is ongoing, particularly as a certain amount of homework
is done online, embedding the need for freedom from distraction in the agreements draws attention to this important issue. • Homework can be for collecting information and items that cannot be done in class. This is particularly relevant for certain kinds of research. • Homework will have a recommended timeframe for completion. Students will be encouraged not to exceed the recommended time frame and ask for help the next day if needed. This is an important point that will need ongoing attention and communication between students and teachers. • Homework will be posted by due date on the UWCSEA East Online Learning Platform. The key issue of access that became apparent during the case studies highlighted how much time students can waste simply trying to access the homework or make the relevant technology work. The introduction of the Online Learning Platform as a central place for homework (replacing the class pages of East Curriculum Online) should ease this problem for our students from August 2014. These essential agreements were also examined through the lens of the UWCSEA learning principles, which outline how students learn best. Our knowledge may only become wisdom during next year, when we complete the final and most important steps in the process, which is the ongoing monitoring of adherence to our essential agreements. We will monitor that homework is being correctly posted and that students are being encouraged to discuss all aspects of their homework with teachers. With due diligence next year, the committee is hopeful that our new approach to homework will result in improved student learning in our Middle School.
Cooper, Harris The Battle over Homework: Common Ground for Administrators, Teachers, and Parents” (Corwin Press, 2001).
1
18
Introducing Karen O’Connell Karen O’Connell has been working as Infant School Vice Principal at UWCSEA East since January. In August 2014 she will take over as Primary School Principal. Russell Tan from Grade 4 and Divya Kartik from Grade 5 had some questions for her. Divya: What did you do before coming to UWCSEA? Karen: I was Deputy Head of School at Sinarmas World Academy in Jakarta for two years and before that I was Deputy Director/Elementary School Principal at the Western Academy of Beijing. During my teaching career I have held many interesting posts—teacher, consultant, executive officer, superintendent, principal and Deputy Head of School. I’ve been lucky that all my jobs have involved working closely with students, particularly younger students, and that has been the best part of all my jobs— including this one. Russell: What was your biggest challenge when you first became a principal? Karen: I first became a Principal in 1988 in Australia. At that time there was a big focus on “on-the-job” training, so principals were put into position without any formal training in how to be a principal (though we had all had experience of teaching in a classroom). This meant that you had to learn everything as you went along, sometimes with very little guidance. That was a big challenge, but it taught me something very important, which is that all leaders have things to learn, and there are always people around you who can help. To this day, I still like to take a very collaborative approach, because I know there are so many talented people who can support me. Russell: And what made you choose to come to UWCSEA? Karen: I was attracted to UWCSEA’s active commitment to educating the
whole person, the dedicated focus on teaching and learning, the commitment to students being active in global environmental and human issues, the promotion of service and the focus on peace and international understanding. That sound like a lot, but there is so much that is good here. But if I had to say one thing, it would be the UWC mission and how it is lived at the College. Divya: What are you most looking forward to about being the Primary School Principal? Karen: I am really looking forward to getting to know all the students in the Junior School and seeing how the learning progresses from K1 to Grade 5. I am looking forward to being more involved in Junior School classrooms, a wide range of service activities and the outdoor education programme. I’m really excited about all the opportunities the older Primary students like you have, and to participating in some of them. Divya: How have you enjoyed working with the Infant School students? Karen: I have loved working with the Infant School students—they are energetic, responsive and so enthusiastic about their learning. I started my career with very young students so they do have a special place in my heart. I love how curious they are about everything. Russell: What changes do you want to make to the school when you become Principal? Karen: I think it’s really important that I don’t decide to make any changes until I fully understand what’s working well now and what needs improving. That means I will be working in collaboration with students, teachers, leaders and parents to identify what we need to keep and what we need to change. I am not afraid to make changes if they are
necessary, but I won’t make them just for the sake of it. I’m sure you will have ideas about what could change and I’ll be interested to hear about those ideas next year. Russell: How has being at UWCSEA benefitted your life? Karen: A few weekends ago I was fortunate enough to attend the Infant School Service trip to KUMA in Cambodia. During the trip I was constantly moved by the way the Kuma children’s lives are being transformed by the outstanding work that is being done through the cooperation between UWCSEA and KUMA. I feel very privileged to be working at a school that is making the world a better place in this way. So the benefits to working here are enormous. Divya: What do you like to do in your free time? Karen: Well, at UWCSEA you don’t get a lot of free time, but when I do I like to walk my dog or rid my bike along East Coast Park. I also love cooking and entertaining and when I can I take opportunities to travel and catch up with my daughter and good friends. Divya, Russell and all of the UWCSEA East Primary School wish Ms O’Connell the best of luck with her new role in August. Welcome to the Primary School!
19
Exploring social issues through animation
By Brenda Whately Director of Alumni Relations UWC South East Asia
her to travel across the US to interview the main characters and subject experts.
“It is difficult to believe I am finally done. There were several times I was not sure I would ever be able to finish the film. It is an amazing experience, to finally be able to show it to the world.” These were the words Sheila Sofian (Class of 1981) after attending the world premiere of her live action/ animated 60 minute documentary about wrongful conviction, Truth Has Fallen. The film, which took her 10 years to complete, has 20,000 individual paintings-on-glass and examines the cases of three individuals convicted of murders they did not commit in order to shed light on weaknesses in the United States’ justice system.
Sheila says, “I hope the film makes a difference in the reform of the US justice system. I have been told by several people who have seen it, that it has changed their opinion about the death penalty.”
In the late ’90s, Sheila came across an article in the Philadelphia Inquirer, about James McCloskey who founded Centurion Ministries, an organisation that re-investigates cases of people who may have been wrongfully convicted. It explained how he had freed Edward Baker who was imprisoned for 25 years for a murder he did not commit. Sheila first interviewed McCloskey in 1997, and production of her film began in earnest in 2002 when she received the Guggenheim Fellowship, which allowed 20
The world premiere of the film took place in November 2013 at the Dok Leipzig Film Festival in Germany, the oldest documentary festival in the world and the only festival that honours animated documentaries. Truth Has Fallen was nominated there for the very first Animadoc Award. This was followed by its North American premiere, which took place at the Starz Denver Film Festival in mid-November. Sheila moved to Virginia, USA after graduation, to attend Old Dominion University to study fine art and social science before transferring to the Rhode Island School of Design (RISD) to study film and animation. A year after completing her studies at RISD, she received the Jacob K. Javits Fellowship, which allowed her to attend graduate school at the California Institute of the Arts (CalArts) where she was awarded an MFA in Experimental Animation.
Photos provided by Sheila Sofian
After graduating from CalArts, Sheila worked on animation for the feature film Closetland and an MTV station ID. A year later she started her fiveyear stint heading the animation programme at The University of the Arts in Philadelphia. A US$50,000 Pew Fellowship allowed her to finish her film Survivors, an animated documentary on domestic violence. On completing the Fellowship, she moved to LA and worked as a staff animator for a company producing animation for the Internet. Subsequent to that she became Chair of the animation programme at College of the Canyons (COC) where she remained for five years. While there she created two Associate of Art degrees and three Certificates in Animation, which were all approved by the state of California. Sheila is currently an Associate Professor at the University of Southern California (USC). She has completed seven independent films: Truth Has Fallen; Waving the Flag, a four-minute computer animation about flag worship and patriotism; A Conversation with Haris, a six-minute painting-on-glass animation of a conversation with an 11 year old Bosnian immigrant to the US; Survivors, a 16-minute drawn animation documentary about domestic violence;
Faith & Patience, a 5.5-minute drawn animation of a conversation with a four year old girl about her newborn sister; Secret Rage, a three-minute drawn animation film about a man tormented by feelings he cannot express in his daily life; and Mangia! a 5.5-minute painting-on-glass animation about an American student living with an Italian family, which won a Student Academy Award.
“It is important to be passionate about the films I make, since they take such a long time to create.” Sheila Sofian Class of 1981 UWCSEA 1975–1980
In terms of future plans, she says, “I have a couple of ideas for my next film. One is to collaborate with my sisterin-law who has multiple sclerosis— to interview her and animate her experiences as a quadriplegic.” When asked where her passion for social issues stems from, Sheila says, “At UWCSEA I studied sociology, taught by Charles Engmann. He had a great influence on me. My love of documentary filmmaking is related to my love of sociology and human rights issues. It is important to be passionate about the films I make, since they take such a long time to create.” Visit eDunia for full length article and links to Sheila’s work.
21
Welcoming PACE’s first scholar
Photo by Eyner Lopez
By Jennifer Lim PACE Scholarship Secretary Parents’ Action for Community and Education (PACE) began working with Lihuk Panaghiusa Inc (LPI), a registered NGO in Cebu, Philippines over 10 years ago. Together, we bring hope through education and aim to fight poverty by empowering the scholars who in return contribute back to their families and communities. Today, PACE sponsors fund the education of over 180 children who live in the Calamba and Talisay areas. Our sponsors, who are mostly from the UWCSEA community, provide financial support to these scholars from elementary to college level. In March 2014, 13 more scholars graduated from college, adding to an alumnus of more than 80 graduates who have gone on to successful careers as nurses, educators, social workers and more. LPI scholars are selected through both personal interviews and criteria based on academic achievement. The scholars are monitored by a social worker who 22
makes regular home visits. PACE also funds a Nutrition Programme for the elementary and high school scholars, providing one hot meal each school day. The programme is funded with money from PACE activities as well as by individual donation.
Wycliffe Omundi (Class of 2013, Kenyan NC Scholar) spent several months working at LPI during his recent Gap Year, and interviewed Desiree Balmori who will join the East Campus in August 2014 on a two-year scholarship sponsored by PACE, to complete her IB Diploma.
Over the years, PACE has also set up a library and a computer lab in each of the LPI centres which provide a safe haven to scholars after school and on weekends. These resources are regularly updated with books and laptops donated by the UWCSEA community.
Please tell us something about yourself? My name is Desiree D. Balmori. There are seven people in my family, and I am the second eldest of five children. My father Romeo is a V-Hire Driver, while my mother Rebecca stays at home to care for the family. I graduated in primary education at San Roque Elementary school.
It has been encouraging to see a growing number of UWCSEA students opting to spend their Project Week and Gap Year working with the LPI scholars. This year, 19 students from Dover helped to prepare meals, made home visits and also helped to distribute donations that came from UWCSEA to the Haiyan typhoon victims in northern Cebu. East Campus students visited LPI during their Project Week in June, and at least four students will spend some of their Gap Year with the LPI scholars.
Where did you go for High School? I am a graduating student at Cansojong National High School, with the help of LPI. In High School I got involved in many community service activities and joined the Philippine Youth Association of the Philippines San Roque Cluster and the Roque Minors Club. These clubs are important to me because they help me help others, as I have been helped.
Congratulations about the UWCSEA scholarship. How do you feel about it? Grateful. It wouldn’t be possible without LPI and PACE and I really appreciate their support. To me, this scholarship is a great opportunity to acquire quality education. Since both my parents don’t have regular jobs and their income is not sufficient for the five of us, winning the scholarship will enable them to take more care of my siblings. Do you have any expectations about UWCSEA? I have heard so much about UWCSEA from Gap Year and Project Week students. I imagine UWCSEA as a friendly and a supportive school and I am looking forward to that. I also have expectations of what I want to achieve. Academically, I am looking forward to maximizing the resources at UWCSEA. My dream is to become a CPA Lawyer and help people in Philippines who can’t receive justice because they can’t afford to pay legal fees. What is your message to your peers as well as to the candidates who participated in the scholarship selection? It is very difficult for me to give advice but if I were to say thing then I would say that not being selected does not mean you are cut off from your dream. You were all brilliant and I am confident you all have a bright future.
To KwaZulu-Natal with love Rose Geoghegan French and EAL Teacher Dover Campus Student Kathryn Chan says, “The Uthando Doll Project is a great service because you get to learn new sewing skills as well as help support children in South Africa. We hope that all the love and care that goes into making a doll is passed on to the child that receives it.” What a fitting sentiment as Uthando is the isiZulu word for love. The Uthando Project was launched in 2004 by Dr Julie Stone, an Australian psychiatrist who witnessed the plight of the children in the KwaZulu-Natal region due to the HIV/AIDS pandemic. Playing with the dolls helps the children to develop physically, intellectually and socially, and to express their grief and loss. The service was introduced at the start of this year and is an initiative of Grade 8 student Jeremy Man Ho Pui who was inspired to action while attending the 2013 Junior Round Square Conference in Bunbury, Western Australia. An activity at the conference, “gave me an exposure to the organisation … and what their motivation was. Inspired by what I had experienced, I worked with the MS Round Square Committee to bring the project back to UWCSEA as it fit perfectly into the service aspect of the Round Square IDEALS.” Uthando encourages the design of dolls which reflect the child’s appearance and culture. Through making the dolls, the students now have a greater awareness of a different culture as well as finding a creative outlet. We have successfully completed a year of the service and hope to ship 30 remarkable dolls—to KwaZulu-Natal with love.
To LPI family and the donors, thank you very much. Trusting in me to be your first scholar is as great responsibility to me as it is a great joy. To find out more about how to sponsor or donate to the Scholarships programme, please visit PACE www.uwcsea.edu.sg/pace-scholarships or email pacescholarships@gmail.com.
23
Dunia is published by UWC South East Asia. Reproduction in any manner in English or any other language is prohibited without written consent. Please send feedback to dunia@uwcsea.edu.sg. Editors: Sinéad Collins, Kate Woodford and Courtney Carlson Design: Nandita Gupta Photography: Sabrina Rech, Tom Soper and members of the UWCSEA community 070COM–1314
Printed on 100% recycled paper with environmentally friendly inks. UWCSEA Dover is registered by the CPE CPE Registration No. 197000825H CPE Registration Period 18 July 2011–17 July 2017 Charity Registration No. 00142 UWCSEA East is registered by the CPE CPE Registration No. 200801795N CPE Registration Period 10 March 2011–9 March 2017 Charity Registration No. 002104 MCI (P) 086/04/2014
Graduation 2014 Members of Cantabile performed during Dover Graduation. The group, directed by Karen Niedermeyer, first sang O Nata Lux, by American composer Morten Lauridsen, followed by South African Freedom Songs, as a tribute to Nelson Mandela, former Honorary President of the UWC movement. On East Campus, the Grade 11 students composed and performed a song Shine On, written as a tribute to their Grade 12 friends. Two fine musical tributes on a very special day for all our graduating students.