Focusthe american school foundation, a.c.

A magazine for alumni, parents, students, faculty & friends

Spring 2011

ANOTHER GREEN ISSUE!It’s Packed, Powerful...and Paper-less

RECYCLING AT ASFWhy It Exists, How It Works

GREEN BUILDINGIt’s Official...We’ve Got One

YOUNG DIPLOMATSA Rousing, InspiringModel UN Conference

RISKY BUSINESSWhy It’s a Good ThingIn the Classroom

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c o n t e n t s

Spring 2011

02 From the executive Director

04 From the editorial Board

05 From the Board of trusteesHonoring the founders 06 news and eventsA debate, a mural, an island... and other campus goings-on

Departments & Divisions12 Early Childhood Center The Youngest Recyclersby vicente castañar & mariana lavín

13 Lower SchoolBig-Time Blogger

14 Middle SchoolThe Anti-Bullying Clubby alexis zobeideh

What Counselors Doby jaime murra, laura collazo & priscila leites

16 Upper SchoolBack It Up!by francisco pagán & bernardo letayf

17 The ArtsOnward and Upward

18 Parent AssociationWorking Togetherby helga mendoza

20 Athletics & Extended Learning Swimming Toward the Olimpiada Nacionalby josé ángel ávalos

Of Time and Sportsby clemete dadoo

tHe Green paGes22 Bring It In!by josé segebre

25 Sustainable StructuresWhat it means for a building to be greenby marisela sanabria

campus currents26 The Tech Future is NowNotes from two Apple Distinguished Educatorsby juan de luca & hannah rollwitz

28 Toy Story ElevenExplaining the joy of giving by rodrigo hernández, camila cano, pablo garcía lascurain, roberta luque & alina aksiyote

30 The MUN ExperienceThe Model UN, at ASF and The Hagueby se-a chong, rina kawakami, raúl scorza, kelsey burgess & santiago oñate

Family Forum34 Grandparents DayA special day in pictures

Focus on eDucation36 Q&A Clementina Peñaloza de AguilarExplaining ASF’s Mexican Program

38 Nothing Ventured, Nothing GainedWhat does it mean to be a risk-taker, anyway?by kelly arthur garrett

institutional aDvancement40 The Capital Campaign &the Annual Scholarship Drive

stuDent voices43 A Site for Studentsby mai-lee picard

alumni44 Profile: John Christian (’58) The essence of an image

46 Soccer TournamentAn ASF first

47 ReunionsWho got together... and what they did

48 MilestonesBirths, engagements, marriages

49 Class NotesKeeping in touch with the ASF family, far and wide

49 In Memoriam

kiDs’ corner50 They Made their Mark! A special painting adorns the ECC

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Happy spring and happy Earth Day! April 22 is Earth Day around the world. Here at ASF, it’s a way of life, day in and day out.

Once again, ASF is at the forefront of education —this time, through our commitment to the environment. As an IB World School, our students (and our faculty and community members) are committed to exhibiting many qualities, including being principled, reflective and caring. All these as-pects of the IB Learner Profile support our interest in caring for the planet, underpinning the short- and long-term decisions we make as a school.

ASF community members are principled —this means we are guided by te-nets such as fairness, justice and respect. Our principles include respecting the planet and being fair and just to those people, animals and other living things that share our environment with us.

ASF community members are reflective. We know ourselves and think about our words and actions. We know what humans are capable of —both good and bad. So we consider carefully the impact we can make on this world, and we strive to do what’s right.

Finally, ASF community members are caring. According to the IB Learner Profile, this means, in part, that we “act to make a positive difference to the lives of others and to the environment.” When we do things like recycle, uphold green building standards and reduce our use of paper, we are doing just that.

Are you living out the IB Learner Profile? Perhaps you are, and you don’t even know it! This Earth Day and beyond, I challenge you to join us in our commitment to be deliberately caring, principled and reflective in the decisions you make regarding our environment, whether you’re on campus or miles away.

Thank you for being a part of our community of learners.

Paul WilliamsExEcutivE DirEctor

c o n t r i B u t o r s

Focus readers will notice that an especially large number of students wrote pieces for this issue. They include:

alFreDo trueBa(“in the spirit”) A junior and aspiring actor who will be playing the Cat in the Hat in this spring’s ASF production of “Seussi-cal the Musical,” Alfredo will be the coordinating council president of the Student Council next year.

nina sachdev(“the Big carnival”) Originally from New Jersey, 6th grader Nina has contrib-uted to Focus several times. She enjoys swimming, pia-no, math and writing, and has two younger sisters also at ASF.

alexis Zobeideh(“the anti-Bullying club”)Alexis, an 8th grade student who lived in the United States for more than 11 years, says she wanted to take a stand after witness-ing bullying. She plays ten-nis after school.

Francisco pagán (“Back it up!”)A 17-year-old 12th grader, Francisco was born and raised in Puerto Rico, com-ing to Mexico with his mom in 2010.

se-a chong (“the mun experience”)A senior taking the full IB Diploma, Se-A is a Mexi-can-born Korean who has been involved in Model UN since 6th grade. She plans to study international rela-tions in college.

Other ASF students who contributed to this Focus on-line issue are: Daniela Madrazo, Rodrigo Hernández, Camila Cano, Pablo García Lascurain, Roberta Luque, Alina Ak-siyote, Mai-Lee Picard, Santiago Oñate, Rina Kawakami, Kelsey Burgess, Raul Scorza, José Ángel Ávalos, Clemente Dadoo, Paty González, Mafer LeDuc, Sarah Goslin and Da-vid Campillo.

F r o m t H e e x e c u t i v e D i r e c t o r

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FocusA magazine for ASF Alumni, Parents,

Students, Faculty and FriendsSpring 2011

Vol. x | No. 1 | Mexico City

paul Williams Executive Director

susan olivo Head of Early Childhood Center

evan Hunt Head of Lower Schoolrebecca crutchfield Head of Middle School

amy Gallie Head of Upper School

robert Wilson Head of Athletics & Extended Learning

BoarD oF trusteesRosa (Marentes) Pisinger (’87), Chair

Cathy Austin (’78), 1st Vice ChairCarlos Williamson, 2nd Vice Chair

Carla Ormsbee, SecretaryJoan Liechty, TreasurerCésar Buenrostro (’85)

Richard CampilloMurray H. Case

Les deGraffenriedFrancisco Demesa

Sebastián FernándezFernando Franco

María de Lourdes GalvánFrances Huttanus

Antonio RalloTito Óscar Vidaurri

Martin Werner

eDitorial BoarDAdele Goldschmied, Cindy Tanaka (’91),

Clementina Aguilar, Michele Beltrán, Paul Williams, Xenia Castro (’96),

José Segebre, Juan de Jesús Breene

eDitorial staFFsloane starke, Editor-in-Chief &

Chair of the Editorial Boardkelly arthur Garrett, Editorial Consultant

Daniela Graniel, Art Director marisela sanabria, Photography

alumni relationsCindy Tanaka (’91)

alumni@asf.edu.mx

parent associationaliki elias, President

alma rosa rodríguez, Vice President

advertising sales:5227 4942

Focus es una publicación cuatrimestral editada por The American School Foundation, A.C., Sur 136 #135, Col. Las Américas, México, D.F., C.P. 01120. Editora Responsable: Sloane Alexandria Starke. Derechos de Autor: Licitud de Título y de Contenido 16220. Reserva de Derecho: 04-2008-111212240200-102. Distribuido por The Ameri-can School Foundation, A.C. Sur 136 #135, Col. Las Américas, México, D.F., C.P. 01120. Se prohibe la reproducción total o parcial de los tex-tos de esta revista sin previa autorización escrita de The American School Foundation, A.C.

FocusTHE AMERICAN SCHOOL FOUNDATION, A.C.

A magazine for alumni, parents, students, faculty & friends

Spring 2011

ANOTHER GREEN ISSUE!It’s Packed, Powerful...and Paper-less

GREEN BUILDINGIt’s Official...We’ve Got One

RECYLING AT ASFWhy It Exists, How It Works

YOUNG DIPLOMATSA Rousing, InspiringModel UN Conference

RISKY BUSINESSWhy It’s a Good ThingIn the Classroom

on the cover: Green Building.Photo: Marisela Sanabria

Dear ASF Community,

Spring has sprung at ASF, but higher temperatures and longer days are far from the only changes on campus these days. Where the ten-nis courts once stood, you can now see the large white metal skeleton for the future Mary Street Jenkins Wellness Center. And where the US gym stood for decades, there’s an empty space, soon to be filled by the Angeles Espinosa Yglesias Fine Arts Center. It has been great to see so much patience and enthusiasm on the part of students, employees, families and alumni —and I know it’s gratifying for all of us to see the progress so far. After all, we’re all part of it!

One important aspect of the new buildings and all future construction on campus is their adherence to “green” building standards. You can read more about ASF’s commitment to Earth-friendly construction —and what it means— on page 25.

Building methods and materials are just part of ASF’s overall effort to help the environment. Recycling also plays a huge role. Every day, students, parents, faculty and staff fill receptacles on campus with their recyclable materials. But, what all is behind this effort, and what hap-pens to your cans, papers, plastic bottles and shiny wrappers after you drop them in the bin? Everything you ever wondered about recycling at ASF is on page 22. As an added bonus, our friends in the ECC tell us one way we can go green at home, on page 12.

This “green” issue of Focus is on-line only —and it’s in good company. More and more of our faculty and students are joining the blogosphere. On page 13, read the incredible story of a very talented Lower School writer, and how his blog ended up on reforma.com. And on page 43, how an Upper School student will be using her blog to help interna-tional students get acclimated at ASF. If it’s up to two “distinguished educators” at ASF (page 26), we’ll see technology playing a larger and larger part in all our learning endeavors!

We wish you a spring full of sunshine and opportunities to enjoy and help our environment. You’ve already taken the first step by reading this on-line magazine!

Sloane Starke, HEaD of communications anD tHE focus EDitorial BoarD

F r o m t H e e D i t o r i a l B o a r D

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During this 2010-2011 school year, ASF celebrated its 123rd anniversary. The school has been able to survive for so many years because of the hard work of committed individuals who worked tirelessly to ensure its longevity.

Some years ago, the Board of Trustees, along with the faculty and staff, decided to honor individu-als whose participation in the founding and continuation of the school embodies the values we try to instill in our students today. For this reason, on February 22, the date the cornerstone of the first real ASF campus was laid in 1922, our community celebrates Founders Day. During the celebration, awards carrying the names of important historical individuals are given to a selection of current community members who embody these beliefs.

A list of this year’s honorees appears on page 6 of this issue of Focus. Here I would like to share with you a little bit about the historical figures for whom the awards are named.

Bessie Files, the first and only teacher at The American School for quite a while, traveled to Mexico from Texas in 1888 carrying in her luggage the basic teaching materials that could not be found at the time in Mexico. For this reason the Files award represents initiative.

eDna cliFton, who taught at the school for 26 years, helped with the founding of the original Par-ent Teacher Association, and with the modernization of the curriculum. For this reason the Clifton award represents love of learning.

cHarles cumminGs was president of the Board from 1911 to 1916, the most difficult years of the Mexican Revolution. Although life was very complicated in Mexico during this time, the school remained open and functioning except for the 10 days of the Decena Trágica, when President Fran-cisco I. Madero was assassinated. Even under these complicated circumstances, Mr. Cummings signed the diplomas of graduating seniors who were accepted by U.S. universities. For this reason, the Cummings award represents leadership.

eDWarD orrin, a circus owner, offered land to ASF to build its first campus. (The school previously had rented facilities.) For this reason, the Orrin award represents community.

BollinG WriGHt, an ASF dad and chair of the Board for 24 years, generously dedicated his time and energies to the advancement of the school. He developed the financial and physical projects of the 1922 campus as well as the current Tacubaya campus. For this reason the Wright award repre-sents generosity.

JoHn r. Davis established the school in 1888 in a converted room in his own home and watched it grow for many years. For this reason the Davis award represents risk-takers.

Henry cain was a superintendent of the school who was able to secure for the students accredita-tion by the Mexican education secretariat by proving that some schools in the United States gave instruction in Spanish. For this reason the Cain award celebrates appreciation of diversity.

leWis lamm, the architect who developed the nearby Condesa and Roma neighborhoods, designed the 1922 campus that ASF occupied on San Luis Potosí street without charging the school for the project. He also developed the original plans for the 1946 campus we still occupy today. The Lamm award represents culture.

The institution we know today as The American School Foundation is very different from the one in 1888. But today, as in the past, ASF still requires people willing to give their time, effort and resources for the advancement of the school. I invite you to Be Part of it. Get involved and make a difference in whatever way you can!

Rosa (Marentes) PisingercHair of tHE asf BoarD of trustEEs

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F r o m t H e B o a r D o F t r u s t e e s

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FounDers Day Honorees

ASF celebrated the anniversary of the laying of its first cornerstone on February 22, and as always there were school-wide festivities that included tributes to the men and women who created the school in the 19th century and those who ushered in its transition to a world-class learning institution in the 20th. The highlight was the annual Founders Day awards ceremony in which outstanding mem-bers of the ASF community were honored. Here are the honorees:

cummings award (Promotes Leadership, Lower School)Camila Cano, top right. orrin award (Promotes Community, Lower School)Diego Cortés, second from top. Wright award (Promotes Generosity, Middle School)Fernando Collada, top left. Davis award (Promotes Risk, Middle School)Alexis Zobeideh, top left, far left. cain award (Promotes the Appreciation of Diversity, Upper School)Alina Aksiyote, third from top. lamm award (Promotes Culture, Upper School) Susan Kwon, third from bottom. FacultyTwyla “T.J.” Hanes, second from bottom. parent volunteerTamara Cherem, bottom right.

clifton award (Promotes Love of Learning, Early Childhood Center)The Entire ECC

Files award (Promotes Initiative, Early Childhood Center)The Entire ECC

FounDers Day: a stuDent’s vieW

One of the most significant ceremo-nies for The American School Foun-dation is called Founders Day. This special date is important because we honor those who founded this educa-tional center we all love and cherish. They built an entire legacy and shared it with those of us who attend this facility. We all relate ourselves to some aspects of the school, and we can only thank them for permitting us to do so.

Each division celebrates this won-derful occasion in its own way. Here at the Middle School, we carry out a very fun and joyous activity. On Feb-ruary 22, at the end of the school day, the sound of excited chatter began to fill the Upper Field. All students were looking forward to the student vs. teacher soccer game. They began to take their seats in the bleachers as the after school soccer teams − boys and girls − warmed up.

The first half was played by the girls, who did a wonderful job putting up a fight against the adults— and won.

During the half-time break, the Middle School Coordinating Council took the stage, and President Isabel Raz Guzmán presented the Wright Award, for generosity, and the Davis Award, for risk-taking. The Wright award went to eighth grader Fernando Collada, who dedicated his entire Thanksgiving break to help a com-munity in need. The Davis award went to another eighth grader, Alexis Zo-beideh, who created a new club called Speak Now, an anti-bullying group (see page 14). This is a club open to all Middle School students, especially those who have suffered bullying in their learning environment. Congratu-lations to both recipients!

The celebration closed with the second half of the game, which was played by the boys against a new set of teachers. For the first time in ASF history, both the boys and the girls beat the teachers! It was a wonder-ful celebration, honoring wonderful people, and attended by the wonder-ful students that make the school we have today.

— Daniela madrazo, 8th Grade student

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tHe BiG carnival

Santa on a sunny day visiting kids on a blacktop? Students jumping and laughing on bounce houses? Kids enjoying popsicles and cool drinks on a green grassy field in the middle of December? Well, all this happened at ASF’s Winter Carnival! Students in both the Lower School and Middle School took part in this fun-filled event last December.

Some of the exciting attractions at the Carnival included bounce houses, inflatable slides, bull riding, mini-racing, hamster balls and many more. If you weren’t participating in these fun activities, there was also a bazaar where you could buy things for family and friends.

One of my favorite things at the Winter Carnival was the arcade section where you could choose from many different games to play, and win prizes. There was ring tossing, balloon popping, hula hoop throwing and one stand where kids even used shaving cream in their game! I also liked the bounce houses because they were so big and so real-looking. I felt like the “octopus” bounce house was about to grab me with its colossal tentacles!

One of the funniest things that happened at the carnival was that the head of one of the schools got thrown off a bull! Our courageous leader, however, just brushed himself off and got right back on that bucking bull! And how wonderful were those clowns on stilts making balloon animals for students, bringing smiles to their faces. The clowns basically made anything you wanted, as long as it didn’t pop!

To top it off, the most exciting and surprising event was that we had a special visitor, Santa Claus, who brought joy to everyone, including the teachers. And then who could forget that very unexpected weather change in Mexico City of all places? Wintery, soft snow which sprinkled all over the Lower Field!

The Winter Carnival was a great way to bring ASF students and staff together in such a fun and enjoyable manner. It’s definitely an experi-ence that we won’t forget!

— Nina Sachdev, 6th Grade Student

colin poWell: an inspiration For asF Honor stuDents

ExpoManagement 2010, which took place in Mexico City last November 10 and 11, was one of the most important international gatherings of high level executives of the year, attracting such renowned speakers as Tom Peters, the influential business management author; Magnus Scheving, creator of the children’s show “LazyTown,” which encourages healthy living; business strategy expert Renée Mauborgne and former U.S. Secretary of State Colin Powell. Five ASF Upper School honor students —Sarah Goslin, David Campillo, Roberto Jones, Nicolas Aguilar and Vianca Bedoya— had the privilege of at-tending, accompanied by ASF Director of Admission and Financial Aid Patsy Hubp and US Dean of Students Omar Ugalde. After the conference, Sarah and David shared some of their thoughts about it with Focus:

Focus: Who was your favorite speaker at the conference?sarah: My favorite speaker was Magnus Scheving; I found his talk very inspir-ing. He was very enthusiastic about his work and has been very successful in creating healthier lives for children in areas where his show “LazyTown” has aired. Fruit and vegetable sales rose in his home country of Iceland after the airing of his show. David: Magnus Scheving was easily the most entertaining. The most memo-rable though was Tom Peters, who said, “Make your workers feel needed.” That is one thing I have attempted to keep with me in regards to my leader-ship positions now. I attempt to show my team that I appreciate what they do for us, especially when it is a good thing.

Focus: What was your impression of colin powell?sarah: He talked about the important qualities a leader must possess, and said, “It doesn’t matter where you start in life, it matters where you end up.” He told some anecdotes of his time as the Secretary of State and about his successes working on an agreement with the Khartoum government in Sudan.David: Colin Powell spoke mainly of his incredible life, which was easily the most intriguing topic of the day. How he was not the best student in high school in New York, almost getting kicked out, but made a great life that has helped so many people. He was very laid back and confident. He was calm but inspiring, and made me want to achieve a greatness comparable to his own.

Focus: How would you describe the experience of attending the conference?sarah: The overall experience was really great and I think we all learned a lot that day.David: I loved the magnitude of the convention. It was an extremely large venue, around 1500 people and all professionals. We were the only students there, so we received some curious glances. But it made everyone feel impor-tant and the speakers only added to that with what they said. They provided insight that was seemingly obvious yet we rarely stop to think about it.

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asF DeBaters: noW WorlD class

The ASF Debate Team made its debut on the U.S. national circuit the second weekend of February by joining more than 150 schools from across the United States for the Stanford University Debate Tournament’s 25th anniversary. The competition was tough, since most of the U.S. debaters had had years of experience and the opportunity to participate in as many as 15 tournaments a year in a developed debating circuit. Win or lose, it would be a wonderful opportunity to learn about in-round strategy and speaking style.

But the ASF debaters exceeded all expectations. Team captains Miguel Raz Guzman and Rodrigo Cepeda finished with a 3-2 record in the Parliamentary Debate Varsity Division, barely missing (by six speaker points) the elimination round of the top 32 teams. In the Junior Varsity Division of Lincoln-Douglas Debate, ASF fared even better, with Jorge Nicolin advancing to the round of 32 on a 4-1 win-loss record and Nicholas Ferezin making it all the way to the round of the top eight debaters.

Back home, attention turned to the five positions (and two alternates) on Team Mexico, which will participate in the World Schools Debating Championships with 47 other countries in Scot-land this coming August. Being a member of the national team is the highest honor that a debater from Mexico can achieve, and the results were very good for ASF. After rigorous preparation, and a mixed teams round-robin tournament on Sunday, March 6, at ASF, two ASF students, Miguel Raz Guzman and Nicholas Ferezin, were selected by a panel of coaches and judges from Mexico’s English Speaking Union to represent Mexico. Also, Jorge Nicolin will train with the team as an alternate and be eligible to compete in Cape Town, South Africa, in January 2012. This is the first time any ASF debater has been selected for the team, let alone three.

To wrap up the season, ASF debaters attended the Tec de Monterrey (Santa Fe Campus) tournament at the beginning of April and will be hosting their own tournament the second week-end in May.

— Mark Webber, ASF Debaters Coach

talent on ice

An ASF senior is helping Mexico ice the competition in the world of under-18 hockey. Rodrigo Cepeda played for the Mexican national hockey team this spring, in the World U18 Championship Division III Group B. He has been play-ing since the age of six and said the opportunities he has had to compete in both the U18 and U20 world cups have been “a dream come true.”

“If there is anything I learned from this experience it’s that you should always keep true to yourself and your goals because if you always try to be the best person you can, even if you don’t win first, you will still be a winner,” Rodrigo told Focus.

This time around, Mexico beat South Africa, Israel and Ireland to make it to the finals, but lost to Iceland in a shootout after a tie.

personally speakinG, WHy not an eco-park?

The “Personal Project” is a major assignment for ASF 10th graders, marking the culmination of the IB Middle Years Programme. At the Personal Project Fair on campus last January 27, the results were on display, varying as widely as the per-sonal passions of the students who participated. Typical of the work and thought that went into each project is the experience of one student, Sofia Rojas.

Sofia has been aware of ecological issues from a very young age and this was the basis for her personal project. Her first idea was to create a booklet about changes that people should make in their homes in order to help the environment. Then she realized that the booklet would imply wasting paper and distributing it would not necessarily raise awareness in all homes. By coincidence, while visiting a friend in Coyoacan, she saw an abandoned park across the street from a school. This piqued her curiosity.

She researched the important factors for making a park attractive and safe for children, as well as ecology-friendly. With this information, she cre-ated a proposal for the Delegación Coyoacan to improve and renovate the park without hurting the environment.

She proposed putting up a gate, because the park is located in a dangerous area of the city. She also thought the park needed to be attractive for children so they could be exercising instead of at home playing video games or watching TV. Her most important idea was to use the park as a positive contributor to the envi-ronment. Sofia’s scale model of the Eco-Park received a lot of attention during the Personal Project Fair, coming across as something that could actually be created in the future. Since she wants to become an architect after she graduates from ASF, she might even be able to make this park her real-life personal project. — Martha Domínguez, US Teacher and Personal Project Supervisor

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in tHe spirit

The Upper School’s annual March Spirit Week actually started in February this year, turning the week of February 28-March 4 into a fun-filled and slightly offbeat experience (but without ignoring classes, of course). The themed days of the week determined the dress code, starting with Pajama Day on Monday and culminating in a school-wide Maroon and White Day, with all students (not just the Upper School) wearing the school colors.

The school spirit that the event promotes reached a peak on Friday, when all the students from the Upper and Middle Schools gathered at Coach Colman Field to support the boys varsity soccer team in its friendly match against Greengates. ASF won, 6-1.

Focus asked 11th-grader Alfredo Trueba to describe what it was like to be an Upper School student during this special week. Here’s his report:

All of us enjoyed the change of pace from our weekly routine. Lunchtime, which tends to be mundane and uneventful, became remarkable and exciting. We witnessed a variety of events, as stu-dents dressed up in accordance with each day’s theme in all sorts of unusual outfits.

It was a thrilling week, characterized by odd happenings, such as students coming to school on Monday dressed in the exact same way as they went to sleep. Pillow fights broke out, involving the dean of students, Omar Ugalde.

The halls were a sight to see, with the spotting of various TV characters ranging from Steve Urkel and Ugly Betty to Clark Kent and the Green Lantern. Even Barney Stinson from “How I Met Your Mother” suited up and paid a visit. In a bizarre twist, gangsters, hipsters and others in tacky outfits shared a temporary stage, where people danced enthusiastically.

On Thursday there were arm wrestling and tug-of-war competi-tions, with freshmen, sophomores, juniors and seniors all compet-ing for the ultimate prize —respect. Spirit Week coincided with the Economics Fair, and ended with an outstanding performance by the ASF soccer team, with the entire student body cheering them on.

islanD castaWays

The trip to Isla Isabel, two hours from the port of San Blas in the state of Nayarit, has been a tradition for ASF sophomores. The island isn’t far from the Islas Marias, a group of islands used as a prison. Isabel is protected by the Comisión Nacional de Áreas Naturales Protegidas, and has been isolated from the influence of humans to avoid damage to its natural ecosystems and habitats. Only a certain number of people are allowed to visit the island at any one time, and by law, they can only camp there for one night.

Even though the objective of the trip was to visit the island, we also had the opportunity to visit several places in Nayarit, including Boca de Camichín, La Tovara, San Blas and Sayulita. During the two hours it took us to travel to the island, we saw a lot of whales, enjoyed the trip and had chicken and shrimp tamales for breakfast.

When we finally arrived, everyone was surprised to see the abundant number of birds flying around the island. That day we walked and explored the island and had the chance to jump from a cliff. After that, we went to a beautiful virgin beach next to our campsite, and we relaxed and enjoyed the afternoon there. Our last activity of the day was to hike to the highest point of the island where there was a lighthouse and an amazing view. At night, we set our alarm for 3:00 a.m. to see the stars, and some people were even lucky enough to see shooting stars.

The next day, we picked everything up and waited for the other group to arrive so we could leave. We thought our visit was over, but the waves were too aggressive and we were told the other group would not be able to arrive; therefore, we all had to stay another night. We are the first and only group to have stayed two nights in a row on Isla Isabel. We had an amazing experience on this unforgettable trip.

— Paty González and Mafer LeDuc, ASF 10th Graders

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memorial mural

A new mural, added last December to the Upper School entranceway, honors the memory of the late ASF student Ricardo Trejo. A group of Ricardo’s friends created the design using different elements that rep-resented him as a unique individual. One of the most prominent features is the orange and purple sun, those being his favorite colors. The sun references the song used for the title of the painting: Here Comes the Sun. The students spent an entire year working on the mural, finishing in time for the one-year memorial. On that day, Upper School students gathered for a moment of silence and released balloons, as string instruments played “Here Comes the Sun.”

Brain BuZZ

Lower School was buzzing the second week of March, with some friendly academic competition. Brain Buzz is an annual tradition that pits members of the different houses against each other in a game-show type activity. Topics included math, Spanish and English, as well as International Baccalaureate-specific information. Congratulations to the Wright house – they did their namesake, S. Bolling Wright, right by winning the most games over the week of daily competitions.

a-carolinG tHey WoulD Go

Lower School music classes took their talents outside the classroom in December, to spread holiday cheer around campus. They went caroling around the Lower School, administration offices and even to the technology Help Desk, with songs from “Joy to the World” to U2’s “Christmas (Baby Please Come Home),” with some Spanish-language carols mixed in, too.

“Most students were unfamiliar with the concept of caroling,” music teacher Bethany Dunford said. But, she added, “It was a way students could give and receive without spending any money.”

Music teacher David Muñiz said, “Part of our motivation was to provide students with more performance opportunities — this is especially important as we look forward to the completion of the Fine Arts building.”

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Daniel Justo, Andrea Sanchez, Camila Ocejo, Bernardo Barzana, Seung Ho Cha and Michelle Gallo pose by the mural they created in honor of Ricardo Trejo.

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Once they know the basics of recy-cling, reusing and reducing, respon-sible world citizens keep looking for new ways to reduce the human

impact on ecology. Here we introduce you to a couple of easy alternative projects that can make a big change and are simple and easy to do at home.

Californian red worms are very special creatures. They look like regular earthworms but are reddish in color. These worms can transform their own weight of organic matter into something called humus, which is a rich natural organic fertilizer. Instead of throwing away your organic waste, you can transform it through a compost system with the help of these worms and make it into rich and very high quality soil for your garden or plants.

The best part is that you can do this at home, and your children can help. All you need is organic waste, newspaper, a medium-sized container, a bunch of worms and some-where dark and fresh to keep them.

For more information on how to get and grow worms, visit these sites:

• www.letsgarden.info/gardening-tips/soil/home-worm-growing.html

• www.cityfarmer.org/wormcomp61.html• www.howtocompost.org/• http://how2compost.com/videos/worm_composting_video.php

Another simple recycling project is called rainwater harvesting. Just as it sounds, this consists of collecting rainwater for different uses. Rainwater is great for watering plants, and it can be used for washing, or even for drinking after specialized filtration.

It may seem difficult to collect rainwater, but all building rooftops have water outlets. You just have to find these outlets, and figure out a way to get the escaping rainwater into a container. In some cases, this can be as easy as placing a barrel under the outlet. Make sure you use a screen so no debris falls into your container.

You can use this water directly to water plants and flush toilets, and for many more uses. You can make this project as easy or as complex as you want. To learn more about different rainwa-ter harvesting methods visit these sites:

• http://howtomakearainwaterbarrel.com/• www.harvesth2o.com/

At the ECC, we have our very own ur-ban vegetable garden as well as dozens of California red worms growing in one of our classrooms. We recommend the web pages listed on this page for learning more about taking care of the world in different, creative and fun ways.

the youngest recyclersecc-age kids can take part in alternative home recycling projects. one requires rain. the other involves worms.

By Vicente Castañar and Mariana Lavin, ECC Teacher Assistants

From the Head of School

tHe 7 rsAs I sat down to write this letter to you I did what most people do these days —I

Googled. Specifically, I Googled “recycling and sustainability in the early childhood years.” And I was pleasantly surprised to find many articles available on this subject. One of them is from the 2010 edition of a Worldwatch Institute annual publication called State of the World: Transforming Cul-tures from Consumerism to Sustainability. The article, by Ingrid Pramling Samuelsson and Yoshie Kaga, is entitled “Early Child-hood Education to Transform Cultures for Sustainability.” It talks about the 7 Rs.

I am in agreement that early childhood education must encourage the outlook and basic skills that enable children to take informed actions responsibly. So instead of the 3 Rs of reading, writing and ‘rithmetic, early childhood education can think about following the 7 Rs. Here is a summary of how the article’s authors describe them:

• REDUCE... the consumption of food, materials and resources, and children’s exposure to advertisements promoting endless consumption.• REUSE. Children can be shown that materials can be used many times for dif-ferent purposes in preschool and at home.• RECYCLE. Children can be asked to bring recyclable materials to school and inte-grate them into a range of activities.•RESPECT... nature, and reduce the extent to which natural processes are violated.•REFLECT. This is a valuable habit in work-ing for sustainability.•REPAIR... broken toys and other objects. •RESPONSIBILITY... is about trusting chil-dren to take care of something or to do something of which they can feel proud.

My advice as an early childhood educa-tor is to create opportunities for children to discover the unknown. For example, the accompanying article introduces the idea of giving them the opportunity to grow worms for recycling organic material. They can also plan litter-less lunches, make things with recyclable materials and re-flect on ways to reduce trash at home and in the classroom.

susan olivoHead of early childhood center

D i v i s i o n s & D e p a r t m e n t s E A R LY C H I L D H O O D C E N T E R

1. The ECC worms live in a fish tank covered in paper so they are dark and warm. 2. The outer layer of the ECC’s worm compost container is covered with dry newspaper so water doesn’t evaporate too quickly.

3. Paper, dirt and organic waste: the worms’ happy home. 4. The Californian red worm: a recycling hero.

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From the Head of School

successIn February the ASF school calendar reached 100 days. At the Lower School, we use that milestone to look back at the first half of the school year so that the entire Lower School community —students, staff, teachers and parents— can measure their own success and set indi-vidual goals for the rest of the year.

Success means different things to different people. I thought I would share with you a few examples of how various LS community members describe it:

From students:• “I was scared to leave ECC and head to

the big school, but I am happy now.”• “I like my teachers and have lots of

friends.”• “I like to read.”• “I used to be shy speaking a differ-

ent language, but now I have more confidence.”

• “I can play songs on my recorder.”• “I am really excited about the opera.”• “I wonder what it will be like in Middle

School, but I know I am ready.”From faculty and staff:

• “Morning meetings have helped me know my students better than before.”

• “Thanks to my colleagues I feel sup-ported and know how to better help students learn.”

• “My school day is busy and chal-lenging, but I know the students are getting what they need.”

From parents:• “We were worried about coming to a

new country and sending our children to a new school, but my child is happy, so we are happy.”

• “I understand the teaching philosophy at ASF, and like that my child is learn-ing in an inquiry-based way.”

What these statements tell us is that the elementary experience is about more than simply going to school. Academics are the core of the school experience, but interac-tions on the playground and conversations at home also play a significant role in children feeling good about themselves. When they gain confidence and feel supported, they become certain that if they put their mind to it they will in fact be successful.

evan HuntHead of lower school

E rnesto Ramos is a typical ASF fifth grader, except for one thing: His Spanish-language blog about soccer is published daily on the web site of Reforma, one of Mexico’s most important daily newspapers. This is an extremely unusual and impressive achievement for Ernesto. Reforma had never published a regular column or blog by a 10-year-old. But there he is at www.reforma.com, right alongside Guadalupe Loaeza, Jesús Silva Herzog and other journalistic luminaries.

Ernesto had started writing his blog on his own, partly inspired by his journalist/blogger father. “One day I woke up and I decided to make a blog,” he said.

“It was very exciting to see his enthusiasm and interest in moving ahead,” said his mother, Emma Urias.

Soon, his sharp insights and bold commentaries about the world of soccer caught the attention of Reforma’s editors, and they invited him to write it for their site. When he received the invitation, he didn’t believe it was for real at first, and neither did his mother when he told her. “We thought my dad had made a joke,” he said.

The blog, called “El Planeta Gol,” is now available on-line every day, and he posts one or two new entries each week – writing mostly on weekends, so as not to interfere with homework.

Ernesto is interested in all aspects of the sport, including the psychological. In one recent post, for example, a translation of what he wrote might read: “The nerves of those destined to have thousands of eyes fixed directly on their bodies, and to be watched as they move the ball over the field, have reached such a high level that fainting would seem to be no more than sneezing. But at the same time, their determination to win keeps them from fainting.”

“We are very proud of his achievement, as you can imagine,” said Ernesto’s mother. “And we’re happy because he has become aware not only of his own abilities as a writer, but also of the potential there is in using technology for creative and positive purposes.”

And she added, “We hope other students can see the possibilities of what they can accomplish using the new technologies that are available.”

Ernesto’s blog uses a theme that says in part, “Nobody helps me.” It can be reached through www.reforma.com or accessed directly at www.cancha.com/blog/planeta_gol/

Big-time BloggerasF fifth grader ernesto ramos’ soccer blog has found a prestigious home: the daily newspaper reforma’s web site.

D i v i s i o n s & D e p a r t m e n t s L O W E R S C H O O L

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During the fall semester, several students decided it was time for a change in the social environment at school by creating an anti-bullying club, called Speak Now. Victoria Colby, Kathleen Weetman, India Wright, Nicholas Coro-

nado, Arturo Kam and I joined with teachers Miss Olivia Howe and Miss Catherine Schendel to take a stand against bullying and spread awareness about how to stop it.

Other students, such as Leni Peterson, also believe in the fight against bullying. “I think this club will create a better atmosphere

for us,” Leni says. “It is a lot easier to communicate problems of bul-lying to your peers than to an intimidating adult.”

The objective of this club is to create an anti-bullying awareness through-out the Middle School, encouraging students to speak up at any sign of bullying. We hope to build awareness through planning activities that will become part of the Middle School advocacy program. We use purple rib-bons so symbolize the anti-bullying cause, and we hope to see purple on students’ wrists school-wide. All students and teachers are welcome to at-tend club meetings to help this club succeed and help stop bullying.

the anti-Bullying clubtreading through middle school and early adolescence is tough enough without having to deal with destructive, hurtful behavior. some students are taking a proactive approach.

By Alexis Zobeideh, ASF 8th Grade Student

D i v i s i o n s & D e p a r t m e n t s M I D D L E S C H O O L

15

An ASF counselor’s mission is to ad-vocate for the child. We are always aware that parents want the best for their child, and we are here to help

them in that quest. How do we do that? In many ways, but

there are two areas where counselors serve especially useful roles. We place primary em-phasis on academics. But we never neglect the social and emotional factors in a student’s life.

Let’s take a closer look at those two aspects.

tHe social anD emotional. A child may be having trouble socializing. He or she may

be feeling left out, sad, anxious, bullied. There can be Facebook troubles, a breakup, a family loss. In those cases and many others, a counselor, if informed, can talk directly to the child, suggest practical tools for dealing with the problem, follow up by observing behavior in the classroom and during lunch and even mediate in specific conflicts.

acaDemics. When a student has problems with a specific subject, or several of them, parents are often taken by surprise and don’t understand why their child is getting those low grades. Was there a misunderstanding

with a teacher? Does the child need a tutor? Are other special accommodations called for? Counselors can speak directly to the student and the parents, discuss specific information from the teachers, organize meetings with the teachers and parents, set up a joint plan of ac-tion to raise the student’s grades and monitor his or her progress.

What’s key to our work is communication among everybody involved —students, teach-ers, parents and counselors. You may get in con-tact with us at any time; write an e-mail, give us a call or ask for an appointment. We believe that joining efforts is the best way to succeed.

they’re here to help kids overcome problems and succeed in school. take advantage of that.

What counselors DoBy Jaime Murra, Laura Collazo & Priscila Leites, Middle School Counselors

16

Oh no! You worked hard on your project so you could get 100 on it and be proud of your effort, but... someone stole your laptop and you

had your project in there. I am someone who went through this hor-

rible experience. I had three major projects in my laptop, and when I took it to school so I could finish the last one, it was stolen. There were only a few days left before I had to turn them in. So I had to redo weeks’ worth of work in a few days to be able to pass the se-mester.

I wouldn’t have had to do all of this extra work if I had just backed up my projects. It is very important to back up your documents because you never know when you might sud-denly lose all of them. If you were to back everything up, on a separate hard drive, you would never have missing files again and would not have to pass through the pain of redoing them from the beginning.

One way you can avoid this mess is by sav-ing the most important files on a USB. But the best way to avoid trouble is to get a separate hard drive, with similar or more memory than your computer, and pass all of your computer files to it so there are two copies of everything in your possession. Trust me, it will save you a lot of possible trouble.

Back-up tips From Bernardo letayf1.Get an external hard drive. This is essential-ly the same kind of data-holding component

that’s in every computer —but without the computer. Try to buy one that is at least 300 gigabytes so you’re sure to have enough space to save everything in there that you need.2. create a folder with your information. In your computer, make sure you always put your information in the same folder, let’s say Documents.3. connect your external hard drive to your computer. Once the computer detects it, you should be able to navigate through your hard drive via the Windows Explorer or the Finder in Mac.4. copy your files to your external hard drive. By going through the Finder or My PC, select your Documents folder where ev-erything is that you want to back up. Make sure you copy the folder; dragging it isn’t al-ways to be trusted. To copy the folder just se-lect it and go to Edit > Copy. Then open your external hard drive via Finder/Explorer and go to Edit > Paste.5. Do this several times a month. Don’t wait till the end of the month to save everything. It’s even better if you organize your folders in dates so you can only back up whatever you have each week, that way avoid long back-ups.6. Don’t delete the files in your computer. They work as a back-up in reverse in case anything happens to your external hard drive. 7. keep your computer and external hard drive separate. Having your external hard drive stolen along with your computer defeats the purpose of backing up your files.

Back it up!

D i v i s i o n s & D e p a r t m e n t s U P P E R S C H O O L

From the Head of School

teacHer traitsEver since psychologist and educator Michael Thompson came to campus last October,

I have spent a great deal of time reflect-ing on his message —that we who work in schools should spend more time listening to students.

Basing myself on this philosophy, I as-sembled a group of 25 seniors and asked them what qualities they considered es-sential in a teacher. As I was heading off to a hiring fair in the United States, I thought that it might be interesting to hear from the students themselves, many of whom have been at ASF since kindergarten, about what sort of people I should try to hire to staff the school.

They had some strong opinions. Here’s a summary of their input:

• a true teacher – one who loves to learn things each day and is pas-sionate about the subject.

• experienced, but fresh – someone who has worked with students in a variety of settings, but isn’t set in her/his ways.

• Flexible – willing to modify things that don’t work, such as assign-ments, classroom teaching style, student workload and life load.

• Willing to facilitate discussion – which includes listening attentively and encouraging analysis.

• patient with students –support-ive, encouraging questions and never making fun of anyone.

• trustworthy – offering adult sup-port and guidance on any aspect of students’ lives, not just academics.

• Dynamic and energetic – willing to make class interesting and to mix it up.

• clear – about explanations and expectations, especially with as-signments and grading.

• tech-savvy – and understands that students enjoy learning more when they can do it from different technological standpoints, such as blogs, PowerPoint and video.

amy GallieHead of the upper school

Today’s students have the advantage of being able to use computers to research and then produce their work. But this valuable tool comes with a risk or two, which wise users will take precautions to avoid. 12th-grade student Francisco Pagan shares here his rather unpleasant laptop experience. He hopes it will inspire all Focus readers to follow the advice of Upper School technology teacher Bernardo Letayf, whose tips to avoid a similar fate follow Francisco’s tale.

17

cHoir. This semester, Michele Ro-hyans, a former professional singer, dancer and choreographer, is di-recting the Middle School Choir. The choir is working on a variety of songs, including some from The Sound of Music, Oklahoma! and The King and I. In the spirit of integration with the Upper School Drama Club’s upcoming performance of Seussical the Musical, the choir is also working on a medley from that show.

music as communication. In the Upper School, pianist and ASF vet-eran Larry Tharp instructs classes in Classical Guitar I and II, English Handbells, Singing for Non-Perform-ers, Music Theory and Film I and II. All of these are electives open to our Upper School students. Guitar and English handbell students learn to read music as well as perform. Per-formances are held to manifest the understanding that music is a means of communication to be given as will as received. Community mem-bers are always cordially invited and should check the bulletin for perfor-mance dates.

vocal proDuction. The Upper School vocal production class pro-vides a broad foundation for proper singing in groups or individually, covering subjects like reading and un-derstanding music, vocal technique, public performance, posture, presen-tation and the use of microphones.

music tHeory. US students in mu-sic theory follow an extremely rigor-ous course covering topics usually re-served for university study. Students learn to read and write music as well as consider the composer’s intent.

onward and upwardWith the Fine arts center on the way, these are exciting times for music, drama and dance at asF.

D i v i s i o n s & D e p a r t m e n t s T H E A R T S

From the Coordinator

HumminG alonGI am well into my first year at ASF and feel happy and optimis-tic about our developing program. Although I am new, I feel right at home.

This is my first international teaching experience, but I am actually an alumna of international schools, having earned my own IB diploma after spending part of high school in Amsterdam, the Hague and Paris. As an adult, I have spent 20 years in the classroom, working in five different states as a teacher and administrator. I even visited ASF seven years ago while I was in Mexico as a Fulbright Scholar. I had no idea then that I’d be here today, working with our very talented students and faculty.

Some of what we’re working on in performing arts right now is expanding and unifying band, musical theater and choir among the school’s different divisions. We want to have our skills honed for when the Fine Arts Center opens. For example, for the first time, our Lower School students are putting on a musical this spring, 101 Dalmatians. I encourage you to see it on June 9 and 10. And don’t miss our handbell, band and chorus performances this spring – check the bulletin for details.

And be sure to check this page in future editions of Focus, when we’ll be explor-ing some fundamental questions, such as: What are the performing arts? Who are the performing arts? Where do you find the performing arts? When do you watch the performing arts? How do you get involved with the performing arts?

This is an exciting season in the per-forming arts at ASF and we are very glad for your support. Keep on humming!

Dr. Deborah lawrencek-12 performing arts coordinator

save tHe Dates!

• seussical the musical: April 8 at 4:30 p.m. and 7:00 p.m. and April 9 at 5:00 p.m. and 8:00 p.m. at Teatro Nextel in Interlomas

• performing arts spring showcase: June 1 at 1:00 p.m. on the MS Field

• 101 Dalmatians kids: June 9 at 6:00 p.m. and June 10 at 10:00 a.m. in the Lower School Multipurpose Room

Here’s some of what’s going on in the ASF performing arts scene. Though it’s just a small sampling of the course offerings, this list gives a good idea of just how much the program has grown and continues to grow. As veteran ASF music teacher Larry Tharp points out, “None of these classes existed 10 years ago.” Stay tuned to future issues of Focus for more on what students and faculty at all levels are working on.

18

D i v i s i o n s & D e p a r t m e n t s P A R E N T A S S O C I A T I O N

Helga mendoza: tamara, how long have you been a parent volunteer at asF?tamara cherem: I became a parent volunteer in 1998, when my chil-dren started at ASF. Ever since, I have committed myself to the school’s mission, to the teachers and to the students as well. I fell in love with everything ASF stood for and I am convinced that this school has en-riched my life as well as my children’s lives. Today, 14 years later, I can say their friends have become part of our family and their parents have become an essential part of our lives. When it comes to ASF, I have been told more than once that I don’t wear its shirt; instead, ASF is tattooed on me and I believe this is true.

Hm: What got you motivated to become a parent volunteer?tc: I started out as a volunteer so I could be closer to my children. The first time I ever attended a PA meeting, I was skeptical but as soon as I sat down and started to hear other parents around me talk and express their opinions, I realized ASF parents weren’t like all the parents at other schools. Here, they are listened to, and their concerns and ideas are taken into consideration and goals are met, because at ASF, par-ents and the school work together as a team.

Hm: What have you done at asF as a volunteer?tc: I’ve been a homeroom parent, Lower School coordinator, Middle School coordinator and Upper School coordinator, as well as organiz-ing the Stepping Up ceremonies for my three children, heading the parent committee been the for the Senior Prom and I have acted as a liaison between Convivencia sin Violencia (CSV) and the school. I have always participated in Parent Association events such as the Art Fair, and I would always be happy to lend a hand from cheering at Bear games to making sandwiches and tortas and bringing them in for the games, to making posters for CSV or just talking to students.

Hm: What does it mean to you to be a volunteer at the school?tc: Having been a parent volunteer at ASF has enriched my life in many ways. Today, I find myself surrounded by friends from ASF. I always stayed close by my children, as well as their teachers and the heads; this helped me better understand all the different stages my kids went through over the years. When you’re involved as a volunteer, you always have a much better perspective and understanding about your children’s situations and how the school functions. This makes it easier to resolve problems with your children when they arise.

Working togethertamara cherem has been a tireless and dedicated parent volunteer for many years, and the asF community is better off for it. so is she.

By Helga Mendoza, Parent Association Secretary

Photo courtesy Tamara Cherem.

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From the President

HonorinG a volunteerAs a special spring treat, the Parent Association section of this issue of Focus is dedicated to an inspiring interview with Tamara Cherem, a parent volunteer at ASF. On Founders Day last February 22, Tamara received a special honor for her volunteer work, and deserv-edly so, as you’ll discover in the accompa-nying interview conducted by PA Secretary Helga Mendoza.

Before you get started, here’s a little bit of background, courtesy of Helga. Tamara has been married to her high school sweet-heart for almost 25 years. They have three children: Alexis, 22, an ASF alum (’07) who is studying political science and interna-tional relations at ITAM, and attending the London School of Economics this year; José Moisés (’09), 20, studying architecture at Universidad Anahuac and Ivan, who will graduate from ASF this June.

Tamara was born in Mexico City and studied journalism at Universidad Anahuac Norte. She later studied French at the Sorbonne in Paris, and then did her mas-ter’s in creative writing at the Casa Lamm. She has published a novel, Siempre las Jacarandas, and a book of short stories, Un Último Pedazo de Bruma. Her second novel is finished and in the process of being published. She has also taught classes in publicity at Anahuac. She enjoys studying the Kabbalah and has been doing so for the last 13 years.

Please enjoy the interview. I hope it motivates you to become involved with the Parent Association if you are not already. I look forward to hearing from you.

aliki eliasparent association president

Another great thing is that I became very close with my children’s friends, becoming a con-fidante for most of them.

Hm: What advice would you give other asF parents?tc: Get involved! I believe that every parent should try to get involved as much as possible. I know it’s difficult sometimes; there isn’t always enough time to be able to volunteer. But making the effort to do so is extremely gratifying.

Hm: What has been the biggest reward in being a parent volunteer?tc: Well, today, after 14 years, when I know everyone on a first-name basis — my children’s friends, their teachers, the office secretaries, my children’s friends’ moms —that’s when I realize this was all well invested time.

Hm: you were instrumental in bringing the organization convivencia sin violencia to asF. What exactly is csv and what do they offer?tc: CSV is an organization started by Joaquin Quintana and its main goal is to teach and educate young people about the dangers of drinking through giving testimonials of people who have had their lives altered because of this. As part of CSV, there is the “Pacto de No Violencia,” which is headed by Carlos Holschneider, in which many schools in Mexico are partners.

Hm: How did your involvement come about?tc: I started with Convivencia sin Violencia almost by chance. The PA president at the time had asked me if I would be interested in attending a meeting with CSV because no one was available that day, so I agreed and went. After I attended that meeting, they asked me if I could bring CSV to ASF so there would be conferences of young people giving their own testimonials to students at school.

At the first conference at ASF, this young person talked to the students about being safe at nightclubs and such, and how to deal with drunk people there who would maybe like to start a fight. Two months after this, my family and I were in Acapulco and one of my kids went out to a nightclub one evening. He came back two hours later and when I asked him why he had returned so soon, he told me he had left the club because he remembered what he had been told at the conference at school about running into drunk people who wanted to fight. He ignored them and left the club.

That’s when I realized CSV conferences really did work and students listened to them, so I decided to get on board. Since then, I have attended many of their meetings and am now a part of their editorial board as well as the “Pacto de No Violencia.” Working in conjunction with a group of ASF parents, this has helped the implementation of the pacto in the Upper School.

Hm: since you’ve been heading the csv effort at asF, what have been some of the events or conferences that have been held on campus?tc: Dr. Arturo Cervantes, director of Cenapra, the National Center for the Prevention of Ac-cidents, joined our effort with CSV and brought to campus a three-day conference in which, apart from giving testimonials, they displayed a wrecked car on campus to try and create awareness about the dangers of drinking. Next year, we would like to introduce new activi-ties and conferences on campus.

Hm: What suggestions do you have for parents of teens about partying in a safe way? any thoughts?tc: Well, it’s a daily effort. We have to create awareness among parents because as parents, we have to remember we are the example to our children. It’s much more a case of being an example by actions than by what you tell them, and CSV addresses all of these concerns.

Hm: tamara, on behalf of the pa and asF, we would like to thank you for being part of our community and doing so much for the school and our children.tc: I appreciate this opportunity to talk a bit about how much my experience at ASF as a parent and volunteer means to me. In three months, my youngest son will graduate, and as one of the most beautiful, gratifying and enriching chapters in my life will end. I came to ASF with three babies and I now leave with three incredible adults. I came to ASF as a par-ent volunteer and today I leave as part of a family, part of a group of friends that will last me a lifetime. Now, I hope I can someday return to ASF as I hold my grandchildren’s hands.

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What’s newHere’s what’s new in Extended Learning this semester:

acoustic Guitar in small Groups: Four students max – we lend students the guitar as well! At the end they get to record and edit their own CD in GarageBand. musical theater: This group is putting on Disney’s 101 Dalmatians Kids. This is the first full-blown musical production after our Upper School’s yearly success. Grades 3-5 are participat-ing. A DVD of the performance will be available for future family viewing!

robotics: This is a course for students grades 1-3 with the leading national company Micro-botics. The course teaches kids mechanics, electronics and computer programming. At the end of the semester they will participate in a citywide contest at Tec de Monterrey Santa Fe along with 500 other contestants.

D i v i s i o n s & D e p a r t m e n t s A T H L E T I C S & E X T E N D E D L E A R N I N G

From the Coordinator

tHe riGHt attituDeThis year, our end-of-semester EL performances were, once more, the perfect way to end the year and set off for the winter holidays with the right attitude. Besides the classics in sports, this year’s kaleidoscope of disciplines was brighter than ever! Our superb kinder art class went way beyond just crafts. Children learned about famous artists and tech-niques, and found a multidimensional way of expressing themselves.

Our music program quickly gained size and momentum as well. Our Middle and Upper School students beamed in the string orchestra. Meanwhile, our little pink dancers twirled gracefully in ballet, while funky tunes inspired great choreographies in jazz dance.

Our exhibitions are designed as a way for students to show off their talents, boost their confidence and liberate their energy. It is a means to show the proud parents, whose atten-dance was record-breaking, how the children’s time is well invested. The gymnastics winter competition, for example, was a huge success with four schools invited and a full audience. All chairs were filled. The gymnasts were prepared and stole the show. The event lasted from 8:00 a.m. to 3:00 p.m. with competitors including ECC students, boys and advanced 5th grade gymnasts who excelled in parallel bars, floor or the balance beam. The ovations were deafening as the medals were handed out.

More than a school, ASF can well be seen as a comprehensive lifestyle. We have it all! Our myriad of activities allows children and adults to grow socially, emotionally and cognitively by offering spaces in which they choose to participate and develop their strong interests and so-cial needs. We offer quality instruction for disciplines, which students don’t find in their morn-ing curriculum. The stress and pressure of the school day dissipate in our recreational spaces.

louisa reneroextended learning coordinator

From the Head

tHe FiFtH DivisionI am pleased to announce that next school year our entire ASF K-12 Physical

Education department will be brought fully into the fifth division, Athletics and Extended Learning. Our Wellness Center, which is now being constructed, will house the division. That is just one example of how the completion of the Wellness Center will greatly enhance all programs offered through Athletics and Extended Learning.

It is very important that we provide every student at ASF with a high quality physical education program during the school day and extracurricular programs after school. Physical Education in the IB PYP (Primary Years Programme) and MYP (Middle Years Programme) is a holistic approach to physical education. Its clear goal is to contribute to the students’ physical, intellectual, emotional and social maturity. The aim is to help young people cultivate an active, healthy lifestyle through activities that are enjoyable, as they develop the teamwork, cooperation and personal engagement that are vital in the modern world.

PE offers students the opportunity to set for themselves physical objectives, gaining pleasure and satisfaction from accomplishing these physical tasks or challenges and reflecting on their performance. In PE, students are exposed to a wide variety of physical and health-related activities and experiences so that they can make informed choices throughout their lives.

Our division is committed to bringing the International Baccalaureate philosophy not only to our PE program but also to our other Athletics and Extended Learning programs.

As we plan and prepare for the 2011-2012 school year, I am personally looking forward to working with our students and teachers to provide a fully integrated, comprehensive physical education program.

robert WilsonHead of athletics & extended

learning

21

From the Coordinator

coacHinG coacHesThis past January, the new head of our soccer program, Matthew Macinnes, arrived at ASF. Matthew also holds a Middle School physical education teaching position. This hire is part of our initiative to have highly qualified, dedi-cated, full-time teacher/coaches as heads of sport, to work directly with our varsity level athletes.

Matthew joins our other skilled heads who all have the task of not only coach-ing kids, but also coaching our coaches. Younger level coaching positions are nor-mally held by part-time employees; though dedicated, they come to us with a limited amount of experience. So it’s our heads of sport who take on the responsibility of ensuring quality control.

This system really took on steam this semester when our heads held in-house professional development sessions in Janu-ary in which they spoke about expecta-tions, athlete development, role modeling and much more.

As we move on, we must continue to develop the coaches we already employ, helping them be the best they can be.

noah randallathletics coordinator

swimming toward the olimpiada nacional

oF time anD sports:a testimonial

Time is complicated and abstract. But with the appropriate mindset, one can learn to control the way one utilizes one’s time. That is the most important lesson that being in both the full IB program and varsity sports has taught me: Even though time is an ethereal concept, with hard work and dedication, one can learn to manage and enjoy it. The full IB has given me enough intellectual stimulation to keep my mind busy for the next million years. Football and soccer have given me unparalleled visceral joy. (And together, they bring me the benefits of having both nerdy and jocky friends.)

I’m satisfied with the way I’ve managed my time in high school.

— Clemente Dadoo, ASF Senior

For more than five years, swimming has been a major and influential part of my life at ASF. At the beginning, I was not a fantastic swimmer. I remember swimming in the slowest lane, mostly by myself. However, I had the right attitude: I worked hard and I showed up for practice constantly.

Eventually, I was moved into the fastest group and shortly thereafter, I went on to participate in my first National Championships in 2008. All that hard work and time I invested in this sport had paid off.

However, my coach, Noah Randall, had taught me a very important lesson: Never be com-placent. Therefore, I didn’t let up just because I had reached an important level in swimming; I knew I could still do much more.

I kept on training and working hard, having the Olimpiada Nacional as my goal. To achieve this, I had to place in the top 12 ranking for my age group on a national level, something that would prove hard to accomplish. In my junior year I failed to accomplish this, but I still knew I had to work hard for my last year at ASF. As a senior, and as team captain, I felt that it was now or never.

All my hard work and dedication paid off. I placed 9th in the 400-meter Individual Medley, and 14th and 16th for the 1500-meter and 400-meter Freestyle respectively.

Now I look back at all those practices in which I worked so hard over the years, and even though the path that led me to where I am now was by no means easy, and not always success-ful, I am glad that I remained as dedicated and committed as I could.

So five years into my swimming career, I am now able to represent ASF in one of the most exclusive and elite competitions in Mexico: the Olimpiada Nacional.

By José Ángel Ávalos, ASF Senior

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t H e G r e e n p a G e s

Bring it in!

On a typical Monday morning, ASF students crowd the Transportation Center behind the football field. Though it’s usually a tad cold and often still dark, you can spot them carrying bags as they get off their buses. Before

heading to class, they stop to empty the bags into colorful bins. Since it’s Monday, the bags they emptied were filled with plas-

tics. The next morning, they will bring rinsed and flattened Tetra Paks (such as milk cartons). On Wednesday, it will be paper and cardboard. Thursday is for cans, aluminum products, shiny wrap-pers and tabs. Finally, students can bring batteries, keys and cellular devices any day.

So these environmentally conscious ASF students start their school days by recycling material they’ve already collected and sorted through (and sometimes rinsed and crushed) at home. The

actually delivery of the recyclables to campus is their final step in a weeklong process.

But it’s not the final stop for the stuff itself. After students — or faculty and staff members — deliver their recyclables to campus, the materials are sent to companies and organizations that either reuse them directly or treat them so they can be reused.

All of the Tetra Paks, for example, go to Mexico City’s Junior League, which has a program to treat them for recycling. Tetra Paks, by the way, are one of the toughest recyclables to process because of their multi-layered assemblage. Their plastic, cardboard and alu-minum must be properly isolated. Then they become part of the re-sources that go into the production of finished goods such as tires, printer paper, paper bags, tissue paper, inexpensive aluminum and even fuel.

the asF recycling program has evolved from a lower school classroom activity to a major schoolwide initiative with a measurable positive impact.

everyone involved with the school can participate in it. By José Segebre, ASF Communications Assistant

2323

asF anD recyclinG

Why does asF put so much time and effort into recycling?There are a number of factors. One is the International Baccalaureate curriculum, which emphasizes environmental awareness. Another is that so many dedicated ASF community members are willing to work hard to make it happen. A third is that outreach and community-building are central to ASF’s environmental endeavors.

The most striking motivation, however, may be found in a few statistics.

Consider: About 700 kg of trash leave the campus daily. That’s 1,543 pounds, more than three quarters of a ton.

How much of that waste is recycled? About 20%. That’s a long way from 100%, but it represents a solid beginning, a big first step.

The goal is to reduce the school’s ecological footprint. That footprint is simply a relative measurement of how much of the earth’s resources are being used in comparison to the planet’s ability to regenerate itself. Currently, the cumulative ecological footprint of the entire planetary population is 1.5, meaning one and a half earth’s are needed to sustain the demands that human beings are making.

There is, however, only one earth. Something’s got to give.

Not everybody is contributing equally to that 1.5 number. For example, according to an in-depth project Environmental Education Coordinator José Carlos Alaniz conducted with his students, the mean ecological footprint of an ASF student is 2.5. That’s significantly above the worldwide average, and two and a half times higher than what’s sustainable.

Recycling, along with the advent of green buildings on campus and many other efforts, can move that number down.

The cooperation between ASF and the Junior League serves as a reminder that there are social benefits to recycling, as well as environmental benefits. The Junior League’s profits from treating and selling the donated Tetra Paks help strengthen and solidify its outreach efforts, which include children’s nutrition programs and community grants. The Junior League’s “Reciclable por Natura-leza” program has been recognized by national and international organizations since it started 15 years ago.

Similarly, the bottles and containers made of the most commonly recycled plastic, known as PET (for polyethylene terephthalate), are donated to Ecoce, a non-profit organization dedicated to processing PET material into polyester. This synthetic is in turn used to create thread and fabric, as well as pillow stuffing, blankets, sleeping bags and so on.

For every kilo of PET donated to Ecoce, the school gets a point, which can be exchanged for a variety of recycled and educational goods. Last year ASF received 16 basketballs, volleyballs and soccer balls.

But ASF’s partnership with Ecoce isn’t about getting something in exchange. In fact, it’s about more than just the immediate benefits of recycling at ASF. Ecoce’s environmental work includes a community-outreach program targeting students in private and public schools across Mexico. As a result, recycling has been doubling with every school year, both in the number of participants and the amount of plastic recycled. More than five million students nationwide participated in the program last year. So by working with Ecoce, ASF helps advance the cause of recycling well beyond its own campus.

The aluminum collected on campus is sold to various companies that reuse it. The proceeds go to the Recycling Committee’s operational budget, as well as to other initiatives.

The collected aluminum tabs have a different destination. They are donated to the Pink Ladies, the much-admired group of women volunteers at the ABC Hospital, adjacent to ASF. Among many other things, the Pink Ladies donate wheelchairs to children who need them but whose families can’t afford them. By helping them, The American School combines its environmental initiatives with the philanthropic efforts of the extended community.

in the Beginning... Ana María Solorio, a Lower School teacher and former environmental education coordinator, spearheaded the recycling program at ASF. In fact, she pretty much invented it, including the founding of the Recycling Committee —a group of teachers who oversee ASF’s recycling efforts.

“She really started from scratch,” says José Carlos Alaniz, the current environmental education coordinator. “She had to swim against the current.”

What’s now an ongoing schoolwide effort started in the spring of 2006 as a Lower School class-room project intended to instill a recycling culture in one group of students. Says Mr. Alaniz, “The original idea for doing this was to form a habit.”

It soon expanded, as the kids became educated enough about recycling not only to practice it but to teach it to others. “It became a student initiative,” Ms. Solorio says. “They would go to different classrooms and talk about the three magic Rs.” Those three Rs are Reduce, Reuse and Recycle.”

Soon Lower School students were going to classrooms outside their division, and the initiative spread naturally throughout the school. A class activity had become a responsibility.

Today each school division has a group of volunteer faculty and staff that coordinates the divi-sion’s recycling program. Ms. Solorio still coordinates the Lower School’s environmental initia-tives. Thus her perspective on the program is broader than anybody else’s, and she’s especially struck by its progress since the early days when only four materials were recycled (paper, one kind of plastic, Tetra Paks and batteries.) “We now recycle over ten,” she notes.

Ms. Solorio is a believer in student-led responses, and considers education integral to environ-mental work. “I’ve been planting seeds for 12 years,” she says, reflecting upon her career, “and a different kind of tree grows.”

And new ones are still growing. A new student-generated effort, recently presented to school of-ficials by the Recycling Committee, is to replace all ASF trash cans with recycling posts. With time and effort, the idea of trash would be redefined at ASF. With these posts in place, the act of throwing something away will be replaced on campus by taking it to the recycling station.

And there’s plenty more on the recycling horizon. “We’re planning many more things,” Mr. Al-aniz says. “For example, we want to bring in more speakers, and schedule workshops with Mexican environmentalist organizations.”

Reduce, reuse, renew & recycle!

24

t H e G r e e n p a G e s

Lower School teacher Ana María Solorio will always be appreciated as the prime mover in the creation of ASF’s lauded recycling program. But she hasn’t lost her perspective.

“Do not only focus on recycling,” she urges, ¨but also on the other aspects of environmental care.” From the top administrators through the youngest students, the school has heeded Ms. Solorio’s

call. Environmental awareness and action are paramount at ASF, including in the curriculum.And in the infrastructure. The design of the recent Upper School renovation paid particular attention to

the principles behind sustainable architecture. The building’s Leadership in Energy & Environmental Design (LEED) certification is now official, and ASF has committed to have all its future building projects be green, including the Mary Street Jenkins Wellness Center and the Angeles Espinosa Yglesias Fine Arts Center now under construction.

Another proposal meant to complement the recycling program is the inclusion of green roofs on the school’s newest buildings. José Carlos Alaniz (pictured), an Upper School science teacher who serves as the school’s environmental education coordinator, says the intent in the future is to incorporate the use of the green roof projects into the curriculum.

Environmental studies are already integrated into the classroom via the International Baccalaureate (IB). A key element of the Middle Years Programme is to develop students’ awareness of their interdependence with the environment.

The effects of such programs can be seen in student attitudes. Elias Kalach (‘11) and Hyewon Kim (‘11) are noteworthy examples, both being IB students who have undertaken environmental projects in their coursework.

Kalach hopes to become an architect specializing in sustainable architecture. He is interested in buildings that pay particular attention to efficiency and aesthetics. He developed his own green roof proposal through classwork.

Like her teacher Mr. Alaniz, Kim’s approach to environmentalism leans towards the sciences. Although still undecided which engineering field she will pursue, she hopes to study how biological changes affect the environment, particularly how we can manipulate them to reduce our carbon footprint. This was a recent discovery for Kim. “I didn’t know much I was interested in environmental engineering until I took IB Environmental Systems last year,” she says.

Students feel they need more than classes and programs and proposals. Eduardo Avila (’11), another student committed to environmentalism, advocates a cultural shift. “There are great ideas, great proposals to better our community,” Avila says, “but no actions.” Aside from the school’s support, he insists on changing the current culture of consumption. “Change it, change the culture of each person,” he says.

Kalach echoed this call to action. “Right now we’re forming clubs, proposing ideas, even writing in Focus magazine about recycling,” he says. “Which is great, but there needs to be more action.” —José Segebre

any Questions?

Q: How do i get my recyclables to the school? The students bring them in on the school bus.Q. How do they do that? The recyclable material should already be sorted by type; plastics, paper cardboard, metal products, Tetra Paks, cell phones and batteries should each go in their own bag. Q: can i recycle everything everyday? No, you must follow this weekly sched-ule: mondays: plastics, tuesdays: Tetra Paks, Wednesdays: cardboard and paper, thursdays: cans, aluminum products and shiny wrappers, any day: cell phones, batteries and keys.Q: What should i do with the recyclables before bringing them in? As men-tioned, they must be sorted by type. Recyclable containers must be emptied of their contents. Rinse out plastic bottles, Tetra Paks and other containers that can be rinsed. Reduce the volume by crushing or folding those items that can be crushed or folded (i.e. Tetra Paks, cans, plastic bottles, etc). Be sure that the bags or containers for batteries are sealed. You may also remove the tabs from cans, since they are recycled separately to support the community outreach efforts of the Pink Ladies at the ABC Hospital.Q: Does asF recycle everything? For safety reasons, we do not recycle glass.Q: can i recycle big things or goods in large quantities? Yes. Large electronics such as TVs, old radios, washers and other devices can be recycled as long as they are dropped off at the end of the month. This kind of high-volume drop-off should be scheduled in advance through Recycling Coordinator José Carlos

Alaniz (recyclingprogram@asf.edu.mx). The same goes for any large amount of recyclable goods, such as a two-year accumulation of newspapers.Q: can i bring in recyclables if i’m not an asF parent? Yes. The ASF commu-nity is wide and diverse, and everyone is invited to join, support and enhance the school’s ecological initiatives.Q: there are not many recycling centers where i live. can i collect my neigh-bors’ recyclables and bring them in? Yes. It’s a good way to start getting oth-ers involved in grassroots environmental work in your community. Inherent in ASF’s environmental initiatives are community-building and raising aware-ness.Q: What happens to all the recyclables that are brought in? After our main-tenance team has gathered and stored them throughout the month, the vari-ous companies and organizations to which ASF donates come and retrieve the goods.Q: How can i be part of asF’s recycling efforts? Just by bringing in the re-cyclable material, you’re a huge part of the effort. But if you would like to do more, please volunteer through the ASF Recycling Committee. You can help coordinate the program, give talks, help organize events or lend support through the Parent Association. Most important of all, you can raise awareness among your friends, relatives, neighbors and community groups.Q: Who should i contact if i have any questions, doubts, or concerns? Just send an e-mail to recyclingprogram@asf.edu.mx.

it’s easy to recycle, and asF is here to help you do it. But if you’ve never recycled before, some questions might come to mind. Here are the most common:

BeyonD recyclinG

25

sustainable structures

Environmental awareness has sur-rounded us with lots of adjectives —green, ecological, natural, sustain-able, organic, healthy, recyclable,

renewable, earth-friendly, balanced, responsible. They’re all good words, but they tend to bring us a false sense that we’re doing something good for the environment simply by using words, such as purchasing this or that product with one of those words on its package.

Words won’t improve environmental con-ditions. Only actions will, informed actions.

Choosing green buildings is one such in-formed action. Green buildings are not about a color but about a concept. That concept is being environmentally responsible. Environ-mental responsibility in this case means sus-tainability. A green building uses natural re-sources in such a way that it meets the needs of today without depleting the availability of those resources for future generations.

The newly remodeled ASF Upper School is one such sustainable green building. The upcoming Fine Arts Center and Wellness Center on the ASF campus will also be green.

The Upper School Building is not green be-cause ASF says so. It is green —that is, sustain-able— because it has been certified as such by something called LEED. The initials stand for Leadership in Energy and Environmental De-sign, certifying a building as “green” if it meets

certain rigorous standards of design, construc-tion, operations and maintenance.

It is not easy to achieve LEED certifica-tion. The program is run through a U.S. or-ganization (the U.S. Green Building Council) but it is recognized internationally, including in Mexico. Still, only 11 buildings in Mexi-co have achieved LEED certification. And though the Upper School Building renovation project adhered to LEED standards, it still took more than a year for the certification to become official after the renovation was com-pleted. It is a grueling process.

But it is an important one. People wonder why buildings should be such a priority. After all, aren’t cars and factories the biggest pollut-ers? The truth is, according to the United Na-tions Environment Program (UNEP), build-ings account for about 40% of global energy use (and about 23% of energy use in Mexico, according to the on-line magazine CNNEx-pansión.com). They also emit up to 30% of worldwide greenhouse gas emissions.

That’s a huge impact. But buildings aren’t going away, of course. They’re a central fea-ture of society, as UNEP puts it, providing places for shelter, work, learning, commerce and leisure. Aware of this, the United Na-tions established the Sustainable Buildings and Climate Initiative (SBCI) and placed it under UNEP coordination, having as its

main objective to promote sustainable build-ings. That is also the objective of the U.S. Green Building Council and its Mexican equivalent, the Consejo Mexicano de Edifi-cación Sustentable.

What specific areas are these organizations concerned with? A partial list would include a reduction of direct and indirect greenhouse gas emissions, improved climate adaptability, energy savings and water efficiency.

This last consideration, water efficiency, was a major focus of the US Building design. A complex water recycling system was in-stalled, collecting the water used in the bath-rooms, as well as rain and garden water. An energy-saving lighting system is in place, and recycled material was used in the construc-tion process, such as the wood in the lobby of the administrative wing.

The upfront cost of complying with LEED standards is higher, which is one of the rea-sons so few LEED-certified buildings exist in Mexico. But the ASF administration is aware that the savings on energy costs will more than make up the difference.

And they also know that there are rewards in creating sustainable buildings that go be-yond money. Topping that list is providing ASF students with the opportunity not only to become more aware of the need for sus-tainability, but to actually live it.

What it means for a building to be green.By Marisela Sanabria, ASF Photographer

We’ve taken the leeDthe american school Foundation, a.c. (asF) has been awarded leeD

certification for its newly remodeled upper school Building. leadership

in energy and environmental Design (leeD) certification is a program

from the u.s. Green Building council that recognizes green building

practices. asF is the first k-12 school in latin america to earn leeD

certification, and is one of just 11 building projects in all of mexico with

leeD certification, such as the HsBc tower and coca-cola mexico.

25

26

the tech Future is now

c a m p u s c u r r e n t s

two asF teachers were chosen as apple Distinguished educators. that’s an honor, but also an assignment. Here’s what their experience means for technology-assisted learning at asF.

By Juan de Luca, Digital Literacy Coach & Hannah Rollwitz, ECC Teacher Aide

27

When we first received the news in October that we were chosen to be in the Apple Distinguished Educator Class of 2011, neither of us knew what to expect. All we knew was that we were to be at an Apple Distinguished

Educator (ADE) Institute in San Miguel de Allende in the state of Guanajuato in January. Time passed quickly, and eventually the day came that we were to be introduced to the world of being an ADE.

While we made the journey from Mexico City to San Miguel, the one topic we discussed over and over was, “What is this all about?” Of course we knew it had something to do with teaching and tech-nology, and incorporating that combination into our classrooms, but besides that we were stumped.

Shortly after our arrival to beautiful San Miguel de Allende the two of us were welcomed with open arms by Apple employees and ADE alumni from the United States and Mexico. Later that night, we were given the chance to meet the 15 other people who were cho-sen throughout Mexico to become ADEs. Our fellow Mexico ADEs are educators of all ages who work within all grade levels and sub-jects in various schools around the country. The amount of depth and love for technology and educating was apparent from the mo-ment we all came together.

Our days at the institute were filled with discussions, group-build-ing activities, brainstorming sessions and the sharing of knowledge. Seeing the widespread knowledge our group brought to the institute was eye-opening as well as inspiring. We discussed techniques to use with different age groups, what other schools were doing when it came to technology and how we as individual ADEs help the promotion of technology in the classroom and at our schools.

One afternoon we were given the challenge to discover our “inner photographer.” While photographing San Miguel de Allende, our talents were stretched to new limits. What the institute excelled at was bringing us together as a group. The sense of togetherness grew from initially be-ing comfortable only with people we knew, to all of us collaborating.

Despite the many great presentations, learning experiences, and dis-cussions we held those four days, we would have to say the most mov-ing part of the institute was the fact that we were surrounded by people who, just like us, love technology and who, just like us, want to spread that love to everyone around us, especially our students and co-workers.

responsibilitiesAfter having a wonderful experience at the ADE Institute, we were eager to spread the enthusiasm for educational technology. We would love to see the ASF community feel this passion too.

As ADE members, we have four main roles: advocates, advisors, authors and ambassadors. First, we are passionate advocates for the potential of technology in education. We strongly believe that students who are exposed to engaging learning environments using technology have a brighter future.

Second, ADEs are advisors. We provide input to teachers in- and outside of school, coaching them on the options for integrating tech-nology in their classrooms. Third, we are authors, publishing a wide variety of authentic work and sharing it with peers.

Finally, we are ambassadors, responsible for building community and capacity for teaching and learning in a global context. We pro-mote on-line projects and collaboration tools that expand beyond the walls of the classroom, supporting rich global experiences.

making it HappenNow, how can we translate our experience to benefit the ASF com-munity? The school is going through important transformations that will change the face of learning. For example, let’s look at the Early Childhood Center, where each classroom just got a classroom Mac-Book, three iPads and one iPod Touch. Having that kind of technol-ogy is stupendous, but it means nothing if it doesn’t go along with enhancing student learning. It is our responsibility to help teachers make the most of these tools by guiding them toward which apps to use, what kinds of student-generated content can be achieved and how to provide a differentiated learning environment.

In the Middle School, we will have a Connected Learning Com-munity where students can bring their own devices, such as laptops, smart phones or tablets, for classroom digital projects. This is an amazing opportunity, because what once was considered a distrac-tion in the class is now a powerful tool for collaborative learning.

With all these changes, and many more to come, we want to bring the community closer together. We are inviting parents to be actively engaged in this transition so they can support their children in key aspects, such as communication, cyber safety and research skills. Be sure to keep your eyes open to events and workshops that the school will sponsor for parents.

ASF is evolving toward a new digital literacy era. We will en-counter some challenges, but those will be small compared to the growth opportunities. We need to understand that now, more than ever, students, parents, teachers and administrators are all learners and educators at the same time. As such, we invite everyone to join us in being advocates, advisors, authors and ambassadors of educa-tional technology.

Exciting times lie ahead.

What once was considered a distraction in the classroom is now a powerful tool for collaborative learning

28

c a m p u s c u r r e n t s

toy story elevenHundreds of underprivileged kids received gifts

from the annual asF toy Drive. But they weren’t the only ones feeling joy.

camila cano, 5th Grade: “We felt gorgeous. ”The Toy Drive was a nice experience. It was very special to see the kids’ happy faces when they got their presents. They were enjoying the moment just like us and I knew that they were going to keep enjoying it once they got the opportunity to play with their toys at home.

It was awesome to give and not only receive. We could see what sharing is all about. It was a very happy time for everyone, but it was sad to see that not all people have the same opportuni-ties, and to see the difficulties that some of them have to live in. The kids were very impressed and happy to get just one gift, when we are used to getting a lot. But overall it was a very fun time for everyone.

I could also see that the kids were very happy to see the show. It was an incredible spectacle! We all clapped every time they did something and it was a very fun time.

I think we should keep doing this type of activity that makes many other people happy and is a special experience for everyone. I think all of the kids who went to the event were very thankful and excited. We felt gorgeous about making other people happy.

Every day we should share, and every day we should try to make others happy. That way we are also going to be happy.

pablo García lascurain, 6th Grade: “one of the most important things in my life.”After winter vacation, the first day of school in the new year was the toy drive. I skipped sec-ond and third period and advocacy. The first thing we saw was two clowns making jokes for about 30 minutes. After that, we were the first ones to go out and give toys to the other kids who needed them and who were the other ones coming out in the scenery.

We gave lots of different toys like Legos, Barbies, trucks and lots of other fun and cool toys. I felt good about giving toys to the kids who needed them because I felt that they didn’t have enough toys and I know that they were very happy to receive them. Leaving useful things to the needy is one of the most important things in life. I am not in the Community and Service Club or anything, so I don’t know why I got to go. But it was just a very good experience for me and I hope I can do it again.

Thanks ASF!

For the past 11 years, ASF parents, teach-

ers, students, friends and staff have reached

out to some of the most vulnerable people

in the Delegación Álvaro Obregon where our

school is located, including the marginalized

streets of Colonia Santa Rosa. They did this

by delivering more than 1,200 gifts to needy

children and their families via the Toy Drive,

an annual event timed for Día de los Reyes,

the Feb. 6 Three Kings holiday when most

Mexican children receive toys.

The project, which involves the entire

ASF community and all grade levels, from

ECC to seniors, reflects the philosophy that

every child deserves hope, happiness and

the chance for a bright life. It also promotes

a sensitive, caring community in a nation of

traditions and culture. ASF stands for and

honors both these commitments.

The Toy Drive was headed up by the Com-

munity and Service Club at the Upper School

level, by the Middle School counselors and

by the Lower School Student Council. The

Parent Association was also very much in-

volved, through the ECC and LS homeroom

mothers.

The opening of the gifts took place in a

festive atmosphere at the Delegación head-

quarters. Representing ASF were eight ECC

students, 30 from the Lower School, 12 from

the Middle School and 10 from the Upper

School. Following are student comments (in-

cluding my own) about what that special day

meant to them.

— Rodrigo Hernández, 10 grade student

roberta luque, 6th Grade: “a smile as big as the sun.”Going to the Toy Drive with the Community and Service Club this year was a very rewarding event. I enjoyed seeing how happy the children were when we got there, especially when they got their gifts and chocolates. Even though there were many kids and toys, I recall one child in particular. When I handed her the wrapped gift, this girl’s smile was huge . . . as big as the sun. I could tell she was pleased and excited. I am very glad that so many kids at school brought toys so we could make them all very happy.

During the Toy Drive, we also had the opportunity to watch a clown’s show. This was funny, but most of all special because it was a different experience for everybody.

I enjoyed this event, and would not trade it for anything in the world. It was definitely worth everything I had to do.

rodrigo Hernández, 10th Grade: “Well done!” What a refreshing and rewarding event at the Delegación Álvaro Obregon! ASF had another great Toy Drive to celebrate the spirit of Christmas, New Year’s and Día de Reyes. We also had the privilege of the presence of the Delegación head, Eduardo Santillán.

The helping hands and hearts of the whole ASF community achieved more than putting a huge smile on many children’s faces. The generosity demonstrated a sense of belonging, responsibility and pride in support of the needs of children, especially during the holiday season. We all did something within and for our community. It is fair to say that such a human act makes a big impact on every-body. It brought us together and reminded all of us what life is all about: sharing!

All kids need toys. When a family cannot afford them, it creates a negative impact on the growth, feelings and personality of a child. So being a part of this academic and social community, and contrib-uting in whatever way we can to a healthy society, it changes lives in a positive way.

All the little ones shared their enjoyment in their own way. Those kids who donated and handed out the presents were excited to see the faces of the children as they were receiving and opening their toys with a contagious joy. The kids wore their purest gala smiles and some cute ones also showed their innocent toothless gummy smiles, which left us all f labbergasted!

I was personally moved by one of the kids who was playing with his brand new toy cars just outside the auditorium. He managed to design a small track made of cardboard and wrapping paper and used it to race his new acquisition. I was amazed by his creativity and with the idea that sometimes less really is more. I bet he will never get bored, and that the track will have different designs and shapes.

The kids were delighted, but so were their families, who appreci-ated our donations. The day was a special event for each entire fam-ily, not only a celebration in itself but also a reminder of hope and the potential for happiness for everybody.

Among the donations we included blankets. It was also possible to provide a few wheelchairs for children with physical disabilities. After all, this toy drive did not exclude anyone whatsoever.

I felt honored to witness and participate in this event, as well as to be a member of the Community and Service team, whose initiative and robust mission serves to inspire conscientious and caring citizens.

Let’s keep it up at the ASF! Well done!

alina aksiyote, 11th Grade: “a defining experience.”Being an old-timer at ASF, there are several things I’ll see and do ev-ery day that remind me of my earlier childhood. In December I had the extreme privilege of going to the Delegación Álvaro Obregon to deliver toys for Día de Reyes. Every year, for as long as I can re-member, ASF has collected toys for underprivileged children in our community. It really is amazing what one small gesture can do when it comes to helping others.

During the trip I was in charge of keeping an eye on five Lower School kids, when only a few years back I had been one of those kids, going on this very same trip. It was almost as if my childhood and my present had come full circle. It was then that I realized that my love for community and service, a love that has shaped me as a person, began with the ASF Toy Drive.

The five ASF Lower School students I watched over were at first apprehensive, but soon wholeheartedly drawn in by the children. These are children who appreciate everything they are given, and feel lucky to receive even the smallest holiday gift. Yet, somehow, we come away with so much more; for it is experiences like these that define us as we grow up.

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the mun experience

c a m p u s c u r r e n t s

students who participated in the model united nations conference in march didn’t just learn about international problems. they proposed solutions.

By Se-A Chong, ASF Senior

Every time it is asked what the gravest problem troubling the world is, one can easily come up with a large variety of an-swers —poverty, corruption, pollution and so on. While it is true that the world is burdened with many serious problems

and not all of them can be solved quickly, there is a need for students to focus on discovering possible solutions.

For the past seven years, I have participated in the ASF Model United Nations program, in which students “pretend” to be delegates to the United Nations for two days, serve on committees that debate world issues and construct resolutions addressing them. Through my participation in the ASF MUN program, I have learned many impor-tant things, not only about the world I live in, but also about how to approach the problems we face. My experience in MUN has helped me acquire skills that can be extremely useful in the future. These in-clude researching, writing, public speaking and problem solving skills.

MUN also shows the power of taking initiative. My experience has shown me that all kinds of problems, no matter how difficult, can be changed if someone takes the initiative to do something about them. MUN also gives delegates the opportunity to interact with others who have different perspectives. Searching for diplomatic solutions encour-ages the students to approach the situation in a more open-minded manner and come up with solutions through close collaboration. As a result, students become united as a community as they are pulled

out of their normal schedules and placed with people from different grades and backgrounds.

After preparation that included four pre-conference workshops, research and the writing of position papers, this year’s ASF MUN 2011 conference successfully demonstrated the ideas outlined above. The conference offered a multicultural perspective by including Afro-Caribbean and Middle Eastern dance troupes. Our guest speaker, Dr. Rafael Fernandez de Castro, head of the International Studies depart-ment at the ITAM, exhorted the students to make good use of their role as a delegate at the United Nations and see how people commit-ted to solving problems can make a change.

From my position as the chair of the Disarmament Committee, I saw that the students truly work hard in order to understand and solve the problems that were presented during the two days of debate. The way delegates expressed their ideas and solutions and worked together to come up with resolutions in a limited time showed me that students took this conference extremely seriously and attempted in earnest to get something out of it.

On a final note, it is true that the MUN experience varies depend-ing on the person. However, I feel that many of our students had the right attitude and initiative, and for them ASF MUN 2011 went be-yond the obligatory school event and became a life-changing and en-lightening experience.

At the ASF MUN conference, left to right: Mike Hennessy (US teacher and MUN project coordinator), Kelsey Burgess (“Don’t Waste Your Talents”), Hyewon Kim, Dr. Rafael Fernandez de Castro, Raul Scorza (“How Long?”), Santiago Oñate (“The Time is Now”), Diana Litchi.

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“Don’t Waste your talents”

The following speech was delivered at the beginning of the MUN conference by ASF senior Kelsey Burgess.

Good morning. The video we just saw, about how some of us have so much while others have so little, reminds me of a parable —a story

with a message— that Jesus tells his disciples in the New Testament. Now, before you tune me out, I want to clarify that the message be-hind this story is one which you’ll see applies to everyone in this room, whether Catholic or Protestant, Jewish or Muslim, agnostic or atheist.

In the story, there is a wealthy man who is going on a trip, so he summons three servants to look after his gold while he’s away. The gold is measured in talents. Today, one talent would be worth about $840,000 U.S. dollars. So the man gives five talents to the first servant, three to the second and one to the third.

While the master is away, the first servant invests the money and man-ages to double it. The second does the same. The third, however, digs a hole and buries his talent for safekeeping. When the master returns, the first two servants are praised for multiplying what they were given and are given even more wealth to look after, whereas the third is severely reprimanded for not putting the talents he was given to good use.

So, what is the message for us here today? I’m guessing none of us have thousands of dollars in gold talents lying around. But, we have been blessed with other things.

All of us here at ASF have been granted numerous privileges and advantages that the vast majority of the world can only dream about, whether given by God, fate, luck, our parents… whatever you want to call it. We have better living conditions, better health care, better security, better education than so many less fortunate people and yet we sometimes seem to forget it. I can’t even count the number of times I’ve heard students here —including myself, unfortunately— com-plaining about their circumstances.

Many of these complaints center on school: We have too much homework, we don’t like our teachers, we might need to work to pay for college. Are these really things to complain about? Not when you realize most Mexicans do not even get the chance to graduate from high school.

Then, I hear students complaining that college applications are dif-ficult, that college might leave them with loans to repay or that they did not get into their college of first choice. But, when you hear that less than 7% of the people in the world have college degrees, it makes that complaining sound a little silly.

With so much new technology everywhere, plenty of people also complain that they don’t have the latest iPhone, BlackBerry or Touch-Pad. In a world where only 28% of the world’s population has Internet access, do we really have anything to complain about?

And of course, some students are unhappy with where they live. Their apartment is too small, or perhaps, it is not located in the nicest part of town. But this suddenly doesn’t seem so bad when we’re faced with the fact that 15% of the world’s population is living in homes without running water.

Other students may complain about the food in the cafeteria. And, OK —I’ll admit— it’s not the greatest. But, getting upset about the quality of food we have available all the time to us seems pretty lame when you learn that one in seven people in the world goes hungry without food every day.

However you look at it, we at ASF have been given a lot. We have nice houses and apartments, new clothes, fun vacations, sporty cars and a great school. We have opportunities and resources that billions

of people around the world could not even dream of. But my point here this morning is not to make you feel guilty for being privileged while others are not, or even to simply make you thankful for what you have. Because, after you realize how incredibly fortunate and lucky you are for just being born “you,” the important question still remains: What do you do with those all those blessings, all those gifts —all those “talents,” if you will.

Two of the servants from the parable multiplied what they were given and were rewarded handsomely. The third protected what he had, without putting it to any good use or making it grow. Which one are you most like? Do you use your education, your economic privi-lege and your unique skills to make the most you can for yourself and the world? Or are you content to pass your life merely guarding what you’ve been given, complacently sitting on it and watching life pass by without risking your talents in an attempt to multiply them?

It’s ironic that in biblical times, measures of gold were called “tal-ents” —a word which, for us today, has a completely different mean-ing. But the parable works for either meaning of the word “talent.” For our own talents, the skills that each of us possess, are what help us to realize our potential and put all that we have to good use. ASF is filled with scientists, mathematicians, writers, artists, musicians and politi-cians. Whatever skills you possess, the question is: How can you use them? How can you —how will you— put your talents to good use?

The next two days will hopefully help you to answer that question. In your committees, you will learn about very real problems facing the world today. You will have to cooperate with delegates of other coun-tries with perspectives drastically different from your own in an attempt to reach some sort of agreement on how these issues can be resolved.

True, the Model United Nations conference is, of course, just that: a model, a simulation. The resolutions we write won’t really shape world politics, end humanitarian crises or eliminate war —at least, not today. But I encourage you to take advantage of the opportunity you’ve been given to look for a moment at a world outside your own tiny sphere. Don’t just do MUN for the grade —allow yourself to care.

You’ve been handed your talents. Over the next two days, and for the rest of your life, what will you do with them?

Students represented different nations at the ASF MUN sessions.

During the opening ceremonies, Upper School and Lower School students formed a procession representing the various countries.

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c a m p u s c u r r e n t s

“How long?”The following speech was delivered on the first day of the recent MUN con-ference by ASF senior Raúl Scorza.

5:55 a.m. You set your alarm clock before you go to sleep. 6:00 a.m. You turn off your alarm clock, this being the second time you suffered its ring, and drag yourself out of bed. 7:10 a.m. You arrive at school and decide your bus arrives too early. 12:15 p.m. You stare at the clock conveniently placed in the furthest corner of the room and ponder how is it that your 3B period bends the time-space continuum.3:10 p.m. You are suddenly woken up by a pat on the shoulders, indi-cating that your apparent “five-minute nap” has just delayed everyone else on your bus route. 5:00 p.m. You reflect on how wrong you were to ditch practice over a bag of chips and “Dancing with the Stars” re-runs. 7:00 p.m. You decide to start your homework. 9:15 p.m. You actually start your homework. 12:10 a.m. You set your alarm clock for 5:55 in the morning.

I’d like to bid you all to try and make an educated guess on how long did the introduction to this speech last. If you were paying attention,

it would rightly seem to have lasted about two minutes. If you were barely tuned in, it might seem to clock in at around seven minutes.

But now I bid you to make another educated guess: How is it that you define, quantify or explain time? After all, it is a concept that you cannot touch, see or hear. Yet, time takes its toll on our sight, our touch and our hearing as it progresses, consolidating it as a real con-cept, the fourth dimension. It is certainly not a figment of our imagi-nation. So, how do we define time?

Simple enough, some might say. It’s measured in minutes. Every two minutes someone is diagnosed with cancer in the United King-dom. Every 9½ minutes, someone in the United States is infected with HIV. During the Rwandan genocide, seven men, women or children were murdered every single minute. Every minute, 15 children on av-erage die because of poverty, hunger and easily preventable disease.

Now, one might make the case that minute-by-minute statistics are too shallow, that they can be manipulated out of context and create a distorted view. Fair enough. So, perhaps some would say time should be measured in years. OK, fine—we can do years. Every year, 15 mil-lion children die of hunger. Every year, tuberculosis kills 1.3 million people. Every year, 13 billion dollars is spent in an unsuccessful at-tempt to satisfy the world’s basic sanitation and food requirements —which is, incidentally, the same amount of money spent every year by the United States and the European Union on perfume and co-logne. Every year, forests provide over 400 billion dollars to the world economy —but in the same year, 16 million hectares will be torn down. And these 16 million hectares are above the sustainable con-sumption limit by 25%.

Where will these years lead us? If one simply defines time as the future, by 2025, the world population will be eight billion, but it will consist of 48 countries with three billion people who lack clean drink-ing water. Three billion! By 2025, 250 million migrants will crowd into mega-cities, creating poverty-stricken slums, resulting in a large degree of social instability.

What comes next? Revolutions? Wars? Nuclear Armageddon? And, time is not constrained by space and place. One need not

look further than outside the walls of ASF in one’s attempt to define time. Every minute, three women in Mexico are victims of domestic

violence. Every minute and a half, someone in Mexico is subject to human trafficking and sexual exploitation. During the five years of President Felipe Calderon’s drug war, drug cartels recruited 9,000 chil-dren a year to their cause. And in this “drug war,” an average of 8,500 people perish every year. Every year, half a million Mexicans will risk their lives migrating to the United States because Mexico does not of-fer them the economic opportunities they deserve.

Even after I am finished spewing this constant barrage of numbers, statistics and projections, the question still remains unanswered: How is it then that we define time? Well, I believe this is the wrong question. The right question is: How long will people continue to suffer while we debate the meaning of time? How long will we allow these statistics to pose as an eerily familiar backdrop to our lives, becoming more ordi-nary and insignificant with every passing minute, every passing hour, every passing day, week, month, year.

Fernando Pessoa wrote, “The value of things is not the time they last, but the intensity with which they occur. That’s why there are un-forgettable moments, inexplicable things and incomparable people.”

Moments, things and people undeniably perish, and this is a fact that we must embrace, but it is a fact that prompts me to leave you with these last thoughts:

How long will it take for you to make of these next two days of thinking, debating and problem-solving an “unforgettable mo-ment” in your life?How long will it take for you to conjure an inexplicable thing —like creating a viable solution for Mexico’s drug cartel problem, or producing a sustainable economic plan for developing countries, or producing a creative solution for the AIDS epidemic in Africa?How long will it take for you to be sick and tired of the fact that half of Mexico’s citizens live in poverty —and 20% of Mexicans live in extreme poverty?How long will it take for you to become inspired enough to stop thinking about helping others and instead stand up and take some real action that alleviates the suffering of another human being? How long will it take for you to shed the indifference of dragging yourself out of bed each morning and numbly going through the motions of your own life, and instead accept your innate role as a unique, compassionate and generous person before your time on this earth has ended?

The time, my friends, is now.Thank you.

“the time is now”The following speech was delivered at the closing of the MUN conference by ASF senior Santiago Oñate.

Honored guests, members of the Secretariat, committee chairs, as-sistant chairs, moderators and delegates, welcome to the closing cer-

emony of ASF MUN 2011. The researching, the debating, the caucus-ing, the working papers, the position papers, the resolutions, etc., are all done and our work has come to an end. But something else is beginning; or rather something should be starting at this very moment: Action.

Time can be viewed in many different ways, whether it’s by seeing a dozen clocks hanging over your head in the halls, whether it is by checking your watch to see how much time is left until the bell rings or whether it is looking back at your normal day —like you saw in the video yesterday.

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On January 22, full of pleasure, nine stu-dents and two teachers left for the Neth-erlands to participate in The Hague Inter-national Model United Nations (THIMUN).

We had prepared eight of our own resolutions re-lated to the topics which were to be discussed for five days, from January 24 to 29.

Since this is the biggest MUN, more than 3,000 high school students from across the globe at-tended to discuss the current issues. I personally was looking forward to this conference since I’m interested in international relations.

Eight students from ASF represented Saint Vin-cent and the Grenadines, an island in the Caribbe-an Sea that gained independence from the United Kingdom in 1979. One student, who was selected to become a member of the Advisory Panel on the Caribbean Islands, represented Cuba.

I joined the General Assembly first committee (Disarmament and International Security). We discussed four topics: peace and stability in West Africa, measures to fight the spread of terrorism in less economically developed countries (LEDCs), perspectives on ending the embargo on North Ko-rea and towards a nuclear-weapon-free world and accelerating the implementation of nuclear disar-mament commitments.

We had the entire first day of the conference to create resolutions. I joined with 20 delegates to create the resolution on ending the embargo on North Korea. We came up with several points for our three-page resolution:

• Strongly recommending that the Democratic People’s Republic of Korea (DPRK) resume at-tending the six-party talks immediately, and engage in diplomatic bilateral talks with all other member states of the UN.

• Strongly recommending ending the embargo because it affects the majority of the people in DPRK, who get less food and fewer resourc-es which worsens the humanitarian situation in the DPRK.

• Encouraging the DPRK to become a signa-tory of the Treaty of the Non-Proliferation of

Nuclear Weapons.• Giving aid to the impoverished population

with the help of organizations such as, but not limited to, the Food and Agriculture Organi-zation, the International Fund for Agricultural Development, the International Committee of the Red Cross, the United Nations Develop-ment Fund, the World Food Program and the World Health Organization.

Three resolutions on this topic were dis-cussed. Ours passed with the majority.

Besides helping me understand the details of the current issues, and how they can be solved, the conference built my public speaking skills, and brought me the courage to speak in front of people in English. This is my second year here at ASF, and the first time I have studied in an American school, so I was so anxious about spending five days in discussions with so many people. But the great experience I had in The Hague made me forget my worries. This confer-ence proved that every person has the right to speak with courage even if he or she is not a good English speaker. As I mentioned before, I have been speaking English for only two years, but I was really proud of myself, and I had many opportunities to state my points in front of lots of people.

After the conference, we traveled to Amster-dam. We ate pancakes and sampled Indonesian and Lebanese cuisine. We also visited museums. The one that I really liked was the Anne Frank House, where Anne Frank was living and hiding with her family during World War II. They were a Jewish family and were escaping from Nazi Germany. She wrote a diary while she was liv-ing there, and it showed how many fears and worries she had. She died in 1944 due to illness when she was in a concentration camp.

On the last day, we went on a canal cruise and observed the original buildings and houses in Amsterdam. After that, we took a train to the airport and left at 2:35 p.m. to go back to our sweet homes in Mexico City.

tHimun, in the Hague, is the largest mun there is. asF was there. By Rina Kawakami, ASF Junior

and the international version...

The nine ASF students who traveled to the Netherlands to participate in the The Hague International Model United Nations took time out for a group photo in nearby Amsterdam. Left to right: Nicolas Ferezin, Stephen Cadena, Victor Balcazar, Claudia Marmolejo, Carolina Madero, Alide Flores, Klaus Matrajt, Rina Kawakami, Humberto Ibarrzaba.Left: ASF student Rina Kawakami, who only started learning English two years ago, stands to make a point at THIMUN.

Or, it could be viewed by not know-ing how long your family is going to go without eating, or whether you’ll be rescued while you wait on the roof of your tsunami-torn house or whether you are a mom counting the days and the years to see your son’s face after he has been abducted and turned into a child soldier.

It doesn’t matter what your percep-tion of time is, what matters is that we all share the same minutes, the same hours, the same days. We all exist in time together.

And as I speak to you this afternoon, the clock continues to tick away the op-portunities for acting in the real world. In some cases, if we don’t take action, those opportunities will disappear.

Now, I do realize that we can’t just walk out of here today and start saving the world, individually, overnight. But individual choices do make a difference. Individual choices mark the difference between indifference and action. Indi-vidual choices mark the difference be-tween being mere spectators or witnesses of genocide, world hunger and wars, and being part of the solution. Even though I know individual action cannot solve these problems alone, I prefer to be part of the solution rather than to be part of the problem.

We are a very privileged group of people; we have the opportunities at our fingertips to change, to act and to work for a better tomorrow.

My friend Raul ended his speech yes-terday, asking the question, “How long?”

I answer, “No longer!”The time is now to make a change in our character.Well, the time is now to love and not hate.The time is now to find opportuni-ties to lend a helping hand.The time is now to work for a better city, a better country, a better conti-nent, a better world. The time is now.Thank you.

Raúl Scorza spoke during the opening ceremony of ASF MUN 2011.

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Grandparents DayF a m i l y F o r u m

This year’s version of a traditional ECC event was a wonderful success

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On a beautiful clear morning last Feb-ruary 15, more than 600 very special visitors filled the classrooms, patio and garden area of ASF’s Early Child-

hood Center. They were grandparents —and other grandfriends— of the ECC students who had come to experience a typical school day at the side of their little loved ones. The older generation participated in the same activities as the youngsters, and got some first-hand insight about the daily routine of those whose lives they influence so much. By all accounts, this year’s version of what is now a traditional ECC event was a wonderful success, especially as mea-sured by the faces flushed with joy and love that you see in the photographs we’ve assembled here. Grandparents/Grandfriends Day was organized, as always, by Adele Goldschmied, former ASF teacher, current ASF grandmoth-er and longtime ASF volunteer. Credit for the smooth flow of events also goes to Xenia Castro and her team from Institutional Advancement, Parent Association volunteers and the hard-working homeroom moms of the ECC.

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clementina peñaloza de aguilarWhy are some classes taught in spanish? What is the advantage of the new agreement

between the school and the sep? the head of asF’s mexican program answers these questions and more.

F o c u s o n e D u c a t i o n Q & A

Focus What exactly is the mexican program?clementina aguilar: It’s the academic pro-gram that fulfills the curriculum requirements set by the Mexican Secretariat of Public Edu-cation (SEP), for a school in Mexico, to rec-ognize studies. The program includes subjects such as Spanish and social studies that are taught in Spanish.

Focus: Why does such a program exist at asF?ca: Because The American School has always tried to meet the needs of all its students, and many of them plan to continue their studies in Mexico or in other countries that require the official validation of their studies. Also, the International Baccalaureate’s Primary Years Programme, or PYP, encourages completion of the host nation’s official curriculum.

Focus: Does that mean that the mexican program is obligatory for all asF students?ca: No. We have a lot of students who cannot enter into the program because their level of Spanish is insufficient.

Focus: so what happens to those students who don’t speak spanish?ca: Depending on their language level, they’re placed in one of a number of pos-sible special programs. Those with little or no knowledge of Spanish take Spanish as a Second Language. They have extra help in developing their oral language.

Another option, immersion, is for children with a basic knowledge of Spanish. They are integrated into the Mexican Program classes, but working one on one with a special Spanish

clementina peñaloza de aguilar has worked as an education professional for 35 years for both official (public) and private schools. She has been a teacher, a principal and a summer school director. In her 22 years at ASF, she has been a fixture on both the educational and ad-ministrative sides, especially when it comes to issues related to classes and content taught in Spanish. Mrs. Aguilar is currently the coor-dinator of ASF’s Mexican Program for grades one through six, a post she has occupied for the last 12 very eventful years. It is in this ca-pacity that she sat down recently with Focus to talk about the hows and whys of the Spanish-language program at a primarily English-lan-guage school such as ASF.

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Focus: your involvement with asF goes back a long way, even before you came on board as a teacher.ca: Thanks to my son and daughter having been students at ASF, I’ve been able to acquire a deep knowledge of our school and of the needs of our students. Ever since 1974, when my oldest entered the ECC, I’ve seen things from a number of points of view —as a mother, as a volunteer participating in a number of activities and later as a teacher and a coordinator, and then in the administrative area.

My children’s development and professional success have con-firmed for me that the decision that my husband and I made so many years ago to join the ASF community was the right one. It was the best option for their future, and now I’m committed to it also being the best option for each and every one of our students.

Focus: there have been a lot of changes in since you made that decision.ca: Over all these years I’ve seen some radical changes in our school, and I’ve had some wonderful experiences. The school has a life of its own, and has always emphasized constant progress with a clear vision of the future. It has always been a few steps ahead of other national and international education institutions, and it has always thought about how to meet the needs of students and the entire ASF community.

Focus: What are some of the projects or activities that have stood out for you?ca: Being on staff has afforded me many opportunities to participate in a variety of programs. One is the student exchange with a school in Illinois, the objective being for our students to have the opportunity to attend a school in the United States and live with a local family.An-other was designing exchange programs with teachers from the Napa Valley in northern California. It provided an opportunity to know an-other culture as well as different pedagogic techniques.

I also was able to coordinate academic learning trips, that is, cur-ricular programs that take place outside the school grounds. Students get the chance to learn directly by being where the events actually take place. ASF believes that one of the best ways for children to learn is to go directly to the learning environment.

immersion teacher who helps with their learning and evaluates them according to their personal advancement. Each student follows a cur-riculum appropriate for his or her advancement.

When the child is ready, he or she enters the auditing Spanish pro-gram, with a program that covers the regular Spanish curriculum. Working by him- or herself, without one-on-one help, but at a level ac-cording to the needs of the student, the student is evaluated according to his or her own progress.

Focus: What about those who don’t speak english or spanish?ca: In that case, they are placed in special program called Basic Aca-demic Skills in English (BASE), with the goal being to give them the basics in English first so they can take the English-language program in their grade, and then start with Spanish as a Second Language.

Focus: there’s been a lot of talk recently about a new agreement be-tween asF and sep. can you explain why a new agreement is needed?ca: First I’ll explain what the new agreement consists of. It’s a new model for validating the studies carried out at ASF at the primary and preschool levels. The SEP, conscious of the current needs of our students, opened the

door for this new model, which is similar to what has existed at ASF for many years at the Middle School and Upper School levels.

Basically, this means that the SEP will validate and certify all studies completed at ASF, as long as the student has completed the course re-quirements established by SACS (Southern Association of Colleges and Schools, ASF’s U.S.-based accrediting agency). Before, only those studies carried out by students enrolled in the regular Spanish program were eli-gible for the validation that would permit them to continue their studies at another school in Mexico or in another Latin American country.

So as a result of this new agreement, all studies carried out in our school will receive official validation from the SEP, allowing all our students to continue their education anywhere in the world, including within Mexico. That wasn’t the case before.

Once again our school is pioneering changes to resolve educational and administrative issues that are important today. It’s likely that other schools facing similar issues will soon be following in our footsteps.

Focus: Will the students need to take a test or tests in order to get this validation?ca: Not at all. The SEP is recognizing the studies completed in our school in the same way that it recognizes those carried out in the United States, by having analyzed our curriculum and verifying the accredita-tion we have from the Southern Association of Colleges and Schools.

Focus: What will parents have to do to receive the studies’ valida-tion if they plan to move their children to another school?ca: Nothing. The school does all the paperwork. The parents need to follow the withdrawal process and have to turn in the documents required: birth certificate, CURP and a current migratory document if the student is not Mexican.

Focus: Does this new agreement offer any advantages to the school?ca: It certainly does. One is the ability to improve the curriculum ac-cording to our own criteria. Another is that we are now able to adjust our school calendar based on our own needs. Also, it will be much easier for students to transfer at any point in the school year.

It’s likely that other schools will soon be following in our footsteps

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F o c u s o n e D u c a t i o n I B

nothing ventured, nothing Gained

What does it mean to be a risk-taker, anyway?

I’m an ASF parent, and like most ASF parents I found myself in-trigued from day one with the 10 learning traits that the Inter-national Baccalaureate —and by extension ASF— encourages in students.

I’m also a journalist, and like most journalists I tend to react skep-tically to anything that might sound more significant than it is. It’s a healthy skepticism, mind you, not a cynical one. That said, I’m still not too quick to accept something as worthy just because it sounds good on a mission statement or looks good on a wall plaque.

So I did what any good journalist (or good parent, for that matter) should do —check it out. The result was a brief meditation on two of the IB learner traits, inquirers and thinkers, that we published in the Summer/Fall 2010 issue of Focus.

If you read that article, you know I concluded that encouraging kids to strive to be inquirers and thinkers does in fact help them do well in school and in life, not necessarily in that order. It also turns out that merely by poking around for information about those two traits, I was exercising the very element of the IB Learner Profile that we’re going to explore (briefly, I promise) here in this article: being a risk-taker.

Specifically, I was demonstrating “the independence of spirit to ex-plore new roles, ideas and strategies.” That’s what an IB learner strives to do, according to the profile. And that’s what I did. Without even striving. Take that, kids of mine!

By Kelly Arthur Garrett, ASF Parent

According to IB, accomplished student risk-takers “are brave and articulate in defending their beliefs.” They also —and here’s the nitty-gritty of the thing— “approach unfamiliar situations and uncertainty with courage and forethought.”

That all sounds pretty good, and I for one am proud to have so defended and so approached, though I doubt that “articulate” is the adjective most of my friends would choose to describe my belief-defending (“obsessive” might be more likely, or “ad nauseum” if they’re in a Latinate mood).

The question, though, is this: How do those undeniably admirable character traits play out in the classroom? Corollary to that question are others: What does it mean to be a risk-taker in the classroom? What risks are students supposed to take? And why is it a good thing to be a risk-taker?

What follows are some possible answers to those questions, culled from conversations with ASF teachers and administrators, and read-ings from the writings of other experts. As is always the case in this ongoing series on the IB Learner Profile, the conclusions are mine, and don’t necessarily reflect ASF policy.

courage in the classroomAs one of 10 attributes on the IB Learner Profile, risk-taker may be first among equals. It sure seems to be the one people remember the most, even as they struggle to name the other nine.

That’s partly because “risk-taker” simply sounds more exciting, more James Bond-like, than, say, “knowledgeable” or “balanced.” It may also be because, at first whiff, risk-taking as desirable behavior seems counterintuitive to parents. Don’t we go out of our way to dis-courage our offspring from engaging in risky behavior?

The main reason for risk-taker’s salience, though, is that it’s pret-ty much a prerequisite for (not just an aid to) effective learning. If we postulate that learning is something that students do, rather than something teachers impart, then it follows that the kids themselves have to bring something to the party. In today’s lingo, they have to be proactive. And that means taking risks.

What risks? For the most part, risks that involve the above-mentioned “unfamiliar situations” and “uncertainty.” Risks like raising your hand when you’re not 100% sure of the answer. Risks like accepting that you can learn as much or more by being wrong than by being right. Risks like sharing your opinion even though it’s not the same as others’. Risks like hearing out the opinions of others that are nothing like your own.

So the kind of risk we’re talking about here has nothing to do with unhealthy choices, like playing with scorpions or drinking shampoo. Think of it more like “courage in the classroom.” Not coincidentally, that was the theme of a speech given more than a decade ago at the University of Illinois by Michael C. Loui, an associate dean of that school’s Graduate College, in which he outlined some more examples of applied courage, including:• Courage to engage in a discussion that challenges your deepest

convictions.• Courage to ask questions that may reveal your ignorance.

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• Courage to prepare for a final examination with problems you do not know in advance.

• Courage to learn new concepts and skills.

(Professor Loui might have added, “Courage to go through life missing an “s” from your last name,” but you get the idea.)

risk-taking is riskyLooked at this way, the value of risk-taking as a driver of learning seems obvious. But being a risk-taker doesn’t come naturally to most kids, at least not in the classroom. The problem with risk-taking is that it can be... well, risky. The default position for kids (and adults too, it must be said) is to stay in their comfort zone.

That notion of “comfort zone” is something of a cliché today, a staple of sitcom writing and daytime talk shows. But that wasn’t the case back in my sports journalism days, when athletes from gymnasts to football players would talk about breaking out of their comfort zones as the only way to reach “the next level” (alas, now another cliché).

The same concept applies to education, where researchers and theorists often con-trast the “comfort zone” with the “learning zone.” Much of that thinking seems to be based on the ideas of Carol Dweck, an innovator who promotes a “growth mindset” (i.e. your effort determines your learning capability) over the “fixed mindset” (your intelligence defines your learning capability).

As one educator put it, the fixed mindset says, “I’ll stay in my comfort zone and protect my dignity,” whereas the growth mindset understands that “If I don’t try, I’ll automatically fail. Where’s the dignity in that?” Taking the comfort zone concept back to its sports roots, Wayne Gretzky, hockey’s greatest player, may have put it best: “You miss 100% of the shots you don’t take.”

Moving from the comfort zone to the learning zone involves risk-taking. By definition, it means risking your comfort. It’s obviously worth the risk, but that doesn’t always make it easy for students to do it. That’s where teachers come in.

“Learning, like all other creative acts, will flourish in an atmosphere in which the learner is willing to take risks,” writes Marilla Svinicki, an educational psychologist at the University of Texas, “and it is the task of the instructor to create such an atmosphere for learning.”

In other words, it’s part of a teacher’s job to develop risk-taking habits in students. That squares with what we postulated earlier; covering the material has to be complemented with providing the students an opportunity to learn it. So a teacher must not only promote risk-taking, but also eliminate obstacles that discourage risk-taking.

Professor Svinicki and others describe some ways that teachers do that, which might be synthesized as follows:

• Give students a chance to take risks. Teachers shouldn’t do all the talking and pre-senting. Hand the ball off to the kids sometimes and let them run with it.

• make sure mistakes are painless. Dr. House’s critical invective may work during diagnostic differentials, but he’s not a role model for encouraging risk-taking in the classroom. Which is not to say mistakes can be shrugged off; they just shouldn’t be confused with failure. “Mistakes teach us how to mold things for future success,” says ASF Director of Academic Affairs Juan de Jesús Breene.

• separate learning and grading. This is a way to deal with the central contradiction teachers face: They want to encourage learning from mistakes, but they must punish wrong answers in evaluations.

• Be a model for risk-taking. “One way to build student confidence is to be willing to take risks yourself,” Professor Svinicki advises teachers.

• allow students to get lost and find their way again. Wrong turns can be instructive. And struggling your way out of a quagmire can teach you more than following an expert’s instructions.

• exude organization and competence: Professor Svinicki found the apt metaphor: “Personally, I never worry about flying unless the pilot starts sounding nervous. The same seems true in classroom learning.”

As the three or four readers who have stayed with me may have gathered, I’m a fan of the risk-taker trait. Even more than the other nine IB Learner Profile characteristics, it applies to adults and kids, inside and outside the classroom, in life, love and business. And like all the traits, it marks the difference between an admirable and a boring person.

iB learners strive to Be:

inQuirers They develop their natural curiosity. They acquire the skills necessary to conduct inqui-ry and research and show independence in learn-ing. They actively enjoy learning and this love of learning will be sustained throughout their lives.

knoWleDGeaBle They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and bal-anced range of disciplines.

tHinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make rea-soned, ethical decisions.

communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and will-ingly in collaboration with others.

principleD They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and com-munities. They take responsibility for their own ac-tions and the consequences that accompany them.

open-minDeD They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are ac-customed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

carinG They show empathy, compassion and re-spect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of oth-ers and to the environment.

risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and ar-ticulate in defending their beliefs.

BalanceD They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

reFlective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limi-tations in order to support their learning and per-sonal development.

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i n s t i t u t i o n a l a D v a n c e m e n t

For the second year in a row, in an effort to complement the 41st Art Fair organized by the Parent Association, an art auction took place on campus to help finance the construction of the Angeles Espinosa Yglesias Theater. Selected art ranged from the work of children in the Early Childhood Center, through the first charcoals of Middle School students to the more elaborate and often abstract pieces by students in the Upper School.

This Art to Art auction offered a pleasant mid-day break to all the activities, events and food at the Art Fair. It allowed parents, faculty, friends, staff and relatives to bring some student art home and build community spirit, as well as support the fine arts in both ASF and Mexico City.

Thank you to the following students:

eccAdrián Mendoza ReyesAlejandro Arellano AguilarAlexa Garduño RojasAlvaro De La Mora RamiroAna Isabel Caballero GallieAnna Luisa Schauff CortezCarolina LebrijaDagny Elise Andrews Dalva CheneyDaniel BravoDaniel Magaña CrutchfieldEmilia CanasiFernanda CastellanosFrancisco Alvarez Morphy EspinosaGeorge Matias HuntHyun Hee Lorena Um KimIsabella Farrell OlveraJavier Garibay CueJulia Pico De La MataJuliana Guzmán Barrón GainzaLaura Solorzano GardinelliMaría Fernanda Chelala OrtegaMariana López Montiel

art to art auction

Martina Charbel Oñate De CimaMax Mendez SigalMelissa Aponte AbarcaNatalia Agiss GoudinoffPatricio García AguilarRoun Daniel Lee KimSantiago Ballesteros CastroTania Aimee Popoca Hernández

lsAldo DemesaAlejandro BarrutietaAlejandro Zaga SalameAna CastilloAna Hunt Andrés Bustamante Díaz De Sandi Andrés BustosAriel RotbergDiego AlcocerDiego Briseño Carrillo Emiliano Franco León Emiliano Peraza Sandoval Esteban López Mendez Brosnan Fernanda AportelaFernando de FuentesIsaac Daniel Urbina Rojas Jeronimo Castellanos Bagatella Jeronimo Jacques LopezJuan CortinaJuan Pablo Rojo Fernández Julia HwangJulia Kuribreña Suárez Julio DondishLucia Arreola Mariana BárcenasMatias VázquezMelissa RodríguezMichelle PadillaNatalia Becerra Franco Natalia Garduño Carmona Pablo MarcosPaloma Arsuaga

Paloma Rivas Tejeda Pia Gómez Orvañanos Regina RoblesRodrigo Cortés Ruben Wulfson EhrenwaldSusana AlonsoValeria Alvarez Morphy Espinoza Ximena Junquera Quijada

msAlejandro RomanoAli EstradaCelia SánchezElizabeth ShellyGuillermo RodeIsabela del RíoIvana AlcántaraJosé GutiérrezKierrica JohnsonMaite García LascurainManuela SánchezMaria José VillalobosMauricio PodoswaNatalia ReimersPaola BetetaRafael DomínguezRegina MizrahiRoberta PérezSantiago GorbeaValentina BernotVictor AboumradVictoria ColbyYe Eun HongYeo Kim

usDanna KrouhamFelipe de la HozKaterina Rivera TorresLorena BorjaMargot KalachYe Eun Jeang

a very Generous Donation From the parent association

Parent Association president Aliki Elias presents a check for $400,000 pesos to Michele Beltrán, director of Institutional Advancement, at the PA meeting on February 2nd. The American School Foundation thanks the PA for its generous donation to the Angeles Espinosa Yglesias Fine Arts Center.

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As a non-profit institution, ASF relies on the generosity of community members like you to continue our efforts to be a world-class institution. ASF is at a vital time in its history, as it seeks to create a state-of-the-art campus and expanded scholarship program.

Remember that all gifts to The American School are tax-deductible, both in Mexico and the United States. Your employer may even offer matching contributions —ask at work or call ASF’s Institutional Advancement Office.

Finally, please note that as of August 2010, all receipts will be emitted electronically. For this reason, it is important that you provide your e-mail address.

you and the asF Giving program

On Tuesday, January 18, The American School Foundation held a breakfast in Founders Garden to celebrate the official opening of the Upper School and Sheila Rafferty Ahumada Administrative Building. ASF student ambassadors gave tours to the donors who contributed to making this dream possible. We thank them for their support.

officially inaugurated

The Holiday Bazaar last December was a great success with more than 100 stands and many, many attendees. The event raised over $180,000 pesos. The highlight? That had to be on Friday when the Winter Carnival took place as part of the Bazaar festivities. Students from Lower School and Middle School participated and had lots of fun (see page 7).

Holiday Bazaar

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The Silent Auction was a great success! We thank Hotel Presidente Intercontinental for the wonderful venue. We had over 1300 people at the auction, over 1200 lots to bid on and raised around $900,000 pesos.

silent auction

i n s t i t u t i o n a l a D v a n c e m e n t

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a site for students

By Mai-Lee Picard, ASF Junior

Have you ever moved? Anyone who has knows how daunt-ing it can be. While it’s not the end of the world, it’s still an extremely hard thing to do, especially midway through high school. Often, it’s hard to know exactly what a place will be

like until you get there. Sure, people will tell you, “Oh don’t worry! You’ll love it!” But until you experience it for yourself you can never know. As scary as all this can be, it can also be extremely rewarding.

Being an international school, The American School Foundation enrolls students from all over the world. Therefore, it has the unique ability to bring together cultures, traditions and languages from across the globe. However, the question ends up being: How? ASF is full of hugely talented students with focuses on the arts, public speaking, sports, etc. My belief is that all of these students should have the op-portunity to showcase these talents.

I am creating an on-line blog to give students an opportunity to write articles about current events and school news, or to display cre-ative writing. I also want it to be a place for people to showcase their artwork, including, but not limited to, painting, photography, music and sculpture. Ideally, it will be a place that highlights the wonderful aspects of ASF that are not completely apparent on the surface.

I don’t want the blog to be limited to just news about ASF, though. As anyone who has moved before can say, it is hard going to a new place and having to find good restaurants and places to go. Due to this, I think that it’s important to have a section with restaurant reviews that is accessible to everyone.

The beauty of this blog is that there are no set restrictions for what can be put on it. It’s meant to be a forum where people can go to read what their classmates, or future classmates, have to say. It is easy to forget how talented students can be in a school as large as ASF, and I want to change that with this blog. It should be a place without judg-ment where people can share embarrassing moments, artwork they’ve slaved over or opinions they haven’t been able to share.

High school students have so much to say and it’s about time they get to say it. So if you have something to share, share it. Don’t let fear hold you back.

Mai-Lee’s blog is set to go public soon. Keep checking the ASF home page, which will provide a

link when it’s available.

s t u D e n t v o i c e s

upper school students have a lot of talent to display and a lot of opinions to share. one enterprising junior is providing an on-line forum for them to do just that.

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Before anything else, I wish to tell everyone at Focus how much I appreciate the opportunity to work with you. I have done many interviews on both sides of the Rio Grande or the Rio Bravo (both names are beautiful), but this is the first time I’ve

been invited by Mexico City to share some thoughts about what I do. It is an honor, mainly because Mexico has given me such a rare op-portunity. For this, I say thank you.

Beginnings. I was born in Sherman, Texas, but was taken in the arms of my mother, a registered nurse, one year later in a noisy Braniff DC-3 to Mexico City where I was raised. My father, a mining engi-neer from Leadville, Colorado, and mother had met in the town of Guanajuato where she had family who had worked in the mining busi-ness for a long time. My father’s first job was with National Railroad of Mexico and later he helped build the first modern highway from Nuevo Laredo to Mexico City.

First camera. One Christmas morning in Mexico City, my parents gave me a Kodak Twin Lens Duaflex camera, which became my com-panion. My first photographs were of a 16 de septiembre marching parade in Cuernavaca.

early stirrings. A book called Picturesque Mexico, by the German photographer Hugo Brehme, had a tremendous influence on the way I began to see things. I still have that book. There were also all those itinerant photographers who were everywhere in Mexico. I looked at

the essence of an imageJohn christian (’58) has had a stellar photographic career, inspired by people on both sides of the border. Here are some of his memories.

a l u m n i P R O F I L E

the photographs they had posted on the sides of their large and cum-bersome cameras behind glass so that folks could see the kind of work they did. I always thought, “My goodness, all those nice photographs of all these young couples, families and of all those people who love each other and these photographers capture all of this. It’s like the his-tory of Mexico. It is so beautiful, something very magical.”

Finding the way. It was years later when I entered the book business in Texas that I discovered the work of the American photographer Edward Weston. It was one of those defining moments; his images of Mexico sparked something inside of me. This man’s work also led me to the work of other photographers like Tina Modotti and Manuel Ál-varez Bravo (who I later met in Coyoacan). Weston and Modotti were like the Veracruz harbor lighthouse. For me, it meant that I had found a way, via the camera, to deal with the past and to return to Mexico and document some of the many places I had known and experienced in my childhood. It gave me a way to deal with certain themes on a psychological, spiritual, therapeutic and aesthetic level.

austin days. In the 1960s, Austin, Texas was a fervent pueblo with all sorts of talented souls — photographers, artists, weavers, writers, musi-cians, anthropologists, linguists, biologists and others who helped me understand that perhaps documentary work might in some instances go further beyond a camera and a lens. In the spirit of photography I estab-lished the first gallery dedicated to photography in Austin: the West Ave-nue Gallery. I had been inspired by the German-American photographer,

“crossing the rio mequitsata, ca 1971” I was headed on horseback to the Sierra Huichol with my loyal Nikon ready. The sun was already well beyond the mountains when I asked these bashful bathing girls if I could take a photograph of them. In the far background you can see one of their little friends looking at this strange scene taking place in the sandy waters of the river.

“xucama & alejandro, semana santa, ca. 1970.”

©Jo

hn C

hris

tian

©Jo

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Alfred Stieglitz, whose life, camera work and visions influenced the world of modern photographic art. In 1976, I published Paths of Mexico, a pic-ture book. I also made a 30-minute 16mm film, “Austin, 1968,” that was later confiscated (and returned) in Laredo by a very avid and dedicated U.S. Customs lady who was interested in certain types of films.

onward and upward. Even as I became more involved with photog-raphy, my life and career centered very much around the realm of books — writing, literature, designing, publishing and putting together manuscripts, drafts and portfolios. My book, Paths of Mexico, consisted of some of my black-and-white images from my Otomí, Nahuat, Si-erra Madre Occidental and Central Mexico series. It was a resounding success and I only have a few copies left. I also designed and produced a portfolio called “A Sacred Place,” of nine original black-and-white prints from my earliest work with the Huichol Indians. This portfolio won me a much-coveted University of Texas/Dobie-Paisano Fellow-ship for my photographic documentation in the Sierra of the Huichols.

Huichol experiences. I had an opportunity, with two colleagues, to join and document some 20 Huichols in one of their traditional pilgrimages to the major sacred site on the eastern edge of the Chihuahua desert, which they call Viricuta, and then to return to the Sierra Madre. We walked some 45 days and several hundred kilometers. My primary role was as a photographer, although I did some 16mm filming and sound

recording. The fellowship allowed me to spend six very productive months on the 142-acre Paisano Ranch that once belonged to the late folklorist and author J. Frank Dobie. I was able to print about 600 photo-graphs of the Sierra Madre in the bathroom of a wooden shed that was behind the ranch house. In the still of the evening, I spent most of my time typing my Sierra notes. These two experiences were complemen-tary and both are deeply ingrained in my memory.

the essence of an image. In the documentary style of photography that I have liked to do, you become part of what you are photograph-ing; you are living with people or with dolphins or with eagles. Not only do you need to know about cameras and lenses, but also about how to live with others on their terms. And you must be aware not only of them, but of the ambience and scenario that engulfs them and you at the same moment. Then you will create a single poem that is more like a Japanese haiku; this is the essence of a single image. It does not need more, because you have distilled everything down to that brief moment.

today. These days, I stay in touch with my Huichol friends. They are always present in my mind. I continue to photograph in a documen-tary mode, but also with an abstract frame of vision. I continue to pho-tograph people and places I have known. I am also working toward publishing so my work can reach a greater audience.

“Huichol mother, Daughter, & puppies, ca. 1971.” This was taken in the month of May while I was journeying into the Sierra de los Huicholes for the first time to research and document some of the Sierra Madre Occidental country.

©Jo

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a l u m n i

alumni soccer tourney

On Saturday, March 26, 10 alumni teams got together at the first ASF Alumni Soc-cer Tournament. The format

was 7 vs. 7, with at least 50% of the team members required to be from the class represented. The alumni classes that participated where 2009, 2008, 2007, 2006, 2003, 2002, 2000, 1998 and 1997. The class of 2011 was in-vited to participate, and warmly wel-comed, since they are soon to be part of our proud alumni community. The final showdown pitted the ’03 “Un-beatables” against the ’97 “Oldies but Goodies.” And the winners of the first Alumni Soccer Tournament were: the Oldies but Goodies. Congratulations Class of 1997 and thanks to Leon Merikanskas (’93), Mauricio Quintana (’00) and Juan Rebolledo (’00) of the Alumni Council for organizing! It was a great tournament, and all the partici-pants had a lot of fun.

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1980: thirty years later, Fun in the sun

WHat are you up to?

let Focus be your way of letting the asF community know what’s been going on in your life after you moved on from the school. send information to alumni@asf.edu.mx. Don’t forget to include a photo!It’s been several months since the members of the AHS Class of 1980 and their

families descended upon the Dreams Riviera Cancun for three days of fun in the sun in the fall of 2010. I still smile when I think about it. What a fine time we all had!

As expected, nerves and spirits were high as we approached our first event, a cocktail party on Friday night. We ate, we drank, we reconnected with old friends and we made new friendships with old acquaintances. The slideshows provided by our resident class photographers, Klaus Kocher and David Noriega, were a heartwarming reminder of how far we’ve come. I think we were all struck by the same thought: Were we ever that young?

On Saturday morning, a few of us took a catamaran ride to Maroma Beach for some snorkeling and an amazing lunch, while the rest took in the sun at the hotel. The water was warm and beautiful even if the fish were a scarce. It was a great op-portunity to relax and enjoy each other’s company in beautiful surroundings.

On Saturday evening we convened on the beach for a dinner buffet. The set-ting was beautiful. The sunset, the ocean breeze, the great food, the company and the mariachis all contributed to a great evening of fun and remembrance. I remember Genevieve Spielberg sitting in a chair with a blissful look on her face saying, “I’m just so happy.” Pure and simple, I think that spoke for all of us.

Our final official event on Sunday was a beach party hosted by Carlos and Marcela Mauleon at their beautiful home. Again, the setting was fantastic, as was the food and the company. The tacos al pastor, the gringas, the paletas and the fresh Oaxaca cheese were particular favorites. A few of us even gave the water skis a try. A special treat for many of us was the arrival of Mrs. Carolyn Valero, a favorite teacher of Mexican history. In all, it was a great afternoon; Carlos and Marcela were extremely gracious hosts who made it all possible. On behalf of all of us, thank you again for your generosity and hospitality!

In the blink of an eye, the reunion was over, and we headed back to the reality of our daily lives, and to contemplate the events of the weekend. I think we left tired but happy and already looking forward to our next get-together. For those who couldn’t make it, we missed you, and we look forward to seeing you in 2015!

—Sue Macintosh

1944-1957: An American School ReunionAmerican School alumni from the classes of 1944 to 1957

gathered in San Marcos, Texas last October. Pictured here are the attendees.

a l u m n i R E U N I O N S

WHere are you?

if you ever attended asF, we’re looking for you! please update your information by sending an e-mail to alumni@asf.edu.mx right away. We want to keep you up-to-date on all the asF news as well as informed about upcoming alumni events. keep in touch!

Front, seated: David Noriega. Front row, left to right: Berenice Elquezabal, Andres Gantous, Paulette Jemal, Fito Doring, Ximena Lemos, Aldona Parra, Genevieve Spielberg, Michelle Carlson, Margie Martinez, Sue MacIntosh, Pedro DeKoster. Back row, left to right: Jeff Sultan, Randy Ransom, Maxine Zambrano, Carlos Mauleon, Robert Wallace, Jorge Kaufer, Katia Her-rera, Billy Gormley, Trish Hogan, Klaus Kocher, Curd Mai, Moises Mitrani, Greg Cowal, Felipe Fuentes, John Trombka, Gregg Lewis, Enrique Lopez-Pineda, Eric Freudenthaler, Neal Shuster-man. Not pictured: Claudia Piccone, Ralph Saucedo.

Back row: Jerry Linder (’52), Paul Weston (’52), Harry Mazal (’54), Jimmy Meehan (’44), Emily Poole McCann (’56), Jim Gwynn (’45), Franklin Gilland (’49), Penny Plummer Saylor (’51), Roger McCann (’46), Tom Stoner (’50), Sarah Karg Trelaun (’50), Jean Carol Moody Crump (’49), Jim Bennett (’44), Martha Karg (’52), Bob Ransom (’50), Irma Ann Furbeck Boltman (’52), Anita Hopps (’57), Joan Carty Ransom (’51), Luis Gomez (’50). Front row: Arthur “Hap” Day (’51), Eleanor Ireton Stewart (’50), Bob Fox (’48), Susie Kenney Meehan (’49), Joanne Hall Abdo (’49), Peggy Brown Balder-rama (’50), Betsy Lumpkin Wogan (’51), Mary Slattery Shaddox (’50).

alan Zajarias (’93) married Heather Abramson on September 4, 2010, in St. Louis, Missouri. “We were honored to have so many friends and family share the event with us and celebrate Mexican style,” Alan told Focus. “It felt like an unofficial class reunion.” The couple will be living in St. Louis where Alan continues to work for Washington University as an interventional cardiologist.

elisabeth (pugno) carnwath (’99) and her husband Ronald Carnwath welcomed Logan James into their family on December 18, 2010. He joins big sister, Abigail, and big brother, Caleb.

manuel chico (’98) married his fiancee Julieta in June 2010.

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a l u m n i M I L E S T O N E S

Danielle rossetto (’95) and her husband Bernardo are happy to announce the birth of their son, Santiago, born July 30, 2010. The three live in San Diego, California.

manuel Bartlett (’94) married Priscilla Martínez in early 2011 in Acapulco. Courtesy: Club Reforma

alejandra Gomez kraus (’97) and her husband Jerry Rodriguez Burcklehave had their first son, Lucas Rodríguez Gómez, who was bornFebruary 4, 2011, at 5:53 a.m., weighing 3.165 kg and measuring 54 cm.

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in memoriam...

• Fenia BerkoWitZ (’47)Carlos Sanchez-Gomez informs us of the passing away of Fenia Berkowitz, née Fenia Winer-Darzon. Mrs. Berkowitz was part of a remarkable group of six classmates from the Class of 1947 who remained friends for 73 years.

• virGinia GuiJarro (’47)Our loving and caring Virginia Guijarro (’47) passed away in Mexico City on November 3, 2010. She stayed in touch with and showed great interest in the school until her passing.

• eleanor lee earle (’48)Eleanor Lee Earle died last December, at home from heart failure. “She leaves us to cherish lovely memories of a long-time friendship,” says Valentina Vau-drecourt Cannell (’48).

• isaBel scHon (’57) Isabel Schon passed away in San Diego, California on March 9, 2011. All of her brothers and sisters also attended ASF: Carlos (’57), Gloria (’61), Linda (’68), Enrique (’71), Benito (’72) and Patricia (’74).

• cHristopHer trumBo (’58) Christopher Trumbo passed away in Ojai, California, on January 8, 2011. His family arrived in Mexico City in December of 1951, and included his father, Dalton Trumbo, a blacklisted screenwriter, one of the “Hollywood Ten,” whose later credits included “Exodus,” “Spartacus” and “The Brave One” (filmed in Mexico and which won the elder Trumbo two Academy Awards). Returning to California after two and a half years in Mexico, Christopher eventually gradu-ated from Columbia College. He too became a screenwriter, with credits in-cluding “Ishi,” “Ironside” and “Brannigan.” His play “Trumbo,” was based on his father’s letters, and he also made a documentary, “Trumbo: Red, White, and Blacklisted.” During his years at The American School, Chris’s friends in-cluded Don Street (’58), Don Seifert (’58), Crawford Kilian (’58) and Linda Op-pen (’58). He played the trumpet in Mr. Beattie’s AHS band, along with Mike Butler (’57) and John Christian (’58).

• lorraine De la riva (’64)Lorraine de la Riva has passed away from cancer. Thoughts, memories and condo-lences for Lorraine can be sent to her friend Adriana Sordo (’65), who will deliver them to Lorraine’s son Mauricio. Adriana’s e-mail is adrianasordo@yahoo.com.mx.

• JuDy mumBy (’66) Judy Mumby (Quereau) has passed away after a four-year battle with ovarian can-cer. “I was holding her hand when she took her last breath,” says husband Charles. “Both daughters Kimberly and Alison had said their goodbyes a few minutes ear-lier. She will be greatly missed.” Nena Wiley (’65) informs that notes of condolence and memories can be sent to Charles at chq88@hotmail.com.

• GeralDine WeinBlatt pineGeraldine Weinblatt Pine, who taught English and literature at ASF during the early 60s, died December 29, 2010, in Atlanta, Georgia. Born in Newark, New Jersey on January 7, 1934, Geraldine graduated from Indiana University and had a long and successful career as a teacher, in Mexico and Atlanta. Remem-bers Juanita Garciagodoy (’70): “Miss Weinblatt challenged us academically, taught us a huge amount of valuable material and won our hearts. What a great experience it was to come under her influence, still in elementary school. What huge growth she caused and inspired, academically, socially and personally. How I wish I had found where she was before she died, to thank her for her influence, to express my admiration for her power, her sense of humor, her intelligence, her capacity to tame the little hellions we were. May she rest in peace, as they say. May she have sensed what good she did us back in 1964.”

’71 The Class of 1971 will holds its 40-year reunion July 29-31 in San Diego, California. For more information please contact William de la peña at w@dlp.la.

’76 As is becoming a tradition, the Class of 1976 will be getting together on Memori-al Day Weekend (May 27-30, 2011). No big parties, no big expenses – just hanging

out, enjoying each others’ company and catching up. For more information, visit our Face-book group page or our Yahoo group, or contact meche avila at mechav@hotmail.com or mech2av@yahoo.com, patty Gracia-medrano at pgraciamedrano@gmail.com, yvonne chávez at yvochavez@aol.com or Bárbara estrada at BarbaraEstradaL@aol.com or BarbaraEstradaL@yahoo.com. We all hope to see you there!

’81ramón ricoy invites everyone from the Class of 1981 to a 30-year reunion bash. It’s a perfect opportunity to mingle, swap stories and connect with friends from The

American School. For details and to RSVP, contact Ramón at ricoyr@yahoo.com.

’86 mónica colín has pursued an important career in public policy research since receiving her degree in International Relations from Universidad Iberoamericana,

specializing in border issues and the relationship between the United States and Mexico. Her publications include My Experience with the Border Patrol, and she recently teamed with three other researchers to produce the book Between the Dream and the Nightmare: The Ciudad Juárez-El Paso Border.

’86 The class of 1986 will be holding its 25-year reunion. For details, contact José Ángel Gutiérrez katze at jose_g@millermexico.com.

’90When former ASF varsity football coach Al Everest stood on the sidelines at the last Super Bowl as the special teams coordinator for the Pittsburgh Steelers, all mem-

bers of the ASF community were rooting for him (even Packers fans!). Among them was ralph W. mickle (’90), who made the following observations after the daily newspaper Reforma ran an interview with Coach Everest: “I had the honor of playing for The American School in the 1980s, when many of Coach Everest’s traditions were still maintained. My father, Coach Bill Mickle, who had been a colleague of Coach Everest, followed him as head coach. We former students are very proud of Coach Everest. 1-2-3 Bears!”

’91The class of 1991 is planning a 2.0 class reunion in Mexico City in July 2011 and in Las Vegas in September 2011. For further information please contact nabeeha kazi at

nmkazi@gmail.com or visit our Facebook page.

’05roberto keoseyan has just published a book called Insomnio Lomas (under the pen name Damir Keoseyan), consisting of eight short stories in which he describes

different atmospheres and characters who travel through life with no incentive, settling for the superficial and materialistic.

a l u m n i C L A S S N O T E S

60 + reunionASF alumni aged 60 and over, regardless of class year, are invited to a spe-cial reunion. Some info:

Where: The Marriott Riverwalk Hotel in San Antonio, Texas

When: October 28 through October 30, 2011

Why: Why not? We’re not getting any younger! Our amigos and amigas will help us remember the glory days.

What: On Friday evening, October 28, a reception with hors d’oeuvres and a cash bar. On Saturday, a visit to the Alamo, the historic Menger Hotel, a river cruise and shopping at La Villita. On Saturday evening, a reception, cash bar, buffet dinner, open mike session, humorous anecdotes, Mexican pachanga, door prizes, music and dancing. On Sunday, a Dutch treat break-fast and a bus trip to Boerne for a special dinner at the award-winning Little Gretel restaurant, owned by Jimmy Mazal (’60) and his chef wife Denise. On Monday, breakfast in the hotel, a happy Halloween and a safe trip home.

For inquiries and price information, contact corky cave (’60) at +1 (757) 620-2417 (cell) or bdcave@earthlink.net, or al Boyers (’60) at +1 (919) 787 0045 (home phone) or asboyers@gmail.com.

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k i D s ’ c o r n e r

luciana: It’s a papel amate.

eugenia: And it’s a beautiful painting.

lorenza: We started by doing a sketch on a little paper.

luciana: Then we copied that onto the papel amate. Then we had to paint and paint and paint. We used a lot of colors.

eugenia: You get to paint a lot. You can see flowers, a moon. There’s a wedding.

lorenza: And a snowman!

luciana: There’s a turtle...

eugenia: ...the one from the Turtle Patio.

lorenza: The sky is my favorite part because of all the yellow stars!

luciana: I painted Andres and Lucia getting married.

eugenia: I like the snowman, because there’s no snow but there’s still a snowman.

lorenza: In the background you can see Popo and Izta.

luciana: I liked working in a team because we got to use special colors.

Dalva: This is Mexico. You can see The American School, a church, there are moun-tains and trees and grass. It’s night, because it has the moon and it’s dark.

During You Can Count on Me!, their first Unit of Inquiry of the year, Pre-First children explored the meaning of being part of a community. For art in

Ms. Anna Siegal’s class, the kids had a chance to make a mark on the school community by designing a public art piece for the ECC.

Eugenia Alonso, Dalva Cheney, Luciana Clemesha and Lorenza Ochmann created the piece you see on this page, called Amate, for the passageway outside the ECC office. Their mutual interest in mountains guided the team toward representing Popocatépetl and Iztac-cihuatl, and they chose papel amate, a Mexi-can craft paper with pre-Columbian roots, as an appropriate material to go with their rep-resentation of Mexico City. As a group, they added details (including ASF’s Turtle Patio!) and completed the project using acrylics.

Here’s what the young artists had to say about their work: