1JOHN F. KENNEDY · THE AMERICAN SCHOOL OF QUERÉTARO

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JOHN F. KENNEDY · THE AMERICAN SCHOOL OF QUERÉTARO

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VISION To facilitate the balanced

development of our students; with commitment and respect for the local community and

a multicultural world.

Mirtha Stappung M.Ed., MA GENERAL DIRECTOR

Debra Cortney MA PRE–SCHOOL PRINCIPAL

Mark Dunn M.Ed., MA ELEMENTARY SCHOOL PRINCIPAL

Tara Fitzgerald Ed. Admin., MS MIDDLE SCHOOL PRINCIPAL

Adrian Leece MA, BSc, FRMtS HIGH SCHOOL PRINCIPAL

Arturo Bustamante ATHLETIC DEPARTMENT DIRECTOR

Dra. Josefina Morgan FINANCIAL DIRECTOR

Je�rey Lewis OPERATIONS AND SERVICES DIRECTOR

Lic. Roberto Loyola Vera, Ing. Ángel de Lope Friedeberg, Lic. María Antonieta Cuellar

Minguet, C.P. Benito Adolfo Tagle Jiménez, Arq. Matthew Schmidt Covo, Dr. Raúl Gerardo

Paredes Guerrero, Lic. Luz Ma. Aguirre Schoelman

BOARD OF DIRECTORS

Lic. Mónica Duarte BalcárcelEDITOR IN CHIEF AND

CHAIR OF THE EDITORIAL BOARD

Andrea Mier, Francelia C. Avila, Laura Davis, Julia Prats, Mónica Serrano, Mónica Duarte,

Luza Arredondo, Karla Ríos, Vanessa Aguilera, Gabriela Castellanos, Luz Calzada, Editorial

Committee. WRITERS

Leonor Cortina PROOFREADING AND TRANSLATION

Héctor Muñoz · sextosentido DESIGN

Karla Ríos, Víctor Ortega, Asbed Levi, Luza Arredondo, Verónica Díaz, Schmidt Family, Vanessa Aguilera, Gabriela Castellanos, Luz

Calzada, José Guerrero PHOTOGRAPHY

Asbed Levi · sextosentido COVER PHOTO

ALUMNI CONTACT Mónica Duarte

mduarte@j� .edu.mxADVERTISING SALES

Karla Rios Tel. (442) 218 0075 ext. 1010

krios@j�.edu.mx

SPRING 2012

VOL. 1 NO. 9 · may 2012

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Estudiar en Estados Unidos

The art of teaching

Art to children

T H E S O C I A L N E T W O R K S

riend or oe?

N E T W O R K S

riend riend riend

Letter from The General Director

JAVIER

GARCÍA

LASCURÁINGARCÍA

LASCURÁINGARCÍA

LASCURÁINGARCÍA

cover story

children

Remembering Cristy With Love

Class Notes

IB A

RT at JFK’s

Fea ture Story

Did you know that...?

International Congress of Physical Education and Sports

SPORTS

O

DEAR READERS

Art is an important part of our lives and Arts education is basic to a well-rounded curriculum. Life at JFK is full of artistic expressions, talents and creativity. We see murals, theatre produc-tions, band and choir performances, paintings and sculpture and so much other creativity every-where that we look. The benefits for students are sprinkled across the spectrum of school experi-ence; from fine motor skills development to the nurturing of creativity and improved emotional balance. You will learn more about that in the following pages of this latest edition of the JFK Times.

In another entry into this edition we pay a posthumous tribute to a special friend to the

school; Assembly member, former President of the Board of Directors, and mother, Cristina Fernández de César who passed away in April of this year. Her support, involvement and e�orts will forever be a part of the history of

this great school.

Times Message from our General Director

posthumous tribute to a special friend to the Cristina Fernández

de César

3

4 5

OUTSTANDING ACADEMIC ACHIEVEMENTS BY OUR FACULTY OR STUDENTS

Mi labor como asesora educativa en el Kennedy consiste en orientar a los jóvenes para que elijan las opciones que mejor les permitan desarrollarse profesionalmente al salir de la preparatoria.

Muchos de nuestros alumnos cumplen los requerimientos para con-seguir becas que les permitirán estudiar en Estados Unidos y, en estos casos, es muy importante que, tanto los alumnos como los padres, comprendan en qué se diferencia este sistema del que opera en nuestro país.

En México, cuando un alumno inicia el proceso de admisión a una universidad, debe forzosamente elegir la carrera que estudiará. Esto implica que defina entre los 17 o 19 años a qué se quiere dedicar; una decisión que muy pocos estarán listos para tomar.

Estudiar en Estados UnidosUn sistema diferente que te permite explorar opcionesPor Erika Lastra

La carrera es sólo un punto de partidaAntes de continuar, quisiera señalar que, con frecuencia, el aspecto que más dificulta esta decisión, es la concepción errónea de que el trabajo que desempe-ñaremos estará forzosamente ligado a la carrera que hayamos realizado.

Resulta clave entender que la carrera es simplemente una plataforma que nos prepara para ingresar al mercado profesional y que, con gran certeza, acabaremos trabajando en algo diferente. Esto no es un error; es la dinámica natural del desarrollo profesional que en otros países se comprende bien desde hace mucho tiempo. Las empresas no contratan a las personas por la carrera que estudiaron, sino porque su perfil es apropiado y, con mayor frecuencia, buscan integrar equipos con profesio-nistas de carreras diversas que puedan aportar una visión única en la toma de decisión.

También es importante considerar que la mejor universidad para nuestros hijos es aquella que les permitirá integrarse y desarrollarse mejor de acuerdo a sus intereses y personali-dad… no la “mejor” universidad.

Cómo funcionan las cosas en MéxicoEn México, cuando terminas la preparatoria, inicias un proceso de admisión a una universidad en el que declaras qué carrera vas a estudiar. Hay carreras que son muy afines; si estudias comuni-caciones, tal vez compartas los primeros dos años con mercadotecnia o administración, pero no con medicina.

Si una vez que ingresas a comunicaciones, y después de un año decides que no es lo tuyo y prefieres mercadotecnia, te puedes cambiar y lo más probable es que no vayas a sufrir una pérdida de materias. El problema viene cuando tienes que ir a otra universidad y empezar de cero. O cuando decides cambiarte a una carrera que no tiene afinidad alguna con la que habías elegido.

Para un joven entre los 16 y 19 años, que tiene que elegir la carrera que va a ejercer, es un mo-mento que genera una gran presión. Me pongo como ejemplo. Yo siempre quise estudiar psicolo-gía pero, como era buena en matemáticas, acepté la propuesta de mis padres de estudiar ingeniería química. Hoy mi trabajo no tiene siquiera una re-lación remota con la carrera que estudie, pero me hace mucho más feliz. La vida tiene una manera de regresarte a donde debes estar.

Hay opciones que no sabemos que existenEn comparación con lo anterior, la gran nobleza

del sistema en Estados Unidos, es que no tienes que decidir. Los programas académicos están

Esto implica que defina entre los 17 o 19 años a qué se quiere dedicar; una decisión que muy pocos estarán listos para tomar.

Cuesta trabajo

entender que existe otro

sistema que te dice:

“experimenta, prueba, date

tu tiempo y luego

preocúpate por escoger; entonces te

diremos qué necesitas para

lograr lo que quieres.”

6 7

integrados por bloques de materias organizados por áreas, como ciencias y humanidades. Durante los primeros dos años, el alumno debe elegir mate-rias que le permitan cumplir con un determinado número de créditos de cada área, y está en libertad de escoger aquellas que más le llamen la atención. De esta manera puede experimentar y conocerse, al acercarse a temas que tal vez no guardan rela-ción entre sí, pero que abren la posibilidad de que descubra intereses o habilidades que nunca hubiera pensado poseer y que le brindarán oportunidades de desarrollo.

El alumno tiene dos años para declarar su “major”; siendo éste lo que en México consideramos la “ca-rrera” y el “minor” como una subespecialidad.

Este sistema, además de permitirle explorar, le brinda la oportunidad de combinar dos intereses, como ingeniería y fotografía, biología y danza, física y teatro, y explorar sus inquietudes sin neCésaria-mente hacer de ellas su profesión. Al final, todo suma y se interconecta de formas que nunca hubié-ramos imaginado.

Habiendo cursado cuatro años de “college”, el alumno obtiene un “undergraduate degree” o un “bachelors degree”, equivalente a la licenciatura, y luego puede proseguir a “graduate school”, que es como una especialidad.

Mantener una mentalidad abiertaComo papás, cuando debamos apoyar a nuestros hi-jos aen la toma de decisiones en cuanto a su futuro profesional, tenemos que pensar que hay opciones que ni nosotros ni ellos saben que existen. Estamos programados a tomar ciertas decisiones de cierta manera porque el sistema en México así lo exige.

Cuesta trabajo entender que existe otro sistema que te dice “experimenta, prueba, date tu tiempo y luego preocúpate por escoger; entonces te diremos qué necesitas para lograr lo que quieres.”

Son sistemas polarmente opuestos que pueden llevar a nuestros hijos a destinos muy diferentes.

“You can't connect the dots looking forward; you can only connect them

looking backwards. So you have to trust that the dots will somehow connect

in your future. You have to trust in something - your gut, destiny, life, karma,

whatever. This approach has never let me down, and it has made all the di�erence

in my life.”

Steve Jobs' 2005 Stanford Commencement Address

Este sistema, además de permitirle

explorar, le brinda la oportunidad de

combinar dos intereses, como

ingeniería y fotografía,

biología y danza, física y teatro, y

explorar sus inquietudes sin

neCésariamente hacer de ellas su

profesión.

8 9

THE JFK SPIRIT

All who know Clara Montes understand that she loves helping others and has a special interest in protecting the environ-ment. Clara, at age 18, has done more for the environment than most of us have. In this past year alone, she has helped organize and restructure the school’s ecology club and has traveled to Ecuador on a social service project. There is nothing that can stop her. What makes Clara stand out is that she does not work out of obligation, but out of joy.

“My motivation is every single smile I receive in exchange for an action.” Clara’s initial interest in helping the environment came from her childhood. She would often accompany her father, who is a veterinarian on a farm, to a small village where she was in contact with animals and nature at an early age. It was there that she decided she loved nature and wanted to help heal ani-mals and preserve their habitat. Her interest in ecology and social service has continued to grow ever since.

Clara has been in the Eco Club with Miss Luza for four years, and she is the current

president of the club. Clara says that she has learned everything that she knows about the environment from the Eco Club. Clara is also active in promoting “green” habits in other parts of the community. When in public places, she always checks to see that the centers are separating their solid waste properly. She also started a project to repli-cate the Eco Club in a public kindergarten. But her service isn’t just limited to environ-mental causes. Clara is also involved in “Un techo para mi país”, an organization that helps build houses for the less fortunate. She is currently volunteering in the resource area, but would also like to help with con-struction of the houses in the future. And if that’s not enough, she spends her Satur-days in the Gomez Morin Library giving a science workshop for children along with classmates Valentina Acevedo and Hector Lira.

Clara’s future is looking ‘green’ as well. She plans on remaining involved in the school’s Eco Club after graduating to support their sustained e�orts to raise awareness of

By Sofia Roa (11th grade) and Julia Prats (12th Grade)

environmental issues within the school and community. She is also considering study-ing ecology as a major, and has applied to the University of Rochester in New York to study environmental sustainability, health, and safety. Clara is clearly motivated to continue her work with the environment, but her passion and love for social service also has her interested in working in the health sector, specifically providing quality, inexpensive health services to small low-income communities. “I love to see happy people around me and if I have the oppor-tunity to make them happy, I can't see why I shouldn't help.”

Whatever she decides, it is clear that Clara’s future will be bright and that she will also help to brighten the future of oth-ers with her dedication and spirit of service. “I believe that if everyone thought of help-ing others, our reality would be di�erent.” Young people like her will make the world a better place for future generations.

Now, if you want to make a di�erence, contact the Eco Club and volunteer!

“I believe that if everyone

thought of helping others,

our reality would be

different.”

Eco ClubG A L L E R Y

Clara is also involved in “Un techo para mi país”, an organiza-tion that helps build houses for the less fortunate.

Clara has been in the Eco Club with Miss Luza for four years, and she is the current president of the club.

EcoClubEco

ClubG A L L E R YG A L L E R Y

10 11

T H E S O C I A L N E T W O R K S

¿ riend or oe?

THEY HAVE SOMETHING TO SAY

Social networks have turned out to be an important factor in practi-cally everyone’s lives, but they have become an essential tool for younger generations. Initially seen by many adults as a waste of time and a threat to privacy, people from all ages now use this medium with very valuable purposes such as acquiring informa-tion, increasing self expression or strengthening bonds among family and friends.

Such is the case of our Facebook alumni page (www.facebook.com /exalumnos.kennedy), which has

been joined by more than 1,400 friends in a few months. It has become an excellent medium to stay in touch and follow the lives of the many generations which have passed through the Kennedy’s classrooms. It’s hard to imagine a more perfect way to share accom-plishments, find lost long love and friends, spread the word of reunions and events and, overall, share the Kennedy spirit through a tightly knit alumni community, spread all over the world, that has become stronger than ever.

The down sideAfter talking with our classmates, we concluded most of them consider it a valuable means of communicating and maintaining contact with friends and work groups. But we also found many of them acknowledge it can also be a powerful source of distraction because they find themselves drawn to several tasks simultane-ously, which lowers their concentration and reduces the e�ectiveness they accomplish when completing one task at a time.

Research says…The study conducted by University College in London revealed that 40% of 12 to 18 year students were incapable of reading more than 3 pages at a time when researching a subject and that their answers were poor and incom-plete. They concluded the time spent in social networks has diminished their ability to read and understand long texts. It seems the “twitter generation” or what is being called “digital na-tives”, while getting used to employ shortened and cryptic language, are losing the patience and focus required to “read” as opposed to “scan” the written word.

Nicholas Carr, an American writer who has published books on technology and culture furthers this view by saying: “Recent psycho-logical and neurological studies indicate the hyperlinked multimedia that flows abundantly through our computer screens actually gets in the way of deep thinking. It obstructs under-standing, impedes the formation of memories and makes learning more diÇcult.”

We recommend…Now that we have seen both sides of the story, we can conclude that, since social networks are a valuable and powerful medium of communi-cation that is here to stay, it’s very important that we become aware of the way we use it so that, taking in account our priorities and needs, we can create a balance.

Have you asked yourself, who controls your time?

By Cristina Valenzuela and Marco Sánchez

Facebook alumni pageS T A T S

26,034Number of visits since its creation November 9, 2011

2.35Average number of pages visited

34.89% Exponential growth of new visits

1,400 Daily visits

3.51 minutesAverage time spent in the page

MexicoUnited StatesCanadaBelgiumUnited KingdomColombiaGermanyJapanCountries that visit our page Ordered in number of visits

Like ∙ Comment ∙ Share

April 15, 2012Gerardo Gutiérrez (9th grade)

Social networks greatly favor self expression; thanks to them, people all over the world are able to expose their ideologies through the web. They can also be a vehicle for art, because they offer many ways of capturing what a person thinks or imagines, and share it with the virtual community, which then can voice an opinion and enrich the authors view.

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April 21, 2012Arianne Milán (12th grade)

Social networks favor self expression because they have created a virtual world where you find yourself connected at all times. You can maintain a conversation with people you have not seen in a long while. You can also share pictures and videos with a lot of people very easily. Social media allow better communication among students, strengthen friendships and closeness among alumni and the school, and help us with our homework; many students deliver assignments and tests through the web.

¿ riend riend ¿

How we use social networksStudents use social media not only to socialize, but also to broadcast ideas, events and information they consider valuable and worth sharing. We also find them very useful to generate study groups that help us with our homework, school activities, and sharing news. We understand, how-ever, our parents' and teacher’s concerns about the dangers we can be exposed to if we do not use them properly. That is why we asked some of our classmates their opinion about social media.

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and help us with our homework; many students deliver assignments and tests through the web.

40% of 12 to 18 year students were incapable

of reading more than 3 pages at a time when

researching a subject and that their

answers were poor and incomplete.

13

Dear JFK community: for those who do not

know me I am Miss Erika Melgoza and I work in

the preschool section teaching art. I work with

225 children from ages two to five years old, and

let me tell you why teaching “Art” is an art…

Art helps children to understand their world,

enabling them to express their personal experi-

ences and fantasies in wonderful ways, even

when they are unable to talk.

In art class in preschool, they are free to make

choices, to do things their own way, to develop

their preferences and they are free to create their

own concept and ideas through art.

Children begin to feel confident about them-

selves, they learn to respect their own work and

the work of others and they begin to be open to

all kinds of learning as well.

Art in short, is extremely important to the

children´s development and helps them become

The art of teaching

Art to children

A FOCUS ON OUR STAFF

By Erika Melgoza

more imaginative and responsive. Art is

indeed a major language of childhood.

I try to create a working environment,

an accepting atmosphere in which the

children can feel happy, relaxed and

emotionally secure. I want their art

experience to be exploratory, creative

and fun.

My program covers six basic art areas:

collage, painting, clay, drawing, print-

making, and construction. I start with an

open-ended exploration of the materials

and I believe that this exploration in the

beginning is much more important than

seeking any specific results.

I encourage and respect each child´s

way of working and let each one work at

his or her own pace, so children can find

success in whatever they do.

In art class children learn about some

painters’ biography that I tell them as a

tale, they get really excited and after they

get to know some facts of their lives they

try to create some paintings, sculptures

or a work of their own.

I remember once we talked about the

Renaissance, specifically about Miguel

Angel Buonarotti, they learned some

facts about his life and they even painted

under the tables recreating the way

Miguel Angel painted the “Sixtine Cha-

pel,” they had a lot of fun and I am sure

that they will not forget how the Sixtine

Chapel was painted.

I see art as a nonverbal experience so I encourage the children to develop their ideas about it in ways other than with words. I really enjoy my job because I get to know children in a di�erent way; they feel free, happy and comfortable in art class because they know that nothing is “ever wrong”.

Along the years I have learned so many things from the children, I trust them completely, they are honest about their responses and they care about what they do. It is di�cult to make any judgments about one´s e�ect on children. You get the kids who say, “I´m going to be an Artist when I grow up.” Although…

Children who say they are going to be art teachers when they grow up par-ticularly touch me. Few of the children I teach will eventually become artists or even art teachers, but I believe they all deserve a warm and encouraging space to access to this splendid visual lan-guage we call “Art.”

Feel free to come by someday to my art room and you will see why children enjoy “Art” class.

of teachingThey even painted under the tables recreating the way Miguel Angel painted the "Sixtine ChapelªYoung children learn by

re-creating their own experience.

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teach will eventually become artists or even art teachers, but I believe they all deserve a warm and encouraging space

I see art as a nonverbal experience so I encourage the children to develop their ideas about it in ways other than with words.

14

PROVIDING SUPPORT FOR OUR MODEL OF EDUCATION

SPORTS

15

A shared successOne of the main reasons for the great accomplishments achieved by this Congress was that every one of our physical education teachers organized as well as collaborated in the event. “We can consider the event a huge success; it certainly exceeded our expectations”, the Sport Coordina-tion assured, already anticipating that the International Congress of Physical Education and Sports will become a banner for the Ken-nedy’s leadership in this area in the years to come. We congratulate everyone involved and hope to see many more initiatives that promote sports in schools in our country and around the world.

Starting young Motor ability is the base of physi-cal education and it is necessary to promote it in students since early childhood. For example, crawling stimulates coordination, security and control in movement and even confidence in the little ones.

Many of the exercises promoted during the event involved ropes, balls, fences, rings and other objects that help students improve team work and coordination skills. And it was noted that observing the physical capabilities of each student, such as endurance, speed and strength is one of the keys to measure their progress and to give additional support to those with a possible disability.

International Congress of Physical Education and SportsBy Luis Peña 10th Andrea Mier 11th Luis A. Piña 11th Marcela Valadez 12th

Our school has always strived to take a leadership role in sports. It was with this

goal that Professor Arturo Bustamante, Director of P.E. at our school, set to

organize the First International Congress of Physical Education and Sports.

The event, centered on the objective of promoting knowledge and development

in sports, was a huge success. From January 19 to the 22th, 150 teachers from

Querétaro’s most renowned schools, such as Alamos, Cumbres, Celta and

Tecnológico de Monterrey; from all over México, and from di�erent countries,

gathered to learn and share knowledge and experience in this field.

Carlos Velázquez, a world recognized teacher from Spain, was one of the main speakers, as well as Alejandro Orvelli, a

renowned professor from Argentina and Humberto Ginestá, from Cuba, who gave a conference on how to teach an integral

P.E class.

Collaboration among all sport activities, meaning that all should work together

towards a common goal, was one of the main themes of the event. “That who

does it faster does not win, but the one to include everyone in the game”, assured Arturo Bustamante, adding that it’s key

to never lose sight of fundamental values such as respect, solidarity, empathy,

justice and e�ort.

That who does it faster does not win, but the one to include everyone in the game

We can consider the event a huge success; it certainly exceeded our expectations

16 17

WHAT ARE WE UP TO?

Some facts of our school’s history are well known to everybody, such as its foundation by a group of American and Mexican businessman in 1964. We now want to revisit our beginnings in order to bring back the spirit of collaboration that made the John F. Kennedy School of Querétaro what it is today.

Manuel González de Cosio was Queretaro’s governor when com-panies such as Gerber, Transmis-iones y Equipos Mexicanos and Clemente Jacques settled in our city and started the industrial

growth that gradually attracted companies from all over the world and made having a school of international standards neces-sary.

An so, our school initiated activities in a house in a street named Ignacio M. de las Casas, in Colonia Cimatario, o�ering

Kindergarden and 3 years of el-ementary School to 60 students.

When the first generation grad-uated from Elementary School, the school moved to Ex Hacienda La Laborcilla where Junior High and High School were added. A bus fleet carried students and teachers to and from neighboring haciendas and cities such as San José de Iturbide, San Luis de la Paz, San Miguel de Allende and San Juan del Río.

In 1961 Juan José Torres Landa donated 5 hectares in Jurica where construction of our new school immediatly started.

This was the first generation to graduate from Junior High:

Guillermo Uribe, Lucero Calzada, Diana Pacheco, Eva Hernández, Estela Ortega, Liz Pe-draza, Rubí Pedraza, Fidel García Dobarganes and Felipe García Dobarganes.

Did you know that...?

18 19

O

Our presentIt won’t be long before our 50th generation gradu-ates from what is now one of the finest educa-tional institutions in the region. And we trust that students and families that now enjoy the passion and commitment on which this school was built, are able to acknowledge and pass on this torch for generations to come.

Annual CampaignThe many e�orts our whole community makes every year to continue building on this legacy is the clearest way to ensure the continuance of our spirit. The chosen goal for the 2011-2012 cam-paign, getting our auditorium ready for the future, is a very visible and emblematical icon of this spirit. Thanks to the generosity and work of students, teachers, families and volunteers we are close to reaching our goal. We count on you to help us reach it!

New Floor

New Entrance

Actual Auditoium State

I n this issue of our JFK Times we pay a special posthumous

tribute to Mrs. Cristina Fernández de César; “Cristy” as we all called her with great a�ection.

Cristy came to JFK some 20 years ago after she, her husband Oscar, and the rest of her family moved into their beautiful home across the street from our campus. They then enrolled their first child in Preschool. From that day on she became an active and involved volunteer and a great supporter of our school. She gave so much to our community in so many di�er-ent ways.

She was a special person. She be-lieved in actively seeking out help from others, and always contact-ing the right person when it was needed. The years passed and her other children grew and joined the school. Over time Cristy began to build all kinds of connections and friendships among parents, teach-ers, children and administrators in our school community. She had a unique way of networking, building and maintaining relationships.

When the César Fernández family first joined the community, our school was a lot smaller and with very limited resources. She chose to get involved in the Elementary School Parents Association to help accomplish several goals.

One of these goals was the improvement of the Elementary School playground. It was more of a dream at that time because of the amount of work, needed resources

and e�ort that this project required. I was the Principal of the Elemen-tary School in those days and I viv-idly remember the day she walked into my oÇce and asked me: “Miss Mirtha, What would you like to see in this patio?”

I was delighted with the question and began to describe new spaces with play structures, a covered space with tables and chairs, trees, green grass and flowers every-where. (At that time we had only dirt and a couple of eucalyptus trees in the area). In a couple of months, looking out my oÇce window, I saw a beautiful green lawn appear, which she managed to bring all the way from Cuernavaca. She helped to arrange for flowers and trees that were donated by parents and also to construct a nice gazebo where children could have lunch or present plays and be involved in other group activities.

We are gifted with lasting memories because of her influ-ence and positive energy in many other things like the Tricycle Park and other school projects. She was a well-respected Assembly mem-ber, the President of the Board of Directors for two years, a dedicated mother, and a true friend to many of us.

We have a lot to learn, remember and admire about her. During her long illness she showed us how to maintain hope and courage in diÇ-cult times. Even in her last months she continued to fight cancer with her head up high, being positive and full of life, ready to go on. It must have been painful and ex-hausting, but she never showed it.

Thank you Cristy for all of the life lessons that you taught us. Many students, teachers, administrators and parents will forever carry with them wonderful memories of your friendship. It was a great personal gift and honor for me to having known you. Our love, best wishes and gratitude go to you and your family. You will forever be a part of the history of this great school.

Rest in peace knowing that your work here is done and the many seeds that you planted will con-tinue to grow throughout the years to come.

Mirtha StappungGeneral Director

Remembering Cristy With Love

and other school projects. She was

Directors for two years, a dedicated mother, and a true friend to many of us. mother, and a true friend to many mother, and a true friend to many

By Laura Cobos

20 21

Art is a spiritual endeavor that enriches our students and our community

I have always seen art as a “work out” that allows you to become a better

person. It leads you to explore, analyze and reach your own conclusions. It strengthens critical thought and drives you to know yourself better. It en-hances your human quality and your vision of the world. It’s a conversation with yourself that brings structure and discipline; it is a training field for life.

Art formation at the Ken-nedy follows a sequence from Pre School to High School designed to prepare students since early childhood to acquire the ability to express themselves as well as a pan-oramic artistic view. When they reach 9th grade they can explore their abilities by choos-ing among several workshops: Visual Arts, Drawing and Paint-ing, Photography, Sculpture

and Music, and in 11th grade they are given the option of enrolling in IB Art.

The IB Art Program is designed to promote critical, reflexive and well founded practices, help students under-stand the dynamic and ever changing nature of the arts, explore their diversity through time, space and cultures, and express themselves with confi-dence and competence.

Laura Cobos HS ART COORDINATOR

It is wonderful to discover that we can capture our ideas, our thoughts, our

dreams; that shapes, colors, textures and

volumes become tools of expression of this

magical and intimate language which allows us to see through a canvas, a picture, a melody or a sculpture, who we are.

21

Art is a spiritual endeavor that enriches our students and our community

Ihave always seen art as a “work out” that allows you to become a better

person. It leads you to explore, analyze and reach your own conclusions. It strengthens critical thought and drives you to know yourself better. It en-hances your human quality and your vision of the world. It’s a conversation with yourself that brings structure and discipline; it is a training field for life.

Art formation at the Ken-nedy follows a sequence from Pre School to High School designed to prepare students since early childhood to acquire the ability to express themselves as well as a pan-oramic artistic view. When they reach 9th grade they can explore their abilities by choos-ing among several workshops: Visual Arts, Drawing and Paint-ing, Photography, Sculpture

and Music, and in 11th grade they are given the option of enrolling in IB Art.

The IB Art Program is designed to promote critical, reflexive and well founded practices, help students under-stand the dynamic and ever changing nature of the arts, explore their diversity through time, space and cultures, and express themselves with confi-dence and competence.

Laura CobosHS ART COORDINATOATOA R

It is wonderful to discover that we can capture our ideas, our thoughts, our

dreams; that shapes, colors, textures and

volumes become tools of expression of this

magical and intimate language which allows us to see through a canvas, a picture, a melody or a sculpture, who we are.

we can capture our ideas, our thoughts, our dreams

IB A

RT at JFK’s

Fea ture Story

22

I would encourage any student

to go into IB Art. It really doesn’t

matter if you want to become a

doctor, a lawyer or an engineer;

unless you are planning to go into an artistic profession, this

might be your last chance to become acquainted with art. Projects I made years ago still give me a significant advantage over my college classmates. I showed one of them, a mechanical hand capable of articulating its

fingers, to one of my professors and he was so captivated, he immediately offered me a place in his lab where, since that moment, I have made research

on biomechanical models and prosthetic thumbs. If this argument is not reason enough

to join IB Art, think about this:

which other course lets you listen to music, relax, have fun

and learn more about yourself

while you do what you want?

I would encourage any student

to go into IB Art. It really doesn’t

matter if you want to become a

doctor, a lawyer or an engineer;

unless you are planning to go into an artistic profession, this

might be your last chance to become acquainted with art. Projects I made years ago still give me a significant advantage over my college classmates. I showed one of them, a mechanical hand capable of articulating its

fingers, to one of my professors and he was so captivated, he immediately offered me a place in his lab where, since that moment, I have made research

on biomechanical models and prosthetic thumbs. If this argument is not reason enough

to join IB Art, think about this:

which other course lets you listen to music, relax, have fun

and learn more about yourself

while you do what you want?

one of my professors was so captivated, he immediately offered me a place in his lab

We drive students to

find their own language

I n IB Art, we teach students a variety of techniques and

encourage them to experiment practicing great respect to what they want to express. Our goal is to help them project themselves through their work; to acquire a personal plastic language.

Our teachers are not only proficient in their discipline, they are also wonderful human beings who share the commitment of transmitting students their passion for art and great respect

for their own ideas and style.IB Art is an excellent

educational tool because it demands students to research and compare in order to justify their work, generating a critical and reflexive attitude where form and substance are equally important. We encourage them to engage transcendent topics and to encounter reality.

IB Art demands students to research and compare in

order to justify their work, generating a critical and

reflexive attitude

Sebastián Morales

CLASS 09'

22

24 25

IB Art is a high level program that requires a lot of time; therefore, I recommend any student interested in getting involved with this program, to be patient, and to choose a theme they feel passionate about, since they will be working on it for two years. I’d also say: ‘If you don‘t like what you did, don‘t consider it a failure, but an opportunity to grow artistically. Learn from everything you do, but most importantly, never give up, you´ll see that at the end, it will be worth it.’

Since I took IB Art, I feel that I‘m more aware of the artistic environment that surrounds me. I‘ve learned about several artists

I hadn’t heard of before, such as Claes Oldenburg or Robert Rauschenberg, and now I know how to value their art, to know its real worth, and don‘t judge it only for how beautiful it is. The most important thing the IB left me was to think my artwork through, and to value every single art piece I did, because even though I didn‘t like all of them, each one made me improve and become a better artist.

IB Art is an excellent opportunity for students to develop themselves as artists. It may be a lot of work, but it’s worth the effort.

IB Art is a high level program that requires a lot of time; therefore, I recommend any student interested in getting involved with this program, to be patient, and to choose a theme they feel passionate about, since they will be working on it for two years. I’d also say: ‘If you don‘t like what you did, don‘t consider it a failure, but an opportunity to grow artistically. Learn from everything you do, but most importantly, never give up, you´ll see that at the end, it will be worth it.’

Since I took IB Art, I feel that I‘m more aware of the artistic environment that surrounds me. I‘ve learned about several artists

I hadn’t heard of before, such as Claes Oldenburg or Robert Rauschenberg, and now I know how to value their art, to know its real worth, and don‘t judge it only for how beautiful it is. The most important thing the IB left me was to think my artwork through, and to value every single art piece I did, because even though I didn‘t like all of them, each one made me improve and become a better artist.

IB Art is an excellent opportunity for students to develop themselves as artists. It may be a lot of work, but it’s worth the effort.

if you don‘t like what you did, don‘t consider it a failure, but an opportunity to grow

P hotography, led by Professor Victor Ortega, is one of the most popular

disciplines; a workshop where students ac-quire knowledge and practice on analogous and digital photography, exploring not only its artistic possibilities, but also its practical use in the journalistic and advertising world.

The Musical Program, led by Professor Fausto Cerda, is gaining importance as well. Students are not only performing their music in numerous events, such as the school play, but have also begun composing.

Practice and

knowledge go hand in hand

Dany Hurtado

CLASS 11'

ictor rtega, is one of the most popular

disciplines; a workshop where students ac-quire knowledge and practice on analogous and digital photography, exploring not only its artistic possibilities, but also its practical use in the journalistic and advertising world.

usical Program, led by Professor erda, is gaining importance as well.

tudents are not only performing their music in numerous events, such as the music in numerous events, such as the

26

JAVIER GARCÍA LASCURÁINBy Mónica Duarte • Editor in Chief

This number of JFK Times had as a central theme: Art and its importance in the integral model of education offered by our school. In this interview, Javier Garcı́a Lascuraı́n shares with us his trajectory as a pianist and a JFK alumnus, where he is living a stage of decisive importance for his professional future.

Photo: Based on Arnold Newman portrait of Stravinsky

27

cover story

28

I had very interest-ing concerts, such as playing with the Querétaro’s Philar-monic, chamber music and recitals. When I graduated,

I traveled to Que-bec to get a music degree with Arturo Nieto. I returned three years ago and am dedicated to teaching, giving concerts and also carrying on indus-trial engineering projects.

Do you feel that being taught, first

by women and then by men, had any importance in your training?They were all great teachers, regard-less of them being

women or men; the di�erence was that male teachers were able to show me a more virile way of executing a piece. With Martha, we never tackled the romantic reper-toire; Chopin and Rajmaninov were out of the ques-tion. With Mauricio Nader I got to know the other side of the story; Tchaikovsky and the strong repertoire. Martha gave me the elegant side of execution; while Mauricio and Arturo showed me the wild part. I also want to

talk to you about a Cuban pianist that has become my idol: Jorge Luis Prats. I have not had the opportunity of studying fully with him; but every time we meet he gives me a three or four hour long private lesson. He’s considered to be one of the best pia-nists in the world and he is a beast. I can’t describe him in any other way. He is enormous, both physically and piano wise speaking. The way he plays, I wish would play.

How were you able to get two

degrees?The most impor-tant thing was to establish a prior-ity, and music will always take the upper hand; if noth-ing else, because of the time demanded by the instrument. I played the piano about eight

hours every day and did my homework afterwards. Choos-ing a career that would allow me to do this was crucial… studying medicine, for example, would have been impos-sible.Along the way I

also discovered how many things my two careers had in common. I even wrote an article about it; its main idea was that engineering helps you find ways to get the best results with the least amount of waste, in every sense. At the end of the day, playing an instrument is all about physics, and every concert has everything to do with logistics and the managerial skills of an indus-trial engineer.And when you

turn your head, you are play-ing at a level where there’s no turning back; you are hungry for

Javier, can you tell us a little

about how you became an accomplished pianist?I started playing when I was seven years old. We lived in Mexico, my sister Andrea was due to be born and Sala Chopin o�ered a summer course that, my parents felt, would keep me

conveniently busy.I played on an o�

until we moved to Querétaro and I enrolled in the Kennedy. A couple of years later, I had the fortune of meet-ing Martha García Renard, a world renowned concert player. She was teaching the most amazing music class I ever heard here, in our own backyard. Martha’s son had become my best friend when I entered the Ken-

nedy (he’s still like my brother) but little did I know his mother would become such an important figure in my life. She was my teacher for seven years.In 2002 we split

our teacher-student partnership. I had not decided yet to dedicate my-self to the piano. My parents never forced me to play; they wanted me to commit when I was ready to do so and I

will always be grate-ful for that. Over the time I have met pianist with great technical skills who did not have a

normal childhood and an awful cold-ness reflects in their playing. I enjoyed being a child and a teenager; I had fun and grate experi-ences that show themselves when I play.When I finished

high school I started studying Industrial Engineer-ing at the TEC. I kept taking classes with Mauricio Nader, a wonderful concert player. At that period of time

I ENJOYED BEING A CHILD AND A TEENAGER; I HAD FUN AND GRATE EXPERIENCES THAT SHOW THEMSELVES WHEN I PLAY.

WHEN I GRADUATED, I TRAVELED TO QUEBEC TO GET A MUSIC DEGREE WITH ARTURO NIETO. I RETURNED THREE YEARS AGO AND AM DEDICATED TO TEACHING, GIVING CONCERTS AND ALSO CARRYING ON INDUSTRIAL ENGINEERING PROJECTS.

I PLAYED THE PIANO ABOUT EIGHT HOURS EVERY DAY AND DID MY HOMEWORK AFTERWARDS. CHOOSING A CAREER THAT WOULD ALLOW ME TO DO THIS WAS CRUCIAL…

ENGINEERING HELPS YOU FIND WAYS TO GET THE BEST RESULTS WITH THE LEAST AMOUNT OF WASTE, IN EVERY SENSE. AT THE END OF THE DAY, PLAYING AN INSTRUMENT IS ALL ABOUT PHYSICS, AND EVERY CONCERT HAS EVERYTHING TO DO WITH LOGISTICS AND THE MANAGERIAL SKILLS OF AN INDUSTRIAL ENGINEER.

-ing at a level where there’s

back; you are

both physically and

I played the piano about eight

both physically and both physically and about eight

ENTERING THE KENNEDY WAS A TURNING POINT IN MY LIFE.

Javier playing at the Museo Regional Javier's first recital

30 31

friendships we made. To this day I’m still in touch with most of my class-mates. We are a tight group. We get together every year; twenty five alumni, plus our parents and now, wives and children.

The Kennedy being in Jurica, a country type development away from traÇc and noise, also made it very special. The area has certainly changed but I hope it can keep its character. I’m glad to see how our school has evolved in the technological and architectonical aspects, but it will always be the Kennedy.

Is there anything you would like to say to Kennedy

students?

I could give them tons of advice, but the most important recommen-dation is that they take advantage of every single minute, second and thing that the school gives them, because they will profit from it all their lives. I don’t think there’s a single ex Kennedy that has faced a challenge that he or she could not solve; and I haven’t met anyone who does not remember the school with great fondness and satisfaction. We will al-ways have great things to say about our school.

How do you see your future?I have tried to pre-

pare myself to the best of my abilities and now my goal is to keep playing piano at a concert level… to fulfill the expecta-tions of any orchestra, chamber and audience that calls on me. I might not have in my resume concerts all around the world; I want this to hap-pen, but it will when it has to.

I am happy making mu-sic; I love having evolved from simply reading the notes and repeating them, to really making music, and that is what I teach my students. Now they are my focus, my main passion. I have students ranging in ages from eight to eighty.

more and more and more. You start set-ting goals and there is no end to it… it’s a never ending journey.

Which is your favorite

music piece?We are listening now to a piece that has given me many satisfactions over the years: Beethoven’s Moon-light Sonata; but the Sonata Apas-sionata, also from Beethoven, has been my favorite

since I was a kid. I waited many years so that I would be ready to play it right.

What has music meant in

your life?Music fulfills me in ways I can’t describe, but I have also allowed myself to enjoy many other things, like study-ing engineering, for example. I’m also passionate about flying; I’m about to get my pilot's license.There are many

clichés on being a pianist and I have tried to be true to myself to avoid them. I can just as well listen to elec-tronic music, DJ Tiesto, the philhar-monic or U2. Another stigma pi-

anist face is people telling you “you’re going to starve as a musician”. But there are always plenty of options that don’t fall in the extremes of going commercial or ex-pecting always the big concerts. I never say “I will only get on the stage with a grand piano, and the best program

in Bellas Artes”. Wherever there is a stage ready and people to listen, I will be there.I have plans of

opening an acad-emy, but I am also working on a project to take classical mu-sic to rural commu-nities. For this I de-signed a special pia-no that will allow me to give didactic con-certs in the Sierra.

How has the Kennedy formation

helped you achieve your goals?Entering the Ken-nedy was a turning point in my life. I can mention a few angles, in no

particular order. To all of my class mates, speaking English was very important. There was no other school in the Bajio that o�ered such a high requirement level, and I doubt there is today. Our teachers,

both foreign and local, taught us to think in English. No class mate of mine has ever had any problem succeed-ing in any part of the world.

Another great thing about the Kennedy was the

MUSIC FULFILLS ME IN WAYS I CAN’T DESCRIBE, BUT I HAVE ALSO ALLOWED MYSELF TO ENJOY MANY OTHER THINGS, LIKE STUDYING ENGINEERING, FOR EXAMPLE. I’M ALSO PASSIONATE ABOUT FLYING; I’M ABOUT TO GET MY PILOT'S LICENSE.

I HAVE PLANS OF OPENING AN ACADEMY, BUT I AM ALSO WORKING ON A PROJECT TO TAKE CLASSICAL MUSIC TO RURAL COMMUNITIES. FOR THIS I DESIGNED A SPECIAL PIANO.

STUDENTS... I COULD GIVE THEM TONS OF ADVICE, BUT THE MOST IMPORTANT RECOMMENDA-TION IS THAT THEY TAKE ADVANTAGE OF EVERY SINGLE MINUTE, SECOND AND THING THAT THE SCHOOL GIVES THEM, BECAUSE THEY WILL PROFIT FROM IT ALL THEIR LIVES.

WHAT DO THESE WORDS MEAN TO YOU?FRIENDSHIPWhen a problem arises, there is nothing that a friendship can’t solve.

DISCIPLINE There is nothing as powerful as disci-pline to drive you towards the most ambitious objec-tives; with it there are no limits.

SUCCESSI believe success is to be at peace with yourself.

QUERÉTAROThe most pretty word of all.

MÉXICOThe place where, no matter how far I go, I can never be apart from. Like Mexico, with all its pros and cons, there is nothing else. This is your land, your people, your cli-mate. Get prepared elsewhere but come back to share what you learned.

Javier playing Rachmaminov

33

WHAT ARE WE DOING NOW?

ClassNotes

I n his way to becoming a professional photographer,

Ricardo Urroz has done interest-ing things, like studying a one year film direction career at New York Film Academy or worked on important events, such as the Miss Universe Pageant where he was in charge of logistics. His work has been published by magazines such as Life & Style, and Obras (Grupo Expansión).

After working in Mexico City for a while with photographers such as Alfonso Zapata, from Venezuela, he returned to Querétaro, the place he rather live in.

Ricardo opened Catrín Studios with his partner Alonso Andrade. His goal is to satisfy the needs of the advertising industry in the Bajio, as well as to promote local

fashion and young Catrín talent in the international stage. He of-fers services such as workshops, professional Books and product shots; but he likes doing weddings because he finds them challenging.

This is why he chose the name “Catrín” (which means elegant and well dressed) for his busi-ness: “Phonetically speaking, I like it very much. It’s very Mexican, fresh and it conveys elegance and status”.

Ricardo would like to work for Vogue Italy in the near future, and enjoys travel photography because of the people and places his able to discover.

Writing for the movies is another one of his skills; one of his projects, a movie with Demian Bichir, will probably see the light of day soon.

-PHOTO- GRAPHER

32

Ricardo Urroz Kanan

35

Pablo studied Economy at the ITAM and works at the World Bank as project coordinator on the impact of financial education, but his real passion is music.

He founded Grupo Evo, a fusion of metal and melodic rock, with the goal of always expressing the per-sonal experiences of its members.

It all started at the ITAM parties in the Bulldog Café. The first year the band opened a concert for the Liquits and on the second, for Dildo.

Initially, they recorded eight covers and then, their own songs. Its first big “tocada” was the half time show in a Monster Trucks event in Cuernavaca, where they played before eight thousand people.

The band plays regu-larly in the Roma and

the Condesa stages in Mexico City and will probably open a concert for La Gusana Ciega in Tultepec.

Toño Ruiz (Coda-Qbo), a good friend of Pablo, produced their first record. The mastering was done in New York, a contract with Iguana Records was signed and print-ing started a year ago. It has been hard to keep the project alive at times, but they all enjoy the struggle and getting ahead every step of the way. You can find the CD at the Mix Up store in Querétaro.

Pablo Antón Díaz27 años

their first record. The mastering was done in New York, a contract with Iguana Records was signed and print-ing started a year ago.

keep the project alive at times, but they all enjoy the struggle and getting ahead every step of the way. You can find the CD at the Mix Up store

DíazROCKERDíazROCKERDíaz

CONTACTOwww.facebook.com/rockevo

FACEBOOK

@rockevo Twitter

www.soundcloud.com/rockevo

Soundcloud

www.youtube.com/evorockmx

Youtube

36 37

Paul Rubenstein

Memories from the personal collection of