arymount
MA RY MOU N T IN TER N ATION A L SC H OOL R OME
autumn
2014
inside
autumn
2014
marymount
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One Month One Continent
Addressing Hunger
A Trip to Béziers
The ME Museum
Digital Citizenship
Faculty News
Meet the Principal
New Faculty
RSHM Leadership Summit
Santa Susanna at MMI
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IB Conference
IB Art Exhibition
Marymount Masterpieces
The Decision: A Short Story
Fall Arts Events
College Visits
Alumni News
SHM Extended Family
Taizé Community
Sports News
On the cover Elementary School students share a laugh
while having their yearbook photos taken.
Marymount magazine is published by the Development Office
for the Marymount community.
Designed and edited by J. Dunn
© 2014 MARYMOUNT INTERNATIONAL SCHOOL ROME
PEACE
MARYMOUNT
CELEBRATES THE
INTERNATIONAL DAY OF
In September, the entire school
gathered to form a giant peace
sign on our soccer field in
recognition of the International
Day of Peace. Leading up to the
occasion, Middle School
geometry students worked out the
dimensions and proportions of
the peace sign to assure that each
of the more than 700 people
participating would be in the right
place. The event included a prayer
for peace, moving speeches by
the students, and a performance
by the High School choir.
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Greetings
Maria Castelluccio
Head of School
T
he first semester of 2014-2015
academic year has been both
busy and exciting. We started
the year by welcoming more than 120 new
students to Marymount. I have enjoyed
meeting with these new students and their
families and am gratified by the enthusiasm
with which they speak of their transitions
into our school community – experiences
that have been welcoming and positive
thanks to our staff, students, Parent-Teacher
Organization, and Marymount families.
Already this year, we have participated in
and enjoyed a variety of educational,
spiritual, and social events, many of which
are noted in this first issue of our new
Marymount magazine. We began the year
with a focus on our school Mission:
“…We seek to guide students towards
the achievement of their full potential by
empowering them to think creatively,
reason critically, communicate effectively
and learn continuously. It is our goal that
a Marymount student should desire to
celebrate God’s love, respond generously
to the needs of our world, and promote
justice and dignity for all. At Marymount,
we strive to develop students who are
capable, honest, and respectful, and, who
are prepared both academically and
spiritually to be lifelong learners and
leaders of tomorrow.”
is Mission, aligned with the MMI
Learner Profile, guides us as we plan
instruction and activities that allow us to
reach our goals.
Our first school Masses emphasized the
importance of sharing our love with all. is
is evident in a reading taken from Luke
6:31, “If you love only those who love you,
what benefit is that to you? For even sinners
love those who love them.” e scripture
goes on to say, “But love your enemies, and
do good, and lend, expecting nothing in
return, and your reward will be great…”
At Marymount, we demonstrate our love for
others and foster our mission in a variety of
ways during the year. In September, we
prayed together for peace in celebration and
acknowledgement of the International Day of
Peace. During this celebration, we shared our
prayers and reflections drawn from a variety
of religions and expressed in varied languages.
In October, we responded generously when
we provided to Jesuit Refugee Services more
than 25 boxes overflowing with food donated
by Marymount students, faculty, and parents.
is outpouring of generosity will assist the
Centro Astalli in its efforts to serve those who
would otherwise go hungry in Rome.
Additionally, we are increasing our student
and staff participation as volunteers at the
Caritas Soup Kitchen, and we continue to
involve our students in creating and events
to support the education of children in the
RSHM schools in Zambia. By being caring
members of the Marymount community
our students learn how to be good global
and digital citizens in the larger world.
As I mentioned, this is the first issue of our
new magazine, which we will publish
quarterly to highlight the work and activities
that take place throughout our school. As
you can see, early in the school year we are
already off to an excellent start. We look
forward to sharing more of our progress
toward this year’s goal “to encourage and
affirm personal growth” in future issues.
Meanwhile, let us continue working
together to educate capable, honest, and
respectful children who are prepared to be
lifelong learners and leaders of tomorrow.
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OneMonthOneContinent
T
Throughout the year, students will take a closer look at the
countries and nationalities represented at our school
his fall, our school kicked off its One
Month, One Continent initiative,
which celebrates the great diversity in
nationalities that exists at Marymount. Over
the course of this school year, our students
and teachers will focus on the different
nationalities and learn more about them
through a variety of classroom and schoolwide activities.
In October we celebrated the countries that
our students come from in Africa, including
Ethiopia, Eritrea, Ghana, Kenya, Libya,
Mozambique, Nigeria, Cameroon, South
Africa, Tanzania, Tunisia, and Uganda. We
began our celebration with Zambia because
of our special relationship with that country
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through the RSHM missions there and in
recognition of the 50th anniversary of
Zambian independence on October 24.
During this celebration, Early Childhood
and Elementary students wore the colors of
the Zambian flag. Students made posters
about their countries and displayed them all
around school. We tasted African food
thanks to the parents, students, and our
kitchen staff who prepared food typical of
this part of the world, and we listened to
African music.
e One Month, One Continent initiative
will continue throughout the rest of the
school year.
One Month
One Continent
2014-15
KINDERGARTEN LEARNS ABOUT ZAMBIA
W
hen the school’s new One Month One
Continent initiative got underway in
October, our Kindergarten students were ready.
On October 24 in recognition of Zambian
Independence Day, they greeted each other
doing a gentle high-five while saying
"Atishani,” which means “hello” in Bemba, the
most common language spoken in Zambia. In
class, the children learned about and colored
the Zambia Flag, which they enjoyed waving
during their morning snack time.
During their Library Information Technology
class, Kindergarten Green conducted a research
project about Zambia. Elementary Librarian
Sally Cameron started by asking children what
they already knew about Zambia and created a
list from their responses. Children then talked
about what other facts they wanted to know
about Zambia, and they put these questions into
a list as well. This kicked off our Zambia
research project to answer the children's
questions, such as “Do they have books in
Zambia?” and “Are there animals in Zambia?”
Lastly, our wonderful Early Childhood parents
brought us beautiful and colorful Zambiathemed cakes, cookies, and cupcakes that we
sold at a school-wide bake sale to support the
RSHM missions in Zambia.
– Mersedeh Cerasoli
Kindergarten Teacher
Africa
Oct. 23-29, 2014
Cameroon, Eritrea, Ethiopia, Ghana, Kenya,
Libya, Mozambique, Nigeria, South Africa,
Tanzania, Tunisia, Uganda
North America
Nov. 20-26, 2014
Canada, Guatemala, Mexico, Puerto Rico,
United States
Australia
Jan. 26, 2015
South America
Jan. 27-30
Argentina, Brazil, Chile, Venezuela
Middle East
Mar. 9-13, 2015
Georgia, Iran, Jordan, Kuwait, Lebanon,
Oman, Pakistan, United Arab Emirates
Asia
Apr. 13-16, 2015
Bangladesh , China, Japan, Philippines,
Sri Lanka, Taiwan, Thailand
Europe
May 11-15, 2015
Czech Republic, Denmark, Finland, France,
Germany, Holland, Hungary, Iceland, Ireland,
Italy, Macedonia, Norway, Portugal, Romania,
Russia, Serbia, Slovenia, Spain, Switzerland,
United Kingdom
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Posters by (l-r): Kylee Marie Dibert (Gr. 5), Chiara Somma (Gr. 5), and Leonardo Bongini (Gr. 4) were among Marymount’s entries in this year’s UN World Food
Day Poster Competition.
Responding Generously
honored for her work at FAO’s
headquarters. Meanwhile, students in Grade
Seven created the first Royal 7 News
broadcast, which included important
information about our school’s mission of
responding to the needs of others, the
problem of hunger in our world and in our
own city, and how we can help.
O
e Marymount community also came
together to help the hungry by participating
in a food drive for Centro Astalli. is
outreach of Jesuit Refugee Services serves
over 400 meals a day in Rome. During the
food drive, Marymount families donated
over 25 boxes of food, and Jesuit Refugee
services extends its thanks to everyone who
contributed for their generosity.
Marymount students address the issue of hunger on local
and international levels
ctober 16 marks an important date
on the Marymount calendar. It is
our Founder’s Day, when we
honor the RSHM sisters who started
Marymount International School Rome. As
we celebrate our founding, we also take time
to reflect on how we can continue the legacy
of those who came before us, and how we
can follow their example of responding
generously to the needs of our world. An
important way we do this at Marymount is
to participate in the UN Food and
Agricultural Organization’s observance of
World Food Day, which happens to
coincide with our school’s anniversary.
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FAO celebrates World Food Day each year.
e objectives of World Food Day are to
strengthen international and national
solidarity in the struggle against hunger,
malnutrition, and poverty and draw
attention to achievements in food and
agricultural development. Every year, our
students participate in FAO’s World Food
Day poster competition, which generates
awareness of issues related to food security
and hunger among students.
is year, Grade 11 student Margherita M.
was selected as one of the top 20 finalists
out of more than 3,000 entries, and she was
I
n keeping with our school’s mission,
students at Marymount learn to respond
to the needs of others in a variety of
ways. Among these are opportunities to
volunteer their time helping to serve meals
to the less fortunate members of our
community at a local soup kitchen.
Marymount students volunteer each month
at the Caritas Soup Kitchen in Colle Oppio
where they help to greet guests, serve meals,
and clean up. At the first volunteer
opportunity of this school year, which took
place on October 18, eight Marymount
students joined two theology students from
Santa Croce Pontifical University, four
students from Università Sapienza, and a
regular crew of 15 to serve more than 400
people. Students who participate receive for
their efforts Creativity-Action-Service (CAS)
hours, which are a requirement of the IB
diploma program.
is year, Marymount students will
volunteer at the Caritas Soup Kitchen on
the following dates: October 18, November
15, December 13, January 17, February 28,
March 21, April 18, May 16, and June 13.
This poster by Grade 11 student Margherita M. was selected as one of the top 20 finalists out of more
than 3,000 entries in this year’s UN World Food Day Poster Competition.
Exploring the Roots of the RSHM
O
n a warm afternoon at the end of
September, six of my colleagues
and I boarded a plane to visit
Béziers, France. Between us, we represented
the Elementary and Secondary Schools as
well as the administration. Our purpose in
going to Béziers was to attend a retreat to
learn more about the founders of the
Marymount network of schools: the
Religious of the Sacred Heart of Mary.
e sisters who live at the RSHM mother
house in Béziers hosted our group. Over
several days they shared with us the history
of the order and its founders, Father Gailhac
and Mother St. Jean, describing among
other initiatives their work to create an
orphanage and home for unwed mothers in
Béziers. e sisters brought the history into
further relief during a walking tour of the
town, with stops at the birthplace of Fr.
Gailhac as well as other sites associated with
the early years of the RSHM.
e ministry of the RSHM, as we know,
eventually led to the formation of schools
that still operate today in Europe and the
Americas. Our beloved Marymount
International School and the Istituto
Marymount here in Rome are fine examples
of what the sisters have given back to their
community through their guidance and
ministry. After our tours, reflections,
discussions, and wonderful French Cuisine,
we returned to Rome to share what we
learned. In addition to our appreciation for
Marymount teachers and staff with the Religious of
the Sacred Heart of Mary in Béziers.
the founding of Marymount, we returned
more determined to continue the mission
started so long ago in Béziers.
– Val Hocker, Secondary School Art
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Founder’s Day Celebration
Students, parents, and the diplomatic community celebrate
the 68th anniversary of our school
M
arymount was founded on October
16, 1946. This year, in honor of the
school's 68th anniversary, the
school held a reception for parents,
alumni, and members of the diplomatic
community in Rome on the evening of the
15th. After Head of School Maria
Castelluccio presented a brief history of
the school she recognized the Religious of
the Sacred Heart of Mary, the order that
founded this school as well as numerous
other schools around the world.
Ms. Castelluccio then introduced three
students and an alumna, who spoke about
their experiences at Marymount and how
the school has played a role in their lives.
Ignacio R. from Grade 5 represented the
Elementary School, Arna M. from Grade 8
represented the Middle School, Beatrice O.
from Grade 12 represented the High
School, and Jasmin Zarineh represented
alumni. Their speeches were moving,
heartfelt, and beautifully presented.
Following the speeches, Marymount's
High School Choir, the Royal Voices, gave
an impressive performance, and Grade 11
students Alya Juhail and Azzurra Moores
closed the presentation with a thrilling
performance of the song “When You
Believe” as the sun gave way to a warm
fall night.
The following day, October 16, students in
the Secondary School marked the
anniversary during morning Masses while
Elementary School students celebrated
the anniversary during their Whole School
Meeting later in the day.
W
hen I came to Marymount
in Second Grade, it was
not very hard to adapt to the
place because there’s this
feeling throughout the school
that you belong at Marymount.
As the years have past, little by
little, I didn’t see Marymount so
much as a school and that’s it, I
began to see it like a bigger part
of me.
– Ignacio R., 5
T
he first time I came to
Marymount, I knew I had
nothing to fear for the
atmosphere was so kind and
welcoming. In the Fourth Grade
classroom I saw children of
many cultures and I immediately
started to learn about unity
through diversity. All of us have
many stories to tell, from
different parts of the world. That
is what fascinates me the most
about Marymount.
– Arna M., 8
T
he best thing Marymount has
given me is opportunity.
Since elementary school, the
Marymount program strives to
shape children into young adults
who will grow to be leaders in
their times. Marymount has
enabled me to become an openminded student and given me
the possibility to communicate
with people of different
countries and religions, whom I
wouldn’t have met otherwise.
– Beatrice O., 12
museum
ME
e Second Grade
I
n the early weeks of the school year, the
Second Grade created a ME Museum,
which featured exhibits that the students
created to represent themselves. is activity
provided an opportunity for the students,
particularly those new to the school, to share
their interests and backgrounds with their
classmates. e exhibits themselves were
colorful, creative, and informative, and the
students and visitors enjoyed the opportunity
view them, ask questions, and to get to know
each other. Overall, it was a great way to start
the year and build community.
I
really liked the ME Museum because we got to
go to the other classes and see the things
other students brought. It was so much fun! I
brought three special things to put on my table:
a stuffed toy character from the film Frozen, a
glass bird, and my favorite book. Someone told
me how beautiful my things were. It made me
feel happy when people came to visit my table.
This has been my favorite day so far.
– Sofia S., 2
I
brought three special things for the Me
Museum: (1) My favorite book, which is called
Marly Un Cane Pasticione. I love this book! (2)
My special ice skating gloves. I love using
them! (3) I brought a special picture of my
family. I love my family, and they love me.
I really enjoyed the museum!
– Roberta V., 2
M
y favorite part was when I showed
everybody my picture of a dolphin and me.
I really liked when I saw the picture of my best
friend. I really liked when some of the people
said, "I like your ME Museum!" I think that the
ME Museum was really important for me and
the best thing ever in Second Grade!
– Alessandro A., 2
I
learned so, so much at Me Museum. Everyone
had something to show us, and they were all
good things. Second grade is the best grade
ever. I loved everyone's Me Museum, and that
was the best day in my life.
– Matteo C., 2
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Teaching
Technology
Technology is ever-present in our lives, bringing with it both
opportunities and challenges. For teachers, technological innovations
can transform the way classes are taught when used effectively.
Students, meanwhile, stand to benefit most but must learn the
advantages and pitfalls of navigating through cyberspace. At
Marymount, technology permeates our school. On the following
pages, teachers and students share their thoughts about how we
teach and use technology.
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Grade 1 students learn to type using
an interactive computer program
during a lesson in the Elementary
School Computer Lab.
by Louise Crossan
Elementary Information Technology
T
his new school year has heralded
many changes in the Elementary
School, reflecting the ways in
which we as a school evolve and adapt to the
changing needs of our 21st-Century
learners. Our students are growing up in a
world that is changing in ways we cannot
predict, and so we must equip them with
the skills to ensure that they are able to use
their abilities to the full. e skills our
students learn now are the ones they will use
for the rest of their lives.
One of the changes this September was the
long-anticipated combining of the
overlapping skills previously taught in
Computer and Library classes. e
Elementary Computer Lab has been moved
into a beautiful airy space in what was part
of the library, and the library has been
reorganized (with input from the students)
to create more cozy nooks and crannies for
reading and literary exploration.
We now have a brand new course to replace
Library and Computer classes. LIT stands
for Library Information Technology. Cotaught by Elementary Librarian Sally
Cameron and myself, the course focuses on
core skills for life-long learning. e Library
Information Technology course consists of
two main strands: Digital Citizenship and
Research Skills, both of which incorporate
skills previously taught in Library and
Computer classes. ese strands incorporate
essential parts of our MMI Learner Profile,
and lay the groundwork to ensure our
students are aware of the MMI Academic
Honesty Policy.
Digital Citizenship, which teaches students
the skills to become safe and responsible
users of the digital world they were born
into also allows our 21st-Century learners
the opportunity to discuss issues relevant to
their experiences online. e subject is
taught in the context of students’ everyday
lives, with reference to behavior in offline
situations as well as online, emphasizing the
similarities. e Fourth and Fifth Grades
studied this intensively during the first two
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TECHNOLOGY
months of school in preparation for
receiving their iPads through our 1-1 iPad
program. ird Graders have been learning
about digital citizenship and will use what
they have learned to help them complete a
research project. Even First and Second
Grade students have been learning about
issues such as plagiarism, the three rules of
the Internet, and effective online searching.
e research skills students learn are based
on the framework of e Big 6TM. For
Grades 4 and 5, these skills are: Task
Definition, Information Seeking Strategies,
Location and Access, Use of Information,
Synthesis, and Evaluation. Kindergarten to
ird Grade, meanwhile, work on the Super
3: Plan, Do, and Review. ese skills
provide a foundation that the students will
rely on throughout their educational careers,
and they encourage students to formulate
their own areas of enquiry and to be active
participants in their learning.
MMiPads
Splashmath, Sumdog, Showbie, Toontastic... Sound like a group of modern cartoon
characters? Instead, these are just a few of the apps that Marymount students use on their
iPads. Marymount currently offers a 1-1 iPad program for students in Grades 4-6. These
students learn how to harness the power of apps to enhance their learning and how to be
good digital citizens, particularly in terms of online safety. They are crazy about Sumdog, a
math app that lets them challenge one another. They use Toontastic to animate social
situations while learning about good citizenship. To dig deeper into Engligh grammar and
vocabulary, our students use Grammarapolis and Wordly Wise. Meanwhile, teachers love
Showbie as an alternative to photocopying on paper because the app lets students load
packets of information
directly onto their iPads
instead of pasting them into
notebooks. The growing use
of iPads in the classroom
has helped students engage
with their academic subjects
in new and creative ways,
making learning even more
fun for everybody.
Grade 4 students enjoy a visit
to the Apple Store where they
received hands-on iPad
training.
It is exciting and rewarding to teach a
subject so immediately relevant to students’
lives and to observe how engaged, empathetic,
and thoughtful our students are.
Three of our teachers, Prue Conlon (Grade 4), Valerie Hocker (Middle School Art), and
Jacky Burgess (Secondary School Science) along with Technology Coordinator
Salvatore Petrucci, spent a weekend in Spain this past October in order to attend the 2014
iPad Summit. This professional development opportunity provided representatives from
schools worldwide the opportunity to enjoy hands-on training in the use of iPads in the
classroom and the future of technology in the schools. Compared to other schools present
at the conference, Marymount is right on target and even ahead of the curve in some of its
initiatives to roll out the iPad program in the
Elementary School. Our participants
brought back to Rome ideas for future inservice training sessions, Internet security,
project-based learning, and the use of apps
in the classroom. Marymount is indeed
lucky to have such dedicated teachers and
be able to provide professional
development, keeping the school on the
cutting edge of educational advances.
Grade 4 teacher Prue Conlon shares her
work at a recent iPad Summit in Spain.
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Tech Savvy in Kindergarten
by Carolyne O’Connor
Kindergarten Teacher
W
e start the day in Kindergarten
with the morning meeting and
one of its components is
singing. We bring up YouTube on our
CleverBoard to play music videos that the
children can dance or make movements to
while singing along.
During the literacy hour we practice shared
reading. In October, for example, we read a
series of emergent literacy books, which the
children read online. The books contained
sight words, which the children learned to
recognize early on to enable them to start
reading. Reading these books on the
interactive whiteboard allowed the children
to mark the text, highlighting words and
letters they know directly on the screen.
In our phonics program, called Fundations,
we use the CleverBoard to practice writing
our letters. Using the whiteboard helps
children to reinforce letter formation using
their gross motor skills. During the third
component of literacy, called Writer's
Workshop, children write emergent stories
using pictures, labels, and words. We take
pictures of children's writing with our
iPads and share them via AppleTV on the
whiteboard. Visually sharing their work
this way serves a dual purpose: children feel
a sense of accomplishment seeing their
writing on the screen and it enables their
peers to ask questions and to comment on
each others work. We also create with our
iPads digital class books of the children's
work, which we can then save in pdf form
and read online.
Kindergarten classes utilize a CleverBoard to teach math, writing, and other skills.
During Math Workshop, we use the Lynx
whiteboard program to deliver lessons in
an interactive format. Children reinforce
their acquisition of new math concepts
through interacting with both virtual and
physical models. The CleverBoard
provides us with another means of
presenting and reinforcing information. In
Science, we use the whiteboard to present
and teach new vocabulary and concepts
through videos and images. In Social
Studies we are learning about ourselves
and about how even though we are all
unique, we share similarities. We have a
buddy class in Saudia Arabia, and we are
sharing information about our differences
and our similarities through video
messages. In the process of creating a
digital book about Kindergarten at
Marymount we use the CleverBoard to
view maps and to see all the different
places our students come from.
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TECHNOLOGY
Good Digital Citizenship
At the beginning of the year, our Grade 6 iLab students learned about digital citizenship and
what it means to stay safe online. While participating in various workshops and discussions, the
students discovered that in some cases they were not being as responsible as they could have been
with respect to their behavior online. With this in mind, they decided to conduct a survey to
encourage students in Grades 4 - 6 (the grades that participate in Marymount’s 1-1 iPad
program) to think twice about the information they post online.
T
his year is the first year I have worked
with an iPad in school. e first project
we did was to make a survey in which we
asked people about how safe they were
online. e answers to the survey were a
little surprising. We also watched a video on
what we were actually putting on the
Internet. I had never really thought about
what strangers might know about me.
We then made a poster with graphs to show
how safe we actually are compared to how
safe we think we are. In this project I
learned that most people are probably not as
safe as they think, but I also learned many
new things I didn't think were possible on
the iPad. So overall in just one project I
think I have changed my entire approach to
the Internet.
– Elisabeth K., 6
I
n Sixth Grade we get to start a new class
called ilab. In this class, we learned about
digital citizenship, cyber-bullying,
Photoshop, password protection, and much
more. I learned a lot of things that I didn't
know before, for example, I didn't know
that people can use Photoshop to change
one person to look like someone completely
different.
– Sarah H., 6
I
n iLab we studied digital citizenship. is
taught me many things and opened my
eyes to the pros and cons of social media
and the Internet. I learned how dangerous it
could be to post your private information
online and why there are rules for using the
Internet. Being a digital citizen doesn't just
mean having an account on the Internet, it
also means that you have a lot of
responsibility and are trusted to make good
decisions.
– Danielle A., 6
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TECHNOLOGY
Meet Mustafa Zwebti
Our New Technology Coordinator
S
afety on the Internet is very important.
We watched a few videos about safe
passwords and usernames and about
personal information online, and one video
got me thinking that I was doing something
wrong. I didn't realize before that all my
passwords and usernames were not safe.
After school I changed all of my passwords
and usernames, and I felt really safe. We also
made a poster with examples of what a
profile should and shouldn’t look like.
– Arianna R., 6
I
enjoyed learning about digital media. We
learned about passwords, how to behave
online, what cyber-bullying is, and how
important it is not to be a cyber-bully. We
did a survey in class talking about how some
of the other kids would react if they were to
be cyber-bullied. Some kids said they would
do nothing, and some said they would do
everything they could to prevent it.
– Emma W., 6
I
discovered that digital citizenship means
more than just being a person who uses
the Internet. It means being sensible, kind
and a role model for what other people
should be doing. I also learned why you
should never put any private information
online. Many people told me not to put
private information online, but I never knew
why. Don't forget stay safe on the Internet!
– Eri I., 6
O
ne of the people who keeps Marymount’s technology systems
humming and serves as a technology resource to students and
teachers is Mustafa Zwebti, who joined our school community this past
summer as our new Technology Coordinator.
A Libyan native, Mr. Zwebti moved to the United States in 1975 for what was
supposed to have been a 2-year scholarship to study Safety Engineering.
Instead, he remained in the U.S. and earned his BS/BA degree in Computer
Information Systems from the University of Arizona. After a career as a
programmer analyst in the hospitality industry, Mr. Zwebti entered the field
of education as a computer specialist/computer teacher in 1992 at a Bureau
of Indian Affairs School in the Navajo Reservation in Tuba City, Arizona. In
1998, he was was promoted to Director of Technology, a position he held for
6 different school districts varying in size from 3,000 to 23,000 students,
across 3 states (Arizona, California, and New Hampshire).
Mr. Zwebti is married and has two children at Marymount. He looks forward
to cooperating and collaborating with Marymount teachers, administrators
and staff to provide technology mentorship and to integrate technology in all
aspects of the school. He is also is a culinary lover, environmentalist, and a
human rights advocate.
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Faculty News
I
n late September, Elementary School
Librarian Sally Cameron presented a
workshop at the Seventh Triennial ECIS
Librarians' Conference in Waterloo,
Belgium. Ms. Cameron was invited to talk
about how she revolutionized Marymount’s
Elementary Library from being a room full
of books to a vibrant hub of the school. is
talk echoed her previous presentation at a
School Library Association conference in June.
Ms. Cameron’s presentation was titled
“Ditching Dewey: How abandoning
alphabetical order and decimals made our
library more user-friendly.” As the title
suggests, her talk focused on the fact that
books arranged in alphabetical and numeric
order made library lessons frustrating for
our students. By regrouping books in a way
that made more sense to students,
Ms. Cameron helped students become
independent patrons and helpers who love to
be in the library. Librarians from international
schools all over the world attended the
presentation, which was filled to capacity. To
those wishing to attend her talk but could
not, Ms. Cameron provided an abbreviated
version over dinner later that night.
A
prolific contributor to the field of
eighteenth-century women writers,
Secondary School English and Italian
teacher Marianna D'Ezio is a frequent
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contributor to literary conferences and
journals. Over the summer, she was a
featured panelist at a conference organized
to celebrate the 250th birthday of
Ann Radcliffe, one of the best-selling and
most influential writers of the Romantic
period. e conference, which was the first
ever devoted to Radcliffe (pictured at left),
took place at the University of Sheffield, and
Dr. D’Ezio’s participation focused on the
historical, cultural, and aesthetic contexts of
Radcliffe’s work.
Dr. D’Ezio is also in demand as a translator
of literature from English to Italian.
Recent years have seen the publication of
her translations of Jane Eyre by
Charlotte Bronte, e Long Goodbye by
Meghan O'Rourke, Bram Stoker's Dracula,
and Sense and Sensibility by Jane Austin.
She is currently at work on the first Italian
translation of Vera Brittain’s acclaimed
WWI memoir, Testament of Youth.
I
n October, Secondary School Italian
teacher Giovanna Iorio led a workshop at
a national education conference held in
Emilia-Romagna. Her focus was on the
experience of literature outdoors and
highlighted the Little Free Library and
Bosco di Calvino, two creative and
trailblazing initiatives that our students
created in the park adjacent to our campus.
Meet the New
Secondary School
Principal
Danielle Pinkerton
Danielle Pinkerton is very happy to join the
Marymount community as Secondary School
Principal. While this is her first international
experience as a professional, her years living
abroad in Sweden and Germany as a child
influenced her decision to work in Rome.
With 20 years of experience in education,
she most recently served as principal of
Islands High School in Savannah, Georgia, a
school she opened just over four years ago.
Prior to that, she served as the Senior
Director of Curriculum and Instruction for a
large school district and as the Center
Leader for the Savannah Early College
Program funded by Bill and Melinda Gates,
which she was instrumental in establishing.
Mrs. Pinkerton earned a B.S. degree in
Elementary Education from Vanderbilt
University and a Masters in Education
Administration from Cleveland State
University. In her pursuit of a PhD in Urban
Education Administration, she conducted
research presentations at conferences and
became a published author in the area of
at-risk urban students.
Her husband, Stewart, is a college counselor
providing consultant services to students and
their families for the college admissions
process. Ellie, their youngest daughter, is in
Tenth Grade at Marymount, and their son,
Zac, is a freshman at the American
University of Rome. Their oldest daughter,
Sarah, is a junior at Oglethorpe University in
Atlanta.
Ms. Pinkerton and her family are looking
forward to spending the upcoming years
getting to know the Marymount community
and all it has to offer as well as exploring
European countries with their many rich and
diverse cultural offerings.
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faculty
WELCOME
new
This year we welcome a somewhat larger group of new
teachers then is typical at Marymount owing to several
retirements and sabbaticals. Most have come to us either
directly or indirectly from the United States. Some have
lived in Italy for many years, while others are new to the bel
paese. All are experienced and dynamic teachers who bring
their own unique gifts to the Marymount community and
most especially to our students. In a very short time, each
has immersed herself or himself in the fabric of our school.
Outside the classrooms, you will find them singing in the
school choir, coaching sports teams, and participating in
liturgical services. We value their presence in our school
and warmly welcome them to Marymount.
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Phebe Consentino
Elementary Art
Jennifer Belcher
Grade 2
Jennifer Belcher was born in
West Virginia and has also
lived in Georgia, North
Carolina, and California. She
has been living in Rome since
May. Ms. Belcher earned a
master's degree in elementary
education with an emphasis
on literacy and is halfway
through her PhD on literacy
and culturally responsive
teaching. In her free time Ms.
Belcher enjoys singing,
dancing, playing piano, and
traveling. She adds that she is
extremely blessed and happy
to be at Marymount.
welcome
new
José Costa
Grade 4
Born in Portugal, José Costa moved
to the U.S. at the age of ten. He
comes to Marymount after having
taught for four years in a school that
represents dozens of countries and
cultures. He is also proud to be part of
Minority Student Achievement
Network (MSAN), which is a USbased coalition of multiracial,
suburban-urban school districts that
have come together to understand
and eliminate achievement/
opportunity gaps. In appreciating all
cultures, Mr. Costa aims to continue
following his passion for working in
schools that truly believe in
community building and that everyone
matters, which is something he has
found here at Marymount. He also
loves to travel and play sports,
including soccer, basketball, American
football, and baseball.
Phebe Cosentino is a native New
Yorker. She has always had an
interest in art, teaching, and traveling.
This had brought her first to the
Caribbean, where she received her
BA in Fine Arts and Education at the
InterAmerican University of Puerto
Rico, and then to Rome where she
studied at the Academia di Belli Arte.
She has taught Elementary School
art for many years, previously at
Marymount International School, and
at two other international schools in
Rome. Her interests are painting in
watercolor, cooking, reading, and
visiting art galleries and museums.
With her husband and children she
has traveled throughout the USA,
Mexico, Europe, and Asia.
faculty
Monica Costa
Elementary Learning Support
Born in Portugal, Monica Costa
moved to the U.S. at the age of
three and lived in New Jersey for 26
years. She has an undergraduate
degree from Montclair State
University and a graduate degree
from Kean University. She spent 6
years teaching fourth grade in class
support and resource settings. Her
arrival this fall at Marymount
represents her first time working at
an international school. Ms. Costa
loves to travel and has visited many
countries in Europe and North
America. Her interests include
learning about other cultures,
cooking, living a healthy lifestyle,
and spending time with family.
Ms. Costa speaks English and
Portuguese.
Kerry Girod-Fedah
Elementary Assistant Principal
Lauren Francis
Grade 3
Lauren Francis is from
Frederick, Maryland. She
earned a bachelor's of
education from Hood College
and a master's degree from
Concordia University. Over the
last six years, she has taught in
Maryland, Virginia, and Saipan.
Her hobbies include reading,
dancing Zumba, singing and
just wandering around historical
locations. Ms. Francis' personal
teaching philosophy is that "all
students can learn with
motivation and reinforcement."
welcome
new
An Oklahoma native, Kerry is
delighted to return to Marymount
after five years away. Her 27 years
of teaching experience include
elementary classroom teaching,
EAL instruction, and working as a
learning support specialist. She has
taught in Kansas City as well as in
other international schools in Italy,
South Africa, Ethiopia, and Sudan.
Kerry holds a bachelor’s degree in
elementary education, a master’s
degree in special education with an
emphasis in learning disabilities,
and certification in English for
Speakers of Other Languages.
Kerry loves international education,
and she thoroughly enjoys being
back in Rome with her husband,
George, and daughter, Ashley.
faculty
Stephanie Klein
Elementary Religion
Stephanie Klein has spent the last
12 years working in the oldest
diocese in the United States
(Diocese of St. Augustine, Florida)
at St. Patrick Interparish School
and Parish, in Gainesville. During
that time, she served as Director of
Religious Education, Campus
Minister, Middle School Religious
Studies, and Language Arts
teacher. She has been married to
her husband, George, for 28
years. They have four children and
three grandchildren. Teaching at
Marymount and living in Rome is a
blessing and dream come true for
both Stephanie and George.
Nayomi Pererra
EC2 Aide
Originally from Sri Lanka,
Nayomi Perera is a certified
Montessori teacher. Prior to
joining the Marymount
community in 2010 as a
substitute and special needs
teacher, she taught at
Gateway International School
in Colombo, Sri Lanka.
Ms. Perera counts reading,
music, horseback riding and
traveling among her hobbies
and interests.
Jackelene Burgess
Secondary Science
Brittney Schaner
Grade 2
Brittney Schaner grew up in Ohio
and attended Miami University
where she met her husband,
Owen, who is also a new teacher
at Marymount. The Schaner’s
have spent the last seven years
teaching in Savannah, Georgia.
Ms. Schaner loves to read,
snuggle her dog, and be
outdoors. She also has a black
belt in Taekwondo. Ms. Schaner
enjoys traveling and hopes to do
much more from her new home
in Rome.
welcome
new
Jackelene Burgess grew up in
Lancashire in Northern England and
studied a joint honor course in
chemistry and polymer science at
the University of Wales. She
received her post graduate
certificate in education at
Southampton University. After her
first teaching post in London, Ms.
Burgess became a head of
department in a school in
Manchester then taught in Bermuda,
the U.S., and in England, including
18 years at an independent School
near Windsor that her three children
attended. Prior to joining the faculty
at Marymount, Ms. Burgess taught
at a startup school in Guatemala,
where she set up the science
teaching and resources for K-12.
faculty
Demetrius Laffitte
Secondary School Science
Samantha Kavanaugh
Secondary Math
Samantha Kavanaugh grew up in
the Dallas, Texas area and
received her Bachelor’s degree in
mathematics and Master of Arts
degree in teaching at Trinity
University in San Antonio, Texas.
Ms. Kavanaugh has been
teaching for six years, having
previously taught mathematics
and special education in San
Antonio and Falls Church,
Virginia. She is looking forward to
the experience of working at an
international school and exploring
Europe.
Originally from San Diego, Demetrius
Laffitte has 18 years of teaching
experience, including 6 years in an
international/bilingual school setting.
During this time, he has taught
physical/health education and biology as
well as coached basketball, volleyball,
track & field, and American football. He
holds a BA degree in physical education
and an MS degree in education with an
emphasis in coaching. Mr. Laffitte is a
former professional basketball player,
having played throughout Europe and
South America. He loves to coach, fish,
dance, watch sports, cook, work with
children, and most especially spend time
with his family. Mr. Laffitte and his wife,
Barbara, who is from Milan, have three
sons at Marymount: Dominic in Grade 8,
Daniel in Grade 6, and Diego in
Kindergarten.
Cynthia Salvatore
Secondary School English
Cynthia Salvatore is a New Yorker
living in Italy for the past 6 years.
Before coming to Italy, she taught
high school English and coached
cross country and track & field in
the New York area. While in Italy,
Ms. Salvatore has taught the
English language at all levels of
school including e-learning for the
officers of the Italian Air Force.
Most recently, she taught middle
school, high school, and IB
English at Rome International
School. She has a 3-year-old
daughter named Noa, who is an
EC1 student at Marymount, and a
1-year-old daughter named Lily
Grace. Ms. Salvatore says that
when she gets the chance, she
enjoys running on the weekends
but that her favorite pastime is
exploring Rome with her family.
welcome
new
Owen Schaner
Secondary School Math
Owen Schaner credits his
Midwestern values to his hometown
of Cleveland, Ohio. Although being
from Cleveland makes him a
tortured sports fan, he enjoys
playing and watching most sports.
Seven years ago he and his wife,
Brittney, moved to Savannah,
Georgia where he taught Algebra 1,
AP Calculus, and everything in
between. Mr. and Mrs. Schaner met
at Miami University in the marching
band, and Mr Schaner says that he
enjoys music and still tries to pick up
his trumpet every once in awhile.
The Schaner’s take pleasure in
walking their dog Houdini, camping,
backpacking, and kayaking.
faculty
Leah Schmalenberg
Diana Valentini
Leah Schmalenberg grew up in
Alberta, Canada and earned a
degree in Education at the
University of Regina,
Saskatchewan. She has taught
High School Science and Special
Education for more than 10
years. Ms. Schmalenberg also
taught and coached varsity
volleyball at Marymount High
School in Los Angeles.
Diana Valentini hails from sunny
southern California. She
graduated with undergraduate
degrees in philosophy, theology,
and literature and a graduate
degree in philosophy. Previously,
she taught in Ojai and Orange
County at the high school levels.
She enjoys hiking (having
completed the Camino de
Santiago last summer), dancing,
cooking, and swimming.
Although she misses the Pacific
Ocean, she is excited to be here
at Marymount.
Special Education Coordinator
Secondary Religion
A Shepherd’s Journey
Students discover and share inspiration at the RSHM
Leadership Summit in Paris
by Ann Haring
Religious Education Coordinator
O
n September 25-28, students from
four RSHM network schools
attended the Student Leadership
Conference held at Marymount
International School, Paris. Developing
leadership skills in Marymount students is
important to the mission of all the RSHM
network schools.
Six middle and high school students from
Marymount Rome were honored to be
selected by their teachers to attend the
conference: Kristen O., Bashar S.,
Mathias M., James R., Antonio Y., and
Ginevra P. Faculty members MarieCatherine Letendre and Ann Haring
accompanied the students.
e theme of the conference was: “Opening
the Gate, A Shepherd’s Journey.” Over four
days, students explored the leadership style
of Jesus, the Good Shepherd, and
considered how they might use His example
to grow as leaders in their own schools.
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Students began the conference with a
session that explored the RSHM Network of
Schools Goals and Criteria. Students
thought critically about how the goals were
currently implemented in their own schools
and discussed new ways of integrating the
goals. ey also learned about the history of
the RSHM and were inspired by the work
of the sisters around the world.
Following the example of the Good
Shepherd and the RSHM mission, “at all
may have life,” the students participated in
two service opportunities. On Friday
morning, the students led the Marymount
Paris children in their Sports Day activities.
ey learned how to coach, encourage,
organize games, and model good
sportsmanship.
On Saturday morning, the students
meditated on Psalm 23, “e Lord is My
Shepherd,” exploring the goodness of God
and the many blessings and talents they
e RSHM Leadership
Conference taught me a lot
about the RSHM and their
founders. I also learned a great
amount about leadership. By
reading and talking about the
parable of the Good Shepherd,
Grade 8 student Mathias M. leads conference participants in a discussion about the Parable of the Good
Shepherd.
have received. Learning that all gifts and
talents need to be shared, the students began
to prepare for their second service
experience, which involved a visit to a
nursing home. e students formed a choir
and worked hard to learn and perfect many
songs from different languages. ey also
made gifts for the nursing home residents.
After arriving at the nursing home, students
gave a beautiful concert and spent time
socializing.
One especially important experience for our
Marymount Rome students was the
opportunity they had to lead a session on
the parable of the Good Shepherd. Our
students delivered a presentation comparing
and contrasting the leadership styles of the
Pharisees with the Good Shepherd. Next,
they led the other students in small group
discussions about the Parable of the Good
Shepherd. eir groups discussed the
meaning of the parable, related it to their
own lives, and identified ways they could
help lead their classmates to make good
decisions and avoid negative influences.
In between all the hard work, students
enjoyed sightseeing in Paris. During the day
on Friday, they visited Notre Dame and the
Eiffel tower. On Saturday evening, the
Marymount Rome students ventured out
for a stroll down the Champs-Elysées, a stop
at a delicious crêperie, and a visit to the
Arc de Triomphe.
e students ended their weekend with
Sunday mass in the RSHM chapel.
Participants Kristen O. and Antonio Y. sang
solos during the mass. Many RSHM sisters
attended the liturgy, bringing together the
leaders who have made the RSHM what it is
today and the future leaders being formed in
RSHM schools around the world.
I learned that good
leaders have to start out
as good followers,
and that good leaders have to
love and care for their followers.
– Kristen O., 8
We provide
opportunities to
develop skills for
effective decisionmaking and leadership.
from the Goals & Criteria
for the RSHM Schools
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A
Papal
Blessing
Marymount teachers and students attend
Mass with Pope Francis
by Maria Sweeney
Elementary School Principal
O
n September 5, my two younger
children, Jake and Laura, and I
awoke before the sun had risen to
attend a very special event. is was the day
that we were invited to be guests at Pope
Francis’s morning Mass at the chapel of
Santa Marta. Attending Mass in the Pope’s
presence was exciting, but I had been to a
papal audience before, and I thought this
would be similar: there would be thousands
of people, the Pope would be too far away to
see, and then there would be the mad rush
to get a closer look or perhaps even a wave
or a prayer over a personal object of
importance.
is Mass, in fact, turned out to be a very
intimate event, with only about 50 people
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in attendance. Furthermore, I had been
asked to read the first reading, in Italian.
Just before Mass was to begin, the Pope’s
assistant came out and asked if there were
any altar servers, and I quickly pointed to
Jake and his classmate, Antonio, who serve
Mass on Sundays at Santa Susanna. e
boys received quick instructions, and then
the Mass began.
From the moment that Pope Francis
entered the chapel, there was a feeling of
peace, an aura of holiness. He was so softspoken that the air conditioning was
turned off so that we could hear him. The
Gospel reading that day was Luke 5:33-39,
which contains three short parables. The
Holy Father explained to us the meaning
behind these parables – that we should not
be prisoners of the laws of the Old
Testament but should live with the new
laws of faith (Jesus), which are full of grace,
truth, and love.
Following the homily, the Mass continued
with the Liturgy of the Eucharist, and at this
time the two altar servers joined Pope
Francis on the altar and aided with the
ceremonial washing of the hands. ere are
no words to describe the feeling of watching
my son wash the hands of undoubtedly the
most holy and Christ-like man on Earth.
Other teachers who were in the audience
turned to me, eyes filled with tears, moved
with emotion, silently understanding the
enormity of what was happening before us.
e rest of the Mass seemed to pass in
seconds, and once it had concluded we sat
quietly as we had been instructed. Moments
later, Pope Francis emerged in his simple
white robe, and he sat quietly at the end of
our row to reflect and pray.
Grade 8 students Jake and Antonio
stepped in as altar servers for a mass
with Pope Francis at the Chapel of
Santa Marta.
Immediately after Mass, we were taken to
another room and told that this was the
time when we could speak personally to the
Holy Father and to ask him to pray for our
special intentions. I had thought long and
hard about what I should ask him to pray
for. I decided that what was most important
to me, as a teacher, a mother, and a Catholic
was for Pope Francis to pray for our
Marymount community. When it was our
turn to speak with him, my children and I
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I asked him to pray for
three specific things:
that we would be
people of peace,
that we would know
that Jesus was
always at our side
through good times and
bad, and that we would
be people who
make a difference
in the world.
We encourage
sacramental
preparation and active
participation in worship.
from the Goals & Criteria
for the RSHM Schools
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Pope Francis blesses a photograph of our school’s celebration of the International Day of Peace
presented to him by Elementary Principal Maria Sweeney and her children, Laura and Jake.
I
moved forward, and I pulled out a
photograph of our students, teachers, and
staff on the soccer field in the form of a
peace sign. He reached out and took my
hand into his and looked right into my eyes
as I explained that we were an international,
Catholic school and that I wished that he
would pray for us.
n October, we celebrated Marymount’s
Foundation Day with parents, students,
and invited dignitaries from around the
world. Several of our students shared what it
meant to them to be a Marymount student.
As I listened to their words, I was moved by
the sincerity and depth with which they
described their experience in our community.
I asked him to pray for three specific things:
that we would be people of peace, that we
would know that Jesus was always at our
side through good times and bad, and that
we would be people who make a difference
in the world. He raised his hand above the
picture and blessed it, promising to pray
for us.
Our Fifth Grade student, Ignacio RosadaBarrios, spoke about how he loves being part
of a school that helps to take care of others
who are in need, about how comfortable
and accepted he felt as a new member of the
community, and how important his First
Communion was to him. He shared that he
has learned that all people from around the
world are really one, no matter what culture
or religion they come from. He concluded
by saying that being a Marymount student
isn’t just about going to school, but that it is
an important part of his life, and that it is
shaping who he is.
He then turned to my daughter and shook
her hand and then to my son, shaking his
hand and thanking him for serving the
Mass. He then asked for something from us.
He simply asked that we pray for him. I
promised that we would. At the first
Elementary School mass in September, I
shared my experience with the children, and
I invited them and all of the teachers to
keep the promise to pray for Pope Francis.
I can’t help but think that Pope Francis has
kept his promise to pray for us, and that if
he had been at our Foundation Day Event,
he would have been smiling ear to ear.
Santa Susanna
The
O
C O M M U N I T Y
A T
n almost every Sunday
morning of the School Year,
the Community of Santa
Susanna Church at Marymount celebrates
Mass at 11am in the Marymount Chapel.
Everyone is very welcome to participate in
this Sunday liturgy, which is geared to the
family especially children. e atmosphere is
very welcoming and lively, and afterward
attendees can enjoy coffee, juice, and treats
while visiting and making new friends.
Everyone who attends is invited to register
as parishioners of Santa Susanna Church
and participate in all of their other Masses
and programs both at Marymount and at
Santa Susanna on Via Venti Settembre in
Rome’s historic center. Although Santa
Susanna is temporarily closed, the Santa
Susanna community Masses in English also
take place at the Basilica of Santa Maria
degli Angeli e Martiri in Piazza della
Repubblica on Saturdays at 5:45pm and
Sundays at 9am. We also have a 10am Mass
in the Basilica of San Camillo de Lellis (Via
Piemonte & Via Sallustiana).
Top: Marymount students receive the Sacrament of
First Communion last spring at the Church of San
Camillo. Above left: Fr. Steve Bossi at the annual
St. Nicholas Charity Serata. Above right: Fr. Greg
Apparcel at the Serata.
e Paulist Fathers serve the Santa Susanna
and Marymount communities. Fr. Steve
Bossi is the vice rector of Santa Susanna and
Marymount’s Chaplain and Fr. Greg
Apparcel, is rector of Santa Susanna and
longtime friend of our school through his
work with our Board of Regents for the past
M A R Y M O U N T
decade. rough Santa Susanna,
Marymount students will receive the
Sacrament of First Communion at Mass on
May 9, 2015, and Marymount’s
Confirmation candidates will celebrate this
sacrament on May 16, 2015.
Everyone at Marymount is invited to help
plan and participate in Santa Susanna’s
annual St. Nicholas Charity Serata (dinnerdance, auction, and raffle), which will take
place on Saturday, December 6 at
Marymount. All of the proceeds for this
wonderful evening go directly to nine
specific Roman charities which assist the
poor, refugees, AIDS patients, orphans,
mentally and physically handicapped
children, the sick, and the elderly in the
Roman community.
Lastly, you are welcome to pick up the most
recent edition of As Romans Do at the 11am
Mass on Sundays. is 144-page free book
is a parish handbook, a guide to spiritual life
in Rome, and a practical guide to life in the
Eternal City. It is filled with historical
photos from the church’s archives, as well as
photos from more recent years.
If you have any specific needs or questions
for Fr. Greg or Fr. Steve, please feel free to
call either of them at 06.488.2748, or see
further information and directions at
www.santasusanna.org.
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Be Interruptible!
Seniors reflect on the life of St. Paul during
their annual retreat in Nemi
Religious Education Coordinator
Ann Haring helps this year’s
Seniors learn how to make space
for God during the retreat through
silent prayer and meditation.
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O
n September 16 and 17,
Marymount’s annual Senior
Retreat took place at Centro Ad
Gentes Retreat Center, located in a peaceful,
wooded spot in Castelli Romani.
Joined by Marymount alumnus Jithin James
Mullappillil and other chaperones, the seniors
began the retreat with lunch together at a
scenic restaurant overlooking Lake Nemi.
Afterwards, students began to explore the
life of St. Paul and the retreat theme: “Be
Interruptible!” Students learned that much
like He did in the life of St. Paul, God wants
to interrupt their lives and open them up to
his presence and love. He wants them to
take notice of other people and become
more and more the loving people God
created them to be.
rough various small and large group
activities, students explored related themes of
blindness vs. really seeing, overcoming
hardships, making space for God and others,
and the importance of putting their talents
at the service of others. Students also had
time to develop their relationship with God
through silent prayer, meditation, Adoration,
and the Sacrament of Reconciliation.
One of the highlights of the retreat was the
Mass celebrated by our school chaplain,
Fr. Steve Bossi, and the opportunity
students had at the Sign of Peace to
exchange letters they had written to
one another.
e retreat also gave the Seniors the
opportunity to simply spend time together.
ey had free time to really talk, laugh, and
enjoy life. e retreat ended with a short
visit to the town of Nemi and time to shop
and taste the delicious local specialty:
Nemi’s famous strawberries.
– Ann Haring
Religious Education
Coordinator
Top: A small group of Seniors takes a break after working together to overcome various handicaps
while constructing a camping tent. Above: A few of the Seniors enjoy lunch overlooking Lake Nemi.
I
T
T
he retreat gave me a break from all
the school stress that we students
have to cope with every day. The
highlight of the retreat for me was
watching the sunset, it was astonishing
– it brought me so much serenity.
– Balqis G., 12
t was great to go on our last class
retreat with people I’ve been going to
school with for the past 13 years. Next
year we'll all be gone in our own
directions, so to spend a day with each
other taking a break from the IB was a
rare and positive opportunity.
– Max P., 12
he retreat allowed us to have time to
reflect on essential things we
normally don't even question. It was a
truly wonderful experience.
– Cristiana A., 12
he senior retreat was a great bonding
experience and a reminder of the
friendships we will keep when we go off
to university.
– Tonia N., 12
T
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IB
Impressions
Marymount students make an impact at
this year’s IB regional conference
by Lucy Alexander
IB Coordinator
T
his year, for the first time in its
history, the International
Baccalaureate Organization held its
annual regional conference in Rome. e 4day conference, entitled “Ways of Knowing,”
took place from October 16-19 for
administrators of IB World Schools in the
Africa, Europe and Middle East region.
Approximately 1,300 heads of school,
principals, and coordinators representing 82
countries and 935 IB schools attended.
Head of School Maria Castelluccio, Secondary
School Principal Danielle Pinkerton, and IB
Coordinator Lucy Alexander attended a
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Grade 12 student Matteo R.
speaks at the opening of the
IBO Regional Conference held
in Rome in October.
variety of motivating sessions on the future of
the IB Diploma Program (IBDP) and on
global education trends. e newly mandated
“Approaches to Learning” in the IBDP
received significant attention in these
sessions. Other highlights included plenary
sessions by world-renowned educational
leaders. Michael Fullan shared his research on
“Collaborative Cultures,” indicating that
collaborative teaching communities lead to
student improvement. Dr. Yong Zhao
emphasized the necessity of creativity,
entrepreneurship, and competency skills in
the new global economy, and Ian Piper
discussed “Great Learning” and how all
members of a school community need to
“talk the walk” by being able to articulate
common understanding of a school’s mission.
Marymount’s presence was everywhere during
this conference with more than 30 MMI
students taking part as speakers, singers,
artists, and volunteer helpers. e opening of
the conference showcased student talent from
IB schools around Italy. Two of our students,
Azzurra M. and Alya J., brought down the
house with a breathtaking rendition of
“When You Believe." ey went on to
welcome the audience of international
educators to the conference in Rome.
Following introductory remarks by the IB
Director General, Dr. Siva Kumari,
Marymount senior Matteo R. gave a showstopping, 5-minute speech outlining five
points that in his view encapsulate an IB
education. Matteo was also given the task of
introducing the plenary speaker,
Dr. Yong Zhao.
On Sunday, it was another Grade 12
Marymount student, Massimiliano P., who
presented the conference closing keynote
speaker, Professor Marcus du Sautoy. Before
presenting the award-winning
mathematician, Max gave a heartwarming
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e highest praise for our students
also came from the IB Director General.
Dr. Kumari passionately, and very sincerely,
asked me to pass on to our community her belief that
it is students like those from Marymount
that make her proud to be CEO
of this organization.
speech outlining his experiences working
with the homeless at a local Caritas soup
kitchen. Students volunteer and participate
in activities such as this to fulfill their
Creativity, Action, and Service (CAS) hours,
which is a requirement of the IB diploma.
In addition, three of our students,
Alessandra Y., Caterina A., and Olimpia C.,
created a wonderful visual arts exhibition,
which was on display throughout the
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conference (see related article on page 38).
Arriving at the conference venue at 7:30 in
the morning, the artists, together with
helpers Cristiana A. and Carlo Alberto C.,
created a beautiful art exhibit on the “Ways
of Knowing” theme. eir works included
paintings, photographs, and an interactive
piece of digital art.
Also valuable to the success of the conference
were the 25 Marymount students who
served as volunteers. In addition to preparing
more than 1,300 conference gift bags, our
students helped out by distributing headsets,
manning the coat check, passing out
brochures, and much more. ey also helped
advertise the Hunger Run organized by the
parents associations of Rome’s IB World
Schools to correspond with the regional
conference. At the closing ceremonies, the
IB Regional Director, Mr. Adrian Kearney,
warmly and publicly expressed his
gratitude to all these students involved.
I
n short, Marymount students shone.
As the conference came to a close,
Mrs. Dolly Wanjiku, the main event
organizer, summed up my own feelings
when she said that every one of the
Marymount students who took part in the
conference was amazing. The highest
praise for our students also came from the
IB Director General. Dr. Kumari
passionately, and very sincerely, asked me
to pass on to our community her belief
that it is students like those from
Marymount that make her proud to be
CEO of this organization.
For many IB administrators, plenary
speakers, and conference participants, the
opening speech by Matteo Rosati stood out.
In a recent email the Head of IB School
Service wrote to me about Matteo’s speech,
saying “… I take responsibility for the
authorization and evaluation of all IB
schools in this region (AEM). Before
joining the IB in 2011, I had been a head
of school for a couple of years. I have never
[before] listened to such a befitting speech
from an IB student. Brilliant!” She went on
to write that Marymount International
School made the IBO proud!
We as a Marymount community know how
great our students are, but it is extremely
rewarding to have our views confirmed by
the educational leaders of the world.
You can view videos of the Matteo R. and
Max P. speaking at the IBO Regional
Conference on the Marymount website or
YouTube channel.
Below left: Max P. speaks at the conference
about his experiences volunteering at a soup
kitchen. Below right: A conference participant
enjoys the artwork of Alessandra Y. Previous
page: Azzurra M. and Alya J. perform in the
finale of the opening event.
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The Artist’s
PERSPECTIVE
Art students rise to the challenge of creating a gallery at the
IB conference in Rome
by Cristiana
Grade 12
A.
T
he alarm clock rings at 5:00 am. At
6:30 we are at school. We load the
truck. Everything is on the bus and
ready to go. Mr. Cigler gives us some final
words of advice and then we’re off.
We arrive at the Marriott Hotel, where the
annual IB regional conference is to be held
here in Rome. We are the first ones to arrive
and we proceed with unloading the bus.
We are guided to what is our exhibition
space. We start looking at the space, the
angles, the light, the walls, and we think
about how to make it into an attractive art
gallery that will catch the attention of the
conference participants.
First thing on the list: remodeling.
We decide to move the furniture and create
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space, because in art galleries furniture is
kept to a minimum if not absent. We had
difficulty with the space as the lights were
not very bright, and one was not working.
Also, there were some paintings on the wall,
but they were not removable as they were
the hotel’s. We were grateful to the hotel
staff who helped us fix the light.
With the light fixed the gallery is
illuminated. Now we are deciding how to
position each piece. We thought of focusing
on elements such as simplicity, minimalism,
and elegance. As IB Art Higher Level
candidates, we have to visit a museum each
month. is proved to be very helpful as we
were able to unite what we found striking in
the exhibitions we visited to create an
attractive art
gallery.
Materials: easels, scotch tape,
pins, markers, tags, and the
artworks. We started playing with the
space, positioning each piece against a wall
and looking at how they interacted with
each other. en it came to us: we decided
to place the works in such a way that the
observer would be guided through our
gallery, we wanted to determine the
observer’s path and perspective. We thought
that in order to do this it was essential that
we understand how the observer was going
to move in our space, from both sides of the
corridor (as we were in the middle), and to
do this we walked the path both ways
Artwork by Marymount students
waits to be hung for an
exhibition at the IB Regional
Conference in October.
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several times. We decided to create a theme,
to make sure the works interacted with each
other in such a way that a feeling of space,
linearity, and surprise were created.
After some experimentation, we finally
started to set up the space. We started to
mount the works of art on the easels and
tape the architectural boards on which the
etchings were attached. Mounting the
easels was not an easy task. Each easel is
slightly different from the other, and
because we wanted our exhibition to be as
clean and professional looking as possible
we struggled to make sure that each easel
was exactly the same height. We were
presenting a series of three paintings by
Alessandra Y. so it was essential that the
easels were the same, as each painting
needed to be at the same level.
On the wall opposite the paintings we
decided to place two photographs by
Caterina A., as they were eye-catching and
interesting. We decided to make an area for
etchings, including works by Olimpia C.
and Alessandra Y.. We then finished
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placing the other paintings and works by
Alessandra around the walls of our gallery.
As one of her oil paintings was intrinsically
connected to one of her etchings, we
decided to play with the angle on the wall
and place the painting on the easel on one
side and the etching on the other so that
the tag could be in the middle, and the
connection would be evident.
ere was also a section of the exhibition
upstairs in that included a video showing
how Alessandra produced one of her pieces.
is interaction enhanced the mood created
by the colletion of Marymount works.
W
hen we finished setting up the
exhibition we were exhausted by
four hours of hard work, but we
were also satisfied with what we had done.
In the end, the gallery looked very
professional, and each artwork was given
the necessary space and attention. We also
included tags on the wall beside each work
to make the exhibition more authentic and
to make sure that the observer knew what
he or she was looking at. We also placed
under each tag a blue Marymount sticker
to show which works belonged to our
school and to unify our gallery. As a final
touch we added an introductory insignia
reading “Marymount International School”
which we placed at the beginning of our
gallery.
Our final product was very interesting
because we truly managed to make the
space look like a gallery; it was spatial, and
each work received the necessary emphasis.
We tested the observer’s walk and path by
walking through the space one last time
and by creating a video of the observer’s
path from both sides. I think that what
made our art gallery successful was how
simple and essential we made it: there was
nothing superfluous in it.
I think that the collaboration between my
classmates Carlo Alberto C., Caterina A.,
Olimpia C., and myself truly made the
difference. It was the mixture of our ideas,
taste, and inspiration that in the end
allowed us to use the space as best as we
could.
Marymount Masterpieces
a selection of recent works by our students
Jamin C., EC2
Shanti T., 5
Alessia C., K
Benedetta O., 2
Melissa P., 6
Gabriel A., 7
Kristen O., 8
Malibongwe M., K
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The Decision
a short story
by Gennaro
Grade 8
F.
“A
s you can see this is the heart
that pumps blood through the
veins and is the organ that keeps
us alive. In this case, however, it has stopped
beating for quite a while now…”
Dr. Hart had been droning on and on for
over an hour now, most of the other
students were either throwing up or had
fainted long before now. e first anatomy
class is always a trial for medical students.
You need to have a strong stomach to
witness a human body being dissected. at
was not a problem for me. You can say that
medicine was in my blood. All the members
of my family for generations have been
doctors, since my great-great-great-great
grandfather, Dr. Archibald Ackles, who
came to America on the Mayflower in 1620.
It’s my destiny to follow in their footsteps
and become a doctor. I grew up in a hospital
when I was young. Both my parents are
doctors, my father is a world-renowned
heart surgeon and my mother is an equally
famous brain surgeon, so everyday, after
school, I would wait in the hospital for one
of them to finish their work before going
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home. at is probably why Dr. Hart’s
lesson wasn’t affecting me like the others. I
had been around dead and sick bodies all
my life, and this one was just one more.
Right now, I was far more interested in the
lyrics to Jon Bon Jovi’s classic song “It’s My
Life.” I knew it by heart, but right at this
moment I couldn’t seem to remember one
verse of the chorus, the line that comes after
“I just wanna live while I’m alive.” Ironically
enough, it has something to do with a heart,
but I’m stuck and can’t remember the exact
words. Suddenly, like a bolt of lightening, I
remembered.
“My heart is like a broken highway!”
Dr. Hart looked up, still holding the heart
in his hands, and that’s when I realized that
in my enthusiasm I had actually shouted the
words. He looked down his nose at me and
then said,
“You are correct in your diagnosis Mr.
Ackles, he did die of a “broken heart,”
though in the future I would advise you not
to use those precise words. Try saying ‘heart
failure’ instead. You are to be a doctor, not a
rock star. By the way, since you seem so
eager to share your opinions, answer me
this: how many valves does a human heart
have?”
“Four, sir,” I said immediately.
I could tell he was impressed and a little
disappointed, by my quick answer, he
probably wanted an excuse to reprimand
me, but as it were, he just continued to stare
at me, then made a “mmph” noise and went
on with his lesson.
e next hour he proceeded to explain in
excruciating, disgusting detail the workings
of the large and small intestine. I paid little
attention, however, since I couldn’t get out
of my mind one of the comments the
professor had said to me earlier. You are to
be a doctor, not a rock star. Being a rock
star, now that would be something great. Of
course I knew that was an impossible dream.
So impossible in fact, I hardly ever let myself
dream about it anymore. It was useless to
think about that again. I was a student at
Johns Hopkins University, and in a few
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years, I would graduate and become a
doctor like my parents. On that sobering
and depressing thought, I turned my
attention back to the lesson.
By the time the bell rang, Dr. Hart was
smiling and whistling his way out the door.
I looked around me then and noticed with
some surprise that I was the only one left
standing. Now I understood why he was so
happy. He had made a new record. He had
incapacitated thirty-nine out of forty
students.
I
usually eat in the university cafeteria or
gobble a sandwich in between classes,
since I have no time to waste, except for
the last Friday of the month. On that one
day, I break my rigid schedule and go have a
real meal in a real restaurant. is Friday
night, I found myself eating in a quaint little
tavern, covered with posters of famous rock
bands of the past. e place was packed
I couldn’t have been more surprised if a
unicorn had suddenly materialized itself
in the tavern.
with people, but, as usual, I was alone
because, as my parents often reminded me, I
didn’t have time to waste on frivolous
activities, and friends were a luxury I
couldn’t afford right now.
Suddenly, as I was eating my steak, a very
curious group of people entered the room.
ey were very young, about my age I
would say, but that was the only similarity
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between us. ey looked like they came out
of the cover of a Rolling Stone magazine.
e first of the three, was exceedingly
handsome, so much so, that all the girls’
attention were immediately riveted on him.
He wore a black leather jacket, a black tshirt with a burning skull design, ripped
jeans, and big black boots. He was tall, had
long dark hair, high cheekbones and a pale
complexion. He had a piercing on his ear,
and I could see a round-shaped tattoo on his
forearm. e first thought that came
through my mind was that he looked just
like a rock star or maybe a vampire.
e man behind him was very skinny with
fiery red hair that went every which way and
gave him the look of having just gotten out
of bed. While the leader was casually
smiling, his friend had a tense, mean look
that seemed to say, “Don’t mess with me.”
He also wore skinny jeans and an old t-shirt
that had definitely seen better days. e last
one had platinum blonde hair and was
dressed all in blazing brick red, but his hair
and clothing weren’t the most noticeable
things about him, because what was really
impressive was his size. He was huge! His
arms were probably two or three times the
width of my own, and his stomach was so
big his t-shirt could barely conceal it.
I couldn’t have been more surprised if a
unicorn had suddenly materialized itself in
the tavern. I was so afraid they were a
figment of my over-tired brain, that I
couldn’t stop staring at them, in case they
disappeared as suddenly as they had
appeared. ey went up to the bar and
asked to speak to the owner. It was then I
realized that two of them were carrying their
guitar cases. ey were a band! My first
assumption was correct then. As I kept
looking, I saw the one I believe to be the
leader, throw a few peanuts in his mouth. A
few seconds later, his face started turning
red, blue, and then alarmingly purple.
Before anyone else could react, I jumped out
of my chair, and started performing the
Heimlich’s maneuver on him. I pressed on
his sternum, once, twice, three times, until
the peanut exited his mouth and landed on
the floor in front of us. Once his face
resumed its normal coloring and he started
breathing normally again, I excused myself
and started walking back to my table, but
before I had taken more than two steps, a
big hand grabbed my arm and propelled me
back towards them. I quickly found out that
the man I had just saved was Derek Jupiter,
the leader of e Neon Clouds, who were
supposed to perform tonight at the tavern.
He was so thankful, he insisted I drank a
beer with him, and while alcoholic
beverages weren’t usually part of my diet, I
was too excited to finally be talking to a live
and breathing rock singer, I decided to break
my rule just this once.
T
hey asked me about myself, so I told
them my name was Richard Ackles
and I was a first year student at
Johns Hopkins, majoring in medicine. We
quickly became friends, despite our
differences in appearances and backgrounds,
brought together by our mutual love for
music. I even told them, I knew how to play
the electric guitar, something nobody knew,
not even my parents, since I had secretly
started taking lessons when I was in middle
school. After making my confession I was
Once I decided to leave, I would have
to give up a safe and sure future for
something unpredictable. What if I
never made it as a musician?
totally unprepared for the commotion my
statement caused.
“You know how to play guitar?” Derek
asked me in a booming voice.
“Yes, I do.” I told him a little sheepishly, “I
haven’t played in a while, however, since I’ve
been so busy studying.”
“at’s great! You can play with us tonight
then!” Derek announced enthusiastically.
Any second now they would start laughing
and tell me “Just kidding, Rick.” I was
wrong. Burger, the fat one, looked at me up
and down and then said to Derek, “I don’t
know about this, Derek, he doesn’t really
look the part.”
I started nodding vehemently, but nobody
was really paying me much attention.
Apparently my opinion was of no
consequence.
“He’ll manage.” Derek said confidently.
“We were about to cancel our performance,
because our second guitar suddenly deserted
us for another band, but now that we have
you, there’s no need!”
“at’s very kind of you, Derek…” I started
to say, but before I could finish, Ash, the
red-headed one interrupted me with a
question, “Ever played in public before,
Rick?”
“No,” I told them.
I was sure this was some sort of jest. I mean,
rock bands don’t usually come up to me and
ask me to join them for concerts. In fact, I
was probably the last person they would ask.
“Didn’t you see the way he fearlessly rushed
over earlier? I’m sure he can do it.”
Derek’s confidence in me left me stunned.
No one had ever believed in me like that.
Before I had time to realize what was
happening, I was dragged up to the stage
and a guitar was thrust in my hands. I now
understood how the other students felt
during Dr. Hart’s lesson. Panic was slowly
rising in my chest, until I felt as if I couldn’t
breath anymore. Just as I was about to give
up and jump off the stage, the music started
playing and my hands started moving as if
of their own accord. I knew this song. I
could do it.
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I had never played better in my life. e
thrill, the exhilaration, it was as if I was born
to play. My hands had flown up and down
the guitar as if this was their hundredth
concert and not the first. When the show
ended, Derek and the others showered me
with compliments. ey were as surprised as
I was by my skill, never expecting me to be
as good as I was. ey were so enthusiastic,
they invited me to join their band
permanently. I didn’t know what to say at
first, I was so shocked. In the end, I told
them I would think about their offer and
decided to call it a night. ey agreed to
wait until tomorrow for my answer, told me
where I would find them if I decided to
accept and finally allowed me leave.
at night I tossed and turned restlessly,
unable to find my sleep. All I could think
about was their offer. When I was very
young, I used to dream about becoming a
professional musician, performing on stage,
going on tours, meeting many different
kinds of people, but eventually I realized
that it could never happen. My parents
hated rock music. ey believed that the
only acceptable kind of music, worthy of
that name, was classical music and opera. So
while my friends went to Blink 182 concerts
and U2 concerts, I was only allowed to
listen to Mozart, Beethoven and Puccini,
until tonight. Suddenly, I wasn’t just
attending a rock concert, I was actually
participating. is was a big decision.
Leaving school was a big deal. I would never
be able to turn back. Once I decided to
leave, I would have to give up a safe and
sure future for something unpredictable.
What if I never made it as a musician? As
these worrisome thoughts kept swirling
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through my mind, I suddenly remembered
the feeling of being on stage performing
with my new friends. For the first time in
my life, I had felt truly alive and happy. In
that moment, I decided. I could never be
Richard Ackles, med student at Johns
Hopkins, with his dull, planned, predetermined life, anymore. I was Rick now,
new member of e Neon Clouds.
T
en years have passed since that
memorable, life-altering night.
While e Neon Clouds never
became as famous as e Beatles or e
Rolling Stones, we have become fairly
successful. We move around a lot, from
venue to venue, visiting all the major cities
in America. We even went to Europe once
on tour and released one album, which
didn’t do too badly in sales. e four of us
have become the best of friends, enjoying
life to the fullest, and being there for each
other during the good and the bad times. I
don’t see my parents very often. At first, they
were so mad they refused to speak to me.
Eventually they came around, and even
attended one of our concerts, though, at the
end, they still insisted that rock music was
just noise and a menace for the ears.
Last night, after the show, Derek and I were
up on the roof looking at the stars and
drinking a cold beer, when impulsively he
asked me, “Have you ever regretted it?
Leaving medical school and your perfect life?”
I thought about it for a few minutes in
silence, and then told him, “Never. is life
might not be perfect, but, it was my
decision and I wouldn’t have been happy in
any other way.”
The Secondary School
Thursday, December 4 at 5pm
Presented by Grade 5
Following in the tradition of great Fifth Grade shows,
this year’s class will perform the well-known classic
"Annie." This story of a young orphan girl in New York
in the 1930s who is adopted by a wealthy man is filled
with intrigue as Annie is almost kidnapped! The cast
features the entire Fifth Grade, who will be dancing
and singing to the show’s well known music. Don't
wait until "Tomorrow" – put it on your calendars now!
Christmas
Concert
Tuesday, December 9
at 5:30 pm
The performing arts inspire creativity, lift the spirit, and expand
horizons. We value the vitality that the arts bring to the Marymount
community, while our students enjoy sharing their talents with others.
Since September, the students have been learning lines, practicing
musical passages, and attending rehearsals during lunch and after
school to bring you these great productions in our fall arts season.
Mark your calendars, join us, and prepare to be impressed!
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A World of Universities
Students benefit from visits to campus by
an array of colleges and universities
by Terrence McAndrews
College Counselor
O
ne way of gaining some
understanding of the college
counseling program at
Marymount is to review the list of
universities that are visiting our school this
fall. Such visits give our students
opportunities to gain firsthand knowledge of
what these universities have to offer and of
what they are looking for in potential
students through direct contact with their
admissions representatives. What is most
noticeable about the list is the variety of
universities it contains.
ere are universities from around the US,
from Canada, from the UK, and from
several other European locations. ese
universities are found in major cities and in
small towns, where the climate can be harsh
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or always mild. ere are large public
universities and small private ones. ere are
universities that are highly selective in their
admissions process and those that are not.
ere are universities that have more than
one campus, universities that belong to a
consortium, and universities that specialize
in certain fields as well as those that offer
degrees in everything.
e reason this variety is so important is
that it reflects the interests, needs, and
possibilities of our students. e ultimate
aim of all college counseling activities, from
group sessions throughout Grades 10 and
11 to individual meetings, from
administering the PSAT to working with the
StepOne guidance company’s InterQuest
program, from making resources known and
When it comes to
universities, there is
no such thing as
“one size fits all.”
Fall 2014
Pomona College
Alumni
N O T A B L E S
Sep. 15, 2014
Loyola University of Chicago
Sep. 19, 2014
John Cabot University
Sep. 22, 2014
available to students to arranging visits with
universities, is to help students identify the
universities that are the best choices for
themselves. Each student has his or her own
interests and plans, academic strengths and
weaknesses, extracurricular involvement,
family background, budget, living
requirements, and so on. So, when it comes
to universities, there is no such thing as “one
size fits all.”
When universities request to visit our
school, it is because in their great variety
they believe they may find here the kinds of
students they are looking for. e list of
visitors changes from year to year, but it
always confirms this belief. Of the 20
individual universities that are on this year’s
list, over half currently include our recent
graduates among their students, including
Loyola University of Chicago, John Cabot
University, Imperial College London, King’s
College London, e London School of
Economics, University College London,
Johns Hopkins University, IE University,
e University of British Columbia, McGill
University, and Boston University.
Working individually with our highly
diverse students to help them find their
places in higher education is how college
counseling helps further the school’s mission
“to guide students towards the fulfillment of
their full potential.”
Providence College
Sep. 25, 2014
Imperial College London
King's College London
London School of Economics
University College London
Oct. 6, 2014
Johns Hopkins University
Oct. 9, 2014
Michigan State University
Oct. 14, 2014
IE University
Oct. 16, 2014
University of Leeds
Oct. 17, 2014
Webster University
Oct. 20, 2014
Syracuse University
Oct. 27, 2014
American University of Rome
Oct. 28, 2014
Franklin University Switzerland
Nov. 5, 2014
University of British Columbia
Nov. 6, 2014
CIS College Fair at MMI
(34 institutions participating)
Nov. 13, 2014
McGill University
The literary press is abuzz about the
newest book by Marymount alumna
Tana French '90. Released by Viking on
September 2, 2014, The Secret Place is
Tana’s fifth novel and continues her series
of crime stories that began with her highly
regarded debut In the Woods. Her new
novel is set in a girls’ boarding school and
features characters so well drawn that the
novel is “not so much a crime novel as a
fraught domestic drama in which people
die of very unnatural causes,” according
to The New York Times. Tana graduated
from Marymount in 1990 and currently
lives in Dublin. Congratulations, Tana!
Congratulations to Francesco Ciriello
'10, who was named in September 2014 as
among the top 10% of his year in the
Engineering Department of Imperial
College London. Having finished his
degree this fall, Francesco is starting his
PhD at the University of Cambridge.
Well done!
Nov. 14, 2014
Boston University
Nov. 14, 2014
Lynn University
Nov. 18, 2014
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Join the SHM Extended Family
by Sr. Michaeline
Alumni Coordinator
O’Dwyer, RSHM
T
he Sacred Heart of Mary Extended
Family is made up of RSHM and
non-RSHM, both women and men.
Like our Founder, Fr. Jean Gailhac, Mother
St. Jean, and our first sisters, we all seek to
respond to God's call to continue the lifegiving mission of Jesus in a spirit of
collaboration, prayer, reflection and sharing
with one another. Together, we strive to
deepen our understanding of the charism of
Fr. Gailhac, the mission of the RSHM, the
challenges of the Church today, and the call
for justice, peace, and the integrity of
creation in order to promote “the life and
dignity of all our sisters and brothers.”
In our RSHM schools and communities
throughout the world, the SHM Extended
Family exists in many different forms and
structures. At present, the SHM EF at
Marymount International School Rome is a
small but growing group of staff and friends
who gather together in our school Chapel
four or five times a year for prayer,
reflection, and/or a presentation on a
spiritual matter by an invited guest. New
members are always invited and welcomed
to these gatherings, which end with
refreshments and conversation in the
RSHM community dining room.
Last year, Sr. Eugenia Bonetti, a Consolata
Missionary Sister and a powerful advocate
against human trafficking for more than 25
years, spoke to an Extended Family
gathering on the terrible reality of women
and girls who are trafficked here in Italy and
of the work she and other sisters are doing
to counteract this “worst crime against
humanity” (Pope Francis). In 2013, Sr.
Eugenia was one of the recipients of the
European Citizen’s Prize in recognition of
her exceptional work for trafficked persons.
Additionally, Brian Kirby, the Elementary
School Music Teacher, led the Extended
Family members in prayer and reflection for
Advent. Mr. Kirby, a frequent visitor to the
Taizé community in France, used the Taizé
format for this Advent prayer.
In the spring, the Extended Family heard a
presentation on “Women of the Church:
Making a Difference Yesterday, Today, and
Tomorrow” by Donna Orsuto. Dr. Orsuto is
the director and co-founder of the Lay
Center in Rome, a professor at the
Gregorian University, and an adjunct
professor at the Angelicum University. In
her presentation she noted that women who
make a difference have a profound
friendship with God, are women of their
times with their feet on the ground, and are
women of the church even in difficult times
and situations. Dr. Orsuto chose St.
Catherine of Siena and Dorothy Day to
illustrate her points. She noted that these
women were contemplatives in the midst of
the world, and linked them to the story of
Left: Parent Gabriella Castelli, guest speaker Donna Orsuto, and teacher KathyZappia. Center: Teachers Chris Tabbron and Gabriella Spadaro with
Sr. Eugenia Bonetti. Right: Teacher Marcia Do Rosario with Sr. Maria Emilia, RSHM General Councillor.
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Martha and Mary in Luke’s Gospel,
commenting that the story emphasizes the
need for integration of prayer and action.
e most recent EF gathering took place at
the RSHM Generalate House in Rome in
early October 2014. Our presenter was Sr.
Rosamond Blanchet (Sr. Roz), General
Superior of the RSHM. She based her
presentation on the RSHM General
Chapter, which took place in Belo
Horizonte, Brazil in June 2013. From the
context of the 2013 General Chapter
Statement, Sr. Roz highlighted aspects of
“our globalized yet fractured world and
Church”:
-
An increase in marginalization,
especially of women and children
-
Ever-widening gap between rich
and poor
-
-
-
-
-
Diminishing resources of the
planet and threats of its
sustainability
Exploitation in labor and
trafficking of persons
A ray of hope in the vision of Pope
Francis for the Church
Vatican II placing the Church and
religious life at the heart of the
world
Ongoing developments in science
and technology
Deeper awareness of the
interconnectedness of all creation.
She explained to the EF gathering that the
General Chapter and its work guides the
RSHM Institute over the next six years until
the next General Chapter.
Other SHM EF gatherings will be scheduled
throughout this school year with the next
being Advent prayer and reflection in
preparation for Christmas. Announcements
and invitations will be sent through the
weekly MMiNews. You are encouraged to
join us and you will be warmly welcomed.
Above: The altar of the Taizé community in
France. Right: Members of the High
School choir sings a Taizé hymn during a
Secondary School Mass.
Taizé
A Parable of Community
oon after his arrival at Marymount,
S Elementary School music teacher
Brian Kirby began to share his interest
in the music and prayer of the
community of Taizé. During several
workshops, he was able to introduce
this quiet, reflective music and approach
to silence that has made Taizé so well
known around the world. But what is the
history of this ecumenical group?
In 1940 Roger Schutz, a Swiss
Protestant, moved to the village of Taizé,
in the region of Burgundy, France. In
1949, six others joined him, and they
made a commitment to a common life
together. Today, the Taizé Community is
made up of about 100 brothers,
including Catholics and others from
various Protestant backgrounds, coming
from around 30 nations. By its very
existence, the community is a “parable
of community” that wants its life to be a
sign of reconciliation between divided
Christians and between separated
peoples. Over the years, more and more
people have been coming to Taizé to
take part in weekly meetings. Taizé
receives, on an average, about 100,000
visitors yearly, serving about a million
meals for them.
Worship at Taizé, called “Taizé Prayer,”
is composed of three essential
elements: song, scripture, and silence.
The songs are simple chants that are
repeated over and over, giving them a
meditative quality, which penetrates the
whole person. In their simple repetition
they become a way of listening to God.
The scripture is allowed to stand alone
without sermon or explanation, allowing
the Holy Spirit instead to teach the mind
and soul through these words. The
silence is a time of clearing away
external and internal noises to create
space to hear God’s voice clearly in
one’s spirit.
Dr. Kirby completed his doctoral degree
in Theology and the Arts with a
dissertation on worship in the style of
Taizé and its impact on churches. He has
spoken in various countries including
the United States, Spain, and Norway on
the power of worship in the style of
Taizé. The music of Taizé has found its
way now into the masses of Marymount
and into the hearts of lives of those who
might encounter it. Perhaps in the near
future a group of Marymount students
and teachers will be able to go to Taizé
to experience it first hand.
To learn more about the community, visit their website at www.taize.fr.
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Fall
Sports
The Marymount Royals competed in
tennis, cross country, and volleyball
T
by Karen Valentini
Director of Athletics
The entire school gathers for a
pep rally in October to cheer on
the varsity sports teams.
his year, our very young team of tennis
players, under Coach Marco Mascioli,
tied for first place in the DoDDS
Division II Championships! With only three
boys going to the European Championships,
Ting L. as a single and Matteo B. and Marco
C. as a double, the team had amazing results
winning third place in singles and getting to
the quarterfinals as doubles. ese
accomplishments (of a freshman and two
sophomores, not to mention!) are what lead
to the Division II first place title!
roughout the season we also had strong
participation from our girls teams, and
Coach Mascioli is very proud of their
accomplishments and the overall growth of
such a young team this year. Congratulations
to all of the athletes who participated in
tennis this fall season and for the dedication
and hard work of Coach Mascioli!
e MMI cross country team had another
successful year, with three runners qualifying
for the European Championships: Matteo R.,
Allegra De L., and Ruben U. Both Ruben
and Matteo were able to go to the
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championships and had great results, with
Ruben coming in 51st and Matteo 56th out
of 106 runners in the boys category.
Congratulations to all of our cross country
runners this year and a big thank you to
Coach Bruno Leotta for all of his dedication
and hard work throughout the season.
e boys and girls volleyball teams worked
hard this season and saw more success as the
season progressed. With such new, young
teams the coaches are very proud of the
growth and dedication that the players have
shown. e two teams represented MMI at
the European Volleyball Championships,
and both demonstrated great sportsmanship
and teamwork.
About halfway through the season, as the
varsity teams set their sites on the European
championships at the end of October, the
entire school cheered them on during a varsity
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sports pep rally on October 9. e centerpiece
of the rally featured the students facing the
faculty in volleyball. Over three matches, the
students won one, the faculty won another,
and the third ended without a clear winner
since the clock ran out before the game was
finished. We'll just give that one to the
faculty… As always, an enthusiastic squad of
faculty cheerleaders added to the momentum
from the sidelines. In conjunction with the
rally, the PTO held a fantastic bake sale to
support the sports program.
Congratulations to all of the players this
season, and thank you to girls coach Alma
Vetri and boys coach Leah Schmalenberg for
all of their hard work and dedication
throughout the season. A special thanks to
Secondary School Math teacher Roberto
Cestari for his support both at home games
and for traveling with the teams throughout
the season!
THE MARYMOUNT
PTO
PARENT-TEACHER ORGANIZATION
EVENTS
We love our PTO at Marymount. is group of enthusiastic and energetic
parents and teachers is committed to making Marymount an even better school
for their children, our students. Every year, the PTO organizes colorful and
fun-filled events that the entire family can enjoy; events that build community
while supporting school projects. So far this year, the PTO has hosted a Sports
Day and BBQ, a Bake Sale and Pep Rally, and an amazing Halloween Party. Look
for more PTO events in the coming months.
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MARYMOUNT
INTERNATIONAL SCHOOL ROME
Marymount International School Rome is a
private, Catholic, co-educational day school
where each student is valued and nurtured. We
offer a challenging Pre-K through 12 American
curriculum, the IB diploma program, a variety of
extracurricular activities, and a vibrant community
life that enriches our beautiful 40-acre campus in
northern Rome.
Via di Villa Lauchli, 180 00191 Rome, Italy
(+39) 06 362 9101 (+39) 06 36 30 17 (Fax)
[email protected]
www.marymountrome.org