SIS NewsGermanySummer 2016_Visual and Performing Arts

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Table of content

Editorial _3

News _4

Alumni Page _9

SIS Friedrichshafen _10

SIS Ingolstadt _12

SIS Kassel _14

SIS Regensburg _16

SIS Stuttgart-Fellbach _18

Design concept: dezember und juli gmbhConcept, editing: Christina Heinisch, Ann-Christin WernerPhotos: Teams at SIS schoolsPrinting: Bechtel DruckCirculation: 2.000

June 2016

Die SIS Swiss International School ist eine private Ganztagesschule, die vom Kindergarten bis zur Hochschulreife führt. Mit durchgängig zweisprachigem Unterricht und Schulalltag in Deutsch und Englisch und deutschen sowie internationalen Bildungsabschlüssen richtet sich die SIS an einheimische ebenso wie an international mobile Familien. Die Pädagogik der SIS ist weltanschaulich unabhängig, baut jedoch auf klar definierte Grundwerte. Die SIS betreibt Schulen in der Schweiz, in Deutschland und in Brasilien. SIS Swiss International School ist ein Gemeinschaftsunternehmen der Kalaidos Bildungsgruppe Schweiz und der Klett Gruppe.

Die Klett Gruppe ist mit ihren 59 Unternehmen an 34 Standorten in 15 Ländern ein führendes Bildungsunter-nehmen in Europa. Das Angebot der Gruppe reicht vom klassischen Schulbuch bis zu modernen interaktiven Lernhilfen, von Fachliteratur bis zur schönen Literatur. Darüber hinaus ist die Klett Gruppe der führende private Anbieter von Bildungs- und Weiterbildungsdienstleistungen. Die 3.206 Mitarbeiter in den Unternehmen der Grup-pe erwirtschafteten im Jahr 2015 einen Umsatz von 495,1 Millionen Euro. Weitere Informationen finden Sie im Internet unter www.klett-gruppe.de.

Kalaidos ist eine führende Bildungsgruppe mit umfassender Auswahl an bedürfnisgerechten Bildungsangeboten auf allen Bildungsstufen. Die Kalaidos Bildungsgruppe ist eigentümergeführt und in der Schweiz und international tätig. Menschen in allen Lebensphasen und mit unterschiedlichem Bildungshintergrund sowie Institutionen jegli-cher Größe zählen zu den Kunden von Unternehmen der Kalaidos Bildungsgruppe. Weitere Informationen unter www.kalaidos.ch

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Editorial

Liebe Leserinnen und Leser,

es steht außer Zweifel, dass Grundfertigkeiten wie Lesen, Schreiben und Rechnen von ele-mentarer Bedeutung für das Vorankommen und Bestehen in unserer Welt sind. Und doch würde eine Ausbildung, die sich auf die eher akademisch geprägten Bereiche beschränkt, zu kurz greifen, vernachlässigt sie doch einen zentralen Aspekt: die Kreativität.

In der ursprünglichen Bedeutung meint Kreativität das Schöpfen oder Erschaffen von Neuem (lat. creare). In jüngeren Forschungsansätzen wird Kreativität häufig als Neuforma-tion von Informationen verstanden. Voraussetzung dabei ist, dass ein bestimmtes Wissen sowie Fähigkeiten und Fertigkeiten vorhanden sind. Der kreative Funke soll dann dafür sor-gen, dass bereits Bekanntes neu kombiniert wird, auch wenn es zunächst keine sinnvollen Verbindungen oder logischen Bezüge zu geben scheint.

Es ist folglich leicht nachvollziehbar, dass Kreativität auch in den akademisch geprägten Fächern zu höheren Leistungen befähigen kann. Man denke an neue Problemstellungen in der Mathematik, Transferaufgaben in Geschichte oder Geographie oder an die Unmen-gen von neuen Informationen, die uns tagtäglich über die digitalen Medien erreichen, die verarbeitet und mit Bekanntem in einen sinnvollen Bezug gesetzt werden wollen. Auch hier spielt Kreativität eine wichtige Rolle.

An der SIS räumen wir kreativen Aktivitäten jedoch nicht nur deshalb Raum ein, weil wir um deren Bedeutung für das akademische Lernen und die kognitive Entwicklung wis-sen. Vielmehr ist es Teil unseres Selbstverständnisses, dass wir unsere Schülerinnen und Schüler ganzheitlich in ihrer kognitiven, sozialen und persönlichen Entwicklung begleiten, unterstützen und stärken möchten.

Wie Sie auf den folgenden Seiten lesen werden, bieten kreative Ausdrucksformen, wie wir sie an unseren fünf Schulen praktizieren, hierfür vielfältige Anknüpfungspunkte. Schülerin-nen und Schüler der SIS Friedrichshafen wurden beispielsweise durch das Anfertigen von Selbstportraits dazu angeregt, die eigene Identität innerhalb verschiedener Kontexte zu erforschen. An der SIS Regensburg wird der Unterricht in Performing Arts dazu genutzt, Zugänge zu den eigenen Gefühlen zu finden und das Selbstbewusstsein durch Aufführun-gen vor Eltern und Mitschülern zu stärken. An der SIS Kassel fördert das gemeinsame Ein-studieren eines Musicals den Zusammenhalt über die ganze Schulgemeinschaft hinweg. Die Kinder lernen, einander zuzuhören, aber auch sich in die Gemeinschaft einzubringen und die ganz unterschiedlichen Stimmen und Tonlagen eines jeden Einzelnen zu einem harmonischen und kraftvollen Ganzen zu vereinen.

Es gibt wohl wenige andere Möglichkeiten im schulischen Alltag, dieses intensive Gefühl von Gemeinschaft zu erleben, und der Stolz auf das gemeinsam Erreichte reicht weit über die Aufführung hinweg in den Schulalltag hinein.

Eine inspirierende Lektüre wünscht IhnenAnn-Christin Werner, Geschäftsführerin

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News

International News

Overall Number of SIS Students Exceeds Three ThousandIn daily classes and school activities at SIS, students are not numbers. Nevertheless, the current total number of students at all our schools gives reason for celebration. When the new school year began in Brazil in February, more than three thousand students were attending our schools. With around 1.400 students at SIS Switzerland, 850 in Germany and 750 in Brazil, we have reached enrolment figures that were once in the distant future. Starting in 1999 with four students at SIS Basel we have come a long and successful way indeed.

Growing in such a way, we have good reason to move toward the future with self-confidence and optimism. It is this sense of optimism and solidarity that all our schools want to instil in their students when they organise charity events on a regular basis. The SIS group management wanted to seize this opportunity to support the charitable contributions made by our schools. Therefore, we have donated the amount of three thousand Swiss francs to a home for physically and mentally disabled children in Brazil that is supported by our school in Rio de Janeiro as part of International Baccalaureate social projects. With their voluntary service the students of SIS Rio contributed to refurbishing the children’s home by helping them paint walls and getting the house back in shape. In this way, the six IB students were able to combine their creative skills with a responsible task and to make a meaningful contribution to other children’s daily lives.

SIS Friedrichshafen

Opening Ceremony in Fallenbrunnen At the beginning of this school year, SIS Friedrichshafen moved into its new schoolhouse in the Fallenbrunnen area. The official opening ceremony took place at the end of April. On a sunny afternoon, the guests were greeted by Stefanie Hausmann, principal of SIS Friedrichshafen; Andreas Köster, mayor of Friedrichshafen; Ann-Christin Werner, CEO SIS Germany and Professor Dr Konrad Reif from the Duale Hochschule Baden-Württemberg. Children and students of SIS Friedrichshafen impressed the guests with their musical talent shown in the presentation of the new school song “Change our World” as well as in a rhythmic performance with a steel drum and a samba performance. Afterwards the guests were invited on a guided tour through the schoolhouse, to different activities and refreshments in the cafeteria and inner courtyard.

Successful Accreditation as IB World School Moreover, in spring SIS Friedrichshafen received the verification visit from the International Baccalaureate Organization (IBO). SIS Friedrichshafen is now accredited as IB World School and is allowed to offer the International Baccalaureate (IB) Diploma Programme starting in September 2016. This means that in grade 12, the students of SIS Friedrichshafen can optionally take the exams for the International Baccalaureate (IB) in addition to the Abitur.

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SIS Ingolstadt

Be Smart, Don’t StartGrade 9 students at SIS Ingolstadt have been saying no to cigarettes, shisha and nicotine in all shapes and forms. Taking part in “Be Smart, Don’t Start”, a nationwide project for schools, the students have been pulling out all the stops to win a cool prize: a class trip worth up to EUR 2.000. To this end the students planned, filmed and edited an impressive five-minute video explaining why smoking is unhealthy, addictive and, not least, a waste of money. The film, submitted to the “Be Smart, Don’t Start” jury at the end of April, culminates in a dramatic thirty-second sequence showing matches shaped in the form of lungs being lit and going up in smoke.

SIS Kassel

Start of Construction Work for the Opening of a Secondary SchoolThe first school year was a very successful one for SIS Kassel. The school started in 2014 with almost fifty students. Now, in the school’s second year, 97 students are enrolled. We believe in the future growth of the school and are therefore pleased to announce that SIS Kassel plans to open a secondary school (Gymnasium) at the beginning of the 2017/18 school year. As the present school building does not offer enough space to accommodate a complete secondary school, we will build an annexe to the existing schoolhouse. The construction work began already in April 2016. The new building as well as a gym are planned to be ready for the 2017/18 school year.

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SIS Regensburg

School without Racism – School with CourageAs an international, open-minded and tolerant school represented by many different cultures and nationalities, it is our everyday principle to avoid racism and to to promote a respectful behaviour within our school community. That is why the SIS Regensburg wants to receive the award Schule ohne Rassismus – Schule mit Courage (school without racism – school with courage) which is a nationwide project. Candidate schools find a public supporter and 70 % of the students and staff sign a petition to live according to the principles of the project. We can proudly announce that we had 95 % of staff and students sign the petition. We have also found a supporter, Markus Ziereis, a football player from the regional football club SSV Jahn Regensburg. Having fulfilled both prerequisites, we were already able to schedule the date for the official award celebration which will take place on 18 July 2016. Our whole Secondary School as well as the SSV Jahn Regensburg und Joachim Wolbergs, mayor of Regensburg, will attend the ceremony organised by the student council.

SIS Stuttgart-Fellbach

First Abitur and IB ExamsShortly after the Easter break, our seven grade 12 students took the four written exams required for the German Abitur. As part of the International Baccalaureate (IB) Diploma Programme, some of the students also sat for additional written tests which were scheduled up to the end of May. By the end of June the examination phase will be completed with the oral Abitur exams. Fingers crossed!

News

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SIS Switzerland

Construction Work in Pfäffikon SZ Progresses RapidlyApproximately four months ago, the construction of the campus of SIS-Pfäffikon-Schwyz began with a groundbreaking ceremony and the work is progressing ahead of schedule.

The generous space programme includes three extra-spacious preschool rooms with their own outdoor area, fifteen large classrooms, a number of smaller group rooms as well as a media centre, a specialised space for arts and crafts, a music room and a laboratory for science lessons. The building also houses a standard gym with an equipment room, showers and changing rooms. The cafeteria with its outdoor area will provide the framework for events and school celebrations. The school office is at the main entrance and the staff room and school management offices are on the second floor.

During the planning phase, special attention was paid to the environmental impact of the campus. A geothermal heating system and a solar electric system on the roof will make it possible for the school to be operated on a CO2 neutral basis.

SIS Brazil

MYP Accreditation in Rio de JaneiroThe SIS Swiss International School in Rio de Janeiro has been accredited by the International Baccalaureate Organization (IBO) to offer the IB Middle Years Programme (MYP). With this, the school in Rio has become the second school in Brazil to offer all three IB programmes, a further achievement in our mission to provide high-quality international education to our students in Brazil.

PYP Accreditation in BrasíliaSIS Brasília has been accredited to offer the IB Primary Years Programme (PYP) to preschool and primary school students and thus becomes the first school in the Brazilian capital to do so.

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News

Some time ago, the idea for a school song was born. I immediately took up the challenge to start this project together with my students. Just in time for the official opening ceremony of the new school building of SIS Friedrichshafen, we presented our school song.

Lyrics by SIS StudentsWe tend to show interest or loyalty to the things to which we made a contribution or which we helped bring into existence. This was my reasoning for allowing the students to play the role of songwriters with “Change Our World”. This is truly “our” song and to see their expressions while singing is priceless. The lyrics in the first verse are a compilation of texts created by the students. These particular students took part in a school song workshop I offered in the orientation week when I started at SIS Friedrichshafen. The students were divided into five groups and each group had the task of writing about one of the five attributes of our SIS Friedrichshafen’s school motto “REACH”. The abbreviation stands for Respect, Enthusiasm, Altruism, Commitment and Honesty.

The refrain reflects our mission statement about lifelong learners. The second verse was written by our grade 9 students in music class. I am very proud of them and thankful for all students who participated.

Two Passions: Music and MathematicsI am originally from the twin island Republic of Trinidad and Tobago. I was born and raised on the smaller island (Tobago), where I began singing and playing the piano at an early age. In addition to my favorite instrument the piano, I also play the guitar and the steel pan. The steel pan is the sound of the Caribbean. It was actually invented in my home country in the early 1900s. It is the only instrument that was invented in the twentieth century.

After high school I moved to the United States to study. Since my studies were in the field of engineering, I developed an interest in mathematics. As a result, after a bachelor’s degree, and while pursuing a master’s degree, I passed the Texas State Board exams for mathematics teachers. My teaching career has led me to Texas, Baden-Württemberg and Bavaria. I take pride in my ability to engage and encourage students. I feel like it is my responsibility to give them that extra push they may need to realize that learning can be applicable and fun at the same time.

Over the years, I have directed various choirs comprising students, parents and church members. My goal at all times is to first find the joy in whatever one does. When this is accomplished learning becomes second nature.

The song can be heard on the SIS website www.swissinternationalschool.de

“Change Our World”: Composition of a

School Song for SIS FriedrichshafenMarlon Murray, Secondary School Teacher

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Alumni Page

After five exciting years as teacher at SIS Stuttgart-Fellbach, I moved to Dubai last summer. In Dubai, I work for the Deutsche Internationale Schule Dubai (DISD, German International School Dubai) as classroom teacher of a third grade class and English teacher in a fourth grade class. At the German International School, I met Frederick, who stood out from his classmates because of his good command of the English language. I asked him where he had learned English at native speaker level, and he answered: “I was a student at an SIS school in Switzerland. That was a really good school!” Thus we had something in common on which we could definitely look back with pride: We have both been part of the SIS family. Here is his report:

My Advantages of Having Been at an SIS “More than two years ago I left Switzerland and travelled to Dubai. Here I joined grade 4 in the DISD (Deutsche Internationale Schule Dubai) in Academic City Dubai. Since I have been in this school, I have realized that my confidence in learning new languages such as Arabic comes from the bilingual teaching system at the SIS schools. Since my time at SIS, my interest in learning other languages has increased. The world is becoming more and more international and this is why the SIS bilingual teaching system is extremely valuable. I also still profit from the discipline we have been taught.

I like Dubai because of its increasing understanding of different cultures which means that Dubai is an Islamic Emirate, but at the same time you can meet many different cultures and people from different countries here.

Something that has also surprised me during my stay in Dubai is the great choice of different sports, such as for example horse riding in the desert and indoor skiing when the temperature outside is 50 degrees Celsius!

I think it is interesting to live in a geographically very central place where international politics, business and newest technologies also impact the country itself. The Emirates organise a lot of international competitions, for example in robotics and photography and support the development of new technologies.

I like to be here and I am thankful to have learned a lot at SIS.”

Frederick, former student SIS Switzerland

The World Can Be so Small…Gabriela Greipel, former teacher at SIS Stuttgart-Fellbach

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Our own identity gives us a platform from which to view the world. It is our own notions of “self” that enable us to recognise the similarities and differences of those around us, which then contribute to the rich processes of collaborative learning we see throughout the world today. Artists have long been obsessed with the formation of different notions of “self” and it is this obsession that has seen self-portraiture remain a dominant subject matter of the visual arts.

Students at SIS Friedrichshafen have been exploring different ways of reflecting “self” through visual arts. Throughout this school year, they have used the self-portrait to develop an informed perspective of their own identities within personal, local and global contexts. The various practices experienced across a range of grade levels have provided students with a mirror with which to reflect their own physical and emotional states, as well as a lens with which to view their role within their school community. Their works together, either finished or still in progress, emphasise the importance of visual methods of learning throughout the various stages of identity formation.

Traditional 2D Self-PortraitStudents in grade 5 have completed a traditional drawing unit where they were required to carefully consider the formal structures of their own faces. Each detail of a photograph was considered independently from the whole and expressed with a combination of stippling, stumbling and shading techniques. This enabled the students to apply formal techniques of 2D media, while also enabling them to transfer optical perceptions into something more physical and tangible. The unique and often humorous compositions together with the variety of expressions convey the strength of individuality, but also the richness of diversity within a localised classroom context.

Multiple Psychological “Selves” of Vincent van GoghIn contrast to this structural study of self, students in grade 7 are exploring the emotive qualities in the vast self-portraiture body of work of Vincent van Gogh. These students have considered the artist’s compulsion with depicting self as a means of recording multiple psychological states. Then in order to gain a full understanding of van Gogh’s practice, students put themselves in his shoes (or rather his hat) and began layering his paint mixing and application techniques in order to mimic his various emotive states. This appropriation of self creates a link between the student’s perception of feeling and the artist’s turbulent experiences.

Who Am I – And If So, How Many?Shane Lions, Secondary School Teacher Arts

SIS Friedrichshafen

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Playful Multimedia Self-PortraitsStudents in grade 10 are currently composing stop-motion pictures that target the sensory responses of their audience. They are examining the expressive qualities of looping multimedia self-portraits in order to force their audience to associate with themes more commonly found in heightened dream states or popular culture entertainment. While largely experimental, their practice forces them to reflect on their own faces as a tool for engaging in playful dialogue with the audience.

Collaborative Pop-Style Self-PortraitFinally, it seems fitting to conclude with a collaborative self-portrait spanning nearly three years, which continues to grow with each new enrolment. This large and colourful “pop” style artwork is a record of the many individual contributions of students both past and present to our school community. With each addition, the ongoing documentation of many “selves” continues to reflect the school’s strengthening international ethos within our wholesome local context here in Friedrichshafen.

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Everything about a child’s first few months of life centres on movement: parents anxiously await the first smile, first step, and cherish each second a baby bounces to the rhythm of music. Yet as soon as we learn to form the proper sounds to speak with one another, physical manifestations of expression seem less important.

For some children, the right words rarely find their way out and they often cannot sort out the best way to describe what they are feeling. This is something I know very well. Fortunately for me, there was a way to express what I could not say out loud and it turned out to be something I was good at. I discovered an outlet for my emotions and unspoken words – this is how I became a dancer.

Dance has always been a way to express myself when words failed. Movement creates a comfortable atmosphere to share how I feel without talking. I want to give all of my students the same experience. I became a teacher to provide a learning environment that seeks to help learners of all types excel as well as to enjoy the classroom in which they spend the majority of their time during the day.

Learning goes above and beyond strict academia and life skills. Learning, especially at a young age, is a time to explore oneself and find awareness of others, and I can’t think of a better way to do just that than through the universal language of dance and movement. In my previous teaching positions, dance – or any kind of physical form of expression – was sadly non-existent. It was as if the programmes on offer forgot students’ most basic kind of creative expression. Here at SIS Ingolstadt, I can proudly say it is actively encouraged and practised.

Dance ExpressesWhen you picture a classroom, what do you see? Your answer may be something like chairs, tables, books and toys. Essentially the room is full of different tools used to aid a child’s learning. This type of classroom is amazing but my favourite kind of room is an empty room where your body is the only tool used to immerse yourself in developing knowledge, skill and an understanding of the world around you.

The children I teach are given the opportunity at the beginning and end of every class to move about the room as they feel. Whether it is running, dancing, rolling, hopping or just sitting, they get the chance to explore their environment freely and independently. This freedom is supplemented by a structured lesson, created by me, that teaches spatial awareness, patterns, kinesthetic memory and, above all, fun. We stretch to learn healthy and safe habits, we play games using different movements, and we listen to different types of music to understand how each song makes us dance and feel differently. Children who rarely smile or laugh in the classroom now do both as they have finally been able to communicate with each other in a new way. Dance is more than an art: It is a natural method for learning.

Expressing Yourself through MovementKira Stanley, Preschool Teacher

SIS Ingolstadt

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Dance DevelopsChildren are constantly moving. They run, jump, wiggle, hop, etc., all the time independently and without structure, but by creating an environment that organises their movement, they learn to dance. Dance is a powerful aid in the development of preschool children. It dramatically impacts growing children physically, socially, cognitively and emotionally.

A child will use its entire body while dancing, thus strengthening coordination and range of motion. They can learn to balance, jump and roll all during one physical activity. Children can advance socially through group interaction and cooperation. My dance classes provide opportunities for a child to express themselves emotionally through free movement. Perhaps they were frustrated and could not find the words to illustrate their anger. By directing feelings into physical motion their emotions can be released.

Dance is also linked to helping children with literacy and cognitive development. SIS Swiss International Schools are special because they offer bilingual classrooms. Students are taught German and English but not every child comes knowing those languages. Movement and dance helps these children develop verbal language by forcing a translation of different movements into words. Learning dance and language are connected. They both provide communication and understanding in order to develop.

Dance UnitesDance is a powerful language. In fact, it is the only language everyone can understand. It links people to one another without having to say a word. In my classroom in Ingolstadt, I have witnessed so many of my students grow and develop because of the dance classes we have had. They are building connections with each other and with themselves that will last a lifetime.

I found my way in life through the art and expression of dance. It led me to teaching and what makes me happy. I am thrilled to provide the children in preschool with that same chance.

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Aus dem Musikraum klingen afrikanische Rhythmen, im Gang davor singen Kinder leise, beim Mittagessen summen sie Lieder. Im Pausenhof gehen sie wie Löwen, üben Tanz-schritte, versuchen, wie eine Maus zu sprechen. Es herrscht Aufregung, Nervosität, aber auch Freude. Was ist los an der SIS Kassel?

Große Ereignisse werfen ihre Schatten voraus und wir freuen uns, dass wir im Rahmen unseres jährlich stattfindenden Sommerkonzerts dieses Jahr zum ersten Mal mit der gesamten Schulgemeinschaft ein Musical aufführen werden: Welcome to the jungle!

Kindgerechtes Musical mit LerneffektWelcome to the jungle, geschrieben von Andy Beck und Brian Fisher, ist ein Musical, das auf Äsops Fabel »Der Löwe und das Mäuschen beruht«. Es erzählt die Geschichte von Panya, einer winzigen Maus, die ihren Charme benutzt, um den Klauen von Maliki, einem grimmigen Löwen, zu entkommen. Maliki wird in einer Fallgrube von einem Jäger gefangen und Panya rettet ihn. In Welcome to the jungle geht es um ungewöhnliche Freundschaften und eingelöste Versprechen.

Unser Musiklehrer Scott England hatte die Idee, ein Musical während des Sommerkonzerts aufzuführen, an dem alle Schülerinnen und Schüler der SIS Kassel mitwirken können. Wir haben Welcome to the jungle ausgewählt, weil sich alle unsere Schülerinnen und Schüler aktiv daran beteiligen können, um aus der Aufführung einen Erfolg zu machen. Seitdem die Kinder von der Aufführung wissen, sind sie sehr aufgeregt: Auf der Bühne zu stehen und vor einem großen Publikum ein Musical aufzuführen, ist eine große Herausforderung und zugleich eine gute Übung!

Musik, Tanz, Kostüme und BühnenbildDie Schülerinnen und Schüler der SIS Kassel sind in alle Teilbereiche, die zu der Aufführung eines Musicals gehören, eingebunden. Sie studieren Lieder ein, lernen Texte auswendig, üben Tänze, stellen Kostüme und Bühnenbilder selbst her. Ende Mai haben die Kinder im Rahmen von Thementagen zusammen mit Eltern und Lehrkräften an den Kostümen und Bühnenbildern gearbeitet. Die Bühne wird bei der Aufführung wie ein echter Dschungel aussehen, sehr grün und mit vielen Bäumen. Die Kostüme, die die Kinder selbst entworfen haben, stellen Giraffen, Nilpferde, Affen, Elefanten und weitere Tiere dar, die im Urwald leben. Dafür haben die Kinder zusammen mit Eltern und Lehrkräften unterschiedliche Hüte gebastelt, die diese Tiere symbolisieren.

Welcome to the Jungle

oder wie die Maus den Löwen retteteSebastian Koch, Schulleiter, und Scott England, Musiklehrer

SIS Kassel

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Zum Vorsingen, bitte!Darüber hinaus haben die Schülerinnen und Schüler der 2. bis 4. Klasse an einem Probe-singen teilgenommen. Sie konnten für Haupt- und Nebenrollen vorsingen. Unter der Anleitung von Musiklehrer Scott England werden die Kinder professionell auf den Auftritt vorbereitet. Mit einem Magister in Musik und zahlreichen Auftritten auf unterschiedlichen Bühnen weiß Scott England genau, was die Schülerinnen und Schüler benötigen, um gut vorbereitet zu sein: eine angemessene und positive Körpersprache ist genauso wichtig wie richtig zu singen!

Die Schülerinnen und Schüler lernen seit Wochen die Melodien und Liedtexte in ihrem Musikunterricht. Die Aufregung ist groß und die Schülerinnen und Schüler fragen ständig: »Wer wird den Löwen spielen? Wer die Maus und wer das Nilpferd?« Mariam aus der 2. Klasse wünscht sich: »Ich hoffe, dass ich die Maus sein kann, ich werde üben und mein Bestes geben, damit ich die Rolle bekomme!« Jamalia, ebenfalls aus der 2. Klasse, meint: »Das Üben für das Musical macht viel Spaß und es ist besonders toll, dass wir die Rollen nicht nur singen, sondern auch spielen.«

Die Schulgemeinschaft wächst zusammenDas Proben für eine solche Aufführung ist eine große Herausforderung und sehr aufre-gend für die Kinder. Die Gründe für die Entscheidung, Welcome to the jungle aufzuführen, beruhen nicht nur auf der Musik, sondern auch auf der Möglichkeit, das Sozialverhalten der Schülerinnen und Schüler und die gesamte Schulgemeinschaft zu stärken. Alle Kinder müssen zusammenarbeiten und sich gegenseitig unterstützen, damit ein gutes Ergebnis erreicht wird und die Kinder stolz vor ihren Eltern Anfang Juli auftreten können!

Vor der Aufführung haben wir einige Termine für Generalproben eingeplant, sodass wir zuversichtlich sind, dass unsere Schülerinnen und Schüler einen tollen Auftritt haben und die Eltern sehr stolz auf ihre Kinder sein werden.

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SIS Regensburg

Performing arts (PA) is the art of being able to bring the audience to feel a character’s happiness or pain. The actors have to be able to express the emotions in a clear manner, with well pronounced words and intonation. At the SIS Regensburg all primary grades and part of secondary take weekly lessons of performing arts, where teachers take time to practise active role plays, play with words in poetry and tongue twisters thereby developing a deeper understanding of their own feelings.

Performing arts consists of circus, dance and theatre. In school, the subject is designed in such a way as to raise students’ learning motivation and to teach learning competencies. In other words, PA has to be fun for the students and encourage them to grow beyond their limits.

The background of PA as a school subject is the connection of thinking, movement and emotions which has often been researched. The results indicate that mental processes are significantly initiated and supported through movement and emotions. Movement increases the growth of neurons and supports the formation of manifold links of new neurons. Numerous studies state that artistic activity, above all performing arts such as circus, theatre play or dance, considerably increase performance in maths and languages.

Performance on Stage Strengthens Self-EsteemIn primary school, under the leadership of their performing arts teacher, students have gotten to know each other better through movement games and dances in the beginning of the school year. They tested and tried a variety of roles in small skits until they were introduced to the film “The Polar Express”. They rehearsed songs and dances to it in their separate PA lessons, or practised part of the story, until the story was complete and final details could be planned. Then students engaged in deciding their costumes and decorations. During the whole preparation process, the students had to learn to control their breathing, project their voices, use intonation and improve their pronunciation in a language that often is not a second, but a third or fourth learned. It strengthened their self-esteem in addition to giving the school community a wonderful presentation at the Winter Party.

Grow Beyond Your Limits!Nicolle Regitz, Principal

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Sprechkunstabend: Another Level of Experience in Secondary SchoolWhile primary school gave us a taste of their success early in the school year, secondary takes their time and prepares an elaborate and exclusive evening of poetry and recitals. In German the event is called Sprechkunstabend, loosely translated as the evening of the art of speaking. It is a fitting title, as students present formal and traditional poems from well-known writers, as well as modern verses, some even in songs. Students are pushed into another level of performance, where they deepen their expression abilities, clear and loud pronunciation and knowledge of classical and modern literature. The PA teacher has students prepare by loosening their body movements, encouraging them to control impulses and express their own views and limits. It is a challenging age group, but the idea of stepping on stage and being the center of attention fascinates students and maintains their motivation at its maximum.

Laughing CurriculumAs communication is an essential part of learning any language, SIS Regensburg values its performing arts lessons deeply. Activities such as pantomimes, shadow theatres, singing, dancing, mimicking and playing with gestures assist students in their language learning path. Sometimes, students take part in a laughing curriculum, where they learn to laugh in many different manners: high pitched and short, deep and from the belly, or breathless and silent. Obviously all have a blast, teachers and students alike. In addition, they learn to pay attention to their peers looking for clues of their emotions and hints. It is a lighthearted way to encourage respect and self-discovery, which we see as constructive towards developing independence through values.

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SIS Stuttgart-Fellbach

In March 2016, our first art exhibition of our International Baccalaureate (IB) students took place. The students were asked to submit a selection of artwork. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication. The students were also asked to write a “curatorial rationale” that explains the work chosen for the exhibition and the intentions behind the work as well as exhibition texts for each piece.

Realistic Abstraction of the Human BodyUlrich Ziegler, Grade 12

At the beginning I’ve focused on the human body in order to understand its proportions and the general construction. Later on, my focus was set on the abstraction of the human body, which was performed step by step in order to see the development and to understand how well I applied the concepts. Considering Valentin Vitanov’s and Edvard Munch’s concepts and understandings of the human body, I was able to explore and link their ideas into my artwork. The exploration of different artistic concepts and methods to create the human body

and its abstraction, developed my range of understanding as well as the range of possible applications in my artistic work. After a lot of research and practice, their concepts and ideas were mixed with my understanding of abstraction and the idea of the human body, creating my own style and ideas I continued using.

Communicating Important Issues via ArtCaro Aulfinger, Grade 12

I selected these pieces for the exhibition because I have the feeling that all of them bring a message across that has a big impact and a strong relevance for myself. My work “Reusable Butterfly” is hung on a wall, which I painted like a flower meadow with some painted butterflies. I had the intention to create a scene a child would draw to create the idea of the butterfly made up of cloth pads functioning as sanitary napkins. This evokes the impression of something playful, cute and easygoing which is owed not the least to the reusability of the pads. The intention of my work “Luxury Products” is to show in how many countries women

do not have access or enough financial resources to purchase and use menstrual hygiene products, which is a scandal to have them as luxury products. The work is hung in a purple frame of color to point it out, since purple and light green are complementary colors but still find a good harmony. I choose not to paint the whole wall but only a frame because in my opinion an exhibition should have a flow of supportive curatorial elements instead of sections by painting the whole height of the wall, but only a small part in with.

IB Students Develop their own Artistic ExpressionGenea Pittman, Secondary Teacher Art, and SIS Students of Grade 12

Luxury Products

Triptych

Reusable Butterfly

Abstraction II

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The Dark Side of LoveMarvin Berben, Grade 12

My topic is the dark side of love. My aim was to express my thoughts mainly through symbols and metaphors; therefore I chose projects which can be interpreted in many different ways. Suffering from heartbreak lets you think about the good times you spend together. The project “A Normal Evening” should

radically express the immense impact of a conflict between a man and his wife. The destruction taken place should represent the destruction taking place on materials and should be related as well to the destruction happening inside of an individual. I displayed it in a pure chaos to relate it to the message and give a special feeling to the message. To express the message of how relationships can differ from the publicity and their true feelings I chose the project “Happy Family Pictures”. I displayed it in a photograph so the interpretations and hints can be perfectly expressed and controlled through body language, mimics and gestures. To raise awareness it is the only project which is projected on the wall with changing pictures every ten seconds so the interest is increased.

Think About your PersonalityMarc-Olivier Sommer, Grade 12

During IB Art, I learnt to fuse art with my personality. Self-portraits were always something that made me curious about who I really am.

Before starting any art project, I researched artists like Andy Warhol, Rembrandt and also Frida Kahlo, who have made many self-portraits in different styles with different media, showing how they handle their personality in case of expressing it in art. Warhol’s pop art portraits were art pieces I really liked and thus tried to use this style in one of my artworks. The idea of Rembrandt’s technique of including different angles of light were extraordinarily hard to paint because it needed always to be as exact as possible so the light in the portrait looks like in reality. By looking at Frida Kahlo’s portraits it became very clear that she liked to include difficulties of her life by using symbols or tried to paint objects like hair in a way that it looks abnormal. I got interested in why artists are creating self-portraits. Thinking about this, I related it to our today’s society including thoughts about a mirror, the object everybody

uses in the morning. I realized that it is a symbol of vanity and also volatility. If somebody looks at him- or herself, using a mirror, there is always one question coming up: How do I look? And this question brought me to my topic of self-questioning.

My 3D model shows a hand holding a syringe. My future dream job is being a doctor. The thumb of the hand fell apart and was sutured while the forefinger looks like it did not get complete. This represents how closely connected death (finger skeleton) and medical surgery (repairing as good as possible) really are.

Happy Family Pictures

A Normal Evening

Who Am I Really?

Futura Mea Medicus

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