I Go Back to Limón Because of Love
By Sam Lauten, VI Form
I Go Back to Limón Because of Love
“Reading is just not a part of the culture here.” I blinked at the man standing before me, not quite sure how to respond. Five years, thousands of dollars, and dozens of hours on planes, buses, and on foot had been poured into building the “Learning Center” we now stood in. I had spent days drafting and rewriting my application to multiple grants, citing so many hopes and plans of how we were going to change so many lives bringing books and computers to the underprivileged children of Limón, Costa Rica. Now, there I was, standing in the embodiment of all of those dreams, being told that everything I had done was in vain. (more…)
Voice in Guitar and in Literature…and in Me
By Shep Greene, VI Form
Voice in Guitar and in Literature…and in Me
The guitar is an integral part of who I am. As my skill has progressed, I’ve seen my appreciation and understanding of music progress as well. Over this past year, I began to delve into a more abstract form of music in improvisation. Within this form of my guitar playing, I began to find striking similarities between music and literature. Imagine every note as a letter and every note coming together to form a riff, with all of the respective letters coming together as one word. By the end of a piece, just as by the end of a novel, you’ll have a powerful message to send out to your listeners and readers. (more…)
1946 et 2016: Deux Crises des Réfugiés
By Lucy Cao, Keely Dion, Nick Hadlock, and Michael Nantais, VI Form; Summer Hornbostel, V Form; Selina Wu, IV Form
1946 et 2016: Deux Crises des Réfugiés
Editor’s Note: The assignment in Advanced French–Francophone World:“Working
together you are going to create an infographic that makes a comparison between the refugee crisis during and after the second world war and the current crisis in 2016. You may identify some guiding questions of your own. (more…)
Shakespeare’s The Tempest: Missing Piece Storyboards
By Daisy Williams, Steven Landry, Teagan Ladner, Grace Gorman, Sam Lauten, Riley Lochhead, Jess Adams, Tracy LeBlanc, Maeve McCuine, Caroline Bailey, and Kahler Mabbs, VI Form
Shakespeare’s The Tempest: Missing Piece Storyboards
Between Season Three and Season Four of LOST, the writers (for ABC and in 
conjunction with Verizon) produced 13 short (< 4 minutes) “mobisodes” or “webisodes” that divulged scenes that didn’t appear in the first three seasons, but yet were considered part of the canonical narrative. These were called “Missing Pieces.” In Getting LOST, students were assigned to create a four-panel storyboard of a “Missing Piece” from Shakespeare’s The Tempest that they could imagine and create to be part of any aspect of the story from any point in history (from 5000 years ago to the unseen elements of Shakespeare’s plot to the present day ramifications of the characters’ actions). The storyboard–a graphic illustration that previews what would be staged or filmed by actors–could be crafted in any format or program.
Below are the varied storyboards created. Keep scrolling! (more…)
Rebel Without a Cause and Juvenile Delinquency Hysteria
By Harry Kuperstein, VI Form
Rebel Without a Cause and Juvenile Delinquency Hysteria
Rebel Without a Cause, starring James Dean, was released in 1955, which was around the peak of the hysteria surrounding juvenile delinquency. Chapter 4 of Gilbert’s A Cycle of Outrage states that from 1953 to 1958, there was a spike in articles about delinquency. The Senate also heard cases of delinquency in 1953, some of which lasted over a decade. And, it soon became evident that movies about teenagers turning towards delinquency, likely propped up by famous icons like James Dean, became wildly popular. Over sixty films centered on the idea of juvenile delinquency were released in the 1950s (Gilbert 85). (more…)
A Presentation and Role Play in Chinese Classes
By Helen Huang and Amy Kim, III Form [Chinese II] & Soo Bin (Josh) Lee and Shep Greene, VI Form [Chinese IV]
Editor’s Note: from Rubo Fu, St. Mark’s faculty member–“In Chinese class, presentations and role plays require students to use vocabulary and grammar rules they have learned to create their own stories or give opinions. This allows them to develop creativity and have a better experience using the language.”
Click on Image below for “Directional Complements” slide show in Chinese II
Click on Image below for a role play video of dialogue (transcript below) in Chinese IV
LEO 