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“Two Worlds”–Drawing with Color Pencil and Gouache

By Leean Li, V Form

“Two Worlds”–Drawing with Color Pencil and Gouache

Made with color pencil and gouache (a type of paint) on bright orange paper, this drawing is called Two Worlds. It examines pollution, part of my concentration topic for my Studio III portfolio. I approached the subject from a third person perspective. Inside the apartment, a couple sits comfortably, while outside is a polluted world which animals have to escape. The depiction reveals a discrepancy between human and animals’ experience with pollution. We never realize the price the ecosystem paid for us to enjoy our daily conveniences, such as having electricity and running water. Additionally, since our general public regard pollution as distant and irrelevant, we often made little effort to change. Nevertheless, to accept a polluted world is our selfish decision, negligent of not only the future of humanity but also of the entire ecosystem. (more…)

Diminishing the Diversity of Devastating Diarrhea

By Geetika Surapaneni, Frances Hornbostel, & Graham Butterfield, III Form with Will Figueroa, V Form

Diminishing the Diversity of Devastating Diarrhea

Please click the image to download/see the poster. Scroll below to see each individual piece.

CLICK ON EACH IMAGE BELOW TO ZOOM TO EACH PIECE OF PROJECT. (more…)

Taboo or Taking a Stand? Why Sexual Assault Needs More Attention

By Lucy Martinson, V Form

 

Taboo or Taking a Stand? Why Sexual Assault Needs More Attention

Editors’ Note: In Dr. Worrell’s Social Justice course, students identified an issue that they wanted to take a stand on and then researched to write an evidence-based editorial to demonstrate that they have built knowledge and skills. This assignment was modeled on The New York Times Learning Network Student Editorial Contest

Image from CBC News

Sexual assault has always existed but became more visible recently with actresses such as Ashley Judd, Gwyneth Paltrow, and Angelina Jolie accusing acclaimed director Harvey Weinstein of sexual assault. The outbreak of these allegations brought the nation’s attention to the issue of sexual assault and harassment. Following this, actress Alyssa Milano started the hashtag #MeToo on Twitter, encouraging women to speak out and share their stories. This movement gained rapid popularity and snowballed across various means of social media, with thousands of women (and men) replying with their experiences and/or their support. Yet, even with these recent high profile cases, there is still work to be done to raise awareness regarding the prevalence of sexual assault. (more…)

Leadership from All Directions – The Collaborative Effort of Lion Term

By Liz McCulloch, Director of Lion Term and French Faculty

 

Leadership from All Directions – The Collaborative Effort of Lion Term

Editors’ Note: This piece originally appeared in the gcLi’s Leadership blog on 2 April. You can further seek the Gardner Carney Leadership Institute on Facebook by clicking here.

Last Spring, our entire community experienced the first ever St. Mark’s Lion Term, a two-week experiential education program that ends the school year. During Lion Term, each grade has its own unique focus and all 10th grade students work with local organizations to promote community engagement. We adopted a modified version of the African Leadership Academy’s BUILD model, a form of design-thinking adapted for social entrepreneurship. The ideas were iterated and tested first, and students came away with the confidence that working together, they can play a role in their communities.

One of my favorite stories from last year’s Lion Term involves a group of 10th grade students who worked at Daniel’s Table, an organization committed to ending hunger in Framingham, MA and beyond. After volunteering to serve meals and talking to the founders and clients at Daniel’s Table, our group recognized that it would be helpful to list the ingredients in multiple languages for those who do not speak English or who are not familiar with the local produce. The group decided to make laminated cards with ingredients in English, Spanish, and Portuguese on one side and recipe ideas on the back. In working to understand the needs that the organization was meeting, our students were able to offer a solution that helped the organization to improve its service. (more…)

Language Immersion Trips: A Must-Have For A Student’s Bucket List

By Paige LaMalva, IV Form 

 

Language Immersion Trips: A Must-Have For A Student’s Bucket List

I have loved the French language ever since I was in sixth grade. My middle school French teacher, Mrs. Okacha, made French my favorite subject because her class was both engaging and interactive. When I was in eighth grade, I helped lead one of her younger classes because I appreciated and enjoyed French so much.

After arriving at St. Mark’s and hearing about the French language trip offered every other year, I wanted to pursue it. I still loved the language, and I was to speaking a lot more French with my teacher, Ms. McColloch. I kept telling myself, “I can’t wait to be a sophomore and communicate in a real-world scenario.” I was exhilarated to find out that I got a spot on the trip. My French education would be applied in a real-world setting! Reading and speaking French was going to be challenging, but I was ready to take it on. (more…)

PSA Sur Le Changement Climatique (PSA on Climate Change in French)

By Ariah Henderson, V Form and Urgyen Wangmo, VI Form

PSA Sur Le Changement Climatique

Click on the image or here for the video!

Editors’ Note: Below are the parameters of the assignment for this French IV project.

Projet de Chapitre 10 :Vidéo

  • Individually or with a partner, you will make a video (2 min / person in groups) in which you explain to the St. Mark’s community:
    • the seriousness and causes of climate change
    • and explain how they can make more sustainable choices (include the cost of such measures, if applicable).
  • You will submit your script.
  • The script/video should use:
    • at least 12/24 vocabulary words from Chapter 10,
    • at least 4/8 examples of le conditionnel passé,
    • at least 4/8 examples of le futur antérieur,
    • and examples of all three types of si clauses, plus si used to express a wish or reget (double the quantity for two person groups).