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By Stephanie Moon, VI Form
Charity Concert for Zambia
The pads of my fingers were pressed against hard coils of wire, the Achilles heels of my feet were scruffed from the constant wear of dress shoes, and the lobules of my ears were vibrating to the waves of different pitches. My friends and sister were also going through the same experience; we were all performing Holst’s St. Paul’s Suite in front of a moderate-sized crowd at a chamber ensemble concert that we had directed and executed ourselves.
How was this so?
It all went back to the middle of my junior year when I received the Class of ‘68 Fellowship Grant in the early spring. I was planning on running an entire production by myself in the summer to provide donations to a religious youth institution. This organization is dedicated to expanding the fundamental right of access to healthcare. With an ambitious mindset to perform with at least eight people and do repertoires such as the Prokofiev Sonata and Mendelssohn Octet, I was more than thrilled to have this all organized. I first contacted a good friend who was also a cellist that played with me in the Phoenix Strings Orchestra back in Korea and told him about my tentative plan. Assenting, we grew to contact other talented musicians, ranging from violinists to cellists. We discussed over the phone about our tentative program, the concert venue, and budget. Between then and June 9th, we planned out what pieces we would perform, who the ensemble members would be, when we would practice, and how to divide up the passion, work, and money. (more…)
Examples of Experiences in Chinese Class
From Ms. Yuhong Xu: “My main pedagogical approach is teaching vocabulary, grammar, and speaking. I focus a lot on speaking, and my students are able to speak and communicate with a stronger confidence in and outside of class.”
On speaking by Caroline Sullivan (III Form): “Speaking is the most important part of learning Chinese. Although learning grammar and new vocab is essential to becoming fluent in Chinese, speaking and being able to communicate in the language is most important. If students only study Chinese grammar, they will never be able to make use of the language and communicate with their Chinese peers. By practicing speaking in class every day, I am making progress in mastering the language.”
By Nick Karlsson, Filip Kierzenka, and Nick Bechard, VI Form
Boys to Businessmen: A Blog About Industrial Real Estate
This past summer, we traveled to the United Kingdom and Poland to experience international business and commercial real estate. The previous summer, we were fortunate to intern at Cabot Properties, an industrial real estate firm in Boston. That summer, we compiled data on the Polish industrial real estate market and economy. This information proved to be beneficial during our 11-day trip when we visited the UK branch of Cabot and met with various other firms and market experts. Our adventures are organized into one website. This trip was an unforgettable learning experience that was made possible by the A.A. Jones Grant. (more…)
By Cathy Zhou, IV Form
Computer Vision: Mapping Poverty in Uganda
This summer, I attended an all-girls program called Ai-4-ALL, formerly known as SAILORS (Stanford Artificial Intelligence Laboratory’s Outreach Summer Program). Inspired by the camp’s model “AI will change the world. Who will change AI?” I believe that people, instead of perceiving artificial intelligence (AI) as threats, should use it as a tool for impact. During this camp, I, along with seven other AI-enthusiasts, created a model for mapping poverty using satellite images. (more…)
By Geetika Surapaneni, Frances Hornbostel, & Graham Butterfield, III Form with Will Figueroa, V Form
Diminishing the Diversity of Devastating Diarrhea
CLICK ON EACH IMAGE BELOW TO ZOOM TO EACH PIECE OF PROJECT. (more…)
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…)