matters - American Community School at Beirut

MATTERS
The American Community School at Beirut Newsletter | Summer 2013
3-6
irut
m Be
Fro
ew
Two N
with
Aloha
he
Coac
CS
s to A
16
very
24-25
Disco
’s
A
1
G
K
:
ar
l Qam
rld
Deir e atural Wo
26-29
N
e
h
t
f
o
atters
30-31
on M
i
t
a
l
l
s
d
r
a
Insta
w
tion A
radua
G
r
o
i
en
The S
Happy to be with
you at ACS
Hamilton Clark, Head of School
Marhaba! - I am very pleased to have been appointed
Head of School at ACS following George Damon’s
decade of service. Our welcome to ACS and Beirut
has been warm and generous, which is the reputation
of the Lebanese people. My own last decade was
spent as the Head of an American school near
Philadelphia, Pennsylvania at a school with deep and
historic roots.
Our new school and home, ACS, also has strong
roots in history. The graduates and friends of ACS are
very proud to point to ACS’s 108 years of excellent
American education in Lebanon. With the dedicated
help of its leaders and teachers, by adhering to its
principles and its mission, the school has survived
and thrived through all the challenges of recent
Lebanese history. I have no doubt that ACS will
continue to be one of the beacons of enlightened
education here in Beirut and throughout this region.
My wife Ceci and I are pleased to have an opportunity
to live in Beirut, learn more about Lebanon and the
Middle East, and to be able to contribute to shaping
the future for ACS. This is a wonderful opportunity
to live in an historic and fascinating part of the world
and lead a school where teaching children to solve
problems and think critically is an essential part of
the education and mission. In coming to ACS I hope
to challenge all our constituents to work with me to
imagine and create the strongest and best possible
future for our school.
Having accepted this new assignment many months
ago, I am excited to finally be underway, getting to
know students, parents, and teachers, and beginning
to understand all that makes our school so special
and a source of pride to us all.
Hamilton Clark
Whether you attended ACS or thoughtfully chose
this path for your children, you have demonstrated a
powerful commitment of trust and belief in the values
and educational program that ACS embodies, and I am
grateful for our partnership with you. I hope that you will
introduce yourself to me early in the year or be in touch
by email so I may learn your hopes and dreams for
ACS. I will appreciate your input and try to make myself
available to you.
Join us in our important work by supporting ACS in any
way you can. The global and regional challenges facing
us today require all of us to pool our resources and
work together to assure an outstanding education for
students here now, for those who will join us in future
years, in order to maintain our place as one of this
region’s very best schools.
I am delighted to be with you.
Summer 2013 | Page 3
From Beirut with Aloha
Nathalie Rosa Bucher, Freelance Reporter
On a sunny, mild Sunday morning in May, a coach was
winding its way up the Chouf. Along the way, the bus drove
past beautiful vistas, breathtaking valleys and the old village
of Deir al Qamar as well as the fabulous Beiteddine Palace.
Inside the bus were 15 children - beside themselves with
excitement - and nine adults,consisting of parents, a teacher
and a journalist. They all disembarked on the church square
in Moukhtara where their fern-finding mission was to begin.
Prior to leaving Beirut, all had stood in an unbroken circle
and chanted the “E Ho Mai,” a traditional Hawai’ian oli
(chant) that asks to be granted wisdom and knowledge for
the journey ahead.
Since January this year, Julianne Ostrosky, the elementary
music teacher for American Community School (ACS)
Beirut, known as “Ms. O”, has been teaching 12 elementary
school students the Hawai’ian dance called hula as part of
an After School Activity (ASA), the Hawai’ian Hula Halau
(Dance Troupe).
“I’ve been teaching every class (grades 2 to 5) since August
the kahiko (ancient dance) Kalani Kawika. In the Hawai’ian
language, Kawika means David, referring to Kalani (King)
David Kalakaua, otherwise known as the Merrie Monarch. In
this way I came to see who wanted to be in the halau, and
whether parents would want to be dedicated and involved.
All the children I teach have come to learn about the culture
and dance of Hawai’i, and from that the weekly one hour
ASA ohana (family) evolved.”
A native of Alaska, Ostrosky has lived in the small island
state of Hawai’i for the past 35 years. When she found out
she’d be coming to Beirut in August 2012 to join ACS’s
staff, she approached her Kumu (teacher), Chaslen Hualani
Hauanio-Ahin. “In response, my Kumu told me, ‘Bring aloha
to the Middle East!’ Although knowing little about Lebanon,
being on the other side of the planet, the Kumu recognized
that there is a lot of strife in the region and figured, “How
can it be bad to send aloha?” Aloha means ‘hello’, ‘goodbye’
and ‘love’. You greet and part someone with love.
“I asked Hualani to instruct me in a few dances to teach
the children in Lebanon in order to share something of our
Hawai’ian culture. I have taught West African, Hip Hop
and Brazilian Samba to students in Hawai’i, but I’m not a
Hawai’ian dance teacher, so I needed to get permission as
well as training in order to teach correctly - even more so
when teaching the very traditional dance, kahiko.”
The fact that 2013 marks the 50th anniversary of the Merrie
Monarch, a weeklong annual festival held in Hilo, Hawai’i
was another reason Ostrosky was set on sharing this
revered Hawai’ian dance with children in Lebanon. “The
Merrie Monarch [festival] started 50 years ago on the Big
Island of Hawai’i, in honor of King David Kalakaua, who
restored the Hawai’ian dance and language back to its
rightful place. It is an annual competition held in his honor.
Hence Kumu Hualani and Ostrosky decided to teach
the Kalani Kawika. “Kahiko traditional dance needs to be
taught in a specific way to be authentic. They won’t just let
anybody teach that dance,” Ostrosky explains.
Ostrosky attended several training sessions with Kumu
Hualani. “Given that I am from Hawai’i, I knew some of what
was required. For example the drum beat is specific to a
dance step.” Ostrosky also had to be trained on how to
teach her students the protocol, and the chants sung before
plants are gathered. “In the Hawai’ian culture we revere
the natural environment,” Ostrosky emphasizes. “If you take
a plant you give thanks by singing a specific mele (song)
or oli. For the ferns we collected, I had the girls sing “Oli
Mahalo”, a general thanking chant.”
After a few group pictures around the Moukhtara church
square, the fern-gathering squad made its way towards
the Barouk River, walking through old olive groves growing
on terraces. After singing “Oli Mahalo,” plastic bags were
handed out and parents took out their knives, scissors
and gardening tools and together with their children, went
to find and harvest ferns. Just below an old stone bridge,
someone excitedly spotted a fern. Ostrosky took the honors,
scrambling down the steep slope to collect it. After an hour
of hiking along the river, the children marveled at the lush
surroundings. One girl excitedly exclaimed: “It’s so lovely
here!”.In the end,ll bags were filled with ferns and most
legs had some scratches for the effort. Slowly, everybody
headed back up the hill to enjoy a well-deserved picnic at
the church square. In typical Lebanese fashion, the owners
of a 300-year old beautiful stone house next to the church
granted those in need, the use of their bathroom. To thank
them for opening their home to so many people, the kids
gave an impromptu Hula performance, with Ostrosky
beating a plastic bucket to provide them with a beat—
without a doubt, a Hula world premiere for Moukhtara!
Seeing their children perform the dance for the first time,
parents witnessed just how dedicated and thrilled their
children were to dance. With high spirits and happy faces,
everybody climbed back onto the bus to Beirut—where the
bounty of ferns was inspected, sorted and split up to be
stored in fridges until the big day.
A few days later, everybody gathered again at ACS to
make kupe’e (wrists & ankles leis) and lei po’o (head leis)
and while it was a first for Miss O, her students and their
parents, all gave it their best and the result looked great and
withstood the test – remaining on the arms and heads of
the 11 dancers during rehearsals. After a few final runs and
adjustments here and there, Kumu Hualani rang through via
Skype around 9pm, the connection was made and the ACS
music room filled with excitement. Each dancer was given
a chance to introduce herself, stating her birth name and
her Hawai’ian name before getting into position to perform.
Proud parents watched and filmed their child performing
the first kahiko in Lebanon. While across 13 time zones on
a small island in the Pacific, curious and slightly incredulous
Hawai’ian children, along with their Kumu, watched the ACS
Hula Halau’s debut performance.
After great applause in Beirut and Pahoa’s Shady Grove
(part of the Hawaii Academy of Arts and Science Public
Charter Schools) the Hawai’ian children performed the
same dance with Kumu Hualani and introduced themselves
afterwards.
The Skype conversation ended with a barrage of questions
that ranged from, “How come you speak English?” to,
“What do you know about Lebanon” and touched on
favorite past times, subjects and food.
“I’m very, very impressed how committed and focused the
girls were. When they danced the first time in their pa’u
skirts, in their outfits, they really did take it to heart. They
were so serious, it brought tears to my eyes. I’d never seen
them so focused, just like Hawai’ian girls,” Ostrosky recalls.
“When we went to pick the ferns they really got to see
their own natural environment, and experience the love of
the ‘aina (the land). I think sometimes when a country has
been through so much war, priorities change. You think
about your family, and your children come first. You have
Summer 2013 | Page 5
this stress and worry about keeping your family safe, thus
you neglect the environment. This is slowly changing here
in Lebanon. I think people are starting to value their natural
environment. Recycling initiatives are beginning to develop.
That was one of the other things I wanted to get across
though this ASA. We’re all ohana connected with the breath
- the ‘ha’ – anything that breathes is our brother, sister. We
all should have that cultural understanding. It adds to the
empathy[and]respect for each other—we should all embrace
it.”
And as for the girls… Ostrosky has observed how some
have gained more confidence and made new friends. “The
circle has widened, more commonalities, shared experience.
They’re building their ohana.”
Going back to Hawai’i for summer break, Ostrosky will be
catching up with friends and family but also learning more
dances, including the modern dance called ‘auana. The
halau will continue next year, and Ostrosky might set up a
penpal system, so the children on both sides can connect
and learn from each other. Another Skype video link could
possibly be on the subject of how to make hummus or how
to dance the Dabke.
The following girls participated in Beirut’s first CrossContinental Hawai’ian Hula Dance Performance:
Grade 3:
Name Tiffany Wickens
Charlie Hott Yasmine Saddi
Hawaiian Name (Meaning)
Ho’omaika’i (Blessing)
Ukuli’i (Little)
Pualani (Heavenly Flower)
Grade 4:
Hana Noshie
Amelia Makarem
Iman Fakhoury
Haruka Sekiguchi
Teena Dernaika
Laura Salman
Fatma Al Najem
Hau’oli (Happy)
Kupale (Defender)
Faith (Paulele)
Honila (Kiss of the Sun)
Li’ili’i (Tiny)
Puakalauna (Crown Flower)
Mahina (Moon)
Grade 5:
Layla Makdisi
Polani (Heavenly Night)
These are the Shady Grove students who participated:
Fatima Campbell
Sky Caudill
Tara Davis
Taarini Godbole
Mia Kala
River Lurker
Ma’ila Nobriga
Ella Shapiro
Ezekiel Tafari-Strissel
Ethan Totman
Abbassynia Mbacke
Nathalie Rosa Bucher is a features writer with a passion for
the seventh art, a keen interest in culture and mobility, as
well as social and environmental subjects. Perhaps being
alf French, half German by origin explains why she is drawn
to divided countries and diverse societies: she called Cape
Town in South Africa home for over a decade before coming
to Beirut in early 2012.
Summer 2013 | Page 7
END OF
YEAR ART
SHOW
HS & MS
Summer 2013 | Page 9
Grade 9-10 Art Foundations
‘2-Views’ Canvas
Lynn Salha, Fine Arts Teacher
Students used a variety mixed media to create 2-D and 3-D segments of their canvas.
Aliya ElKawa
Clara Assi
Ghida Dallou
Hannah Sobh
Lea Akil
Liana Gharzeddine
Nay Hinain
Mohamed Bissat
Naye Idriss
Nour Sarieddine
Noura Al Bistami
Rakan Saab
Reina Ibrahim
Ryan Harake
Seema Afsh
Tamara Hallak
Thierry Chbeir
Tracey Jawad
Zina Juma
Summer 2013 | Page 11
Altered Books
Lynn Salha, Fine Arts Teacher
“An altered book is a book that has been painted, drawn on,
cut, torn, burnt, sewn on, rubber stamped, collaged, and
generally altered until it is a work of art. Before any book
lovers start to protest, these books are generally used books
that few to no people want.” source http://images.ask.com/fr
Alter: to make or become different
Synonyms: to change; interchange; exchange; modify;
mutate; refashion; turn; vary; convert; diversity; variegate.
Grade 10 2D & 3D Art students each completed their own
personal book with a minimum of 30 pages.
They were able to
- work at home and in class on it
- experiment with a wide variety of media
- use a wide variety of methods
Students used the Moodle program to
- access details in order to understand the process
- view a PowerPoint showing a variety of Altered Books by
various artists
- access various specific websites showing examples of
altered pages
And, above all, these students were able to experiment and
have fun!
Summer 2013 | Page 13
GRADE 10 2D ART
Large canvas piece
Lynn Salha, Fine Arts Teacher
Grade 10 students experienced working on a large canvas for the first time. They chose a theme from an IB list, usedacrylic
paints and assorted media, and explored awide variety of painting techniques. Many students also used the technique of
enlarging with an overhead projector for the first time.
Carmen Rodriguez
Deya Schray
Dani Mohamad
Rhea Dandashy
Jad Kaiss
Rayan Deeb
Dani Sharara and Karim Zeidan
Souheil Dagher
Shadi Chamseddine
Kyla Wickens
Summer 2013 | Page 15
Grade 10 3D Art “Tunnel Scene”
Lynn Salha, Fine Arts Teacher
Students learned about Atmospheric Perspective and completed research about simple pop-ups, tunnel books and
miniature theatres. They then applied some of this knowledge to their “Tunnel Scenes”.
Clan Gray
Ina Peglow
Kavita Ilango
Mudit Shukla
Omar Arafeh
Safia Qureshi
Waleed Salam
Tala El Hajj
Two New Coaches to ACS
Ryan Naughton, Athletics and Activities Director
As the new school year begins, two new teachers are not
only preparing for their classes, but they are also preparing
to coach the Knights to successful seasons. Since they
have arrived in Lebanon, these new coaches have been
eager to meet their new students and players because of all
the great news that they have heard from the ACS faculty.
The first new coach is Lucia Mock. Ms. Mock’s main
responsibility will be as the grade 10-11 counselor, but
her other passion is on the football pitch. She arrives at
ACS from Boston where she was working after graduating
from Harvard. She will be the Junior Varsity Girls Soccer
Coach. Coach Mock has coached soccer for several
years and loves to watch her teams and individual players
develop over the course of the season. Outside of school,
she enjoys watching Arsenal and will be rooting for the
Spanish National Team at next summer’s World Cup. If
you have a minute, stop by Coach Mock’s office on the
3rd floor of the BD building to welcome her to Lebanon,
and also to enjoy discussing the Spaniards with her!
The Spaniards are led by a coach Ms. Mock looks up to,
Vincente Del Bosque, and they have a chance against
Brazil on their home turf.
The second new coach is Jared Peet. Even though
basketball season does not start for a couple more months,
Mr. Peet is already discussing how he might have to change
strategies due to the different basketball rules used in the
international game. Coach Peet has coached hoops for
multiple years while teaching High School Social Studies
and he will bring a winning attitude to the basketball
program this season. Coach Peet, being a student of
history, looks back to the 1960-70’s to get his coaching
inspiration. John Wooden of UCLA has taught him that
basketball, and all sports are not only fun, competitive, teambuilding exercises, but can also shape and change people
to become the best they can be. Make sure to stop by his
room (BD 316) during the NCAA tournament! Mr. Peet will
be rooting for both of his alma maters, Stanford University
and the University of Virginia.
Summer 2013 | Page 17
AERO PLUS 2013, Washington D.C.
Wafa Kays, AFL Teacher - Middle School and Kristie Brown
After attending the AERO PLUS conference in Washington
D.C. with some ACS colleagues earlier this summer, I
thought it would be nice to share a few questions that
teachers can ask themselves. If teachers ask themselves
these types of questions, they will continue to grow! The
questions are:
1- What would my students be able to do in a month or two,
by mid-year, and by the end of the school year? What is
the specific knowledge or skill that students will acquire?
2- Will my students recognize the goals or shall we set
goals togetherusing benchmarks and standards?
3- Is this the right assessment that can differentiate
students’ abilities and passions?
4- Am I using different practices such as games, role play,
movies, ads, etcetera?
5- Am I making the class interactive?
6- Am I providing rubrics based on units learned?
7- What is the enduring understanding that this unit is built
on?
8- What essential or unit questions will promote curiosity
and focus?
9- Did I expose students to different parts of the locals’
culture?
10- Did I show and share (with parents) evidence of
students’ learning?
NHS Induction Ceremony
Reem Chamseddine ’13
Every year, the National Honor Society
(NHS) inducts its newest members
in a formal celebration. This year,
after a rigorous selection process,
fifteen sophomores and juniors were
welcomed into the ACS Phoenician
chapter of NHS and one NHS
student, selected at a U.S. school, was
inducted. The induction ceremony,
which took place on the evening of
May 30th, was attended by many of
the inductees’ parents, friends, and
teachers as well as the current NHS
members.
The program included a keynote
address by Mr. Paul Benson, a
departing teacher, and speeches by
the NHS Executive Committee about
the four pillars of NHS: scholarship,
leadership, service, and character.
Candles, serving as symbols, were
lit on stage for each of these pillars.
This was followed by the induction of
the new members on stage. The High
School Principal and Headmaster
presented each student with a
certificate and the blue NHS stole.
Several NHS members performed
musical pieces, and the official NHS
pledge was read by the new members.
Afterwards, a reception was held in the
rabbit field.
It is worth noting that Mr. Robert Iyer,
the NHS Faculty Advisor for the past
four years, will be stepping down from
his role. As the NHS group, we extend
our gratitude to him and our sincere
congratulations to the new members
for their achievement!
We Won!
Nada Halawi, Nurse
Last April, the Overseas School Health Nurses Association (OSHNA) chose
one of ACS’s First Aid team photos to be part of an important composite of
pictures. The composite of pictures contains photos of school nurses serving
outside the United States, Poland, Germany and Japan. The ACS First Aid
team photo was submitted in the “Day in the Life of a School Nurse” photo
contest sponsored by School Health Corporation. Theresult was announced
in July: WE WON!.
Our Grand Prize winner’s photo is featured in the fall 2013 catalogue of
School Health Corporation.
SNI Biennial Conference
Nada Halawi, Nurse
The School Nurses International - also known as SNI - held its biennial
conference this year in the city of dragons Ljubljana, Slovenia with more
than 250 attendees from around the Globe. I presented for ACS and
shared our experience and the idea of incorporating the High School
students as part of the school’s disaster team. This new concept was
highly appreciated among all the members who attended the session.
I would like to congratulate ACS as being the lead in this idea and
encouraging school nurses from all around the world to take our example in
preparing their school’s disaster team.
Summer 2013 | Page 19
The Group
4 Project
of the IB
Class of
2014
Mrs. Suheir Sleiman, Mrs. Nada Afra,
Basma Jaber (Gr. 12), and Jad El Tal
(Gr. 12)
The Group 4 project is another
unique feature of the IB DP Diploma
Programme. It is a collaborative
activity where students from IB
Biology, IB Chemistry, and IB Physics
work together on a scientific or
technological topic, allowing for
concepts and perceptions from across
the disciplines to be shared in line
with aim 10—that is, to “encourage
an understanding of the relationships
between scientific disciplines and the
overarching nature of the scientific
method” (IBO).
The Group 4 project helps the
students appreciate the environmental,
social, and ethical implications
of science and at the same time
understand the limitations of scientific
study (IBO).
At ACS, the Group 4 project process
starts in March when the students
suggest general topics. The teachers
select mixed groups from the different
science subjects and finalize the
choice of topic. The groups start
planning their work and meeting
regularly with their advisor. The
culminating event takes place in late
June after the end of year exams.
Last year, on Monday, June 17,
students came to school to work on
their Group 4 project. The selected
theme was “Music”. The students
worked all morning in the labs, in the
library and in the HS auditorium. They
fine tuned their projects, checked
their data manipulation, and rehearsed
their presentations. Around 12:30,
everybody gathered in the HS
auditorium to present their work.
Each group tackled the theme “Music”
from a different point. Some projects
were purely theoretical such as Music
and Autism, and Music Therapy.
Others were experimental such as
“Effect of Music on reaction time”, and
a few were mixed. Some addressed
ethical implications while others
focused on health correlations orsocial
and/or economical ramifications.
Basma Jaber describes the above in
the context of her project “Effect of
Music on reaction time”:
When I first heard of the Group
Four project, I felt worried. I hadn’t
completely understood what was
asked of us, and with all the work
of our IB classes, I didn’t imagine
my team members and I would get
anything done. Nonetheless, the time
to tackle the G4 came, and with our
topic Music at hand, we began to
brainstorm ideas. One option that had
lingered amongst the rest was the
use of music for concentration. We
soon found that you can’t necessarily
measure concentration. With the help
of our G4 supervisor, Mrs. Sleiman, we
linked concentration to reaction time
and decided to see how different types
of music affect a person’s reaction
time. We did the research and put
it all on a shared Google Doc and
soon began experimenting. We had
so much fun trying the experiment on
ourselves as we got to bounce a ball
against a wall while listening to music
and chatting amongst classmates. We
also enjoyed holding the experiments
on our family members and friends.
On the day of the presentation, we
were all really nervous to present, but
we found that as long as we knew our
information and understood what we
were talking about, the presentation
was actually fun. We also heard
presentations from others that were
really interesting. We found how
different types of music increase or
decrease the heart rate, and how
music affects autism. All in all, the
worry that I had about the Group Four
project was really a waste of energy
as it ended up being fun to do, and
actually not as difficult and as time
consuming as I had expected it to be.
Jad El Tal also describes his group’s experience with their
project “Music Therapy”:
When a person mentions the letter G and number 4
combined, I instantaneously remember three “F” words:
Fun, Fright and Fuse. These three words sum up “the G4
Project” experience. Although it is a graded assignment, it
is immensely fun to work on because the group has control
of what they want to present. Last years’ topic was Music,
and my group and I opted to explain the effectiveness of
Music Therapy. By choosing what you are presenting, the
experience will inevitably be fun. Nonetheless, with every
assignment, the nervous butterflies in your stomach will
automatically come alive on the day of presenting. So, the
fright was present;’ will I forget what I have to say?’ ‘What
if I don’t know how to answer a question?’ ‘When should I
answer a question (since you are part of a group)?’. These
are all questions that circulated between the group members
and this takes us to the last “F” word: Fuse. This last word
is a genuine turning point in the project as a whole. Working
with people in your grade might sound easy, but it’s not.
You have to balance condensed schoolwork and G4 work
towards the end of the year along with six other people. I was
blessed enough to have a group that was ambitious and one
that had the same level of Fun, Fright and Fuse as I did.
Summer 2013 | Page 21
Helping our
neighbors
Wafic Saneh, Grade 8
Putting a smile on a face other than your own is a struggle that
most kids and some adults go through. Some people only try to
make themselves happy, but thankfully the children at ACS aren’t
like that. During the Lebanon WWW for 8th grade, the teachers
decided that it would be beneficial to invite some Syrian refugee
children to ACS and give them the best day of their lives. On
Thursday, May 30th, almost all the 8th graders showed up and they
all played a large role in bonding with the kids. They played games,
painted, ate lunch together, and had free time to run around and do
whatever they wanted. It was even better for the Syrian kids when
the 8th grade teachers and students presented them with their very
own plush toys, hula hoops, coloring kit, and photo to take home.
The kids were ecstatic, but they were sad to leave and the 8th
graders were sad that they had to say good bye to their new friends. It was a day well spent, and we and the
Syrian children will remember it forever.
D&A Co-Curricular goes to ULYP
On Saturday May 11th and Sunday
May 12th, the D&A Co-Curricular made
their way up to Unite Lebanon Youth
Project (ULYP) Campus in Dibbyeh.
The students took on this community
service project in order to paint the
walls at the site to brighten up the kids’
campus. We would like to thank TINOL
PAINTS for sponsoring this project.
Deir el Qamar: KG1A’s Discovery
of the Natural World
Annette Bauer and Shannon McNamara-Smith, KG1A Teachers
“As a child, one has that magical capacity to move among the many eras of the earth; to see the land as an animal does;
to experience the sky from the perspective of a flower or a bee; to feel the earth quiver and breathe beneath us; to know a
hundred different smells of mud and listen unself-consciously to the soughing of the trees.” – Valerie Andrews, A Passion for this Earth
During the 2012-13 school year, our KG1 class was given the opportunity to pilot a program that would allow us to travel
eight times to our school’s outdoor education center in Deir el Qamar. We hoped that the children would come to view
the place as their second classroom, an environment filled with creativity, wonder and understanding—perfect for building
relationships.
Much research suggests that children benefit enormously from contact with the natural world. The impact is seen as manyfold and includes a respect for the environment, an understanding of our obligation to take care of it, an appreciation of
nature’s simple beauties and mysteries, and finally an opportunity to explore our connection to the earth.
Our students live in an urban environment and many of them have limited access to the outdoors on a regular basis. We felt
that developing a true relationship with nature, watching the changes through the seasons and overcoming trepidations of
the unfamiliar, would reap huge benefits for our young students.
We were proven right. With each visit, we observed an increasing level of comfort about being outdoors. By the spring,
we no longer saw the overly dizzy excitement at arrival, rather, a happy and contented group of children ready to learn and
play. The children developed a passion for investigating and discovering living things, particularly the effect of the changing
seasons, both in the mountains and back in the city. We hope that these experiences have created the beginnings of a
connection to nature that will last a lifetime.
Summer 2013 | Page 23
WalkAboutDrumCircle visits ACS
Ingrid Thornton, EY and ES Music Specialist, HS Choir Director
Last June the Early Years and Grade One students ended a year of music making by welcoming the drum group
WalkAboutDrumCircle to our school. The drummers, including our own Corinne Skaff (MS Dance ), spent the day at ACS
working with a couple of classes at a time. Our students learned about the different drums the group was using, heard and
sang along to songs in languages new to them, played and chanted along to new drum patterns, and got up and danced
when the music moved them. At the end of the day, students left with an expanded sense of cultural diversity.
We hope to welcome WalkAboutDrumCircle to our school again.
Summer 2013 | Page 25
San Diego AA/ACS Reunion
The July 4th weekend was full of celebrations at the Marina Bay in San Diego. 250 + alumni gathered up for the tri-annual
AA/ACS Reunion. Alumni from classes as far back as the 40’s and as recent as the ‘06 class attended. The organization
committee did an incredible job filling the 4 days with fun activities, discussion panels, meetings and parties. Our new Head
of School, Hamilton Clark, was introduced to the alumni during the weekend. Mr. Clark joined the President of the Board,
Nina Joukowsky Köprülü ‘79, and former Head of School, George Damon to celebrate the shared memories and affection
for ACS by our Alumni.
Hamilton Clark’s
Installation.
On Friday, September 20th The American Community School at Beirut
began an exciting new chapter in the school’s history with the installation
of its 23rd Head of School, Hamilton Clark. Alumni, parents, faculty, staff,
students, trustees and local dignitaries gathered to celebrate the start of
Mr. Clark’s tenure at ACS.
Nina Joukowsky Köprülü ‘79, President of the Board of Trustees,
welcomed Mr. Clark to ACS and introduced him to the larger community
while setting the direction for this new chapter of ACS history.
Clark: I’m
thrilled to be part
of this dynamic
community
Hamilton Clark, Head of School
Good Morning. Thank you all for being here today. I am
particularly grateful to our Board President Nina Joukowsky
Koprulu, ‘ACS Class of 1979, that she wanted to fly all the
way from New York City to attend this celebration. I thank
Nina for her kind words and I thank all our speakers for their
warm welcome. Collectively you have demonstrated why the
Lebanese people have such a great reputation for hospitality
and taking an interest in others.
I also want to thank my wife Ceci and recognize her for her
continuing support and enthusiasm for moving with me to
Lebanon. We are excited to be with you, and we are thrilled
to have the opportunity to advance our new school.
The American Community School at Beirut enjoys an
excellent reputation, identified as one of the top schools
in our region and one of the first and best international
schools in the world. As most of you know ACS dates back
to 1905 when we were founded to serve children of AUB
faculty. Later ACS welcomed students from all the expat
community in Lebanon and the region, and even added a
boarding department to accommodate American families
who were working in the Middle East. We are a school that
has been nimble about making transformations. After our
enrollment shrank dramatically during the Lebanese civil
war, when we were so ably and loyally led by Catherine
Bashour, we changed our mission and opened our doors to
Lebanese students. Today we enroll 1050 students from the
international and Lebanese communities, and we strive to
give them the best possible American style education.
In fact, the reason I am with you today is because our Board
President, Nina, took the time to visit me in Philadelphia last
year to extol the mission and educational promise of ACS. I
was impressed by what Nina shared with me, that here in the
Middle East where most schools continue to promote rote
learning, ACS was focusing on critical thinking, cooperative
learning, and helping students to develop their voice, and
learn to speak out.
I was struck with the idea that while most schools in this
region are sectarian, ACS goes out of its way to enroll
students from different religious, economic, national, and
ethnic backgrounds, and focuses on helping these students
to learn how to work and live together. As Nina continued
to describe the school to me, I started to think that if ACS
could bring this diverse group of young people together,
provide them with a great education, and help them to fulfill
their potential and take on leadership roles, then perhaps we
could, in at least a small way, begin to create positive change
in Lebanon and throughout this part of the world. Why not
think big? Why not work with a school that can help to make
a real difference?
I am excited about big ideas and big possibilities, and
have never shied away from a challenge. Let me take this
opportunity to tell you a little about my background.
Summer 2013 | Page 27
I grew up in Boston and have been a life-long fan of the
Boston Red Sox baseball team, in some years a very
challenging and lonely affiliation, this year a rewarding
experience, rooting for the best team in Baseball.
I attended Trinity College in Connecticut; started my career
working in college admissions, and then came back to
Boston to attend the Harvard graduate School of Education
where I received my Master’s degree.
I have been a college counselor, taught English, History,
Ethics, and Religion, I have coached Football, Hockey, and
rowing, and I love to be active, continuing to run, play tennis
and golf, and to watch students participate in sports and
other endeavors.
I was the Assistant Director of the International school in
Zurich, and have most recently been the Head of 2 excellent
independent schools in Pennsylvania, one in Pittsburgh,
the other, Episcopal Academy in Philadelphia. Episcopal
was founded just after the American Revolution, and my
task there was to raise the money and move 200+ years of
history and tradition, from a campus that had come to be
too small and confining, to build a new campus on a farm
property 10 miles to the West. I loved that challenge; we
built 7 beautiful new buildings, created 9 new fields, and
through the generous donations of parents and alumni,
raised 100 million dollars, and prepared the school to thrive
in this new century.
With our own three children out of college and in their first
jobs, Ceci and I decided it was time for us to head back
overseas, to have our own adventure.
We met Nina, we visited ACS, and then met former AUB
President John Waterbury, now an ACS trustee, who with
his love for Beirut, helped to close the deal. I was fully
persuaded, and am thrilled to be with all of you at ACS.
So what lies ahead?
First, for me, is a lot of listening: listening and learning from
as many of you as possible about your hopes and dreams
for your children and for ACS.
I want to live out our mission and ensure that we are
encouraging a diverse group of students to learn from each
other, helping them to learn to work and play together.
I will do everything I possibly can to be certain that we
are equipping our students with the requisite language,
communication, problem solving, technological and
interpersonal skills to take their roles as leaders in whatever
fields and in whatever locations they choose.
In an unstable region, I want to assure that ACS is a safe
haven, a school where there is respect and compassion for
all, and a school of the highest standards where we work
hard and work intelligently, and aspire to excellence in all
that we do.
With the ups and downs of life in Beirut, we must commit
to raising endowment dollars to have confidence that ACS
will sail seamlessly through any rocky patches we may
encounter.
Finally, we have an outstanding faculty, and we have a
bright and willing student population, young people who
are focused and serious about their learning. We have a
campus we are fond of, a place where we have created
wonderful memories, but as a school that has been an
admired leader in education, we need to work together
to enhance these facilities and ensure that students and
faculty have the space they need in academics, arts, and
athletics to do their very best work. Together we will create
more flexible and purpose built space, thoughtfully designed
to best serve our community and its educational needs for
a future that may be hard to imagine and harder to predict,
but one for which all of us, particularly our students, must be
ready.
I am honored to be with you, I am thrilled to be part of this
dynamic community, and I look forward to working with you
to ensure a very bright future for ACS.
Speech
welcoming new
head of school
Nina Joukowsky Koprülü, President of the Board of Trustees
On behalf of the BOT, it is my honor and pleasure to
formally, ceremonially install ACS’s 23rd head of school,
Hamilton Clark. Some of you have already met our new
headmaster, and many more have read the materials that
describe in greater detail Mr. Clark’s most impressive
career as a thoughtful, creative and highly effective leader in
education. I therefore not repeat what I expect most of you
already know.
When the board announced its decision to elect Hamilton
Clark as ACS’ next head of school, I expressed the
sentiment we all shared as we unanimously chose him
from a highly qualified field of candidates. Mr. Clark is a
respected and articulate spokesperson for education with a
depth and broad spectrum of leadership that will enable him
and ACS to begin his headship with confidence.
During the search process, the seven member search
committee was struck not only by the considerable and
enthusiastic feedback we received about Mr. Clark, but
also by the extent to which his qualities and attributes
match what members of our school community so clearly
articulated they were looking for in ACS’ next head. In the
more than four hundred responses to the Online Search
Survey, our ACS community of alumni, parents, faculty,
staff and students spoke clearly about their hopes for the
next ACS head: an educator with intellect, judgment, vision
and humor, an accessible and compassionate listener and
mentor for ACS’ diverse faculty. We have found these
qualities, and more, in Mr. Clark.
In his personal statement and in his conversations with
trustees, Mr. Clark emphasized his deeply held belief
that “Education can and should be transformative and
we need to allow students to explore and develop their
passions and interests.” He added, “Young people want
to grapple with real problems and create and figure things
out that are of interest to them. As educators, we need
to embrace new modes
of teaching by creating
a culture that rewards
creativity, innovation, and
collaboration.”
As you will soon learn
firsthand, Mr. Clark has
extraordinary zest, energy,
irresitible openness and
a healthy sense of humor,
often at his own expense.
He is a man of principle
who clearly conveys his
values, believes in honest
and open discourse,
who expects as much or
more from himself as he does from others, who speaks of
effectiveness, of deep caring and concern for others, and
of a team leadership that aspires to the highest standards
of performance while exerising a touch of humility as well as
having the courage to take a risk.
Irrepressible, thoughtful and smart, Mrs. Clark is a vital,
essential and spirited addition to the ACS family. During
the two visits that the Clark’s made before accepting this
post, it’s been clear that Mrs. Clark is not a trailing spouse.
They made the decision together. What a gift to the ACS
community to have both of them so committed in joining us.
The selection of the head of school is one of the great
responsibilities of trusteeship, and I know the rest of the
board joins me in feeling privileged to have thoroughly
exercised that responsibility, and to have arrived, with
Hamilton Clark, at the threshold of an exciting future. We
have confidence that Mr. Clark can foster what is needed
most: ACS students, who will contribute their learned
skills and leadership, to create and encourage a peaceful,
respectful, and responsible world. Our students need to be,
up, to that task.
I am sure you have already surmised that my personal
excitement for Mr. Clark is high and is already contagious on
our ACS campus and community.
Ladies and gentlemen, our
headmaster, Hamilton Clark.
Summer 2013 | Page 29
THE SENIOR GRADUATION
AWARDS
Dania Maaliki Tarabishi, Science Department Head, Grade 12 Coordinator, Chemistry (IB & HS) Teacher
Each year, at graduation, seniors who have excelled
according to given rigorous criteria receive prestigious
awards. The faculty nominates students for four awards:
The Blair Harcourt Award, The Walter Prosser Award, The
Citizenship Award and The Fine Arts Award. Nominees’
academic records are studied to determine those who are
eligible for consideration. In addition to meeting the criteria
for each award, the students should show integrity, so the
file of each student is thoroughly reviewed for:
- a sustained commitment and an appropriate standard of
discipline
- an exemplary ethical behavior, upholding school policies
- a high level of academic, social and behavioral integrity
- all passing grades in High School
- the CS requirements that must have been met
- a work of quality on the senior project or IB Extended
Essay
It is an honor to announce that this year, the following
seniors were selected:
• Tanisha Singh for the Walter Prosser Award
Walter Prosser selflessly served for years on the ACS’s
Board of Trustees. She embodied what is best in a liberal
education: a problem–solver, a well read and cultured
person as well as a life-long learner who is responsible,
caring, intelligent and thoughtful of others. This award
goes to a student who exhibits this spirit. The student
who receives this award has to have a very high academic
standing as well as demonstrate exceptional application of
her learning in contribution to school and community. It is
our most prestigious award that includes a $800 check from
the Prosser family. As the faculty puts it: “Tanisha is a leader,
personable, creative, dynamic, smart, energetic, playful, a
team player, pro active, organized, highly principled, caring,
sensitive, honest, detailed and compassionate.”
“Tanisha has developed a robust work ethic. She
demonstrates integrity and honesty and has developed
a strong sense of fairness, justice and respect for the
dignity of the individual, group and community. She has
the strong desire to make a difference in the lives of others
throughout the global community. Tanisha has a wide and
varied knowledge base. She enjoys learning for the sake
of discovering new and different ideas. She approaches
unfamiliar situations and uncertainty with courage and
forethought. She explores and evaluates a range of points
of views, is open to the perspectives, values and traditions
of other individuals and is eager to grow from these
experiences. This love of learning is strongly imbedded
within her.”
• Nadine Kassem for the Fine Arts Award
Nadine has achived a G.P.A. of 3.5 in the Fine Arts
courses taken at ACS and has shown outstanding effort
and achievement in the Fine Arts. She has participated
in extracurricular events based in the Arts and/or used
her own talents to benefit the school. As the Fine Arts
department explains: “Nadine has shown herself to be a
dedicated creative hard working student who approaches
the making of her art work with enthusiasm and a desire to
learn. Nadine took part in a workshop on calligraphy and this
exposure was the driving force behind her 2 year exploration
of the world of calligraphy, the multiple artist media. When
Nadine is thrown a challenge she jumps on it and pursues
learning until mastery. She is also unique in her pursuit of
research and investigation. Though all students are required
to do research throughout the 2 years, Nadine desire to
learn and experiment with new techniques was always
stimulated by her independent approach to research. She
looked at multiple artists, cultures and historical contexts
from which she built her work. Nadine has also been actively
putting her varied artistic skills to work thoughout the school
community. She created, produced and donated 20 T-shirts
and a variety of scarves for this years’ fashion show, using
her calligraphy skills to highlight student fashion design in
the making. Her talents are not limited to the visual arts as
she is also an accomplished dancer, taking part in several
performances throughout the past 4 years including pep
rallies, Unplugged and other community events. She has
worked with the schools dance group and individually
with other dancers for public performances. Sheis an
inspiration and role model for younger dancers at ACS.
Her inspirational, positive approach to life and willingness
to jump in and help out has served her well, but most
importantly it has been a positive stimulus to many students
in our community.”
• Ramzi Kaiss for the Citizenship Award
For his exceptional contribution to school and the
community, Ramzi has received this award. As the faculty
explains: “Ramzi is a gentleman with a keen sense of
commitment to the community, [a desire to do] service
projects, compassion for those less fortunate than he
Summer 2013 | Page 31
Bilal Abdallah
Joanne Roland Chachati
Yasmine Attar
Mohamed Abdel Rahman
Wazzi
Jad Faisal Wahab
Jamie Sue Jamil Hakim
Nadine Mustafa Kassem
Tanisha Singh
Tala Nour Kassassir
Reem Mohamed
Chamseddine
Rassil Kassem Barada
Ramzi Marwan Kaiss
Ramzi Hassan Elkawa
is, an appreciation for the people and
talents represented by various cultures
and a deep understanding of learning
for his own sake. Ramzi is one of those
individuals that is liked by all and brings
out the best in other people. Ramzi is not
just an academic star; he has made his
mark at school and in Lebanon by being
a community organizer and activist. Ramzi
Kaiss is a genuine individual, it is obvious
his commitment comes from the heart.
It is no surprise that he was elected the
President of the National Honor Society.
He is proud of his involvement in the
school newspaper, Aleph Be, where he
is the managing editor. He is trustworthy
and has impeccable follow-through as
his responsibilities include planning out
the topics for the newspaper and making
sure that the entire process runs smoothly.
Ramzi is the founder of “Schools for
Lebanon”, a community service group that
reaches out to underserved schools in
Lebanon.”
An additional award that is decided
upon by GPA computation
only, the President’s Award for
Educational Excellence, was given
to seniors who have achieved a
3.5 cumulative G.P.A. or higher for
grades 9 through the entire senior
year and were in the 85 percentile
in either math or reading on a
stadardized test. The distinguised
students are:
• Tanisha Singh
• Reem Chamseddine
• Joanne Chachati
• Tala Kassasir
• Ramzi ElKawa
• Hisham Hijjawi
• Bilal Abdallah
• Jamie Hakim
• Jad Wahab
• Yasmeen Attar
• Rassil Barada
• Ramzi Kaiss
• Mohamed Wazzi
Congratulations to all awardees for
their hard work and commitment!
“Mabrouk” to all graduates!
June 6, 2013 marked the 102nd Commencement Exercises of the American Community School at Beirut. Arwa
Damon, CNN Senior International Correspondent, was the guest speaker.
67 Nigeria Street, Jal el-Bahr
P.O.Box 11-8129, Riad El Solh,
Beirut 2035-8003, Lebanon
Tel: 961 [1] 374 370 Fax: 961 [1] 366 050
www.acs.edu.lb
ACS Matters is prepared and produced
by the Development
and Alumni Affairs Office
[email protected]