Celebrate 100 years PreParing to - collaboration & créativité - The Study
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the study magazine
Preparing to
celebrate 100 years
embracing collaboration women of
2015
multilingualism & créativité character
100
years!
We want you to be part of our
celebration as you have already been
part of our success. Please join us
at one of our Centennial Events.
A sneak peak at just
some of the special events
Book Launch
September 17, 2015
Founder’s Day Homecoming
Reunion Weekend
October 23 & 24, 2015
Gala Centennial Celebration
May 6, 2016
2015
in this issue
THE STUDY AT 100
2 19
Message from the The ART Room
Chair of the Board a Magical Place
of Governors
with distinction
3
Message from 20
the Head of School Young faces of
philanthropy
in the classroom
4 22
Ivy League University
Early Literacy
Tour
and Numeracy
6 23
Collaboration Congratulations to
et créativité the Class of ’14
being active alumnae events
8 24
Boundless energy… HOMECOMING 2014
hard work and
much fun alumnae profiles
in the classroom 27
WOMEN OF CHARACTER
10
Embracing class notes
Multilingualism
30
12 In a class of their own
Advanced Placement
(AP) Chemistry stream
foundation
13 34
Career Education Annual Giving VS.
at The Study – 2015 Endowment Giving
feature 35
6th Annual Builder’s
14 Reception
the study at 100
36
the arts Get. Guard. Grow.
18
Creating the Magic
of Theatre
“There is no creation without tradition;
the ‘new’ is an inflection on a preceding form;
novelty is always a variation on the past.”
- Carlos Fuentes
chair of the board of governors
G
ood schools are forward looking entities constantly Les bonnes écoles qui ont une perspective à long terme, cherchent
setting ambitious goals. Thoughtful strategic constamment à se fixer des objectifs ambitieux. Une planification
planning is critical, particularly during these stratégique rigoureuse s’avère indispensable tout particulièrement
somewhat tumultuous times in education in dans le contexte quelque peu tumultueux de l’éducation au Québec.
Quebec. It strengthens our vitality and prepares us Cette planification renforce notre vitalité et nous prépare à l’avenir
for the exciting future taking shape at The Study, allowing our school prometteur qui prend forme à The Study.
to capitalize on its potential, all the while remaining steadfast true Cela permet à l’école de tirer profit de son
to its mission. potentiel tout en restant résolument fidèle
The upcoming focus for the Board in the coming months will à sa mission.
be the completion of the 2015-18 Strategic Plan: reaffirming our Au cours des prochains mois, le Conseil
strengths, embracing our future and honouring our legacy. The timing va se consacrer essentiellement à la mise
is terrific, as there are few provocations for reflection more pronounced au point du plan stratégique 2015-2018:
than a centennial. We are fortunate to be guided by a century of réaffirmation de nos forces, anticipation de
experience, a school-wide commitment to l’avenir et perpétuation de notre héritage.
excellence and a very supportive community. Le moment est bien choisi, car la célébration
The Study of Today, our Board envisions a bold new d’un centenaire constitue une occasion
tomorrow: future for The Study, one that will give comme nulle autre de faire le point. Nous
Our Strategic our girls the most stimulating learning avons la chance de compter sur une expérience qui s’étend sur un
Plan environment possible and will keep us at the siècle, sur une volonté d’excellence de la part de toute l’école et sur
forefront of independent schools in Canada. le soutien très fort de la collectivité.
I would like to sincerely thank all the parents, À l’heure actuelle, notre Conseil envisage un brillant avenir pour
alumnae, faculty, administrators and students who are contributing The Study. Un futur qui apportera aux élèves un milieu éducatif le plus
to the strategic planning process, your input is essential. I also want to stimulant qui soit et qui nous permettra de nous maintenir au premier
emphasize how much I appreciate the efforts of those who will help rang des écoles privées au Canada. Je tiens à remercier sincèrement
us realize this optimistic and enthusiastic vision of the future, in toutes les familles, les anciennes élèves, le corps enseignant, les
particular our Head of School, Nancy Sweer. We are looking forward to administrateurs et les élèves pour leur contribution lors du processus
sharing this vision with our community shortly. I am convinced that de planification stratégique, leurs propositions sont essentielles.
together we will succeed in planning today, The Study of tomorrow. J’aimerais également rappeler à quel point j’apprécie les efforts de ceux
qui nous aident à concrétiser cette vision optimiste et enthousiaste du
futur, en particulier, la directrice de l’école, Mme Nancy Sweer. Nous
sommes impatients de faire partager cette vision à notre collectivité.
Je suis convaincu que, tous ensemble, nous parviendrons à façonner
aujourd’hui The Study de demain.
Trillium 2015
James McDonald
Chair, Board of Governors
Président, Conseil des gouverneurs
| 2
head of school
Je suis très heureuse d’être la directrice de The Study à un moment
charnière entre son passé et son avenir. La célébration du centenaire
de l’école et l’élaboration de notre nouveau plan stratégique
constituent une occasion de faire une pause dans le temps présent
pour réfléchir aux traditions du passé et à la vision d’avenir. Le passé
du Study sert de formidable tremplin pour avoir des idées créatrices,
pour innover et pour approfondir les possibilités d’apprentissage
I
de nos filles.
am fortunate to be the Head of School at the crossroads of Pour aller de l’avant et nous distancier du milieu éducatif
The Study’s past and future. The celebration of our Centennial traditionnel, nous continuons à nous concentrer sur les stratégies
year, and the development of our new strategic plan, afford pédagogiques destinées à combler les besoins de nos « filles
us with an opportunity to pause in the present moment and formidables », alors qu’elles occupent fièrement les fonctions de leaders,
reflect on the traditions of the past and our vision of the d’auteures, de philosophes, de scientifiques, de mathématiciennes et
future. The Study’s past is a fortified springboard for envisioning creative d’artistes. Grâce à l’apprentissage hybride, à l’enseignement axé sur
ideas, innovation, and deeper learning opportunities for our girls. l’expérience, à l’utilisation d’outils technologiques en temps réel, et à
Moving forward, out of the traditional learning environment, un approfondissement de la compréhension du monde global, nous
we continue to focus upon educational strategies that will meet the disposons des étapes nécessaires à l’élaboration de notre nouveau
needs of our “great women”, as they unabashedly take their position programme pédagogique.
as leaders, writers, philosophers, scientists, mathematicians and
artists. Blended learning, experiential educational opportunities, nous concentrer sur les stratégies
the employment of technology for real-time learning, and the pédagogiques destinées à combler les
development of a deeper understanding of the global world currently besoins de nos « filles formidables »
provide us with our first steps as we mold our new educational plan.
Our students have been immersed in The Study’s roots for a Durant un siècle, nos élèves se sont solidement enracinées dans
century. Our outstanding staff and faculty continue to provide les traditions de l’école. Notre corps enseignant et notre personnel
opportunities for our students to confidently create and innovate, exceptionnel continuent à leur offrir des occasions de créer et
developing resilience as they forge ahead into an exciting future. d’innover en toute confiance et de faire preuve de résilience alors
This issue of Trillium provides the perfect medium to stop, ever qu’elles s’élancent vers un avenir prometteur.
so briefly, to reflect on our outstanding accomplishments as a school
and spring, by light years, into the next era of The Study.
Trillium 2015
Nancy Lewis Sweer
Head of School
Directrice de l’école
3 |
Joseph D’Intino
M.ED., Enrichment Specialist
CURR
NUMB I C U LUM
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KN O W LE D G E
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DATA
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S K IL L S
L I T E R A A B IL IT Y
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C U R R I C U L U SU GE
LEAR NING AB IL IT Y
Early Literacy
and Numeracy
Trillium 2015
Building the Base for Years to Come
| 4
in the classroom
PRE-K MILESTONES
NUMERACY
W
hen building a business, a stadium,
or even a Lego-tower, a strong base Shape recognition
allows for better growth and development. Experimenting with
This principle is true for academic learning as quantities, structures,
well. The stronger the base, the better the growth. and patterns
Therefore, it should come as no surprise that
stronger literacy and phonological awareness Learning how things
skills during early academic levels predict better relate to each other in a
reading scores later on. The same is true for physical environment
numeracy awareness and mathematics scores. Learns to count
There are several things that teachers and parents backwards from 5 and
can keep in mind as they guide students onto a then from 10
strong academic path.
Understands and uses
AUTHENTIC LEARNING EXPERIENCES ordinal terms (1st, 2nd…)
As children begin school and find their way Begins to learn how to
through their first few years, they will develop the for stronger reasoning and calculation skills write and use numbers
fundamentals for literacy and numeracy. There is to develop. Moreover, most types of play and up to 10.
no doubt that children will experience the typical multisensory activities can further add to
routines of counting, tracing letters, and engaging authentic learning experience and opportunities PRE-K MILESTONES
in similarly highly structured early literacy and to apply knowledge to new experiences. L I T E R AC Y
numeracy activities. However, the long-lasting
Expressive and receptive
learning, and the factor that will set some EARLY INTERVENTION
language should be
students ahead of others, is the opportunity for As with anything, there will certainly be hiccups
well-developed
transfer or generalization of these skills. Simply along the way, including reversals of letters and
stated, those students who are encouraged to numbers, misspellings, and miscalculations, Beginning of
apply their knowledge of numbers and letters to among others. If teachers or parents notice that phonological awareness
authentic learning situations will develop stronger the child’s development is not where it should (letter-sound match)
reading and arithmetic skills and over time they be, early intervention is always recommended.
Pre-reading skills
will learn to generalize their skills to a multitude Intervention and remediation at an early age
(handling books, turning
of situations. is more effective than later on in a child’s
pages, following a story)
Authentic learning experiences are those development.
in which someone learns a skill or information Recognizing the initial
through engagement in an activity that reflects HAVE FUN WITH IT! sounds of words
a real-life event. Most language development Children are curious and they have an innate
Basic rhyming with one
takes place through these types of experiences. In need to explore their environments. The period
or two syllable words.
fact, children benefit from having conversations of language, literacy, and numeracy development
with people who are more advanced than they is one full of opportunities for learning. Every
are, whether it is by a few months, or many trip to the grocery store, every walk to the park,
years. They learn from the interaction and the and every book read together allows for some new
experience. Similarly, encouraging students to exploration of language or numbers. The larger above all around excitement
as kindergarten girls priya
apply their understanding of quantity, addition, the input, the larger the output. More time spent kennedy AND EVA-ROSE VARIN
(both ’26) explore relative
subtraction, and geometry to everyday situations on learning new words together or exploring numeracy
in tandem with multi-sensory projects allow new concepts leads to more automaticity and
transfer of skills in unfamiliar environments.
Trillium 2015
Most importantly, positive learning experiences
foster a love of learning. As teachers, educators, or
parents, we can teach children to have fun with
5 |
their learning and to find an opportunity to learn
something new in any context.
Collaboration
En les préparant
pour leurs
carièrres de
demain
et créativité
Sylvie Lafleur, Directice de l’école primaire
À
l’école primaire The Study, nous
avons nettement emboité le pas à
l’éducation qui doit être dispensée
au 21e siècle. Les élèves mettent
en pratique collaboration et créativité afin de
solutionner des problèmes de toutes sortes. Dans
le processus, par le fait même, elles peaufinent
leurs notions de leadership. que les filles seront demain. Dans ces trois
Peu importe la matière enseignée, les élèves ont disciplines, elles se retrouvent en mode résolution
le goût d’apprendre. Les approches pédagogiques de problème. Elles apprennent effectivement,
préconisées, comme les classes inversées au 3e par l’expérimentation, à trouver des solutions à
cycle du primaire, appellent à la collaboration. des situations qu’elles rencontrent. Tout comme
En effet, les élèves apprennent la théorie de dans le nouveau “Makerspace”, laboratoire de
façon indépendante et arrivent en classe prêtes à technologie et de robotique, les élèves développent
partager le fruit de leur écoute et outillées pour leur créativité tout en réfléchissant à des façons
faire la mise en pratique de ce qu’elles ont appris. originales de remédier à des problèmes, que ce
L’utilisation de la technologie est un élément soit en arts, en science ou en technologie. Cette
clé de cette approche. L’enseignant devient un habileté à solutionner des problèmes se transpose
guide permettant aux élèves d’atteindre leur sur le plan social, domaine où les filles mettent
ABOVE Isabella
plein potentiel de façon autonome. Les filles à profit leur créativité pour résoudre des conflits. Michel-Decker,
Florence Stewart
peuvent ainsi s’approprier leurs apprentissages En effet, lorsque les filles travaillent à des projets (both ’22), enjoying
collaborating in
qui deviennent mieux adaptés aux styles mettant de l’avant leur créativité, elle apprennent elementary science
d’apprenantes. aussi l’auto-régulation et le contrôle d’elle-même. lab TOP RIGHT
Sofia Charmand,
Le bilinguisme et l’apprentissage des langues Lors de travaux d’équipes, elles développent leur Alexa Bichar, Emma
Asheghian (all ’21)
est toujours au centre des préoccupations de habiletés de négociatrices, ce qui contribue à en happy to be creating
in the new L’Espace
l’école. Nous avons le soucis d’exposer les élèves faire d’excellentes communicatrices. Français. RIGHT Model
drawing of the new
à une panoplie d’expériences en français, en Il est bon de se rappeler la mission de l’école L’Espace Français
once completed.
anglais et dans une langue tierce. Nous voulons qui est de: “Guider les élèves de The Study pour
instiguer l’amour de l’apprentissage des langues. qu’elles atteignent leur plein potentiel en prônant
Cette fluidité en français et en anglais, en plus un enseignement de qualité propre à faire naître le
d’apprendre les rudiments de l’espagnol et du goût d’apprendre, afin de développer un bon sens
mandarin, permet aux filles d’être ouvertes sur de leadership dans un environnement diversifié
la diversité du monde d’aujourd’hui, tout en les et ouvert sur le monde où la personne comme
préparant pour leurs carièrres de demain. La le groupe sont pris en compte”. Cette mission
fluidité de la communication est primordiale à la table sur nos valeurs profondes. Notre but est de
Trillium 2015
compréhension de l’environnement dans lequel construire l’assurance et l’estime de soi des filles.
elles évolueront. Si elles croient en leurs capacités, elle prendront
Les cours d’arts, de science et de technologie les rênes de leur destinée. N’est-ce pas le plus beau
| 6
contribuent tout autant à construire les adultes legs que nous puissions leur faire?
in the classroom
Avez-vous
déjà rêvé en
français?
France Gauthier, Enseignante et coordonnatrice
du département de français au primaire
Dans l’intention de permettre à leurs élèves de
rêver à un avenir qui reflète leur vie bilingue à
The Study, les enseignantes du département de
français ont eu l’idée de créer un espace, à la
fois ludique et créatif, qui permettrait aux élèves
de tisser des liens avec la francophonie des
Amériques et d’ailleurs. Grâce à Skype ou
FaceTime, elles voyageraient en français de
façon virtuelle.
De plus, cet espace servirait à la vente
de collations santé et d’articles scolaires de
dépannage (crayons, gommes à effacer, règles).
Ce service serait entièrement géré par
les élèves du 3e cycle
dans le cadre d’un projet
GRÂCE À SKYPE OU FACETIME, d’entrepreneuriat favorisant
ELLES VOYAGERAIENT EN l’application de différents
FRANÇAIS DE FAÇON VIRTUELLE. concepts étudiés en
mathématiques.
Voyant tout le potentiel de cette idée, Mrs.
Sweer a su dénicher un espace parfait, qui pourra
accueillir deux classes d’un même niveau; ce qui
facilitera les rencontres avec différents invités:
auteurs, comédiens, chanteurs, cuisiniers. Ces
rencontres permettront aux élèves de découvrir
ce que la culture francophone a à leur offrir; car
il faut bien l’avouer, le français, c’est bien plus que
des dictées ou l’art de conjuguer.
Cela fait maintenant un peu plus d’un an que
les enseignantes travaillent à ce projet, qui a
nécessité entre autres de la recherche, un plan
d’aménagement et la création d’une bibliothèque
musicale francophone. Certains travaux de
rénovation ont même été réalisés.
Cet espace ludique et créatif, où il fera bon vivre
en français, n’a pas encore de nom; nous avions
Trillium 2015
pensé à L’Espace français, La Francosphère ou
Le Francolab, alors si vous avez des suggestions,
n’hésitez pas à les partager avec nous.
7 |
Notable
quotes
from our esteemed
and dedicated Athletic
Director, Laurie Traylen
“Players—trust your
teammate to do
her job well”
…
“Remember—you are
y
who you are when
g
no one is looking”
r
“Thank you for
e
representing The
n
Study so well ...you
e
impress me everyday”
s
“Whatever you do
Study PE staff and
s
coaches...do it in the
e
best interest of the
player”
dl
“The other team is
n
not the enemy, they
u
are the opponent,
without them, we n
o
do not have a game” fu
h
B
uc
m
RIGHT (l to r) Zoe Wong and &
Alexandra Kouri (both ‘17) k
doing basketball drills in
or
the gym all while displaying
w
rd
that boundless energy
habeing active
CATHERINE BOISVERT, SPORTS CAPTAIN ROWING Expert and novice
rowers, sports captain
Catherine Boisvert’15,
Ellen Kharlanov’19 and
“T he world needs great women,” a phrase
so important to us at The Study; yet, do
we know the full meaning of it? We all resort
Marisa Dariotis’15 enjoy
practice time on the
water at the Olympic Basin
TOP Center Rawan Jamal
Alhashemi & Charlotte
Lebon (both ’22) having fun
to the same answer: academics, knowledge and while learning to catch
MIDDLE CENTER elite
perseverance are only some of the qualities that tennis player Erica Di
Battista’19 and physical
make great women. But to me, it’s more than that. education teacher and
It is also having the ability to try new things, to sports FLEX facilitator,
Rikki Bowles, helping Erica
integrate, to adapt, to be positive, to be there for manage her upcoming
academic and athletic
others, and to be a team player. commitments TOP RIGHT
enthusiastic Terry Fox run
Believe it or not, it was only after joining a partICIPAnts, Adélaïde Hugé
and Violette Lumbroso
sports team at The Study that I truly found the (both ’24) in background
Audrey Kaine’23 Grades 5
answer to my question. In The Study’s athletics, & 6 Soccer team; Top (l
to r) Sofia Darmo-CAVALLÉ,
these important factors that make up great Sarah Picciola, Gloria
women are found everywhere. I got to try rowing, paraschivoiu, Julia MARIE
Malus, Tessa Hason, Filipa
for example, a sport I never thought I would try, Alloul, Ana Gordon, Ana
Shi, Rose Brisebois, Sophie
and now it’s a passion of mine. When there was Higgins, Alessia Mellati,
Amel Melanson, Millie
no one to be goalie for our hockey team, I adapted Penner Center (l to r)
Lora MacDonald-Palmer,
to our team’s needs and stepped up to be the Talia Trottenberg, Emma
Bedjaoui, Melina Mellati,
goalie, a decision I will never regret. Victoria Petrecca-
Berthelet, Mia Calandriello,
Athletics at The Study have taught me that Chiara Ferri, Bianca
being a good leader is not always about being on Maselli, Sophia Creaghan
Front (l to r) Victoria
top, but instead about being part of a unit. Yes, Hason, Julia Capolicchio
and Emma Goucher
the world needs great women, and thanks to our Gym C
lass
1960’s
athletics program, we are that much greater.
Trillium 2015
9 |EMBRACING
Multilingualism
AN ESSENTIAL PART OF BEING A GLOBAL CITIZEN
Patricia Briand, Senior School Director
W
alking through the halls of
The Study, it is common to hear
students chatting with one
another, switching effortlessly
from French to English and back again. This
feature of bilingualism and multilingualism,
known as “translanguaging”, allows speakers to
access different features of various languages to
maximize their communicative potential. Study
students probably don’t think much about this
ability, but as we plan our curriculum and look
to the future, educators and parents alike
understand that in an increasingly multicultural
society, language skills and intercultural
understanding are no longer a luxury—they
are an essential part of being a global citizen.
IF YOU TALK TO A MAN IN A LANGUAGE HE
UNDERSTANDS, THAT GOES TO HIS HEAD. IF
YOU TALK TO HIM IN HIS OWN LANGUAGE,
THAT GOES TO HIS HEART. - NELSON MANDELA
Language is integral to the human experience.
It contributes to the cultural richness of society, to
personal fulfillment and to mutual understanding.
Living in Québec, our students have a unique KEY CONCLUSIONS OF RECENT LANGUAGE RESEARCH
opportunity to experience two languages and
cultures on a daily basis. The Study’s third Multi-linguals’ brains are more efficient Children who have studied a foreign
language program (Spanish & Mandarin) further when multitasking and reasoning. language show greater cognitive
encourages students to engage themselves as development in such areas as mental
Children who have studied a foreign
global citizens, increasing their cultural flexibility, creativity, divergent thinking,
language achieve higher scores on
intelligence. However, research is showing us that and higher-order thinking skills.
standardized tests in reading, language
the benefits of multilingualism extend far beyond
arts, and mathematics than those who Being proficient in a foreign language
global citizenship. Whether they are speaking
have not. provides students with a much greater
French, English, Mandarin, or Spanish, Study
skill set upon graduation from high
Girls are looking toward the future with open Studying a foreign language helps
school, hence greater opportunities,
minds and hearts, and an increased awareness students increase their sensitivity to
professionally and personally.
that in the 21st Century, the world may be flat, and understanding of the language,
Trillium 2015
but it is richer than ever. values, customs, and traditions of Multilingualism may delay the onset
others, fostering a sense of humanity, of dementia and Alzheimer’s.
friendship, and diversity awareness.
| 10
Top (l to r) Victoria Sebag & Sarah Petrecca (both
’16) in an animated discussion about the classic
thought-provoking novel “L’étranger” by Nobel
Prize winning author Albert Camus (1957)in the classroom
Chère Marie,
Julie Caron, Avant de commencer, je dois
te demander de ne pas ressen
de ma condamnation. La mo tir de peine au sujet
Senior School French teacher
rt est inévitable, et tu dois sav
ne changera pas mon destin. oir que ton malheur
Cela dit, l ’emprisonnement off
En 1942, beaucoup de temps pour penser
à la vie, à la mort et à tout
re à l ’homme
ce qui se retrouve
les lecteurs français entre les deux, et j’aimerais par
tager quelques-unes de mes pen
découvraient un Commençons par toi. Le jour sées.
où tu m’as demandé si je t ’aim
répondu avec honnêteté : je ne ais, j’ai
livre troublant du t’aime pas. J ’aime la compag
Mes souvenirs de toi sont liés nie que tu m’offres.
jeune philosophe aux plaisirs de la vie : on alla
restaurant… Te rappelles-tu la it à la plage, au
algérien Albert Camus: journée où l ’on a entendu Ra
battre sa maîtresse? Juste ava ymond, mon voisin,
“L’étranger”. Dans ce nt, tu portais un de mes pyja
tu voulais qu’on intervienne, qu’ mas et tu riais. Puis
livre aux consonances on appelle un agent. Mais je
Marie, avant d’être emprisonn n’aime pas les agents.
absurdes, le personnage é, je vivais un bonheur incons
suis pleinement heureux, car cient. Maintenant, je
principal, Meursault, je comprends ma réalité. Oui,
la plage. Pourtant, j ’aurais pu j ’ai tué un Arabe sur
semble indifférent aux ignorer sa provocation. Pourqu
Pourquoi ai-je tiré quatre balles oi ne l’ai-je pas fait?
normes sociales et aux supplémentaires sur son corps
la chaleur? On ne le saura jam inerte? Le soleil,
notions de bien et de ais. D ’après la justice, je suis
criminel haï qui sera tué « au un meurtrier, un
mal. Meursault tue un nom de la France ». Mais, en
crime? vérité, pour quel
Arabe et subit un procès
La société dicte que la réactio
qui mettra en lumière n appropriée, suite à la mort
la tristesse et le deuil. Or, à de sa mère, est
un système de justice la mort de maman, le jour apr
je suis allé me baigner avec ès les funérailles,
tordu, jugeant non son toi. On est allé au cinéma. On
à ne rien faire. Les juges en a passé des journées
crime réel, mais plutôt ont déduit que je détestais ma
souhaitais sa mort. Comme si man et que je
la mort affectait chaque hum
son absence de foi et
de la même façon. ain exactement
de moralité. Ce grand
Les gens effrayés par la réa
lité se réconfortent avec l ’idée
classique de Camus (Prix
Ils prient afin d ’assurer leur de Dieu.
place au paradis. Moi, je ne
Nobel de littérature
Dieu. Le juge d ’instruction et cro is pas en
l ’aumônier m’ont menacé d ’enf
1957) provoque des insensible. Je représente un dan er, mais j’y reste
ger pour l’ordre, car la société
questionnements contrôler les êtres comme mo ne peut pas
i. Mon temps en prison ne m’a
déroutants qui restent en homme de « bonnes » vale pas transformé
urs.
d’actualité. Les élèves de Vers la fin de mon emprisonn
ement, j ’ai compris que l ’espoir
la quatrième secondaire me donnait la fausse illusion d ’un pourvoi
que j ’avais le pouvoir de change
ont tenté de saisir cet je pouvais éviter ma mort. No r mon futur, que
us sommes tous condamnés
univers, en rédigeant la de rêver d ’échapper à mon exéc à la mort. Au lieu
ution, je l ’ai acceptée, et je res
lettre d’un personnage se paix et sérénité. sens maintenant
confiant à un autre. Chloë J’ai simplement envie de com
pagnie. Et j ’accepte que cette
Maas a imaginé une présentera sous la forme d ’une compagnie se
population remplie de haine le
conversation épistolaire exécution. jour de mon
entre Meursault, le
Merci, Marie, pour ton réconf
meurtrier, et sa petite ort,
Meursaul t
amie, Marie...
Trillium 2015
anger
L ’étr
11 |
above ChlOË Maas’ 16 writes an epistolary
conversation between the main character in the
book “L’étranger,” Meursault, the murderer, and
his dear friend MarieAdvanced Placement (AP)
in the classroom
Chemistry stream –
Unique and challenging
Sarah Howard, Department Head, Senior School Science
A
t the start of the 2014-2015 academic years. This then allows them to enroll in the AP
year, seven Grade 9 students embarked Chemistry course during their last year at The Study.
on a journey that will allow them to Students in AP Chemistry will foster their
pursue college-level chemistry in their understanding of chemistry and science practices
final year at The Study. The Advanced Placement through inquiry-based learning of fundamental
(AP) Chemistry stream will allow these students, concepts. While examining topics such as atomic
who are highly motivated and who enjoy being structure, intermolecular forces and bonding,
academically challenged, not only to earn college chemical reactions, kinetics, thermodynamics
credit, advanced placement, or both, but also to and equilibrium, students will further develop
gain a foundation to support future advanced critical thinking and reasoning skills along with
studies in chemistry. an ability to express ideas with clarity and logic,
The AP Chemistry program is designed to be both orally and in writing.
taken only after the successful completion of a
first year course in high school chemistry. For HANDS-ON LABORATORY INVESTIGATIONS
students at The Study, this means that It is mandatory that students in the AP Chemistry
they need to condense three years of course devote a minimum of 25 percent of
science courses (Grade 9 Science the instructional time engaged in laboratory
and Technology, Grade 10 investigations. While engaged in hands-on
Science and Technology laboratory work, students are encouraged to ask
and the Grade 10 questions, make observations and predictions,
option course, design and carry out experiments, analyze data
Environmental and draw conclusions. Laboratory investigations
Science and not only allow the learning of chemical concepts
Technology, through direct experience and observations but
as well as also lead to enduring understanding.
the Grade 11 It is clear that the AP Chemistry stream is a
Chemistry rich, unique learning experience for students who
option) want to challenge themselves while experiencing
into two first-hand the joy that is chemistry.
WHY I LOVE AP SCIENCE - MORGANE DACKIW, GRADE 9
“
First of all, we are only seven girls and we are in a big science lab. Therefore, it’s more of a one-to-one
learning experience with the teacher. We all learn together, almost as one. Second of all, we are
learning at a faster pace and even though that means more homework, it also means that we can
learn more and have more time to delve deeper into things that we are curious about. Lastly, we
have no boundaries in what we learn. We have a minimum but we don’t have a maximum. We
1930’s SCIENCE are encouraged to bring in articles or interesting facts that we found to discuss in class.
CLASS
Recently, we have been learning about all the different systems that make up our bodies. We
Trillium 2015
have looked at how a bite of an apple gets broken down with different enzymes into its simplest
TOP (l to r) Science
Department head Sarah structures and gets absorbed into different parts of the body for different reasons and finally how
Howard, Lindsay Mazliach,
”
Morgane Dackiw (both the waste gets delivered out of the body. At one point, you don’t think of AP science as
’17) completing an
engaging hands-on a class, you think of it as a discussion and a discovery of things that matter.
| 12
biology laboratory
investigation.fostering independence
Career Education 2015
At The Study
Antonia Zannis, Deputy Head
P
reparing our students for the future students do not even realize that they have a ABOVE Deputy Head of School,
Antonia Zannis at the 2014
has always been of utmost importance tremendous advantage because of the skills that graduation with Julia Cohen,
currently enrolled in Dawson
at The Study. In our Centennial year, they have, because they take those skills for first choice pure and applied
science
we reminisce about many things about granted in an environment where everyone at
the early years at The Study, but one of Margaret The Study is immersed in technology.
Gascoigne’s statements is the one that has been,
and continues to be, a guiding light for me—we HAVE A PLAN BUT BE FLEXIBLE
must teach things that really matter. Another factor that plays a role in helping
That statement seems simple, but one must students with Career planning in 2015, is the
consider the complexities of knowing what really fact that the students have to be encouraged,
matters, and being prepared to change with the as always, to have a plan, but, at the same time,
times, as what really mattered in 1915 is very to be prepared to be flexible. Students may have
different in 2015. That being said, with a view to a general path or career in mind, and upon
planning for the future, the values inherent in graduation and further studies, may change that
personal success include strong people skills, good plan. Once in a career, graduates may find that
manners and taking pride in one’s appearance are they need to modify or change plans yet again,
as important now as they were in 1915. There are as careers, themselves, are changing very quickly.
also, however, many differences. In preparation for a chosen path, students require
Our students are moving forward in a world many specific skills, and for some careers, may
where technological skills are crucial and need to be highly skilled in one area, and, in
constantly changing. The students learn, through 2015, in addition to being highly skilled in one
Career Education, and, of course, in each of area, employers are looking for candidates with a
2014
Trillium 2015
their classes, that technology is key to so many broad general skill level as well. All of this results
careers, be it medicine, environmental studies in students having to know about and, most
or marketing. Study students have the benefit of importantly, feel comfortable with, flexibility.
working with technology in a variety of capacities
13 |
and from an early age. In fact, sometimes ourfeature
at
100
a rich past
a bright future
FROM SLATE CHALKBOARDS TO LAPTOP COMPUTERS
AND WRITABLE DESKTOPS, FROM ROWS OF LIBRARY
SHELVES TO THE VAST RESOURCES OF THE INTERNET,
THE STUDY HAS INDEED COME A LONG WAY OVER THE
PAST ONE HUNDRED YEARS. NOW, AS THE SCHOOL
PREPARES TO MARK ITS CENTENNIAL WITH A SERIES
OF EVENTS THAT LOOK BACK AND CELEBRATE ITS RICH
HISTORY, IT IS ALSO A TIME FOR LOOKING FORWARD.
Despite modest beginnings in 1915—just six children
seated at folding tables in a single room in a home on
Drummond Street—The Study expanded steadily over the
next few years, relocating first to a house on Sherbrooke
Street and then up to Seaforth Avenue in 1921, where it
would remain until it moved into its present location on
The Boulevard in 1960. But through it all, the basic values
and mission set out by founder Margaret Gascoigne have
changed very little—only adapted to fit the needs of a
rapidly evolving, technology-driven society.
“The Study was started as a school that taught things
Trillium 2015
that really mattered,” says Nancy Lewis Sweer, now in her
fourth year as Head of School. “When you look at what
was occurring in 1915, the idea of wanting to start a school
with that philosophy was what really catapulted The Study
| 14
forward. The forward-thinking vision was there from the
beginning.”INSIDE A FUTURISTIC
CLASSROOM OF
TODAY AT THE STUDY,
THE MAKERSPACE,
WITH 3D PRINTERS
AND DRILL PRESSES
(IN BACKGROUND)
AND JOYCE CHOI ’21
AND HER MINI LEGO
ROBOTIC HEADSET.
“If you can
imagine it—you
can build it.”
Trillium 2015
15 |100
feature
2
1
GLOBAL MINDSET for Not only do we have 3D printers and the modern role of the teacher. “There
THE COMING DECADES drill presses in the Makerspace, laptop will always be a need for a mentor or
Mrs. Sweer asserts that today a big part computers and iPads have all but coach who is there to encourage curiosity,
of what really matters at The Study is the replaced traditional notebooks. The to help students reflect and answer
need to look forward. “When you’re students of 1915, who were strictly questions, ” she proudly adds, “we are
focused on teaching the things that really forbidden to write on their wooden desk fortunate to have exceptional teachers.”
matter, you ask visionary questions like, surfaces, would be shocked to learn that
What will our world look like 50 years it’s actually encouraged today—the ENCOURAGING CREATIVITY—
from now? What will our girls need to advent of writable desktops means THE GATEKEEPER
know so that they can be effective in that students can now jot down notes, draw, to INNOVATION
world? Considering that the girls who are or work out equations right on their desks, Mrs. Sweer has moved away from the
now in kindergarten will be entering the where the teacher can easily see them. formal stereotype of her position and
work force in 2035, you really have to be aimed to make it more friendly and
forward thinking.” “OUR STUDENTS HAVE accessible. During this year’s opening
This forward-thinking outlook helps
prepare The Study’s students for their
CONNECTIONS WITH day assembly, the introduction of the
student council suddenly morphed into
roles as the leaders of tomorrow, both GIRLS ALL OVER THE an elaborately choreographed hip-hop
locally and around the world. “We think
of ourselves as global citizens,” Mrs.
WORLD” dance led by Mrs. Sweer herself. That
performance, which was posted on The
Sweer says proudly. “Our students have Along with the high-tech look of the Study’s YouTube channel for all to see,
connections with girls all over the world; classroom come equally innovative ways is just one of the ways she encourages
students travel to our sister school in of teaching. Mrs. Sweer is enthusiastic creative thinking. “I open each year with
Nicaragua every other year, we have about how rapidly advancing technology something different,” she says. “ I like to
student exchange programs with schools is propelling The Study’s students into new convey to students that the Head is willing
in Australia, England and France, and on ways of learning. While the memorization to be creative and try different things—
any day you can find students participating of facts, dates and theories remains an and so they can, too! I say, ‘we are great
in a video conference with a faraway important aspect of the process, the women, and great women innovate.’
school as technology plays a key role in modern classroom now places more Echoing the noted educationalist Sir
Trillium 2015
facilitating students’ connections with emphasis on critical thinking, whereby Kenneth Robinson’s call for increased
their peers in other countries.” students are encouraged to discuss and creativity in both learning and teaching,
Accordingly, the look of today’s analyse the concepts being taught in Mrs. Sweer encourages creativity in all
classrooms would seem like the stuff of a collaborative atmosphere. aspects of the curriculum. “Creativity is
| 16
science fiction to Miss Gascoigne’s pupils. Mrs. Sweer is also quick to underline the gatekeeper to innovation,” she says.“MARGARET
While the perceived importance of says of the much-anticipated annual
certain subjects has changed over the GASCOIGNE’S event. “We highly value the importance
years, the philosophy behind the FORWARD-LOOKING of a variety of philanthropic efforts.
founder’s vision has not. One subject Each year our student council chooses
that has remained very strong at The PHILOSOPHY OF A organizations that are in need of support,
Study since the beginning is music. Miss CENTURY AGO IS JUST and the proceeds from various
Gascoigne was also a musician, and she fundraising events throughout the year
instilled that passion in her students.
AS RELEVANT TODAY” are donated to those organizations.”
Today, Mrs Sweer, a classical pianist who Each of the girls will receive a While next year will have a special
has taught music and whose academic centennial tie to mark the occasion. Mrs. meaning for The Study, Mrs. Sweer is
background consists of graduate degrees Sweer cannot help but chuckle when she especially happy to be in exactly the right
in music performance and music recalls how the design was chosen. “We place at the right time, which allows her
education, carries on the tradition. found one of the original ties the girls to see in two different directions. “I’m
“You cannot have education without wore, and a small committee of students very fortunate because I represent the
the arts because true education is all- without hesitation said, ‘It’s a cool tie, here and now of The Study and I’m able
encompassing. Of course we want our girls miss. I’d wear it in this decade!” A major to move it forward—but I’m also able to
to be very strong in French, and in math highlight of The Study’s centennial year immerse myself in the traditions of the
and science—but also in the arts.” Learning will be the launch of a commemorative past.” From this unique vantage point,
is a tapestry, woven together by strands of book that traces the school’s history. Each Mrs. Sweer is quick to point out that the
arts, sciences, math, technology and student will receive a complimentary copy rich past serves as a foundation to build
engineering “STEAM,” adds Mrs. Sweer. at the Book Launch on September 17, 2015. upon, and Margaret Gascoigne’s
forward-looking philosophy of a century
ago is just as relevant today as The Study
prepares its students for the future.
“After all,” she adds, “we are
developing the girls that will have the
confidence and the skills to be the
leaders of tomorrow and to have their
voices heard.”
3
CELEBRATING our 1930’s CLASSRoo
m
CENTENNIAL
These days, The Study community is Photo 1 Head of School, Mrs. Nancy Sweer, friendly
busy preparing for the school’s one- AN UNWAVERING and accessible to all, meets with student council
(l to r) Camille Zeitouni, Secretary, Samantha
hundredth birthday. Our Centennial TRADITION of Sambrook, Entertainment Prefect, Megan Kouri, Head
Girl, Rachel Kwong, Treasurer, ChlÖe Shahinian,
Steering Committee has met for the last PHILANTHROPY Sub-Head Girl, FrÉdÉrique Cannon, Elementary School
Prefect, and Catherine Boisvert, Sports Captain (all
two years,” says Mrs. Sweer. “We’ve Looking back over the school’s history, it ’15) Photo 2 (Back to front, l to r) 1920 Class
Prefects Gerda Parsons, Margaret Stairs, Rita
already begun our centennial activities appears that a consistent quality among Hutchison, Dolly Davidson; Kathleen Rosamund, The
Study’s Founder and Head of School Ms. Margaret
as students prepare retrospectives that the students is their dedication to Gascoigne with her beloved dog Sweep, and Beatrice
Lyman. Photo 3 Dedicated teachers mentor, coach and
Trillium 2015
depicts life in every decade of The philanthropy. In the early 1940s, the girls continuously encourage curiosity as students
discover online solutions in today’s modern
Study’s existence. We’ll also be having inaugurated their annual Fall Bazaar as classroom with SMART boards, writable surfaces,
iPads and wireless laptops. (l to r) grade 6 French
a Gala next spring, along with other a means of raising money for the war teacher, Sarah Ostiguy WITH LÉa Monty and Amel
Melanson.
alumnae events, and a special effort, and the tradition has carried on.
17 |
Homecoming weekend.” “It has continued for decades,” Mrs. SweerRECENTLY APPLAUDED STUDY DRAMA PRODUCTIONS
the arts
2015 2014
LE CONCOURS DE CHOUX La quête d’Opaline
Creating the starring students in 5A & La Lune de Baltadine
starring students in 5A/6A
Magic of Theatre
La visite mystérieuse
starring students in 6A Caroline, reporter étoile
& Les lunettes de Bonheur
To Art & Beyond
starring students in 5B & 6B
Live theater does not include replays; you cannot starring students in grades 7 & 8
directed by Victoria Beaulé The Murder Mystery
rewind to recapture that comedic ad lib, revisit
& Catherine Boisvert at the Murder Mystery
that misstep or find the missed cue. At the heart starring students in grades 7 & 8
Pride & Prejudice *
of the theatre experience is the performer- directed by Julia Cohen
to be performed on May 7th and 8th
audience relationship; there is an immediate & Victoria Hayman (both ’14)
starring students in grades 9, 10 & 11
exchange of energy, emotion and magic that The Music Man
starring students in grades 9, 10, 11
occurs when actors take the stage and audience
members take their seats in The Study’s Mary
Liistro-Hebert 200-seat Performance Hall.
“There are many reasons why I love drama,”
said Victoria Beaulé ´15, who thoroughly enjoyed
playing Amaryllis in last year’s much appreciated
sold-out performance of THE MUSIC MAN.
“The rush of losing yourself completely to another
person is exhilarating – and so is the camaraderie
among the cast.”
When asked what is the quality that makes
a performance electric, Nancy Sweer, Head of
School, replies, “the performer clearly loves giving
a performance, she is putting her heart and soul
into it.” “Everyone present is transported to a
different time and place – this is what happens
in our wonderful little theatre at The Study,” she
proudly adds.
RIGHT (l to r) Noella Alexander Young’14 as Marian, the prim
librarian and piano teacher and Victoria Beaulé ’15 as Amaryllis, one
of Marian’s students in The Study’s production of The Music Man
Trillium 2015
| 18the arts
grade 4 (BELOW L to R)
“blind drawing” of birds
Blind Drawing
by Isabella Michel-Decker,
Jacqueline Hayes-Babczak
learning how to draw from observation
These ink works by students in grade 4, are
inspired by the work of naturalist John James
Audubon (1785-1851). After drawing the birds
from observation (blind drawing), the girls used
inks to paint the composition, using their
imaginations when they added paint to their Save the Date!
compositions. Celebration of the ARTS
Please join us on
Tuesday, May 19, 2015
Veuillez vous joinder à nous
le mardi 19 mai 2015
The ART Room
a Magical Place
The door to the art room is like a portal to a
magic place – says Cynthia Van Frank, The Study’s
art teacher, as she describes what goes on in The
Study’s much-loved art room. “They can walk
in and can express themselves and that’s what
I encourage. I teach them about painting in
ways that are two-dimensional and three-
dimensional, you never know where their
interest and ability lies. Only through art are
these girls able to innovate in a very unique
and individual way.”
Teaching painting—a vivid history continues
This year each student in grade 9 is working on
her own contemporary version of a painting by
Ethel Seath. Miss Seath was a very well known
painter who taught at The Study. She began
teaching in 1917 and taught painting to Study
girls for over forty years. The Study is fortunate
to have several of her paintings around the school. ABOVE young
Study girls inside
art room in the Inside the
30’s BELOW Head
of School Nancy Art Room—
Sweer, a classical a magical
pianist—a lover
of The ARTS place
Take a sneak
Trillium 2015
peak inside
The Study’s
much loved
art room.
19 |Young faces of We salute all Study with distinction
students and your
very many different
philanthropy ways of making a
difference
Study students combine their keen
interest in health sciences and
willingness to help as four grade 11
students spent a number of
evenings as volunteer hostesses
and keen learners at “Mini-Psy”
school at the Douglas Mental
Health University Institute. (L to R)
Marisa Dariotis, Bridget
Zicha, Amanda Morgan,
Samantha Sambrook (all
’15) and Mme Suzanne
BÉlanger, Executive Director of
the Douglas Institute Foundation.
Girls from The Study again did Jamie Shore ‘19 Helping Hands
an awesome job supporting an 4 Nicaragua - Jamie’s commitment
amazing fundraising event, the to the Diriá Institute in Nicaragua
20th annual Girls for the Cure. continues, now in grade 7 she
Over 2,000 students from five again organized a booth at the
Montreal-area independent girls’ Bazaar with all the proceeds going
schools walked up Mount-Royal in to support the students and the
a gesture of solidarity and support teachers of our sister school in
in the fight against women-related Diriá, Nicaragua. Unlike in previous
cancers. Girls for the Cure raises years where the proceeds were
money for cancer treatments and going to support the students and
services at St. Mary’s Hospital teachers in the form of shoes and
Center, and heightens the awareness music education, this year Jamie
of the toll this disease takes on the has committed to raising $1,000
health and wellness of women in each year for the next five years to
our community. Thank you to all support one University scholarship
of our fellow participating girls’ for an outstanding student at the
schools, the sponsors and the Diriá Institute.
parents. (L to R) Study students
Jamie is planning on going on The
Danae Christopoulos,
Study’s senior school community
Chiara Ferri (both ’21) enjoy
service trip to the Diriá Institute.
ice cream treats sponsored by
She has a few more years to wait,
Bilboquet after the walk up to
in the meantime she becomes
Trillium 2015
the mountain.
more and more committed to the
improvement of the education of
children in Nicaragua, as does the
| 20
commitment of her classmates,
friends and family in their support
of Jamie’s philanthropic efforts.SHOUT OUT FOR CHLÖE
CHLÖE SHAHINIAN ’15, SUB-HEAD GIRL
W
hen I first entered The Study senior school five years ago, I was
ChlÖe Shahinian ‘15, receiving looking forward to all of the community service opportunities.
a commemorative plaque in When I heard about Splash & Dash, the Montreal Children’s Hospital
recognition of her many years Foundation flagship event, benefiting Sarah’s Floor and the Cedars Cancer
of volunteering at Splash & Dash Foundation, I knew that I had hit the jackpot. This event, a run-swim-run
from Sarah Cook’s mother (on athletic relay, raises funds for pediatric cancer patients in the hematology and
left) and Mrs. Frances Szeto, oncology wards of the Montreal Children’s Hospital.
chair of the event. For the last several years, I have had the chance to be the in school coordinator
for this event. It has been a true privilege to take on this role and I have seen
participation increase exponentially. Now, junior school students can participate
and several stellar staff teams have been formed. Even parents come out on the
day of to cheer on The Study community. I am so thankful for all of the students
who have decided to dedicate their time to this cause. I remind all those
involved that, even though they are only giving one day out of the year, the
impact they have on the children they help is life changing.
SPLASH & DASH
GREAT EVENT - GREAT CAUSE
The Study was there this year with 17 student teams and two teacher teams
competing in the 1km run/200m swim/1km run fun-filled afternoon event at
The McGill University Sports Complex. Not only did we raise close to $5,000
but we also had a fabulous time! We took home gold in both Junior and Senior
School’s Challenge Girls category.
“The Study has shown me that courage, kindness and passion can make all
the difference,” said Chlöe. She quickly added that should she stay in Montréal
for her post secondary studies next year, she fully intends to again participate
in Splash & Dash.
TOP: Victoria Robinson,
Yasmine Elaimani, Emilia
Harasymowycz, Sabrina
Dedeyan (all ’20) BOTTOM:
Sophie Higgins, Sara Cohen,
Isabella Rutenberg (all ’20)
with Study teacher and Splash &
Dash participant Lisa Jacobsen
in back.
Trillium 2015
21 |Vous pouvez aussi lire
