Art takes center stage at the LFNY Gala on February 21, 2015 at the Park Avenue Armory. This year’s theme, “Sortir du Cadre – The World is Your Canvas,” celebrates art as a form of self-expression and as a means of bringing communities together. New York-based French artist JR will be honored for his groundbreaking works and global reach. In this interview, Gala co-chair Anne-Gaelle Van de Weghe talks about why she decided to volunteer this year, why she likes JR and what to expect for the big event.

LFNY: Why did you decide become one of the co-chairs of the Gala 2015?

Anne-Gaelle Van de Weghe: My friend Amira Salaam Amro (co-chair of the Gala 2014, ed) convinced me to participate this year. It’s a great honor for me to be a part of the volunteer team of co-chairs (along with Catherine Flores Sille, Nastassja Balick Coppers and Anthony Coppers) because we all get along really well. In fact, it’s even better than what I thought it would be! We are all very creative; we work for a cause – the Lycée Français de New York – that is so close to our hearts, and everyone is very appreciative of our work.

The 2015 Gala co-chairs (from left to right): Anthony Coppers, Nastassja Balick Coppers, Catherine Flores Sille and Anne-Gaëlle Van de Weghe.

What is this year’s theme?

This year the theme is Sortir du Cadre – The World is Your Canvas, it’s all about art. It’s a world I grew up in, and it’s an extraordinary one. I’ve worked in art showrooms myself here in New York, where I actually met my husband, the owner of the art gallery Van de Weghe. Many artists have shown tremendous generosity in making donations of some of their work to support the Lycée’s auction for the Gala, and we are so grateful to them.

You’re doing something different this year with the auction. Tell us about that.

Yes. For the first time, we are organizing an online art auction that will have over 50 pieces sold before the Gala, partnering up with the online art auction house Paddle8. From January 30 to February 12, everyone interested in bidding on any of the contemporary artworks donated for the Gala, can visit paddle8.com/auction/lfny. You’ll have to create an account, and then the bidding process follows the same format as eBay, except that it involves artwork exclusively. We’re featuring an array of contemporary art in many media – lithography, oil paint, sculpture, etc. — at a wide range of prices. Some of the artists featured are: Enoc Perez, Justin Adian, Harold Ancart, Patrick Demarchelier, Aaron Young, Jon Pestoni, Inma Barrero, Sophie Calle, Bruce Weber, Takashi Murakami, Magritte, David Salle.

Bid online with Paddle8.

JR is the honoree of this year’s gala. What do you think of JR’s art?

What I like about this street-artist and photographer is his message. He is known all over the world for his oversized photos of ordinary people that he posts on the streets. His work gives a voice to those who don’t have one and lets them express themselves. This is particularly true for developing countries, where we often find photos of leaders posted on buildings, but not of the people.

Find out more about the Gala and buy your tickets here.

Since the Lycée Jean-Baptiste Pointe du Sable (LJBPS) in St. Marc, Haiti opened its doors in 2011, the Lycée Français de New York has been sending delegations of teachers and staff to assist and support its faculty as the school grows. Each year the school adds an additional grade of 50 students. 

LJBPS is currently building dormitories which, when finished, will be able to house up to 40 students. The Lycée’s longer-term goal is to send groups of our own students to Haiti to forge partnerships with the students of LJBPS, to learn about their school and its surrounding communities, and to develop service learning projects. 

LJBPS currently teaches 300 students from Petite Section/Nursery to CE1/3rd grade.

Today,  LFNY’s service learning team is composed of a Primary service learning integrator  and Maternelle cycle head), Florence Germain; biology teacher and Secondary service learning integrator, Marie Odile Couture; and Director of Service Learning and Student Programs, Vivianne Kurzweil. The Lycée coordinates two visits to LJBPS and one visit to our school from LJBPS per year. Many LFNY faculty members have been working over the years with the Haitian school in assisting its teachers in outlining a French and English language-acquisition program and developing a science program.

On a recent three day visit to LJBPS, in January 2015, five LFNY faculty members, including Sory Koité, Young Kim, Gretchen Schell, Florence Germain and Vivianne Kurzweil, led several workshops.

First and third graders learned basic computer skills in the school’s library, which was temporarily turned into a computer center. They discovered the AZERTY keyboard and how to type using all ten fingers. Two by two, they took turns sitting at laptops and following a typing program.

Students learn to use the AZERTY keyboard.

Bilingual science workshops focused on “growing.” Students planted native pea seeds in the school’s garden under the watchful eyes of the school’s gardener, then visited its compost area to learn how soil nutrients are created.

In French and English classes, the focus was on curriculum development and collaborative work around reading and writing strategies with teachers, using Borel-Maisonny (French only), developing oral and written language and creating tools for differentiated learning.

A previous visit to LJBPS revealed the need for an alphabet puzzle to help pre-K students recognize letters and read words. Instead of simply buying one in the States, Elementary IT integrator Young Kim, Elementary ESL teacher Gretchen Schell and 9th-grade LFNY student Léo decided to create one themselves using the LFNY’s new 3D printer. Many hours of trial and error from September until just before the January trip resulted in a 26 piece puzzle set, named Alphabites manufactured entirely at the LFNY!

ESL Teacher Gretchen Schell next to a JR poster of female student from Lycée Jean-Baptiste Pointe du Sable.

Finally, in a nod to the LFNY’s Gala honoree, photographer JR, Gretchen Schell submitted a proposal to JR’s Inside-Out Project on the importance of girls’ education in Haiti. The proposal was accepted and, thanks to the Inside-Out studio truck which turned her photos into posters, several posters of LJBPS girls were glued onto the shutters of campus classrooms. The posters caused quite a stir and, invariably, boys started asking why there were no male faces. Thus, the next proposal will be a project to reflect the importance of children’s education in Haiti, and we are hoping to display additional (male) posters soon.

Our next visit to LJBPS will be at the end of April 2015. In May, LJBPS Head of School Michel Deschodt and a group of his teachers will visit our school for one week.

Photos and video by Gretchen Schell and Young Kim.

À l’heure où les élèves de seconde et de première doivent décider d’une filière du baccalauréat ou choisir l’université au sein de laquelle ils poursuivront leurs études, le Forum des Métiers leur a donné l’occasion de découvrir, à travers le témoignage de professionnels, des métiers divers et variés. 27 parents sont intervenus pour partager auprès des élèves leur expérience professionnelle.

Les élèves de seconde et première ont discuté en petits groupes avec des parents du Lycée le 5 février dernier.

La riche diversité de la communauté du Lycée a permis aux élèves de bénéficier d’un large panel dans le choix des professions représentées : ingénieur, journaliste, acteur, entrepreneur, banquier, médecin…

L’aide humanitaire

L’édition 2015 du Forum des Métiers (lire l’article sur l’édition 2014) a été un réel succès, tant auprès des intervenants qui ont été impressionnés par la qualité et la pertinence des questions des élèves, que du côté des élèves.

La directrice financière de Baron Capital Management partage son expérience avec des élèves.

Selon Emmanuelle Schneider, chargée des affaires humanitaires aux Nations Unies, “[ses] expériences de terrain en Haïti et en République Centrafricaine ont particulièrement fasciné les élèves qui, à travers leurs questions pertinentes, ont fait preuve d’une grande curiosité, d’un bon sens politique et de beaucoup d’empathie”.  “Quelles sont les limites de l’aide humanitaire dans des situations politiques complexes?”, “Comment faire pour ne pas être trop affecté par ce qu’on vit ou voit?”.

Une compétence transversale : la communication

Magalie Laguerre-Wilkinson, productrice de l’émission d’information 60 Minutes sur CBS, conseille aux élèves de travailler leur expression écrite.  “A l’université, prenez un cours de “creative writing”, car l’expression écrite sera une compétence essentielle tout au long de votre carrière, d’autant plus de nos jours avec l’explosion des médias sociaux.”

Un conseil commun prodigué par multiples intervenants quelque soit leur métier, est l’importance de la communication. Aida Masri, médecin, a bien insisté sur le fait qu’il ne suffit pas d’avoir de bonnes compétences médicales, il faut aussi savoir bien communiquer.

Ce soir-là, les élèves ont obtenu des éléments supplémentaires pour les aider dans leur projet personnel d’orientation. Pour certains, ce fut une soirée de révélations. “Jamais je n’aurais pensé que l’ingénierie et l’entrepreneuriat m’intéresseraient autant” dit Tara après sa rencontre avec Edward Shendovich, créateur de Kite Ventures.

“Charting a Course for the Future“, le forum des métiers édition 2014. 

Dans le cadre des bourses de voyage du LFNY, je me suis rendu en décembre dernier à Rochefort, lieu de naissance de l’Hermione (aussi appelé Frégate de la liberté). L’occasion de partir à la rencontre des marins volontaires et professionnels mais aussi de l’association Hermione-Lafayette, à l’origine de la renaissance de ce navire chargé d’Histoire.

Ce voyage a également été l’occasion d’échanger avec les enseignants de collèges et lycées travaillant sur l’Hermione et Lafayette, sujet qui unit nos deux pays. Pour souligner cet évènement, de multiples échanges et partenariats vont avoir lieu avec notre établissement. Notamment, le projet du Lycée maritime de la Rochelle, le collège Lafayette de Rochefort mais encore le Lycée Fénelon de La Rochelle qui sera d’ailleurs présent au lycée début avril.

Retrouvez un article de ces partenariats sur le journal de la ville de Rochefort, ici.

Durant ces quelques jours et avec l’aide du professeur d’informatique Sébastien Freland, nous sommes allés, pour vous, visiter l’arsenal de Rochefort et les entrailles de l’Hermione :

Le grand départ de l’Hermione a lieu le 18 avril prochain et de multiples initiatives vont avoir lieu d’ici là en France mais aussi aux Etats-Unis. L’American Association of Teachers of French a, d’ailleurs, mis récemment à l’honneur l’Hermione lors d’une conférence à New Haven. Au LFNY, les élèves de 4e en IDD deviennent incollables sur Lafayette, Washington et la vie à bord de l’Hermione. Tous les élèves de Cm2 ont effectué des recherches, des illustrations et autres contenus numériques que vous pourrez bientôt apprécier…

La carte du voyage (cliquer pour agrandir).

Le Lycée a également accueilli un débat sur l’héritage de Lafayette avec l’auteur de la nouvelle biographie “The Marquis, Lafayette reconsidered” de Laura Auricchio. Cliquez ici pour voir le débat, qui a eu lieu en décembre 2014.

Suivez l’actualité de l’Hermione et préparez-vous à l’accueillir !

http://www.hermione.com/accueil/

http://www.hermione2015.com/

Rare is the person who does not love the comic strip “Calvin and Hobbes,” penned by cartoonist Bill Watterson, syndicated in the United States between 1985 and 1995, and the subject of more than 30 million books published over the last 30 years. This highly entertaining, mordant, insightful cartoon recounts the antics of a particularly clever, mischievous, six year-old boy called Calvin and his particularly thoughtful, playful, stuffed tiger named Hobbes. Most people can recall at least one episode involving Calvin and Hobbes which will always bring a laugh.

Students look at and comment on the creations of their peers who participated in the Calvin and Hobbes at the LFNY comic strip challenge.

My own favorite is the one in which Calvin identifies a challenge which all great schools take up, that of helping each student to fulfill his or her own potential and to nurture what makes him or her unique. One day, Calvin brings a snowflake to class and declares the following to his classmates: “Today for show and tell I’ve brought a tiny marvel of nature: a snowflake./I think we might all learn a lesson from how this utterly unique and exquisite crystal…/…turns into an ordinary, boring molecule of water, just like every other one, when you bring it into the classroom./And now, while the analogy sinks in, I’ll be leaving you drips, and going outside.” And then the reader “hears” the voice of an invisible person, most likely the teacher, calling out “CALVIN!”

50 Student Participants

Well, I am delighted to confirm something which the Lycee Francais de New York community already knows: at our school, there is no chance that the magnificent snowflakes which our students most certainly are could ever become the uniform drops of water which young Calvin decries. Of course, we develop the values, knowledge and skills which we believe our students should have common, but we also do our utmost to cultivate the qualities and interests which distinguish each one, as a splendid initiative undertaken by our library department over the past 10 weeks so brilliantly demonstrates.

Awards for the best cartoonists.

Inspired by the fact that Bill Watterson presided over the “Festival international de la bande dessinee d’Angouleme” this past January, arguably the most prestigious festival of cartoons, comic strips and graphic stories on the planet, Head of Library Science Damien Renon, Primary School Librarian Claire Balas, and Secondary School Librarians Maud Leger and Caroline Jan mobilized some 50 students to take part in a flawlessly designed and organized competition. To enter, the latter were asked to compose a comic strip of three to five boxes, created by hand or computer, in French or in English. Its theme? Calvin and Hobbes at the LFNY.

The results were terrific. Without exception, participants drew comic strips of remarkable creativity, intelligence and wit, mixed with that special sensitivity to language and culture which characterizes our students. Deep gratitude to Mr. Renon, Ms. Balas, Mr. Leger and Ms. Jan, as well as to the teachers who generously volunteered their time as judges, for the outstanding encouragement, guidance and recognition with which they provided our budding artists. To appreciate our students’ talents for yourselves, do not hesitate to visit the Calvin and Hobbes at the LFNY exhibition taking place in our Primary School Library. And in the meanwhile, as uplifting evidence of the snowflakes in our midst, please find below samples of their winning entries (click on an image to see each comic strip in full).

Andreas (CM2) et Vadim (5ème):

Jeanne (CM2):

Tarek and Maxence (CE2):

Marie (4ème):

Vera (CM1):

James (5ème):

Elfreda (CM1):

To view all of our students’ drawings, kindly go on the Primary Blog (password-protected).

Alors que le Lycée Français de New York place l’élève au centre de ses préoccupations créant un réseau de professeurs référents dans tous les niveaux de classe, favorisant l’apprentissage du dialogue dans les clubs comme celui de la diversité par exemple, l’empathie en développant le travail communautaire et le service learning, on ne s’étonnera pas que le Centre Culturel du LFNY ait invité Boris Cyrulnik, l’homme de la situation, le célèbre psychanalyste bien connu des Français (il intervient fréquemment sur les ondes), qui, s’appuyant sur les travaux du Britannique John Bowlby a développé le concept de Résilience. Il a accepté.

Saluons au passage tous les parents qui grâce à leurs contributions au Fonds Annuel rendent possibles ces rencontres qui positionnent différemment le Lycée Français de New York sur l’échiquier culturel et pédagogique francophone et new yorkais. Et un hommage tout particulier au Dr. Ghassan Abou-Alfa et à sa femme le Dr. O’Reilly Abou-Alfa puisque cette conférence s’inscrivait dans la série Célébrons l’humanité autour du Globe sponsorisée par ces deux parents au Lycée.

L’empathie s’apprend dès le plus jeune âge

Aux élèves de Premières et Terminales, le conférencier a parlé de l’empathie, cette capacité à se représenter l’univers de l’autre qui s’apprend dès le plus jeune âge dans la communication avec l’autre. Le bébé montre du doigt pour déjà partager, puis vient la parole pour créer le monde de la représentation qui structure l’interaction.

En contrepoint, il a décrit le retard de développement clinique observé sur des bébés macaques élevés en isolement, et ses corollaires neurologiques et psychologiques : auto mutilation, absence d’élan sexuel, absence de fonctionnement dans le groupe.

L’importance des 20 premiers mois de la vie

Avec les professeurs du Secondaire, Boris Cyrulnik a insisté sur le rôle de l’école qui peut « sauver » les enfants atteints de carence affective. Avec les parents enfin, le célèbre rescapé de la Shoah a évoqué la transmission de la mémoire et souligné l’importance de créer un monde familial « secure » (le mot anglais est passé dans le vocabulaire français pour définir ce capital de sécurité affective créé dans les 20 premiers mois de la vie). Pour voir la vidéo de sa présentation, cliquez sur ce lien.

Boris Cyrulnik lors de sa présentation au Lycée mardi 17 mars 2015.

Boris Cyrulnik vit à Toulon. Son humour a les accents rieurs du Midi. L’humanité de l’homme qui a échappé in extremis aux camps de la mort mais a survécu à la guerre orphelin – ses parents ayant été déportés – est troublante. Troublés donc les élèves de Première et Terminale se sont légèrement moqués : à 77 ans, Boris Cyrulnik est dur de la feuille. Expression adolescente d’une émotion intense.

Une visite gravée dans les annales du LFNY

Comme quoi il ne faut pas se fier aux apparences : l’homme aura prouvé sa résilience en partant d’un pas allègre, à l’heure du brave, en plein décalage horaire, prendre un dernier verre, avec quelques parents venus assister au cocktail-conférence organisé par l’APL et généreusement accueilli au domicile de Monsieur et Madame Ashwin Rinaldi, aussi parents au Lycée.

Le Centre Culturel a atteint son objectif : fédérer élèves, professeurs et parents autour d’un même évènement culturel, dans un même désir éducatif et pédagogique. Et susciter des conversations à bâtons rompus dans la classe, à la maison voire au café du quartier, le Moulin à café ! La venue de Boris Cyrulnik restera gravée dans les annales du LFNY, et, puisque c’est cela dont il est question, dans cette mémoire collective positive qui nous aide à être nous-mêmes tout en restant en empathie avec l’autre.

Boris Cyrulnik a publié son autobiographie en deux tomes Sauve-toi la vie t’appelle (2012) et Les âmes blessées (2014) aux éditions Odile Jacob.

Luc ne savait pas qu’il serait proviseur pour un jour mais ce fut une une formidable expérience pour ce jeune élève de 4ème. Comme son camarade, Luc a l’expression de quelqu’un qui a passé une journée bien remplie. Une expérience inoubliable. “Ce qui m’a le plus impressionné, c’est de visiter la salle de serveurs, dont l’emplacement est top-secret!” explique-t-il. Pendant sa visite dans cette salle ultra-sécurisée, Luc a appris comment les données circulent depuis les comptes mail des élèves jusqu’aux serveurs du Lycée, puis ceux de Google et ce, en quelques millisecondes. 

Luc visite la salle des serveurs du Lycée avec Tom Karras, du département informatique.

Henry était lui aussi proviseur pour un jour quelques semaines avant Luc. L’élève de 5ème souhaitait savoir ce que cela signifiait que d’être dans la peau d’un proviseur et a suivi un agenda chargé en commençant par saluer les élèves le matin un peu avant 8h. Il a ensuite rencontré les directeurs de l’école secondaire, de la vie scolaire, du bureau d’orientation, du bureau des sports et quelques autres. “On a notamment eu une conversation très intéressante sur le rôle des nouvelles technologies dans l’éducation avec Mme Dershowitz”, souligne Henry.

Il a aussi particulièrement apprécié sa visite guidée du nouveau building sur York Ave, “un véritable chantier pour le moment” confie-t-il, mais il a hâte de voir le résultat, surtout après avoir vu les plans construction “prometteurs” présentés par M. Kennedy, le directeur logistique. 

Henry avec Sean Lynch et Terrence Kennedy sur le site de construction du nouveau building sur York Avenue.

“Je pensais qu’être proviseur consistait à passer beaucoup de temps dans des réunions!”, explique l’adolescent de 13 ans. Mais il s’est vite rendu compte que pour être proviseur, il faut énormément communiquer avec les élèves, les professeurs et administrateurs. Il faut en connaitre un rayon sur les départements et être toujours au courant de tout ce qui se passe dans l’école.

Les deux proviseurs d’un jour avouent que le métier de proviseur n’est probablement pas pour eux. “C’est intense!” s’exclame Luc, alors qu’il s’apprête à achever sa longue journée. Une chose est sûre, ils en ont appris un peu plus sur M. Lynch, dont la proximité avec les élèves est particulièrement appréciée : “Je l’ai accompagné pour saluer les élèves pendant leur heure de lunch, et c’est bien qu’il garde un contact direct avec nous”, souligne Luc.  Le Lycée remercie les familles pour le soutien au Lycée.

Jury du Prix Littéraire. Synonyme pour certains des mots abominables tels que “travail”, “français”, “série L”, ou pire encore, “lire.” Et puis, non ! Ce club n’est pas que pour les personnes qui souhaitent faire une fillière L: la preuve, nous passons toutes les deux en fillière scientifique et pourtant nous faisons partie de ce club! Cet argument ne peut donc pas fonctionner ! En plus, en réalité, ce club nous permet de sortir de notre cadre scolaire, qui est marqué par une quantité colossale de travail.

Margaux pose avec le lauréat 2015 du club littéraire: Les Evaporés de Thomas B. Reverdy.

Cela peut sembler paradoxal. Après tout, lire six livres demande du temps précieux. C’est certainement par manque de temps que certaines personne se trouvent obligées de quitter le club. Cependant, les déserteurs ne savent pas qu’ils ratent des histoires pleines d’amour, d’intrigue, de mystère… Mais, nous, les courageux, savons que rester du côté du Jury apporte plein de mérites. La première étant de la nourriture gratuite et la seconde étant d’ enfin pouvoir choisir la lecture d’été pour les secondes!

Toujours pas convaincus? Tout d’abord, vous n’avez pas besoin de lire 5 livres par semaine pour participer à ce club ! Il faut juste aimer lire et pouvoir partager son opinion ! Et ne vous inquietez pas ceux qui ont été terrorisés par les 700 pages du Conte de Monte-Cristo (ce n’est que le volume 1!) qu’il fallait lire pour l’entrée en Seconde, nous ne lisons pas des pavés. Et puis, pour ceux d’entre vous qui aiment débattre, qu’est-ce qu’il y a de mieux qu’un club littéraire pour le faire ? Vous pouvez défendre vos opinions sur les différents livres et connaître celles des autres membres du club.

L’une des animatrices du club littéraire du LFNY, Isabelle Milkoff, discute en mars avec des parents et des élèves de deux des livres sélectionnés cette année au club littéraire.

Nous allons vous presenter la selection de cette annee et ci-joint seront aussi les photos de couvertures des livres, bien que nous savons TOUS qu’il ne faut pas juger un livre par sa couverture, n’est-ce pas ? Alors, cette année nous avons eu 6 livres très différents les uns des autres à lire: Faillir être Flingué de Céline Minard, Si tu passes la riviere  de Geneviève Damas, Mécanismes de survie en milieu hostile d’Olivia Rosenthal, Le dernier gardien d’Ellis Island de Gaëlle Josse, Pour seul cortège de Laurent Gaudé, et Les Evaporés de Thomas B. Reverdy. Interessés? Vous pouvez savoir les comptes-rendus de nos réunion en allant sur le blog: http://prixlittlfny.blogspot.com/.

Et cette année, comme certains d’entre vous le savent déjà, le gagnant est … Les Evaporés ! Donc futurs 1ères, préparez-vous à vous envoler vers le Japon en suivant les pas du journaliste Richard Brautigan qui… Le reste de l’histoire ? À vous de le découvrir !

Ariel A. et Margaux C., 2nde2

Atticus Finch said, You never really understand a person until you consider things from his point of view; until you climb into his skin and walk around in it. On Monday, June 8, eighth-grade students at the LFNY attempted to do just that.

The focus of the LFNY class delegates this year was diversity. Each grade was assigned one of the eight diversity identifiers (Race, Gender, Sexual Orientation, Age, Religion, Ethnicity, Socioeconomic Status, and Physical/Mental Ability). The eighth graders were assigned the theme of race. During their planning and collaboration meetings at the beginning of the school year, the student delegates began to develop a project reminiscent of Jane Elliott’s Blue Eye/Brown Eye Experiment (see video of the experience below).

Elliott began her experiment in 1968 in response to the assassination of Martin Luther King Jr. “I was going to have to go into my classroom and explain to the students why the adults in this country had allowed somebody to kill hope; because Martin Luther King, for me, was hope for this country” she said. Elliott taught third grade at a small, all-white school in Iowa and sought a way to help her students truly understand discrimination. She divided them based on eye color and told the group that blue eyed children were better than brown eyed children, “This is a fact,” she said.

The red and green bracelets 8th graders wore on Monday.

During their Journée Contre le Racisme, the eighth-grade students were not divided by eye color, but instead, were given at random either a red or green bracelet to wear throughout the day. Red bracelets were given systematic disadvantages, while green bracelets were given systematic privileges. Some of these divisions were designed to be reminiscent of those imposed during segregation; certain drinking fountains were labeled “Greens Only”, red bracelets were made to sit on the floor in the back of the classroom while green bracelets sat up front in chairs, red bracelets were asked to present multiple forms of identification in order to enter or leave the building. Others were designed to help students understand the impact of prolonged behavioral generalizations; each time a green bracelet would do something well, teachers would say things to the effect of, “see how smart green bracelets are?” Each time a red bracelet would do something wrong, the same types of generalizations were made, “red bracelets are always late, perhaps they aren’t smart enough to tell time.”

Feeling and acting superior

The students quickly began to feel the effects and their behavior began to change. Some red bracelets tried to rebel against the restrictions imposed upon them, others attempted to hide their bracelets under long sleeves in order to go unnoticed. Students with green bracelets began to feel and act superior to those with red bracelets, many even began to give red bracelets orders. However, there was not exclusively abuse of power on among the green bracelets; on rare occasions, green bracelets placed themselves side-by-side with the reds, in an attempt to protect them from their oppression.

8th grade class delegates as well as students from the Diversity Committee were responsible for organizing the Journée Contre le Racisme.

The day concluded with an assembly in the auditorium where students watched a video of Jane Elliott’s experiment before dividing into advisory groups for discussion.  The conversations were facilitated either by class delegates, or members of the Student Diversity Committee. The students shared their thoughts and feelings about the day, as well as feedback for ways the experience could be improved in the future.

Highlight the systemic privileges and disadvantages

Leading up to the experience, the delegates designed and sold t-shirts which they were allowed to wear on Monday. The proceeds from the sale of the shirts, $210, were donated to Erase Racism NY, an organization based in Long Island which works to eliminate racial disparities, particularly in the areas of housing, community development, public education and health.

While our students did not stretch the experience to the extent Elliott did, the mission remained the same: to highlight the systemic privileges and disadvantages people experience throughout their daily lives based on factors entirely beyond their control. While the students focused their project on race, they also recognized that discrimination occurs across all identifiers of diversity and the intersections in between.  This day gave 8th grade students the opportunity to recognize the effects of either having power or feeling completely powerless. The hope is that students left school on Monday with a better understanding of what it is to walk in the shoes of another.

Tous les ans pour commémorer l’anniversaire du 11 septembre 2001, Sean Lynch prononce quelques mots pour introduire une minute de silence en présence de l’équipe de direction de l’école.

Le 11 septembre 2011, le Lycée commémorait le 10ème anniversaire des évènements tragiques du World Trade Center lors d’une cérémonie exceptionnelle dans l’auditorium retransmise à travers l’école. Pour le nouveau directeur M. Sean Lynch qui prenait ses fonctions, il était important que toute la communauté du Lycée et plus particulièrement les enfants, qui pour la plupart n’avaient pas vécu les évènements de New York ou étaient trop jeunes pour s’en rappeler, soient associés à ce travail de mémoire. En 2011, deux pompiers de la ville de New York ont participé à la commémoration du 11 septembre au Lycée, leurs témoignages ont marqué les esprits notamment celle du pompier Kennedy de la compagnie 44 qui fut appelé sur les lieux. Cliquez sur la vidéo suivante pour écouter ou réécouter son récit.

This year’s Fall Festival is all new, from the earlier date to the theme – FOOD!

On Friday, October 23^rd, join us for a panel entitled “Evolving Taste: Challenges in Food Innovation” featuring panelists Amy Bentley, Ariane Daguin, Elisabeth de Kergorlay and Lior Lev Sercarz and moderated by Andrew Friedman.

Amy Bentley is an Associate Professor in the Department of Nutrition, Food Studies and Public Health at New York University. Ariane Daguin is a chef and founder of D’Artagnan, the leading purveyor of organic poultry, game, foie gras, pâtés, sausages, smoked delicacies, and wild mushrooms. Elisabeth de Kergolay is the founder of Babeth’s Feast, which champions the power of flash-frozen foods to provide the flavor, quality, connection and convenience that busy people need. Lior Lev Sercarz is the chef, spice blender and owner of La Boîte, a biscuits and spice shop in New York City, featuring over 40 unique spice blends. Andrew Friedman is the founder of Toqueland, a site chronicling the world of professional chefs.

Stay for a cocktail reception with live music, catered by Tastings NYC and featuring 21st century Cheese Fondue and Swiss Wine offered by the Consulate General of Switzerland in New York.

Children will be able to try the climbing wall in the Main Gym on Saturday, October 24.

Come back on Saturday, October 24^th to celebrate all things food with the family. Shop one of the more than 15 food vendors, taste a variety of donated goodies and climb the rock wall. Kids can participate in activities ranging from Basketball to Pop Fit Kids to Food Art. The kid’s corner will be filled with crafts and games for all ages. And for the younger ones, get here early to see Silly Billy at 10 am and come back with the whole family for a special screening of Ratatouille at noon.

The Fall Festival is being spearheaded by our parent co-chairs: Nathalie Sann, Marie-Paule Nowlis and Brigitte Schaller.

To purchase tickets to the Cocktail Reception or to sign up for activities, please visit: www.lfny.org/fallfestival.

Chaque jour, la cafétéria du Lycée prépare et sert quelque 1100 repas. Un système bien rôdé où douze employés s’activent à partir de 7h du matin et jusqu’à 15h l’après-midi, toute l’année scolaire. L’équipe de la cantine en cuisine fait partie de Flik Independent School, une entreprise spécialisée dans la restauration collective qui travaille avec plus d’une centaine d’écoles privées de la région nord-est des États-Unis. La sensibilité de Flik à une alimentation à la fois élaborée, locale, bio et respectueuse de l’environnement s’aligne avec les valeurs écologiques du Lycée Français “le développement durable est au coeur de notre mission, et nous sommes fiers des efforts de Flik en la matière”, souligne le proviseur de l’école Sean Lynch.

La nourriture servie chaque matin et chaque midi au Lycée suit un menu bien précis. “Le menu est peu ou prou établi pour l’année à venir”, assure Grace Herrera, chef de cuisine. Cela ne veut pas dire qu’une vraie réflexion est menée sur la variété des aliments servis: “notre menu reflète la diversité de notre communauté”, selon Nadine Kaston, la directrice adjointe de l’élémentaire et présidente du comité sur la cafétéria, composé de parents et d’élèves.

Un menu international, qui reflète la diversité du corps étudiant et enseignant.

Comme la vidéo ci-dessus l’explique, la structure du repas servi chaque jour s’articule autour d’une entrée – soupe ou salade -, un plat chaud contenant de la viande (sauf le lundi) et des légumes, un dessert – fruit ou yaourt -, et une brique de lait, de l’eau ou un jus de fruit (Honest Kids) comme boisson. Cela constitue ce que l’école appelle le “meal plan”, que mangent tous les élèves pour lesquels la cafétéria est obligatoire, à savoir de la grande section de maternelle jusqu’en 5ème. Il existe cependant des différences au fur et à mesure que les élèves grandissent, et ces derniers peuvent, selon leur âge, choisir également parmi le stand des sandwiches, le buffet à salades, voire des sushis vendus séparément. “Il existe des périodes charnières où la palette d’options va croissant comme au CE2, en 6ème et en 4ème”, indique Nadine Kaston, “cela s’explique par la plus grande autonomie des élèves et leur capacité à faire des choix responsables sur leur alimentation.”

Que se passe-t-il avant la grande section? Les élèves de moyenne section doivent apporter leur déjeuner et le manger dans leur classe. Ce n’est qu’à partir de la grande section que les enfants peuvent goûter à la nourriture préparée par Flik, repas qu’ils prennent, eux-aussi, dans leur classe. C’est également le cas des CP. Deux assistants par classe pour ces trois niveaux sont présents pendant les repas pour aider les élèves. “Pour les plus petits, la classe est un meilleur endroit pour déjeuner car ils bénéficient d’une attention particulière de la part des assistants, et l’espace étant plus calme, il est plus propice à l’apprentissage des bonnes manières à table”, souligne Nadine Kaston.

L’une des deux assistantes pour le déjeuner de cette classe de grande section demande le calme avant de commencer à manger en frappant des mains, les enfants font silence en applaudissent à leur tour en réponse.

À partir du CE1, les élèves prennent leur repas dans la cafétéria. Ils doivent désormais prendre un plateau et y déposer les différents aliments. La structure du repas est la même qu’en GS et CP, ce qui favorise une transition “en douceur”, selon Nadine Kaston, car les enfants connaissent la nourriture, ils doivent juste s’adapter à un nouvel environnement et à de nouvelles pratiques, comme débarrasser leur plateau à la fin du repas.

En CE2, les choix s’intensifient pour les élèves, qui peuvent maintenant choisir pour leur plat principal entre un plat chaud, un sandwich déjà préparé et un buffet à salades. “Cela fait beaucoup d’options, c’est pourquoi nous encourageons fortement les parents, à ce stade, à déchiffrer le menu avec leurs enfants, afin de les guider dans leurs choix”, ajoute Nadine Kaston. Les menus sont accessibles en ligne sur le portail du Lycée (sous l’onglet “Infos Pratiques/Cafeteria) et actualisés chaque mois, ils sont aussi postés dans les salles de classes, les couloirs et à l’entrée de la cafétéria. Voici ci-dessous le menu pour le mois d’octobre 2015 (cliquer sur l’image pour l’agrandir).

L’autre transition importante concerne les élèves de 6ème, qui ont maintenant accès au – très convoité – stand à sandwiches. Ils peuvent aussi acheter des sushis (préparés à l’extérieur de l’école), des jus de fruits ou des smoothies à base de fruits Naked Juice, produits qui ne sont pas inclus dans le “meal plan” et donc payants. Idem pour le petit-déjeuner proposé à partir de 9h30 aux élèves du secondaire.

La dernière transition concerne les élèves de 4ème qui sont autorisés à déjeuner à l’extérieur de l’école, trois jours sur cinq. Cela signifie qu’ils déjeunent deux jours par semaine dans l’école, que ce soit en achetant leur nourriture à la cafétéria ou bien en ramenant leur “lunch box”. Ces deux journées sont déterminées au début de l’année dans l’emploi du temps des élèves. Passée cette étape en 4ème, tous les élèves entre la 3ème et la terminale peuvent déjeuner en dehors de l’école, et “en général, à ce stade, ils aiment être entre eux à l’extérieur”, sourit Nadine Kaston, même si ils peuvent utiliser la cafétéria si ils le souhaitent.

Noix et porcs, persona non-grata.

Si les plats proposés sont variés, il y a une certaine constance dans le type de plat. Ainsi, tous les lundis, le plat chaud est sans viande, une initiative appelée “Meatless Mondays” lancée il y a déjà plusieurs années par l’association environnementale du Lycée, l’ETF. Tous les mardis, la cafétéria propose de la viande blanche (dinde ou poulet) ; tous les mercredi, du poisson ; tous les jeudi, des pâtes – “notre journée la plus intense car les enfants demandent constamment d’être resservis”, assure Grace Herrera – ; et tous les vendredi, du boeuf.

Une employée de Flik prépare un guacamole avec des produits frais : avocats, coriandre, oignons et tomates.

Les viandes et poissons servis à la cantine sont attentivement sélectionnés et répondent à des critères environnementaux et d’élevage strictes. Ainsi, Flik choisit son poisson en fonction du programme Seafood Watch, qui liste les variétés qui ne sont pas menacées. La volaille n’est pas traitée avec des antibiotiques, les oeufs certifiés par le label Humane Farm Animal Care et proviennent d’animaux élevés hors cage, et le lait provient de vaches sans hormones de croissance. Enfin, la viande de boeuf est bio et provient d’une ferme située au nord de l’État de New Yok où les bovins sont nourris à l’herbe. Quant aux fruits et légumes, la plupart proviennent de fermes environnantes, en Pennsylvanie, dans le New Jersey ou l’État de New York. Ces temps-ci, c’est le cas des tomates, des carottes, du maïs, de la salade, des pommes et des poires, cela change en fonction des saisons.

“Je suis admirative de l’équipe de la cafétéria qui, en l’espace de deux heures et demi, nourrit plus de 1000 personnes, et ce, dans une cuisine relativement petite”, explique Nadine Kaston. “Mon équipe prend son travail à coeur”, ajoute Grace Herrera, “et nous sommes tous motivés par l’engouement des enfants pour la nourriture que nous préparons. Ces enfants, ce sont comme les nôtres, et nous voulons ce qu’il y a de mieux pour eux.”

Since the Lycée Jean-Baptiste Pointe du Sable (LJBPS) in St. Marc, Haiti opened its doors in 2011, the Lycée Français de New York has been sending delegations of teachers and staff to assist and support its faculty as the school grows. Each year the school adds an additional grade of 50 students. 

LJBPS is currently building dormitories which, when finished, will be able to house up to 40 students. The Lycée’s longer-term goal is to send groups of our own students to Haiti to forge partnerships with the students of LJBPS, to learn about their school and its surrounding communities, and to develop service learning projects. 

LJBPS currently teaches 300 students from Petite Section/Nursery to CE1/3rd grade.

Today,  LFNY’s service learning team is composed of a Primary service learning integrator  and Maternelle cycle head), Florence Germain; biology teacher and Secondary service learning integrator, Marie Odile Couture; and Director of Service Learning and Student Programs, Vivianne Kurzweil. The Lycée coordinates two visits to LJBPS and one visit to our school from LJBPS per year. Many LFNY faculty members have been working over the years with the Haitian school in assisting its teachers in outlining a French and English language-acquisition program and developing a science program.

On a recent three day visit to LJBPS, in January 2015, five LFNY faculty members, including Sory Koité, Young Kim, Gretchen Schell, Florence Germain and Vivianne Kurzweil, led several workshops.

First and third graders learned basic computer skills in the school’s library, which was temporarily turned into a computer center. They discovered the AZERTY keyboard and how to type using all ten fingers. Two by two, they took turns sitting at laptops and following a typing program.

Students learn to use the AZERTY keyboard.

Bilingual science workshops focused on “growing.” Students planted native pea seeds in the school’s garden under the watchful eyes of the school’s gardener, then visited its compost area to learn how soil nutrients are created.

In French and English classes, the focus was on curriculum development and collaborative work around reading and writing strategies with teachers, using Borel-Maisonny (French only), developing oral and written language and creating tools for differentiated learning.

A previous visit to LJBPS revealed the need for an alphabet puzzle to help pre-K students recognize letters and read words. Instead of simply buying one in the States, Elementary IT integrator Young Kim, Elementary ESL teacher Gretchen Schell and 9th-grade LFNY student Léo decided to create one themselves using the LFNY’s new 3D printer. Many hours of trial and error from September until just before the January trip resulted in a 26 piece puzzle set, named Alphabites manufactured entirely at the LFNY!

ESL Teacher Gretchen Schell next to a JR poster of female student from Lycée Jean-Baptiste Pointe du Sable.

Finally, in a nod to the LFNY’s Gala honoree, photographer JR, Gretchen Schell submitted a proposal to JR’s Inside-Out Project on the importance of girls’ education in Haiti. The proposal was accepted and, thanks to the Inside-Out studio truck which turned her photos into posters, several posters of LJBPS girls were glued onto the shutters of campus classrooms. The posters caused quite a stir and, invariably, boys started asking why there were no male faces. Thus, the next proposal will be a project to reflect the importance of children’s education in Haiti, and we are hoping to display additional (male) posters soon.

Our next visit to LJBPS will be at the end of April 2015. In May, LJBPS Head of School Michel Deschodt and a group of his teachers will visit our school for one week.

Photos and video by Gretchen Schell and Young Kim.

L’une des missions du Lycée Français de New York est de préparer ses élèves à être les citoyens responsables de demain. Pour l’établissement, cet apprentissage passe, depuis maintenant plus de 13 ans, par les activités de service communautaire (Community Service), et depuis 4 ans pour l’apprentissage par le service (Service Learning). Il s’agit, pour les élèves, de faire du bénévolat au sein d’organisations, en donnant leur temps pour une cause qui leur tient à cœur. « Le service communautaire développe l’empathie et la compassion nos élèves », souligne Vivianne Kurzweil, en charge de ces programmes, « cela leur fait découvrir et apprécier le monde au-delà du Lycée et de leur environnement immédiat ».

“On a l’impression d’être vraiment utiles”, expliquent deux élèves de 5ème lorsqu’elles font du bénévolat à l’église Church of the Epiphany.

Ce fut l’expérience d’Inès et d’Alexine, deux élèves de 5ème qui ont, pour la première fois, fait du bénévolat au sein d’une soupe populaire le 18 novembre dernier.

Tous les mercredis soirs, the Church of the Epiphany, une église située à proximité du Lycée, sert un repas chaud à plus d’une centaine de personnes dans le besoin. Les deux élèves ont participé à la préparation des repas, ouvrant les conserves pour la salade, ou mettant les assiettes sur les plateaux pour faciliter le service. « On a l’impression d’être vraiment utiles », indiquent-elles, alors qu’elles alignent des gâteaux sur des plats, pour le dessert. Nouvelles cette année, les deux élèves soulignent que ce système de service communautaire n’existe pas dans les établissements français dans lesquelles elles étaient inscrites avant.

Ci-dessus, des élèves de 5ème en groupe d’advisory écoutent les explications d’une bénévole de la New York Common Pantry, qui offre des plats chauds aux populations défavorisées à Harlem. (crédit : A. Licari)

Activité hybride

« Le service communautaire est une activité un peu hybride, ce n’est pas une matière que l’on peut noter », sourit Mme Kurzweil, qui se souvient du scepticisme de certains quand le programme a débuté officiellement au LFNY en 2003. Mais cela fait partie intégrante de l’enseignement dans les écoles américaines depuis des décennies : « Notre voeu est que les élèves choisissent une cause qui leur tient à cœur, que ce soit apporter leur aide aux personnes âgées, handicapées, dans le besoin,  aux enfants défavorisées, à l’environnement, aux animaux ici ou ailleurs dans le monde », explique cette ancienne professeure de mathématiques passionnée par le sujet.

Le service communautaire permet aussi à l’école d’être une institution reconnue et utile dans le quartier, et de garder des bonnes relations de voisinage. C’est par exemple le cas lorsque les élèves vont, par groupe d’advisory, nettoyer ou planter des fleurs dans le parc John Jay Park, à proximité de l’établissement.

“Le service communautaire développe l’empathie et la compassion nos élèves”, souligne Vivianne Kurzweil.

Si les élèves peuvent effectuer toutes leurs heures de service communautaire à l’extérieur de l’école, le service au sein du Lycée Français est aussi encouragé. Les opportunités au sein de l’école incluent l’aide dans les bibliothèques, les classes de primaire, lors des différents festivals, au centre culturel ou encore dans l’administration.

Apprendre par le service

Mais le service communautaire prend tout son sens quand les activités de bénévolat permettent aux élèves d’apprendre des compétences du programme scolaire. C’est l’objectif de l’apprentissage par le service (service learning), qui existe non seulement dans l’école secondaire, mais aussi dans l’école primaire.

« Un projet d’apprentissage par le service commence par un besoin identifié dans la communauté, et auquel les élèves vont répondre grâce à des compétences apprises en classe », explique Florence Germain, la responsable du cycle 1 en primaire et Service Learning Integrator.

Des élèves nettoient un parc public dans le cadre du service communautaire.

Ainsi, les élèves de grande section de maternelle souhaitaient pouvoir écouter des livres en langue française à l’oral, des « oralbums », et pouvoir aussi les écouter traduits en anglais. Une classe de CM1 a répondu au besoin et ont travaillé des compétences de rédaction, de traduction et d’oralisation qui font partie de leur programme scolaire. Au final, ce sont les élèves de maternelles qui valident le travail des CM1 « c’est extrêmement valorisant pour eux de voir que leurs efforts ont un impact pratique et réel », souligne Florence Germain.

Grande pauvreté

Dans le cadre de son partenariat avec un établissement en Haïti, le Lycée a noué de nombreux projets d’apprentissage par le service, et en particulier avec l’école Etzer Vilaire de Pont Léocan. Revenu d’un voyage d’échange dans ce pays, le professeur de CM1 Antoine Thiboult a décidé de récolter des fournitures scolaires pour cette école, en impliquant ses élèves. Les photos montrant la grande pauvreté des écoliers a inspiré les élèves de cette classe de CM1, qui vont créer des affiches de sensibilisation, envoyer des emails et faire des présentations dans les classes. Ces initiatives s’appuient sur de nombreuses compétences qui sont justement au programme cette année telles que la production d’écrit, la prise de parole en public ou encore l’organisation d’un projet.

Des élèves de seconde font du bénévolat auprès des enfants handicapés par le biais de l’organisation Project Happy.

« La mise en place d’activités d’apprentissage par le service amène à repenser la façon de faire cours », remarque Florence Germain, « les élèves ont plus de marge de manœuvre et la prise d’initiative est encouragée, cela change la dynamique de la classe. »  Mais le jeu en vaut la chandelle, selon la responsable du cycle 1 : « les enfants sont heureux et motivés par leurs apprentissages, car ils y trouvent un sens nouveau. »

The new York Wing adds 19,000 square feet to the existing school.

Why did the Lycée acquire this new building?

We have known for a long time that we needed more space. Our school was originally built for 1,000 students. Today, we have over 1,350 students, and we feel the need for more space every day. What triggered the renovation was all the work done over the past few years by the pedagogical teams on teaching and learning (and encapsulated in the Strategic Plan). That’s what made it possible for us to decide how we would use this available space and renovate it.

Who does this new building serve primarily?

With the opening of the new York Wing, we will gain 19,000 square feet of space to be used for both students and for teachers. We took this opportunity to locate needed spaces in the best possible location across both buildings.

First, we are making room for a new Student Support and Advisory Center, easily accessible on the second floor of the Secondary building by moving the Business Office, HR, Development, Communications and Cultural Center staff to upper floors in the new space.

Then, we are creating teacher work and collaboration spaces out of existing Secondary classrooms and a lunchroom for faculty and staff directly accessible from the cafeteria by converting the computer lab located behind the Secondary library.

A student lounge will have a view over a new Media Lab in the York Wing.

In the York Wing, we are creating new areas for students to work or relax, next to a new Media Lab and on each of floors 2, 3 and 4. The second-floor reception in our existing building will also be transformed into a student space.

The classrooms eliminated from our existing building are re-created in the new building, but larger and better suited to 21st Century Learning techniques (project-based learning, group work, use of laptops, iPads and Smartboards).

In the York Wing, we are also creating new teaching and learning spaces: a second motricity room, a Maker Space and a Media Lab.

Will Primary students have access to the new space?

Yes! The motricity room, Maker Space and Media Lab will be utilized by various Primary classes and clubs. More specifically, the motricity room will be for the Maternelle and lower Primary grades, and will also be used later in the day for Secondary theater rehearsals. It will be on the second floor of the York Wing.

A rendering of a Teachers Working Space in the Secondary building that will now span across two classrooms and have natural light.

The “Maker Space” in the southern end of the drive-through will be used for innovative curriculum in the areas of making and creating. It will be used by Primary and Secondary classes and clubs.

Finally, the “Media Lab”, located as one enters the York Wing from the second floor of the Secondary, will enable video and other digital creations, and will also to be used by both divisions.

How does the York Wing impact the use of space in the main building?

The main impact is the transformation of existing spaces, which give us the new Student Support and Advisory Center, teacher work and collaboration rooms on the 3rd, 4th and 5th floors, but also a Music Room on the second floor of the Primary, and dining/convivial space for faculty and staff.

Who are the Media Lab and the Maker Space for?

The Media Lab will be used for the teaching of the primary media curriculum, which includes the fifth graders” TV news club Journal Télévisé as well as the cinema elective taught in tenth, eleventh, and twelfth grade.

A 3D rendering of the Media Lab.

The Maker Space will become an important part of our developing pluri-disciplinary curriculum in STEAM (Science, Technology, Engineering, Arts and Math).

We are working with faculty on how to best utilize these new spaces to enhance our existing classes. Our current thought is to open these spaces initially to classes with specific projects to be accomplished. In the future we plan to have project-based classes and clubs scheduled in the spaces. All but Maternelle and early Primary grades will eventually have access to these two specialized spaces, which will be equipped over time. We will be learning some exciting possibilities as we go!

Will the buildings connect? Will there be an entrance on York Avenue?

One will enter the York Wing from the reception area on the second floor of the Secondary building, walking past the elevator through what is currently a classroom (S214). The entrance on York Avenue will be used only as an emergency exit.

When does it open?

The new building and the new spaces will be open for Back to School 2016. In the meantime, I encourage you to come see the exhibit showcasing the new spaces. Located on the Lycée’s first floor, it features many renderings that will give you a better sense of what to expect in September.

Amazing things happened at the Spring Fair (photos here) this year. The weather was epic. Attendance was high. Volunteers rallied and the community engaged. But in one small corner of the Third Culture Kids (TCK) booth a group students took things to a whole new level – they embraced their global citizenship.

Students and children at an arts and crafts booth drawing the different flags of the world, during the 2016 Spring Fair.

The third culture refers to the experience of never being in the mainstream of any one culture like children who are raised in a mono-cultural environment.. It refers to people who are bouncing between the two, three or ten different cultures, never completely at the center of one or the other.

What’s your elevator pitch about where you’re from?

Since every student at the school is a TCK we posed the question: “Where are you from?” Answering that question concisely while still honoring a variety of cultural influences can pose challenges, so finding ways to communicate one’s identity is a life skill worth practicing.

One way to practice is to create an elevator speech – an explanation short enough to be told on an elevator ride, but succinct enough to embody intricacies of a global upbringing. This comes in handy for TCKs into adulthood for when they meet new people, but it isn’t appropriate to go into too much detail.

All the students at the Lycée Français de New York are third-culture kids or “TCK”. Here, three friends are chatting on the grand staircase during the 2016 Spring Fair.

In a celebration of our cultural diversity, below are some of the responses from the students who stopped by the TCK Spring Fair booth:

“Je suis né en France mais j’ai habité à New York toute ma vie. Mon père vient de la France et de l’Allemagne et ma mère est Américaine.”

“I was born in Aix-en-Provence France, lived in Shanghai, China and now live in New York City. My grandparents are American, French, Spanish and Polish.”

“I was born in U.S., but my mom came here when she was a teen from Iran and my father’s dad is also Iranian. My grandma is Japanese and my granpa was German and my grandma also lived in Spain for a while, as did my mom. At home I am more Iranian.”

“I am from Philadelphia, the city of brotherly love. I moved to NYC three years ago! My mother is German, my father is Canadian and I’m American.”

“I was born in Toronto, Canada but when I was a year old we moved to New York. My dad is from Canada and my mom is from Africa and Spain. In the summer we go to Canada then Spain.”

“I was born here, but my mom was born in England and my dad was born in Jamaica.”

“I was born in Canada, but my mom is from Spain but now I live in NYC and during the summer, I go to Canada and Spain.”

“I was born in New York, but my parents are from Moldova and Armenia. I spend my summers traveling everywhere.”

“Je suis né aux U.S. Je viens de Jersey City.”

“My dad is Italian, my mom is Spanish, but I live in New York and go to a French school.”

“I was born in Hungary, spent a long time living in France and now I live in New York.”

“My dad is Columbian and I grew up in Italy for three years. I came to New York as a toddler. I’m still a toddler in my heart.”

“I am born in America. I consider myself French and American. My parents came from Europe.”

“I am French and my father was born and raised in Mexico but our ancestors are Russian. I was born and raised in the U.S.”

“Je suis née à New York. Ma mama en Israël. Mon papa à Paris. Mon papi en Egypte. Mon autre papi en Algérie. Mes mamies à Paris.”

“Je suis né en France. Mes parents sont Français. Je suis allé en Chine et après à New York”

“It is a very long story…but in short I am simply an active citizen of the whole world!”

What would your elevator speech be? Can you figure out which is by Monsieur Lynch?

Written by Katherine King with Eva Szekeres and Muriel Berard. Learn more about Katherine’s work at invisibleculture.com

Read also an interview with Ruth Van Reken, author of Third Culture Kids: Growing Up Among Worlds.

In 2016, we commemorated the 15th anniversary of the attacks on September 11. These most lethal attacks on U.S. soil left scars in New York City, Arlington, Va., Shanksville, Pa. and in the hearts of all Americans. 

Lea, an 11th-grade student, became a student ambassador at the 9/11 Memorial Museum during the past year and shared a presentation with 12th-grade students on Tuesday, September 13. Lea was in France and just one year old in 2011, but she says that she was personally interested in the events of 9/11 because her father was in New York City at the time. The tumultuous aftermath of the terrorist attacks delayed her family’s arrival in New York for four years, thus separating her from her father. Since moving to New York, she has been curious about those tragic events. She learned much about them from her father’s recollections, as he was in downtown Manhattan on that fateful day.

We invited Lea to speak to Mme Gibert’s 12th-grade history classes. They study the history of memories and the memorialization of historical events as part of the American section of the OIB curriculum, developed in France in collaboration with the College Board and US teachers. Students explore how history is remembered by various actors and how consensus is forged over time, even while memories may be contested by different groups. Students also investigate how institutions articulate an “official” way of commemorating significant historical events. In this context, Lea’s presentation addressed essential questions that historians grapple with: namely the intersection of the past with the present in the form of memory.

Lea explained that the 9/11 Memorial Museum is a relatively new institution, opening only two and half years ago. The Museum adopts the official version of the events of 9/11 as expressed in the “9/11 Commission Report,” to the US President and Congress, and shared with the American people in 2004. She identified the authors of the attacks and the fatal consequences of their actions in her presentation. She used the personal story of a man in a red bandana to bring the events to life for the students. He saved the lives of people he didn’t know by returning inside the WTC multiple times before the towers collapsed on him. (“Fighting to Live as the Towers Died,” New York Times, May 26, 2002.)

A red bandana tells the story of one of many acts of heroism in the World Trade Center on 9/11.

Relaying the official explanations, personal accounts, and a description of the memorial, Lea conveyed to students the multiple vectors through which history can be channeled into memories. She invited students to react to the events in their own manner, thus creating and sharing memories of their own.  

Student excerpts:

“One point really stood out to me and caught my attention:  the feeling of an experience is connected to the memory, it impacts how we recollect and remember it…This summer, I visited Cambodia, a country whose bloody history was marked by the occupation of the Khmers Rouge. Before going there, I did not know much about the situation, never having learned anything about Cambodia’s history in school. However, after I had a chance to visit several extermination camps and hear testimonies there, my vision completely changed. All of a sudden, that same history felt incredibly tangible. Hearing the music that was used to cover the screams of the victims, having seen the torture instruments that were used, hearing unbelievably touching testimonies… Every time I talk about it, I surprise myself

Courtesy of photosforclass.com

being brought back to these torturous memories filled with sadness. This experience definitely changed my way of re-telling and viewing the situation–a feeling many have experienced or experience still with their own vision of 9/11.”  —Jeanne

“What is the role of this memorial? To mark the imprint of the event on the city and New Yorkers; to show the importance, the grandeur of the event and to remember it. The memorial tries to give those who visit it a sense of the event. With the 9/11 Memorial,  the fountains remind us of the size of the towers, the void that now fills the space, the water falling in the center goes back to the idea of the towers crashing into the ground and bringing all the people with them. For the Memorial to the Murdered Jews of Europe in Berlin, the architecture helps us feel the sense of oppression with the continually growing gray stone blocks that make us feel smaller and smaller…” —Inès

“As far as I’m concerned, the 9/11 memorial is a form of legacy that reflects on the tragic attacks that targeted the World Trade Center on September 11, 2001. This memorial has for goal to honor the lives of the victims these attacks, and also to make tribute to the whole city of New York. Now, One World Trade Center symbolizes America’s strength and recovery from the 9/11 outrage.” —Fares

“The human aspect, the individual stories, bring us closer to the situation and help us to truly understand what it really means when there is an attack. It’s real. It’s not about ideologies, policies, or government. It’s about people.” —Lâlé

Returning to sixth grade
Lea also offered to teach an extra class:  Ms. Kelly’s sixth-grade accelerated English class, as another follow up to her role as Ambassador at the 9/11 Memorial Museum.  Lea was able to adapt her presentation to the younger students, consistently involving them by asking excellent questions and verifying their understanding of events. The students, who were not yet born when the tragic day occurred, learned a considerable amount of information about the events and consequences of September 11th, and most importantly, had the opportunity to discuss the meaning of those events as citizens in 2016. Lea came full cycle in her Ambassadorship, teaching the students of a class that she herself had sat in five years ago.

-With thanks to Carine Gibert, Mary Kelly, Lea and the students of TES2 for their participation.

Upon arriving at the Lycée, there are a few things a French teacher needs to adapt to, and I’m not talking about the seven-day schedule because that novelty is not exclusive to French teachers, nor new teachers for that matter. No, what I’m thinking about are these small details which are an integral part of the American way of life – such as the double symbolism of the apple for a New York teacher – and I will try to review some of them here.

First, there is of course the Fahrenheit scale of temperatures, and I guess arriving this summer in New York City in the middle of a heat wave  was a perfect way to understand right away what “Temperatures in the 90’s” mean, even though that won’t make it less surprising when these temperatures go down to 0° Fahrenheit, and you start feeling the “Winds of Winter”. Then, after you’ve familiarized yourself with this, another important thing to tackle is the non-metric system and –let me warn you here– that one is much harder.  For sure, you might be a bit hopeful after your first conversion from square feet into square meters, but the truth is that you are usually left with that familiar comment “Oh yes, my UES studio IS small!” Let me be honest with you, converting won’t help. For that kind of problem, I recommend total immersion.

View from the 30-yard line.  (credit: Shutterstock)

But you’re in luck. The NFL season is well under way, and I believe there is no better way to learn about yards, feet and inches than to watch a game of American Football, the sport which arguably has the highest I-like-to-watch-it/I’d-like-my-kids-to-play-it ratio among the most popular sports. Even if you don’t understand all the rules right away, it will at least give you an overall understanding of the common human scale units of measurement and if you want to know more you should just remember that 1 yard is 3 feet and 1 foot is 12 inches. As an extra, it might also help you understand the conversations of some of your students or colleagues on Monday mornings.

Come October, when the NBA season starts, you should be familiar enough with the system to understand that if most basketball players are between 6 and 7 feet, you are probably between 5 and 6. Finally, if you’re curious enough to try and watch baseball –that other iconic American sport– October is playoff season and even if you missed seeing any Yankees games because they missed the postseason, seeing a fastball zip at close to 100 mph will give you an idea of the speed unit used here, maybe not a very precise one but certainly better than trying to understand how fast is the 25 mph limit by riding a yellow cab.

If I’m having a bit of fun with this it is because these difficulties may end up being minor ones as compared to this other unexpected one which could bother you on a daily basis: paper format. As you will soon discover when you start using the printer and copy machines, the paper format in the US is different than the one used in France. To be more precise, out of almost 200 countries in the world, only 3 don’t use the format French teachers are familiar with: Mexico, Canada and the United States. As I will explain in more details later, the traditional A4 page measures 210 millimeters by 297 millimeters (or 8.27 by 11.69 inches) while the common US page – which is called letter – measures 8.5 by 11 inches (or 216 by 279 in mm). In other words, the US page is 6 mm wider but 18 mm shorter. It doesn’t seem much but, as we will see, this slight difference has some consequences which range from minor to really painintheneckesque and which are also interesting from a mathematical point of view.

Let’s start with the minor ones. First, in case you were wondering, some of your students will use US papers and others will use French ones and when you will gather them after a test or any type of written work they will be mismatched. The US test paper will come out of the side of the French “copies doubles” – a word which should not be translated as I still have to see the equivalent here – and these will be longer than the rest. Of course you could foist a paper format on your class but you may discover that American users of the (in)famous yellow letter pads resist change, especially when you can get a dozen of those for the price of one pack of Clairefontaine sheets. You’ll get used to it. Now let’s speak about your documents. If you brought a lot of paper copies of them from France, you have perhaps figured out that you won’t be able to copy them for your students “as is” because there is no A4 paper at the Lycée. Get ready to reduce them (I suggest 93%) or lose your titles! And if you think you’re good because all your files are in digital format, think again! Chances are your word documents were saved in the A4 format, and it means you will have to switch to the letter format in your page layout. It seems simple and it’s actually not so bad if your document is made mostly of text and doesn’t have references depending on page numbers. However, if it contains images, graphs and several titles it can be very frustrating to try and rearrange everything, especially if you like to have something very neat.

All right, now that I have mentioned the need to reduce documents, I believe it is time to ask one crucial question. Why is the system of paper formats used in France (and almost everywhere else except in North America) so much better and how was it achieved? To explain this I first need to speak about film cameras and scaling. It may seem odd for most of our students, but there was a time when a phone and a camera were two different things, a time when one had to load up “film” in a camera to take pictures and bring that film to a store before one could see any photos. I was reminded of that in a funny way recently when my daughter had her first overnight trip last Spring, and she was allowed to bring a disposable camera. I personally thought these things didn’t exist anymore but we eventually found one in a local drugstore, to my daughter’s delight. I explained how it worked, and when she returned after three days of splashing discoveries she said she may have taken only 2 or 3 pictures but was not sure it had worked because she may have forgotten to rewind the camera each time. Then, a few weeks later, I decided I would use the remaining 20+ pics during my son’s kindergarten graduation ceremony and following picnic. And right after I took a picture of him with his best friends my son asked “Can I see it?, a reflex he’s had for years each time I’ve been taking pictures of him with a digital camera.

Exhibit A: disposable camera

It turns out that the pics were pretty bad – especially the ones with the lousy flash in the auditorium – but at least one of them was worthy of being framed and gifted to Grandma. Before that it would need to be enlarged, and this is where the mathematical notion of “scaling” comes into play. This may seem obvious to everyone but when you wish to enlarge (or reduce) a picture, you need to do it along its two dimensions if you want your picture to have the same aspect ratio. If you do it along only one, your kid’s face will look flattened as reflected from a deformed mirror. The ratio of a rectangle is simply the quotient of the length by the width and is sometimes expressed with the two numbers as with the aspect ratios 4:3 and 16:9 of TV screens. Obviously, if you double the length and the width of your picture, the ratio remains unchanged and a simple consequence of this is that its area will not be doubled but instead 4 times bigger. If you don’t see it, draw any rectangle, double the lengths of its sides and you will see that the new enlarged rectangle can fit four samples of the original one. This is true for any 2D shape, be it a triangle, a polygon or a circle. If you enlarge or reduce all lengths by a factor k (meaning you multiply them by the number k), the area will be modified by the square of k (k2 or k×k). That is why there are 100 square millimeters in a square centimeter. That’s not rocket science, but it leads to a very interesting problem which I submit to you now:

Draw a square and, without any calculations or measurements, draw a second square whose area is exactly twice the area of the first square.

As simple as this very old problem looks, it is possible that you won’t find the answer right away so feel free to stop reading and focus on it or keep reading and try to solve it after you’re done. I’m not giving the answer anyway.

The problem with a square – and with all squares – is that its ratio is of course 1 and however you enlarge or reduce it, it will remain 1. We already know that doubling the sides of the square (an enlargement factor of k=2) won’t work because the area will be 4 times bigger. What about one and half longer? Well 1.5×1.5 is 2.25 and it is still too much. I’ll let you check that 1.4 is close but not enough. You guessed it! We’re actually looking for a number k which solves k×k=2. And as you may remember, that is the exact definition of the square root of 2 (written √2) whose value is about 1.41421356237… And no this doesn’t give the solution to the problem because remember you can’t calculate or measure anything. You have to find a geometrical way to double the square. But the square root of 2 is the mathematical link to our paper format problem.

Let’s go back to a rectangular piece of paper and let’s take 1 for the short edge and √2 for the long edge which of course gives us an aspect ratio of √2. Now let’s put two samples of this paper next to each other along their long edges to obtain a larger rectangle with double area. The dimensions of this new rectangle are √2 and 2 and the new aspect ratio is √2 again because 2 divided by √2 is √2. In other words the second rectangle is an enlargement to scale of the small one. Finally let’s take one copy of our original rectangle again but this time let’s cut it in half along the longer side of √2. We get a smaller rectangle whose dimensions are now 1 (the intact width which now becomes the length) and half of √2 or √2/2 for the short edge. To calculate the ratio of this new rectangle we need to divide 1 by √2/2. I don’t know how much you remember about division by a fraction but – and I ask you to trust me or your calculator on this one – the result is again √2 and this means that the small rectangle is a reduction – again to scale – of the first one.

La Loi sur le timbre (1793)

This nice property of the number √2 – which is shared by no other number – was noticed by the German scientist Georg Christoph Lichtenberg in 1783 and it soon inspired the French revolutionists who, after creating “le mètre” and all its derivatives (including “le litre” and “le kilogramme”) in 1793, passed a law called “La loi sur le timbre” which defined how paper should be taxed and what sizes should be used. One can actually see that the size named “Moyen papier” corresponds exactly to the format known today as A3 and whose dimensions are 420 mm by 297 mm. If you remember the numbers I gave earlier you will notice that this is obtained by putting together two A4 pages (297 by 210) and this is actually how this system – the international standard which today is called ISO 216 – works. Put two A3 pages side by side and you get the format A2 (594 by 420) which then gives A1 (841 by 594) and finally A0 (1189 by 841). Now cut an A4 page in two and you get the format A5 (210 by 148) etc… all the way to the tiny A10 which is 37 by 26.

There you have it! If you put two A4 pages in a copy machine you will get an A3 page. And here the Americans go “Duh! If I put two pages in the letter format (remember 11” by 8.5”) in the machine, I get a page whose dimensions are 17” by 8.5” which is exactly the US paper size called ledger. I don’t see what’s so special about your system.” They are absolutely right and this is why the other type of paper you will be able to select at the Lycee is the 17” by 11”. Except that… Except that I have a question: what happens if I only have one page and I want my copy machine to make it bigger on another paper format, just like my son’s photograph?

Well, it is possible that you missed the link between Lichtenberg’s ratio of √2 and the French paper formats because I didn’t ask you to do the calculations. Let’s do them now. For the A4 we get 297/210≈1.414, for the A3 it is 420/297≈1.414. I’ll let you do the others to check that all the paper formats in the A series have an aspect ratio of √2. This is not surprising because, as we saw before, if the first one has this ratio then all of them have the same because of the way they were designed by doubling or halving one edge. And this is the fundamental part. When you enlarge or reduce a document, the new one will have the same ratio. This means that your A4 picture, once enlarged, will fit perfectly on an A3 page. Or let’s say you have two A4 pages of your lesson which you want to fit on one single A4 page before making copies for your class because your school has a “Go green” policy. In France you put both pages next to each other on the machine and hit the button “A3 to A4”. No content is lost and no blank parts appear.

This won’t work at the Lycée. Why? Simply because the aspect ratios of the two most used paper formats are not the same. For letter format it is 11/8.5≈1.294 and for ledger it is 17/11≈1.545. As they say here, this is the way the cookie crumbles. If you want to enlarge a letter page to fit on a ledger page no simple button will do. You will have to specify how much bigger you want it, and you can’t use an enlargement factor bigger than about 1.3 (or 130%). The result will be a page of dimensions 11.05” by 14.3” and this means you will have almost 3 inches of lost space on your page. The other way around, trying to reduce two letter pages to fit on a single one you will have to cut it to 65% to have your 17” length fit on 11”. The consequence of that reduction on the width is a blank space of 1.35” all along. And if you want to avoid the blank space and decide to reduce your document to 77% of its original size, its length will be more than 13” and you will lose 2 inches of content. There is just no way around because as we saw, scaling has to be uniform if you don’t want your pictures to look weird. This truly illustrates the incredible superiority of the ISO 216 system and makes one wonder why the US stubbornly refuses to change.

Three questions remain.

#1 How were the dimensions of the A0 format decided? It’s actually quite simple. The French reformers started with a big page of 1 m2 (squared meter) and because the page needed to have an aspect ratio of √2, they were looking for two numbers a (for the length) and b (for the width) which solved the two equations a×b=1 and a/b=√2. A bit of algebra gives a=√√2 (the square root of the square root of 2) and b=1/a (the reciprocal of a). Approximate values of these numbers are a≈1.189207 and b≈0.84089 and explain why 1189 mm and 841 were chosen for A0.

#2 Where does the US letter size come from? It is less certain but an internet source from the American Forest & Paper Association suggests that it could be related to the maximum distance a 17th century Dutch worker could stretch a piece of paper. And still, it was only in the 1980s that the 8.5” by 11” format was made official.

#3 Are our copy machines compatible with the French sizes and if so how willing is the Lycée to provide us with reams of A4 paper?

Maybe the answer to this one should be to try and be ever more paperless…

What is York Wing Community Day?

The opening of the York Wing is a significant milestone in the history of the Lycée Français de New York, so it’s a day for the entire community to celebrate the school and our new spaces. It’s a time for children, parents, teachers, staff and friends of the school to come together to create, have fun and learn hands-on about all the spectacular things the York Wing is making possible for teaching and learning at the Lycée.

What’s on the agenda?

Families can come for an hour to visit the new spaces, or stay for several and enjoy the many activities available for students of all ages.

First and foremost, we invite our families to sign up for guided tours, including visits to the new classrooms, our media lab and maker space, and new motricity room. 

You’ll learn from our media integrator, Jeff Rogers, and new maker integrator, Adam Romary, just how these two spaces are being incorporated into the curriculum in Primary and in Secondary. Jeff and Adam have put together a special project that links both spaces. Take the tour to find out more!

We’re excited also to share information about our partnership with Noveda, an energy-monitoring service, that is helping the school and students keep track of our energy efficiency in an online tool. Visitors we’ll be able to see, for example, the impact on our energy use of our solar panels and also our new wind turbine (Gift of the Class of 2014) on top of the York Wing!

What activities will you have for children?

We have activities all day long for students of all ages, including hands-on opportunities to create and build with special arts and crafts, STEAM projects, and 3-D activities, including lego robotics. Children and families in maternelle can sign up for a special screening of Petite Neige and pizza at 11am in Room S205.

We’re excited to bring back our French- and English-language book fair, with the support of several vendors: The Little Book Room, High Valley Books, Bayard, New York Review Books, and Albertine. You’ll be able to choose from children’s picture books, young-adult fiction, as well as travel, cooking and more…

What is LFNY Voices?

Storytelling, our ability to tell stories about ourselves, our work and others, is such an important skill for 21st Century learners. On Community Day, we wanted to make a point of this and give our students and our adult community members, the opportunity to come and tell their story on camera.

We encourage anyone of any age who has a great story about a journey they’ve taken in life – a significant move, a walk, a book discovered, or even deciding to join the Lycée community, to sign up for time in the LFNY Voices booth in the CDI. It’s your opportunity to be interviewed by three renowned journalists from our parent community, Magalie Laguerre Wilkinson of 60 Minutes, Jeffrey Kluger of Time Magazine, and Pascale Richard, who has written for Le Monde, Le Figaro the HuffPost, among many publications.

If you don’t want to sit for an interview, please bring your family to the new Motricity Room in the York Wing to participate in the 2016-17 LFNY Video Holiday Card. All you need to do is come to the room and be ready to smile and dance! No sign-ups required!

How do I pay for activities?

Except for the purchase of books, every activity taking place during the event is free! This is a moment of true celebration for the community. Be sure to have cash or check with you, if you plan on purchasing books from the Book Fair, as most of the vendors do not take credit cards.

Anything else?

Food! Always important in our community. We will be providing a free light breakfast, lunch and snacks, courtesy of Flik, Moulin à Café, International Delights, Overseas Trading and Salvo’s Pizza to include snacks like chicken fingers, mac & cheese, as well as nice sandwiches. The new Staff Café on the York Wing’s 2nd floor has been converted into a Nespresso espresso bar, so you can stop by for a little caffeine before you take on your creating activity.

LFNY York Wing Community Day

Hours 10am to 3pm

Sign-up for key events in advance

Volunteers still needed: click here. 

See you soon!