Critical Thinking

Following The Trade Game (Georgaphy), Our Best Days Are Behind Us (History), Comics (English) and  Mr Leigh Halford led a superb Critical Thinking MAAT session for the following students IYP students:

Jaoa Mirco, Ivanna Socolich, Natalia Tabja, Grace Chappell, Ariana Zumaran, Ariana Tamashiro, Camila Garcia Encinas, Edgar Palomino, Alexandra Lobaton, Stefana Morello, Haoyun Hu, Maria Fernanda Pareja, Alex Butrich, Daniela Hesse, Daniel Chan, Santiago Ortiz, Alonso Tarazona, Alex Hesse, Santiago Bedoya, Paula Riccio, Isabel Criado, Briana Velasquez, Martin Graglia, Valentina Cely, Alessandra Baltodano, Mikihiro Miyano, Mateo Herrera, Victor Sam 

These students were identified by their subject teachers for showing the following attributes:

• Do not like to give 
• Are good at pattern recognition
• Show curiosity and enjoy considering knowledge for its own sake
• Show creativity in solving problems
• Demonstrate a methodical approach to learning
• Are able to organise information well

As the LAHC inspectors were camped in the SUM, so the MAATs were marched to the Pelegatti were they were hit by a series of critical thinking games, workshops, stations and sessions from decoding cryptic messages to code breaking, physical and mental challenges. 


Below are the best photos from what was another superb sessions - with many thanks to the expertise and efforts of Mr Halford. 

Mr Halford's rousing battle cry

Decryption

Blind leading the blind 

Group work

Cross the river 

Inspite of their best attempts, even the best IYP
students couldn't catch the nimble footed Mr Cino

Thinking, Critically 

Critical group thinking 

Hats off

HISTORY MAAT: Our best days are ahead of us?

Many congratulations to the following students who - based on their critical thinking skills and for their hard work - have been selected for the History MAAT.
(Scroll down!) 

Here's the outline of the session:  

Goal: Think deeply about how we and others imagine time.

Finish Line: Present a plan to the Metropolitan Museum of Lima, using what you have learned to suggest new ways for the museum to be organized.

Dates and times:

Session 1: Analyze our concept of time and the way it influences our view of others.
Tuesday 3^rd June, Periods 6+7, SUM

Session 2: Use what we’ve learned to design a lay-out for the Metropolitan Museum.
Tuesday 10^th June, Periods 8+9, SUM

Session 3: Visit the museum.  Critique what we see.  Present our plan.
Dates and times TBC

6th Grade

PALOMINO MUÑOZ, Edgar Jesús

SOCOLICH RODRIGUEZ, Ivanna Alessandra

PUYO VELARDE, Juan Carlos

CARREÑO LONGART, Natalie Carolina

CEBALLOS HUBNER, Ainhoa

GARCIA ENCINAS, Camila Alejandra

GOICOCHEA PAREDES, Borja

CEDRON CHIESA, Giacomo Joaquin

SANCHEZ CORNEJO, Vasco

Form I

MORELLO, Stefana

BERGREN, Kyle Andrew

BULOS TOUZARD, Bartolome

BUSTAMANTE VILLA, Santiago

HUMPHREYS RYAN, Nicole

BUTRICH LORIE, Alex

CHAN GUIN, Daniel

ORTIZ URRUNAGA, Santiago

ROMERO FERNANDEZ, Santiago

ZOLLA DEL CARPIO, Gianfranco

Form II

MONDRAGON, Andres

BOZA, Michelle

GRAGLIA, Martin

ILLINGWORTH,Santiago

HERRERA,Mateo

CRIADO,Isabel

SAM, Victor

VELASQUEZ, Briana

Comic Workshop with Ben Ilka

In brief: The English department's MAAT session was split over 3 workshops with Local Graphic Artist and Illustrator Ben Ilka (pictured right). The following super students were selected:

FORM II MONDRAGRON, Andres, GRAGLIA, Martin, ILLINGWORTH, Santiago, RICCIO, Paula, CRIADO, Isabel, BALTODANO, Alessandra, TELLO, Johana, MADUEÑO, Camila, GHIA, Alessia
FORM I ADAMY, MARK, BUTRICH, ALEX, HU, HAOYUN, MORELLO, STEFANA, CHAN, DANIEL, KREUZE, IDA, ORTIZ, SANTIAGO, HUMPHREYS, NICOLE
SIXTH RAMOS, ISABELA, CARREÑO, NATALIE, CEBALLOS, AINHOA, PALOMINO, Edgar, SOCOLICH RODRIGUEZM, Ivanna,  TAMASHIRO, Ariana, TABJA, Natalia, del CASTILLO, Camila, TUESTA, Joaquin 

The project: Students worked in 9 groups of 2-3 students, each group adapting one 'part' of Macbeth into a final graphic novel. The intention is to display and sell the final graphic novels on the nights of this year's school play, which is inspired by Shakespeare's Scottish play. 

This ridiculously ambitious project that realistically would a trained comic artists about a year, is something we were trying to do in 3 x 90 minute sessions. Here's how we've got on so far:

Workshop 1 - Wednesday, April 23rd, 1100 - 1220 

After initiating the students in the medium of comics - essentially, that comics are an art form somewhere between films and books - the students were asked to construct a three part comic strip, based on illustrations projected on the board.

Once the theme of adaptation had been embedded - that you can adapt in any way as long as you keep the main theme - Ben took the students on a history of comics, from the Magna Carta to propaganda during the Spanish inquisition, to World War 1, to Superman no1 and finally to one of the more important comics of our times, Ben's own graphic novel, The Boy and His Shadow.    

Students hard at work experimenting with a new medium of English.

Ben teaches the 'Grammar of Comics' 

Students sharing the initial sketches. 

A brief history of comics, Part 1

A brief history of comics, Part 2

Workshop 2 -  April 29^th, Tuesday 0920 - 1040

In 9 groups of 3s, the students then went about constructing their characters, and dividing up their part of the Macbeth play in panels. Each group was given final paper from where they needed to convert their initial sketches of character as well as the spoken dialogue in speech bubbles. 

The art, as Ben explained, came from what they chose to keep in, and what they left out. The "meaning is created by the reader, filling in the gaps". 

Workshop 3 - May 16^th, Friday 0920 - 1040 

After the half term, students returned with their completed panels ready to learn about inking, and to add the final touches to their panels. Inking? Here are the rules:

Inking rules 

And tomorrow, at lunchtime, we'll have a look at the final results panels. Once that is completed, it's a final session in Ben's studio to computerise the final pages... and we're done. (I think)

  

TED: Hans Rosling, The Best Stats You've Ever Seen

NITROGEN FUN!

That Ice-cream excitement!

The first experiment of the science fair was based on liquid nitrogen. Team members Jaime, Isabella and Kyle decided to solidify melted ice cream by adding liquid nitrogen to it. Although the crowd didn’t seem excited to see ice cream becoming semi- solid again, they went howling with excitement when the group members announced that they would distribute the ice cream to the audience.

 

 Once the experiment had begun, Isabella and Jaime were mixing the ice cream with the liquid nitrogen. The liquid nitrogen came with abundant cold smoke with which the audience seemed to play with.

 

 The audience went crazy when the team members started to give out the successfully restored ice cream. The audience went desperate for the ice cream like they would for a loaf of bread during extreme poverty.

 

 Group member Kyle thought that the experiment was successful, therefore he said, “Yes it was successful, but I felt nervous because I was absent the day we tested it out”. The group members should feel at ease since there was absolutely nothing disappointing in the experiment!

 

Bottle Cap Explosion!

 

This was without question; the most anticipating experimented of the whole liquid nitrogen group. The name itself made the audience inquisitive about the experiment.

 

When group member Kyle said that there would be an explosion, it is quite obvious how excited the crowd was. The group had a plastic bucket with warm water which was covered with Styrofoam. The Styrofoam had assorted bottle caps on it.

 

Team member Jaime poured in the liquid nitrogen into a plastic bottle and then tightly closed it. The process again, gave out a lot of smoke which made the crowd excited. Once, the plastic bottle was placed under the Styrofoam and into the bucket, the team members made a run for it.

 

This made the audience to inevitably start the countdown till the blast in their heads. Once the bottle in the bucket started vibrating, it started to shake the Styrofoam with the assorted bottle caps. Within the blink of an eye, the blast happened with a BOOM! The assorted bottle caps flew in every direction while the water spilled everywhere as well. The crowd was screaming with excitement and looked certainly pleased with the spilling of the water along with the blasting of the bottle caps (which were for a second like shotgun bullets).

 

 

Team member Jaime said, “It was successful and I felt happy because when it exploded all the people started shouting and got excited.” Well we all have to admit, the experiment was undoubtedly successful!

 

English │ MAAT session – Multi-media journalism

To build journalistic skills by writing a multi-media blog entry (800-1000 words, images, edited video clips) that covers one school event.

Each of the four groups will contain an editor, a sub-editor, a video reporter, a photo journalist, a head writer and two field reporters.

The final article will be an article published on the MAAT blog and must consist of 800-1000 words, including images and edited video clips. It should look something like this one on The Trade Game, only better! The school event covered will be the Science MAAT projects. Each ‘English’ group will cover one ‘Science’ group. 

Each group will contain 7 students:

An owner: the teacher in charge of your group. They are looking for a quality final article that makes them look good.

An editor: organization skills, controls the tone of the article, organizes the various multi-media strands into one coherent body. Responsibilities: organise the group; ensure all deadlines are met.  

A sub-editor: proof-reading, fact checking, assisting the editor in organizing the logistics of the group. Responsibilities: support the editor; check the accuracy of the final article with the writer.  

A video journalist: organize all the logistics regarding video journalism from charging batteries to transferring, editing and uploading video footage to YouTube. To record two interviews, one live report, stock footage.  Responsibilities: uploading quality, edited clips of footage to the MAAT YouTube site by the end of the day for your editor.

A photojournalist: someone who can capture excellent still photos that tell the story of the lecture – from the main people involved to the crowd reactions. Responsibilities:  photography coverage of the day’s events. Provide 8-10 selected images on a USB for the editor by the end of the day.

A reporter (1[*]): research the topic, the group and interview the main sources.
Responsibilities: get quality quotes from participants, organisers and spectators.

A reporter (2): research the topic, the group and interview the main sources.
Responsibilities: get quality quotes from participants, organisers and spectators.

A head writer: the main writer. Responsibilities: responsible for writing the overall article.

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[*] One of the reporters should be the ‘presenter’ for the live video clip.  

Portraits - The Top 9

The culmination of a considerable amount of work has lead to the following superb portraits. Congratulations to all of the students involved, and I look forward to sharing these images with the wider community at the Arts Evening. Many thanks, once again, to Mr Wim Bouden, whose expertise has given the students a wonderful opportunity to explore a wonderful art form.

Andy Cino
Mora Endhrun, Deweena Parijta, Lucia Bustamante  

Cori Soldevilla 
Brenda Li, Chenyi Jhon, Stefan Tschudi

Flavio Cutti
Santiago Romero

Stephen Goodman
Kyle Bergren, Mark Adamy, Carlos Brito 

Maria Petrozzi
Isabel Criado, Valentina Cely, Claudia Panta 

Natasha Encinas
Nicole, Kathrina Huacana, Alessia Liza  

 'Pepe' Ludeña
Alberto Coya, Daniel Guinea, Luciana Medina, Chiara Uccelli  

Ruth 
Nicole Parodi, Micaela Olavarria, Muriel Jeri, Pamela Flores, Daniela Madrid  

Maria Clelia Garces
Olive Ash, Briana Velasquez, Mateo Gutierrez, Johana Tello 

Miss Tachi
Alessia Flores, Valeria Hildebrandt and Haoyun Hu