The moment has now come to embrace a new beginning. It is time for us to explore what is next. But I must warn you, to not walk blindly into that open cliff, but to use what you have learned in this institution to aid you in a world that might not want you to succeed. It is imperative that you do not let yourself be dazed by the fairytales of the world. We live in a time when ignorance, and acceptance of the now has accomplished nothing more but to revert back in the progress we have accomplished.
I urge you to be open-minded, to be a risk-taker, to be an inquirer, but to not be silent. The system will force us to stand alone, to be weary of those around. It will force us to succumb to a state of bliss. A fake bliss that hides behind a wall of despair. Do not let yourself be chained and explore new places, interact with new people, and let yourself be molded---not by the horrors of the world---but by the promise of peace.
The world of today is guided by the ignorant belief that money is everything. For too long, we have let the world neglect us. For too long we have endured the silence. We must speak up for Parkland, Venezuela, Syria, and Guatemala. Porque somos más que una nación, somos la raza humana y merecemos un mundo mejor.
To come back to this moment, I would like to first congratulate all of you for completing four years of learning. We have all endured the struggle of school, and we have all survived. However, the battle brings its rewards. The knowledge that you now have, has forged your mind so that it has the power to speak up and be resilient. Do not be afraid of what is to come. But know that you must strive for a better you, and a better tomorrow. Se tu y cambia el mundo.
Lisa Torres, Ogden International Class of 2018
We are very proud of our graduates at Ogden International. Please read the Class of 2018 Keynote address from Ogden graduate Daniel Ibarra, who's personal story is very relevant today.
"Good evening everyone, BUENAS TARDES MI NOMBRE ES Daniel Guadalupe Ibarra and is an honor speaking here in front of all of you today. To each and every one of you I would like to say thank you. Thank you for supporting us in our high school years, I can speak for myself to say it was not easy to support me the past few years and the same probably applies to you and your student.
I am here to speak about what I’ve learned and who I am thankful for and speak about what the future holds for us just like they expect one of us to say. I will make that part quick as I have more to say as we leave these halls of high school.
I have to say I’m thankful for teachers for supporting me. I don’t know how they did it or how you guys did it. Thank you Mr. Allmen for telling me that I needed to study the night before the exam, thank you Ms. Eisenbaum for telling us to learn a whole novel for a single question, Thank you Ms. K for making us laugh when you spoke your truth. I would personally like to thank Mr. McGinnis for having me question my mental state everyday with a new psych study we had to memorize. Oh my god, also Ms. Worley because I’m surprised she hasn’t completely lost it after the summer before Senior year as basically 99% of students contemplated dropping IB. The counselors for also supporting us and the rest of the staff and the teachers for getting us through whom I haven’t mentioned.
I’ve learned that we all have a voice TENEMOS UNA VOZ and we should use it when we can. We learn that we are outspoken and other fancy words IB likes to use for their learner profiles. I will not miss that. We have a VOZ and our stories matter. It may not be easy to speak up but we should all try at some point to be heard. There is a beauty in having a VOZ, because not everyone has that.
That reminds me, I am thankful for my father who cannot be here today as he is now facing deportation to Mexico. I hope he gets to see this or hear this one day and I look forward to being in his arms again. UN DÍA EN EL FUTURO.
Now to what I wanted to discuss, the differences between expectations and reality. We have half truths.
Half truth number one, obstacles are easy to overcome. We all face obstacles in our life, and some are easier than others. On June 8th it would be three years since I last had personal contact with my father and it would be one week since he has been detained by ICE. I never thought that the nightmare will end, but look at me here I am standing before you today at this high school graduation ceremony. There the big obstacle was losing my father which was very difficult, hard. I do not wish that upon anyone, but there was something positive and easy that came from it. I learned about myself and what I am capable of, my VOZ as a Latino male grew. The obstacles we face only make us stronger is true, remember that.
Half truth number two, we all learn in the same or in similar ways. This is wrong because learning is supposed to be subjective. I still remember the feeling when finals were going to happen and we were all scrambling to get out grades up. Why? Because grades are quantified and we ourselves created comparisons consciously and subconsciously whether or not we would like to admit it. I know I don’t. We had to learn to deal with it and try to prove others wrong. Some of us also had our intelligence questioned both in and out of school because of our background. I would like to remind you all that A’s for doing nothing is not better than C’s for studying three times as hard. We all learn in our own ways.
Think about your learning as self development. Prove people wrong about the limitations they think you have. We don’t all share the same difficulties and struggles. What we do share are emotions and the ability to work hard to move forward. That is where out VOZ comes in. We worked hard to get here today and we will just keep moving forward.
I learned that we are all dreamers in American society no matter who we are and what others have to say based on our background. Use your VOZ, it is valuable. You have continued doing the most difficult obstacle called life and you are all winning that game in your own ways. Thank you for those who helped us, who helped me the past 18 years.
TODAVÍA RECUERDO EL PRINCIPIO DE MI HISTORIA EN LA PRIMARIA. HABLABA MÁS ESPAÑOL AUE INGLÉS Y FUE DIFÍCIL APRENDER INGLÉS, PERO SI LO PUDE HACER. TODOS PODEMOS SOBREPASAR LO DIFÍCIL SI TENEMOS EL ESFUERZO A SUPERAR. ESTO ES PARA EL ORGULLO LATINO QUE TENEMOS QUE TENER EN ESTE NUEVO MUNDO.
Remember how over 1,000 days ago we were preparing for high school. Our high school stories began and now they are ending. Your stories matter too, so remember that your voice and experience counts. You matter. Thank you for letting me have a part in your story. Look at us, we have a new part of story completed, graduating high school. Congrats to us all. MUCHAS GRACIAS."
By Ogden Parent Robert Murphy
My son Dale has been on The Ogden FIRST Robotics Team the last two years, and I must say that for him it has been a haven. He isn’t interested in most sports. Computers and tinkering has always been his fancy, although I could tell that he longed to feel part of a team. The robotics team provided that, and more. As a mentor to the team I had the pleasure of witnessing his, as well as many other children's growth, and would like to share my experience.
First off, there isn’t enough that can be said about mHUB, and their generous gift to us to use their space for our practices. All good sports teams utilize a good gym, and a tech incubator as impressive as mHUB is the best possible place for a robotics team to meet. The kids are completely immersed in tech from the moment they walk in!
The practice sessions are goal oriented, yet with a focus on core values *see team core values. They begin with the children sitting around a conference table (sorry, but it’s adorable!) and discussing goals for the day, as well as reciting the daily core value. They then split into teams (the last two years the team has split into two teams) and groups (task oriented, ie coder, robot designer, presentation work) within those teams. The coach also has special team building, communication strengthening activities that are thrown in throughout the season.
Lastly are the competitions, and when it comes down to it, this is what it’s all about. After months of designing a robot to traverse a task-filled obstacle course by way of the children’s coding, it is put to the test against other schools in a lively arena setting. There is one scrimmage, and then one official meet, in which winners are selected to move on in the season. It’s exciting, nerve-wrecking, and fun!
But unfortunately for the children, it isn’t all fun and robots. The children are encouraged to think bigger, and the league implements a sense of social responsibility into the competition. The teams are not only scored by the performance of their robots, but on robot design, a surprise team-building exercise, and a presentation about a creative solution to a common global problem, derived from a common theme given to all of the competing schools at the beginning of the season. The 2017 theme was Hydrodynamics, and my son’s team pitched (through an informative skit) using fog catchers attached to filters to combat drought.
If it sounds amazing, it’s because it really is. I witnessed our kids step up and act like executives, engineers, designers, coders, and project managers for the sake of a common goal, and with school pride!
That being said, the unsung heroes are the parents who volunteer their time to make it all come together, but especially our coach, Mr. Clifton Muhammad, who stepped up to the plate to make the robotics team happen for his daughters many years ago, and has remained on board to guide our kids until today.
By Michael Beyer
How do you decide which school is right for your child? As a parent, only you know what is most important to your family and to your child. Occasionally Ogden families consider private school options, and just as often, families transfer their child to Ogden from private schools.
Recently, a parent asked me why my own children go to a private school. The question came up in context of the possible Ogden-Jenner consolidation, and the parent’s assumption was that I did not have faith in the Chicago Public School system, and therefore hypocritical if I were to support the consolidation. This couldn’t be further from the truth, so I felt compelled to explain why my wife and I have not enrolled our children in a Chicago Public School.
Seven years ago, when our son Charlie was nearly three years old we wanted to place him in preschool. We walked across the street to our local public neighborhood school and completed the application. We talked to the wonderful teacher, who we knew from the neighborhood. We learned that most preschool seats at the school would go to “high-need” children, which meant four year-olds who had never been in preschool and who came from high-poverty homes. We were placed on a waiting list and unfortunately never received a call.
Our son was an only child, and my wife and I had no plans for a second child at the time. Our neighborhood didn’t have many young children. All of our nieces, nephews, and cousins were much older than our son. We wanted to ensure Charlie had opportunities to socialize with children his age, which we know is critical in the early years, so we were determined to enroll him in a preschool. We were, and still are, both full time working parents and in need of full day care.
At the time I worked in CPS Central Office so I walked down to the floor that housed the department which handled magnet and options schools. We completed the application and crossed our fingers, but were placed on a waiting list for several schools that again, never called.
There were no promising leads, so we researched and applied to private and Catholic schools. We were accepted to a neighborhood Catholic school and were all set to go when, in the middle of summer, we received a call from a private school. The Catholic school was well regarded in our neighborhood but had a lack of resources that surpassed public schools. The private school had more resources and a much higher tuition rate to match. However it was also a Montessori, something my wife and mother-in-law (a former educator) were very much interested in. My wife went to Montessori as a young child in New York and as we learned about Montessori we saw Charlie fitting in very well to that educational method. It also had full day, after care, and summer options, something we needed since we both work full time. This is what worked for us, for personal reasons. There is no other reason than that.
Our children’s private school is Montessori, and the students stay together in small cohorts for three years. In no time our son went from having no friends to having several close friends. He was receiving the opportunity to socialize that we were seeking. He was also learning and growing in a steady environment and my wife became very active at the school and is now on the board. She will chew your ear off about Montessori if you let her.
Numerous times I’ve proposed placing our now two children in public school, both in our local school, and at Ogden. My first year at Ogden I made the suggestion and my wife, always the wiser one, reminded me how difficult it can be for the principal’s children to attend the same school their parent works. My wife also reminded me about the turnover of administration at Ogden prior to my arrival and replied, “let’s see how long you’re there for.”
There have been times when I have pointed out how much money we could save if we didn’t pay private school tuition, the nicer car we could buy, the longer and better and more frequent vacations we could take, and the amount we could save if we put the tuition in the bank. This last one is almost a no-brainer if you calculate the interest: our children could graduate high school with six-figures in the bank if they attended public and we socked away all that private school tuition. At the time, my wife stood her ground.
Now our son is old enough that I occasionally propose the idea of public school to him, usually when my wife isn’t listening. Inevitably he shoots it down because he knows he’d lose his friends. Keeping him with his friends helps to ensure stability. We know that a child’s elementary years are the foundation for their entire life. Having to change schools, find new friends, and learn a different way of doing school can be traumatic. I know because it happened to me.
When I was in 1st grade my school was closed and my class was separated. Even though I still lived down the street from most of my friends, and about half of them went with me to the new school, I can still recall losing the familiarity of my former school and coming to what felt like someone else’s school and trying to acclimate. Some of my closest friends went to the other school across town. I was shy and introverted, and I’m certain the change set me back in school. It was nothing that I couldn’t overcome, and maybe it made me stronger in some ways, but as a parent, it’s difficult making that choice for your child. My parents didn’t have to decide as it was the school district that closed the school.
This is also why I’m sensitive about and determined to ensure the school consolidation is done in a way so that all students feel comfortable and supported before, during, and after the process. When I was a child there was no transition plan to speak of. They simply closed the school and the following year the students showed up at a new school.
My wife and I are both determined to get our children into a public high school, and maybe sooner, but for now, we’re settled.
So what advice can I give parents who debate public versus private?
It’s a personal choice and there is no single right choice. I’m 100% confident our children would receive a strong education if they attended the vast majority of public schools in Chicago. The education might be different, but in the end they’d learn how to read, write, and do mathematics.
One of the most common reasons parents choose private is because of smaller class sizes. In some private schools the ratio of students to teacher is 15 to 1. In some private schools the class “size” is decreased with the addition of a teacher assistant in the classroom. Class size is an indicator parents can understand, or think they understand. Their reasoning is that if there are fewer students, the teacher can devote more time to each child, therefore ensuring they get a better education. Without this becoming a debate over class size, I’ll simply state that education isn’t that simple. The adage that students learn best from their peers is true in both public and private. Humans learn through social interaction. While smaller class sizes might ensure more attention from the teacher, it also decreases the likelihood your child will have a peer they can relate to and learn from. Children learn by sharing knowledge with their peers. Learning is not a rote exercise in which a teacher delivers content and skills to a child’s blank-slate of a mind. Learning is and always will be social.
As a teacher I always liked smaller class sizes as that meant less papers to grade and fewer names to learn, but as a parent is it worth private school tuition? I don’t think it is (and our private school’s tuition is on the lower end, compared so several better known private schools in Chicago). Additionally, private schools don’t require the certification and licensing of assistants or their teachers. In some cases a private classroom might have more adults in the room, but it might not be different or better than having a parent volunteer in a public classroom.
Here are two things I don’t love about my experience in private schools:
The main benefit of a private school for my family is stability, because our children will have steady friendships during their elementary years. If we had found a seat in the preschool in the public neighborhood school across the street from our home, we’d probably still be there. (Side note: This is one way our State could help improve diversity and decrease segregation: fund preschool for all students regardless of need). We have neighbors that send their children to the school, one being a former public school administrator, and they are more than satisfied with the school.
If you ever have questions regarding the choice my family made, please don’t hesitate to reach out. I’d be more than happy to discuss our journey.
By Debora Land, parent of Ogden 6th grader and parent volunteer
Ogden International School is an International Baccalaureate World School. Our school mission states that Ogden International provides a world-class education to students who will become leaders of change within the global community in the 21st century and beyond. Ogden International is committed to providing a distinctive, high-quality international education which cultivates intellectual inquiry and global engagement.
Simply said, what we really want is for our kids to be able to navigate successfully in a diverse world after they finish their education. They need the skills which will enable them to do whatever their job may be, but equally important they need to be able to work with co-workers, suppliers, and customers who come from different backgrounds, judging them on their abilities and contributions rather than their cultural and family history. (continues below)
How is Ogden International doing in this area? We can look at the Illinois Board of Education data and see that we have a very diverse student body in our Middle School and High School (2016 data shown). We are probably one of the most diverse schools in Chicago.
That part is easy - the kids are here. But in order to look at how we are doing with our mission of creating global citizens, we have to look at how the students integrate together. Teachers can assign a mixed seating chart in their classrooms, but if you want to really see the proof of how well our students have internalized this global culture, the true test is to see what happens in the cafeteria and on the playground when they are not forced by staff to mix.
I have had the opportunity to spend over 100 hours this school year as a parent volunteer working as part of the security team during our lunch periods in the cafeteria and on the playground at the West Campus. You might expect that students would seek out friends based on ethnic background during free time. What I see during my time with all the students during the lunch periods, for both the Middle School and the High School, is that our students integrate themselves, hanging out with a diverse group of friends when they have the choice of who to spend their free time with. Students pick their friends based on shared interests and experiences and not just based on family heritage. The proof is in the pictures - taken on December 19, 2017 during one of my volunteer shifts. These are candid shots, lunch periods 4-7, taken with permission of the students photographed.
Our Administration and Staff have set the tone for fulfilling the mission of creating global citizens. The measure of success is how well our students live this mission as part of our daily school culture. Academics is only one part of the equation for success in life after school. As a parent who has lived and worked in many parts of our country and abroad, I know that the ability to function effectively in a diverse, integrated group is equally important. Well done, Ogden!
*Editor's note: The title of this post is a riff on a well-known book on education, "Why Are All the Black Kids Sitting together in the Cafeteria: And Other Conversations about Race" by Beverly Daniel Tatum. Ogden, like all schools across our country, grapple with issues of bias and we do not claim to be perfect, but we are very proud of the inclusive culture exhibited by our students.
By Ms. Heather Worley
The IB Learner Profile requires teachers and students to strive daily to embody many positive characteristics. However, for IB Diploma Programme (DP) students none are more important than being a balanced risk-taker. On many levels these two disparate characteristics challenge each other, which is precisely their value for a young learner. Our DP students consistently must force themselves outside of their academic comfort zones. No longer is their main goal to always identify one correct answer. A greater value is put on the defense of a claim and the ability to view a situation or concept from multiple perspectives. Often answers lack complete definity. Thus, the foundation of their understanding can feel as if it lacks stability. The strength of their responses depends on structure and appropriate skills of communication. Living academically in a space of wonder and abstract thought often leaves dedicated students feeling ungrounded. Oddly, the realization that intellectual curiosity and exploration is messy and usually nonlinear helps them to find their balance. There is a certain order to the chaos. The IB Approaches to Teaching and Learning support students as they develop the habits of mind and work to achieve mental balance amid so many daily challenges. Here’s what it looks like:
Ogden DP seniors are already beginning to prepare for their exams in May. They are collecting their shared knowledge in study guides, documents they can individually use to renew their comprehension of two years of content. Teachers are helping students to identify patterns in the subjects they’ve studied, so they can synthesize their knowledge and communicate it in a variety of ways. For example, in History, they are organizing the effects of the Mexican Revolution by tracing the positive and negative influences of each leader that followed the writing of Mexico’s new constitution. In Mathematics SL they are building study guides for a unit on vectors and writing their Internal Assessments. In Math SL, each student completes an independent investigation of a subject of interest through mathematical reasoning. Students are investigating subjects as different as the uses of the Chinese Remainder Theorem to the use of differential equations to compare the effects of multiple characteristics of geothermal wells. And seniors in Visual Arts, having just completed their first installation, are now busily creating and refining work around their self-identified theme for their Exhibition in the spring. Senior students demonstrate the skills they have developed throughout the program through a balance of assessments.
Ogden DP juniors are finding their groove in their classes. The first quarter is always an eye opening experience for juniors in the IB Diploma Programme. The intellectual demands and required time management skills test even the most diligent students. The opportunities for independent thinking also require a higher level of personal responsibility. To prepare students for long-term success in the program we start with direct teaching of self-management skills. In fact, much of the first semester in the Ogden Diploma Program is designed to support students through this academic transition to college level work. For example, in their Language and Literature course, students just finished a unit on the nuances of academic integrity. Now, they are beginning a unit on research methods by investigating a variety a perspectives on a social issues in order to write and deliver an argumentative speech. Additionally, in many of their classes, they have been working on goal setting and developing skills to achieve these goals. Students are learning new ways to take notes, and about requirements of essays in their various courses. Balance comes from developing positive learning habits and coping skills for stress management.
By Daniel Stone
Ogden’s Exploring Computer Science (ECS) class is in its second year, and the course is growing! Computer science courses have been identified across the country as being key to future success. In the STEM (science, technology, engineering, and mathematics) field, jobs are in computing account for 71% of new jobs, and computing occupations are largest source of all new wages in the U.S. (Source: Code.org) With computers shrinking in size and growing in number, it’s more important than ever for students to have a solid foundation in how computers work and are applied to solve problems.
Students practiced their skills to do everything from coordinating movement of objects in paths across the screen, to developing looped algorithms to code more efficiently, and even create their own games. Students collaborate to help each other, and challenge each other through games and other work that they do in the course.
Additionally, we have had the opportunity to connect one class of students with Big Brothers Big Sisters and provide mentors to students. Mentors are professionals from a variety of backgrounds, and they interact through an online social media platform and in a few in-person class visits through the year. Most mentoring is done as students work through an online curriculum that helps them consider college and career goals and what steps they need to take to achieve those goals.
Students will continue to practice coding and will soon start their own web design using Thimble, and then to more complex block-based programming in MIT’s Scratch coding environment. Ogden’s Exploring Computer Science course will help students understand computers and computational thinking to help them make the most of technology and get an edge in the pursuit of their hopes and dreams!
By Diploma Programme English Teacher Ms. Sara Eisenbaum
This week in my English classes we have the opportunity to work with the Writer’s Theatre. They approached me to bring our students to a matinee version of “The Importance of Being Earnest” by Oscar Wilde (1895). Eager to jump at the opportunity to bring learning to life, I happily accepted the invitation and am so happy that I did. Not only do we get to travel to see this play, but the company also has artists in residence who come to the schools to work with the students to engage them in dramatic expression and other significant concepts they will see in the play.
With high school students, it is hard to gauge what their reaction might be to having to act silly in front of their peers, but this was a smashing success. Students were able to warm up their bodies with stretching exercises, they practiced their speech with tongue twisters, they created puns that Oscar Wilde would approve of, and they used their bodies to create tableaus that represented what they were most excited to see in the play. At the end of the day as students were leaving the classroom and I overheard one student say to Mr. Garrett, “You should come back once a week!” This is what every teacher wishes for; students who engage in their learning with high regard and look forward to how it will push them to interact with the world around them. With our artist in residence we engaged in discussions of power ahead of seeing the play so that we could have an initial understanding of why Wilde was so fond of social commentary. The students will continue this critical thinking process after seeing the show as they regroup with Mr. Garrett and use their dramatic exercises to apply knowledge of their surroundings in 2017 to their initiation in a developing historical context.
In my English classes engaging with context is always at the forefront of our minds. If we are to help students to be ready to be productive global citizens, we need to expose them to the world around them. Venturing outside of the building, outside of the normal classroom confines, and outside of the assumed role of education is continuing to push students to not hold back or diminish their opportunities for learning and growth.
By MYP Coordinator Mr. William Campillo
As our students reach the end of the Middle Years Programme at Ogden, we begin the process of evaluating how well students have developed the knowledge, skills and understandings that will help prepare them for a life of learning, acting, and reflecting to make a better world.
The culminating learning experience for this phase of an IB students’ education comes in the form of a self-directed exploration in an area of personal interest. Over a six month period, beginning in October and continuing until March, every tenth grader will choose a topic, research the topic, and work toward a goal or outcome that connects their learning to the world around them.
This Personal Project requires students to self-evaluate their progress as they research a question and strive to meet a goal they have set for themselves. The personal project also provides an important indicator of how well we have prepared our students to be motivated lifelong learners. As the project nears the deadline students will produce a report describing the process and outcome of the project. These reports, along with evidence of the outcomes, are assessed internally by Ogden teachers and are also assessed externally by the IB to ensure a “globally-consistent standard of excellence”.
We are currently at the beginning stages of the project where students must make important decisions about topics and goals. Each student has been assigned a faculty project supervisor to help guide and advise them with selecting topics and setting appropriately challenging goals. The project supervisor has an important role in monitoring student progress toward their goals and ensuring that students complete all the required work of the project.
Supervisors will meet with students at least three times during the span of the project and guide the student through completion of three elements - the product or outcome, the process journal, and the final report. Upon completion of all projects, supervisors will standardize assessment for the project and scores will be sent to the International Baccalaureate Organization for moderation.
In mid-march we will ask students to present their work in an exhibition for the Ogden International community. The exhibition also serves as an example of personal project ideas for our current freshmen as they will soon be asked to go through the same process beginning in the fall of 2018.
By Annamaria Castellucci Cabral
The IB Diploma Programme (DP) Visual Arts course is a two year program that develops the student’s analytical skills in problem-solving and divergent thinking. It encourages students to develop their confidence as art makers, as well as challenge their own creative and cultural expectations and boundaries. Students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to further develop their art skills and/or seek lifelong enrichment through visual arts. DP visual art is designed to develop the student into an independent and resourceful thinker.
The Ogden International High School has the benefit of being in a central location of the city which affords us the convenience of taking field trips at least once a year that supplement topics discussed in class such as the Chicago Imagists (Roger Brown Study Center), printmaking (Spudnik Press) or Scientific Illustration (Museum of Surgical Science). These invaluable opportunities not only extend far beyond the reach of the classroom but also give us the benefit of meeting, speaking and on occasion working with Chicago artists. Our visual art students have gone on to enroll in programs through Marwen, After School Matters, Gallery 37, IntuitTeens, Arte Vida and even intern with local artists like Tracee Badway.
The intention of this course is to encourage a love of the visual arts, a respect for the process and further develop a learning that pushes boundaries and ideas. This course, although fun, does entail a series of written comparative, sketchbook documentation, development of a theme and the expectation of developing a solid body of work upon the completion of the course. The course has some high expectations and it does require a good work ethic and strong commitment to completing assignments. The Visual Arts course is weighted just as heavily as all of the other Diploma Program courses and because of this, prepares the student for not only college level courses but a genuine appreciation and understanding of the arts.
The Diploma Programme aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. The Visual Arts course embodies this being cross curricular and tying into all of the other required course including Theory of Knowledge (TOK), advancing skills and finally, exploring rich cultural surroundings through field trips and/or internships.
This rigorous course that promotes art analysis, questioning and development concludes in a final senior exhibition which is also the class’ final culminating assessment. At Ogden International we celebrate the students’ two years of hard work by promoting the event and inviting the outside community to the exhibit. These students have been fortunate enough to showcase their work in the public exhibiting in venues such as SIP coffeehouse, West Town Public Library and Intuit: The Center for Intuitive and Outsider Art. This course and these students are truly amazing!
This blog has contributions from a variety of faculty and staff at Ogden International.
Head of Elementary:
24 W. Walton St.
Chicago, IL 60610
Head of High School:
1250 W. Erie St.
Chicago, IL 60642