For the past few months, the IB1’s of Ermitage International school of France and director Mrs. H have worked relentlessly to prepare for a performance of the American classic, The Crucible, by Arthur Miller, which explores the themes of deceit, reputation, forgiveness, religion, justice, good and evil, and the supernatural.
The show starts out with Reverend Parris kneeling by his daughter Betty’s bed, praying for her to wake from her apparent bewitchment. Parris demands his adopted niece, Abigail, to tell him the truth concerning what she and her group of friends were doing the previous night when he caught them dancing “like heathens” in the forest. Soon, the rumors of witchcraft spreading through the town of Salem attract Reverend Hale, who attempts to identify the witches amongst the people of Salem. John Proctor, who had had an affair with Abigail before the opening sequence, is caught up in this conflict, and a tale of accusation, religion, truth, and delusion ensues.
Every actor in this play performed exceptionally well considering the circumstances of this show. C, as judge Danforth, exuded an aura of confidence and authority, taking control of the stage in all of the scenes which he took part; an excellent reflection of the powerful character as described in the script. W captured the essence of John Proctor, putting on a strong performance of the “everyman” as a farmer and father of three. S, as Abigail, was able to exhibit a range of emotions, from lust to intense fear and regret. In one particular scene including John Proctor and Abigail, these two actors were able to express the tension between these characters particularly well. A achieved a good interpretation of Parris’ frantic, paranoid nature, as a minister who is aware of his puritan town’s distaste of his catholic inclinations.
The casting for this show was very fitting- each actor was given the most suitable role for them, which allowed them to play to their strengths in their performance.
The set was beautifully decorated, with props ranging from a chimney, to a bed, to a judge’s wig. One particularly good stylistic choice was the slow descent of three nooses suspended on an automated lever above the stage; this allowing for an outstanding dramatic ending, which wholly captured the general feeling of dread at the end of the plot. The choice to descend these nooses slowly, on top of aesthetic appeal, gave the audience time to reflect on the central theme of justice, and ask themselves whether the theocratic judicial system had indeed fulfilled its function of delivering justice in hanging the convicted “witches”.
This rendition of The Crucible was significantly shorter than stated in the script. This allowed the actors, students of the International Baccalaureate, to do a good job of remembering their lines. Of course, there were a few slip-ups, but this is to be expected of any play at the high-school level. In addition, the choices regarding which scenes to exclude was very effective, as it was done in a way that made the story fully comprehensible and easier to follow than the original script, which again, was beneficial to the actors, but also the audience which comprised of a mix of native and non-native English speakers. Overall, the team that realized this play deserves respect and praise, as they put on a very enjoyable show. I would highly recommend any theatre-goer to attend it.
Thank you so much for your commitment to the 2016 Love In A Box project! We are grateful to all of those who helped prepare and collect 125 gift boxes that will be sent to children in need this holiday season!
Through an outreach program called LOVE IN A BOX, our school over the past few years has helped bring joy and caring to needy children during the winter season in the Paris area as well as abroad. This year students have expressed a desire to participate again in this important event. To this end, we are hoping that all Ermitage families can join in to make this year’s donation the biggest ever!
Here are some practical tips on how to prepare your gifts for LOVE IN A BOX:
Get an empty shoebox that students can decorate nicely with colorful paper. Please wrap the lid separately as well.
Using the list below, decide what you would like to put into it. Please ensure that all items are new; used toys and books that are in good condition are also acceptable.
Kindly close the box using an elastic band or a ribbon, do not tape the box closed.
Label the box to indicate whether it is for a GIRL or BOY, and SPECIFY THE AGE.
Your Box should include*:
Warm Gloves & Hat or Scarf
Crayons, Pens, Markers or
Notebook, Paper or Coloring Book
Toothpaste & Toothbrush
Book/magazine in French
*If for some reason, you are missing an item and running out of time, please indicate what is missing in your box by putting a post-it on the outside listing the missing items. Obviously we prefer full boxes but we will take all donations!
The COLLECTION OF BOXES is scheduled to start on Monday, November 14th .The deadline for boxes isFriday, December 2nd , 2016
Drop-off points are in the offices ofMrs. Woindrich and Mrs. Dubos.
For more information about the LOVE IN A BOX outreach and what are good items to include for different ages, please refer to the attached flyers or visit their facebook page: www.facebook.com/liab.france
Thank you in advance for your participation in this worthy project!
Everybody up at 7.00, ready for breakfast at 7.30, dressed for the cold outdoors and on the bus by 8.20: yes, that amusing feat was carried out by all 32 of us today. Not a single person late or unprepared, they were stars.
Then a full day skiing with a three hour break for lunch and a rest. The groups in the morning were a bit modified for the afternoon as the ski instructors discovered who could do what. There will most likely be more changes throughout the week as the students improve. The beginners have made progress already and have stuck with it despite a bit of fear and frustration with the challenges of learning to stop and the exhaustion of picking themselves up when they can't.
Tonight everyone is off ice skating although I admit I don't know where they get the energy. Even with the good and copious food, I am ready to sleep at 8:30. Tomorrow will be another full day of skiing followed by a visit to Morzine to see the town and look in the shops. A fondue dinner will be awaiting us on our return!
Hope & Help for the Homeless (HHH) has launched a weekly coffee and hot chocolate sale... with the winter weather approaching, come warm up and remember that "a cup full for you is a cup full for them."
Reading class is a class were we do reading and we have fun games and questions. Mostly we get to discover new books that we would never normally read. We get all of the choices. Right before vacation we had to choose a book and it had to be a classic. We have prepared this blog for the school. It is about our survey on the Foundation Years Reading Habits. Please read below to learn more.
In the Foundation 1 & 2 we decided to do a survey on reading habits with Mrs. Dubos. To do this, we prepared questions, which we asked the Foundation 1 – 4 students. We learned that it was important to give a clear choice of answers in order to collate the data.
Here is what we found out:
Not surprisingly, 26 out of 35 students interviewed from FND 1 – 4 like to read. But 9 people don’t like to read, which we think is astounding, but ok…28 people read for homework, which isn’t surprising since the parents force children to read, we’re looking at you parents! 21 students like to read for fun, which is a relief, 11 people do it to develop their vocabulary, perhaps since some of us speak many languages.
We asked all FND 1 – 4 students where they like to read, we found out that almost everyone reads in bed (33). Surprisingly 5 students read on the roof which is quite dangerous! 6 people read on the toilet which is smelly. We found that 30 students read on the couch which is comfortable. Total 149 reading habits were collected.
As for when they read, we discovered that the majority read before going to bed (24 students), almost half read in the afternoon (16) and at night (17) which is weird. Most students also prefer to read on weekdays.
One of our questions was about languages that our books are in. Nearly all FND 1 – 4 students like to read in English, but surprisingly there are only 19 who enjoy reading in French, but also we happily saw that at least 6 people read Spanish. However, only 1 out of 36 reads in Dutch, Albanian, Finnish, Chinese, Portuguese, Italian and Greek. We found out that 2 people read Russian and Arabic although nobody reads Filipino, Japanese or German.
We were interested in what students preferred to read and discovered that students from FND 1 -4 28 prefer fiction while only 5 enjoy non-fiction books. The majority of FND 1 to 4 students like to read adventure novels (24 students), action stories (20 students). Half of the students like fantasy novels (18 students). Surprisingly 6 of our students say that they read dictionaries and not surprisingly only one of our students reads encyclopedia, even though they are not scarce and they are very informative. We discovered that the majority of people read the back to choose a book.
We were interested in the format of books students prefer to read in, if it’s a book or not. What we found is that most of the Foundations 1 to 4 prefer to read a book than read a book in electronic format. It seems that they like the feel of books better than electronics.