By Arintha Adelina (14S05B) and Seraphine Chanentia (14S06N)

11th April 2013 might have been just another boring school day for most of us, but not for the Indian Dancers. As early as 6.45AM in the morning, the Indian dancers had assembled in the Multi-Purpose Studio, preparing to start putting on-make up. For the past few months, they had been putting their blood, sweat, and tears (sometimes literally) for this day — their SYF day.

In the end, they clenched the certificate of distinction which is the highest level of award in the SYF. This year, the awarding system was changed to Distinction, accomplishment, and commendation instead of the Gold, silver, and bronze awards. The Indian Dancers certainly deserved their achievement. Choreographed and taught by Mrs. Sreedevy Sivarajasinga, the Indian classical dance named Natya Shristi (Creation and Aspects of Dance) was brought to life by the dancers.

The dance opened with a narration about the “greed, lust, and injustice” in the world which was illustrated by 2 different groups representing violence and lust. Red lighting brought out the sense of horror that the dance scenes were trying to depict. The story continued with the appearance of 3 characters –  Lord Indra, Lord Brahma, and Barathamuni – trying to alleviate  suffering in the world. Another part of the dance included Hastas which was a set of standardised hand gestures, each with its own meaning. These hand gestures required precision, with strict rules on their execution. Even though less than half of the seats in the venue were filled, the exciting atmosphere could be felt through the shrieking cheers from the audience which mostly consisted of students at Kallang Theater.

This achievement could not have come about without the hard work and perseverance of the dancers. “Things didn’t look too good initially because we had all of 5 dancers in the J2 batch and there weren’t many juniors who had auditioned for Indian Dance. But we really stepped up our efforts to recruit dancers by doing a promotional video and it did pay off! We managed to get 19 dancers for SYF – a huge leap from the mere 5 we started off with” said Renisha, the Indian Dance chairperson.

“On the other hand, one of the highest moments of this experience was watching our new dancers (who weren’t Indian, mind you!) put in so much hard work to be able to perform for SYF. Learning the Indian Classical Dance, Bharathanatyam, from scratch is no cakewalk and they learnt what usually takes 3 years to learn, in 3 months! It was inspiring to see how they pushed through, although it really was a struggle!”

It was of course not easy for the new members get used to the dance beat and memorise the choreography with only a month of intense practices. Ho Yu-ling (14S03H), one of the non-Indian members, told us, “My stamina was a problem, the warm ups itself were killers, and for the first week or so, I had muscle ache everyday. It was hard to learn and follow the pace of the dance at first as every single move was new to me and I did not have the basics. I had poor hand leg coordination too, which made dancing to the beat even harder. It took quite long for me to listen and catch the Tamil music beats as it was alien to me!”

Even the Year 6s faced challenges in coping with schoolwork as they had their CTs during the preparation period for SYF. “It sure wasn’t easy balancing studies and dance. The March Holidays was really a test of our mental and physical stamina. The J2s did try our best to study as much as we could for CT1 but I’d be lying if I said we did well for CT1!” said Renisha.

Thankfully, for the Indian Dancers, the hard work paid off in the end.

by Bryan Chua, Gao Wenxin, and Jonathan Tan

On Thursday, 11 April 2013, The Realmadrid Foundation (Spanish: Fundación Realmadrid, FRM) announced its plans to partner with Raffles Institution to bring the Realmadrid CampusExperience to Singapore and Southeast Asia. These plans were announced via a press conference held at the Multi-Purpose Hall at RI (Y5-6), attended by (from left): Mr Joaquim Sagúes (Worldwide Director of Campus Experience), Mrs Lim Lai Cheng (Principal of Raffles Institution), Mr Sergio Cervantes (Realmadrid CampusExperience), His Excellency Federico Palomera (Ambassador of Spain to Singapore), Ms Gabriela Martinez de Aragon (GM of BBVA Bank) and Mr Manuel Parreño (Worldwide Director of FRM’s Clinic Programme and Technical Academies).

An opportunity for budding boys and girls aged 7-17 keen on pursuing football in the region, the Realmadrid Campus Experience will also provide like-minded Rafflesians and other young footballers a unique opportunity to work with and learn under coaches from one of the most successful teams in football history. More than 100 participants have already signed up from countries in the region such as China, Hong Kong and the Philippines.

However, the programme does not solely provide a footballing experience. “What sets this programme apart from the rest (other football training camps),” says Mr Cervantes, “is that we mix football with education.” The balance is found in a value-based education, focusing on the ideas and beliefs that Real Madrid and FRM pride themselves upon, including leadership, teamwork, humility and respect, to name a few.

On the philanthropic front, FRM seeks to raise funds to sponsor at least one kid for each camp held in the summer, in what H.E. Palomera hopes will be a “small step” in helping the community to be passionate about football as a sport, and as an experience. The Campus Experience hopes to attract children of different socio-economic statuses around the region.

So why choose Raffles?

During the press conference, H.E. Palomera mentioned how he saw Real Madrid as the “epitome of excellence in football”, and viewed Raffles Institution as of a similar level within the Singapore education system. The team in charge of the programme also felt that Raffles was equipped with the facilities they needed to carry out their camps. The CampusExperience will make use of the fields at RI (Y1-4), which will hence serve as the base for their annual camp.

From the Raffles perspective, Mrs Lim exclaimed, “Who can resist Spanish football?” (Before adding: “And I stop short of saying [Spanish] footballers.”) Diving deeper, Mrs Lim felt that a collaboration with Real Madrid was suitable due to similar aims. This was so not only in terms of overall excellence but also in RI’s and Real Madrid’s shared values. She noted how FRM and the CampusExperience’s goals of “raising funds (and) supporting regions and communities and kids who are disadvantaged to allow them that kind of training experience” were in line with “what Raffles has been doing: social responsibility” In exchange, a Gap Semester element will be introduced for RI 1-4 boys, some of whom will have the opportunity to travel to the Spanish CampusExperience site. Clinics will also be conducted by coaches from Real Madrid for the football teams and other interested (and fortunate) participants.

H.E. Palomera expressed that Raffles has become the “byword for sporting excellence”. The Foundation’s worldwide director, Mr Sagúes, was also happy about working with Singapore and “happy to cooperate with RI”. It was agreed by both Mrs Lim and the representatives from Real Madrid that this was going to be a “long-term project”, and that both parties were excited to begin what they hope will be a long-standing partnership between Raffles Institution and Real Madrid.

Given RI’s history of sporting excellence and support from the E W Barker Institute of Sports, your correspondents have no doubt that the partnership will promote friendship and cultural exchange, and that the camp will live up to its promise of providing a holistic football education.

For more information, visit the website of Fundación Realmadrid Singapore: www.frmsingapore.com

by Lee Chin Wee (14A01B) 

Alright, I’ll admit it – even as I’m writing this article, there is a tiny Football Manager 2012 icon nestled alluringly in my laptop’s toolbar, weakening my resolve to continue writing. An avid gamer for more than five years, I’ve learned how to effortlessly deflect my mum’s continual complaints (“Don’t worry ma, this is my last game, I promise.”) and to explain my working habits to countless group mates (“Chill out guys, I’m very efficient at multi-tasking!”). While the ills of gaming addiction should never be downplayed, I would like to think that my gaming exploits have actually enriched my student experience, rather than detracted from it.

With our school year packed to the brim with a myriad of activities such as inter-house competitions, CCA training and academic work, it may seem at first glance that the average Rafflesian struggles to find time to eat three square meals a day, let alone indulge in some video games. Raffles Press decided to conduct an informal survey amongst the Year 1-6 student population, to find out exactly how many hours a day are magically siphoned away by video games. Intriguingly, out of the 90 Rafflesians who were anonymously surveyed, slightly over half of them insisted that they played less than 10 hours of videos games a week (this includes computer games, console games and even games played on the mobile phone). Given that many psychological associations around the world tend to set the standard for gaming addiction at more than 24 hours of games played a week, most Rafflesians have nothing to fear going by the survey results.

No article on video gaming would truly feel complete, however, without at least a tokenistic mention of the dangers of video gaming addiction. On the other end of the spectrum, 1 in 10 Rafflesians surveyed admitted to spending over 30 hours a week gaming, meaning that they clock in more than 5 hours of solid gaming a day. To be absolutely honest, I’ve had my fair share of bizarre gaming addiction moments over the last 5 years. I remember carting my ridiculously heavy laptop into class in Year 2, just so I could harvest Tiberium in between EOY examinations. Needless to say, I barely passed Math that year. Although video gaming can be part and parcel of a healthy student life, it’s important to make sure that it doesn’t affect one’s  other commitments. If you happen to be that student councillor who is in two Science RAs, while playing school team rugby, you may want to reconsider how much leveling up that elven mage really matters to you.

Out of the 16 Rafflesians who voluntarily identified themselves in the survey, it was interesting that 4 out of 16 were female. Given that the tiny sample size of 16 is makes it almost impossible to draw any conclusions from the results, it does however go to show that gaming isn’t solely an all-male domain. A Year 6 girl, who preferred to remain anonymous  shared, “”I play DC Universe Online (an MMORPG*) regularly, and sometimes I manage to convince my boyfriend to let me play some of the games on his computer. Unfortunately, I don’t know many girls who are avid gamers. I think it’s a safe bet to say that most girls don’t game, and a lot of them may actually have negative impressions about gaming.”  While it is great that there are a few Rafflesian girls who game in RI, it does seem that many girls steer clear of video gaming for a myriad of reasons.

Some Rafflesians were also quick to point out that they kept their gaming time to a bare minimum. Said Bradley Yam (14A01C), “I find that gaming is inherently an exercise of pleasure – the feeling of beating odds and completing challenges. I don’t game because I find joy and meaning elsewhere, in activities such as sports. However, I do enjoy the social aspect of gaming so if you asked me out to LAN, I would be happy to oblige.”

Video gaming may not be everyone’s cup of tea, but our stellar academic results and stunning sporting achievements are not the only “peaks of excellence” which Rafflesians can be proud of. Just last year, two teams from RI (Year 1-4) NCC competed in the National Education Gaming Championships, which required participants to duke it out in a modified first-person shooter game used by the SAF to train its soldiers on basic tactics. RI Team 1 eventually placed overall 4^th, beating over 120 other teams in the competition. Jian Hui (14SO3F), one of the members of RI Team 1, said: “It was really quite a cool experience for all of us as a team because RI guys hardly have time to game during the school term, never mind getting to skip class to play games.”

Multiplayer Online Battle Areans (MOBAs) are highly popular amongst Rafflesians, with some in our midst excelling in the competitive scene. A Rafflesian gamer who would rather go by his online pseudonym “Delta Kaizer” shared that he used to play more than 30 hours of League of Legends (LoL, a popular online game) every week during the school holidays. A highly accomplished, Gold-ranked player with over 1,400 wins in the game, he also noted that he has more than halved his gaming time ever since the school term began, playing less than 10 hours a week as a result. Another Rafflesian, who would also rather remain anonymous, plays LoL as part of an all-Rafflesian ranked team named the “Pokebots”. The Pokebots are one of the top 10 teams in Singapore, once reaching the final of a clan tournament against a team called Flash, which would later become Singapore’s best competitive LoL team, SGS. Along the way, the team beat many top players such as a current player for SGS, no mean feat especially considering that the Pokebots are tied down with numerous work and CCA commitments.

Of course, most of us just don’t have the steely determination and natural gaming talent to be top gamers. Wasting time away on the long train ride home scoring virtual hat-tricks on your iPhone, or spending a few hours a week clearing out a bandit-infested dungeon can be more than enough to take one’s mind of that pesky math assignment he or she has no idea how to complete. In the stressful Rafflesian life, gaming can be a great activity to break the numbing monotony of countless Chemistry tutorials. After all, there’s only so much you can take in about the periodic table in one day before collapsing into a twitching heap. At the end of the day, there’s really no reason why video gaming should not be treated just like another activity Rafflesians engage in in their spare time. It sometimes pays to turn study mode off, and just game on.

*Massively Multiplayer Online Role-Playing Game

With additional reporting by Kylie Wong (14A01B)