Mackenzie Higgins
blakespectrum.org
Thursday | December 14 | 2023
Issue V
The Blake School
Final Performances Cap off Semester in Arts Yoni Zacks | Online Editor
Evan Vezmar | Managing Editor
Cleo Kilpatrick | Photo Editor
Davin Khan
Sofia Perlman
Evan Vezmar
The Nov. 28 choir concert, “The Poet Sings,” featured songs, poetry, four choirs, two student a capella groups, and an emergency pianist change. The concert also featured six languages: German, English, Latin, Malaysian, Spanish, and Lakota. In order to prepare for the lullaby, Chaz Wagner, a member of the Bois Forte Band of Ojibwe “shared how to teach and perform the traditional melodies,” according to the concert program. Dr. Thomas Wyatt “[facilitated] conversation with Dakota artists, and Rueben Kitto Stately of the Red Lake Nation and the Santee Sioux Nation “joined us in class to share music, stories, and perspectives in engaging with Native music.” The lullaby, Chanté Wasté Hokšila will be performed once again by the A Capella choir and the Chamber Orchestra at the Minnesota Music Educators Association Midwinter Convention on Feb. 17, “the equivalent of making it to state as a music ensemble,” according to the program. From poems such as “Stars” by Sara Teasdale to songs from movies such as “Go the Distance” from Disney’s “Hercules” to “Bills, Bills, Bills” by Destiny’s Child, the concert featured incredible art.
On Thursday, Dec. 7, the Improvisation and Acting class taught by theater teacher Taous Khazem took their semester final — a performance in the Black Box Theater. The performance itself was made up of improv games and selected scenes from two different plays, Qui Nguyen’s play “She Kills Monsters” and “Suspicious Minds” from “A Trip to the Moon” by Tracy Wells. Saleya Scott ‘25 participated in the final. “My improv game was called freeze, where people would do random stuff, have a scene ready and someone would say ‘freeze’ walk over, touch the person they want out, replace that person and they do a whole other scene they’ve provided,” explained Scott. Scott also reflected that her biggest take away from this class was the importance of confidence. “Parker [McKeown ‘27] says this [saying] every day in class which is ‘confidence is key’ and it really is true. You have to have a certain level of confidence to actually do improv. Sometimes it is embarrassing especially when someone gives you a specific scene, like pretend you two are love birds. It really is a confidence thing,” she said.
The Chamber Orchestra and Symphonic Winds winter concert on Nov. 29 featured four student groups: Jazz Express, a cello ensemble, and two Ursa Major performances, along with main orchestra and band ensembles. Notably, the orchestra performed a strings premiere of “Monarch Migration,” and the musicians worked with the composer in preparation. “Being able to work with a living piece of music is really fun because there’s edits and changes happening in the process,” Orchestra and Band Director Brian Lukkasson said. “I think it’s a really great experience for students to work with living composers and different voices.” Layla Chakhvashvili ‘26, one of the Ursa Major leaders, expressed how the student-led groups worked without the influence of the director. “It’s really interesting experience not having Mr. Lukkasson there all the time… I think it was interesting to see how the large student perspective can help shape [a piece] differently,” Chakhvashvili said. The band and orchestra are looking forward to the music tour in Kansas City over MLK weekend, and the Chamber Orchestra will perform with the Upper School a capella choir at the Minnesota Music Educators Association concert at the Minneapolis Convention Center on Feb. 17.
Taher CEO Explores Culture Through Cuisine Debate Prepares for Edie Chef shares experiences, builds community Faith Zhao | Staff Writer
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n Nov. 29, Bruce Taher, Taher Food Service’s CEO, served paella, an authentic Spanish dish, to the Upper School. Taher, the food management service that supplies Blake with all nutritional requests, manages 3500 employees and serves about 350 public and private schools from California to D.C. Taher shares his excitement visiting Blake, saying, “It’s a wonderful opportunity to get in front of customers. Most students [don’t] think that they’re our customers, but they are…[W]e have a job, and we come in, have fun and take care of our families.” “We’re also an edu-
cation business because we know a lot about food, and we want to share [our knowledge], and surprisingly, more and more students like to know more about food,” Taher said. Taher is a chef-driven team, with one or two chefs at each operation.“[We] like to prepare 75% of our meals from scratch, which requires chefs to get raw ingredients from the local area,” Taher said. For the past 23 years, Taher’s board of 17 chefs traveled the globe in search of new culinary experiences. This past year, they traveled to the Philippines and Taiwan. “We are always searching for food that is wholesome that is nutritious and then we find [it] from different cultures,” said Taher. Taher’s team emphasizes “bring[ing] those [experiences and feelings] back.” We’re just a bunch
of food junkies,” Taher said. In the southern part of Texas, where Taher has a client, the only available flavors were Mexican food and Texan barbeque. To bring students new tastes, Taher invited a Japanese chef to serve and teach students how to make Japanese food and found that
“we had more participation from students and families [than] we’ve ever had.” “We have a slogan in our marketing ‘have a seat at our table’ you never know what you get because there’s always a variety, it’s connecting us,” Taher said. For the complete article visit blakespectrum.org
Faith Zhao
Dominic Bollettieri ‘25, Drew Dillon ‘25, and Miguel Quintero ‘25 serve themselves Chef Taher’s paella on Nov. 29.
Tournament creates unique experience Eva Gleason | Staff Writer
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or the Blake Debate Team, the weeks preceding winter break are packed with preparation and anticipation for the annual John Edie Holiday Invitational. The three-day tournament, hosted by Blake, welcomes over 1,000 participants from over 100 schools nationwide. Debate team co-captain, Zellie Olson ‘25, recalls her first Edie tournament. “The first time I went, since it was very early in my experience, I was just kind of thrown into varsity, especially since I was competing with teams from across the country,” she said. One of the most memorable and distinctive parts of the tournament is the unusual attire. Instead of wearing
Over break, go out and support your fellow Bears. Boys’ Hockey has a home game vs. Gentry Academy on Dec. 15.
Spectrum continues coverage of objective-based grading, sharing more perspectives on the topic.
“I feel like I’m able to have a really big impact by creating systems and programs that are then available to students,” Anne Stavney said.
Things to Do: Page 2
Perspectives: Page 3
Features: Page 4
the traditional, professional clothing, many participants elect the more festive choice of holiday sweaters. In order to maximize success and improve performance, the team works hard to prepare for the tournament. “We prepare with a lot of research because this is the first tournament on the new topic,” Olson said. The tournament offers a rare opportunity for Blake debate members to simultaneously compete with students from both the local and national circuit. “It’s always a really interesting lens of Minnesota and a local circuit and brought into a national circuit,” Olson shared. The diversity in argumentation strengthens the ability to adapt when faced with unfamiliar judging styles amongst competing teams and “builds skills of adaptation so you can become the most competitive you can.”
THINGS TO DO | THE SPECTRUM NEWSPAPER | DECEMBER 14, 2023 | 2
STAFF
Charlie Dean | Staff Writer
December Crossword
Across: 1. ___ Paulo, Brazil 4. Award won by Jayden Daniels in 2023 8. 2.2 pounds 9. Includes in an email 10. D.C.-based network 11. Timberwolves star, to fans 12. Suffix with ‘meteor’ 13, This, in
The Blake School 511 Kenwood Pkwy Issue V December 15, 2023
Editors-in-Chief: Mackenzie Higgins | Zoey Ueland Managing Editors: Amelia Bush | Evan Vezmar Photo Editor: Cleo Kilpatrick Copy Editor: Sofia Perlman Online Editor: Yoni Zacks
Spanish 14. College, to Brits 15. Affirmative answer 16. “Gimme a ___” Down: 1. Midday naps 2. Question 3. Threatening 4. Winter sport 5. Box up 6. Skiing type 7. Skiing type
Community News Editor: Ali Hecker Sports Editors: Ethan Klaiman | Tarun Gopalakrishnan Things To Do Editor: Steven Cao Perspectives Editor: Bennett Wieland Reviews & Recommendations Editor: Jason Rotenberg Food Editor: Gabi Marmet STAFF WRITERS: Shruti Balachander, Anna Tao, Kaining Zhang, Max Yousha, Faith Zhao, Camila Pardo, Antonia Pflaum, Caitlin Strauss, Gabby Geer, Lilah Johnson, Charlie Dean, Calvin Bredesen, Charlee Jones, Chloe Kern, Ben Aviles, Evie Chow STAFF ARTISTS: Katie Lattin, CJ Alexander COLUMNISTS: Uma Bhardwaj, Ahan Devgun, Ellie Werner BECOME A STAFF MEMBER: Contribute to the paper three times consecutively to be promoted to a staff writer! JOIN SPECTRUM: Spectrum meets in Room 351 during both lunches every Thursday. Please come if you are interested in writing, drawing, designing, podcasting or taking pictures for the newspaper.
Holiday Movies Playlists To Listen Over Break Movies to enhance holiday feeling this winter Antonia Plfaum | Staff Writer
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hristmas is just around the corner, and with finals week coming to an end, what better way to unwind during break than cozying up on the couch with a hot cocoa, watching some of your favorite Christmas movies to spark the holiday spirit? The special thing about Christmas movies is that, whether it’s your 1st or 50th time watching it, the pure excitement and familiar nostalgic feeling never changes. While there’s thousands of Christmas movies accessible throughout many different platforms to choose from, here are some of the best ones to reignite the holiday feeling.
Some originals worthy of re-watching: “The Grinch,” “Elf,” “The Santa Clause,” “Christmas Vacation,” “Home Alone,” “Spirited,” and “A Christmas Prince” (all 3!). If you’re looking for a good cringe-worthy holiday rom-com, you might be interested in “Holidate,” “Falling for Christmas,” and “Christmas Without You.” Esther Lee ‘27 recommends watching “The Nightmare Before Christmas”: “It’s a classic, and I watch it every year with my family. It’s like a tradition!” Jessica Atteberry ‘27 says that her favorite movie to get in the Christmas spirit is “8 Bit Christmas.” She describes it as “old and sentimental, especially to watch with your family.” It seems that students value spending time with family during the holiday season, especially to watch Christmas movies!
Holiday
Caitlin Straus
Wintery
Zoey Ueland
Dinner Jazz
Ali Hecker
Activities to Do During Break Over break, go out and support your fellow Bears. Boys’ Hockey have a home game on Dec. 15 vs. Gentry Academy and two away games on Dec. 19 vs. Benilde St. Margaret’s and on Dec. 21 vs. Southwest Christian. Right: Grant Matushak ‘25, Nick Witzke ‘24, James Thorton ‘25 and Finn Woener ‘25 warm up on the ice.
MISSION STATEMENT: The primary purpose of the Blake School Spectrum is to report news and to explain its meaning and significance to our readers and the community. We hope to inform, entertain and provide a school forum for the unrestricted exchange of ideas and opinions.
Tyler Vandersall
Visit a mall like Ridgedale or Mall of America and go gift shopping for friends and family. Ideas include a hoodie, a jersey from someone’s favorite sports team, gift cards, concert tickets, candy or hot cocoa. Check out our gift guide at blakespectrum.org for some recommended gifts for every Tarun Gopalakrishnan occasion this holiday season.
STYLE STATEMENT: Spectrum uses Associated Press (AP) Style as of the February 2020 issue. CORRECTIONS: On page 2, the issue number and date was incorrect. The previous issue was IV and published on December 6. On page 7, the goalie story incorrectly stated the number of goalies. There are three goalies: Janie McGawn ‘26, Emma Sargent ‘25, Louisa Cohen. On page 3, N’Jai An Patters’ name is spelled incorrectly. On page 4, Mackenzie Higgins’ title is Co-Editor-in-Chief and neuroeconomics is misspelled. On page 6, divisions is misspelled. On page 11, Kaining Zhang is a staff writer.
Spectrum’s best Spotify listens for every occasion
Cleo Kilpatrick
Build a gingerbread house. Building these tasty homes is a great challenge for you and your friends and family this winter break. “Gingerbread houses are fun because they allow you to be creative,” Obi Nwokocha ‘25 said. “It’s just a fun activity to do with friends and family, like gingerbread house competitons.”
Steven Cao
Recommendations by Spectrum Staff.
PERSPECTIVES | THE SPECTRUM NEWSPAPER | DECEMBER 14, 2023 | 3
Objectives-Based Grading: Beginning or Proficient? Proficient: Benefits Students, Eases Grading Calvin Bredesen | Staff Writer
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bjectives-based grading’s rise to prominence over traditional grading has been met with mixed support, as we humans are very resistant to change. However, objectives-based grading ends up doing a better job than points based grading in many ways which should be taken into consideration. Objectivesbased grading clearly communicates what skills are known and what skills still need to be learned, rather than having to decipher that information from points. JT Sugalski ‘24 affirms that objectives-based grading shows the learning process
better, while also making it clear what to work on, as he says “If you started at beginning and now you’re at proficient, it can show some sort of process; here’s where I need to work, here’s where I’ve done a good job.” Being able to recognize where you are in the learning process makes it easier to know what the next step is, whether that be just figuring out a small part or a fundamental concept. Contrary to points based grading, you aren’t as dependent on the knowledge you came in with or how quickly you understood the material. Math teacher Andy Cantrell describes this by saying that objectives-based grading “doesn’t
penalize people for being faster or slower to pick up on concepts,” meaning that even if you don’t do well on the first test, the cumulative nature of the grading system allows you to demonstrate your knowledge in later tests. Using this model “incentives learning,” as Cantrell describes it, pushing students to deeply understand in the long term, rather than forgetting a concept after the test. A common gripe with the system is that it makes grading convoluted, as Sugalski echoes by saying “it’s kind of difficult to understand and everyone is different, if it was standardized I feel like it could be better.” Because objec-
Bennett Wieland
Cole Eckes ‘26 studies for a test, focusing on the objective’s requirements. While objectivesbased grading makes studying easier, test outcomes can be erratic.
tives-based grading is relatively new, there are bound to be some imperfections, but they will be smoothed out over time. Cantrell says “There are problems
which have to be worked out, and the end result is much better” in reference to the process of teachers figuring out the best way to apply objectives-based
grading to their courses. Over time, as we and the school adapt to this system, it will end up being ideal compared to a points based grading system.
Developing: Objectives-Based Grading Defined Dillon Kaiser | Contributing Writer
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bjectives-based grading is an assessment strategy that focuses on defining learning objectives or outcomes. So basically, instead of assigning a single overall grade, students are evaluated based on their proficiency in specific objective. However, these objectives are goals that describe the knowledge or skills students are expected to accomplish. Teachers create a set of scales relating to each objective. Students are then assessed against these scales, providing a more detailed and
clear view of their performance. This approach helps educators to offer engaging feedback relating to their accomplishments and mistakes, helping students understand their strengths and areas needing improvement. In addition, Objectivesbased grading is supposed to make it easier to track and assess progress. Students and parents appreciate the clarity and specificity in feedback, engaging in a deeper understanding of learning expectations. It encourages a growth mindset by emphasizing skill development and mastery of the content given in a classroom.
Bennett Wieland
Math teacher Andy Cantrell has been using objectives-based grading in his classes, and helps students in the Math Lab. Above, Camila Pardo ‘27 studies for a test while Cantrell assists her.
Objectives-based grading can oversimplify learning by reducing skills and the knowledge to discrete
objectives. Critics argue it may neglect the understanding of a subject. The exact focus on objectives
might also decrease creativity and critical thinking. Additionally, may not capture the full spectrum
of a student’s abilities, limiting the educational experience and the importance of the assessment.
Beginning: Tanks GPAs, Confuses Students, Parents Anna Tao | Staff Writer
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ith change brings controversy, and subsequently division. The enactment of objectivesbased grading in several classes has invoked such. Among the student body, the consensus is clear: no to objectives-based grading. Students alike can agree that, in select classes, the seemingly newly developed system of objectives-based grading has been confusing and lacking in transparency. Conversely, standards-based grading is intensely seeped in transparency, almost to an extreme. To the student’s eye, objectives-based grading creates confusion rather than curbing it. According to Carson Rosenbaum ‘25, objectives-based grading inhibits students’ representation of their knowledge in the class,
“I think objectives-based grading is not helpful to student’s learning because it’s an imprecise metric of how well they’re doing… the difference between a Developing and Proficient
is so wide… so it’s harder to gauge how you’re doing.” In agreement with Rosenbaum, Christian Hovard ‘25 provides an anecdote from AP U.S. History the previous year, “last year I
Jason Rotenberg
Jonah Yousha ‘24 and Jackson Gammack ‘24 spend their lunch in the Math Lab preparing for an upcoming week filled with finals.
got… what is equivalent to a developing or even a beginning on a test, but I was still able to climb back up… [at] the end of the year… and that would not have been possible if [it was] objectives-based grading because I would have been locked in with that developing or that beginning… that would [not] have been reflective.” Hovard further expresses his frustration with understanding how the grading system works, “I have a harder time understanding how my grade is calculated than what I’m doing with my grade than the actual material in the class.” Physics teacher Maggie Molter has used objectives-based grading “for nearly 10 years,” and has expressed concern for the growing narrative surrounding the changes the upper
school is experiencing in the newfound grading system, “I think that this can easily become something like teachers versus students–and it already has.” Molter reasons that the growing distance is fueled by confusion and newness, “adjusting to anything new there can be some feeling of anxiety or discomfort and that’s the main challenge is just to hold space for students to ask questions and make sure folks understand how it works.” While change is vital to progressing methods of learning, the development of increasing student-teacher transparency and that are causing students. Molter acts as a success story in this system, which she attributes to the relationship between a teacher and a student, “you can make a big change without having a relation-
ship, so I… the system that I’m using in physics has developed over 10 years of conversations with students who are experiencing the grading system from a different perspective.” Currently, classes do not fit these standards. While the objectives-based grading system may prove to be beneficial in a sum of years, teachers who have not used this grading system previously appear to be far too ambitious and lead to inflammation in the student body surrounding the topic. Molter’s carefully crafted strategies towards the system have proven successful, the general student body does not express comfortability in differing classes. It appears that with time comes improvement, but is the student body willing to take up to 10 years to find success?
FEATURES | THE SPECTRUM NEWSPAPER | DECEMBER 14, 2023 | 4
shaping community: DR. ANNE STAVNEY Head of School describes her role in creating connections Ellie Werner | Columnist
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uring a 2022 required town hall meeting for the Class of 2024 in the Juliet Nelson Auditorium (JNA), Julian Palladino ‘24 asked our Forum representatives, Karn Kaura ‘24 and Uma Bhardwaj ‘24, “What does Anne Stavney do?” No acknowledgment of her doctorate title, no introductions to the question, just right out with it.
spend writing emails and communicating with donors, her role is truly about enhancing the school community. While first visiting Blake in the fall of 2011, Stavney was unable to find the front door. “If I don’t know where the front door is and people are showing me around, our visitors don’t know where the front door is,” she told me. “And that felt unwelcoming to me. It’s just assumed you know where you’re going.” Stavney eventually realized that her confusion with the maze-like architectural design of the Blake campus was linked to a larger problem — friendliness. Stavney
development program and need-based financial aid, which raised 80 million dollars. Many of Stavney’s goals are intended towards equipping the school to properly serve future generations of students. She explained to me, “I was really drawn to [Blake’s] commitment to pluralism. I had overseen admissions and financial assistance at my previous school and I was really excited to help Blake move in the direction of greater student diversity in the student body [and] much greater financial assistance.” With the upcoming strategic plan, Stavney told me, “[W]e have the opportunity
“ALTHOUGH I MISS BEING in direct contact WITH KIDS, I FEEL LIKE I’M ABLE TO HAVE A really big impact BY CREATING SYSTEMS AND PROGRAMS THAT ARE THEN AVAILABLE TO STUDENTS.” Many students jumped to echo the same sentiment; they had no idea what her job entailed. A lively debate ensued about her presence in the Upper School. I certainly found it all comedic, yet it emphasized just how little we all knew about Dr. Anne Stavney. I sat down with Stavney in her office in late September to learn more about her position. Despite the senior class not knowing what her role is, Stavney is undoubtedly one of the busiest people in our school community. Stavney joined as the Head of School in 2012, coming from Lakeside School in Seattle, and equipped with administrative experience from her Doctor of Philosophy in English, and a Bachelor of Arts in Government. She told me her education has given her the ability to “share school philosophy or principles or rationale and to do it in writing, [which] has been invaluable to me.” However much time Stavney may
worked to create the new Entry Hall on the Hopkins campus because of this insight. Additionally, she moved the admissions office from the third floor to the main floor, where she believed, “people feel like they’re being welcomed into the heart of the school,” she told me. Stavney explained the new Entry Hall provided a space to connect the Dining Commons and the admissions office. “I feel really proud of creating what feels like a more welcoming, inclusive environment through some physical changes,” she told me. Stavney doesn’t just strive for an inclusive environment through changes to the physical campus, but through strategic plans. Blake will begin a new strategic plan in 2024 that “focus[es] on powerful moments in teaching and learning,” as Stavney told me. The previous strategic plan focused on fundraising to support the professional
to really look at our curriculum and where we want to go to ensure that we’re continuing to evolve and stay relevant.” Stavney finds it important to use learning opportunities as a method for focused evolution. “We are a school, so what are we teaching our students and how can they learn about this and how can they be involved in this?” she explained to me. Upper School English teacher Anil Chandiramani and Upper School physics teacher Maggie Molter reside on the strategic design team, helping to undertake the task of answering Stavney’s question: “[W] hat are those moments that are really indelible for students?” The strategic design team will be sending out a survey to students in Jan. 2024, allowing students to be involved with the upcoming plan and giving Stavney the chance to learn about the student population’s learning experiences.
Ellie Werner Werner sat down to talk with Anne Stavney on Sept. 20 in Dr. Stavney’s office, located on the top floor of the Middle School.
Stavney also works alongside the Board of Trustees and she is their only employee. “The board is on a very high level to make sure that we are living our mission and that the school can and will be thriving for future generations,” she told me. There are some changes that she and the board have in the works that will not affect current Upper School students, such as the eventual reconstruction of the dining room, which Stavney told me was “next on the docket.” However, these changes will affect future community members. Stavney is aware that her direct presence with the student body is smaller than she would like. However, she told me, “Although I
miss being in direct contact with kids, I feel like I’m able to have a really big impact by creating systems and programs that are then available to students.” Stavney added that during the beginning days of the Early Learning Center, “a big focus of mine is being present in the Early Learning Center,” through hosting events like a parent coffee. Blake’s focus on connection have propelled Stavney’s goals for the school. During her own 2011 interview for Head of School, “The chair of the search committee called me after the first round [of interviews] and I thought, ‘hmm, this says something, this is more personal,’” she told me. “And that had a big impression on me and
that was a really authentic signal of wanting to connect directly with people and I really liked that.” Beyond reconstructing buildings and strategic plans, Stavney’s role can be summed up as overseeing and shaping connections at Blake. In an email, Stavney added that since September she has visited 16 classes, PK-12, this fall. In the Upper School, she participated in an Honors Geometry class learning about the differences between a ray line and line segment and she visited an AP Microeconomics class where she joined a simulation where they were trading different assets in specific economies to learn more about free trade economies.
“I FEEL REALLY PROUD OF CREATING WHAT FEELS LIKE A MORE welcoming, inclusive environment THROUGH SOME PHYSICAL CHANGES.”