The Yeti Magazine by the Urban Legend/Urban School of SF

The Yeti Volume 1, issue 1

Tattoos at Urban, Leroy's time vortex, Stretching the B, Urban Alum Musicians, Humans of Haight, Yesterday, Today & Tomorrow, The Benchwarmers.

June 2014

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THE FIRST EVER URBAN LEGEND

MAGAZINE

TABLE OF CONTENTS FEATURES 7 11 12 15 16

New Building Room Names Tattoos at Urban LeRoy ‘s Time Vortex “The Invisible War”

COVER 23 Taboo: Chasing the A

Stretching the B Shaming the C How to Fake the A

CULTURE 30 34 36 42 40

Urban Trends Prom Urban Alum Musicians Humans of Haight Yesterday, Today, Tomorrow

ATHLETICS 46 Benchwarmers 48 New Athletic Director

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Letter FROM Aideen Murphy

the EDITOR

How can I express my total excitement about this publication? What you’re holding in your hands is the culmination of countless hours of work: The Urban Legend’s first-ever magazine. The Yeti, named after The Urban Legend’s mascot, has arrived!

Until now, The Urban Legend has been strictly a newspaper and a website, but when the opportunity to create a magazine was presented, the staff took it head-on.

Last year, the idea of an Urban Legend magazine seemed utterly absurd. Although I had brought up the concept with our faculty adviser, Beatrice Motamedi, I was surprised to be appointed as magazine editor because the idea of a 56-page magazine seemed so far-fetched.

Fortunately I wasn’t the only one who was interested in creating a new publication. Designers Tessa Petrich, Mara Pleasure and Hannah Berk helped to make this project a reality. The magazine team (or “design grrrls,” as Beatrice likes to say) worked ceaselessly throughout the year, creating layouts, taking photos, and picking up scoops for exciting stories.

Although the magazine took months to complete, it was sincerely fun and enjoyable. We spent hours and Wednesday lunches designing layouts, discussing story ideas and researching other magazines for inspiration.

We were so motivated because the magazine was an opportunity to do the stories and designs that we couldn’t do in the newspaper. With 56 pages we had a tremendous amount of creative liberty.

The cover stories, “Chasing the A,” “Stretching the B,” “Shaming the C” and “How to Fake the A” inves-

tigate the ultimate taboo subject: Grades. Not only is this package a great read, but it also shows the culture shift at Urban since the decision in 2012 to be more transparent about student grades.

In addition we were able to do multiple photo essays like “Urban Trends” and “Humans of Haight,” which captures both the internal Urban community and the Haight community.

I’m so proud to have been a part in this project. Although this was a huge undertaking, the Legend staff did not resist the extra work, but embraced it and because of this, they have made incredible stories and visuals.

I have infinite thank you’s to our Legend adviser Beatrice Motamedi, because without her support this magazine would not exist. As we welcome this enterprise, we are also saying goodbye to Beatrice, who has received a John S. Knight journalism fellowship at Stanford University and will not be returning next year. Congratulations Beatrice, we’re going to miss your wild yet instructive rants, extraordinary enthusiasm, and Churchill quotes. But most of all, we’ll miss your complete dedication and passion for the staff and The Urban Legend. I can’t thank you enough!

Looking forward, we are thrilled to say the magazine will continue into next year, and there is plenty of room for designers and students interested in journalism. I would advise any interested students to become a part of this, whether you are a staff writer, a photographer, or an art contributor.

Enjoy,

The Yeti Staff Editor-in-Chief Aideen Murphy

Senior editors Mara Pleasure, Tessa Petrich and Hannah Berk Photo Editor Olive Lopez Adviser Beatrice Motamedi Staff Writers: Aleah Jennings-Newhouse, Ariane Goldsmith, Ella McLeod, Griffin Bianchi, Hannah Berk, Ian Shapiro, Ilana Brandsetter, Jack Gallo, Jacob Winick, Lily Dodd, Marie Bergsund, Niki King Fredel, Olivia DiNapoli, Olivia Lopez, Olivia Meehan, Olivia Mitchel, Olivia Morfit, Sam Johnson, Zoe Meneghetti Photo/Illustration Credits: Ella Andrew, Hannah Cook, Olive Lopez, Niki King Fredel, Marie Bergsund, Ethan Janssen, Kendall McCready, Michael Fontana, Lucie Rosenfeld, Gabe Pine, Maya Tillo Cover Credit: Original Illustration by Simon Martin-Vegue Winkelstein Moris (SMWM) Architecture Firm/used with permission from The Urban School of San Francisco Colored by Aideen Murphy Back Cover: Illustration of Yeti by Tessa Petrich

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Features

NEW BUILDING UNCOVERED

Maya Tillo ‘14

Illustration of new North Campus from Oak Street entrance by Pfau Long Architecture/Used with permission from The Urban School of San Francisco

NEW BUILDING: NEW URBAN?

by Tessa Petrich

G

et ready: Urban is in for a big change.

But if Urban’s architects, administrators and educational dreamers have their way, it will be a good one.

As of May 21, Urban has raised $11.2 million, close to its goal of $14 million, for a 57,000-square-foot new building to be located between 1631 and 1639 Oak Street (the address is yet to be determined), across Page Street from Urban’s existing building at 1563 Page Street.

If all goes according to plan, Urban will break ground a year from now and the new campus would open in the fall of 2016, making this year’s freshmen the first to enjoy the new facilities.

The new building’s layout will center on a brand-new gym, with classrooms, offices, and spaces for student hangouts surrounding it. There will be improved food service with more options and space in the new student

Illustration of new gym by Pfau Long Architecture

life center, plus bathrooms, a faculty lounge, and a new courtyard space off the Page Street entrance.

The total cost of the project is more than $26 million but the tab won’t end once the building is built, because food service and maintenance costs will permanently increase due to the additional services.

However, tuition will not increase as a result of the new building, according to Mark Salkind, Urban’s head of school. Tuition went up last year by 4.8 percent, a trend that will continue, Salkind said. But he added that the construction of the new building will not cause a spike in tuition.

Most of the cost of the new building, according to Salkind, is coming from contributions from Urban families and alumni.

Urban has already raised money just from sitting down with families individually, according to Salkind. If Urban meets its goal of $14 million this calendar year, construction will begin in May 2015. The remainder of the project cost will come from construction

Illustration of Oak Street entrance by Pfau Long Architecture Editor’s note: The renderings are for illustration purposes only; Pfau Long is currently in the design process.

bonds, according to Kris Bailey, director of marketing and communications.

The site of Urban’s proposed new building is currently occupied by the St. Agnes church parking lots and a private residence.

The residence will be moved adjacent to the existing Spiritual Life Center on Oak Street.

The disruption to Urban during construction is expected to be minimal. “Because this is across the street, I don’t think there will be that much impact,” Salkind said, about the possible disruption of school life while construction is going on.

If Urban is successful in its money-raising campaign, construction would begin with the first phase of building the north

Section drawing of new building by Pfau Long Architecture

campus: The new gym and classroom complex. Once this phase is finished, Urban would continue with a second phase, which will rennovate the current St. Agnes gym into a new theater. This phase of construction would be complete

by September 2019 or September 2020.

Fundraising for the second phase of the new building will begin once the first phase is finished, according to Salkind.

A new building with improved athletic and food facilities will affect everyone at

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THE SECRET IS OUT:

by Ariane Goldsmith

abula Rasa: The blank slate. Gumption: Ingenuity and initiative. Farallon: An archipelago. Odyssey: A long and eventful journey. Lotus: A plant that causes pleasant absentmindedness. All of the above: Places of learning.

To the average person, the names of Urban’s classrooms may seem random, even ridiculous, especially compared to the straightforward standard numbering system seen in most high schools.

Although these names make it harder for incoming freshmen and visitors to find their ways around the school, there is a point to them. From the Gumption Theater, to the Independence Room, to Aerie, original room names can be seen throughout the school. Whether it is obvious or not, there is a story behind every room at Urban.

“Some of these names are very attached to what Urban was when it was a really small, eclectic school,” said Suzanne Forrest, assistant head of academics. But “there isn’t as much hidden meaning as people might think,” she added.

The first classrooms that were named, including the Moon Room, the Aerie Room, the Sea Room, and the Multipurpose Room, simply describe their locations: The Sea Room is the furthest west (towards the Pacific Ocean); Aerie, defined as a nest built in a high place, is on the top floor of the building; and the Multipurpose Room used to be the largest room in the school, and was used for many different things.

When The Urban School was founded in 1966, it was roughly one-third of the size of its current space. Since then, there have been several expansions. While most rooms have kept the same names, others have changed with the renovations.

“Now we have some older rooms that have fallen away. There was a computer room. That’s where the Infinity Room is now,” said Forrest, adding, “we decided that was stupid. Computer rooms don’t make sense in a modern school. So we got rid of

T

Illustration of Page Street entrance by Pfau Long Architecture

Urban. The administration is listening to students’ perspective by working with Urban’s Student Committee.

“As a result of including (student) opinions,” said Cyrus Rosenberg (’16), sophomore grade representative, “the building (plan) feels more like it’s built for students and will better the community.”

Urban has plans to grow its student body modestly to a size of about 400 students from its current size of 375 if the new building is successfully built.

The expansion will take place over the next few years, according to Salkind, so that there will not be an abrupt increase in class size.

Some students fear that more students per grade could change Urban’s intimate learning culture, but others say that culture tends to change anyway

with every new crop of students. Some “The school has always been a years there may be more students one-building school,” Salkind said. But interested in the arts, while other years with the addition of the new building, there may be more “the community is going students interested to have to stretch across in athletics. A new the street.”

“Urban is a building could As hopeful as he and serve both. students are for a new great school, The gym “will building, Salkind added not because of that physical assets aren’t absolutely help (for attracting the facilities, but as important as what’s athletes), just like despite them.” inside. a large theater will “Urban is a great absolutely help —Mark Salkind, school, not because of (attract theater facilities, but despite head of school the kids)” Salkind them. That’s been the said. truth for most of our hisThe biggest cultory,” Salkind said. tural change of all may be re-imagining “(I)t’s really the teachers and the Urban as a school that is in more than students and the relationships between one place. the two ... but (the facilities) help.”

What’s the deal with Urban room names? that and gave it a math-y name.”

These names may be fun, but it is often difficult for students, parents, visitors, and even some teachers to identify and locate the rooms in the school.

“I think for freshmen it’s really hard, and I think for some of them, really embarrassing when people talk about a room and a name and they have no idea what you’re talking about,” said Forrest.

It isn’t just freshmen who get lost, either. “I have to admit that some faculty members don’t know the rooms,” Forrest said, “because they don’t have to teach in all of them.”

If Urban’s room names are confusing and hard to memorize, then what is the point?

From its curriculum, grading system, diverse students, or complex building, Urban has always prided itself on being unique. The original room names suited its identity.

“Urban has, architecturally, a kind of intimacy that’s really appealing,” said Forrest.

“By naming the rooms its sort of personifying parts of our building in a way that fits with all the other intimate characteristics of The Urban School, including individualization and personalization. There is a way that that really echoes the way the school is.”

As Urban moves forward with its Oak Street expansion project, due to open in the fall of 2016 (see “New Building Uncovered,” page 7), the pattern of naming its rooms will continue.

The new rooms are slated to be built and finalized in January 2015 and the entire

building will be ready for use by the end of the 2015-2016 school year. Between now and then, students will be able to get involved in the naming process.

“We try to include kids in almost every decision we make,” Forrest said, adding that Student Committee and Curriculum Committee will be at the forefront of the naming process.

“Hopefully, we can do a process where the entire school is involved, like a contest or something where you can vote,” Forrest said. “That’s kind of the way we did it last time but we were limited because there weren’t too many kids around. But we did. Of course, we always include kids in decisions.”

When asked about how naming new room names would proceed, Forrest said, “I feel confident that the last process was really inclusive. I think that it should be a kind of celebration thing… It would be part of welcoming the new building into our community with all of its different personalities.”

Of course, there will be guidelines for the new room names. New classrooms should have names that are connected to their rooms in some way. Forrest said that there should be “no names that are going to embarrass grandparents,” but there is also a general freedom for Urban students to voice their ideas and opinions, which will include those about the new rooms.

Forrest hopes that is will be “a very fun thing and a celebration for the school,” marking the finish of another building and a new era for The Urban School community.

“By naming the rooms, it’s sort of personifying parts of our building in a way that fits with all the other intimate characteristics of The Urban School.”

—Suzanne Forrest, assistant head of academics

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A T TT OOS

REPORTED BY Marie Bergsgund AND ZOE MENEGHETTI All Illustrations by marie bergsgund Tattoos illustrate memories and experiences. Because of the peRmanence, tattoos often hold great intention. Noticing these untold stories, Marie Bergsund and Zoe Meneghetti interviewed student and faculty with tattoos, investigating the deeper meaning. Here are their stories. —Aideen Murphy, editor-in-chief

VERONICA HENDERSON ’15

LESLIE SCHAFFER

As you can see , it's a traditiona set in a rose. I l style skull find a real bea u ty in bones, skull especially, so I s have a few sk ull tattoos. This is my newest. Th one e skull and rose i s a about the symbio bout duality, tic relationship be tween life and I just got this on death. e a week ago at Idle Hand. Th artist is a friend e of mine. No reg rets. (My first tattoo I had cov ered wasn't quite wh up — I didn't regret it but it at I wanted so I found an artis whose work I re t ally liked with a great rep and h did a really go e od job with the coverup. I have tattoos with little other things that I migh t c hange if I could go back but I lo ve them all for what they mean to me at one tim t e or another in my life and for experiences I ha the d getting them.)

Most of my frie are tattooed so nds they like mine. M y f amily isn't too pleased about m y tattoos but the y've come to ac I have no idea cept it. what the studen ts think of my ta I rarely have th ttoos. em showing so m ost probably don know I have the 't m.

My tattoo is supposed to be a heartbeat. Its meaning is basically an appreciation of life. A friend at Oxbow did it in the dorms with a needle and ink that we bought at Safeway... which was sketchy. Lots of people got stick ‘n pokes of different things over the course of the semester. I guess it was a rebellion thing. I don‘t regret it, though whenever I see it, it reminds me of my experience there, and that is really special for me. When my roommates first saw it they all thought it was going to get infected and were all very dramatic about it, so that freaked me out a lot. However, it never got infected. My mom is extremely disapproving, but she seems to have calmed down since September, when I got it.

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N I V E L H A R SA

SCHOOL LIBRARIAN

I have a sea urchin shell on my right forearm that I got for my 30th birthday at Idle Hand on lower Haight. The tattoo artist, Erik Jacobsen, did a fantastic job, in my opinion. I wanted a sea creature that was somewhat abstract since I am an ocean swimmer. It‘s also an homage to my love of meditative beachcombing. People often ask what it is - about half guess correctly, some people are too baffled to guess, and the rest have some funny ideas: Beachball, squash, a pin cushion, or, my favorite, an ode to artist Yayoi Kusama. Students say they like it. My sister and my mom love it (my mom even got a tattoo for herself a few months after I did!), while my dad and husband are indifferent to tattoos in general and have no strong opinion. My favorite compliment so far was when I was on the beach at Aquatic Park going in for a swim and another swimmer looked at it and said that it was the best tattoo she‘d ever seen!

by Jacob Winick

T i m s ’ e y Vort o r e L ex

LeRoy Votto knows it all. Whether you know him as the most passionate man at Urban or the king of defenestration, there is no denying his vast knowledge and love of history.

How does he do it? The answer is simpler than you’d think: Time. He’s been piecing the past together long before most of us were alive.

It all started on Nov. 22, 1963, when young Votto learned about the John F. Kennedy assassination. “(The JFK assassination) made me think more about living history,” said Votto. “History wasn’t just happening to people I read about — it was happening to me as well.”

Votto, now 68, tucked away newspapers to remember the tragic American milestone and thus began a lifelong pursuit of history. Since then, he has accumulated hundreds of newspaper and magazine clips, which he stows in a grey box under his desk. Only in this small vortex of time can an article on Russia’s 1957 Sputnik satellite be seen next to one on the Oakland Athletics’ 1989 World Series victory.

“I got really lucky that the centennial of the Civil War occurred when I was 16 years old,” said Votto, “and at the very same time the civil rights movement was going on. History was connected to me in a way that I couldn’t have resisted even if I tried.”

Now Votto shares his knowledge and love of history by teaching many classes including Colonial Origins, Revolutionary Europe, Recent America, and Civil War. Students lovingly refer to him as the most passionate man at Urban. This nickname may refer to his tendency to kick over chairs and slam on whiteboards, in excitement as he lectures on the importance of the Declaration of Independence.

Despite Votto’s intense love of history, it is clear that his attachment to his box runs deeper. It is his fountain of youth.

“All these pieces are artifacts,” said Votto, thumbing through the clips as he talked in his office. “They are primary sources of the past. There are articles and magazines about the space program, which as a kid I was interested in, and still am. I remember rising early to watch the space launches.”

And yet of all the stories tucked away in his large grey box, the one closest to his heart is the one of the young president gunned down in Dallas.

“For a long time I had not opened up the box and maybe it was because I didn’t want to experience that sadness,” said Votto. “It takes me back.”

“History wasn’t just happening to people I read about, it was happening to me as well”

PAPER MANIA LeRoy Votto and his periodicals have stood the test of time , chronicling John F. Kennedy’s inauguration (1961), Kennedy’s assassination (1963), and the first spacewalk (1965).

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fighting rape in the military Invisible War movie poster by Chain Camera Pictures/Creative Commons licensed.

By Hannah Berk

Kori Cioca of the U.S. Coast Guard, breaks down during an emotional interview in this still from “The Invisible War.” Photo by Cinedigm/ Docurama Films release/Fair Use exemption.

U.S. Navy Seaman Recruit Hannah Sewell (left) embraces her father, Sergeant Major Jerry Sewell in “The Invisible War.” Photo by Cinedigm/Docurama Films release/ Fair Use exemption.

Will the U.S. military ever recognize rape?

Will the U.S. military ever understand rape?

It looks like Congress isn’t helping. On March 6, the Military Justice Improvement Act fell five votes short of the 60 required to pass the Senate. Four days later, the Senate passed a second bill, The Victims Protection Act of 2014, which would strip military commanders of their ability to overturn rape convictions by a jury, and would assign victims ”their own independent counsel to protect their rights and fight for their interests,” according to a press release by Sen. Claire McCaskill (D-Mo.), the bill’s co-sponsor. But that bill has now been referred to three House committees, where its future is uncertain.

All this raises a question: When will the military get around to reforming the way it treats rape?

This is the question behind the documentary “The Invisible War,” directed by Kirby Dick, which tells the story of more than 20 soldiers and officers who were raped while serving in the U.S. military.

Released in 2012, the film focuses on servicewomen Kori Cioca, Jessica Hinves, Ariana Klay, and Robin Lynne Lafayette, as they struggle to overcome the post-traumatic stress as well as the physical consequences of being sexually assaulted.

The film shows Cioca, whose jaw was dislocated during her assault, struggling with the Veterans Administration as she seeks medical care.

After being sexually abused, Cioca and other soldiers have only one person to turn to for justice, the commanding officer. According to the film, this is a conflict because 25 percent of the time the commanding officer is in fact also the assailant.

“The Invisible War” makes the audience wonder how the U.S. military, an essential part of American culture and patriotism, can have such a damaging impact on the very people who revere it — the soldiers themselves.

According to the movie, “15 percent of incoming recruits attempted or committed rape before entering the military.” At the same time, “16,150 service members are sexually assaulted in one fiscal year” (Editor’s note:

Ac c Th orD assaere C ing t ul ould o Leo tc as hav n Pa es n e in bee etta 20 11 n 19, , Sec .— NBC000 m reta Ne ilit ry o ws a , Ja ry s f Def e e n.

18 xual nse, ,2 01 2.

The year was not specified). It seems simple: If a person commits rape outside of the military, he or she goes to jail. But inside the military, the punishment is not as certain.

Because the visuals and the credits in the movie do not cite the sources for some of the facts mentioned, it is not certain that all the facts are the full truth.

For example, the film asserts that 15 percent of new recruits have already raped someone before joining the military.

But according to todaysmilitary.com, a government website, “(e)very applicant who goes through MEPS (Military Entrance Processing Statement) is given an FBI-level background check.”

How could someone guilty of rape be allowed to enlist, let alone stay out of jail?

In another example, the film states that 17 women, who had been raped in the military, filed a lawsuit on March 6, 2012, which was eventually dismissed, with the ruling that “rape is an occupational hazard of military service.”

But in fact, the reason for the dismissal was different: The ruling cited a 1950 Supreme Court decision that established the precedent that the military cannot be sued by current or formal soldiers for injuries incurred in the armed forces, including sexual assaults. The fact that the producers failed to cite the 1950 decision calls the credibility of the movie into question.

Although some facts may be iffy, the premise of “The Invisible War” still is compelling: Thousands of women are raped in the military every year. A May 1 New York Times article quoted Pentagon sources saying that last year, 26,000 people were sexually assaulted while in the armed forces.

Though Congress and the military have not yet moved towards reform, the White House has signaled it will. A May 7 New York Times article states that President Obama “said he had ordered Defense Secretary Chuck Hagel ‘to step up our game exponentially’ to prevent sex crimes and said he wanted military victims of sexual assault to know that “I’ve got their backs.”’

Having “their backs” is a beginning, but it’s not enough.

Sadly, “The Invisible War” against rape in the military won’t be over anytime soon.

U.S. Marine Corps 1st Lieutenant Ariana Klay wears her dress blues in this photo from “The Invisible War.” Photo by Cinedigm/Docurama Films release/Fair Use exemption.

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Lucie Rosenfeld ‘15

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This June, when seniors graduate and depart school, so will the last memories of a grade-free Urban. Next year, no one will remember the days when assessments were too vague to compare, when the conversations about course reports were casual, and the competition was scarce.

Before the fall of 2011, Urban’s grading system consisted of one interim report halfway through a 12-week trimester and one course report at the end of it. Reports included a rubric and written comments from the teacher. Students received grades, but exactly what they were remained hidden until the start of senior year when students applied to college. The only way for Urban students to know how many As, Bs, and Cs they might have earned was embedded in their grade point averages, which were reported at the end of each school year.

Today, Urban students still receive course reports, but now these course reports have one additional letter: A grade.

Though grades are said to range from an A to an F, grade inflation

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By Ella McLeod

Gabe Pine ‘15

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has narrowed that spectrum in high schools across the country, Urban included. Described in a College Board research report as “the idea that teachers are simply giving higher grades for the same level of academic achievement,” grade inflation increased the cumulative GPA for all high school diploma recipients from 2.64 in 1996, to 2.9 in 2006, while SAT scores “remained relatively unchanged.”

Unfortunately, with a smaller grade spectrum there comes more difficulty deciphering between the A, B, and C. “You know you’ve got 15 students, and two of them have done similar work — one is a tiny bit better, one is slightly less good. Is that (an) A minus (or) B plus? B plus, or B?” asked Courtney Rein, English department chair. “It’s just really hard, the smaller the territory gets.”

The following stories tell how students react to the A, B, and C in this new age of Urban.

Silhouette by Tessa Petrich

B C

Page 24

Chasing the

By Ella McLeod

Some stalk their teachers during E periods, some spike their hands in the air and make 10 comments every class, some parrot their teachers’ favorite themes. In these and other ways, Urban students have found many ways to snatch that A. Courtney Rein, English department chair, describes the A as “a toxic carrot that leads only into a kind of navel-gazing academic obsession.”

Though described as “excellence in key areas”

by Rebecca Shapiro, history department chair. As still are attainable, Urban’s top academic administrator said.

“A’s are good. Lots of our students get A’s.

It’s really wonderful. I’m glad we have so many A-getters at Urban,” said Suzanne Forrest, assistant head for academics.

Nevertheless, Forrest would not provide any data on the number of Urban students who receive As, saying that she does not want students comparing themselves to one another.

The A replaced the A plus at the top of Urban’s ever-narrowing spectrum two years ago after Urban’s college counseling office asked Forrest to eliminate the higher grade.

The A plus, which did not boost GPA, was merely a golden sticker, a way of saying “super extra work!” Forrest said. Because distribution of the A plus varied among teachers, Forrest said, the grade was an unfair advantage during the college application process.

Julian Larach (’15), who earns one or two As a term, doesn’t take them for granted. “It feels awesome, I feel so proud of myself; it feels like an achievement,” he said.

But Michael Fontana (’14) doesn’t leave such achievements up to chance. He plans ahead.

“I aim for A minus and if I get an A, then, great,” said Fontana. He also counts on friendly relations with teachers to nudge his grade further

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up the spectrum. “I think the more close the relationship I can develop with the teacher, the more likely they are to give me an A,” he said.

Freshmen Lucas Lepinard and Markus Blumenfeld agreed on simple strategies for getting an A. “It would be using E periods wisely and/or talking to your teachers,” said Lepinard. “And/or being me,” he added, with a smile.

Senior girls suggested more specific methods.

“Urban is the type of school where participation counts a lot, so if you say two things (during) each class, that will boost your grade up a lot” said A.J. Leon (‘14).

“Tailor your essays to what the teachers like, not what you want to write about,” said Leila

“I think the more close the relationship I can develop with the teacher, the more likely they are to give me an A.” Kaplan (‘14). “If your teacher values grammar, then you should really focus on your grammar,” added Ella Andrew (‘14).

Sadly for students, Urban teachers are not blind to all scheming.

“Sometimes students try to ask me how to get an A without actually saying those words, but I know what they’re trying to ask me,” said Laura

Cover Story

Hawkins, chair of Urban’s math department.

“Students think that if they’re nice to their teacher, or write a good course evaluation or self-evaluation that really pumps up the teacher, the teacher will think differently,” said Forrest, who examines course reports before they are mailed to parents and students. But in reality, teachers are “kind of like lawyers or anybody else who have gone through pretty intensive training,

“A lot of people in my friend group consider getting a B or B plus kind of a fail.” and that doesn’t sway them.”

Even if students are working for the A, they are still learning. Geoff Ruth, 11th and 12th grade dean and science teacher sees students strategizing to get a better grade, but says it only furthers their learning.

“My goal is for students to understand the material and be passionate about the material,” said Ruth. “And if kids are doing that and in the process getting an A, then, great.”

Still, for some, the A is all that matters.

“A lot of people in my friend group consider getting a B or a B plus kind of a fail,” said Larach. (see “Stretching the B,” page 25).

Stretching The

By Ilana Brandstetter

Freshmen Ellie Armstrong (’17) and Camille Barreto (’17) already feel the college pressure weighing down on them. In a competitive country of high school students striving for the elusive 4.0, neither one knows how to escape what they call the B grade rut at Urban.

“I think it’s about stats — I think that’s what worries me,” said Armstrong. “I know that when I read my course reports, it’s good feedback, but if I get a B, then colleges see a B. They don’t see the feedback that I’m getting — they only see the grade, which is what worries me.”

On Urban’s course report rubric, the B roughly correlates to the very middle of the grade spectrum — “At Standard.” However, the aggregate average of Urban students’ grades is about a B plus, says Assistant Head for Academics Suzanne Forrest.

“All my teachers said ‘At Standard’ was good, (and) that’s where you’re supposed to be,” recounted Barreto. “So I felt like I should just maintain where I was instead of really try to push.”

Teacher conferences at the interim mark sometimes don’t clarify a student’s progress.

“I don’t know what ‘fine’ means to (my teachers), because I have my standards and I know they have their standards,” said Armstrong, adding that these two standards are rarely aligned.

Talking to teachers about what grade she’s getting “doesn’t really help, because they obviously can’t tell me anything that they’re not supposed to,” said Armstrong, adding, “it’s very suspenseful.”

Many students feel that the B is stretched to include all work that is neither excellent nor a failure. And that can make the “B” even more elusive and difficult to define.

“It’s tricky, because it’s been like this for so long, where the B is this weird mystery” in between an A and a C, said Brendan Dunlap (’15).

“By easing up on giving As or giving more Cs,” he said, “it would be more clearly defined how you’re doing if you get a B.” At a school where everyone is striving for As (see “Chasing the A,” page 24), getting even a well defined B can feel like a failure.

“When I get a B...it’s heart-wrenching,” said Dunlap. “This terrible feeling swells up inside me.... I sometimes feel almost judged for getting Bs, not even just by my friends, but by my parents, too.”

Incoming freshmen for whom the transition to high school work and high school grades is especially difficult often have to make peace with the B. “It was so easy for me to be able to get As,” said Maia Bruno (’16), recalling her middle school classes. “It didn’t really prepare me for (studying) here, because I was able to not really care, not really try the entire term,

“It’s tricky, because it’s been like this for so long, where the B is this weird mystery.” and if by the end I got my act together, I was able to get an A.” But students transitioning from Urban to college may also need to rethink their approach.

A student may need to realize that a B in college is not a comedown.

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B

“I think that (Urban students) might be unprepared for getting a lower grade (in college),” said Dunlap. “If a kid got a C or a low B in college, they might misinterpret it as them failing or doing really poorly, when it could mean that they’re doing average.”

Both students and Urban counselors say that it

“People put so much emphasis on their GPA...without thinking about it in the larger narrative.” is essential to put grades into perspective.

“People put so much emphasis on their GPA or a particular grade without thinking about it in the larger narrative,” said Lauren Gersick, associate director of college counseling.

That said, the larger narrative can be far from straightforward.

“Part of the challenge of looking at the high school experience is that we look at grades as something concrete, but the context in which grades are happening is not concrete,” said Clarke Weatherspoon, freshman and sophomore dean.

“If we can remember that statements about personal worth are not related to academic performance, I think that’s pretty critical.”

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Shaming the

By Olivia Morfit

The red pen is no one’s best friend.

Sheepishly eyeing the map of red circles and X’s scribbled all over her latest history paper, an Urban student slides the offending item into her bag before her classmates can see it, but not before glancing at the rubric.

Below standard. Fantastic.

The Red Pen is No one’s Best Friend.

While at most schools, “below standard” could mean a D, or God forbid, an F, at Urban “below standard” is a C. Across America, however, things are different. According to the Newport Public School grading scale, a C grade represents students scoring in the 70-79th percentile on tests and graded assignments.

But that’s not the norm at Urban.

“If C is an average grade, you should have just as many F’s as you have A’s, and that’s certainly not the case, especially at Urban,” said Greg Monfils, who teaches English and economics.

Urban students who get a C as a final grade express shame and feelings of failure at achieving a mark that is considered “average” in most other academic settings.

“I was ashamed of my C because I felt that I was letting the teacher down, as well as my parents,” says Alex Johnson (’14). “They didn’t come down too hard on me, but I felt

C A

bad. They were dropping $35,000 a year for me to go to school, and I got a C.” “I feel like getting a C has a stigma here,” Johnson added. “I have friends at (St. Ignatius College Preparatory School in San Francisco) who get Cs and it’s not a big deal.”

Other students are more philosophical.

“I’m not ashamed of getting a C when I’ve tried my hardest,” said Leila Kaplan (’14).

“I don’t feel bad about it myself, but I feel weird about telling people because people are like ‘Oh, haha, wow’ and play it off like it’s so bad.”

Even so, there’s frustration.

“I feel like, at a school where effort is such

“I feel like getting a C has a stigma here.” a big deal, I put in a ton of effort and get a C sometimes and that’s frustrating,” Kaplan said.

Urban teachers appear hesitant to hand out Cs; for both students and teachers, the B- to B+ grade can encompass a wide range of academic achievement (see “Stretching the B,” page 25).

“I’ve never considered a C to be an average grade when teaching,” Monfils said.

“People come here because they are not average students and they don’t expect to get average grades.”

According to Peterson’s online guide for the college-bound, a B grade point average is

Cover Story

how to get the

By Griffin Bianchi

now expected for college entrance. Students accepted by New York University, a private college with an acceptance rate of 35 percent, have an average GPA of 3.6, equivalent to an A minus.

But some teachers maintain that colleges also want to see growth and potential along

“People come here because they are not average students and they don’t expect to get average grades.”

with grades.

“When I did college counseling,” said Monfils, “I had a student who got a C the first term of (chemistry) and a C plus the second term, and she was upset because she worked so hard. I told her that her chem teacher should write her college recommendation because the teacher could see that (progress).

“Hard work is its own reward,” Monfils said. “If you work really hard, it will maximize your potential for the future. It will generate discipline for you, it will generate high regard for you. You get tremendous respect for it.”

Pages can be highlighted and dragged into a document in mere seconds, You sit at your desk, sweat running down and paragraphs can be loaded into Google your face, your stomach in a knot, and your for an instant translation instead of laboripencil slipping out of your hand. You don’t ously using a hard-copy language dictionary. know the answer to this problem. How could With the addition of smartphones that a they have expected you to? student can use to instantly look up informaBut the guy sitting next to you does. It tion while in the bathroom during a test, or would be so easy just to look over and see to capture data forwarded from a friend, it’s what he has written. No one would ever know. hard to see how teachers can win the war on Or so you think.

In the Legend survey, 39 percent of the cheating.

What would you do for a 4.0 grade point Urban students responded that they were Having fewer high-stakes tests and more average at Urban? Would you go to Math Café most likely to cheat on a test or a quiz, folin-depth projects — which are tougher to every lunch? Would you go to the free afterlowed by 34 percent saying that they would cheat at and measure learning more authenschool tutoring in the Infinity Room? Would use Internet language translation tools for tically — can be one way to reduce cheatyou study hard every night? But what if you foreign language assignments. ing, according to James M. Lang, author of don’t have time? Would you take a shortcut?

At Urban, as well as at other schools, “Cheating Lessons: Learning from Academic Would you cheat on a recycle? On a problem teachers, deans and advisers constantly Dishonesty” (Harvard University Press: set? How about on a test? preach about academic honesty, sometimes 2013). But the most powerful turning point For most Urban students, that answer to instead of actually teaching students how to might come down to students understanding those questions is “yes.” avoid it. that cheating cheats them of learning.

In a Legend survey of 100 Urban students The Legend survey shows that many Ur“I propose, first, that grades are the ban students still have difficulty identifying currency of the student, just as money is the what cheating is. Asked to define it, answers currency of adulthood,” wrote English teachranged from “turning in work or taking er Greg Monfils to his students in a popular credit for work that isn’t your own,” to “being post that appeared on an Urban message dishonest to oneself about the grade (one) board earlier this year. (Editor’s note: Monfils got.” gave permission for his post to be quoted in “In order for a grade to be truly honest, this story.) one must know that they put all the work in “I also propose that the economics of themselves,” said an anonymous respondent. cheating prove that cheating actually increasAnother student wrote that cheating oces the difficulties and the stress that cheating curs “any time where you are not fully abid- is meant to ameliorate,” Monfils wrote. ing by the ‘rules’ of a test.” Others defined it “Successful cheating, i.e., cheating that is on SurveyMonkey in January, 73 — or 73 as just plain “lying.” not caught, results in an artificial inflation of percent — responded yes to the question, Whatever the perceptions of cheating, it’s the average score of an assignment,” Monfils “Have you ever knowingly cheated on a clear that these days, with the expansion of went on, “thus increasing, for the future, not assignment or test?” the Internet and online resources, cheating is only the teacher’s expectation with regard to By contrast, 59 percent of students rebecoming much easier. In a pre-digital day, that assignment, but perhaps his/her expecsponding to the 2010 survey for the Report cheating required spending time copying tation with regard to all assignments.”

Card on the Ethics of American Youth adfrom books or actively looking over at a The more cheating takes place, Monfils mitted to cheating at least once on a test in peer’s paper. Now all it requires is a few argues, the more the need for cheating will the previous year, while 34 percent admitmouse clicks and keyboard taps to get the increase, until everyone is copying each othted to cheating two or more times on tests. job done. ers’ incorrect answers.

In Order for a grade to be Truly honest, one must know that they put all the work in themselves.”

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Page 28

ULTURE

Ethan Jannsen ‘16

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U B N T E D R N S R A ior at n u j z, a e XPLORES E p , l o o ho eL c S v i trends d o Ol rban o df U n a e BAN e R l U h y D t st ROUN E A TH

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T

PROM MODEL POSE: From left to right: Kendall McCready (‘16), Jake Plut (‘16). Photo by Ella Andrew.

By Lily Dodd

his year’s prom, which took place at The Great American Music Hall in San Francisco, was a baller. The student committee decided against a theme, but the atmosphere of the place was enough: The hall, with its stone balconies, open bar, and stuffy plushness called to mind some sort of underground 1930’s European cabaret.

This, coupled with the tiny hamburgers and techno music, created a very cool generational clash.

Not having attended prom last year, I cannot make a comparison between this year’s DJ and last year’s controversial Diamond Dave. But this guy, 94.9 DJ Jayplus (secret identity Jason Chin) kept the floor hopping all night. He could have had more diversity in his choices (everything he played seemed to have been released within the past three years), and he could have played a few slow songs. But overall, a top-notch disk jockey.

Performance highlights included a swaggy demonstration of lip-syncing by James Hill (’17) and the sick moves popped

by Chloe Parker (’16), Ben Lee (’17) and Shafia Zaloom, Urban’s health teacher and resident Wonder Woman.

The regular and sweet potato fries, the syrupy Shirley Temples, and the very nice photo booth man all added to what was truly a fantastic accomplishment by the student prom committee, including Genna Gores (’14), Olive Lopez (’15), and Corey Smith (’16).

For most, it was a night to remember. For others, a night to remember up until they left — and then, maybe, it got pretty blurry.

#urbansfprom

MUGGING IT AT PROM: Left to right: Cassidy Elkins (‘15) and Elyssa Kleiner (‘15). Photo by Gene Kosoy/www.snapfiesta.com.

SPANISH 4B TAKES PROM: From left to right: Julian Larach (‘15), Noah Melrod (‘15), Chantal Toupin (‘15), Mari Oram (faculty).

Photo by Gene Kosoy/ ww.snapfiesta.com.

PROM KING? Left to right: Laurel Taschetta (‘16), Corey Smith (‘16), Danny Cardoza (faculty), Kira Waldman (‘16). Photo by Gene Kosoy/www.snapfiesta. com.

TOP PHOTO, WHOLE STAGE: Photo by Gene Kosoy/SnapFiesta.

BREAKIN’ IT DOWN: Harrison Golding (‘14), surrounded by Urban students. Photo by Gene Kosoy/SnapFiesta.

Gabie Walter-Clay

Urban Alum Artists

By Aideen Murphy

Where are they now?

Over the years, many Urban alumni have pursued careers in the music industry. Read on for information on several Urban musicians and their styles, successes, and aspirations.

Andrew St. James Although Andrew Nayman (‘13), whose artist name is Andrew St. James, graduated last year, Urban students can still be heard howling “laaadyyyy,” a reference to St. James’ song “All About You.” While St. James has undoubtedly left his musical mark on Urban, he’s now doing the same thing in Boston, where he attends college at the Berklee School of Music.

St. James considers his music to be “folk/alternative … with a modern tinge to it.” Inspired by artists such as Bob Dylan, Allen Ginsberg and Youth Lagoon, St. James has written all of the music on his most recent album, “Doldrums.”

Although St. James attends college in Boston, he often travels to Manhattan to perform. He has been featured in Nylon Guys magazine, MTV’s Hive and Performer magazine.

Even after touring in Nashville, Los Angeles, and New York, and writing and recording music with Grammy-winning producers, St. James isn’t content with where his career is at.

“I’m incredibly thankful for everything that has happened so far, but I’m hungry as hell. Always have been,” he said. “In my mind, I have not accomplished anything yet. These things are just the foundation of what is to come … I’ve got a long road to run down.”

Bobby CONTE THORNTON ABBY DIAMOND Singer/songwriter Abby Diamond (‘11) describes her music as electronic “with a funky R&B feel” and “a definite jazz influence.” Artists such as Blue Hawaii, Little Dragon, Kimbra, Sbtrkt, The Hics, and many others inspire and influence her sound and songwriting.

When listening to Diamond’s songs, such as her cover of Bessie Smith’s “Nobody Knows When You’re Down and Out,” you can hear Diamond’s distinctly soulful voice. Diamond lives in New Orleans, where she attends Loyola University and she is surrounded by many other artists and styles of music. As a vocalist in Tulane University’s Big Jazz Band, Diamond sang at last year’s New Orleans Jazz Festival, and also played in a show she called “Abby Diamond and Fine Wine.”

Diamond’s passion for music is obvious. “I love the music that I am making; it inspires me,” she said. “Just really loving and feeling what I create and being able to perform it with people and for people who feel the same way when they hear it — that makes me very happy.”

Diamond aims to focus on writing songs, producing her first extended-play album and continuing to perform.

On May 15, Diamond released her single “Moonlight,” which can be found on her YouTube channel.

Bobby Conte Thornton (‘11), is pursuing a Bachelor of Fine Arts in Musical Theatre at the University of Michigan in Ann Arbor, Michigan. Thornton most often sings classical music, but trains himself to be able to sing in all of the genres that are a part of musical theatre.

At Urban, Thornton was always involved in musical theatre. He gives credit to the Urban’s musical director, Brandon Adams, for setting him on his musical path, saying that Adams “really stretched me as a singer and an actor,” especially in the senior performance project.

Thornton “was really proud of the work we (Urban artists and Adams) did, and taking that experience to college with me has benefitted me immensely.”

This year, Thornton has performed in various musicals inside and outside of college. Thornton played the character of Enjolras in the musical “Les Misérables” at the St. Louis MUNY Company, and he will be performing the show again in a University of Michigan production, this time as the policeman Javert. Thornton has also performed one-man cabaret shows in nationally known clubs, including the Venetian Room in San Francisco.

Gabrielle Walter-Clay (‘12) describes her music as a “soul/ pop fusion” and is heavily influenced by musicians such as Stevie Wonder, Aretha Franklin and India Arie. Studying at Berklee College of Music in Boston has shaped her music, she says, as “the fact that I’m living on my own and constantly surrounded by musicians has been what’s affected my music and creative habits, more than the location.”

In December, the singer/songwriter released an original song, “That Groove,” with her all-girl band, called Common Thread.

Since “That Groove,” Walter-Clay has debuted cover songs such as “Breakfast Can Wait” by Prince and “Dear Prudence” by The Beatles.

Last January, Walter-Clay performed at The Great American Music Hall in San Francisco. The rising artist has also performed in other venues such as the Berklee Performance Center, the Brooklyn Academy of Music café in New York City, and Wally’s Café Jazz Club in Boston.

Walter-Clay plans “to continue to build a team of people who — first and foremost — support my vision and my message.”

“I am hoping to book more shows, for my band to continue to get tighter, to release more projects, and to work with some great producers,” Walter-Clay says.

Watch out for upcoming shows or music videos on Walter-Clay’s YouTube channel, or her Facebook page, https:// www.facebook.com/GabrielleWalterClay.

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look ‘em up: Andrew St. James Look out for St. James’ upcoming album, which he is yet to release, on his Facebook page https:// www.facebook.com/andrewsaintjames or listen to his music on iTunes or Spotify.

off to college and wouldn’t make the band a priority.”

But not to worry: The She’s independently released their EP album “Dreamers” on April 15. The She’s have also released a music video for the song, directed by Christin Turner.

The She’s’ Beach Boy-inspired pop-rock band is undergoing a The She’s are performing primarily in the Bay Area, which transformative year. Group members Sami Perez (’13), SinClair they enjoy because the local scene, as Perez says, “has been really Riley (’13), plus Eva Treadway and Hannah Valente (’14 graduwelcoming to our music, and we don’t always receive such a warm ates from Drew High School in San Francisco) deferred college in welcome often due to our age or gender.” the 2013-14 academic year to focus on their music and touring.

Their music style is greatly influenced by 60s pop, especially by During this time, The She’s have been writing and self-probands like the Ronettes or modern bands like Thee Oh Sees, Dum ducing EPs and are hoping to make a “bigger splash” with their Dum Girls, and Vivian Girls. upcoming release, according to Perez.

Visit The She’s Facebook page for show dates and for further Although the girls have made big strides in building a followinformation, find them on iTunes, or buy their music at Amoeba ing, they’ve also faced struggles with music labels. Several labels Music on 1855 Haight St. in San Francisco. had seemed interested, but in the end “our age got in the way of actually finalizing things,” Perez said. “Most labels figured we’d be

The She’s

The Amigos Playing styles such as jazz, country, rock and roll, zydeco, Cajun, bluegrass, gospel and folk, The Amigos are truly an all-American band.

Although The Amigos feature many guest artists, the core group includes accordionist Sam Reider (’07), plus guitarist Justin Poindexter, bassist Noah Garabedian, and drummer Will Clark.

On Dec. 17, during an all-school meeting at Urban, The Amigos performed songs such as “Katie,” which Reider called “the collision of some country lyrics Justin wrote and a little jingle we recorded for a fan named Katie a few years ago.” Reider collaborates with Poindexter on all songwriting.

Currently living in Brooklyn, New York, Reider not only gains inspiration from his location but also from the concept of home.

“A lot of this comes from the fact that musicians are always on their way to a gig somewhere,” says Reider.

From March 10 to April 14, the Amigos toured Asia, performing in China, Laos, Myanmar, Vietnam, and Cambodia. During this trip, The Amigos performed in events such as the Hue Festival in Vietnam.

Abby Diamond Check out Diamond’s music at abbydiamondmusic.com or go to https://www.facebook.com/abbydiamondmusic and like her Facebook page, as Diamond said, “if you’re feeling the love.”

Hazel Rose Hazel Rose (‘07) is an experimental pop artist with “different vocal styles ranging from house, to funk, to reggae and rock.” Although she has performed mostly hip-hop in the past, over time Rose’s music style has become eclectic, and her songs often combines genres.

Rose is not only fearless with her fluid music style choices but also with her music videos, such as “Pasha” and “Heartbeat.” Over the last five years Hazel Rose has released three albums with her band, 40Love.

Originally a poet, Rose writes her own music and collaborates with other musicians to create beats. Rose is living in San Francisco and focusing on a solo career and an independent album called “9 Lives.” On Feb. 25, Rose released her first single, “Heartbeat,” on iTunes.

“This shift into being a solo artist has totally transformed me,” Rose says.

“I have been more focused on strengthening my vessel as far as the voice and message I want to put out into the world as an individual, a woman and a leader.”

Her influences include Lauryn Hill, Erykah Badu, M.I.A., and even painter Frida Kahlo and the late British clothing designer Alexander McQueen.

Although Rose gains inspiration from these famous artists, she feels like “the stage is always open and ready for new musicians to bring something new and unexpected to the game.”

Watch out for Hazel Rose’s upcoming music, which can be found on iTunes, HazelRoseMusic.com, or her Facebook page at www.facebook.com/ hazel.rose.

The Amigos Check out their latest album “Diner in the Sky” on iTunes, Spotify or Amazon, and receive updates on their Facebook page at https://www. facebook.com/TheAmigosBand.

Photos: Photo of The Amigos by Peter Leuders; other photos of artists from Facebook/used with permission.

TODAY True, as of today, a lot has changed. In addition to the biggest shocker of the 2003 story — Dan Murphy was Urban’s college counselor — Urban was also much smaller than it is now. It didn’t yet have a 1:1 laptop program, and classrooms were confined to only the western side of our current building. Today, we have a college counseling department (including Susan Lee and Lauren Gersick), a growing technology program, and plans for a new building to open in the fall of 2016.

But despite these changes, Urban has maintained its core values. Urban is still, as it was in 1970 and 2003, committed to creating “an active, joyful process of discovery,” which Head of School Mark Salkind told Legend reporters in 2003 is Urban’s creed.

Salkind’s quote that “an active, Urban is “on the forefront joyful of cultural revolution” also is true 40 years later. process of go to an Affinity Club discovery,” Just meeting, or visit a panel during the Month of Understanding, to realize that Urban’s commitment to open-mindedness is alive and well.

What makes Urban special isn’t its smoking Ping-Pong basement or the single building that we’ve called home for so many years, but its people and values. Urban is different than the typical high school portrayed in movies. There are no 25-year-old-looking bullies, mean cheerleaders, or wedgies on flagpoles. High school isn’t something to be endured before we move on.

At Urban everyone can find a place. While teachers no longer smoke with students in class or put up with flaky attendance, the legacy of Urban’s past as a counter-culture laidback school is alive and well.

With a new building set to open in the fall of 2016 and a growing student body, the Urban community will inevitably question whether Urban is losing touch with its roots.

Are we? What’s next? And, what is it about Urban that makes it uniquely Urban? We posed these questions to students and faculty around school on May 22. Here are their answers.

Tomorrow

Sitting in Math Café with dozens of students frantically scribbling down problem sets in between bites of food, one might not believe that Urban has much in common with Urban as it was 40 years ago.

In a 2003 edition of the Legend — which featured articles ranging from the creation of the Bay School to another discussing the impact of adding E-periods and a bi-weekly schedule, now commonplace at Urban — Zoe Statman-Weil and Bridget Moriarity wrote a piece comparing their Urban to the school in the 70s.

Statman-Weil and Moriarity wrote that in the 70s it was normal for students and teachers to smoke cigarettes “in the hallways and even in the classrooms.”

According to Jan Waldman (’77), “(w)hat is profoundly different now is the seriousness in which Urban students take their classes and projects and homework,” as reported in the article.

The story also noted Urban’s ahead-of-the-times educational style.

“While other schools in the 70s were behind the times, Urban was, in some ways, at the forefront of the cultural revolution. Urban was the first school in San Francisco to be coed. (Dan Murphy) stated that, ‘Urban always walked on a tightrope.’ Urban seemed to do things ahead of other schools, yet always in a relaxed way. Reflecting the laidback attitude back then, Dan said jokingly about students’ attire, ‘most people were clothed.’ ” The feature story even that went on to say that in the 70s, “(s)tudents would often cut class and play Ping-Pong in a downstairs room. Dan Murphy, Urban’s current College Counselor who taught at Urban in the beginning years, was aware that cigarettes were being smoked but did not rule out the possibility that other drugs were used as well.”

YESTERDAY

Page 40

by Jacob Winick

“Urban attracts a well-rounded student, a student who cannot fit into a box, a student who cares more about learning than outcome.

The same goes for teachers ... they care about me as an individual. And then, Urban’s attention to making us activists.”

-Sophie Kovel, ‘14

“It’s a space where people can express their identities regardless of who they are.”

-Maddie Murnane, ‘15

“I can fool around in class and be friends with my teachers.”

-Lars Archer, ‘16

“Where do you even begin?”

-Riley Maddox, Faculty

“It’s less superficial than other schools. and you’re respected for being smart rather than how you look.”

-Marisa Weinstock, ‘15 “The only high school that is on Page and Masonic. Nothing makes Urban, Urban other than the fact that it’s named Urban.”

- John Mornini, ‘16

“In the space of 15 minutes, I’ve been asked that question three times.”

-Geoff Ruth, Faculty

What is your most memorable high school moment?

HUMANS of

haight

“Playing music and asking a really good-looking sophomore girl to homecoming” -Marc beAUREGARD

BY OLIVE LOPEZ AND NIKI KING FREDEL

what advice would you give to your HIGH SCHOOL SELF?

“DON’T BE SO DRAMATIC” -LEYLA KUTTERNIG

what advice would you give to your HIGH SCHOOL SELF?

“take advantage of every opportunity. when you’re younger you don’t appreciate (life)” -peta finn

WHAT WAS YOUR MOST mEMORABLE HIGH SCHOOL sCHOOL moment?

“FIRST Year” WHY WAS IT MEMORABLE?

“Because all the other kids were fuckin’ nuts. I was like, “Hell, no.” I went back home and did a telecourse.”

-Christopher james

“I made money buying uniforms from older students and selling them to the younger ones”-Steve bogner

“pay attention in class more” -CHIP ( DECLINED TO GIVE LASTNAME )

“I went to an art school in Seattle.

It was 78% people who are, like, gay, lesbian, transgender. It was international, a huge clash of kids from all different countries.

It was really cool.”

-sydd ( DECLINED TO GIVE LASTNAME )

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Ath le

tics

Kendall McCready ‘16 Students participating in spring sports. Photos by Olive Lopez.

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THE URBAN SCHOOL’S

NEW ATHLETIC DIRECTOR

By Sam Johnson

We all know Joe Skiffer as the motivational and good-hu-

mored boys varsity basketball coach and assistant to the loud and passionate athletic director, Greg Angilly.

In the fall of 2014, Skiffer will be taking Angilly’s place as the new athletic director as Angilly moves on to become dean of students at Cape Henry Collegiate school in Virginia Beach, Virginia.

Skiffer describes himself as “laidback, intense, enthusiastic,” and someone who “loves to have a good time,” in contrast to Angilly’s description of Skiffer as “articulate, passionate, motivating, supportive, wise, and funny.”

“I tend to be more vocal and a tad more juvenile in my behavior despite being 10 years older than Joe,” said Angilly. “Joe is more thoughtful about his actions and words and that will help Urban Athletics moving forward.”

Skiffer, 33, was born and raised in San Francisco. He attended Town School for Boys for kindergarten through 8th grade and St. Ignatius for high school. He played basketball through high school and continued playing through college at Boise State University. He began coaching at Urban in 2009.

In his free time, Skiffer enjoys playing chess. Although it is said that Skiffer is allegedly undefeated, Jacob Winick (’15) said he has beat Skiffer four times.

With Skiffer’s new job comes new responsibility, which Skiffer has responded to by coming up with big goals

for the athletic department in the upcoming years.

“Some specific goals I have is just more success within our teams,” said Skiffer. “I think we have some good coaches, and we have some talent within our programs, it’s just about growing that talent that we already have, and just having a few more wins.”

In addition to Skiffer’s own goals, Angilly also has high hopes that Skiffer will enhance the athletics at Urban.

“I sense Joe will do a better job of organizing an Urban Athletic Club to organize events and support for our teams,” said Angilly.

“If you’ve watched Joe coach a practice or a game, you know how much of himself he puts into his team,” said Angilly. “I expect that same passion to be felt by all of our athletes and students.”

Having been assistant athletic director for the past four years, Skiffer has some insight as to what he wants to drastically change for Urban athletics, although he has noticed that over the past four years “the program has grown overall.”

“I’m really excited about growing our swimming team, giving them a little more exposure,” Skiffer said.

Skiffer also remains excited about expanding Urban’s athletic community at games and events.

“I’m most excited for the big events that we will have next year…whiteouts, and certain things that we’ve already had in place, but being at the forefront of those and making those happen,” said Skiffer.

While Skiffer’s new role will

hardly be a huge change for the Urban community, his replacement will be a new face at Urban.

Kali Heys, athletic director at Blue Oak School in Napa, California, will become the new assistant athletic director at Urban next year.

“She brings a good amount of AD experience to the table as well as volleyball and swimming coaching experience,” said Skiffer.

Skiffer describes Heys as “approachable, creative, and energetic.”

Although Angilly will be missed throughout the Urban hallways, he will be leaving Urban with lifelong memories.

“I appreciate Urban accepting me from day one and giving me this incredible opportunity,” said Angilly. “Urban is a unique place and I will hold true to my heart the memories and people I’ve been fortunate enough to work with and represent.”

Angilly also trusts that he will be leaving the Urban athletic department in very capable hands.

Angilly said, “I know in my heart that Joe Skiffer is going to be the best athletic director this school has ever had.”

JOE’S TIMELINE 1998 Skiffer signs his letter of intent to Boise State University with a full athletic scholarship.

2004 Skiffer graduates from Boise State University.

2009 Skiffer begins his coaching career at Urban.

2015

2011 On Aug. 27, Skiffer marries the love of his life, Dr. Erin Scollin Skiffer.

Skiffer is set to begin his career as athletic director at The Urban School.

NEW A.D. Incoming athletic director Joe Skiffer times the swim team in the Boys and Girls Club at their meet on May 7.

Photo by Ella Andrew.

Page 50

Work Hard Sit Hard T H E B E N C H A R M E R S

By Alex Johnson Special to the Legend

Vince Lombardi, legendary coach of the Green Bay Packers, and the greatest football mind ever, once said that “winning isn’t everything, but wanting to win is.”

This is the attitude that I tried to adopt as I prepared for Urban’s game against International High School on March 23, 2013. International then was a team we could easily beat.

Our coaches hadn’t named a starting pitcher for that day’s game, a tactic they often used to try and make sure that everybody was ready to play just in case. No matter my chances of starting, I prepared as if I was sure I was starting. I warmed up with Elijah Howard (’14) and felt that my chances were great that day; my arm felt strong and the ball had all the zip I wanted it to have.

However, just as those pregame butterflies in my stomach arrived, the pitching coach approached Elijah and gave him the news that he’d be starting. I felt that bitter sting of disappointment that was and is all too familiar to me and so many other student athletes at Urban.

Even though I’m a four-year veteran in Urban’s varsity baseball program, I’m what most would call a “benchwarmer,” meaning I’m never in the starting lineup, and I rarely come off the bench and see any playing time.

My teammates and friends have sometimes questioned why I still spend 15 hours per week in a season practicing for a game I’m never going to be successful in, when I could use that time to work on schoolwork or watching “Breaking Bad” on Netflix. However, for me, there is no question; coming into Urban, never having seen the sport before, I see successes and improvements in myself with every practice, and every time that I step into the batter’s box and onto the field.

What makes Urban so unique is its unusual definition of success. It is, perhaps, the only school where students can seemingly fail test after test, but are still mostly graded on their day-to-day effort in class.

Apparently, this sentiment is a growing part of Urban sports as well.

Although we hear so much about current Urban sports stars like Harrison Golding (‘14), Luca Tramontozzi (‘14), or Thea and Mariah Harvey-Brown (‘14), there are many student athletes who compete just as hard in the sports that they love, even if they can’t always show it on the playing field.

In life, it seems, we’re challenged to be the best at what we can already do, not better at the things that don’t come easily. Too often, we’re pushed away from the things that we truly want to do because we fear outside judgment. So no matter how flushed with embarrassment my face may

be as my mom sits and watches seven innings of my back on the bench, I still won’t be pushed to be a bandwagon sports player and play only the sports I’m good at. I do what’s hard because I love it.

In this time of so much change at Urban, benchwarmers may be the most Urban of all the Blues, the ones who try hard at what he or she loves, no matter the result.

Senior varsity athletes speak out about their experiences as benchwarmers and why they continued playing in their final year. -Aideen Murphy, editor-in-chief

Ben Geffner, basketball I’ve been here for four years. Why would I quit my senior year? First and foremost, basketball is a commitment. I wouldn’t come in on Christmas Eve for practice if all I cared about was my playing time. I can’t control that, but what I can control is how much I help the team. Realistically speaking, I don’t expect to get much playing time, but by playing as hard as I can in practice I make the team better. (As a benchwarmer), I have a much different perspective than everyone else. I’ve watched all these guys develop and grow … however, what I am not is a cheerleader. My status on the team is not predicated by how much playing time I get.

Rose Paratore, volleyball I was a captain this past year ... I wanted to show a good example that just because I wasn’t playing I still wanted to get better and show support. Honestly, if I hadn’t been a captain, I probably would have quit.

Top photo: Urban players on the bench at the boys varsity basketball game against University High School on Feb. 19. Photo by Olivia Lopez Previous Page:cLazy icon designed by Aaron Tregent from The Noun Project/Creative Commons licensed.

Abby Schantz, basketball It’s good to be on a team, and it’s a good way to build friendships with people I probably wouldn’t otherwise talk to ...

I feel like a part of the team the vast majority of the time, but there are always those moments ... like during a huddle, during a game, or when we are getting yelled at about messing up after a game, that I don’t really (feel like a part of the team).

Who is your Senior Soulmate Start

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The superior Girl Scout cookie is...

Thin Mints

Samoas

If you were stranded on a desert island with an Urban faculty member, they would be...

Water

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I’m least afraid of...

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Athletic wear

Be outdoors

I like wearing...

Hand-me-downs

Scott Nelson Do the splits

Have no hands

Tomás Vasquez

Horses

Bike coast to coast I aspire to...

I can...

Be a marine biologist

My spirit animal would be..

Beat University

I like to...

Beat rainbow road on Mario Kart

A mountain goat

Your Senior Soulmate is Kim Davidson

Kim Carleton Davidson IV is not only an avid bicyclist, but also a passionate lover of his family.

A sea otter

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I would rather...

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Clap one-handed

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Your Senior Soulmate is Walker Calhoun

Walker Calhoun, a senior boy who seeks romance and adventure.

Your Senior Soulmate is Nora Hanson

Not only does Nora defend the goal on varsity soccer, but she will also defend your honor.

Your Senior Soulmate is Miller Klistner

Although Miller’s primary passion is poop, he’ll never poop on your dreams.

Your Senior Soulmate is Gabby Geinhart Steihler

After picnicking on the beach, Gabby loves to swim in the ocean with her beloved dogs!

Your Senior Soulmate is Ella Andrew

Like her clothing, Ella’s hugs are enthusiastic, vibrant and eclectic.

Photos by Olive Lopez.

Hasta La Vista Class of 2014 As the class of 2014 nears graduation, memories of the past four years come back in a new light. It’s never easy to say goodbye to a place where you’ve spent possibly the four most important years of your life. Below, seniors Leila Kaplan and Miller Klitsner share snippets of their unique Urban memories and experiences to close out their time here. -Aideen Murphy, editor-in-chief

Leila Kaplan (‘14)

Leila Kaplan and Katie Wilson embrace in the garden. Photo

by Ella Andrew.

Advice to a young freshman fresh out of the womb: Talk to everyone and listen fully. Immerse yourself in everything that Urban offers. If “I really did not improve very much in anything” is what you write on your self-evaluation, like I did in freshman year, that is not a good sign of anything.

Be thankful that Urban teaches you how to be alone, how to be sad, how to be happy, and how to be alive. Never go into the small stall in the garden room bathroom and expect a clean toilet. Please don’t flush your pee, because it’s just wasteful and I will never understand why people do it.

Dedicate yourself to something. Try to understand math; even if you are awful like me, it really is life. Learn how to separate yourself from Urban if you need to. Don’t take anything seriously except for a few things that are important. Actually, take a lot of things seriously, but always remember that the world is much bigger than yourself.

Remember that Urban is just a place that you pass through; remember that everywhere you ever go is just a place that you pass through.

Miller Klitsner (‘14) About five years ago, I heard my brother’s jazz band play a song called “Tumbleweed” by Michael Brecker. The song brought a familiarity from a time in my life before my memory existed. I kept listening to the song over and over– it was the only jazz song I knew, but it spoke to me.

Freshman year, when I was just some weird kid, I started to mess around and compose on the bass and I came up with a line that reminded me of the song. I recorded it, and thought nothing of it, leaving it alone like all the other recordings on my phone.

At the beginning of senior year, my jazz band mates and I needed to come up with an original song for the jazz concert. I showed them a few recordings, none of which were very jazz-like, until we came upon the recording I made freshman year. We started to work with it, and as we developed a song around the line, I became emotionally entranced by the song. It was as if the line had wanted to manifest itself as this full being this whole time.

We arranged the now full and complete jazz tune and brought it into the jazz combo. It started with me playing the opening line, the same line as the one on my phone, and I can still remember the feeling and the overwhelming amazement I felt when the rest of the band joined in — to be poetic, I felt like a flower being watered, or a clown turning into a golden lion.

I really can’t quite describe it, but looking back on it, it was the most enormous, glorious feeling, as if it was the ultimate type of musical experience: To simultaneously play and hear your own original form.

Miller Klitsner and Michael Pilossoph hug in the freshman hallway. Photo by Ella Andrew.

END PAPER

By Lily Dodd

At Palo Alto High School, where I spent my freshman year, there is a senior tradition known as Streak Week. This is what it’s like: A week (or two, or in the case of my freshman year, three) at the end of the school year, wherein senior students run naked through the quad, faces masked. Both boys and girls participate, and if caught by administrators, students can be charged for sexual harassment of minors and a letter will be sent to their prospective colleges. If this doesn’t sound exciting enough, add to it the fact that seniors do more than just run.

They perform.

This is how, one lunch period, I witnessed a ski-masked boy sprint past — genitals flapping in the wind — and toss three dead fish gleefully in the air. One fish landed a yard in front of me, bulbous eye staring. Gosh, I thought.

At that point I had already made the very difficult decision to transfer to Urban. I had told my friends and we had all cried a lot. I had told my teachers and I think two of them cared. I was really excited. I was bereft. I was kind of a mess.

My mom had heard about Urban through her friend Julie Siler, mother of Andrew Siler (’16), and had recommended I shadow there because I was unhappy academically at Paly.

I had loved Urban from my first visit. I loved how teachers shook my hand and asked me how I was doing and if I was enjoying the school. I loved the grungy, neutral-colored good looks of the students. I loved how there was a tree just sort of growing in the middle of the school. And I loved that little sculpture that is on top of the outdoor steps that lead to the first floor. I just noticed that sculpture again today. I thought, I forgot about you.

The people I talked to said Urban was an excellent school, but with “a kinda hippie vibe.” “It’s a little artsy,” someone else said. “100 percent potheads,” reported a University High School student who shall go unnamed. I was unfazed.

I thought, a naked boy has thrown a fish at me. Nothing can shock me.

I was wrong. I was very, very shocked. My first few months at Urban were one huge shockwave. I saw people eating out of Mason jars. I was handed a diagram called “The Genderbread Man” on three separate occasions. Teachers said things in class like, “Wow, will you please shut up?” I was terrified. But I was also exhilarated.

The first Spanish test I got back really freaked me out.

When I turned it over to look at the grade, I saw nothing, just a rubric. I hyperventilated. At Paly, if you didn’t get a grade on

your test, it meant you failed. You were somewhere below a D. You should talk to the teacher after class. I turned to the student next to me, “Did you get a grade?” I whispered weakly.

“Yeah.” She pointed to her rubric. “Above standard.”

“But like a letter. Or a number. Did you get one of those?”

“Nah. We don’t do that.”

What the hell?

But like most things, I got used to it. It took some time. It took some moments of panic. Transferring to a new school is hard. Those first few weeks, I often found myself seized by sudden grips of fear, thinking, I’ve made a huge mistake, I miss my friends, I have no friends, I’m terrified and cold and everything smells like pasta. But at some point I realized I’d made the right choice. I can’t pinpoint a particular moment: My first bout of uncontrollable laughter with an Urban friend, crying a little about Lincoln’s second inaugural, The Great Banana Relay Race of 2014 ... at some point, I just knew. And I’m grateful to all the people who helped me know. And I hope that I can be the same sort of person for transfers to come. Or, for anyone, really. Next year we lose Tilda, Mari, Suzanne, Tómas, and Beatrice. The entire senior class will leave. The entire freshman class will arrive, along with new teachers and new rules and new words and a cute new waiter at Squat and Gobble, who you are like, 96 percent positive, winked at you. Newness is everywhere. Everyone, and everything, is making gigantic and teeny transfers.

And it comes hard: You feel dazzled by what you’ve found and hollowed out by what you’ve left behind. Like my friends at Paly. Like my Spanish teacher, Maestra Garrison, who had tiny glasses and who would start impromptu games of “sillas musicales” for all 36 kids in the classroom. I miss the swim unit in P.E. and being casually referred to by my last name (“Dodd!”). And I miss streak week. I wish we had one here, especially because we don’t have a quad, just an Old Library, and there’s nowhere to run, so everyone would be going up and down stairs and it would be hilarious.

But you win some, you lose some. I’ve definitely won more than I’ve lost. To the students and teachers who are leaving Urban, I will tell you: It’s scary. You’re going to have to hide in some bathrooms. You’re going to have to cry a little. There are days when you will have to shove aside a crippling feeling of self-doubt. But you will be absolutely, completely, and totally fine. And at some point, you may even achieve an excellent.

June 2014

The Urban Legend The Urban School of San Francisco 1563 Page Street San Francisco, CA 94117 Volume 1, issue 1